elsya: journal of english language studies vol. 1, no. 2, june 2019 , pp. 69-73 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 69 an article review on “the use of politeness strategies in the classroom context by english university students” rohandi yusuf 1 and anwar 2 1 al-wathaniyah junior high school, perawang, indonesia 2 vocational high school 7, pekanbaru, indonesia yusufrohandi45@gmail.com article history received : 10 may 2019 revised : 25 may 2019 accepted : 1 june 2019 keywords politeness theory politeness strategies english classroom english language teaching university students abstract this study aims to review and look at politeness strategies in the classroom context by english university students. politeness in english language teaching is still a major concern. this is considered a way of ensuring positive contact in the classroom. as an essential actor in the class, teachers and students must also cultivate politeness as a way to establish positive engagement in the classroom. in order to investigate the politeness phenomenon in efl interaction, the researchers applied a descriptive qualitative research method. two sections of english literature were included in this research. the key data sources were the individual student presentations recorded. the recording took fifty transcripts, which lasted between five and seven minutes for each performance. the transcripts were examined and debated on the basis of brown & levinson's theory of politeness. the findings of this research indicate that english students used different types of words to express their courtesy within the classroom. such phrases were in the form of greetings, thanks, apologies and fillers. some terms were also taken from the vernacular language of students who acted as a tool to soften their presentation. such words were marked as positive and negative politeness. the results of this study could be used as a means of establishing effective interaction between teachers and students in the classroom. 1. introduction to create effective classroom interactions, the teacher and students will rely a lot on their communication. teachers and students use language for both verbal and non-verbal communication. consequently, they must adopt an effective communication plan to clearly articulate their ideas. several studies show that teachers and students need class approaches to express their ideas. teachers and students as major players in class interactions connect with each other in different styles. to interact, people should be careful not only to complete the information but also to move it in a way. effective communication not only aims to successfully transmit messages, but also to create comfortable communication between partners that can create solidarity and intimacy. with the implementation of a politeness approach, this effective communication can be achieved. the study of politeness in communication. first illuminated by brown & levinson (1987) with the idea of "face-saving views", the issue of politeness has been explored further in many different languages and contexts. holtgraves & perdew (2016), for example, study the relationship of politeness with uncertainty. another recent study on this problem is by sukarno (2018) who studies politeness in relation to the use of demand. all of this research proves that politeness has an important role in communication. the issue of modesty doesn't just attract attention bachelor in sociolinguistics and anthropolinguistics as described above. other communication arrangements, such as education and classroom settings, also highlight the important role of politeness. jiang (2010) claims that in the context of language teaching, politeness is believed to enhance learning by providing a lively and friendly atmosphere in the classroom. payne-woolridge‟s (2010) study had focused on facework in the classroom, which in fact can become an alternative to introduce a fresh way of considering the way teachers speak to pupils about behavior. findings of these studies confirm that politeness is important in the classroom interaction. maintaining politeness in the class is a good strategy to reach effective classroom interaction. mahmud (2018) had explored the english students‟ perspectives on politeness; however, the focus was not on the strategies of politeness. it focused only on the english students‟ perception of how to be polite in the class. politeness studies which explore deeply about the english students‟ strategies are still limited and therefore, need to be further explored. referring to this phenomenon, politeness strategies in class, especially by english students in teaching english, are still an important issue to be explored. very little research has focused on the strategy of english students in expressing politeness, especially at universities. the context of studying the politeness proposed in this study brings a new phenomenon of politeness research. the elsya: journal of english language studies vol. 1, no. 2, june 2019 , pp. 69-73 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 70 communication context, class presentations among british students, becomes a potential area for observing politeness strategies and therefore, brings significant findings in politeness research, especially politeness studies in efl classroom interactions. the research then focuses on the use of politeness strategies by uk university students in the classroom context. the findings of this study are expected to contribute to the study of politeness in efl classroom interactions. this might also serve as a useful input for practitioners of classroom interactions, especially english teachers and students to create effective efl classroom interactions. in the english classroom context, as seen in this report, even different forms of politics are found, such as the use of terminology influenced by islamic teachings and the use of vernacular language influenced by the students ' cultural contexts. many papers on politeness often show the various strategies used to describe politeness. for example, senowarsito (2013) found some positive and negative political strategies in the classroom and all serve as a way to create characters. zander (2013) also found other radical and impolitist views in the college. attention to the lesson in the course is regarded as nice, while late class behavior is regarded as impolite. such studies all suggest that politeness is important for the interactions of the efl classroom, and therefore there are some strategies that english students can use to contribute to successful efl interaction. 1.1 politeness the popular courtesy theory is the view of saving the face of brown & levinson (1987). the central idea of this theory is the idea of face (bargiela-chiappini, 2003). brown & levinson (1987, p. 62) state that face is “the public self-image that each member wants to claim for himself.” everyone wants to look after each other's faces, otherwise, face threatening acts (ftas) such as being offended, or disturbed can occur. being polite means defending "face" and avoiding actions that threaten each other's "face". brown & levinson (1987) propose five politeness strategies. the first strategy is "to put it bluntly on the record without redressive action", which follows what it says. the speakers conducted the fta in the most direct, clear and unambiguous way because they believed that there were times when some obstacles forced people to speak very directly. for example, if there is an emergency or if there are major time constraints where the speaker saves time to be effective. the second strategy is the "positive politeness strategy". this is a call for solidarity with others, namely how to make the listener feel good or make him think that his values are shared. positive courtesy is used to expand intimacy, to imply equality or to share desires. the third strategy is the "negative politeness strategy" which refers to an effort to show awareness not to be forced, that is to avoid interfering with the other person's freedom of speech by using hedges and apologies among others. brown & levinson consider this strategy as the heart of appreciative behaviour because it performs the function of minimising coercion of the listener. the fourth strategy is "not recorded". in general, this is the use of utterances that are not directly addressed to others. this is called indirect speech. in this strategy, the speaker does an fta by saying something indirectly (implicative). 1.2 face threatening act (fta) according to brown & levinson (1987), actions that threaten faces can threaten the speaker's face or the listener's face, and they can threaten positive faces or negative faces. the fta or face threatening act includes gratitude, apologies, promises, even non-verbal actions such as tripping, falling or any words that intrinsically threaten other people's faces (positive or negative). this also includes disagreements, criticisms, orders, sending bad news, and requests. for example, a simple request threatens the negative face of the target because the target's compliance with the request interferes with his desire to remain independent. conclusively, ftas are actions that challenge the desires of other people's faces. brown & levinson (1987) propose that when faced with the need to carry out ftas, individuals must choose between conducting ftas directly and efficiently or try to reduce the effects of ftas on the positive/negative faces of the listener. mitigation strategies are what brown & levinson label as politeness strategies. 1.3 politeness strategies positive politeness strategies are displayed while the speaker asks for goals, and even establishes friendship through expression. the speaker makes himself preferred because he has a close friendship with the listener. it can also be said that positive politeness is a strategy of solidarity to make a closer relationship with the listener. for example, when one wants to ask someone to lend their pen, they‟d ask politely with respect to borrow the pen. therefore, the founders of modesty have formulated modesty in five strategies according to the greater risk of fta. the first strategy is to conduct an fta without repressive or bald actions on records relating to minimal fta. the second strategy is to carry out ftas with repressive measures with positive politeness. then, the third is negative politeness which aims to handle fta at the middle level. the fourth is a record for handling high-level fta. the latter is „don't fta‟ because of the higher risk. a series of possible strategies can be drawn up and explained in figure 1.3.1. elsya: journal of english language studies vol. 1, no. 2, june 2019 , pp. 69-73 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 71 figure 1.3.1 possible strategies for fta furthermore, brown & levinson list the possible strategies in the positive and negative politeness taxonomy. table 1 shows 16 positive politeness strategies, 10 negative politeness strategies, 3 off record strategies, and 4 bald on records. 2. method figure 2.1 illustrates clearly the steps that the authors undertook to conduct this article review. figure 2.1 flow of the article review figure 2.1 shows the method of that the authors use to conduct the article review. first, the authors have chosen the article meant for review, which is mahmud‟s 2019 article entitled “the use of politeness strategies in the classroom context by english university students.” this article is chosen based on the recommendation of the authors‟ supervisor. second, the authors feel the need to discuss and elaborate the key concepts of the relevant article, which is about politeness theory. third, the authors focus on the relevant article to identify the strengths and also, fourth, the weakness of the article. by fulfilling these four steps, the authors present their review of the article. 3. results this study presents the results of the article review from the research design, samples, analysis techniques, followed by strengths and weaknesses that the authors found in mahmud (2019). 3.1 research design of mahmud (2019) mahmud‟s (2019) research uses descriptive qualitative design. the article that this study reviews used comprehensive narrative and visual data collection, analysis, and interpretation to gain insight into certain interesting phenomena, namely the presence of politeness strategies employed by students. as a descriptive qualitative research design, the relevant article is intended to collect, analyse, and interpret some of the existing data related to one particular phenomenon, namely politeness strategies by students in classroom interactions. the relevant article was conducted at the level of an undergraduate program at one of the state universities in makassar, indonesia, in 2015. 3.2 participants of mahmud (2019) the participants in the article this study reviews were fifty students who were selected purposively. they are students of the english literature program and take anthropolinguistic courses where students are assigned to give presentations on one anthropolinguistic case. their presentations are recorded by students themselves using cell phones. they last for 5-10 minutes for each student. class interactions where politeness can be observed are analysed. 3.3 data analysis of mahmud (2019) data analysis is based on an analytical framework that relies on data re-recording, data transcription, data selection, and data interpretation. for this study, the analysis relies on fifty transcriptions of fifty students (each consisting of 3-4 pages). for a long time and many transcriptions, data were then selected based on the purpose of this study, based on content. the data is then interpreted and analysed in the form of a conversation extract. in extracting, relevant data are identified, discussed, and analysed to explore student politeness strategies based on the politeness strategy framework by brown & levinson (1987). 3.4 strengths and weaknesses of mahmud (2019) table 3.1 displays the strongest point of the article, which are the numerous identification of the politeness strategies used by students. choose article for review discuss the main topics identify the strengths identify the weaknesses elsya: journal of english language studies vol. 1, no. 2, june 2019 , pp. 69-73 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 72 table 3.1 politeness strategies the strength of the article, we can find new vocabulary from the research of the use of politeness strategies in the classroom context by english university students, the explanations given are clear and concise, accompanied by accurate data sources. then the article raises trivial problems, but has a significant impact if that happens, and includes many references in his research. findings from this study found that strategies can be seen in the forms of greetings, thanks, address terms, apologies, fillers, and vernacular language. this finding also shows that students adopted several terms from their language to communicate. different expressions of politeness are also found in the context of english classes. all of the findings of this study confirm that politeness is essential in efl classroom interaction. therefore, several strategies can be used by english students in indonesia to contribute to effective efl classroom interactions. as a final note, the only weaknesses found in the article are the presence of incorrect spellings. these are in minority though, and do not affect the way the authors and other readers in understanding what mahmud (2019) conveys in the article. 4. conclusion it can be concluded that some of brown & levinson's (1987) politeness strategies were used by british students in their presentations about positive politeness and negative politeness. this finding shows that the idea of politeness (brown & levinson, 1987) can be applied in the context of indonesian efl classrooms. the conclusions of this study also show that cross-cultural context studies of politeness are needed to examine the influence of culture in practising politeness in the classroom. the practice of politeness by british students in makassar proved to be influenced by the religious and cultural aspects of the interlocutors. the findings of this study have contributed significantly to the process of teaching english in universities in makassar. these findings can also be input for other universities in indonesia, especially for practitioners of efl classroom interactions (for example teachers and students) about how they should behave in class to achieve effective ways of interacting in teaching english. the findings from this study are also expected to contribute to the politeness research literature in a particular class context and the asian context, in general. however, further studies need to be done in terms of the practice of the courtesy of teachers and students who are influenced by factors such as age and gender, especially through the choice of language they will use to communicate. 5. acknowledgement the research would like to thank the institute of research development and community service (lppm) unilak for their help during the discussions on how to write the research article. however, they might not agree with all the claims and conclusions in this article review, as they belong to the authors‟ of this article. references mahmud, m. (2018). exploring students‟ politeness perspectives at the state university of makassar. journal of education and learning, 12(1), 36-43. brown, p., levinson, s. c., & levinson, s. c. (1987). politeness: some universals in language usage (vol. 4). cambridge university press. holtgraves, t., & perdew, a. (2016). politeness and the communication of uncertainty. cognition, 154, 1-10. sukarno, s. (2018). politeness strategies, linguistic markers and social contexts in delivering requests in javanese. (master‟s theses). universitas jember, indonesia. jiang, x. (2010). a case study of teacher's politeness in efl class. journal of language teaching & research, 1(5), 651-655. elsya: journal of english language studies vol. 1, no. 2, june 2019 , pp. 69-73 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 73 payne‐woolridge, r. (2010). classroom behaviour and facework: balancing threats and enhancements. classroom discourse, 1(2), 167-180. senowarsito, s. (2013). politeness strategies in teacherstudent interaction in an efl classroom context. teflin journal, 24(1), 82-96. zander, r. (2013). ethnography of polite and impolite student classroom behavior in the intensive english center. linguistic portfolios, 2(1), 11. bargiela-chiappini, f. (2003). face and politeness: new insights for old concepts. journal of pragmatics, 35(10-11), 1453-1469. instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 32-36 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 32 critical discourse analysis in media studies: a review research on its application in indonesian context anwar anwar 1 , asri laraswati 2 , and ridhani ridhani 3 1 u-raise academy, pekanbaru, indonesia 2 applied linguistics center, pekanbaru, indonesia 2 applied linguistics center, pekanbaru, indonesia anwartheauthor@gmail.com article history received : 7 february 2020 revised : 25 february 2020 accepted : 26 february 2020 keywords discourse analysis critical discourse analysis (cda) application review research communication abstract this research examines the field of discourse analysis which has popularity in the media field and communication studies. the research is focused on the application of critical discourse analysis (cda) in indonesia. this study is especially interested in examining cda’s variety of approaches. the goal of this review research is to discover and to know the role of cda in the hidden ideologies in the media of discourse studies. the data in this study is on ten selected article journals to clarify the methods, ways, and to find in which cda has been used in understanding social and educational phenomena. this study determined three themes in critical discourse analysis application, i.e. economic, political, and social contexts. 1. introduction at least ten years ago, 'discourse analysis' has become a contemporary term in linguistics. hanks gave a statement; he has defined discourse as “it is language-in-action, and investigating it requires attention to both language and action” (hanks, 1996). initially, cda had existed since 1952 when zellig harris wrote an article entitled discourse analysis published in the language journal. only then did the linguist of the 1970s realize the importance of discourse and text analysis of language role in the structuring of power relations in society. discourse studies is a field of an interdisciplinary between linguistic, psychology, poetics and social sciences the focused on the analysis of discourse, the systematic theory and then various context. it has developed from similar problem and interest be an extension in these disciplines. so, with discourse studies will make related to the fundamental similarity on discourse, object, forms in use of language and the communicative context. besides, one of strongest influencing researcher is teun van dijk as the author of the handbook of discourse analysis (1985) and as a dutch linguist is generally believed as the “founding father” from the contemporary of the study of discourse. in actuality, discourse studies have already been talked as a field of study in the 1970s. it has been developed until this period with many kinds and a branch of it. discourse is focused on language use in sentences and the interaction between speaker and auditor or writer and reader, in a particular situation (nordquist, 2017). moreover, “da provides a basic methodology to describes and analyze how the structure and content of the textencode ideas and the relationships among the ideas itself that are present in the text, systematically” (hamuddin, 2015). generally, discourse analysis concerns on language use between a group of people. it will analyze based on the writing from many others to specify usage. according to discourse has two critical components of the news media, such as the news story and process when producing text. accordingly, fairclough's see on the language media analysis as “we need to analyze the media language as discourse, then the linguistic analysis of media should be part of the discourse analysis of media” (fairclough, 2013). bell has stated that discourse is in the electronic distribution for the future of writing (smith & bell, 2007). so, “discourse analysis” is a field on applied linguistic that analyze the language use of the interaction with speaker and listener or writer and reader. strangely, talking and communicating seems to ignore each other as fields of research despite their common interest in text. this was noted by van dijk (2011), as the prominent discourse analysis practitioner found that the essence of messages actually receives little attention in mass communication research. carbaugh (2007) even put forward that “the field of intercultural communication has been criticized for failing to produce studies which focus on actual practices of communication, especially of intercultural encounters.” much like how homogeneity of variables is desired in classroom practices, people in general encounter problems in communicating because the same expression and the same word are likely to have elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 32-36 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 33 different meanings in different contexts or even with different tones. while the variability of the meaning of messages is not fundamentally troublesome, it does play the role as a threat to secure communication (brown, 1995). this issue is also exacerbated with the advent of technology, as the underspecification or vagueness of word meaning may be increased with the rapid evolution of people’s creativity with morphology (derin et al., 2019). thus, this study feels the necessity to contribute to the body of literature of critical discourse analysis to address the gap in communication research. 2. literature review 2.1 theory and approaches to critical discourse analysis (cda) there is one interdisciplinary of discourse analysis, called critical discourse analysis (cda). cda is a required field because there is an essential aspect of textual understanding is the identification of the topics of the discourse. van dijk (1985) has stated what cda is focusing on this field starts from choosing the problem from suffering person or people and group, a social problem that happens. analyze or examine who are responsible, have power and those who have the opportunity to solve such a problem. on the other hand, wodak (2001) has advocated cda as a drawing of political action consequences of one’s aspiration paired with a serious motive. besides, fairclough & kress (1993) defined it too about cda as the description and theorization of a social process that rise to text production and structures and processes of social in-group then, make meanings for the interaction with text (yunira et al., 2019). the function of discourse field for the community is to provide real awareness (explicit awareness) for their role. this thinking comes from that science is 'value-free'. critical discourse research (cdr) must meet the following prerequisites, to be effective in achieving its objectives, namely: a. because it includes the marginal research, cdr must be better than other researches to be accepted. b. its primary focus is on political and social issues, rather than the current paradigm and fashions. c. empirically, critical analysis of common multidisciplinary social problems. d. not only explain the structure of discourse, but it tries to clarify the notion of social interaction and especially on social structure. mainly, the cda focuses on discourse structures that are created, confirm, legitimize, reproduce, or challenge the power relations and domination in society. fairclough & kress (1993) established the main principles in cda to be what is shown on figure 2.2.1. figure 2.1.1 principles of critical discourse analysis 2.2 fairclough’s theory of social discourse this social theory of discourse has a goal for analyzing the social and politic events in our community and life. norman fairclough declares that “language use in society is a form of social practice rather than an individual activity” (fairclough, 1992). this statement is correlated with the social group practising their economic or politic activities that contain an essential proposition for their commercial or social practice and refer to the presence of the new ideology. afterwards, norman fairclough suggested some principles as a social practice. there are three principles of discourse: a. constitutive and constituted. discourse is contributed to making and reflecting on social structures. b. social practice. it will make a social identity and a social relation in a group of people. c. knowledge and belief. it was contributed to the knowledge system and understanding as an identity in language use. thereupon, with this theory, norman fairclough has stated some dimensional model of critical discourse analysis in three types, such as content a text, discursive practice and social practice. in general, this dimensional model of cda has the aim to introduce the challenging principles because it was the best principle to understand and has related to social context. focused on social issues discourse reviews ideology the power relationship is discursive discourse is historical discourse shapes society and culture elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 32-36 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 34 figure 2.2.1 three-dimensional model of fairclough’s critical discourse analysis 3. method in undertaking the research review, the first thing is searching the database using the internet in google scholar and other electronic journal databases. from the electronic journal databases, this study will select studies related to critical discourse analysis. this method is known as library research, and this study chose this on the justification that google scholar and other electronic journal databases offer researchers the opportunity to extract high-quality studies that are openly accessible. the framework of the way this study was conducted is shown on figure 3.1. figure 3.1 methodological framework the data collection was successful as the databases explored in this study were free and easy to access. in exploring the databases, the period of study publication has been limited from 2015 to 2020. the keywords of searching this research were critical discourse analysis, discourse analysis, and media studies to support this research. within multiple electronic journal databases, it selected again which one of those studies is real, correct and unique. initially, there are 25 related studies were downloaded from google scholar and other open access electronic journal databases. from these 25 related studies, this study selected 10 research studies on the basis that they have a concrete framework and substantial content. then, those research studies were read, reviewed and analyze independently, then together in multiple discussions among the researchers. in the end, this study determined three themes in critical discourse analysis application, i.e. economic, political, and social contexts. 4. results & discussion from many databases that have searched, it was getting the politic ideology about the connotation word. it has a different meaning from the truth one about the leader's character in social. a group of powerless people sometimes are not able to debate or comment on the issues of politics or an event. critical discourse analysis as one of the applied linguistic field has been found in many kinds and genres on analyzing the critical phenomena that appearance of a new ideology, discrimination of social classes, genders, and races. all those vital phenomena are performed in mass media of public life. the mass media can present in many types of it, such as newspaper, advertisement, and radio with the current issues at that time. on applicating the fairclough’s framework of cda, there are some themes of cases explained like economics, politicals, and social contexts. 4.1 economic context first cases are discussed beauty products “fair & lovely” discourse and the strategies used in exploiting all women. the discourse used in beauty products is perceived can getting a positive ideology of women to respond to this advertisement of beauty product. yet, many consumers failed to notice their mind about the negative structures discourse of the beauty product. for instance, “fair & lovely” product using catchy words as 'face polish', 'daily fairness', and 'night fairness' to create an interesting ideology on woman's mind. that catchy words make women think of using this product will help their face forever and that words can manipulate the woman's belief (iqbal, danish, and tahir, 2014) other cases, it is has examined the power of the product and the ideas through advertisements which indirectly influenced the consumers. next, beauty product of “nivea” that represented the word as “goodbye cellulite.” that collect data from electronic journal databases selecting studies that are concrete and significant independent analysis of the selected studies discussion of the selected studies generating themes from the selected studies elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 32-36 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 35 word makes an ideology of woman, by using this product can eliminate all cellulite in woman's body. with the attractive name from nivea also manipulate the woman's mind and enable consumers to trust and believe the product entirely (vahid & esmae’li, 2012). kaur, arumugam, & yunus (2013) also explored the discourse on the beauty product advertisement as part of the social process from the social practice of the language. therefore, from two cases above, a woman with smooth skin and slim’s body have more power in their community than an ordinary woman who does not has the “commonly desired” characteristics. 4.2 political context first cases in political aspects, from zhang that already analyzed in “the new york times” american newspaper about political context between irak and america. by using the three-dimensional framework of fairclough, zhang got the result that a positive ideology comes from the bush government because he had a liberator and friendly behaviour. in contrast, saddam hussain did not have the same his government has a contrary ideology from the people (zhang, 2014). other cases, in the "indonesia daily newspapers" about the building's construction of the corruption eradication commission (cec). these cases have two parties, cec and parliament, a negative ideological is gotten by parliament because they strongly opposed the building’s construction of the cec then many members of parliament have believed to corrupted (darmayanti & riyanto, 2013). 4.3 social context the first case in social is from "time magazine" that investigated americans on the muslims ideological. for american people, muslims are known as 'terrorists' that can threaten them. the statement from talbott can be an example of this phenomenon as “laws of muslim religious against impiety and immodesty” (talbott 1991). it shows that muslims are extremist, immodest, and violent. therefore, contributing to a perspective of critical that reflects the negativism of the muslims in the world (iqbal, danish, & iqbal, 2014). 5. conclusion from this review research and literature, it was shown that critical discourse analysis (cda) has been popular in discourse studies field because the application cda in this era is increased than 20 years in the past. the increasing studies have applied this field in investigating interaction, social context, and discursivity of text, in exploring the relationship between ideology and language, and analyzing what ideology is more dominant in cda. however, in cda, mass media play an important role. the mass media is one thing that supports the increasing number of cda in this era. therefore, mass media plays a vital role 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(2014). a critical discourse analysis of political news reports. theory and practice in language studies, 4(11), 2273. https://www.thoughtco.com/discourse-analysis-or-da-1690462 https://www.thoughtco.com/discourse-analysis-or-da-1690462 elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 88 analysing zakir naik’s illocutionary acts in his speech about islam’s view on terrorism & jihad khannisa annahlia, edward edward and mohammad fauzi universitas lancang kuning, pekanbaru, indonesia khannisaanahlia@gmail.com article history received : 16 august 2020 revised : 24 august 2020 accepted : 27 september 2020 keywords pragmatics speech acts illocutionary act english as a second language abstract zakir naik is an infamous indian preacher who conveys the meaning of qur’anic verses on today’s social media, primarily using english to reach the widest international audience. the study aims to find out the dominant types of illocutionary acts and functions of speech acts in his speech on terrorism and jihad in islam’s perspective. this mixed method study uses quantitative and qualitative data from his lecture on “islam and jihad”, analysing the data with searle’s (1986) speech act theory. this study contributes to the pool of linguistics knowledge on the delivery of sensitive topics by detailing how an english as a second language (esl) speaker conveys religious beliefs to the world. 1. introduction language is used by humans in real life situation.this has some communicative goals associated with each other’s speech. speakers express their emotions, ask questions, submit requests, and, commit to the actions they take in words. language can also be a measure of the breadth of one's insight or the high and low level of civilization of a people, or the poor prosperity of a country. the nature of language as a communication tool convers various aspects. firstly, language works according to the situation. then, understanding the meaning in a communication depends on how and when or to whom the message in the communication is conveyed finally, the meaning of an expression/ utterance must be seen from what is meant by the speaker, and what form of language is used and how the function of that language can represent meaning. the types of language delivered are divided into two. they are direct and indirect speech. . direct speech here is the result of the speakers quote on what he said, for example "who cleans this room?". while, indirect here is telling and reporting on other people's words, for example,desy said that i must help her clean this room. one of the most interesting uses of speech acts is when they are used to give a speech in front of an audience and they interact between speeches and audiences during a question and answer session forum. of course, giving speeches and public messages meant committing specific and purposeful speech acts , more than when people communicate in ordinary day context (anwar et al., 2020; derin et al., 2020). it is including a speaker or preacher to lure his jama'ah or his audience to be interested in what he says and understands what the purpose of his lecture is. when lecturing, a preacher must understand the concept and material to be conveyed. he must be able to adjust the situation, time and methods as he will impart. from here, the preacher is known by his ability and knowledge to lure the jama'ah or his listeners. today,there are many preachers, with their own uniqueness to attract the attention of their jama'ah. for example: a famous preachers with his voice that pitched when he delivered tausyiah was late ustadz zainudin mz or ustadz abdul shomad who is famous for his humor, and his recitation is easily understood by his jama'ah or his audience. there are still many preachers who have their own character. zakir naik is an international muslim preacher from india. he is a muslim author, comparative expert and a certified medical doctor. he aims to educate the world, specifically muslim youths, who are doubting their beliefs. he believes that is the duty of every muslim to eliminate misconceptions about islam to defeat the anti-islamic bias perpetuated by western media. this study is interested to analyse his speech because he is a non-native english speaker who delivers his preaching using english as a second language. specifically, this study is interested to determine the dominant types of illocutionary acts and the functions of the speech acts that he uses in his video on the highly sensitive topic of terrorism. 1.1 pragmatics pragmatics is a branch of linguistics that studies the relationship between context outside language and speech. according to leech (1983:105-107), illocutionary acts consist of representatives, directives, commissives, expressives and declaratives. based on the research, it was found that in zakir naik there are some elements types of elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 89 illocutionary acts performed in the lecture, they are: representatives, directives and expressives. the commissives acts and declaratives acts are not found in the lecture. 1.2. speech acts figure 1. speech act speech act is the action or intent that a speaker accomplishes when using language in context the meaning which is inferred by hearers (searle, 1986; saragi et al., 2019). it is stated that speaking a language is performing speech acts, such as, making statements, giving commands, asking questions, making promises, and so on (searle, 2012). in the study of language, as in any other systematic study, there is no neutral terminology. kasper (2006) identifies that speech act theory is the interest of conversation analysis (ca) in studying language as action, according to speech acts as a functional unit in communication (gowasa et al., 2019). the distinction between constative and performative utterances put forward by austin is then replaced by triple classification in several actions. in more detail austin in levinson(1983) describes the three conceptions of direct action shown as follows:. 1.2.1 locutionary acts the locutionary act is the basic act of utterance or producing a meaningful linguistic expression. locutionary act is the literal meaning. for example: i have many assignments. 1.2.2 illocutionary acts the illocutionary act is the real actions by the utterances, where saying equals doing, as in betting, plighting one’s troth, welcoming and warning. in the previous example: when a speaker says "i have many tasks", the illocutionary power of the speaker's purpose in producing that speech is to tell the listener about the intention that he has many tasks. 1.2.3 perlocutionary acts the perlocutionary act is the effects of the utterance on the listener. it is used to influence the listener. perlocutionary act appears because of perlocutionary force in the utterance. in other words, perlocutionary is the effect created by illocutionary act to hearer. from example: after hearing this remark the listener might offer some help. illocutionary actions and perlocutionary actions are related to intentions and effects. 1.3 classifications of illocutionary speech act some linguists have attempted to classify illocutionary acts into a number of categories or types. david crystal, quoting j.r searle, provides five such categories as follow. classification to distinguish speech acts in general consists of several categories, namely classification based on the context of the situation (brinton, 2010). there are, representatives, directives, commissives, expressives and declaratives. 2. method the research design of this study is a mixed method. this study obtained linguistic data from naik’s video script of “islam and jihad”. this study analysed the illocutionary speech acts found within the video to obtain the qualitative data. simultaneously, this study categorises the types of speech acts to yield the quantitative data. 3. results leech (1993) determined that there are five types of illocutionary acts, namely representative, directive, expressive, commissive, and declarative. in zakir naik’s video of his speech regarding islam’s view on terrorism and jihad, this study found he only employed the first three types and found no evidence of the last two types. figure 1. percentages of identified illocutionary acts this study found that the video contains 66.4% representative illocutionary acts . these representative illocutionary acts were found to carry six functions of speech acts, i.e., stating, asserting, predicting, retelling, calling and answering. this study also identified 28.4% evidence of directive types taken of illocutionary acts 67% 28% 5% representative directive expressive elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 90 which delivers eight speech act functions, i.e., ordering, commanding, warning, suggesting, requesting, forbidding, inviting and asking. finally, this study found 5.2% occurrences of expressive type of illocutionary acts which delivers two speech act functions, i.e., thanking and appreciating. table 1 shows the frequencies of the illocutionary act functions this study identified from naik’s video on “islam and jihad”. table 1. frequencies of zakir naik’s illocutionary act functions illocutionary functions frequency percentage (%) stating 55 2,43 % asserting 6 22,3% predicting 3 44,6% retelling 16 8,37% calling 3 22,3% answering 5 26,8% concluding ordering 4 33,5% commanding 8 16,75% warning 5 26,8% suggesting 3 44,6% request 1 1,34% forbidding 2 67% inviting 1 1,34% asking 13 10,30% promising refusing offering threatening apologising thanking 5 26,8% greeting compliment appreciate 2 67% total = 132 3.1 representative illocutionary types this type of illocutionary act is the most dominantly used by naik (66.4%). there are six functions carried out by naik when he used representative illocutionary acts. they are stating, asserting, predicting, retelling, calling, and answering. 3.1.1 stating “islam’s view on terrorism and jihad”. [0:04:16] “islam comes from arabic "salam" which means peace.” [0:04:45] “jihad is the most misunderstood word in islam.” [0:15:42] “jihad means to fight/ strive to make society better” [0:16:43] “jihad means to fight/ try to fight oppression” [0:16:47] in this situation zakir naik explained in his lecture, that islam was peace. he just straightened out statements in the media about islam terrorist. today, the media becomes the most powerful tool to reverse reality and truth. 3.1.2 retelling “media is bombarding us with misconceptions about islam” [0:05:34] “jihad does not mean any war carried out by any muslim“ [0:16:14] “allah raised him alive because he is the only prophet whose followers think he is a god“ [01:06:33] “in his second coming, he will not bring any new rules.“ [01:06:35] “he will come as a people of the prophet muhammad pbuh“ [01:06:37] in this situation zakir naik told that the danger of a media for us, if judging that what was conveyed was true without seeing and listening the news from its source directly. here he also shared his knowledge. 3.1.3 calling “the english people called bhagat singh (indian freedom fighters) as terrorist,“ [0:12:28]“i also disagree that bhagat singh is a terrorist, he’s a hero“ [0:13:08]“and at that time the british government called george washington “terrorist number 1” “[0:13:51] in this situation zakir naik compared or exemplified someone (bhagat singh) whom the british called him a terrorist, he was a hero. however, george washington alsocalled him terrorist number 1. 3.1.4 asserting “you disagree with that“ [0:13:17]“and if both of them force you to associate with me something that you don’t know about, then don’t follow them, and associate them both in the world well“ [0:18:30]“and unfortunately many people claim to be “muslim ulama”“ [0:19:19]“what is mentioned in the qur’an and the authentic hadist of rasulullah saw“ [0:20:47]“today, in india, more than 80% of indians are non-muslims“ [0:58:20] in this situation zakir naik delivered the contents of his lecture with valid hadist evidence, words in the qur’an and the holy bible. 3.1.5 predicting “a mujahid is someone who fights and tries to fight his own desires for allah.“ [0:24:23]“when a syekh wears a turban and beard, he is called religious“ [0:56:00]“today, the fastest growth in the world is islam“ [1:01:05] elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 91 in this situation zakir naik said what had happened in reality. 3.1.6 answering “because we know that bhagat singh is not terrorist, he is a hero of in dependence.“ [0:12:58]“yes, he has a divine nature“ [01:06:12]“we believe that he raised the dead with god's permission. that he healed the blind and lepers with the permission of allah.“ [1:08:04]“i believe there is only one and the messenger of allah is the last prophet“ [1:19:13] “not“ [1:19:21] in this situation, zakir naik answered questions from pilgrims in the question and session. he also gave statements or related evidence that he wanted to explain. 3.2 directive illocutionary types the second most dominant type of illocutionary act naik uses is directives (28.4%). there are 8 types of speech act functions delivered with this type, namely ordering, commanding, warning, suggesting, requesting, forbidding, inviting, and asking. 3.2.1 ordering “when we read the qur’an, we know” [0:20:52] “people who believe and emigrate and fight in the way of god with their property, objects and self, are more at the side of god. “ [0:21:30] “for several years, an englishman came, reservations“ [0:57:27] in this situation, zakir naik delivered his remarks to listeners that media statements were not always true, so that it affected those who saw and heard them. 3.1.2 commanding “when the us won it’s independence “number 1 terrorist” george washington became president in the us. [0:14:00] “today, the most misunderstood word in islam is jihad.“ [0:15:36] “and we command humans to do good to their parents.“ [0:18:26] based on the data above, zakir naik provided any knowledge that was in the teachings of religion. 3.2.3 warning “so the media is very strong“ [0:15:07] “jihad means to strive or to struggle “ [0:16:29] “in the context of islam, jihad means strunggling/ trying to resist evil tendencies from oneself.“ [0:16:34] from the statements, warning was delivered by zakir naik. people often see and even feel in our daily lives, so it seemed true and clear. 3.2.4 suggesting “if someone becomes the best scientist, he must know, follow and run the fundamentals of science.“ [0:06:48] “and that is the people who get victory.“ [0:21:43] “that means they will enter heaven, they will get salvation.“ [0:21:49] it is clearly found that zakir naik suggested to the listener by giving evidence in the form of authentic hadist, the word of god in the qur’an and the holy bible. 3.2.5 asking “what is the meaning of fundamentals?“ [0:06:15] “what is the meaning of the word terrorist?“ [0:11:15] “why do muslims become terrorist?“ [0:12:15] “do you believe me?“ [0:12:36] “why do you agree with them?“ [0:13:21] based on the data, zakir naik had many questions because there was indeed a question and answer session, and zakir naik himself gave his tausyiah about comparisions. 3.3 expressive types the least type of illocutionary act naik used is the expressive type (5.2%). he only uses this type at the tail end of his sentences to deliver two speech act functions, which are thanking and appreciating. 3.3.1 thanking “thank you so much” [1:11:58] “thank you” [1:19:15] 3.3.2 appreciating “i appreciate your answer, brother” [2:49:04] in both situations, this type of illocutionary act is said by the end or as a closing sentence of the question and answer sessions. 4. conclusion this study on an internationally infamous preacher contributes significantly on the types of illocutionary acts and speech act functions that a non-native speaker uses when they talk about a topic as sensitive as terrorism and religion. the results showed that zakir naik, in his speech on islam and jihad, primarily uses the representative type of illocutionary act, followed with the directive type, and barely uses the expressive type. zakir naik does not seem to employ any commissive or declarative illocutionary acts. based on the results of the analysis, zakir naik uses the illocutionary acts to explain and make the congregation understand better and not be mistaken in interpreting his lecture. based on the conclusions and implications explained above, some suggestions will be directed to lecturers and others the researcher. the researchers suggest to the future researcher to learning about speech acts especially in illocutionary acts. in addition, if you want to analyse the types of speech act you can use direct and indirect to found the structure of the utterance. then, the future researches can use same object of this research in different theory to analyse. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 92 there are many aspects that can be discussed or analysis in zakir naik’s illocutionary acts in his speech act about view on terrorism and jihad. hopefully this research will be useful to the future researchers who analyse the same theory. references andersen, g. 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(1996). foreign lnguage study. oxford university press. https://doi.org/10.31849/joels.v1i1.3402 https://doi.org/10.31849/elsya.v1i2.3529 elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 88 fostering students’ pronunciation of /ð/ and /θ/ sounds by utilising tongue twister andi muhammad bayu 1 and mutakhirani mustafa 3 1,2 universitas muhammadiyah bulukumba, bulukumba, indonesia bayuandimuhammad@gmail.com article history received : 11 august 2019 revised : 17 august 2019 accepted : 19 september 2019 keywords pronunciation /ð/ and /θ/ sounds tongue twister abstract the objective of this research is to find out whether or not the improvement of the students’ pronunciation skill of /ð/ and /θ/ sounds, the population of the research was the third semester of english education department of universitas muhammadiyah bulukumba in academic year of 2018/2019 consist of 2 classes they were english 18a and b, the sample chosen by using purposive sampling technique where the sample was english 18a and the total number of the sample were 21 students. this research was conducted by using pre-experimental design with one group pre-test and post-test. the result of this research shows that t-test value was 14,89 and t-table value was 1,703. based on the statistic analysis results it was found that t-value was higher than t-table. it can be concluded that application of tongue twister improves the students’ pronunciation skill of /ð/ and /θ/ sounds. 1. introduction one of language that is very important to learn is english. it because english has become an international language, which is used by most communities in the world. many countries use english as their second language. in spite of the difficulties in studying english, it is worthwhile to study the language because it plays a very important role in almost all fields of life such as communication, commerce, economy, politics, education, science, technology and so on. speaking english seem to be the most prominent skill to be mastered by most people all over the world because of some reasons first allows you to actually broaden your world, second makes people to be able to interact and communicate easier with other people even thought come from different countries it means that add more relation with many people, and makes people be more confident. however, learn to speak english is not an easy task; one of the major reason is that speaking involves sound production and related to the pronunciation which makes it difficult to learn. pronunciation is a fundamental thing in speaking. pronunciation becomes one of important parts to be taught to the learners besides grammar and vocabulary. macháčková (2012: 8) states that “pronunciation as an inseparable aspect of the language has a great influence on our successful communication but it is still overlooked by a large number of teachers, who would rather pay attention to teaching lexis and grammar as they feel more certain about them.” having good pronunciation is better than having best grammar but cannot express it correctly in speaking. however, pronunciation is still ignored in daily teaching. it is only taught as an additional part by teachers and mentioned partially in many course books. teachers might only be concerned with lexis and grammar because of some reasons. pronunciation has been a crucial thing to talk about. it is important for learners who want to speak english properly and correctly. however, the curriculum in indonesia does not mention pronunciation as one of parts that should be taught to learners. furthermore, there is insufficient media to teach pronunciation. in indonesia, english is regarded as the first foreign language that is learned by the students from primary school until university. it means, english is a very important subject at every level of education. as foreign learners of english, students have been facing many problems in learning process. the problems are on the lexis, grammar, and esspecially pronunciation. pronunciation problems are caused by many factors; those factors are the non existence of particular english sounds in their mother tongue, pronouncing indonesian language words is different than pronouncing english language words, pronouncing words in bahasa indonesia is easier than saying words in english. moreover, based on the observation in the first year students in universitas muhamamdiyah bulukumba, the students are difficult to say some english words because of mother tongue. let see english learners’ habitual pronunciation in english, people might say “i have /θriː/ books” as “i have /triː/ books” or say “he is my /ˈbrʌð.ə/” as “he is my /broder/”. those things absolutely will be problems for the listeners. in addition when learning pronunciation in the classroom the lecturer still use method which makes students are not enthusiastic such as; too elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 89 much explanation in that the lecturer rarely give the students chance to practice their english. because of sounds production is a part of habits in students life and sounds in english such as /θ/ (voiceless dental fricative) and/ð/ (voiced dental fricative) do not exist either in indonesian or in buginese, thus indonesian have difficulty in pronouncing those sounds. to solve the problem the researcher will apply tongue twister in teaching and learning pronunciation especially /θ/ and /ð/ sounds. according to well-smith partners, 2012 as cited in tri iryani 2015 “tongue twisters have been used by teachers in several countries in which english is second language for the citizen. this method is also popular as it is fun and interesting not only for young but also adult learners” even though some people think that using tongue twister requires a lot of patience and repetition and even can be time-consuming and impractical in the classroom, tongue twisters have some advantages. those advantages such as; helping students gain awareness of their pronunciation problems, helping students focus on and tackle the problems which lead to quick improvement, helping students build a new muscle memory, improving their listening, relieving the monotony of the lesson, and allowing students to practice the language without fear of making mistakes. thus, the researcher believe that using tongue twisters might be one of good methods that work better on learners of english as a foreign language and it can be taught in several ways such as using cards, pictures and videos and will conduct research entitled “fostering students’ pronunciation of /θ/ and /ð/ sounds by using tongue twister (pre-experimental research in the third semester student of universitas muhammadiyah bulukumba)” based on the explanation above the problem of the research can be formulated as follows; “does the use of tongue twister improve the students’ pronunciation of /θ/ and /ð/ sounds?”. this research is conducted in order to find out how effective tongue twisters in helping students improving their pronunciation of /ð/ and /θ/ sounds. 2. method this research used a pre-experimental design with pretest and posttest, involving one sample class. the class was taught by using tongue twister. the research design can be seen as follows: e = o1 x o2 e = experimental class o1 = students oral pretest of /θ/ and /ð/ sounds before taught by using tongue twister technique x = tongue twister o2 = students oral pretest of /θ/ and /ð/ sounds after taught by using tongue twister technique (gay, 1987, p.225) 2.1 variables of the research in pre-experimental research, there are two variables that have correlation each other. variable is an object of study that becomes important elements in research. in this research has two variables, they were; 1) independent variable in this research, the independent variable is the use of tongue twister. 2) dependent variable is the students’ pronunciation improvement. 2.2 population and sample 1). population the population of this research was the third semester students of universitas muhammadiyah bulukumba in academic year 2018/2019. there were two classes; 18 a and 18 b and consisted of 46 students. 2). sample the researcher used purposive sampling to choose one class that as sample of this research. purposive sampling technique is a technique which takes a sample by not based on the random, or strata, but for the consideration focusing on a particular (arikunto, 2010: 183). the researcher chose the english 18a class as ample of the research where the total numbers of sample were 21 students. 2.3 instrument of the research the instrument of this research was an oral test consisting of pre-test and post-test. the pre-test aimed to know the ability of the students. therefore, the post-test was to know the students’ improvement after giving treatment used tongue twister in teaching pronunciation. 2.4 procedure of collecting data the procedures in collecting data in this research were: 1). pre-test before giving treatment, the researcher distributed a pre-test to sample. the aim of the pre-test was intended to know the students’ ability to pronounce /θ/ and /ð/ sounds before giving the treatment. in this case, the student were given a number of words to be pronounced. those words consisted of 20 items which divided into 8 of /θ/ sounds and 12 /ð/ sounds. 2). treatment after giving pre-test the researcher gave several treatment to the students by using tongue twister, the procedures of the treatment done based on the meetings: elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 90 a) in the first meeting, the researcher introduced the material of pronunciation especially /θ/ and /ð/ sounds and showed them how to pronounce them by giving examples. b) the second meeting, the researcher explined about tongue twister and gave some examples. after that the researcher gave the students a paper about the example of tongue twister, then practiced all the words. c) the third meeting, the researcher discussed the tongue twister with the students and instructed the student to practice their pronunciation one by one. d) the fourth meeting, the researcher gave a clear explanation and asked question that relate with the tongue twister material. 3) post-test after giving the treatments, the post-test distributed to the students’. it aimed to know the effectiveness of implementation tongue twister to improve students’ pronunciation. 2.5 technique of data analysis all the data obtain during this research analyzed in order to meet the objective. as mentioned by phillips and carr (2010: 101), “the data collected should be organized and then to be engaged in data interpretation to bring them into a confluence of learning and transformation.” in technique of data analysis, the researcher used descriptive statistic. it used to determine the data in high, middle and low. quantitative methods involve the processes of collecting, analyzing, interpreting, and writing the results of a study. in this research, the researcher used ttest to test the hypothesis. the function of t-test is to evaluate whether the mean value of the pretest differs significantly from mean value of the posttest. 1. pre test and post test analysis there were 20 words that students should pronounce correctly. there were ten words containing voiced dental fricative and ten words containing voiceless dental fricative. the scores of the test were gained through the following calculation: scoring criteria: items score correct pronunciation 1 incorrect pronunciation 0 score calculation: (twi iryani, 2015) a. classifying the students’ score into five levels score classification 86 – 100 very good 71 – 85 good 56 – 70 fair 4155 poor 0-40 very poor (depdiknas, 2008) 3. results the findings of the research deal with the descriptive statistics analysis result and inferential statistics analysis result of students’ pre-test and post-test scores, the rate percentage of the students’ scores, mean score, standard deviation, test of significance and hypothesis testing. these findings are described as follows : 1) descriptive statistics analysis result descriptive statistics analysis result consist of scoring classification, the rate percentage of the pre-test and posttest scores, which can be seen in the following tables. a. the frequency and rate percentage of the students’ pre-test and post-test scores table 2. frequency and rate percentage of the student’s pre-test scores no. classification score frequency percentage 1 very good 86100 2 good 71-85 1 4,80% 3 fair 56-70 2 9,60% 4 poor 41-55 2 9,60% 5 very poor 0-40 16 76% total 21 100% the table above shows the frequency and rate percentage of students’ pre-test scores from 21 students. based on the table above, it can be seen the result of the students’ percentage that there were 16 students (76,%) who obtained very poor score, 2 students (9,6%) who gain poor score, 2 students (9,6%) who obtained fair score, 1 student (4,8%) who got good score and none of the students got very good score. table 2. frequency and rate percentage of students’ score in post-test no. classification score frequency percentage 1 very good 86100 2 good 71-85 3 14,30% 3 fair 56-70 6 28,60% elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 91 4 poor 41-55 9 42,80% 5 very poor 0-40 3 14,30% total 21 100% the table 4.2 above shows the frequency and rate percentage of students’ post-test scores from 21 students. based on the table above, it can be seen that there were 3 students (14,3%) who obtained very poor score, 9 students (42,8%) who got poor score, 6 students (28,6%) who gain fair score, 3 students (14,3%) who obtained good score and none of the student who got very good. b. the mean and gain score of pre-test and posttest table 3. the students’ mean score component pretest posttest gain mean score 38,33 55,24 17,14 the table 4.3 above shows that the mean score of pretest is 38,33 and the mean score of post-test is 55,24. in addition, the gain score is 17,14. it can be concluded that there is significance improvement for each students after treatment. c. standard deviation of pre-test and post-test score table 4. standard deviation component pretest posttest standard deviation 17,52 13,73 the table 4.4 above shows standard deviation of the students’ pre-test score is 17,52 and standard deviation of the students’ in post test score is 13,73. 2) inferential statistics analysis result in order to know whether the null hypothesis is accepted or not, inferential statistics was used. the inferential statistics analysis result can be seen in the following table below: table 5. inferential statistics analysis result t-test value t-table value 8,57 1,725 the table 4.5 above shows the inferential statistics analysis result, based on the table it is seen that the t-test value is 8,57 and the t-table value is 1,725. otherwise by applying the level of significance at 0,05%, it was found that the t-test value was higher than t-table value it means that ho is rejected and h1 is accepted. so, the researcher concludes there was a significance different between the result of the students’ pre-test and post-test after treatment trough tongue twister. 4. discussion the discussion of this study is presented based on the statistic analysis result and also discusses the review of related theory and analysis of the data to interpret the statistic analysis result. based on the statistical analysis results regarding to improving the students pronunciation skill at universitas muhammadiyah bulukumba. it was found out that the students' pronunciation skill before conducting the treatment by using tongue twister was still categorized as low. the assumption is approved by the results of the pretest score showing that there were many more students who got very poor scores than those who got good score. this is not questionable because based on the observation result the researcher found out that there were some factors that cause the results of the pre-test such as the students' confidence in learning, in that the students were not confident to practice their english specially the /ð/ and / θ/ sounds, the lecturer still use conventional method in teaching pronunciation as consequence the students are still found that pronunciation practice difficult to do. otherwise in the post-test result it was found out that the students pronunciation improved due to the results of the post-test score showing that there were many more students who got good score and only three students who got very poor score. the improvement was certainly caused by the treatment that was conducted by the researcher. during teaching process, in fact the researcher assumed that the students were very interested to the material that the researcher presented, moreover the assumption is supported by in which the students' pronunciation skill improved. the researcher assumes that teaching pronunciation through tongue twister really helpful and useful to improve students’ in teaching vocabulary because it was supported by the frequency and the rate percentage of the result of the students’ score of pre-test and post-test. in addition, teaching pronunciation through this method was very enjoyable to develop their ability in english pronunciation. the value of the t-test was greater than ttable (8,5>1.725). based on the t-test, the researcher finds that was a improvement between in the result of pretest and posttest. this research is in line with the previous study by tri iriani under the title “improving fifth graders’ pronunciation of “th” by using tongue twisters” in 2015. the result of the research that tongue twister is the useful methods for teaching pronunciation skill. from miftahul rohman entitled the use of tongue twister technique to improve efl students’ pronunciation. in her research, she used tongue twister as elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 88-92 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 92 technique to improve efl students’ pronunciation and by using this technique can make the students more enthusiastic and easier to master pronunciation of english especially on segmental features and some parts of supra segmental features (word stress and sentence stress). the result of the study showed that there was improvement of students’ pronunciation after being taught by using tongue twister. tongue twister very interesting because they consist of many similar sounds but usually different in their written form and meaning, as in "the thirty thousand thieves thought they thrilled the throne throughout thursday" tongue twisters have various levels of difficulty. so that, a teacher should select an appropriate type of tongue twister based on the age and ability of his or her students. in this research, had used all the above types using various techniques. based on the discussion above the researcher concluded that by using tongue twister can be applied in teaching pronunciation and makes students are interested in following the learning process which can improve students’ pronunciation. 5. conclusion although the value of teaching pronunciation still becomes a debatable issue among some experts, in this case teaching pronunciation specifically using tongue twisters still works well and is needed by the third semester students of english education department of universitas muhammadiyah bulukumba. tongue twisters are implemented in various activities such as run to the board and warming-up. the advantages of using tongue twisters are improvement of students’ motivation, class condition, and pronunciation. however, there are also disadvantages of using tongue twisters due to the speed constraint and time consuming. this study can answer the research question that tongue twister technique improves students pronunciation of /ð/ and /θ/ sounds. references arikunto, suharsimi. 2006. prosedur penelitian suatu pendekatan praktik. jakarta: pt rineka cipta. adrian underhill. 1994_"foundations_learning_and teaching pronunciation". macmillan publishers. best, john. w. 1977. metodologi penelitian pendidikan (suntingan sanapiah faisal dan mulyadi guntur wasebo). surabaya: usaha nasional. departemen pendidikan nasional republik indonesia. fraser helen, 2001. a handbook for teachers and trainers. department of education training and youth affairs (detya). gay, l. r. 1981. educational research: competencies for analysis and application: second addition, colombus. new york: charles e. marril publising company. gilakjani, pourhusein. 2016. english pronunciation instruction: a literature review. islamic azad university. iran. http://ijreeonline.com/files/site1/user_files_68bcd6/e ng/admin-a-10-1-1-3bbe287.pdf online published: november 18, 2016 accessed on july21th jeni isnarani (2017)."an analysis of fricatives consonants pronounced" a thesis. iain salatiga khumaerah, nurul k. 2015. improving the students’ pronunciation by using audio visual media at the tenth grade of sma negeri 1 tompobulu. a thesis. stkip of muhammadiyah bulukumba. macháčková. 2012. teaching english pronunciation to secondary school students with focus on "th” consonants. a thesis: faculty of education department of english language and literature masaryk university brno. maria and indrajani. 2018. a study of english phonological errors produced by english department students. english department, faculty of letters, petra christian university. rohman miftahul, (2016)"the use of tongue twister technique to improve efl students’ pronunciation" a thesis. walisongo state university tri iryani (2015). improving fifth graders’ pronunciation of “th” by using tongue twister. a thesis. semarang state university. phillips and carr, 2010. becoming a teacher with action research. madison avenue, new york. puskur. jakarta. kemendiknas . 2006. rencana aksi pendidikan nasional pendidikan karakter. http://ijreeonline.com/files/site1/user_files_68bcd6/eng/admin-a-10-1-1-3bbe287.pdf http://ijreeonline.com/files/site1/user_files_68bcd6/eng/admin-a-10-1-1-3bbe287.pdf instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 15-19 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 15 the movie as a helper for students' pronunciation in speaking skill class ratih saltri yudar 1 , dionisius tito aditomo 2 , and novia sariahta silalahi 3 1 u-raise academy, pekanbaru, indonesia 2,3 universitas lancang kuning, pekanbaru, indonesia ratihsaltri34@gmail.com article history received : 23 february 2020 revised : 26 february 2020 accepted : 26 february 2020 keywords movie speaking skill learning media english skill english as a foreign language (efl) abstract this research aims to deliver how a movie can help students with their pronunciation in english speaking skill. speaking is one of english skill that has an important role. while speaking, there is a certain aspect that has to be paid attention by people. pronunciation is an aspect that important in speaking skill. pronunciation takes a significant role in speaking because it shows anything while someone speaks and other people understanding based on how someone pronounces a word. this study is aimed for students who learn the english language as a foreign language (efl) to drive the importance this area. with qualitative method, this study hopes to avoid people from misunderstanding what nonenglish native speakers say. this study’s discussion drives the urgency to teach speaking with the learning activities designed as well as possible to address pronunciation. this study also recommends parties in educational sector to support the use of various teaching media such as videos pictures, realia, television, but particularly movies. this is because a movie is one of the media that can immensely help student’s speaking ability as they actively engage and have fun in imitating the audiovisual feed they receive. 1. introduction currently, the world demands higher educations to integrate learning with technology. the benefits are countless, and more or less worth the consequences of being severely left behind in the day-to-day lives of developed countries. even in developing countries, despite the constant complaints regarding educational institutions' lack of facility to support the use of information and communication technology (ict), the huge majority of people calls for the maximum use of online learning media. the principles of twentieth-century education are collaboration, critical thinking, creative thinking, and computer literacy (menggo, suastra, budiarsa, & padmadewi, 2019). conveniently, these pedagogical principles align with multimedia principles of cooperation, collaboration, and communication (anderson, 2008). of course, while the progress of online learning media permeating educational sectors is highly rapid, it guarantees to encounter several problems in practice. hamuddin, syahdan, rahman, rianita, & derin (2019) presented significant evidence of students' prevalent motives for engaging in online activities that actually go against positive interpersonal communication. however, holistic education must continue to practice, test, and improve old and new ways of learning, and one of the most dug areas of research is in the context of improving students' speaking skill. learning media can improve any aspect of education and any learning goal, limited only by people's innovative minds, but this study focuses especially on speaking improvement because spoken communication's extremely crucial role in almost every real-life aspects of students' lives. at a glance in these current times, there are obvious media that can and has been used to enhance the learning and teaching process of speaking skills. visual media, such as pictures has a lengthy history of being advocated by researchers and teaching practitioners to improve students' speaking skills (baidawi, 2016; gistituati, refnaldi, & syaifullah, 2018). using audiovisual materials from open access video databases such as youtube to learn not just important values but also improve speaking skills is one of the easiest ways to blend formal classrooms to outside-class learning situations (anwar, derin, nursafira, putri, & jazzawi, 2020; susilo, 2019). pushing students toward the top-most tier of bloom's taxonomy by encouraging them to actively create vlogs has also become a popular pedagogical tactic (lestari, 2019; safitri & khoiriyah, 2017). others suggested less popular but nevertheless useful interactive software such as rosetta stone (yurdean & syafei, 2016). four skills, listening, speaking, reading and writing are available in english. ideally, the teacher must integrate all four skills so that students have good english skills, whether in written language or in spoken language. and for additional learners, speaking is the most important one because they want to use english as a tool to communicate more globally. mastering speech is the only significant aspects of second-language learning, and the progress is elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 15-19 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 16 assessed by the ability to conduct a conversation in the language. in particular, greater attention should be paid to pronunciation so that students can actively speak english and pronounce words correctly. some learning media, however, stands out to this current study as they tackled speaking skill enhancement in a much more specific way, namely by improving students’ pronunciations. duolingo, one of the most used foreign language learning applications in the world, provides learners with audio of every single text in each question in the online classes, letting students freely imitate the sounds (mahmudah, 2015). the social media twitter and telegram have been proven to be effective in improving students’ pronunciations (mompean & fouz-gonzález, 2016; xodabande, 2017). teaching speaking therefore not only teaches students to produce spoken words in order to express their feelings, ideas and minds but also to enable students in negotiating to mean use common knowledge of the situation and the subject. speaking refers to being capable of effectively speaking in a specific context in order to communicate information, to express ideas and feelings and to build a social relationship in the form of varied, normal, engaging and exciting activities. many students should always memorise new vocabulary, speak words, use the grammar appropriately and correctly, communicate their ideas clearly, and reduce anxiety. and some students could not think of anything abstract if they wish to speak, but they can't pronounce words correctly so that the student doesn't participate in speech classes actively. there are still some things the english teacher can do to fix the students ' pronunciation issues in the classroom, however. one is to use a film that is ideal for the methods and techniques to be used in the classroom. learning material should be designed to accommodate every learner, style of learning, and not just teaching styles. one effective way to achieve this is through the use of a wide range of media, particularly films, which are currently suitable for learners. the movie is a visual art used to simulate experiences that communicate ideas, stories, perceptions, feelings, beauty or atmosphere using recorded or programmed moving images along with other sensory stimulations. the movie is created by photographing actual scenes with a motion-picture camera, by photographing drawings or miniature models using traditional animation techniques, using cgi and computer animation, or by a combination of some or all these techniques and other visual effects that can gain students interest. the movie now a day has lots of types that will match what students like or interest. movie is now widely available in cinema, a platform like youtube, or the videotaped movie that available for purchase, making them an accessible resource for students to fix their pronunciation because movie actors and actress can offer a way of how a words pronounce correctly, and students can adopt how the actors or actress of western movie pronouncing the words. this research purposed to describe how a movie can help students speaking skill, especially in pronunciation. 2. method this research employs qualitative research as its methodology. the qualitative method is concerned with meaning as they appear to or are achieved by a person in a lived social situation (umanailo, hamid, hamiru, assagaf, bula, nawawi, pulhehe, yusuf, & bon, 2019). qualitative research is descriptive, which the data collected in the form of words or pictures rather than numbers. the source of the data in this research subjects from which data can be obtained. the data quoted from documents, articles, and field notes. this research used a scheme of a descriptive method, which is a method of research that attempts to describe and interpret how a movie can be a helper for students' pronunciation ability in speaking skill. this research construct with a descriptive analysis of how a movie can help students' with their pronunciation and add a more comprehensive explanation. in the analysis process, it takes some steps to collect data, such as categorising, interference, validating data, and conclude. the categorising is grouping data based on predetermined categories according to the purposes of the research, followed by validating data of the analysis that carried out by read some article repetitively, make a conclusion based on the results of the analysis, and the last step is interference the data. 3. results speaking is one of the productive skills that must be mastered by students while learning a language. students have to be able to give their opinion, express their feeling in speaking without hesitation or fear. speaking skills are used for many different purposes, each purpose involves different skills, such as establish rapport or to engage in the friends, to seek or express an opinion, to persuade someone about something or clarify information". it is shown that students cannot get stuck while speaking just because they cannot pronounce some words well, and it can cause a misunderstanding. because speaking skill is a performance skill that students cannot just see what the teachers perform. moreover, pronunciation is an important yet often neglected subfield in second language acquisition, both in pedagogy and research. pronunciation leads students to understand better native speakers and native-like speakers properly and improves their ability to communicate with other people, especially native using english. learning about pronunciation develops the students' abilities to comprehend spoken language. when pronounce is learned properly, the speaker can be understood by the hearer even if she makes mistakes in other areas of language. students elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 15-19 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 17 who learn english as a foreign language may have problems with communication their pronunciation is not at an expected level. therefore, the students need to practice how to pronounce words by themselves, so they can understand how to pronounce something correctly. moreover, teachers can give the right samples to pronounce words and correct them when they make mispronounce while they speak. the difficulty of learning to pronounce words from a foreign language is cognitive rather than physical. and something that has to do with the raw sound is categorised or conceptualised in using speech, especially in daily life. many learners of english as a foreign language have major difficulties with the pronunciation of the words even after a few years of learning the english language. based on a certain proficiency standard, the fault which most severely impairs the communication process in english foreign language or english second language learners is pronunciation, not vocabulary or grammar. students may pronounce some words incorrectly that change the meaning of those words, because, in english, some words may have the same sounds but different meanings. the research entitled "a brief comparison of the current approaches in teaching pronunciation" said that the sounds different between the mother tongue and the target language are one of the sources of pronunciation problems. the importance of speaking in the language classroom is not just as a communication skill, but also a means of facilitating the acquisition of the target language and the learning of academic content. ideally, in the activities of the teaching-learning process, the teacher should provide a chance to give input and feedback for the students and also encourage each student to drill to produce well-formed utterances. one way to solve this problem is the teacher should develop some exciting activities in a group work that can attract students' attention to linguistic forms in their speech and can further develop students’ ability to speak accurately. these days, students more likely to learning with media because it can help them to understand some materials that they cannot understand just by listening to what was explain by the teachers. learning style defines how learners interact, acquire knowledge, or respond to stimuli in their learning environments. an understanding of awareness into various learning styles can help both teachers and students. teachers can design and customize teaching activities that use media to address the different situation of learning styles more effectively in order to support students learning activities. and teachers should give effective instruction in the speaking class, but the importance of giving effective instructions should not be underestimated in the classroom while teachers teach about pronunciation. according to kemp & dayton (1985), there are some significant contributions of using media in the learning process such as delivery of learning messages can be more standardised, learning can be more exciting and interactive, the quality of learning could be improved, the learning process also can take place whenever and wherever needed, and the last, the positive attitudes of students to learning materials and learning process can be improved. movie with its own unique and exciting side can be an exciting learning media for students to fix their pronunciation through how words pronounced by the actors and actress and movie gain students interest as well. since the 1970s, teachers have experienced in using a movie as a teaching tool have urged its adoption by others. movie literature studies have suggested some unique features of a movie can make it an uncommonly powerful teaching tool and make students enjoy to learn speaking skill. movie theorist siegfried kracauer on 1973 captured this view of a movie when he said that a unique property of movie is its ability to "make one see and grasp things which only the cinema is privileged to communicate," (hansen & hansen, 2012). the movie has its unique aspects, and movie making let this media portray organisational behaviour and management concept in an uncommonly powerful way that makes students gain more interest in studying speaking skill, especially pronounce words correctly. at the same time, they talk or have a conversation using english. understand the example of how actors and actress pronounce words while they were in a conversation or talk about something scenes and teachers with students can discuss it later when the movie ends. it also helps guide the selection of another movie to show concepts of interest teachers in english class. interpersonal actors in a movie that is an interpersonal dialogue are more committed to the maintenance of a social relationship than to the transmission of facts and information. these conversations are a little tricky for students as some or all of these factors may be involved, such as casual recordings, colloquial language, emotions, slang, ellipsis and sarcasm. learners should know how many features interlocutor partnerships have. the unique characteristics of a movie are making additions to its communication power. focusing techniques, editing, the framing of shots, camera angles, sound, conversation scenes, and the like help a director make a powerful statement of a subject. these techniques also let a director create an experience of learning that often goes beyond what students can experience in reality. students may not be able to comment about the movie, but from a movie, they can adopt the way each word pronounced by the actors or actress. speaking is a class that is not expected to be monotonous. so that the students with different learning styles and strategies can have the same chance to participate in learning activities, in the classroom, the teacher must elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 15-19 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 18 design many kinds of classroom speaking performance to be done by students. learners, in particular beginners, need templates or examples to mimic the way words are pronounced or sentences articulated with proper stress and intonation. this type of imitation is done not for meaningful interaction, but to concentrate on certain particular elements of the language form. and the movie can help students with their pronunciation with imitating the way the actors or actress pronounce each word while their talk or in a conversation scene. in his work titled, "the use of visual aids in improving students ' speaking skills," syaifullah et al. (2018) said, "visual assistance can help students communicate." it means media with imagery such as visual aids, videos, etc. can help students to enhance their speaking skills and fix some problems of the students speaking skills. a movie can be a media that support teachers while teaching pronunciation in speaking skills, especially american movie, because the actors or the actress is native speakers and students can imitate the way they pronounce words. furthermore, teachers still have a responsibility to give an example of how to pronounce words when teaching in the classroom and correct the students when they were trying to speak or communicate in english. when teachers use a movie as learning media to fix students pronunciation for speaking skill, teachers should choose a movie that suits the students well and show how each word pronounce well by the artist. teachers should become aware of some side of a movie that is not good for students' learning that can be unexpected problems in the learning process, so teachers should choose a movie that suite a learning process. 4. conclusion pronunciation is part of speaking skill that cannot be left out because it is an important part. pronunciation has its own problems for efl students because it is not the students' mother tongue language. students may not pronounce english words properly, or they might pronounce it in the wrong way and caused a misunderstanding from someone who hears that. therefore, teachers should find the right way or strategy and especially a media to teach pronunciation in the speaking class. media become an important part that can help the teacher in the class and to get students to interest in speaking class. teachers can use media that centre on student life these days, such as movie, social media, or other things that students prefer. 5. acknowledgement the researchers thank their colleagues from unilakresearch advancement for intellectual and scientific empowerment (u-raise) academy, applied linguistics center, as well as lppm unilak for their support and advice during the discussions. references anderson, t. 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(2016). using rosetta stone as learning media to increase speaking skill for junior high school students. journal of english language teaching, 5(1), 357-361. elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 43-47 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 43 ted talks in efl context: an alternative way for teaching and improving students’ speaking skills mutia sari nursafira u-raise academy, pekanbaru, indonesia mutyasari75@gmail.com article history received : 23 april 2020 revised : 14 may 2020 accepted : 27 june 2020 keywords ted talks efl students speaking skill english as a foreign language (efl) abstract the technological advancement has made the media rapidly grow, particularly as a learning media. teachers and educators today are required to be creative, innovative and updated in finding and using media as a learning tool in class. it can't be avoided anymore the use of technology in millennium era has become a necessity for teachers in efl teaching. this study aims to discuss how a video-based conference video channel known as ted talks can be useful in improving students’ speaking skills. the methodology used qualitative research and data collection obtained from relevant paper-based articles that have studied ted talks as a learning medium to improve speaking skills. the results of this discussion paper showed that ted talks has an effect on improving speaking among the efl and also as a motivation for teachers and students to always keep spirit, inspirational and insightful. the novel finding of this study is that ted talks also changes the students’ perspectives for the better, as they see that people from any country and ethnicity can speak english confidently in public. 1. introduction in this technological era of education, english is more than just an international language, and speaking skills are recognized as the most important skills to be mastered by students, because their main purpose is to communicate. of the four language skills, improving and mastering one’s speaking skills occupy the top investments of people worldwide. through speaking, people can part the messages that they want to convey and get the information or action that they need from others. the ability to speak a foreign language is seen as an important form of characteristic for good learners in any background (hamuddin, syahdan, rahman, rianita, & derin, 2019). in addition, demirel (2012) stated that the most commonly used language in the world is english. although there are other international languages that have many if more speakers, english remains the dominant language as it is not only the go-to language for people with different languages, more than half of the content in the cyberspace is made in english as well (junaidi, hamuddin, julita, rahman, & derin, 2020). even today, the presence of english as an international language already has a very influential role in many aspects, especially education. although speaking skills are classified as crucial, teaching english speaking skills in the efl context has always been a challenging task for teachers considering that english here is a foreign language, which in short, is rarely or even not used in daily communication, especially by countries that are not considered english as their official language. despite its status as a foreign, english is predominantly used in official and formal learning situations, whether for practical purposes such as speeches or theoretical purposes such as analyses (yudar, gowasa, & nursafira, 2019). it is why teachers are required to constantly seek out and implement teaching strategies to overcome problems regarding skills in the classroom (ro, 2019; susilo, 2019). in the same situation, efl students also need constant practice to improve oral expression and language skills. the improvement of speaking skill for students is influenced by some factors. these factors can influence how successful students can demonstrate their speaking skills over time. not infrequently, their success in learning a language is usually judged by their performance of speaking, even in private or public place. (gistituati, refnaldi, & syaifullah, 2018). the first factor is vocabulary mastery. lack of vocabulary along with the inability to pick up the tone and intonation puts a big difficulty to the nonnative speaker (hamad, metwally, & alfaruque, 2019). for some students who live in countries where english is not their first language, they do not find native speakers around them who at least help them in gaining new vocabulary, as well as learning by themselves or in learning centers or schools. the second is anxiety (derin & hamuddin, 2019). alsobhi & preece (2018) stated that anxiety and fear affect the progress in speaking for the target language. students find it difficult to control themselves when dealing with people when speaking. anandari (2015) assumed that the main reason for the emergence of anxiety arises because anxiety itself is a complex matter which involved elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 43-47 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 44 psychological conditions of the learners. this is what makes speaking skills feared by many students, especially for those who have less self-confidence so that it affects the ability to speak english. besides these two factors, technology also plays a role in influencing students' speaking skills. technology is considered as a powerful tool that can perform teaching and learning (gómez, 2019). as educators, teachers play an important role in improving the quality of a student's speech in class. therefore, the teacher as a facilitator must know the ways of finding innovations or ways to overcome problems that often occur in increasing students' speaking skills in school. one of them is video-based learning based on ted talks as a learning medium. ted stands for technology, entertainment, design, is a non-profit media organization that uploads free and online presentations. ted talks is a video based conference where speakers present their big ideas, well formed in under 18 minutes. till now, ted talks has had many topics such as science, business, global issues, and education as well. that is why ted talks is now widely known and their videos are translated into many languages. inevitably, teachers can apply ted talks as a medium for teaching english in class gheorghiu, callan, & skylark (2019). from seeing this phenomenon, the author aims to discuss how ted talks can be an alternative medium to improve students' speaking skills and can reduce the factors that can prevent a student from speaking english. 2. method the research design of this study is descriptive qualitative. the method of data collection is by reviewing the relevant research literature which discussed ted talks as a teaching tool to improve speaking among efl students. the flow of this descriptive qualitative research can be seen in figure 1. figure 1. research method the researcher obtained the papers from scopusindexed journals, searching them directly from the scopus journal website. the researcher selected these papers based on data derived from studies over the last five years. moreover, the researcher also seeks relevant articles from international journals to obtain accurate data and conclusions, and prove ted talks can be a learning medium for efl students which is expected to be implemented for efl students, especially in countries where english is learned as a foreign language. by reading the titles and articles, the researcher could see whether these articles truly focus on researching the application of ted talks for teaching rather than merely mentioning it in their article. then, the researcher collected the relevant articles by downloading the full-texts. these will be the results and the main sources of the researcher’s discussion on the usefulness of ted talks. the researcher notes, however, that this study’s limitation is that this review of literature is not conducted systematically, but also stresses that the articles are all peer-reviewed papers, without any pre-prints included. 3. results & discussion in this millenial era, as educators, teachers are appointed as a facilitator for teaching skills to help students improve their ability to speak english. before they can speak, the students need to master listening skills first to obtain new vocabulary and how to pronounce a word, because to improve listening skill, the effective of the use materials in learning english is very essential in teaching process (fahmiansyah & abdulrahman, 2018). the techniques and methods provided were various, but not all of them were successfully implemented. as we have seen, there are many efl students who have not been able to master vocabulary so that they have difficulty in expressing or providing information. search ted articles download full-texts review the research elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 43-47 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 45 however, not a few teachers out there still have limitations in finding new ways that become alternative learning in speaking classes. sirisrimangkorn (2018) stated that some students may seem difficult to express their feelings or thoughts efficiently. one crucial reason might due to lack of opportunities to use english language in authentic communicative ways. therefore, there is a need for the role of teachers and schools to overcome one of the numerous problems students faced. because when teacher take great care to prepare speaking class materials, students will get involved in learning process (qutob, 2018). he also mentioned, it is the responsibilities of language teachers to select appropriate materials for speaking classes, especially in countries where only their official language is spoken. therefore, ted talks is existing in the midst of technological advancements, especially in the field of education. where teachers provide the latest innovations to facilitate students to be able to speak english properly and appropriately. ted talks prove to be useful for english teaching as foreign languages considering that they catch students' attention and get them related to the actual context (maría et al., 2018), because ted talks offers speakers from various parts of the world, and with interesting topics, insightful sometimes it humorous and inspire people who are watching it. ted talks also makes it easier for people to access it, because ted talks is based in the internet world and can be accessed through a video application called youtube. youtube is considered a source of online material that can play a key role in teaching and learning, as a medium for teacher for teaching in the class (almurashi, 2016). one form of multimedia is the use of the video, where there are various benefits of using video as a pedagogical tool (seow & pan, 2018). in 2015, chinese researcher yingxia li and colleagues conducted a study of students in the public speaking in efl teaching course (li et al., 2016). with a total of 150 students from five majoring classes in software engineering at dalian university of technology, the results showed that ted talks has worked effectively in improving students' language learning. it is concerned about the effectiveness and motivation of language input. as expected by the researchers, the students are willing to explore the topic provided and choose the one they are interested in, without having to be instructed by their teacher first. this proves students already have the initiative and will. additionally, most students don't just watch one video before finally deciding to choose what they like. what's more, the results shown are motivations that arise in them. the students admitted agreeing to prefer imitating the speaker's intonation and pronunciation in the video and how to use words and sentences to compose their speeches. the vocabulary obtained also increased while students watched the video. also their courage to speak in public also proved positive (kedrowicz & taylor, 2016). in short, ted talks works successfully in motivating students both in language learners and a better public speaker. in the past decade, the advancement of technology and online service has been remarkable, and language education has benefited from this development (hashimoto, fukuda & okazaki, 2015). from a study in 2018 conducted by researchers, maría et al. (2018) from colombia showed that there were positive responses from students who were used as samples of their research. in terms of student participation, ted talks that contains a variety of content such as culture, social and politics, makes students want to be encouraged to speak (takaesu, 2013). students can also take advantage of the speaker's experience, a kind of assumption with what they believe about a particular topic. if in a debate, they can defend their position using the expressions they get from the speech they watch on ted talks. furthermore, students feel motivated to participate in english classes. many ted talks addresses what motivates people, prompting the questions of how teachers can inspire students to want to learn (davia rubenstein, 2012). considering they use ted talks as a new medium in classroom learning, this actually steals their attention. in her research, maría et al. (2018) also mentioned that students expressed that they felt more comfortable doing the activities proposed thanks to the talks since they were offered the possibility to gather words that are normally used in spoken languages, easy to use based on context, and related to their life, since they were the ones who chose the topic. the students also think the themes discussed at ted talks are relevant to social and cultural aspects. in addition, ted talks also increases students' selfconfidence since they have counted with the elements that allowed them to express their ideas, their feelings and, their perspective on socio-cultural topics. in addition, the fact that ted talks speakers come from various countries lets the students realize that learning english is not only perfect pronunciation, but also includes how to use language to communicate, no matter whether it's true or not. she also added, because actually perfection will come if you keep practicing. therefore, ted talks is one of the ict tools that can be effectively used to promote speaking skills. it represents an effective instructional tool for developing language skills due to its authentic nature (salem, 2019). 4. conclusion from the discussion above it can be concluded that ted talks can be a useful tool to improve the speaking skills of efl students. although ted talks as a video based learning is still relatively new, the responses obtained from efl students show a positive response. what is interesting is that ted talks also presents a consistent display that gives a powerful message to any students who learn english as their foreign languages. in such an internationally recognised stage, the speakers of ted talks can come from any background. the speakers elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 43-47 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 46 who share their ideas on stage can be from any country and any ethnicity, and they speak very well in a language that is not their native tongue. using ted talks as a material in classrooms can indirectly change the perspectives and boosts the students’ self-esteem as budding efl speakers. this effect may be more powerful if teachers also prepare to use ted talks sessions by speakers who are from the same country or ethnicity as the students. with such a vivid evidence of how far they can go, students may be more encouraged to not be afraid to speak in front of the class, and soon, the public. as a result, ted talks can be recommended as a learning medium in countries which english as a foreign language, especially indonesia in the hope that the teacher can give the best facilitation to the students so they can be more effective in learning and speaking english, also as an useful tool to motivate students and release their anxiety as they speak in front of the audience or public place. the significance of this study’s results is limited by the general method of literature review. future studies would drive the significance of literature findings if the review is more systematic and robust in its selection. 5. acknowledgement the researcher would like to thank her colleagues from united kingdom gang out (ukgo) for their help during the discussions for this article. gratitude is also extended to the institute of research and community development (lppm) of universitas lancang kuning (unilak) for providing the research facility and tools needed for this research. references almurashi, w. a. 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(2013). ted talks as an extensive listening resource for eap students. asian focused elt research and practice: voices from the far edge, 108120. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 77-81 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 77 taking a look into the culture shock experienced by foreigners at rumbai, pekanbaru herdi herdi and titi handayani universitas lancang kuning, pekanbaru, indonesia thandayanizamili@gmail.com article history received : 15 august 2020 revised : 24 august 2020 accepted : 27 september 2020 keywords culture shock foreigners language in culture abstract culture is something that represents a country’s existence. every country has a different culture because it has its way of life, habit, and custom. this research was aimed to find out the culture shock experienced by foreigners at rumbai, pekanbaru. this research was categorised as survey research designed. this research was descriptive qualitative. this research used purposive sampling to get the sample. three foreigners responded in this research. the data of the study were taken by using observation, interview and field note. the researcher found that there were four stages of culture shock experienced by foreigners and six factors affecting culture shock experienced by foreigners. the first stage of culture shock was euphoria/honeymoon phase because of hospitality, scenery and custom of the host country. the second was the crisis stage, this crisis phase because of cross-culture differences in how people communicate. the third was recovery phases, where they began to accept, to resolve and to adjust their cultural differences. finally, was the adjustment phase where they were enjoyed and accepted the cultural differences in the new environment. there were six factors affecting culture shock, and they were culture shock on weather, culture shock on food, culture shock on language, culture shock on social life, culture shock on etiquette and culture shock on the dress. 1. introduction culture has an essential part of human life since it becomes a part of the way to be acceptable in society. therefore, learning culture is necessary to respect other people’s lives by looking at their representations in visual, textual, and auditory media (saragi et al., 2020). that means that culture helps us to know what we can do as individuals and what our responsibilities are as members of the group (derin et al., 2020). therefore language and culture are intricately related. language is formed by culture, and culture is influenced and impacted by languages (amin, 2020; lauren & derin, 2020). crosscultural understanding is concerned with understanding people from different cultural backgrounds and relating to the culture of a people so we can construct our attitudes and world view, more tolerable and generous toward strange ways that may be shown by another citizen of another country. cross-cultural differences also happen to foreigners who come to pekanbaru. as we know that pekanbaru is the capital indonesia province of riau, which is inhabited by foreigners, cross-cultural misunderstanding will arise if a person from another culture misinterprets a complicated situation and condition that happen when it has a different meaning across cultures. the foreigner must experience culture shock because they have different cultures, principles, ways of thinking and also different ways of communicating with other people. since it is very predictable that when people arrive in a foreign country, they find themselves in a different culture and have to adjust to a new environment. they will face a lot of different things such as how to dress, behave, and talk as well as adjusting to different weather, food, language and values. the incident is called culture shock. indonesia is a place where we are born, work, live, and might even be our last place on earth. however, it’s quite different from some people who come to indonesia for the first time. people travel overseas for many purposes, including education, work, business networking, and even for vocation. they must be ready and have enough awareness about new situations of their destination. culture shock can be a bad condition when it involves things in between trouble sleeping, feeling uncomfortable, and or depression. the study of culture shock is quite needed because of globalisation. also, culture shock experienced by a person who comes from overseas or outside the region, especially seeing indonesia, which has diverse cultures and exciting sights. moreover, some research has proved their researchers dealing with culture shock. firstly, a researcher conducted by prasadhya (2012) which entitled “an analysis of culture shock face by 60th-61th pibbi students” the researcher found six kinds of problems that was faced by the pibbi students, they are: the first food was the biggest problem, the different characteristic of food make the mailto:thandayanizamili@gmail.com elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 77-81 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 78 subject got shocked and sick. the second is language; seven of fourteen respondents mention that it was challenging to understand the indonesian language. the third is pollution and environment condition, and foreigners said that here is more polluted and they feels irritated because of rubbish everywhere. the fourth transportation and climate, most of them stated that they felt annoyed with the way of indonesian people drove on the road. the last were people and value, the way of local people greet, talks, acts and the value of privacy religiosity and communication style very different that brings to misperception and misunderstanding between each other. secondly, there is a research conducted by poedjiastutie (2009) entitled “culture shock experienced by foreign students studying at indonesian university” the research study was designed to examine the potential culture shock experienced by foreign students in an indonesian university. ten foreign students’ responded to the questionnaires sent by the writer through bipa (indonesian for foreigners) in the international office of foreign students universities. it was found that three points of academic life make foreign students’ experience culture shock, namely: teacher s roles and attitudes, many respondents complained that some indonesian teachers in their course did not attend to the classes with apparent reason. the local students' attitudes, foreign students’ wanted to listen attentively on that lecture, but they were distracted by the noises made by some local students. also, many local students might comment rudely on the foreign students' existence as if the foreign students’ were strange creature; poorly organised programs, there were no clear and specific information about where to get books and references, when the tests are given and conducted, and when the assignment was due. besides, there was no clear schedule, subject descriptions, and syllabus, rules and regulations. in social life, it was found that foreign students’ experienced culture shock in 3 aspects, namely: women-men relationships; different ways of thinking and different habits. the last, peter (2012) conducted the research entitled “the effect of culture shock on english language learning of foreign students’ in india: a study at the tertiary level. this research study compared the effects of the three psychological factorsculture shock, personality traits and motivation on english language learning” one of the limitations of this study is that it did not take into account linguistic and social factors. another is that due to lack of time, more number of colleges could not be covered. these drawbacks may be remedied by further research in this field. 2. method 2.1 research design this research was conducted by using descriptive qualitative research. the researcher collected the data about individual life’s, such as her/his experiences culture shock and discussed those experiences. 2.2 the setting of the research the research was conducted in may 2018 at rumbai, pekanbaru. 2.3 informant in this research, the research used purposive sampling and chose three foreigners who live at rumbai, pekanbaru. based on the interview with the foreigners, they said they could speak english and indonesian. so the researcher selected ms. susan, mr. najaballah and mr. tedd as the informant of this research. 2.4 instruments the instruments used in this research were observation, interview and field note. first observation, it was used to describe the setting, behaviour, and interaction during the interview. the second instrument was the interview, and it was used to get the data about the informants’ stories and experiences. the researcher interviewed by using a set of questions. the third instrument was field note. this instrument has been applied to get the information during the researcher conduct. it has been used to collect additional data observed by the researcher. in this case, the researcher, as the observer has made notes about everything that got from the foreigners. 3. results 3.1 findings this study has done the original record to the foreigners at rumbai pekanbaru on may to find out the culture shock experienced by foreigners. the interview has been given to answer the questions of this study. the questions were “how is the culture shock experienced by a foreigner during their stay in pekanbaru city? and what factors make foreigners kind of new culture which are shocking them?” to answer to find how the culture shock experienced by the foreigner, the researcher interviewed with the foreigners. furthermore, the researcher did observation and made a field note to find out how was their characters during the interview. ward (2001) states that the process of adaptation consists of four phases: initial euphoria / honeymoon, disaster, recovery and adaptation phase. in addition, the principle includes positive and negative effects. the theory of the change is based on the theory of ward. the first stage was the initial euphoria/ honeymoon. this phase was first experienced by foreigners in the new environment. at this time, foreigners felt happy and enjoyed the new location they visited. foreigners had no new environment problems whatsoever. based on the interview with foreigners, this study found some important facts that make foreigners feel euphoria or honeymoon elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 77-81 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 79 because of the hospitality, the results, and the interview showed it to be in the positive effects of a cultural shock. the second stage was the crisis. this phase is the negative effect foreigners experienced when their own country became different from the new country. the difference between the old and new cultures is shown in this point. some participants were interviewed in a new environment that upset, confused and frustrated foreigners. the third stage was the recovery. this phase showed that someone tried to understand and adapt to new environment patterns, tried to find the way to communicate and to stay in a new environment. the individual began to solve and learn about the culture of differences in the host culture in this point. some participants were interviewed about something that helped the foreigner to adapt and interact in the new environment with people. the fourth was the adjustment. in this final phase, people will adapt and learn all in a new setting without feeling anxious, depressed and confused again. 3.2 discussion the researchers started to explore the cultural shock processes and the consequences of cultural shock faced by foreigners in rumbai, pekanbaru which consist of four stages such as honeymoon, crisis, recovery and adjustment in connection with the review of this report. the first is the honeymoon phase. people who join a new culture are like those who come for luncheons, holidays or company to other groups. when a first person visits a new environment, they will feel excited, beautiful and happy with everything they encounter in a new culture and will love the facilities, beautiful landscapes and good infrastructure. if people first arrive in a new environment or country, they will feel happy, beautiful and excited with all their new experiences. based on the finding above, the researcher found that there were three kinds of the honeymoon phase, indicating that foreigners experienced this phase when they entered pekanbaru for the first time. the first is hospitality. the hospitality of pekanbaru people was made the foreigners amazement and happy for the first time they came in pekanbaru city, most of them said indonesian people are kind and friendly, and helpful. it appeared that foreigner 1 one said pekanbaru people more helpful and kind. the foreigner 2 showed that he is happy here because, during the stay where nobody bothers them, and he did not have any problem, he had many friends. the second is the scenery. based on the result, the researcher inferred that scenery were included in the honeymoon phase. they feel they wondered to see the beautiful sight in pekanbaru city, and it showed by foreigner 3, he said pekanbaru is clean, not much rubbish. the next is the entertainment in pekanbaru, it showed by foreigner 1 when she went outside she saw men with the monkey, and the monkey did tricks, she was happy when she watched this. the last is driving. based on the result of interviewed, the researchers inferred that driving in pekanbaru more easy no a lot of traffic, so it is much better. it showed by foreigner 1 and 3. the second phase is the crisis phase. this phase is the stage of culture shock where experiences unknown and negative aspects. the differences might come from some aspects of interaction with the host country that include cross-cultural differences in how people communicate. when a person from two different cultures meets, they will have difficulty in communicating with the one another to the extent that their perspective’s codes differ. everything which is found in the new place was horrible because they were still not used to the new environment and met with people whom they were not familiar every day. the differences might become from some aspects of interaction with the host of the country that includes cross-cultural differences in how people communicate. from the finding above, some problems become the crisis phase. the first is etiquette and local people attitude. the foreigner 1 indicated the etiquette of personal space. she was shocked when someone stands very close to her without giving enough space to her because, in her country, one called personal space. the term personal space generally refers to the physical distance between two people in a social, family, or work environment. another problem is about the question, and she also felt surprised when someone asked something that can not ask in her home country. also, foreigner one felt how local attitude treat her when she buys something at tradition market, and she got the price more expensive. the second problem is the language. language is a very important element in the connection and close relationship with others with whom we come in contact. when you are in a new culture, language barriers are a major problem for foreigners. they were depressed and homesick due to lack of language, and it caused them to feel isolated in their new environment. the foreigners faced the difficulty with communicating with the host of the country it was experienced by all the foreigners interviewed. the third is the way of wearing a dress. the different country showed different dress, for example, the informal dress that is acceptable in one culture but it may be considered as impolite in the other culture. the forth is the weather. most of the foreigner confused with the weather in pekanbaru city. because of the weather in pekanbaru so hot different from their weather that so cold. it showed by foreigner 2 and 3. they said the weather in pekanbaru city is a little hot. the fifth problem is the food. in each culture, people may prefer certain foods, food preparation methods. foreigner as sojourners will eat different food in the host country. it represented by all of the foreigners have been interviewed, they felt the foods in pekanbaru is so spicy it’s so difficult for them for the first time. the next problem is social live different, social shock experienced by a foreigner was also revealed. social life covered broad aspects but only experienced came from foreigner 2. in this study, the social shocks was when foreigner 2 saw everybody can have a relationship, elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 77-81 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 80 otherwise in his country. also, live apart from family, most of the foreigners very miss their family. the last is physical appearance. physical appearance leads to a person’s physical feature. the researcher found one data about different physical appearance. it was showed by foreigner 1. she was shocked for the first time she has known she is huge than other of his country in the united states. the third phase is the recovery phase. recovery is a stage where persons try to understand and try to adapt the habits to a new environment, and then try to find out the solution to be able to interact and to stay in a new environment. based on the statement above, the researcher found that there were six crisis resolution and culture learning new that the foreigners began to solved and learned about the differences culture in the host culture such as language, clothes, weather and food. the researcher found resolution and culture learning was experienced by foreigners to heel their problem. the first problem is language but can solve it by learning the language in the host country. it was experienced by foreigner 1, 2 and 3. they tried to learn the language. the second is the way of wearing a dress. some foreigner have no problem with the way in wearing the dress in pekanbaru, but it is very different from the foreigner 3 when he saw someone used sandals with stock, he felt it was strange. after he found it someone often wear it, then he felt not strange anymore. the third is food. in food problem, some foreigner begins to adapt with difficulties facing the different food in the host country. it represented by foreigner 1. they began to find out how to make and tested any food in the host country. the last is physical appearance. in each country may have different ethnic; for example, in america, most people have white skin different from africa, most of the people in africa have black skin. like in pekanbaru city as we know most people have a small body. it was made the foreigner 1 understand the different physical appearance in pekanbaru and united state. after analysing the data, the writer concludes that all of the foreigners experienced recovery phase. they become to accept, to resolve and to adjust their cultural differences by crisis resolution and culture learning. the last is an adjustment. talking about the adjustment phase, foreigners can enjoy and accept their majorities problems. adjusting to the new environment would be easy when foreigners know the language in the host country. the foreigner can interact and enjoy communicating with the others in the host country because they have known a little bit of indonesian language. it was shown by all of the foreigners. they were comfortable because they can interact with the host country. the way in wearing the dress, during the stay in pekanbaru, foreigners have been habitual to seeing people used sandals and stocks, it was represented by foreigner 3. then adjust with the weather. foreigner has been habitual with the weather in the host country. it was represented by foreigner 1 and 2. they were not too much difficulty with the weather because it was as usual for them and feel comfortable. they also can adjust to the food. the foreigners was accustomed and enjoyed with the tested food, especially spicy food, even they began to like and enjoyed the food in the host country. it was showed by foreigner 2 and 3, and they had been enjoyed the food in the host country. after the foreigner one feels huge than other, the foreigner has been understanding and habitually with the physical appearance in pekanbaru city. it was showed by foreigner 1. she has been usual with the physical appearance of pekanbaru’s people that most of them have a small body. after analysing all the data, the researcher concludes that adjustment phase as the last stage makes the foreigners reflect enjoyment, and it was experienced by all foreigners as the participant in this research, where they enjoyed and accepted the cultural differences in pekanbaru as a new environment. these finding appropriate with ward’s theory that explained there are four phases of culture shock. from all of the data above, the writer concluded that the effects of culture shock appeared through the phases of culture shock. honeymoon phase contains the positive effects, and the crisis phase contains negative effects, recovery and adjustment phase also brings positive effects to the foreigners in rumbai, pekanbaru. 4. conclusion based on the findings and discussion of the previous chapter, the result of this research can be concluded that the informants had been experienced culture shock. these were culture shock on weather, food, language, social life, etiquette, and dress. references amin, a. (2020). attitude towards language in sociolinguistics settings: a brief overview. reila : journal of research and innovation in language, 2(1), 27-30. https://doi.org/10.31849/reila.v2i1.3758 derin, t., nursafira, m. s., yudar, r. s., gowasa, n. s., & hamuddin, b. (2020). persuasive communication: what do existing literature tells us about persuasive communication among students?. utamax: journal of ultimate research and trends in education, 2(1), 12-18. peter, a. s. (2012). the effect of culture shock on english language learning of international students in india: a study at the tertiary level. saragi, v., septiani, a., & jumiati, j. (2020). seeing the media education from the lens of critical discourse analysis. elsya : journal of english language studies, 2(1), 27-31. https://doi.org/10.31849/elsya.v2i1.3625 https://doi.org/10.31849/reila.v2i1.3758 https://doi.org/10.31849/elsya.v2i1.3625 elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 77-81 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 81 poedjiastutie, d. (2012). culture shock experienced by foreign students studying at indonesian university. jurnal humanity, 4(2). lauren, c., & derin, t. (2020). systematic review: where is current research on conversational analysis?. elsya : journal of english language studies, 2(2), 12-17. https://doi.org/10.31849/elsya.v2i2.3879 prasadhya, i. (2012). “an analysis of culture shock face by 60th-61th pibbi students. english department faculty of language and literature satya wacana christian university salatiga ward, c., bochner, s., & furnham, a., (2001). the psychology of culture shock, 2nd edition. philadelphia, pa: routledge https://doi.org/10.31849/elsya.v2i2.3879 elsya: journal of english language studies vol. 2, no. 2, june 2020, pp. 67-71 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 67 breadwinner’s propaganda within the english foreign movie’s depiction of middle-east opel almughni, edward edward & mohd. fauzi universitas lancang kuning, pekanbaru, indonesia opelalmughni@gmail.com article history received : 13 august 2020 revised : 27 august 2020 accepted : 27 september 2020 keywords propaganda the breadwinner movie discourse abstract film is one of media products whose development as art product that have free-expression, it is also one of the mainstream media. the presence of a film provides its own color in other media mass competition to benefit for many people. this study deals with an analysis of propaganda by film techniques used in the breadwinner film. the purpose of this study is to find out the types, the meanings and the functions of propaganda used in the breadwinner film. the data are taken from the script of the breadwinner, angelina jolie as a producer released on 8th september 2017 and directed by nora twomey. the data analysing technique used in this study is descriptive qualitative research with a document or content analysis as the research type. this thesis categorizes and analyses of propaganda that found in the breadwinner film. from the analysis, there are 7 types of propaganda by film techniques, this study focused on analysing in glittering generalities techniques. the findings show that there is some propaganda that used in the breadwinner that had been analysed into functions propaganda especially glittering generalities. 1. introduction film is one of media products whose development can't be ignored by the public. film as art product that have freeexpression, it is also one of the mainstream media. the presence of a film provides its own color in other media mass competition to benefit for many people. by this function then film has the ability as a place of information for people. in the past, the late of 19 th century, film or movie can only be enjoyed in a person because of limited technology, until finally in 1896 a french national, louis lumiere (1864-1948) introduced a cinematograph tool to 35 people at the grand cafe, paris, and in the same year to an even larger audience in the empire music hall, london. history records for the first time, lumiere created an audience and a new medium used to spread entertainment, presenting stories, events, plays, music, jokes, and other offerings to the public. what is shown in films heavily influences the audience, and it has the potential and has been used to educate the masses or implant certain ideas to the people (anwar et al., 2019; yudar et al., 2020). the propaganda in a film is meant to revolutionize the society against that which has evolved over the past and will transform it according to the ideologies of the filmmaker and also affect the cultural background he has promoted. in this film angelina jolie as the producer of running the film was "there are millions of girls like parvana who grow up under oppression and conflict. the girls fought for their families to survive in such conditions. the story reminds them of their role in fighting repression, "said angelina jolie. so we know that this film formation was intended to bring down and discriminate against a group at this point the taliban group that had a history of where the film was going. it's seen clearly in the film that angelina jolie wants to discriminate the taliban by displaying many of the group's violence acts by punishing barbarians, physical violence, cruelty, and then it causes cuts in character and demonstrates that the taliban's gender inequality between male and female and so many women are treated irrespective of current human rights. the taliban life in afghanistan is not separated from the conflict between local governments that are in the west by the taliban group who fought against them. the taliban is considered a radical group as well as being a group that violates life's freedom for every woman in afghanistan in the most specialised city of kabul. one example of propaganda used by the author in this film is a move so that the unconsciously intended audience of what is present authoe in his film. one of the doctrinization examples of the author of the film, is when a mother is forbidden to leave without using burqa even though only to buy her sick child. indirectly, the meaning of this scene has disappeared his sense of tolerance and compassion of the taliban to his community. there are some fundamental purposes for doing research on the breadwinner film (twomey, 2017), especially on the foundation section on islamic law established by the taliban group. and the, the writer tries to unravel the message that the film maker wanted to islamic world that only fit their view. an example of the idelogy they want to convey through this film where life in islamic elsya: journal of english language studies vol. 2, no. 2, june 2020, pp. 67-71 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 68 world is identical with cruel and rough, which is totally inconsistent with true islamic teachings. there are many things that the author has appointed to the audience, which in reality it cannot be assured of the truth, of course it is detrimental to the other sides. in this study, the author tries to dismantle one of the techniques of propaganda used in the title the breadwinner film. from the background above, the writer tries to limit the study on how propaganda techniques and functions were made by film maker in the breadwinner film and writer just want to focus on glittering generalities technic in essence. 1.1 language and communication language is the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional way. besides that, communication means transferring thoughts, information, emotions and ideas through movement, sound, symbols, signs and expression from one person to another. three of the most important and essential things in each of their communication processes are sender, receiver and channel (media). functionally, communication is carried out for a variety of purposes, which is for informing, educating, to entertain, and to influence. the four functions of communication adopted become the function of mass communication. 1.2 mass communication mass communication is a process in which media organizations make and distribute a message to the public. these media organizations will disseminate messages that will affect and reflect the culture of a society, and then this information will present simultaneously to a diverse broad audience (steinberg, 2007). this makes the media part of one of the most powerful institutions in society. the term mass communication came on as, the mass communication also a mass media in the early 20th century. clearly, mass communication is a transfer of messages involving large audiences. many other types of communication, but what distinguishes mass communication from other communications is the scope or amount of communication. mass communication reflects a communicator who was a society and then delivered the matter to an infinite number of people. the early history of communication is simply an effort or human way of conveying ideas, messages, ideas, will, desires and so on. the goal is simply that humans can communicate with one another and connect with one another. 1.3 propaganda propaganda as a part of rhetorics that closely related to persuasion. its concerted set of messages aimed at influencing the opinions or behavior of large numbers of people. besides providing information, propaganda in its most basic sense presents information in order to influence its audience. as the above points out, it will expose the propaganda on the breadwinner of western production of life to the islamic world under taliban rule in kabul, afghanistan. the word “propaganda” is derived from the modern latin propagandists which means propagating or deafening. propaganda in itself is a series of messages intended to affect community opinions and attitudes or groups of people (shabo, 2008). it does not transmit information objectively, but it dispenses information by using a medium of communication designed to influence those who hear or see it. ideas are made to lead the minds of every individual to understand in accordance with what the author has presented in his work. it is often used as a very profitable tool for one party and plunging the other party (liu, 2019). because everything the author has conveyed in his work is not realized by the person who sees it. the purpose of propaganda is to change minds or views to group targets for a particular interest. nimmo (1989) writes that propaganda is to reach individuals who are psychologically manipulated and put together in one particular way. a major characteristic of propaganda activity in nimmo's view is propaganda as one to the public. the propagandists are a small group that reached a larger collective audience. some writers divide propaganda into two kinds of deliberate and unintended propaganda. doob, (1948) divides between obvious and hidden propaganda. propaganda was born from one person or group aimed at the audience to direct them to a specific purpose. propaganda in the film included one of the mass media used to convey minds to other minds unknowingly by the audience who received it so that it was embedded or doctrines of their minds on what was addressed. 1.4 ideology the mean of ideology can be described as a belief system that guides social behavior and actions. from its language, ideology comes from the combination of two greek terms namely "eidos” and "logos". idein means seeing, seeing, ideas, ideals. logos is logia or science (vincent, 2010). the combination of these words, ideology can be interpreted as a different idea that makes faith and understanding to realize human goals. the first person to use the term ideology in a modern context was the french philosopher destutt de tracy who in 1796 wrote about the french revolution. ideology is an abstract concept that is very important for social science because ideology is closely related to how humans perspective society and life more broadly. 2. method this study is a library research. library research is a process involved by identifying the problem, analysing elsya: journal of english language studies vol. 2, no. 2, june 2020, pp. 67-71 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 69 what you found, then developing and expressing your idea into it (rasmuson, 2014). this research was a descriptive qualitative one. the study, therefore, did not use the statistical method to manage each data. qualitative research in studies was intended to describe and analyse every phenomenon, event, activity and other events (moleong, 2006: 6). 2.1 source of data observation is a data collection technique in the manner in which observation and systematic recorders of symptoms visible in object research. the observation is divided, that is, direct and indirect observation. direct observation is the observation or record of an object in the place of the event or the immediate event where the observer is with the object observed. but an indirect observation is an observation or record done not at the time of events. of course, the data in this research was an indirect observation. the data that writer used was documentation of the breadwinner film, that tells about the lives of islamic women downloaded from xx1 lite app. documents are available in writing, notes, voices, pictures and digital form (daymon&holloway, 2008: 344). 2.2 data analyzing technique descriptive techniques are used to measure segregation, discrimination, and inequality. discrimination is often measured using audit studies or decomposition methods. more segregation by type or inequality of outcomes need not be wholly good or bad in itself, but it is often considered a marker of unfair social processes; accurate measurement of the levels across time and space is a prerequisite to understanding those processes. early stages of research documented film footage, both scrutinized perscene and frame. a scene is taking a series of images for one scene as part of a storyline, while a frame is taking one picture as part of one scene or part of one scene seen from one vantage point. this analysis serves to describe an idea of the object under the study from the data that have been collected before. and then researchers did the decryption of a frame of each scene or frame. after the description step the researcher did the analysis of each scene and frame in the film based on the technique mentioned earlier, and conclusion was drawn intact. 3. results 3.1 techniques and functions of propaganda propaganda is an action that is carried out continuously and is done with the preparation to be men doctrinal the multitude to agree on the views, attitudes and behaviours according to what is wanted by the people who convey or do. many media can be used as a means of spreading propaganda that is one of them through the film. film is one of the media that is very often used for propaganda with its nature that really got about the target that it wants to mean. film is also one of the media that is one-way and also media that can easily reach a relatively large number of audiences. according to (petter c, 2014), there are 7 techniques of propaganda; transfer, testimonial glittering generalities, plain folks, bandwagon, name calling, and card stacking. based on the explanation above, the writer focuses only on glittering generalities techniques. there are several things that the writer considers why it is only wanted to focuses only one technique, i.e. in the breadwinner's film how the messages presented on each incident can cause an effect on the audience that how the author pattern in the audience doctrines according to what they want. this technique is one of the techniques widely used by the author in carrying out her propaganda, so that it becomes a unique attraction for writers to dismantle the intent and meaning implied in the delivery of propaganda that author wants to convey through his film. glitering generalities is a type of propaganda that is usually used with the creation of words, sentences, slogans, or statements associated with values and beliefs that are held firmly by the audience without giving any supporting information or reason, so that the things submitted by the author became very popular and unnoticed by the audience what they were receiving. the writer sees that glittering generalities is techniques has been popular with relating issues; freedom/liberty, strength, security, properity, choice, equality and change (magedah, ec, 2008: p 34) where these whole things we can find in the scene of the the breadwinner. 3.2 analysis of propaganda the scene and the conversation performed in the film is a propaganda that the author is referring to audiences in order to get empathy for what is on display and condemn the actions of the taliban. voicing the advocacy voice against the people of kabul is an easy way to attract sympathy from the audience for western personal interests as an author in the arabian lands. it is not just as limited between the taliban and the west. but also bring harm to the religion of islam. the taliban is not detached from religion, so whatever the taliban happens is a representation of muslims around the world. related to the breadwinner film, the author would like to display some examples of events that representation about ideology that are used by author in showing the film. many significant things happen in the movie the breadwinner will greatly assist the author in finding and determining the type of ideology used by the author in this work. in each scene, often the author displays adverse events for women whose perpetrations are dominated by men. some examples of the authors take from the idea and ideas of the film's script the breadwinner. that is, when parvana and her mother went out to jail without a "mahrom", they elsya: journal of english language studies vol. 2, no. 2, june 2020, pp. 67-71 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 70 were banned and had to return home by the taliban officer. then next example, when parvana accompany her father to sell in the city market of kabul, parvana's father got a rebuke from the officer because his escape from carrying women out of his home at because would attract attention for men, of course this included incidents that did not flatten gender equality between men and women. in essence, the author gives the conclusion in the breadwinner film, we can specify that the ideology in the use of the author in his work is feminism. because the core idea of feminism is resistance to domination of women. feminist ideology seeks to lift the perspective of women from the subordinate position. the ideology feminism in the breadwinner is a ideology built by the author maximally because almost all of the life's activities in the city of kabul are the things that provide and discriminate against the position of women. the author concluded that the ideology feminism mentioned above is a social behaviour and action that has been fully run in the the breadwinner movie. a life in the manuscript dominated by men and the limitations of the women, is the cornerstone of the life and behavior system of kabul city in afghanistan, especially for the taliban as a propagandiver in the breadwinner film. 4. conclusion propaganda is an action that is carried out continuously and is done with the preparation to be mendoctrinal the multitude to agree on the views, attitudes and behaviors according to what is wanted by the people who convey or do. many media can be used as a means of spreading propaganda that is one of them through the film. film is one of the media that is very often used for propaganda with its nature that really got about the target that it wants to mean. film is also one of the media that is one-way and also media that can easily reach a relatively large number of audiences. according to (petter c, 2014), there are 7 techniques of propaganda; transfer, testimonial glittering generalities, plain folks, bandwagon, name calling, and card stacking. propaganda is a technique in mass communication in our lives today. be aware or not, in fact many forms of propaganda who directs ourselves or our thoughts to do something or believe in a thought. propaganda successful directs to our thoughts and deeds are not separated from the expertise of the propagandist in dribble the thought of others. to make someone believe in an idea or thing the propagandists require various propaganda techniques. the use of propaganda techniques can be done in many ways. one of them through literary works. based on the findings and discussion in the previous chapter, the writer concludes that there are 7 types of propaganda techniques, which are names calling, glittering generalities, transfer, testimonial, plain folks, card stacking, and band wagon, the writers just want focused to glittering generalities techniques. the writer also analyzed the functions of using propaganda in the breawinner film. based on the data presented and analyzed in the previous chapter, it can be concluded that the functions of propaganda in the breadwinner film is the author launching a goal of interest while making a rejection of a certain matter that the final result of the propaganda have benefit one sides only. the conclusion of this study, the film became a fairly great propaganda medium, because to the popularised film, film present as the media of entertainment made the audience was unaware of the intention behind this film. unconsciously can agree with the idea of the propagandist. the writer has analyzed propaganda techniques by identifying the types of propanda, describing the meanings and explaining the functions of propaganda used in the breadwinner film. therefore, research on the breadwinner is still very likely to do because there are many things that can be excavated, implied in every given story that showed to others. the discussion contained in this thesis is limited to the use of one propaganda technique that is glittering generalities in the the breadwinner film. things like feminism, radicalism, and war, can be dug in the breadwinner for further researchers. based on this study, the writer hopes for the readers or other writers that this study will be useful for future improvement of language study, basically about propaganda used in the movie, especially in faculty of humanity in lancang kuning university. references anwar, a., laraswati, a., & , ridhani, r. (2020). critical discourse analysis in media studies: a review research on its application in indonesian context. elsya : journal of english language studies, 2(1), 32-36. https://doi.org/10.31849/elsya.v2i1.3615 doob, l. w. (1948). public opinion and propaganda.. liu, h. (2019). propaganda: ideas, discourses and its legitimization. routledge. shabo, m. (2008). techniques of propaganda and persuasion. prestwick house inc. steinberg, s., (2007). an introduction to communication studies. south africa: juta & co, p 257. the mind of angelina jolie. 2018. accesed on 01 may 2020 from https://www.google.com/amp/s/www.indiewire.com/ 2018/02/the-breadwinner-angelina-jolie-noratwomey-best-animated-feature-oscar-afghanistan1201928392/amp/ https://doi.org/10.31849/elsya.v2i1.3615 https://www.google.com/amp/s/www.indiewire.com/2018/02/the-breadwinner-angelina-jolie-nora-twomey-best-animated-feature-oscar-afghanistan-1201928392/amp/ https://www.google.com/amp/s/www.indiewire.com/2018/02/the-breadwinner-angelina-jolie-nora-twomey-best-animated-feature-oscar-afghanistan-1201928392/amp/ https://www.google.com/amp/s/www.indiewire.com/2018/02/the-breadwinner-angelina-jolie-nora-twomey-best-animated-feature-oscar-afghanistan-1201928392/amp/ https://www.google.com/amp/s/www.indiewire.com/2018/02/the-breadwinner-angelina-jolie-nora-twomey-best-animated-feature-oscar-afghanistan-1201928392/amp/ elsya: journal of english language studies vol. 2, no. 2, june 2020, pp. 67-71 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 71 twomey, n. (2017). the breadwinner. canada: academy award. accesed on 17, june 2019 from https://gkids.com/films/the-breadwinner/ vincent, a. (2009). modern political ideologies. john wiley & sons. yudar, r. s., aditomo, d. t., & silalahi, n. s. (2020). movie as a helper for students’ pronunciation in speaking skill class. elsya : journal of english language studies, 2(1), 15-19. https://doi.org/10.31849/elsya.v2i1.3684 https://gkids.com/films/the-breadwinner/ https://doi.org/10.31849/elsya.v2i1.3684 elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 82-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 82 mapping the linguistic politeness of dusun tangkuru society: the pattern of politeness in makassar novalia tanasy, a. muhajir nasir, and nur indah rara yulianti universitas muslim maros, turikale, indonesia nurindahrara@gmail.com article history received : 25 august 2020 revised : 26 august 2020 accepted : 27 september 2020 keywords politeness society makassar language sociolinguistics abstract this study aims to reveal events or facts, circumstances, phenomena, variables and circumstances that occur during the research by presenting what happened and know the politeness of the language used by dusun tangkuru society when interacting with makassar society. this research uses a descriptive qualitative research method, with a form of descriptive data presentation. data obtained through the interview process. the data source is taken from dusun tangkuru society. based on the results of research on mapping the language politeness of dusun tangkuru society towards makassar language, it was found that there was a level of politeness used by the tangkuru hamlet community. not only that, the researchers also found that there were factors that influenced the pattern of politeness of dusun tangkuru society towards makassar language which could be caused by social factors such as stratification, distance and kinship. 1. introduction interaction is necessary in society as a human being. humans interact and communicate with each other by using language. through language, a person can express their ideas, feelings, and desires. occasionally they require words related corresponding such as informal words, slang, humans or respective language (derin et al., 2019). aristoteles in astuti (2017: 1) stated that “humans are social beings. the truth is that every human in the world needs to interact with each other, and indeed interaction is significant in social life. humans interact with each other in society using their respective language. politeness is a requirement in every distinguishing life (yusuf & anwar, 2019). politeness is about making a great relationship with auditor and adviser. politeness is a key for showing the auditor or interlocutor about values for mutual respect (hamuddin & wardi, 2017). politeness needed in social purposes for make interaction process well (sapitri et al., 2020). the example of politeness in society is when local community starts to communication in society (alam & al-muthmainnah, 2020). communication will show society capability in argued statements to other people, explain the facts, found new information, anyway communicate with each other, to tell something related information. sociolinguistics is study related all to aspects in society, which are the related field that study the relationship of social life in society such as the language used by the community, customs, culture, rules in society and other social aspects that exploring the sector of language and society and having close correlations with the social sciences, especially social psychology, anthropology, human geography and sociology (hasanah et al., 2019; prihandoko et al., 2020). sociolinguistics covers all aspects of problem related to social science in society. sociolinguistics provides information related to language science, how language is used in social terms, to create a harmonious relationship in society even though there are many diverse cultures. that is why it is imperative to learn about sociolinguistics. knowledge about sociolinguistics can help someone to get information and understanding related to their desires by studying the language in a social context. politeness is the rules and direction in showing attitude, behaviour, and action. politeness is an important part of sociolinguistics because someone must pay attention when do and say something. for a long time, several researchers have an interest in politeness lessons. politeness has been studied since 1960 from various studies. watts in sudjirman (2016: 39) stated politeness is an irresistible study of discourse which has caused quite a lot of debate and differences of opinion since the early 1970s. in this case, politeness is one of the important sciences to learn that is related to language. but it can also create disputes among the community since the beginning, it depends on the perspective and thinking of the people themselves. yassi (2017) stated politeness is a powerful communication strategy to avoid conflicts between individuals and groups of people on a larger scale such as conflicts between groups, between villages or between ethnic groups. in the process of interaction between individuals, politeness has a social function, one of which is elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 82-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 83 to create a process of peaceful and harmonious interaction to avoid problems. this study refers to three social variables, including power (p) which refers to social status or power, then distance (d) which refers to the level of closeness of the speech participants, and kinship (k) which refers to the level of kinship. there are two types of politeness accompanied by action, namely positive politeness, and negative politeness. positive politeness is an attitude and the way a person shows a bond of friendship when speaking with the speaker through the perspective of a close relationship of intimacy by maintaining the relationship between the speaker and the participant and accepts each other as well as various attitudes by showing positive values that contain mutual respect between the interlocutor and announcer. negative politeness is the attitude and manner of someone who shows the distance of a relationship due to several different factors. this can be seen when someone shows and adds strength to the speaker and sticks to the position. in general negative politeness is associated with rejection but does not interfere with freedom from someone. society is a unit of community groups that settle together in an area, in which contained rules and systems through interactions that are intertwined in communication between individuals and other individuals. language is an ability possessed by humans to interact with other humans. which is, a communication tool to convey information and express feelings. in this world, there is not only one language but there are thousands of languages, spread all over the world. in other word languages is the product of a culture. the local language is the language that is owned by the local community in an area or can be said as the regional language used by the community in a particular region in a country. however, it cannot be said as an official language, for example, the country of indonesia, although it has hundreds of languages, the official language is indonesian, so every indonesian citizen must know the indonesia language. the goal is as a unifying tool for the nation. although still there is a citizen in indonesia who have not mastered even the language of indonesia. however, there is certainly a language they mastered that is their own regional languages, for example, javanese, sundanese, buginese, makassarese, and other languages. makassar language or basa mangkasara’ is a language used by the makassar tribe, the makassar language has its alphabet called the alphabet/letter lontara. makassar language has its role for the makassar tribe to convey what is in their minds. yamaguchi in sudjirman (2016:47) stated that makassar is the second most common language in the south-sulawesi language group. besides muhtamar in sudjirman (2016:47). makassar ethnic covers some territories: makassar, gowa, takalar, jeneponto, a half part of bantaeng, selayar, a half part of maros, and a half part of pangkep. 2. method in this research, researcher used a qualitative descriptive method. qualitative research is research that is used to investigate, discover, describe, and explain the quality or features of social influence that cannot be explained, measured or illustrated through a quantitative approach. in this research, the researcher followed up analysed and presented the actual data. based on situations and conditions that have occurred, the purpose of this study is to find out the facts and phenomena that occur based on situations and conditions that occur during researchers conducting research, based on existing facts. the total sample in this study is six people. the sample was chosen by using the accidental sampling technique. in collecting the data, the researcher used a recording, noting, and interviews directly methods. the research recorded in every activity dusun tangkuru society during the interaction process. then the researcher made an important note of all activities that was regarded as important when using politeness during the interaction. there was some technique used to complete this research. first, researcher observed the interaction of community communication when the interaction processed taken placed, whether the community uses negative politeness or positive politeness. second, the researcher conducted a direct interview with the dusun tangkuru society to find out how polite the speech was used when communicating. then recorded the results of public communicated through interviewed used mobile phone as recorded devices. the researcher also noted some important information obtained from interviewed. after all the data were completed, the researcher analysed all the data and gathered all of them to get some important points related to the research. with that data the researcher concluded and wrote the results into the study. 3. results & discussion table 1 shows the respondents’ initials, age, occupations and social influence within the society. table 1. dusun tangkuru’s respondents respondents age job social influence mdn 47 peasant woman and housewife kinship sdl 33 farmer stratification spn 50 kindergarten teacher stratification hdp 33 school operator distance hn 22 online reseller distance mal 18 student kinship sn 21 student distance elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 82-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 84 h 40 housewife stratification ndb 39 housewife and peasant woman stratification ah 18 student distance mhj 20 village staff kinship mr 19 student kinship sds 45 housewife stratification ni 15 student kinship sna 15 student distance sp 22 student distance it 61 housewife and peasant women stratification ha 30 village staff kinship hn 23 student kinship ay 24 student distance 3.1 level of politeness of dusun tangkuru society towards makassar language. mdn date : 12 may 2020 mdn is a housewife and peasant woman at the age of 47, from the results of interviewing mdn, there was a level of politeness that was used when speaking. sdl date : 13 may 2020 sdl is a farmer he is 33 years old, from the results of interviewing sdl. there was a level of politeness that he used when interacting, spn date : 13 may 2020 spn is one of the reputable and respected people because she had a degree of syarifa or puang, she is 50 years old, spn is a kindergarten teacher. from the results of spn interviewed, there was a level of politeness that was used when interacted. hdp date : 15 mei 2020 hdp is a school operator in one of the elementary schools in dusun tangkuru, 33 years old. from the results of interviewed hdp, there was a level of politeness that she used when interacting with the interviewer. hn date : 16 mei 2020 hn is a widow and also as online seller, aged 22 years, from the results of interviewing hn, there was a level of politeness that she used when interacting. mal date : 11 june 2020 mal is the biological child of mdn, she is 18 years old, mal is a student. from the results of interviewing mal, there was a level of politeness that she used when interacting with the interlocutor. sn date : 18 august 2020 sn is a student, she is 21 years old, from the results of interviewing sn. there was a level of politeness that she used when interacting. h date : 18 august 2020 h is a housewife, she is 40 years old, from the results of interviewing h. there was a level of politeness that she used when interacting. ah date : 18 august 2020 ah is a student, she is 18 years old, from the results of interviewing ah. there was a level of politeness that she used when interacting. ndb ndb is a housewife and peasant woman, she is 39 years old, from the results of interviewing ndb. there was a level of politeness that she used when interacting. mhj mhj is a village staff, he is 20 years old, from the results of interviewing mhj. there was a level of politeness that he used when interacting. mr mr is a student, he is 19 years old, from the results of interviewing mr. there was a level of politeness that he used when interacting. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 82-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 85 sds sds is a housewife, she is 45 years old, from the results of interviewing sn. there was a level of politeness that she used when interacting. ni ni is a student, she is 15 years old, from the results of interviewing ni. there was a level of politeness that she used when interacting. sna sna is a student, she is 15 years old, from the results of interviewing sna. there was a level of politeness that she used when interacting. sp sp is a student he is 22 years old, from the results of interviewing sp. there was a level of politeness that she used when interacting. it it is a housewife and peasant woman, she is 61 years old, from the results of interviewing it. there was a level of politeness that she used when interacting. ha ha is a village staff she is 30 years old, from the results of interviewing ha. there was a level of politeness that she used when interacting. hn hn is a student, she is 23 years old, from the results of interviewing hn. there was a level of politeness that she used when interacting. ay ay is a student, she is 24 years old, from the results of interviewing ay. there was a level of politeness that she used when interacting. 3.2 factors which influence the pattern of politeness of dusun tangkuru society towards makassar language mdn date : 12 may 2020 from the result of interviewed mdn, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern mdn politeness when speaking with someone. sdl date : 13 may 2020 from the results of sdl interviewed, there were several things that affected politeness patterns, this is evidenced by the participant response when the researcher conducted an interviewed. there were several factors that affected the pattern of participant politeness, namely the stratification, distance and kinship factors. spn date : 13 may 2020 from the results of spn interviewed, there was several things that affected the pattern of politeness, this is proven by the participant response when the researcher conducted interviewed. there were several factors that affected the participant politeness pattern, that is the distance and kinship factors. hdp date : 15 may 2020 from the interviewed results, there were several things that affected the hdp politeness pattern, this is proved by the participant's response when the researcher conducted interviewed. there were several factors that can affected hdp politeness patterns, namely, stratification, distance, and kinship. hn date : 16 may 2020 from the results of interviewed hn, there was a number of things that can be affected the pattern of participant e, politeness. this is due to the participant's response when the researcher conducts interviewed. from the interviewed results there were several things that affected the pattern of hn politeness. mal elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 82-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 86 date : 11 june 2020 from the results of mal interviewed, there was several things that can affected the pattern of politeness, this is evidenced by the responses of the participant when the researcher conducted an interviewed. sn from the result of interviewed sn, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern sn politeness when speaking with someone. h from the result of interviewed h, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern h politeness when speaking with someone. ah from the result of interviewed ah, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern ah politeness when speaking with someone. ndb from the result of interviewed ndb, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern ndb politeness when speaking with someone. mhj from the result of interviewed mhj, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern mhj politeness when speaking with someone. mr from the result of interviewed mr, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern mr politeness when speaking with someone. sds from the result of interviewed sds, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern sds politeness when speaking with someone. ni from the result of interviewed ni, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern ni politeness when speaking with someone. sna from the result of interviewed sna, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern sna politeness when speaking with someone. sp from the result of interviewed sp, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern sp politeness when speaking with someone. it from the result of interviewed it, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern it politeness when speaking with someone. ha elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 82-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 87 from the result of interviewed ha, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern mdn politeness when speaking with someone. hn from the result of interviewed hn, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern hn politeness when speaking with someone. ay from the result of interviewed ay, there was several things that can affected the pattern of politeness, this is evidenced by the response of the participant when the researcher conducted an interviewed. there were several factors that affected the pattern ay politeness when speaking with someone. 4. conclusion based on the results of the study entitled "mapping the language politeness of dusun tangkuru society towards makassar language" it can be concluded that two main things are the answers to the formulation of the problem namely. from the results of the six participant interviews, there are kevels difference of politeness that used when interacting which is caused by social factors such as stratification, distance, and kinship. these social factors can cause the six participants to use different levels of politeness. from the results of the six participant interviews there are several factors that can affect politeness patterns, this is evidenced by the responses of the participant, these factors include stratification, distance and kinship. this research is an initial research for the writer. so there are still many mistakes in the preparation of research. therefore there are some suggestions submitted, namely that the researcher hope that the results of this study can provide knowledge and understanding related to how to talk to the other person using polite language. hopefully this research can provide benefits in addition to new insights and references for future researchers. references alam, f. a., & al-muthmainnah, a.-m. (2020). exploring local wisdom in buginese ethnics: language politeness phenomena of tau soppeng. reila : journal of research and innovation in language, 2(1), 14-18. https://doi.org/10.31849/reila.v2i1.3767 astuti, h. b. (2017). the use of politeness strategies in the conversation between ben whittaker and jules ostin in the intern movie. yogyakarta: shanata dharma university. (online)(https://repository.usd.ac.id/9340/2/1112140 82_full.pdf., accessed 13 october 2019. derin, t., deliani, s., fauziah, n., afifah, n., & hamuddin, b. (2019). indonesians' tendency to refer abbreviation as acronym: types of abbreviation as word formation process. globish: an english-indonesian journal for english, education, and culture, 8(2). hamuddin, b., & wardi, j. (2017). playing with politeness in economic journals: the strategy used by authors to bring about solidarity and respect. hasanah, l., pradina, s., hadita, a., & putri, w. c. 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(2019). an article review on “the use of politeness strategies in the classroom context by english university students&quot;. elsya : journal of english language studies, 1(2), 69-73. https://doi.org/10.31849/elsya.v1i2.3530 https://doi.org/10.31849/reila.v2i1.3767 javascript:void(0) javascript:void(0) javascript:void(0) https://doi.org/10.31849/elsya.v1i1.2538 https://doi.org/10.31849/reila.v1i3.3801 https://pdfs.semanticscholar.org/98f5/cf648ba432d33cba2444a227c2b6b583d147.pdf https://pdfs.semanticscholar.org/98f5/cf648ba432d33cba2444a227c2b6b583d147.pdf https://doi.org/10.31849/elsya.v1i2.3530 elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 62-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 62 using a constructivist approach to improve students’ comprehension in reading descriptive text at the seventh grade of smp negeri 24 pekanbaru herdi herdi and reka santika universitas lancang kuning, pekanbaru, indonesia herdi@unilak.ac.id article history received : 12 august 2020 revised : 27 august 2020 accepted : 27 september 2020 keywords constructivist approach reading comprehension descriptive text abstract the problem of this research is the students’ low comprehension in reading descriptive text in term of generic structure, purpose, language features and vocabulary. this research aimed to enhance student understanding by using a constructivist approach in reading descriptive text. the design of this research was a classroom action research (car). the samples of this research were 40 junior high school students. based on the result of the test, it was found that students’ average score was 77. the resulting score improved from the based score that was 69.5. furthermore from the result of observation, field note and interview, it was found the factors influencing the improvement of students’ comprehension in reading descriptive text by using a constructivist approach, they were teacher’s strategy and teacher’s media. finally, the researcher concludes that this constructivist approach can improve the students’ reading comprehension 1. introduction reading is one of the necessary language skills that should be mastered by the student. it is because reading is useful to get information, knowledge and values. reading is an idea and knowledge method from a written source. many think that reading is the best way to obtain information from a document. reading is a method of gathering ideas and information from a written source. most think reading is the most effective way of obtaining information from the text (marpaung et al., 2020). by reading, people can get the information in a text and make meaning from it. to classroom setting in the indonesian context, reading is taught as short functional texts and in term of various text types. according to curriculum 2013, teaching reading in junior high school aims to develop the students’ ability to comprehend descriptive text. descriptive text is a text describing a particular person, place or thing. the goal of the descriptive text is to explain, represent or disclose a person or object as this research is focused on it. the researcher chose the constructivist approach to solve the problem. constructivism approach is a learning approach that is expected to make the learning atmosphere more active to develop and build knowledge to improve student learning outcomes. hanifah & suhana (2009) stated that the constructivism approach in learning is one of the more student-centred approaches as the centre in the learning process. this approach is presented to be more stimulating and provide opportunities for students to learn innovative thinking and develop their potential optimally. 1.1. theory of reading reading is one of the critical factors of the four skills in english. students require second language english. bell (2005), reading is a dynamic process and which the reader work actively to construct meaning from the material. brown (2004) adds that reading is a method of sense negotiation. in this cycle, readers bring their early learning to the rest of the reading process so that they eventually understand the meaning of the text. snow (2002) also notes that reading in a vacuum is not feasible. it's done to one point. the reading task includes one or more porpuses, the object of the text at hand and the implications of carrying out the activity. it means that reading requires porpuses in a text or a paragraph to allow readers to understand the subject or principal concept. according to prasetyo & abbas (2017), reading is a process to get meaning from words, phrases, clauses, sentences and text. reading is one of the crucial skill that should be mastered by the students in learning english after listening, speaking, and writing. it connects the writer or author to the reader. it was building communication between the reader and writer in understanding a printed material or text. through reading, readers can get much knowledge that can be useful in getting information. based on the definition of some experts above, it can be concluded that reading is not only the relationship between the text and reader’s background knowledge but also the relationship between author and the text and the reader can get intended meaning from the text. reading also provides a situation of the students to analyze what the writer purpose in the text. mailto:herdi@unilak.ac.id elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 62-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 63 1.2. theory of reading comprehension reading is the most important activity in the language class. reading also can make understand and comprehend some point from the text. reading comprehension refers to the ability to understand information from the text. there are many definitions of reading comprehension that accept from some writers. klingner (2007) states that reading comprehension is the process of constructing meaning by coordinating several complex processes that include word reading, word, and word knowledge and fluency. it means the process to comprehend the text we must know the word in the text. so, we get the meaning of the text. also kemil (2003) reading comprehension is about relating prior knowledge to new knowledge contained in written text. prior knowledge, in turn, depend on lived experience. the topic that is familiar and openly discussed in one culture may be unacceptable in another. children growing up in rural communities was have different experiences from those from urbanizes, developing countries. because having more prior knowledge of generally facilities comprehension, having more cultural knowledge has the same effect. the statement above explains reading comprehension is related to prior knowledge of students. the students were known to new knowledge contained in written text. prior knowledge helps them to comprehend the text. grabe and stoller (2002) state that “general reading comprehension is the most basic purpose of reading, underlying and supporting most other purposes for reading. furthermore, snow (2002), reading comprehension is a complex activity that involves interaction between the readers and the text. it means that the reader reading comprehension is a process to know whether the reader understands or not about a text that the reader read. from the above description, reading comprehension can be inferred as the ability to find writer knowledge. the essence of reading understanding is the comprehension of all the writer's knowledge. it also refers to the ability, in a text, to connect the world and to understand the ideas and connections between ideas conveyed in a text. 1.3. descriptive text descriptive text provides vivid details of how someone appears. a text describes how a person or thing is. the aim is too descriptive and exposes a specific person, place or thing. the text just reveals the reality because the characteristics of the item are descriptive, and most clauses use adjectives. the descriptive text often usually shows a full-blown partnership. ewen (2005) defines descriptive text as an entity, person, or scene. this may be true or subjective classification. you provide factual information about what you have experienced without disclosing your feelings in an objective description. you select and express details in a subjective description to show your attitude towards what you describe. in addition, kane (2000) states that description deals with perceptions, most commonly visual perceptions. its central problem is to arrange what we see into a significant pattern. the description helps the reader, though his/her imagination, to visualize a scene or a person, or to understand a sensation or an emotion. in line with the above paragraph, descriptive text can be concluded that a text which the characteristics of something. every type of text has specific features. first, social function is the purpose of why the writer writes the text. in this step, the students can make a paragraph in generally. second, generics structure is the organizational structure of the text. in generic structure, that consists of identification and description. 1.3.1 the social function of description text zahrowi (2009) descriptive text is usually also used to help the writer develop an aspect of their work, places, objects etc. to complete our intention. the characteristics based on descriptive write or text, below; as a feature, the description is a style of writing which can be useful for other variety of purposes as: 1) to engage a reader’s attention 2) to create characters 3) to set a mood or create an atmosphere 4) to boing writing to life 1.3.2 generic structure of the descriptive text the generic structure of descriptive text consists of identification and description they are: 1) identification is a part to introduces or identifies the character. 2) the description is a part to describes the character. 1.3.3 language features of description text the description text has dominant language features as follows: 1) using noun 2) using simple present tense 3) using adjective 4) using figurative language. 1.4. reading assessment assessing reading comprehension is about giving feedback and assistance of learners for effective reading instruction. assessing reading comprehension aims to identify how well students in learning reading to help them improve and measure how much progress has been made. in this research, the goal of reading comprehension is the comprehending of descriptive text. there is some component of description text elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 62-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 64 1.4.1 the social function of descriptive text it is purpose is to describe a particular person, place, people, or thing 1.4.2 generic structures of descriptive text consist of : 1) identification 2) description 1.4.3 language features of description text the descriptive text contains some component or language feature, they are: 1) verbs. the tense is simple present tense and verb 2) tense (using the simple present tense) 3) using noun 4) using adjective in conclusion, to promote an understanding of the descriptive text for students, the teacher can develop the students' mind by designing comprehension question which involved in some indicators: find the social function of descriptive text, find the generic structure of the descriptive text, and find the language feature of descriptive text, like noun and adjective. all indicators can be used as a multiple-choice in testing reading comprehension and the process improvement in reading comprehension of descriptive text by using a constructivist approach 1.5. constructivist approach 1.5.1 the definition of a constructivist approach constructivist approach is a learning theory found in psychology which explains how people might acquire knowledge and learn. the theory suggests the people construct their knowledge and meaning for their experiences. constructivist is affected by the context in which an idea taught as well by students’ beliefs and attitude. according to discroll (2000), constructivist approach is a philosophy which enhances students’ logical and conceptual growth. the underlying concept within the constructivist learning theory is the role which experiences or connections with adjoining atmosphere-play in students education. constructivist learning argues that people produce knowledge and form meaning based upon their experiences. two of the concepts learning theory which creates the construction of an individual’s new knowledge are accommodation and assimilations. assimilation is an individual to incorporate new experiences into the old experiences. this causes the individual to develop new outlooks, re-think what was once misunderstanding, and evaluate what is important. accommodation is reframing the world and new experiences into the mental capacity already present. 1.5.2 the procedure of the constructivist approach the teaching-learning process of the course in which action research will conduct as follows suprijono (2009): 1) orientation is a phase to allow students to pay attention and develop the motivation for the topic of learning material. 2) elicitation is a stage to help students to explore their ideas by allowing students to discuss or describe their basic knowledge or ideas through posters, writings presented to all students. 3) reconstruction of ideas, in this stage, students clarify the idea by contrasting their ideas with the ideas of others or friends through discussion. confronted with other ideas, a person can be aroused to reconstruct his or her speech. otherwise, it fits. instead, be sure if the gag matches. 4) application of ideas, in this step ideas or knowledge that has been formed, students need to be applied to the various situations encountered. this will make the student's knowledge more complete, even more detailed. 5) review, in this phase, allows students to apply their knowledge to the situation faced daily, revise by adding a description or by changing it more fully. if the results of the review then compared with the fundamental knowledge that has been owned, it will bring back the ideas (elicitation) in students. based on the opinions, the researcher uses the learning steps of the constructivism approach because it is more detailed and systematic in the process. steps are used as follows. (1) orientation, allowing students to observe and develop the motivation of idea to the topic of learning material. (2) elicitation, this stage of the teacher helps the student to develop his ideas. (3) reconstruction of ideas, students clarify ideas by contrasting their ideas with the ideas of others or friends through discussion. (4) application of ideas, students, communicate the results of the investigation and findings, this stage the teacher becomes a facilitator in accommodating the opinions of students, and (5) review or revise the student's ideas by adding a description or by changing them to be more complete.. 2. method the researcher was classroom action research. this study was a kind of action research. action research was done to acquire information to solve the problems that are faced in a certain condition or situation. according to creswell (2005), action research design are systematic procedures use by teacher or researcher together quantitative and qualitative data to address improvement in their educational setting their teaching and the learning of their students. action research is one of the methods for the elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 62-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 65 design of procedures uses by researcher or teachers. the research aims to improve the educational setting in the teaching and learning process of students. in the research, the researcher applied the constructivist approach to improving students’ comprehension in reading descriptive text at the seventh grade of smp negeri 24 pekanbaru. to observe the activities of the researcher and the students during the teaching and learning process, the researcher needed teacher-collaborator since classroom action researcher is a collaborative action. the researcher chose the english teacher at the seventh grade of smp negeri 24 pekanbaru as teacher collaborator. the researcher expected that by having the collaboration with the teacher – collaborator, the activities of the researcher and the students during and learning process can be observed well.. 3. results by conducting the research, the researcher would like to explain what the researcher had found by conducting this research. this research was conducted in smp negeri 24 pekanbaru at the seventh-grade class vii.3. they have consisted of 40 students with 20 males and 20 females. this chapter presents a description of data analysis. there is two research question that should be answered in this chapter. there where “to what extent can constructivist approach improve students’ low comprehension in reading descriptive text at the seventh grade of smp negeri 24 pekanbaru? and “what factors influence the changing of students’ comprehension in reading descriptive text by using a constructivist approach at the seventh grade of smp negeri 24 pekanbaru?”. base on the questions would be answered the data obtained from the test, observation checklist, field note, and interview. after analyzing both quantitative and qualitative data, the researcher examined whether the constructivist approach could improve the students’ reading comprehension. the result below: table 1. students’ reading comprehension of descriptive text from based score to cycle 1 the name of score the average score based score 69,5 cycle 1 77 figure 1. students’ reading comprehension of descriptive text from based score to cycle 1 the students' improvement was found in their reading comprehension of descriptive text. the average score in based score was 69,5, and cycle i was 77. it could be concluded that this strategy could improve and passed the minimum score of the curriculum (kkm). from the students’ reading comprehension in descriptive text test results, it can be concluded that students reading comprehension can be improved by using the constructivist approach. 4. conclusion after conducting this classroom action research in improving reading comprehension of the seventh-grade students at smp negeri 24 pekanbaru by applying the constructivist approach, the researcher concludes this research into some conclusion as follow: 1) teaching reading by using the constructivist approach can better improve the students’ comprehension in reading descriptive text at the seventh grade of smp negeri 24 pekanbaru. it can be seen from the achievement of students from this cycle. 2) teaching reading descriptive text by using the constructivist approach has some factors that can be increasing students’ reading comprehension: 1. teacher media the teacher can guide the students to read some interesting text. in the learning process, the teacher uses the picture on the text. that made the students fell more interesting to read. 2. teachers strategy constructivist approach helps the students to understand the content of the text. references alesandrini, k., & larson, l. (2002). teachers bridge to constructivism. the clearing house, 75(3), 118-121. amalia, f. the impact of constructivist approach and learning motivation towards problem solving competency and mastery concept of basic programming competency in smk 6 malang. anderson, m., & anderson, k. (2003). text types in english 1-2 australia: macmillan education australia pty. 69,5 77 10 20 30 40 50 60 70 80 based score cycle 1 elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 62-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 66 bell, t. (1998). extensive reading: why? and how. the internet tesl journal, 4(12), 1-6. brooks, j. g., & brooks, m. g. (1993). in search of understanding: the case for constructivist classrooms. alexandria, va: association for supervision and curriculum development. bybee, rw (2003). why the seven e's. educational foundations: an anthology of critical readings, 184-194. brown, h. d. (2016). teaching by principles. carla, (2006). factor that affect reading comprehension. retrieved on 14 august 2015 from http://www.slideshare.net/jeanecarlaong/cognitivefactor-that-affect reading-comprehension clark, v. l. p., & creswell, j. w. (2005). student study guide to accompany creswell's educational research: planning, conducting, and evaluating quantitative and qualitative research. merrill. douglas, b. h. (2004). language assessment principles and classroom practice. ny: pearson education. driscoll, m. p. (1994). psychology of learning for instruction. allyn & bacon. grabe, w., & stoller, f. l. (2019). teaching and researching reading. routledge. hanafiah, n., & suhana, c. (2009). konsep strategi pembelajaran, bandung: pt. refika aditama. harkness, l. m. (2016). the effect of a constructivist-based approach on fifth grade reading achievement. herdi, h. (2014). the abilities in applying verb tenses in writing sentence using mixed model. elt-lectura, 1(1). honebein, p. c. (1996). seven goals for the design of constructivist learning environments. constructivist learning environments: case studies in instructional design, 11-24. kahayanto, e. (2005). a comparative study on students’ achievement in reading of the education study program of palangka raya university who entered through psb and spmb in academic year 2003/2004. unpublished thesis. palangka raya: the faculty of teacher training and education university of palangka raya, 13. klingner, j. k., vaughn, s., & boardman, a. (2015). teaching reading comprehension to students with learning difficulties, 2/e. guilford publications. marlowe, b. a., & page, m. l. (2005). creating and sustaining the constructivist classroom. corwin press. marpaung, a. p., yanti, i., & marzuki, y. (2019). developing students’ reading comprehension using stad strategy: a classroom action research at sma negeri 7 pekanbaru. reila : journal of research and innovation in language, 1(1), 10-16. https://doi.org/10.31849/reila.v1i1.2775 mvududu, n., & thiel-burgess, j. (2012). constructivism in practice: the case for english language learners. international journal of education, 4(3), 108. pandian, a., ling, c. l. c., & lin, d. t. a. (eds.). (2014). new literacies: reconstructing language and education. cambridge scholars publishing. patel, m. f., & jain, p. m. (2008). english language teaching. sunrise publishers and distributors. perwitasari, c. a. (2018). the implementation of jigsaw technique and student teams achievement division (stad) in teaching reading recount text at second grade of smpn 1 abung surakarta, north lampung. presetyo, w., & abbas, m. f. f. (2017). the use of questioning the author (qta) strategy in improving students’ability in reading descriptive text at the seventh grade students of smp islam plus jannatul firdaus pekanbaru. elt-lectura, 4(2). snow, c. (2002). reading for understanding: toward an r&d program in reading comprehension. rand corporation. suprijono, a. (2009). cooperative learning: teori & aplikasi paikem. pustaka pelajar. uzuntiryaki, e. (2003). effectiveness of constructivist approach on students' understanding of chemical bonding concepts (doctoral dissertation, metu). yunita, a. (2014). using constructivist approach to enhance students’ comprehension in reading procedure text (doctoral dissertation, indonesia university of education). elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 72-76 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 72 the camouflage of “tough woman”: the resistance of female character against patriarchal ideology in mulan rahmadani lailawati 1 , qory islami 2 , and mutia sari nursafira 3 1,2 universitas lancang kuning, pekanbaru, indonesia 3 u-raise academy, pekanbaru, indonesia ailha.rahmadani@gmail.com article history received : 12 september 2020 revised : 23 september 2020 accepted : 27 september 2020 keywords critical discourse analysis female resistance patriarchal ideology abstract this present study exposes how the patriarchal ideology still survives in the international english movie depicting chinese women, mulan (1998) and mulan (2020). this present study uses critical discourse analysis to analyse the movies, focusing on the the dialogue, characteristics and events in the movies. this study contributes by critically comparing how english movies which are directed and scripted by english native speakers depict the role of women in the patriarchal china. the results showed that despite the 22-year gap between movies, the portrayal of women becomes worse, presented differently due to a change in genre, and is only seemingly improved at the tail end of the latest movie. while there are differences in how both mulans are faced with problems and how they face said problems, her resistance as female neither reflects nor felt by chinese women. 1. introduction the perception of females in the eye of society is an interesting issue in chinese context due to its history. china’s one-child policy has been viewed as draconian for leading to gender-selective and forced abortion issues, but has also contributed to the balance in gender in current higher education because parents with female child had to invest in their child’s future “despite” their sex (feng et al., 2016). despite the apparent improvement on education for females, women still face blatant discrimination in obtaining a place, let alone a desirable position, in the workplace (dawson, 2019). similar to other countries around the world, although females are being encouraged to try out male-dominant occupations on paper, males are not encouraged to do same on practice, thereby workplaces continue to show high preference for men on the basis that women cannot be depended on for their potential future as child-bearers (gietel-basten et al., 2019). consequently, countries utilise the power of films to represent and empower females, and one of the most influential films that depicts the life of chinese women is mulan (1998). representation itself is interpreted as how the world is constructed socially and presented to people in specific meanings. representation refers to all forms of media, especially mass media, to all aspects of reality or reality, such as society, objects, events, to cultural identity. representation not only involves how cultural identity is presented, or instead constructed, in a text but is also constructed in the process of production and reception by people who consume the cultural values represented (derin et al., 2020; rahman, 2017). in films as cultural representations, films construct values absolute cultural values in themselves and how those values were produced and how they were consumed by the people who watched the film. so, there is a kind of process of exchanging cultural codes in the act of watching films as a cultural representation. the films’ presentations are now considered the most influential media, which is one of the media that can have the power to influence society. films can also provide fictitious stories or stories that are not necessarily true, which makes people's viewpoints the same as filmmakers. through representation, something can be described as good or bad and influence the perspectives of people who consumes the works (rahman, 2018). the case here is that incorrect or skewed representation is something that often happens in films. mulan (1998) has received critical praise for its depiction of the position and role of women in china. the movie contains scenes of the struggle born from how women in families and society in china has a different position from men. in chinese society and family, men play an essential role as the one who can only hold full power in political leadership, moral authority, and social rights. chinese females must obey their fathers before marriage, obey their husbands as long as they marry, and obey their sons when they become a widow. chinese women has been lacking agency in choosing who they marry as families continue to push them to find suitable husbands at a young age and they are not permitted to elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 72-76 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 73 refuse the marriage arrangements made by their families. a daughter must obey her father's orders, including in marriage matters. women are still expected to stay at home and take care of their families. these values have been introduced and reinforced to the people through the media, not just entertainment movies but also even in official textbooks and especially the societal attitudes (norova, 2020). this system has intimidated chinese women by the patriarchal culture since ancient times. the effects are still felt to date as many chinese parents continue to prfer sons over daughters, and the worldwide covid-19 pandemic’s social distancing policy reveals that domestic abuse against females are still rampant. these struggles are shown in mulan (1998), but the animated movie tells the world that the protagonist and titular character can overcome such obstacles (brocklebank, 2000). in the film, mulan literally stepped into the shoes of an obviously male-exclusive duty, escaping punishment for it yet ending up receiving praise and bow from the chinese emperor and the entire chinese society. the dramatic story of how this chinese woman overcame the patriarchal ideology is highly jarring when compared to how real life chinese women are still struggling against it, thus the movie continues to be held under the world’s critical eye over the years (yin, 2011; cheu, 2013). with how internationally influential the movie has become, future adaptations are consequently burdened with the responsibility to address their predecessors’ flaws and adapt to modern status quo as well as discourse (anwar et al., 2019; jung & kim, 2020). therefore, mulan (2020) is expected to better represent chinese women and how they resist the existing patriarchal ideology, thus there is a need for a critical discourse analysis to understand, verify, and judge the media’s representation (jackson et al., 2016). the researchers are highly interested to analyse and compare both the predecessor and the successor because they are english language movies that hold the heavy burden of representing a sensitive and long-lasting culture of a discriminated race and gender to the entire world. 2. literature review 2.1 sex and gender sex and gender have different meanings, even though they discuss the same thing about men and women. according to echols, john m. (1983:89), "sex is the characteristic that distinguishes the male from the female" biological characteristics that distinguish between male and female sexes. according to humm maggie (2002:421-422), "sex is a conceptual interpretation between sex and gender so that expectations of gender roles can be changed if they are considered not biology."based on the experts' opinions above, it can be concluded that sex is the sex of men and women who have different characteristics, biologically or non-biologically. gender is the differentiation of roles, attributes, traits, attitudes, and behaviour that grow and develop in society. furthermore, gender roles are divided into productive roles, reproductive roles, and social roles. the word gender can be interpreted as the role formed by society and behaviour that is embedded through socialization that is related to the sexes of women and men. there are biological differences between women and men but culture interprets these biological differences into a set of social demands about the appropriateness in behaviour, and in turn, rights, resources, and power. although these demands vary by community, there are some striking similarities. for example, almost all community groups hand over responsibility for child care to women, while military tasks are given to men. 2.2 gender roles gender role is a trait inherent in men or women who are socially and culturally constructed. for example, women are gentle, emotional, motherly, rational, strong, manly, and male mighty. gender results of the construction of the culture, created by humans, whose nature is not fixed, which changes from time to time, can be transferred and exchanged menu time, place, and local culture of one sex to another sex. according to hess (1978:8), history of gender differences between men and women occurs through a process that is long, formed, socialized, and constructed socially and culturally through the teachings of religion and the state, so that gender differences are understood and considered as the nature of men and women. furthermore, roles are oppressive for women. they believe that the female gender role was constructed instead of an ideal male role and helps perpetuate patriarchy. 2.3 patriarchy: gender injustice patriarchal culture cannot be separated from women. the domination of men over women has become a social reality in various countries. according to bressler (2007, p.159)," patriarchal culture is a system where women are considered as "property" and men as humans. in this case, men are the subject, and men can arrange women in social and cultural life. it makes the women try to fight for their degrees and rights and free them from the patriarchal culture". the patriarchal culture will continue as long as society continues to construct status and role itself. as an analysis of a song, i have a heart, in the song, the poem illustrates that women are weak in every verse of the song. how can they not be, they are left silent, hurt he was silent because women have hearts so that it is reflected in the community's minds, especially adolescents currently implementing that women use feelings. in contrast, men use logic and continue so that movements to raise the degree of women will be displaced if the use of things "in" to indoctrinate the community again. even young children have been viewed through several disney films, which illustrate that women are weak, women sell their bodies for the benefit, and even women have no stance. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 72-76 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 74 gender injustice is a difference in treatment based on gender reasons, such as restrictions on roles, exclusion or favouritism, which results in violations of the recognition of human rights, equality of rights between men and women as well as fundamental rights in the social, political, economic, cultural, and others. 2.4 female resistance women's resistance across cultural and geographical boundaries, leaning toward narratives and stories written by women's voices, is usually not heard in the mainstream in everyday life. women's resistance in all matters proves the woman's act of defending her life in all the problems she is facing and strengthening women, so they do not look weak with men's actions or power. 3. method this present study uses critical discourse analysis to compare the representation of female resistance in mulan (1998) and mulan (2020). critical discourse analysis unmasks ideologies embedded within a media to unravel insidious covert messages (fairclough, 2013; sahmeni & afifah, 2019). the researchers analyse the dialogues, characters and events of both movies to show how chinese women are depicted within foreign movies.the researchers provided data from the movies’ scripts. the data serves as evidence of how these worldwide influential movies narrate female. the researchers identified and explained the gender-related injustice faced by women in the movies, comparing how both foreign english movies handle this long-standing and deep-seated cultural issue. 4. results & discussion mulan (1998) is an animated disney film directed by tony bancroft and barry cook. mulan (2020) is the live action adaptation directed by niki cole. both movies told the story starts with a young woman named mulan struggling to stick to her role as a potential bride, who impersonated the chinese army as a man, exiled by her commander once the truth comes out, and later accepted by the entire kingdom after saving the emperor. unlike previous disney live action remakes that sticks close to the original animated movies, the director of mulan (2020) takes many creative liberties to make the movie lean towards the “wuxia” (meaning: martial heroes) genre. 3.1 how women are introduced the setting of both films takes place in china during the 20 th century dynasty kingdom era. in the original animation, mulan’s first appearance is her listing off several qualities that a desirable woman must possess, which are “quiet and demure ... graceful, polite, delicate, refined, poised ... punctual!” [oa-fm.1]. within the first musical where mulan is forced to be washed and polished, the role of women is establsihed together with the role of men in the line, “we all must serve our emperor who guards us from the huns; a man by bearing arms; a girl by bearing sons,” [oa.fp.1] the movie shows the audience that mulan is devastated by the fact that she could not be the perfect daughter and the perfect bride despite her hard work and thus, could not bring honour to her family as the sole daughter. in the live action, mulan is shown to practice martial arts at a young age, introducing the genre as an epic martial arts movie rather than the original’s children adventure movie. mulan is deliberately shown as a reckless troublemaker who, despite showing impressive talent, is disliked by her village barring her father. her role as a female is first stated by her mother who was scolding her father for letting her train, “you forget that she is a girl, not a boy. girls bring honour through marriage […] what man would marry a girl running around rooftops, chasing chickens?” [la-hl.3]. moreover, in the 2020 adaptation, mulan is not the sole daughter and has a younger sister, who is portrayed as the perfect daughter according to their mother, who says “xiu gives me no trouble. the matchmaker will find a good husband for her,” [la-hl.7]. the belief that females can only bring honour to their family by marrying is shown to be planted in young mulan, thus when she became an adult and is suddenly told that the village’s matchmaker has found her a potential husband, she only responded with a soft affirmation despite her obvious reluctance. both movies conveyed the status quo of how chinese society expects from women. women are taught by their family and society that the only way they can contribute to their family is by growing up to be a desirable bride. feelings of love and familiarity with the potential partner seem to not be given any consideration because women are actively placed into reproductive roles from the start. limbach (2013, p.176) pointed out how “mulan (and, by extension, all other girls), must submit to a feminizing process.” the society in mulan (1998) and the parents in mulan (2020) must actively intervene and change mulan to possess certain qualities lest she will not become a bride and thus, somehow, a failure of a woman. 3.2 gender injustice the intensity of the perfect female “honor to us all” narrative is matched by the perfect male “i’ll make a man out of you” narrative. much like how women must actively perform certain qualities that the matchmaker dictates, men must also actively perform certain qualities that the army commander demands. mulan (2020) continues to impress that the goal for females is to be a bride, and the goal for males is to be a soldier, as testified by how mulan’s old and sickly father readily accepts the fact that he will die in battle because “this is my job. this is how i bring honour to our family,” [la-hz.49]. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 72-76 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 75 however, patriarchal ideology is transparent in both movies by the way men are always framed as who is desired, who is demanded, and who is dominant. the first is best represented by the animated movie’s lyrical line “did they send me daughters, when i asked for sons?” [oals.39]. the second is best represented by the live action’s characters. the third is best represented by the fact that women are taught to give their bodies to men, while men are not expected to devote or sacrifice for women specifically, but for their country as a whole. while the movie shares a lengthy list of clear-cut adjectives that a woman must become, the qualities demanded upon a man is startlingly vague, as sung in the lines “swift as a coursing river […] force of a great typhoon […] strength of a raging fire, mysterious as the dark side of the moon,” [oa-mp.57]. the process to become a man lacks the methodical procedure that females undergo, such as shown in the clean-up and make-up scenes. in this film, men's dominance of power is apparent, especially in leadership held by men, freedom of speech or speech of men is more dominant than women in the film mulan. chi fu was ordered by the emperor to tell the whole province to recruit a man as a soldier to help the chinese troops. then chi fu went to each province to tell each family that there must be one man representing his family as warriors against the nation; only men can take part in the training. in the dialogue, it explained the dominance of women, that only men could join the war. in the film, there is a stereotype. the stereotype is assessing someone against someone who is done by perception or group thought that person is categorized. the professional dresser and mulan’s mother were singing while tying mulan's waist to make it look small because in chinese tradition if a woman has a small waist, she will give good offspring . the song explains that the stereotype of women who have a small waist will have good offspring. in this film, there is marginality, the process of neglect or marginalization of rights to sex, and so is experienced by some women who feel marginalized by men. mulan tried to find someone who could trust him to let him know that the huns were still alive, and he would return to attack the royal dynasty. however, in his efforts to convince the people or men he talked to, none listened to what mulan said, including mushu( little dragon messenger from the ancestors to help mulan). he also ignored mulan, telling her to“remember, you are a woman” [oa-md.69], meaning that the position of women here is marginalized because if she becomes a woman, she speaks not heard by others. in this film, there is violence against women as civilization appears in many forms. violence is an attack on a person's mental, physical, and psychological integrity. violence is not only related to such as rape, beatings, and torture, but also non-physical traits such as sexual harassment. perpetrators can be our own family or community. 3.3 female resistance against patriarchal ideology the animated movie gives mulan two choices after the battle, and these two choices are akin to a rock and a hard place. one is for her to work for the emperor, which she declines, and the other is for her to return to her role in society as a daughter and a bride, which she chooses. although she is credited as a figure that defies the patriarchal ideology, the actualisation of the resistance is actually done by the male characters, where mulan’s male comrades dressed in drag and embraced femininity without shame to save the emperor, and where her father threw away the symbols of honour and declared that “the greatest gift and honour is having you as a daughter,” [oa-fz.94]. these two crucial moments that portrays men embracing women’s qualities and ending the blatant preference for sons are, regrettably, completely absent in the live action. the crucial difference that makes mulan (2020) a disappointing diverse representation movie is how it does not challenge the patriarchy, but rather enforces it even worse. rather than starting from scratch like all men and eventually growing strong as a soldier like in the animated movie, the live action mulan’s character as a prodigious warrior from birth alienates her from the majority, if not all, of chinese audience. akin to nail in a coffin, the adaptation tells the audience that even when a female is as powerful as mulan, she is still submissive and must serve the men because, as mulan told the female witch antagonist, “i know my place […] to serve the emperor,” [la-hm.207]. 5. conclusion this critical discourse analysis reveals that the latest disneyfication of a female heroine continues to fail in empowering women, and worsens the representation of chinese people. in the animated movie, mulan eventually returns to her role as the daughter and bride. in the live action remake, mulan does the same and is hinted to accept a decorated position in the chinese army. the role of women is very blatantly dictated and reflected in both movies’ introductions, but the actual resistance and defiance of the patriarchal ideology is deleted and camouflaged behind the façade of “powerful and prodigious mulan” in the 2020 adaptation. the representation of chinese values and female empowerment offered in the new disney big theatre movie is superficial at best, going down the drain rather than breaking the ceiling. 6. acknowledgement the completion of this research study could not have been accomplished without the support of the unilakresearch advancement for intellectual and scientific empowerment (u-raise) academy. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 72-76 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 76 references anwar, laraswati, a., & , r. 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(2011). popular culture and public imaginary: disney vs. chinese stories of mulan. javnost-the public, 18(1), 53-74. https://doi.org/10.31849/elsya.v2i1.3615 https://www.aljazeera.com/news/2019/09/29/china-women-still-battling-tradition-70-years-after-revolution/?gb=true https://www.aljazeera.com/news/2019/09/29/china-women-still-battling-tradition-70-years-after-revolution/?gb=true https://www.aljazeera.com/news/2019/09/29/china-women-still-battling-tradition-70-years-after-revolution/?gb=true https://doi.org/10.31849/elsya.v2i1.3611 https://doi.org/10.31849/reila.v2i2.4470 instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 20-25 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 20 “bits and pieces” to improve the students’ writing skill: using educational game as an approach to teach descriptive text ramanda rizky padang state university, padang, indonesia ramandarizky0@gmail.com article history received : 12 february 2020 revised : 23 february 2020 accepted : 23 february 2020 keywords writing skill descriptive text educational game classroom action research (car) english as a foreign language (efl) abstract students in indonesia who learn english as a foreign language (efl) encounter problems in learning how to write in english. not a novel problem in the least, but the more connected the world is becoming due to the availability of information and communication technologies (ict). this study aims to address the need to improve the generation’s english skills, lest they are left behind the moving era. this study is a classroom action research (car), using a test, observation, field note, and interviews as the research instruments. twenty-nine middle school students were taught to produce descriptive texts using the approach of an educational game called bits and pieces. the results showed that the game improved students’ average scores in writing descriptive text from 70.12 (cycle i) to 79.75 (cycle ii) as students’ were unanimously interested in the strategy, much more so than traditional approaches. 1. introduction learning english involves the mastery of four language skills; they are listening, speaking, reading and writing (herlinawati, 2011). speaking and writing are productive skills or ability to produce language, listening and reading are receptive skill or ability to comprehend information (syafitri, budiarti, & derin, 2019). the fourth basic skills are taught in an integrative way, and extensive research has been conducted individually, collaboratively, and longitudinally to address such matters (derin & hamuddin, 2019). writing is a process to produce language (derin et al., 2019). we can take more time to think and choose words to express our ideas, thought and feeling, and then we revise if it is not clear to express what we intend to write. it also needs attention because it needs its principles and the method it requiring mastery not only of grammatical, rhetorical devices but also of the conceptual and judgment (yunira et al., 2019). for that reason, it needs the practice to improve that skill. in advance, it is a physiological activity of the language used to put information in the written text. writing is an activity to create records or information on a medium by using a script (herlinawati, 2014). writing is usually done on paper by using tools such as a pen or pencil, but nowadays it is highly encouraged to write online because the productions can be published on the internet and instantly shared with others (hamuddin, kurniawan, syaifullah, & herdi, 2018; wu et al., 2011). in ktsp as a standard of the education system, students learn writing in term of text types like descriptive, narrative, recount, report, procedure, and anecdote. one of the texts that must be mastered by the students is descriptive text. the descriptive text describes a particular person or thing in detail. it means that descriptive text is a text describing the features and characteristics of a certain object in detail (a person or a thing). however, based on an interview with an english teacher at smpn 1 tambusai, it was found students have many problems in writing skill (hamuddin et al., 2019), especially in descriptive text. the first problem is language features in writing descriptive text (budiarti, syafitri, & derin, 2019). as we know, the descriptive text uses simple present tense as the language feature. the students had some errors in using the simple present tense. the students made some mistakes when they elaborated the idea in simple present. it made students difficult to write a descriptive text. if they had ideas, they cannot express their ideas in a good sentence and form it into a good paragraph or correct patterns. the second problem is the preparation of content, which uses descriptive text. the descriptive text should contain detailed information, but most of the students’ texts contained less than what is needed to describe something to a regular reader not-in-the-know. the third problem is the students’ low mastery of vocabulary (andriani, 2016). some of the obstacles in understanding english texts are the poor mastery of vocabulary. it caused them to be unable or less able to construct and organise ideas. the fourth problem is the fact that the method used is not running as it should. there is some strategies strategy in teaching descriptive text might be applied, but teachers would never know what strategy matches with the various condition of students. no strategy can be applied in whole conditions, elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 20-25 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 21 and in this case, the teachers are responsible for finding the correct strategy which can be applied well based on the conditions of the students (marwa, 2014). due to the problems above, the researcher gave a solution in choosing. the researcher chose bits and pieces game as the method to solve students’ problem in writing descriptive text. bits and pieces game is a kind of game with a picture-strip story. it is suitable for narrating events and describing person, place or something, principally in the present tense. the method can be used to solve students’ problems during the writing process, but the researcher used the technique in making the learning process become structurally and effectively in each step of the writing itself. 2. literature review game is an activity given to the students to use the language in a less formal situation is organised activity that usually has some properties, such as a particular task or objective, a set of rule, competition between players and communication between players by spoken or written language. besides, the game is one of the media that can be applied in language teaching and learning. all people are like games either young up to adult. but different age is group requires various topic material, competence, and model of the game. for example, while children like a fun game, adults prefer either a relaxing or challenging game. so, a teacher has to choose the appropriate game for all students to be fun learning and active class. 2.1 bits and pieces game bits and pieces game is a kind of game with a picturestrip story. it is suitable for narrating events and describing person, place or something, principally in the present tense. this game is appropriate to listening, speaking and writing skills. all students can play this game. to play this game we spend 15-40 minutes only, the material that we need is picture-strip stories or texts. on top of the flexible time needed for this game, bits and pieces game makes a great visual aid for students of all ages in general (gistituati, refnaldi, & syaifullah (2019). there are many aspects to be considered in playing this game. those are instruction to the students and the identification of the winner. these are the following steps in teaching descriptive texts using bits and pieces game are; first, teacher divides students into four groups, second, the teacher distributes to every group, one stripping pictures and many papers to the striping pictures to be good picture in 10 minutes, after the striping picture have been arranged, the teacher gives 20 minutes for every group to describe it and write it in a pieces of paper. then he asks every group to stick the arranging picture on the board and the writing under it. then he checks what they have done, and tells them the winner of this game based on arranging picture and detailed describing of their writing. yang (2001) seems to be the first study to have mentioned on the idea of bits and pieces of information in the context of language learning. this type of approach encourages learners to “locate, retrieve, and comprehend the level of material” that they discover from any sources. readers read information in scattered bits and pieces not in a textual whole (tseng, 2008). the best part is the learners’ joyful engagement as the bits and pieces of information they receive is stimulating and fascinating. kinesthetic learners, in particular, “has both the power of breaking down the language into bits and pieces and putting those pieces back together in a big picture style” (maggioli, 1996). bits and pieces approach to teaching english is also proven and advocated by piasecka (2014). the study recommended using authentic literary texts in a jigsaw reading format to encourage independent language learning and use. the way the researcher did it is by making students read their bits aloud in a way where everyone must pay attention to the text elements so they can put everything into a bigger picture that makes sense. this study is the other related study on the idea of bits and pieces approach as a way to improve english skills of students, and it is the most recent. therefore, this current study contributes to the scarce literature on the matter and to the field of educational games in efl context by extension. overall, bits and pieces game is a flexible method to be used in teaching, but there is still incomplete knowledge about the use of this game in the actual teaching process. the game would be a suitable candidate for such research projects. for this study, this game is suitable because of the nature of the descriptive text. 2.2 descriptive text descriptive text is one kind of genre in which the teaching process is concerned with what the students do in writing. in teaching descriptive text, the teacher has to give a clear and lively description depends on a close object. here, the researcher used bits and pieces game which provide many stripping pictures for many students in a group to get clear and details information about the object (picture). according to ahmad (2018), there are two models of description; first, a description of a scene which allows the reader to see hears, or even feels the subject matter. second, spatial order or spatial organisation, usually this organisation involves presenting an overall visual picture of the scene, then locating the specific details in a consistent pattern. the best way to make good description is to describe the area; a pretty, unusual, or lively place and if it’s relevant, include some description of typical activity occurring there. bits and pieces game is one method which is effective to be used in foreign language learning, especially in teaching writing. it is important for the teacher to be creative and innovative. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 20-25 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 22 the researcher makes this game in a group. these groups involve five students because the students provoke greater involvement and participation than larger groups. they are small enough for real interpersonal interaction, yet not so small that members are over-reliant upon each individual. group work such as bits and pieces game can be applied in the classroom because of many advantages; first, like pair work, it dramatically increases the amount of talking for individual students. second, unlike pair work, because there are more than two people in the group, personal relationships are usually less problematic; there is also a greater chance of different opinions and varied contributions than pair work. third, it encourages a broader range of skills of cooperation and negotiation than pair work, and yet is more private than working in front of the whole class. then, it also promotes learner autonomy by allowing students to make decisions in the group without being told what to do by the teacher. last, although we do not wish any individuals in groups to be completely passive, nevertheless some students can choose their level of participation more readily than in a whole class or pair work situation. although group work has many advantages, it has many disadvantages too. the disadvantages of group work include; it is likely to be noisy (though not necessarily as a loud as pair work can be). some teachers feel that they lose control, and then not all students enjoy it since they would prefer to be the focus of the teacher’s attention rather than working with their peers. individuals may fall into group roles that become fossilised so that some are passive, whereas others may dominate, the group also take longer to organise than pairs. in this case, the researcher uses bits and pieces as a medium that mitigates these issues. 3. method this research was a classroom action research. the researcher has conducted the research collaboratively with an english teacher to solve the problem of the students’ writing descriptive by applying bits and pieces game at the viii 6 grade of smpn 1 tambusai. the participants of this research were the students' grade viii of smpn 1 tambusai, and the researcher took viii 6 class that consists of 29 students. the researcher chooses the class because of the students at viii 6 class has a problem in writing descriptive text. the research was conducted at smpn 1 tambusai at jl. tuanku tambusai, dalu-dalu. the research was conducted in march 2017. the researcher conducted the research collaboratively with an english teacher to solve the problem of the students’ writing descriptive text by applying bits and pieces game at the viii 6 grade of smpn 1 tambusai. action research is any systematic inquiry conduct by those with a direct, vested interest in the teaching and learning process in a particular setting; it is a truly systematic inquiry into one's practice. it is a process that allows teachers to study their classroom to understand them better and to be able to improve their quality or effectiveness (mertler, 2012). according to kunandar (2008), action research is an activity undertaken by educators or together with others in collaboration. it aims to enhance or improve the quality of the learning process in the classroom. there are several common features to characterise action research include how it improves education by changing it and learning from the consequences, involve all participants and elements in the classroom, and self-reflects by detailed observation. this study will use four instruments. the test is one of the methods to collect information from the participant. firstly, the researcher gave the students a topic about the descriptive text. the students asked to write an essay of descriptive text by concerning its purpose, generic structure and its grammatical features individually. the observation was used to collect the qualitative data done by a collaborator. the collaborator observed the teachers’ activities and students’ activities in the classroom, and it needs an observation checklist. also, the researcher and collaborator discussed our finding to conduct improvement for next meeting. and it took two observation checklist for each meeting. the researcher also used an interview to ask the students about their problem in writing descriptive text and how impression after applying bits and pieces game in teaching writing. lastly, field note was one of qualitative data’s instrument used by the researcher to know the improvement while using the strategy and also get some information when the research was conducted. the data that will be analysed in this classroom action research will be both quantitative and qualitative. in collecting quantitative data, the researcher used the test to earn the data concerned to the students in vocabulary. in collecting quantitative data, the researcher got it from observation, field note and interview. firstly, the collaborator and the researcher worked together in the teaching and learning process in each meeting to know that learning process run as well or vice versa. as the further, the collaborator also collected the data from field note which as noted in each meeting. in the last, the students were interviewed by asking some questions. 4. results & discussion based on the purpose of the research, this classroom action research was conducted to find out whether the students’ writing skill can be better improved by using bits and pieces game strategy. this research was applied at the second of smpn 1 tambusai 2016-2017. this research was conducted in two cycles which contained eight meetings, including test. there were four steps for each cycle, such as plan, action, observation, and reflection. the number of students was 29 students. before conducting the research, the researcher had given a preliminary quiz to the students. it was only aimed to get the based data or score about the students’ writing elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 20-25 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 23 skill and the ways the students in learning writing. from the quiz results, it was summarised that most of the students had problems in writing a text. the students mostly got c, or the average of their score category was bad. furthermore, the result of the students’ based score can be seen in table 4.1. table 4.1 scores of students’ descriptive text score type average score percentage based score 46.07 10.34% cycle i 70.12 37.93% cycle ii 79.75 72.41% this research was conducted in two cycles. each cycle had four meetings that include the test. it had been done since march, 16 th 2017 until april, 13 th 2017. the research was conducted in smpn 1 tambusai at the viii 6 class in academic years 2016/2017. the number of students was 29 students. the class was chosen because based on the collaborator suggestion. and it had gotten by the collaborator experiences when teaching english subject in the class. the fact, they had some problems with writing descriptive text. therefore, the researcher taught the students by using bits and pieces game strategy on descriptive text. based on the data in cycle i, the researcher found that there was no significant improvement by students according to the instruments. based on the test, the average score is based score was 10.34 and cycle i was 37.93 with increasing point 27.59. most of the students were failed at this cycle, and the researcher and collaborator try to figure out what problem actually happened in the learning process. based on the interview, the researcher found there was no improvement because a few things. first of all, the students got no idea with their task and also the strategy ran; it happened because this strategy was never applied at this class before or even by the teacher. that is why the researcher needs to give a brief explanation to students about the aim of this strategy and what rules used at this strategy. secondly, comfort situation along the learning process was not created in the class. it caused by un maximum class management where students did not focus when teacher delivering the materials, and because this strategy held in a group exactly it needs well managed to deliver the aim of this strategy to the students. however, based on the data in cycle ii the researcher found clear significant improvement by students according to the instruments of the test. based on the test, the average score is based score was 10.34 and cycle ii was 72.41, with increasing point 62.07. then based on the interview, the researcher found that there was an improvement; because of the students more active in discussion, they could pour a good idea on to their writing task given, and they knew well how to run the strategy according to the rules excellently. finally, comfort situation in the class along learning process was held; such as better class management, well adaptation by students, and better understanding by students to the strategy so its made the aim of this strategy was reached. bits and pieces can improve the students’ writing skill in descriptive text and helped students to solve their difficulties. it supports the students’ achievement in each cycle, such as test, observations, field notes, and interviews. bits and pieces game is one method which is effective to be used in foreign language learning, especially in teaching writing. the teacher needs to be creative and innovative. the researcher makes this game in a group. these groups involve five students because the students provoke greater involvement and participation.than larger groups. they are small enough for real interpersonal interaction, yet not so small that members are over-reliant upon each individual. group work can be applied in the classroom because of many advantages; first, like pair work, it dramatically increases the amount of talking for individual students. second, unlike pair work, because there are more than two people in the group, personal relationships are usually less problematic; there is also a greater chance of different opinions and varied contributions than pair work. third, it encourages a broader set of skills of cooperation and negotiation than pair work, and yet is more private than work in front of the whole class. it also promotes learner autonomy by allowing students to make decisions in the group without being told what to do by the teacher. last, although we do not wish any individuals in groups to be completely passive, nevertheless some students can choose their level of participation more readily than in a whole class or pair work situation. although group work has many advantages, it has many disadvantages too. the disadvantages of group work include; it is likely to be noisy (though not necessarily as a loud as pair work can be). some teachers feel that they lose control, and then not all students enjoy it since they would prefer to be the focus of the teacher’s attention rather than working with their peers. individuals may fall into group roles that become fossilised so that some are passive, whereas others may dominate, the group also takes longer to organise than pairs. there are multiple aspects to be considered in playing this game; those are instruction to the students and the identification of the winner. these are the following steps in teaching descriptive texts using bits and pieces game are; first, teacher divides students into four groups second, the teacher distributes to every group, one stripping pictures and many papers to apply bits and pieces game in learning process was not the firstly done, but some previous researches investigate in contribution in teachinglearning process. the results indicated an increase in the number of response parts written and increased stability in the number of words written. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 20-25 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 24 5. conclusion after conducting this classroom action research in improving writing the descriptive text of the class viii 6 smpn 1 tambusai by using bits and pieces game strategy, according to data in cycle i, the researcher find there is no significant improvement by students according to the instruments. based on the test, the average score is the based score is 10.34 and cycle i is 37.93 with increasing point 27.59. in cycle ii there is a significant improvement by students, the average of students’ writing score in based score was 10.34 and cycle ii was 72.41, with increasing point 62.07. based on the results, the researcher concluded it is true that using bits and pieces game was able to give significant improvement to students’ writing skill in the descriptive text at the eight 6 grade of smpn 1 tambusai; according to students’ achievements in the test that shown significant improvement at the end of cycle ii. but, it cannot be denied or covered, especially in the form of improving students’ vocabulary and mechanics in writing descriptive text, it showed from students’ score for each indicator. they were good at generating ideas such as content, organisation, and grammar; but they were low in vocabulary and mechanics. it showed that they had a low score at the end of cycle ii. furthermore, this study found that two likely factors influenced the changing of students’ writing skill, which are repetition and seriousness aspects of bits and pieces. on the former, the students understand about writing skill if they always review the material, and the teacher gives more explanation, information, and material about it. whereas on the latter, being consistently guided by the teachers to engage in bits and pieces means the students aren’t distracted to do things outside of the learning context. 6. acknowledgement the researcher acknowledges and also gives thanks to the colleagues from unilak-research advancement for intellectual and scientific empowerment (u-raise) academy, applied linguistics center, as well as lppm unilak for their support during the discussions. references ahmad, i. (2018). the implementation of genre-based approach in improving students’ descriptive writing ability through sidney sheldon’s novel rage of angels as role models. kne social sciences, 372-382. andriani, r. (2016). improving students’ vocabulary mastery using interactive multimedia. eltlectura, 3(1). budiarti, v., syafitri, y. d. t., & derin, t. (2019). an article review on “reading comprehension strategy instruction in a first-year course: an instructor's self-study”. elsya: journal of english language studies, 1(1), 17-21. derin, t., & hamuddin, b. (2019). foreign language classroom anxiety, and enjoyment during study abroad: a review of selected paper. lisan: jurnal bahasa dan linguistik, 8(2), 76-82. derin, t., deliani, s., fauziah, n., afifah, n., & hamuddin, b. 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(2019). reviewing the effectiveness of reading aloud technique in efl context: is it better than silent elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 20-25 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 25 reading?. lisan: jurnal bahasa dan linguistik, 9(1), 37-43. tseng, m. c. (2008). the difficulties that efl learners have with reading text on the web. internet tesl journal, 14(2). woo, m., chu, s. k. w., ho, a., & li, x. (2011). using a wiki to scaffold primary-school students' collaborative writing. educational technology & society, 14(1), 43-54. yang, s. c. (2001). language learning on the world wide web: an investigation of efl learners' attitudes and perceptions. journal of educational computing research, 24(2), 155-181. yunira, s., pradina, s., sumbayak, m., putri, n. s., & derin, t. (2019). re-visits the grand theory of geoffrey leech: seven types of meaning. reila: journal of research and innovation in language, 1(3), 95-100. instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 9-14 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 9 a review on the unpacking of online learning self-efficacy article by shen, cho, tsai, & marra (2013) ervan ibsahrodan university of south wales, cardiff, united kingdom ervanibsahrodan@gmail.com article history received : 20 february 2020 revised : 26 february 2020 accepted : 26 february 2020 keywords online learning online learning experiences technology-enhanced learning (tel) traditional learning self-efficacy abstract the discourse of traditional versus online learning is not made distinct by the technological aspect only, but also the levels of students’ self-efficacy. self-efficacy is the ability to control and manage one’s motivations, behaviour, and social environment to continue and consistently complete any tasks. this study aims to understand the discourse of online learning self-efficacy by reviewing a selected article due to its considerable influence in this specific body of work to this date. by using content analysis in a qualitative design, this study reviewed shen, cho, chai, & marra’s (2013) article entitled ―unpacking online learning experiences: online learning self-efficacy and learning satisfaction.‖ the results of this article are the comprehensive discussion of the article’s strengths and weaknesses and the article’s general context with the imrad framework. 1. introduction the process of learning has taken on new dimensions since the late 90s. no longer confined to formal classrooms where the students consist of children that are required by the nations and their parents to attend, classrooms nowadays are filled with students who voluntarily use their free time and even their wallets to learn. these classrooms are online classrooms, and the learning process is popularly known as online learning. historically, online learning in its essence existed since as far back as the 19 th century (nicholson, 2007). isacc pitman taught writing skills his students via mail in 1840. harvard professor burrhus frederic skinner invented the teaching machine to enable schools to administer programmed instructions in 1954. it was in 1960 when the first computer-based training program was introduced— designed for illinois university students. open university in britain began to make online learning systems more interactive. it is then in 1999 when the term ―e-learning‖ first started floating, and currently ―virtual learning‖ and ―online learning‖ are accepted as more accurate descriptions. online learning is different from traditional learning for reasons beyond the obvious technological aspect of the former. as mentioned before, online learning is unique in that it is mostly done by students who generally, purely voluntarily signed up for online classes without significant or immediate outside influences. part of the appeal is that the students have considerably less issue with switching codes and receiving feedback online compared to face-toface classroom discourse (derin & hamuddin, 2014; herlinawati, 2014; marwa, 2014). ―going online has not, however, proven to be a guarantee of growth and success for educational institutions,‖ according to anderson (2008), and it is also not a guarantee for students’ to receive the maximum benefits of online learning. for one, fellow students themselves may hinder the learning progress by engaging in negative online behaviours such as cyberbullying (hamuddin, syahdan, rahman, rianita, & derin, 2019). another reason would be one of the most popularly studied aspects of learning, namely the students’ learning motivation. traditional classes have the unique advantage of pushing students to communicate and cooperate with others as they are stuck in the same physical space. thus students’ can motivate each other in the learning process. this is not the case when it comes to online learning where students’ mainly engage with the material and less with other people beyond screen-names. with high interest on the second problem of online learning, this current study aims to understand online learning experiences concerning students’ control of their motivation, behaviour, and social environment, in other words, their self-efficacy. as an initial foray to understand the discourse of people’s experience with online learning, this current study attempts to review a selected article. the selected article is titled ―unpacking online learning experiences: online learning self-efficacy and learning satisfaction‖ and it was published in 2013 in volume 19 of the journal of internet and higher education in elsevier. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 9-14 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 10 this selected article is the product of collaboration between four authors from different backgrounds relevant to online learning. the authors are demei shen from shanghai engineering research center in china, moonheum cho from lifespan development and educational sciences in kent state university in the united states (us), chia-lin tsai from psychological sciences in missouricolumbia university in the us, and rose marra, from information science and learning technologies in missouri-columbia university in the us. a brief search on their track record of research publication on google scholar revealed that they have a history of collaborating (marra, rogue, rodgers, & shen, 2007; marra, edmister, watford, bogue, tsai, & gooden, 2010) until at least three years later (marra, steege, tsai, & tang, 2016). this current study chose shen, cho, chai, & marra’s (2013) study because it has considerable influence in the body of knowledge on online learning. by 20 th february, this selected article has been cited by more than 150 studies, and at least five times by the most recent studies in 2020. alghamdi, karpinski, lepp, & barkley (2020) and ruthotto, kreth, melkers, stevens, & clare (2020) cited this article to note how self-efficacy beliefs and self-regulation should be in high levels for online learning success. it is cited by lim, jalil, ma’rof, & saad (2020) that focused on blended learning. krampah-nkoom (2020) referred to it to evaluate employee’s self-efficacy. yavuzalp & bahçivan (2020) cited this article to produce the most recent online learning self-efficacy scale. it is quite apparent that this selected article is still relevant to this date. 2. method this current study aims to review a selected article that has been and is still a significant influence in the field of online learning. due to this, the researcher designed the study to be qualitative and chose the method known as content analysis. this method is chosen because the data of this study is solely shen, cho, chai, & marra (2013). thus the results and discussion will be focused entirely on the content of the selected article. the methodological framework of this study is depicted in figure 2.1. figure 2.1 framework of the method the way the researcher approached this study is purely qualitative, relying on the researcher’s understandings and opinions. first, this study presented the strengths and weaknesses of the article. second, this study discussed the contents of the article in a coherent manner based on imrad, i.e. introduction, method, results, analysis, and discussion. imrad is the backbone of any decent research article and the researcher felt the selected article would be understood much better by using imrad as the ―analysis framework.‖ by going through these two steps, the researcher produced this current article review. 3. results & discussion 3.1 strengths and weaknesses of the article this article discusses self-efficacy for online learning and learning satisfaction. judging from the various references regarding the notion of self-efficacy, it is the beliefs of an individual in achieving success in what they do. self-efficacy itself is the key to the success of online learning, which can determine the level of student motivation in using ict in the learning process. in addition, the term of self-efficacy, if someone has a low level of selfefficacy, then the person also has little to achieve. selfefficacy is also a reference or benchmark in predicting student learning satisfaction in using ict in the millennial era. in writing a research article, it indeed cannot be separated from the strengths and weaknesses as it is known that the quality of an article can be seen from the contents of the article. whether the article has many advantages or not. because the strengths of an article would be a plus and support the article itself to be published in journals with decent accreditation, even articles that have been published in journals are mutated and indexed, not escape the negligence of researchers when writing their research findings. here are the advantages and disadvantages found when reviewing this article. first, this review article will discuss the advantages first. they are starting from writing abstracts that have fulfilled the elements of imrad (introduction, method, results and discussion). the author writes briefly and clearly about what self-efficacy is and the importance of it in online learning among students—followed by mentioning their purpose of researching this study which is to identify the dimensions of online learning self-efficacy. the authors also explain what methods are used in conducting the research to find the results of their study, namely exploratory factor analysis. and finally, the authors wrote the results and discussion briefly and obviously that online learning self-efficacy can predict students' online learning satisfaction. that way, the abstract written by the authors can be said to be complete and straightforward. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 9-14 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 11 in the introduction, the authors divide into several essential points. they raise the background of self-efficacy as something that is challenging among students who use ict in online learning. when viewed from the content, the authors provide a good breakdown of the discussion about self-efficacy. variations of citations from experts are beneficial and support the arguments they wrote. in each paragraph, the authors cited and quoted statements from more than one references which reinforces their argument so that the writing of the article has a novelty. the author also discusses the literature review in the form of previous research that relates to the topic of selfefficacy. the author mentions several numerous studies that have been conducted, including mcghee in 2010 who found a positive and significant relationship between technological self-efficacy and academic achievement of 45 community college students. then there was thompson and lynch in 2003 who examined the psychological processes underlying resistance to wbi and stated that students with low internet self-efficacy tended to resist wbi. ergul in 2004 found self-efficacy in distance education to significantly estimate student achievement levels. besides, artino in 2008 found that students having self-efficacy based on computer learning were more likely to experience learning satisfaction than students with low self-efficacy. therefore, the authors have many references when conducting this research. broadly, the authors described their explanations very well; both in terms of explaining and arguing which are always supported and strengthened by quotations from experts and other authors who also have already researched online learning self-efficacy in students. the author does not forget to explain the points about what variables support their research. among these are prior online experience, gender, and student satisfaction with online learning. this article also contains research questions which are the focus of the authors in finding the results of the research itself. their focus in researching this time are the dimensions of online learning self-efficacy, what variables are related to the study's online learning self-efficacy and to what extent is self-efficacy related to student online learning satisfaction. in methodology, the authors describe several points, namely participants, measures, demographic variables, online learning self-efficacy, learning satisfaction and procedures. at the participant point, the authors explained that there were 406 online students participated in this study, so this number could be said to represent the existing population. the measure points explain what instruments are used to indicate findings. demographic variables in which students who participated were asked to self-report such as genders, academic status and online course number taken. at the point of online learning self-efficacy, the authors developed a new scale to measure students' online learning self-efficacy based on a literature view which conceptualized into six types of self-efficacy; (a) selfefficacy to complete an online course, (b) self-efficacy to interact with classmates, (c) self-efficacy to interact with an instructor, (d) self-efficacy to self-regulate in online learning, ( e) self-efficacy to handle a course management system, (f) self-efficacy to socialize with classmates. learning satisfaction points were measured with five items of scale 1 to 5, where 1 is ―strongly disagree", and 5 is "strongly agree" adapted from lins research in 2005. the last is the procedure, explaining the steps taken by researchers in collecting data obtained from two universities in midwestern, us. the authors contacted online instructors and asked for permission to carry out the study in online courses. after securing approval to research, the authors post a recruitment letter and a link to the online survey. after students fill out the online consent form, they are directed to fill out an online survey on the website. these six points have specific explanations and can be understood by the readers. in the results section, when the writer presents his findings, the writer is based on research questions, this also makes it easier for readers to get information and answers from research questions and is equipped with proper decomposition. the author presents data in the form of a varied and accurate table. among exploratory factor analysis, descriptive statistics of varieties and multiple regression analysis for learning statistics, and each table is equipped with a clear explanation—processing data using imb spss statistics 20 so that the data obtained can be trusted and accurate. in the conclusion section, the authors explain about their findings, that they explore five aspects of self-efficacy that may represent more concrete online learning contexts and this is different from previous studies that only examine one or two aspects. that way, of course, their findings are far more specific when looking at the references used are also more than 10 sources. overall, this article is excellent and enough to make readers understand and get points from what they want to convey. even so, this article did not escape weaknesses. although not too many, the weaknesses that are seen cause this article to be less good. the following weaknesses were found when reviewing this article. this article has a few paragraphs that should be able to add value to this article to make it look good. because each of the points described only has one or two paragraphs, so the explanation given seems only fleeting and does not seem to provide further information to the reader. especially in the methodology section, the explanation given is not detailed. what method is used is not explained comprehensively and straightforwardly. for example, in the points of measures and learning satisfaction, only explain in less than one paragraph. the instrument used is also unclear; the writer should be able to explain what instruments are used in this study in more detail so that readers are not confused. likewise, the techniques and steps of data retrieval are also not explained entirely. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 9-14 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 12 3.2 overview of the article demei shen, moon-heum cho, chia-lin tsai, and rose marra published an article titled ―unpacking online learning experiences: online learning self-efficacy and learning satisfaction‖ in 2013 on journal of internet and higher education. the authors presented how their research is especially contributive for the field of technologyenhanced learning by poking on a significant gap in the research of online learning self-efficacy. noting on how previous studies on the topic have mainly focused on computer self-efficacy, this particular article shed light on how online learning self-efficacy has multiple dimensions that have not been explored. conscious of the significance of self-efficacy as a key component in successful online learning, shen, cho, chai, & marra (2013) identified as many as five dimensions of online learning self-efficacy. in the introduction, the authors explained multiple times how their research contributes to the literature of online learning self-efficacy, although the explanations were somewhat short to illustrate past research as well as the problem fully. firstly, the authors only briefly mentioned the fact that the drop-out rate of online learning is higher than traditional learning is related to self-efficacy, then quickly concluding that the latter is critical for the reduction of drop-out rate. the authors then pointed out how past studies leaned heavily on only one aspect of self-efficacy in online learning settings, which is the technological aspect. thus the neglected two other areas, i.e. learning and social interaction, will be tackled by their research alongside with the third in a comprehensive manner. their study will also address the contradicting existing opinions regarding the influence of prior online experience and gender of online learners, pointing out that empirical study on those are needed and will be tackled by their research. the literature review of the article showed that the authors were clearly trying to tackle multiple aspects that were research gaps of the literature, but close attention on the studies cited in the paragraphs indicated that the amount of literature the article used to point out the gaps were rather sparse. in defining self-efficacy, the authors quoted a rather old source by bandura (1986) and only used one source (schunk, 1991) to state that previous multiple studies have demonstrated the crucial nature of self-efficacy as a predictor of academic achievement. furthermore, selfefficacy was stated as ―a better predictor than any other cognitive or affective processes‖ (p.1), but the latter was never elaborated. most of the studies cited as references for the literature review of this 2013 article were from the last 10 years, but there were only one or two studies cited on each point before the authors claimed that there were little existing studies on those points. while it may be true, it seemed stark compared to the paragraph on gender and selfefficacy (p.2), which was much more thorough than the other paragraphs of the literature review. at the very least, the authors were not biased with the concepts discussed and concisely developed their research questions. the method section in the article seemed dry, as they stopped short of explaining the participants, the demographic variables, the measures, the scales, and the procedure without reiterating the article’s main aim. the authors did not specify the method of sampling but did clearly describe the participants involved in the research, which are ―students who were enrolled in an online course‖ (p.2). the sample was dominantly female by almost 3 out of 4, so it may not completely address the gender influence aspect of the research. the online course that the sample was taken from was also never described, so there was no concrete justification on why these participants were chosen, though it may be of convenience as the procedure section of the method mentioned that the data were collected from two midwestern united states universities. all 406 online students were characterized impressively through a table of description denoting their gender, ethnicity, and degree. the 6 types of scale of self-efficacy that the authors developed was justified thoroughly following the literature review, each item evaluated by experts and revised by the research group. compared to these last two items, the measures and demographic variables were less developed in the article as they were explained very little. concerning the outcome, while the article did not explicitly state that it is quantitatively-based, the results made it obvious. by going through each research question in order, the article mentioned the types of analysis that the study uses, why those specific analyses were used and the numerical results of the analyses. for the first research question, the article stated both exploratory factor analysis and kaiser-meyer-olkin measure identified the adequacy of sampling, suggesting give factors of online learning selfefficacy, i.e. completing, handling tools, interacting with instructors, interacting with classmates, and interacting with classmates specifically for academic purposes. the second research question seems to be the article’s major finding, considering the table displaying the complete results of the descriptive statistics. this question on the variables related to self-efficacy also seems to receive the most attention by the authors, as the article showed as many as seven minor headings. the third research question intends to find out the extent of how self-efficacy is related to students’ online learning satisfaction, which the authors found out through only multiple regression analysis. the article discussed on how online learning selfefficacy is indeed multidimensional, containing as many as five dimensions that future research should address in the context of all three aspects of online learning. the question on gender as a variable was answered as a significant predictor. the question on online experience was identified into two beliefs, i.e. self-efficacy, to complete an online course and to interact with classmates for academic purposes. the question on academic status was found to be unrelated with most dimensions, agreeing with past studies, meaning that self-efficacy of an online learner cannot be differentiated between being an undergrad or a grad student. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 9-14 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 13 finally, the authors had gone the extra mile of providing how their results may impact the conduct of future online teaching. the five dimensions the article identified could support students’ participation in online learning, promote their social interaction with both instructors and classmates that are having difficulties, enhance students’ self-efficacy to utilize the tools provided in online learning courses, and perhaps nudge the customization of online courses towards different genders. by ending this article with a conclusion that summarizes the many contributions this research has done, the researcher believes that this article deserves its place in the q1 journal. 4. conclusion the researcher considers the article’s display of results may need to be filtered into other types of displays that are more familiar for regular readers or at least described qualitatively rather than purely pointing out the quantitative results. however, the researcher thinks that it does not negate this article’s greatest strength, which is the way the authors developed the scale to measure students’ online learning self-efficacy, as it was concise and highly clear to be replicated by future studies. the complicated display of results also does not retract readers’ understanding of the outcome of the research, as the discussion was thorough, and the conclusion was concise. overall, the authors solidified its position as a major contribution to the literature of online learning self-efficacy by answering their research questions born from the existing research gaps they have identified from the literature review. 5. acknowledgement the author expresses his gratitude to unilak-research advancement for intellectual and scientific empowerment (u-raise) academy for their contribution and engagement in the discussions focused on analysing this article. note, the contents of this article are of the researcher’s understanding and does not reflect the variety of opinions of the researchers of u-raise academy. references alghamdi, a., karpinski, a. c., lepp, a., & barkley, j. 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(2020). lurking and participation in the virtual classroom: the effects of gender, race, and age among graduate students in computer science. computers & education, 103854. schunk, d. h. (1991). self-efficacy and academic motivation. educational psychologist, 26, 207–231. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 9-14 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 14 shen, d., cho, m. h., tsai, c. l., & marra, r. (2013). unpacking online learning experiences: online learning self-efficacy and learning satisfaction. the internet and higher education, 19, 10-17. yavuzalp, n., & bahçivan, e. (2020). the online learning self-efficacy scale: its adaptation into turkish and interpretation according to various variables. turkish online journal of distance education, 21(1), 31-44. elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 37-42 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 37 indonesian to english translation strategies used in webtoon “my pre-wedding” lilik istiqomah 1 , darojatin khasanah 2 , aisyana tauhida 3 , ristina ayu ningtyas 4 , and anisa nur rohimah 5 institut agama islam negeri (iain) surakarta, surakarta, indonesia mdcorp100@gmail.com article history received : 3 may 2020 revised : 9 may 2020 accepted : 30 june 2020 keywords translation translation strategies webtoon comic platform abstract this paper maps the indonesian-english translation strategies within a comic published in webtoon, arguably the most popular global digital comic service platform in this generation. the data was taken from webtoon. the data is an indonesian webtoon entitled “my pre-wedding” created by annisa nisfihani and its translation into english by pujangga team. this study‟s design is qualitative, primarily describing the data by way of document review. researchers catagorised the data into six translation strategies as stated by baker mona (1992). the researchers accumulated 261 data of translation strategies. based on the analysis undertaken, the translation strategies used are mainly general word (17 findings = 6.5%), cultural substitution (47 findings = 18%), loan word (16 findings = 6.1%), paraphrase using a related word (53 findings = 20.3%), paraphrase using unrelated words (63 findings = 24.1%), and omission (65 findings = 24.9%). the results not only contribute to the research on language translation strategies, but also give insight on how they apply within the new generation‟s smartphone cyberculture. 1. introduction comic has been known as an entertaining medium that can be read by people at all age. according to pradani (2017), comic is a type of art that arranges pictures in a combined story. because of the combination of words and pictures, thus it will help the readers much better understanding the story itself. as further explanation, riyanti & setianto (2018) stated that in comics, the text or the writing takes the role of a complement to the picture such as giving dialogue, narration and so be more precise. thus, comic can be defined as a kind of art which contains texts and pictures arranged to tell a story, here the text functions as a complement of the pictures to support the story line. at the former era, comic can only be enjoyed in the form of printed book, nowadays comic has developed into modern form. it facilitates the readers to access and read the comic everywhere and every time in their pc, smartphone or other gadgets. as the number of portable display platforms and the quality of digital display continues to increase so, too do the number of comics available digitally. this medium gave another term of comic which is called as digital comic. one of the most well-known digital comic applications used by indonesians is webtoon (web cartoon) which is originally from south korea as a part of line‟s social media products. webtoon can be accessed by the readers in many languages, therefore there are some comics published in more than one country. in line with that fact, some comics in webtoon are translated in other languages from the original one. comic translations in webtoon have two forms, the official translation which is done by translation team of line‟s cooperation and fan translation which are done by the comic fans. ekasani, yadnya, artawa, & indrawati (2018) stated that translation is the change of the source language (sl) into the target language (tl). in line with the statement above, santika (2015) said that translation is the process of transferring a message from souce language into target language. in short, translation is a process in finding equivalent utterance from source language (sl) to target language (tl) without deviating from the actual context (saleh & weda, 2018). translation process requires appropriate strategies to convey the meaning and maintain the story line; therefore there is no misleading information between source language (sl) and target language (tl). there are some previous researches that have been done. for example, the study about the translation strategy of slang expression in comic entitled the punisher by santika (2015). also, pradani (2017) discussed the translation analysis of humor in webtoon “si juki: as a boarding house” by faza ibnu. and another study was done by issy yuliasri entitled “translators‟ censorship in english-indonesian translation of donald duck comics” (2018). based on previous studies above, none of them investigated the area of translation strategies used in webtoon comic translation. because of the limited studies in that area, the researchers conducted this study. hence, the issue that would be discussed here is translation strategies used by translators in webtoon comic translation. the aim of this study is to investigate what kind of elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 37-42 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 38 translation strategies used in webtoon comic entitled “my pre-wedding” and which are mostly used in that translation. 2. literature review 2.1 comic and translation of comic there is no consensus among comics scholars as to the definition of comics. pradani (2017) stated that “comic is a kind of art using pictures arranged in a combined story”. in line with that, riyanti & setianto (2018) stated that in comic, text or writing takes role as a complement to the picture such as giving dialogue, narration and so be more precise. as the definitions of comic differentiate one another, we can still conclude that comic itself is constructed by pictures and text arranged in sequence to tell readers a story. comic is one of entertaining media that is loved by everyone (pradani, 2017). the translation in the comic field also becomes more familiar in which it can be beneficial for several parties including creator, translator and the reader. in line with comic translation, zanettin (2015) said that the translation of comic is different from „translation proper‟ not only because words co-exist with non-verbal systems, but also because verbal language in comics is only part –if sometimes the only part (i.e offered translation)of what gets translated. from the statements mentioned above, in translating a comic, the translator does not only translate the verbal language which is in the form of the sentence or words but also non-verbal language in the form of visual images. this points are actually the same with rendering a film that is known by subtitling (istiqomah, erawati, & suparno, 2019). in subtitling, translator should not only translate the original intention of source text but also cultural information as well. 2.2 translation strategies in translation process, translators should consider the various cultural differences between source text (st) and target text (tt) that come during a translation process (pelawi, 2016). moreover, alqaryouti & sadeq (2016) explained that the better translator should be aware of complexities of differences between cultures. therefore, translators should choose appropriate strategies for making readers more understand with the context of the text. according to mona (1992: 26-42) lists eight strategies of translation (translation by a more general word, translation by more neutral/ less expressive word, translation by cultural substitution, translation using a loan word or loan word plus explanation, translation by paraphrase using a related word, translation by paraphrase using unrelated words, translation by omission, and translation by illustration). while as-safi in arabiyat (2016) stated that there are two strategies of translation (the general strategies which deal different text types and specific strategies which tackle a certain text type, readership, and scope). in this study, the researchers used six strategies of translation by mona (1992). first, translation by a more general word, this is one of most common strategies to deal with many types of nonequivalence, the example of this strategy is “the next ferry‟s in three days” which translated into “kapal berikutnya tiga hari lagi”. second, translation by cultural substitution, this strategy involves replacing a culture-specific item or expression with a target language item considering its impact on the target reader, the example of this strategy is “a little wine, a friedly chat” which translate into “sedikit anggur, menggobrol ringan”. third, translation using a loan word or loan word plus explanation, this strategy is usually used in dealing with culture-specific items, modern concepts, and buzz words, the example of this strategy is “your whisky‟s watered down!” which translated into “dia menguragi wiskimu!”.. fourth, translation by paraphrase using a related word, this strategy is used when the source item in lexicalized in the target language but in a different form, and when the frequency with which a certain form is used in the source text is obviously higher that it would be natural in the target language, the example of this strategy is “he‟s got rhytm!” which translated into “mari kita bernyanyi”. fifth, translation by paraphrase using unrelated words, the paraphrase strategy can be used when the concept in the source item is not lexicalized in the target language, the example of this strategy is “ah, my litlle pick-me-up, thank you, mahalia” which translated into “oh, obat energiku, terima kasih, mahalia”. and sixth, translation by omission, this may be a drastic kind of strategy, but in fact it may be even useful to omit translating a word or expression in some contexts, the example of this strategy is “and my bridge is falling into the water” which translated into “dan jembatanku roboh”. 3. method “my pre-wedding” is one of the most popular indonesian webtoon with the score rating of 9,73 out of 10 and that has been translated into fourteen languages. the researchers took “my pre-wedding” by anisa nisfihani as the data source of this research. it told about the obstacles of adimas and adelia‟s pre-wedding. to answer the research questions, descriptive qualitative research was done by the researcher. according to cresswell (2012), qualitative research is descriptive in what the researcher is interested in process, meaning, and understanding gained through word or picture. the source language of data that was analyzed was indonesia and the target language was english. by analyzing two texts, the frequency of each strategy of translation can be identified to determine the mostly used translation strategy in this webtoon. the researchers analyze the utterances of webtoon “my prewedding”. the method of data collection is documentation. the unit analysis of this research was all utterances in webtoon “my pre-wedding” with total 26 episodes. elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 37-42 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 39 table 1. data tabulation of my pre-wedding webtoon no translation strategy frequency percentage number of data 1. translation by a more general word 17 6.5 % 179, 186, 187, 196, 201, 227, 232, 239, 240, 241, 242, 256, 257, 258, 259, 260, 261 2. translation by cultural substitution 47 18 % 1, 2, 12, 21, 28, 29, 30, 37, 44, 45, 50, 54, 55, 56, 57, 58, 59, 66, 67, 74, 78, 81, 82, 84, 98, 106, 113, 123, 124, 130, 131, 139, 145, 147, 154, 177, 189, 220, 221, 220, 230, 233, 236, 244, 250, 253, 255 3. translation using a loan word or loan word plus explanation 16 6,1 % 3, 4, 13, 16, 17, 24, 25, 26, 33, 108, 182, 193, 202, 209, 234, 257 4. translation by paraphrase using a related word 53 20.3 % 7, 11, 14, 15, 31, 43, 44, 49, 53, 56, 60, 61, 73, 88, 89, 90, 91, 92, 95, 96, 97, 100, 101, 111, 116, 117, 118, 125, 136, 137, 148, 155, 156, 161, 164, 165, 168, 173, 174, 183, 184, 188, 190, 192, 195, 197, 217, 218, 219, 224, 226, 228, 245. 5. translation by paraphrase using unrelated words 63 24.1 % 5. 8, 9, 19, 22, 23, 36, 37, 38, 39, 48, 51, 52, 62, 63, 64, 70, 71,77, 99, 107, 112, 114, 115, 126, 127, 128, 135, 141, 142, 146, 150, 151, 157, 160, 162, 166, 172, 175, 176, 180, 181, 185, 191, 194, 198, 203, 205, 208, 212, 213, 214, 222, 225, 231, 237, 238, 246, 249, 251, 252, 254 6. translation by omission 65 24.9 % 6, 10, 18, 26, 27, 34, 35, 40, 41, 42, 46, 47, 65, 68, 69, 72, 75, 76, 80, 83, 85, 86, 87, 92, 93, 102, 103, 104, 105, 108, 109, 110, 119, 120, 121, 122, 129, 133, 134, 138, 143, 144, 149, 152, 153, 158, 159, 163, 167, 169, 170, 171, 199, 200, 202, 206, 207, 210, 211, 215, 216, 223, 235, 243, 248 4. results from webtoon my pre wedding, the researchers found out there are 261 data which categorize into six strategies. the total of the data in each strategy is presented in the data tabulation displayed on table 1. as displayed, translation by omission was the most often used by the translator (24, 9 %) because the translator might be faced any difficulties for translating some words and even though some words have been removed, the meaning and intention of the sentence still conveyed to the target readers. then, the following most used strategy is translation by using unrelated words with the percentage number 24, 1 %. whereas, translation by was loan word or loan word plus explanation rarely used by the translator (6, 1%) because the translator might find difficulties to find the appropriate words to convey the meaning, so that the translator decided to maintain the original words of source language and some translations contains the explanation of words in target language. 4.1 translation by more general words in this webtoon, the researchers found 17 data (6.5%) of translation by a more general word. here are the examples and the explanation of the data which are translated by this strategy sl: baru terasa pegelnya tl: i can feel the soreness data 179/mpw/2015 elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 37-42 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 40 the first example is “baru terasa pegelnya!” which is translated to “i can feel the soreness”. the real meaning of pegel is ache that usually happens to bond and hinge, thus the translator chose to translate pegel to soreness which means the ache that can happen in any part of body. sl: aku mau ke apotek sebentar ya, maag ku kayaknya kambuh! tl: i need to go to the drugstore for a while, i think i got a stomachache! data 186/mpw/2015 the next example is “aku mau ke apotek sebentar ya, maag ku kayaknya kambuh!” which is translated to “i need to go to the drugstore for a while, i think i got a stomachache”. the real meaning of maag is one kind of stomachache that concern the inflammation of stomach layers, thus the translator chose stomachache that means ache which happens to stomach in general. stomachache itself has many kinds of aches and maag is one of it 4.2 translation by cultural substitution in this webtoon, the researchers found 47 data (18%) of translation by cultural substitution. here are the examples and the explanation of the data which are translated by this strategy sl: pelet atau susuk gitu misalnya? tl: like witchcraft or black magic maybe? data 001/mpw/2015 the example above is “pelet atau susuk gitu misalnya?” which is translated to “like witchcraft or black magic maybe?”. in indonesia pelet is the local indonesian term of a magical manipulation to influence someone‟s subconscious in order to make him or her fall in love with the sender of that magic. whereas, the term pelet is not familiar in other countries, therefore the translator chose the word witchcraft to replace it. moreover, susuk is the local indonesian term of magical manipulation for making someone looks more pretty or handsome. similar to the reason of using pelet, translator used black magic to adjust the culture of the target language. sl: mungkin nanti saat jujuran adek bisa minta apa yang adek mau. tl: well, for bridewealth* you can ask for anything. *bridewealth: in indonesia it‟s still common for the groom to be‟s family to bring presents for bride to be‟s family close to the wedding day. data 037/mpw/2015 the next example is “mungkin nanti saat jujuran adek bisa minta apa yang adek mau” which is translated to “well, for bridewealth you can ask for anything”. jujuran is the tradition of banjar specifically located in one of cities in south borneo which is the presents given to bride to be‟s family from groom to be‟s family. basically, it can be money or things which are requested by bride to be. while, the translator chose the word bridewealth to imply jujuran in order to adjust the culture of the target language. bridewealth itself means marriage payment from the husband to be and his kin to the bride‟s kin to officialize a marriage. 4.3 translation by loan words with/without explanation in this webtoon, the researchers found 16 data (6.1%) of translation by using loan word or loan word plus explanation. here are the examples and the explanation of the data which are translated by this strategy sl: mas adimas gak punya akun media sosial ya? tl: mas adimas doesn‟t have any social maedia accounts? data 017/mpw/2015 the first example is the sentence “mas adimas gak punya akun media sosial ya” which is translated to “mas adimas doesn’t have any social maedia accounts”. the translator maintain the word “mas” and add the explanation of it below the panel, thus it shows that the translator used translation by loan word plus explanation to translate the word. sl: nanti ku belikan martabak. tl: i‟ll buy you some martabak. data 193/mpw/2015 the next example is the sentence “nanti ku belikan martabak” which translated to “i’ll buy you some martabak”. the translator still used the word martabak without adding a further explanation of it. therefore, it shows that the translator used translation by loan word. martabak itself means an omelette consists of vegetable slices and chopped meat or chicken. it is a dish which usually found in saudi arabia, yemen, indonesia, malaysia, singapore, and brunei. 4.4 translation by paraphrasing with related words in this webtoon, the researchers found 53 data (20.3%) of translation by paraphrase using related word. here are the examples and the explanation of the data which are translated by this strategy. sl: yuk! entar keburu jumatan! tl: come on! it‟s gonna be friday prayer time! data 236/mpw/2015 in the example mentioned above both the word “jum’atan” and “friday prayer time” has the same sense, dictionary meaning, and also familiar in the source language and target language elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 37-42 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 41 sl: jangan remehkan kekuatan gosip ibu-ibu! tl: never doubt the power of house wife gossip. data 073/mpw/2015 in that example, both word “ibu-ibu” and “house wife” are related to each other. those words have similar sense, dictionary meaning and familiar in souce and target language which shows that the translator used this strategy. 4.5 translation by paraphrasing with unrelated words in this webtoon, the researchers found 63 data (24.1%) of translation by paraphrase using unrelated word. here are the examples and the explanation of the data which are translated by this strategy: sl: aku tidak maksud menggodamu. tl: i did‟t mean to bother you. data 231/mpw/2015 the first example is “aku tidak maksud menggodamu.” which translate into “i did’t mean to bother you”. the real meaning of “bother” is actually disturbing, but the context of the occurance is when adelia‟s ex-boyfriend meets her unintentionally and try to tempt her. thus, it made the meaning of “bother” and “menggoda” have similar intention although both of the words do not have related word and exact similar meaning. sl: tapi ini benar-benar nggak seperti biasanya tl: but really, this is strange data 205/mpw/201 in the example mentioned here is “tapi ini benar-benar nggak seperti biasanya” which is translated to “but really, this is strange”. the phrase nggak seperti biasanya refers to something which does not happen as usual. the translator translated it to strange which also has the same meaning with the source language even though the translator used unrelated word. thus, we can conclude that both word and phrase have an equivalent meaning, so the translator used this strategy. 4.6 translation by omission in this webtoon, the researchers found 65 data (24.9 %) of translation by omission. here are the examples and the explanation of the data which are translated by this strategy. sl: kata pak lurah rapatnya dimajukan. tl: the meeting time has been moved forward. data 072/mpw/2015 the first example is “kata pak lurah rapatnya dimajukan”which translated into “the meeting time has been moved forward”. pak lurah is the head of several villages in a district. kata pak lurah itself means district chief said that. the translator does not translate the phrase “kata pak lurah” because the sentence is enough to convey the meaning and intention of the utterance. in the target language, the decision of meeting in district office usually made by the district chief, thus without mentioning district chief said that. therefore by that reason, this strategy is used by the translator. sl: habisanya, kamu dari tadi melamun ngeliatin jalanan doang! tl: because, you‟re just watching the road! data 215/mpw/2015 the translator translated the sentence by deleting the word “melamun” that means “daydream” because in the context of story, you’re just watching the road! has been able to convey the intention of utterance. thus it shows that translation by omission used to translate the sentence to the target language. 5. discussion from the findings above the researchers found six translation strategies by mona (1992) and the most used strategy is omission strategy with 24, 9 %. to give brief discussion on what distinctions between this study and previous studies mentioned before, the researcher would explain some fundamental points of each study. the first study is “the translation strategy of slang expression in comic entitled the punisher” by santika (2015). in the study, the researchers focused on analyzing slang translation strategies, the translation strategies of slang expression theory used by the researcher is by butkuvienė & petrulionė (2010). the result of the study indicated that the most used strategy is literal translation. the second study was done by pradani (2017) discussed the translation analysis of humor in webtoon “si juki: as a boarding house” by faza ibnu. the issue of the study is techniques in translating humor in webtoon si juki. the translation technique theory used to categorize the data is by molina & albir (2002). the result of the study indicated that there were 13 kinds of translation techniques found by the researcher and the mostly used translation technique is established equivalance with the total frequency of 19 data. and the last study was done by issy yuliasri entitled translators‟ censorship in english-indonesian translation of donald duck comics (2018). in the study, the researcher focused on analyzing the translation technique as censorship of humor in donald duck comics. the translation technique strategy used to categorize the data is by molina & albir (2002). the result of the study indicated that there were 17 translation techniques found by the researcher and the mostly used translation technique is discursive creation. from the explanation above, there are clear distinctions between this study and the previous studies in which the previous studies did not discuss about the translation strategies in digital comic, specifically in the platform webtoon. besides, the analysis tool used by the researcher elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 37-42 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 42 in this study and the previous studies was also different. in this case, the researcher used translation strategy by mona mona (1992), whereas, the first previous study used slang translation strategy by butkuvienė & petrulionė (2010) and other two previous studies used translation technique by molina & albir (2002). thus, because of the different analysis tool and data source, the result of this study and previous studies also differ. 6. conclusion this paper is contribution to analysis of the translation strategies that occur in the webtoon entitled “my prewedding”. the data shows that the translator just used six strategies used mona (1922); translation by a more general word 17 findings (6.5%), translation by cultural substitution 47 findings (18%), translation using a loan word 16 findings (6.1%), translation by paraphrase using a related word 53 findings (20.3%), translation by paraphrase using unrelated words 63 findings (24.1%), translation by omission 65 findings (24.9%). the translator mostly used translation by omission and translation by loan word rarely used by the translator. although omission strategy is the mostly used strategy, the use of omission does not intrude the story line because the common words which are mostly removed by the translator are complement words that can still persistently convey the meaning of utterance translated. from the result of this study, a good translator should use an appropriate strategy in translating an utterance according to its need in order to completely convey the meaning of each utterance without intruding on the 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(2019). discursive creation technique of english to indonesian subtitle in harry potter: the chamber of secrets movie. lingual: journal of language and culture, 7(1). molina, l., & albir, a. h. (2002). translation techniques revisited: a dynamic and functionalist approach. meta: journal des traducteurs/meta: translators' journal, 47(4), 498-512. mona, b. (1992). in other words. a coursebook on translation. journal of women s health. pelawi, b. y. (2016). the translation of cultural terms in the novel “rongeng dukuh paruk” by ahmad tohari. jurnal ilmu dan budaya, 40(51), 5795-5808. pradani, s. (2017). translation analysis of humor in webtoon si juki: as a boarding house (doctoral dissertation, dian nuswantoro university). riyanti, m. & setianto, d. (2018). the digital comic development in indonesia (a case study about the story of “si pitung”). international journal of research –granthaalayah, 6(1), 107-117. saleh, n. j., & weda, s. 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(2015). comics in translation. routledge. instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 26-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 26 seeing the media education from the lens of critical discourse analysis veronica saragi 1 , annisa septiani 2 , and jumiati 3 1 applied linguistics center, pekanbaru, indonesia 2 universitas lancang kuning, pekanbaru, indonesia 3 universitas muhammadiyah sidenreng rappang, sulawesi, indonesia ve.nick.0627@gmail.com article history received : 11 february 2020 revised : 25 february 2020 accepted : 26 february 2020 keywords discourse analysis critical discourse analysis (cda) media education mass media critical media literacy abstract this paper is about critical discourse analysis in education, particularly when media of information is involved. students use mass media to know about the world, which in turn is used to help them to learn. they obtain any and all sorts of information from media. although mass media can help the students to learn, mass media also has an adverse effect. for that, the students must know how to critically mass media, not merely by knowing but also applying the theory of critical practice, critical media literacy and critical discourse analysis (cda) in the media education. therefore, this paper introduces and explains how cda can be a productive research platform for teaching literacy in critical media. using library research and data collected from electronic research databases, this study showed the application the research of pedagogy based on critical media literacy. this study extended an 8-year review of cda in educational context by shedding light on the relevant studies published in current times. 1. introduction discourse analysis is the term to learn how the language used in the text, context, or something that exist in our life. discourse analysis has many fields of learning like critical discourse analysis, discourse in media, discourse in medicine, discourse in politic, discourse in crime, etc. nevertheless, this paper focuses on critical discourse analysis that is about critical discourse analysis in media education. human society nowadays is very intertwined to media (hamuddin, 2015). almost all of the social activities have a relationship with media, including in education (derin et al., 2019). although every society knows that media not only have a good effect on them, but it has an adverse effect too. as we know, media is growing fast and can influence society fast from an adult until the children. according to rogers (2005), “education researchers turned to discourse analysis as a way to make sense of the ways in which people make meaning in educational contexts.” moreover, mass media has been used in educational context for decades, but much more in frequency as the students learn about their subjects and their world from mass media. this is where critical discourse analysis can use. media must be given scholar attention because of how fast it can influence individuals, communities and societies (hamuddin et al., 2019). the society has to know critic the media that use or know the critic analyses about media, especially media in education. there is the specific skill that needs for interpretation the mediated text appropriately; it is where the sign of linguistic completely with visual code, auditory, video or hyper-textual (yunira et al., 2019). however, there is another skill needed for challenging ideological representation which dominated by mass media, especially when they did legitimize cultural oppression. it is known as critical media literacy. media discourse is an interesting perspective for exploring, and it more interest when the objectivity is the main topic. because the objectivity that influenced by the power and ideology of the elite or media itself. the world of press, however, is less the real world and more the judged world (kress, 1990). suffice to say, media blatantly influences our comprehension and our knowledge about our world when they use a particular language (fairclough, 2013). in effect, the language that used not by nature because it is made by world perspective and the dominant ideology. the purpose of this paper is to provide arguments about media education that have used. we must know how to criticise media in education because the principle of critical teaching is education system will fail the society only use media without critic the media and discusses the theory in media. therefore, this paper will introduce and explain with a short basic of postmodernist theory. it shows that critical discourse analysis is the platform the productive research that can be used for teaching literacy in critical media because both of them have the purpose for encouraging empowerment to expose danger ideology in public discourse. these arguments will thoroughly review two teaching models base on critical discourse analysis information suitable for critical media literacy. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 26-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 27 2. literature review 2.1 the theory of critical practice the critical practice is the kind of critical media literacy that cannot separate. it can be discussed in the context critical to political, social, and educational study. according to foucault (1972; 1977) and habermas (1979; 1984) have changed our comprehension of how to the social function in post-industrial. they have challenged the argument of the individual that coherent, objective knowledge as neutral media to describe action and institution. critical theory, since the mid 20 century, was developed by educationalist. academia is about the issue in the public that has the purpose of giving the knowledge and naturalization of social practice. now, this issue cannot include exploration because there are modern technologies, communication and mass media. some postmodernist's think almost same with theodor adorno, they think pessimist with the mass media, that make the mass media that has been responsible for the environment. because mass media can make social public is losing. however, there is an alternative approach towards the transformation of the public in postmodern that optimise with mass media. according to david buckingham, losing of traditional bonds that possible the new technology did not create much instability in public. the public has diversified and not destroyed. mass media that possible to develop the value, lifestyle and social that changed the ideology that has been happened for long. importantly, social justice and liberation of society that exists in the conclusion of theorist and then for awareness and empowerment that more critique through critical ideology or discourse deconstruction. according to a neomarxist perspective, the social group that domination tended to adopt 'false consciousness'. they underestimate the institution and social structure that oppressive them. critical ideologies make an explicit dangerous effect and guide the action daily of people and possible for them to confirm their attitudes. for example, the dominant individualism ideology in western society has believed that success depends on the quality and responsibility of each individual so that hiding the consequence of the unequal resource. this ideology has been disseminated effectively by mass media. the term of critique or critical practice not linked with complaining and punishment. critical is understood as an interrogation system to social categories and practice of discursive that considered reasonable and cannot be denied even though ideologies often motivate them. involve in critical practice possible someone to give the question like "why do i believe with this idea or use this knowledge?" or "which is interest in my knowledge or support it?" (mac naughton, 2005:11). in this point, discourse studies do critical practice as one of the ways to explore how to people conceptualize thought the language that uses habitually. in here, the practice of critical discourse analysis has been a great purpose to identify the strategies of discursive that make the dangerous ideology not detected in public communication and expose the practice of 'exclusionary' like racism, sexism or xenophobia. indeed, critical discourse analysis has made contribution for the mass communication study by extensive textual analysis of various ideology factors in different sociocultural contexts. similarly, in critical discourse analysis orientation research about media discourse, the term of critical was not used its weakness that referring to find obscurity arguments or less understanding in media message but this is a strength the critical politic committed (wallace, 2003). strength definition referring to identify, how media create the ideology, how they reproduce the dominant discourse, and how to share the knowledge. it is also essential for critical literacy teaching. there is no claim that educational institution must be involved in critical practice, for example, through the critical reading course. critical reading can be the right characters like show ideology representation to make the students be release with discursive practice. nevertheless, in the teaching media literacy is essential to know to differentiate between developing critical media and media cynicism. cynicism implies refusal the idea that the media text need to involve with what they represent. cynicism said in popular clichés that all of the news is propaganda, all politics is the liar and all advertisement only cheat us. otherwise, the criticism they believe that not representation in media. 2.2 the pedagogy of critical media literacy critical media literacy is a paradigm of pedagogy encourage the students understanding about literacy practice (how to result/received) the students in their sociocultural environment and often continue with the mass media text. the same purposes are often articulated by critical discourse analysis practice in expose hidden ideology in public discourse. according to kenneth burke (1935), every people is critical: every people must know the way to make assessment and evaluation criticism to respond the other people activities. likewise, some discourse analysis admitted that there is critical instinct tend is worked in their experience of interpersonal communication in a social context. however, communication mediated by mass in contemporary societies can disturb the human ability to process the information critically. take the example from contemporary broadcasting; there is the imbalance that is resulted, cognitive and emotional. this factor makes the difficulties in analysing to look at the cause and effect without oversimplification. focus on efficiency and process information automaticity, the way of reading that not reflective and not critics did not like. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 26-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 28 since the 1970s, critical discourse analysis has published the profound empirical studies that show the aspect of ideologies in public discourse. they have shown that the society saturated with media, process to maintain the power of relationship have changed from explicit propaganda to implicit convention of discursive and use the language that makes sense in public. for example, according to fowler (1991) and fairclough, they show this routine has develop be conversational, informal and orientation the client and have changed hierarchical practice. at first, that is praised as the practice of communicative that more fair and democratic. nevertheless, many discourse analyses show their concern that practice base on media can allow controlling it more implicit ways. now, this worry can be felt by the people about how to work in politic, media or advertisement. it seems critical that instinct is claimed needed to develop modern media dominate that. according to wodak & chilton (2016), take the critical perspective same with an emancipatory mission that declared by critical discourse analysis that has formed for individual liberation. as a result, critical discourse analysis research that is wide can consult in setting the process and education material that purpose for boosting the critical media literacy. one of the steps to critical literacy have to increase the realize about dominant practice ideology discursive. for example, there are problems with the representations related to political, economic and social in various simple and complex frameworks. to increase discursive attention toward these issues, mass media often uses human sensations to intensify the conflict and cause hysteria. thus, this study feels the need to know how to choose the media about text source linguistics. it seems many categories of critical discourse analysis that borrow from grammar systematic halliday and can use with pedagogy or teaching for help to increase critical literacy to students and society. for example, take attention in additional function, interpersonal, and textual from discourse and consideration on the text, period and mode of linguistics that form the organization and can be a practical framework for analysing the students. critical discourse analysis shown how to discourse of society was read by ideology, not only linguistically but also graphically. the point that critical media literacy education should not use the methodology and the research offer the possible analyse about semiotic code and convention that exist in mass media modern. critical media literacy cannot understand as replication of students against critical discourse analysis research that completely. it is a demanding programme, and intuitive that resulted from critical practise that exists in the education context. in this environment, the critical practice can bring the illuminating result, mainly because of collective character and classroom interaction. 2. method this study aims to review the media education using the critical discourse analysis (cda) perspective. to reach the objective, this study used the library research method to collect the data of relevant studies from databases of published articles and books, which are google scholar, elsevier, emerald insight, and taylor & francis. figure 2.1 showcases the method of this current study. figure 2.1 methodological framework this study first tried to find studies on critical discourse analysis on educational context, then identifying ones that are especially related to media, whether they are written such as books or news, or audio-visual such as videos on social media. the researchers limited the search and literature review on studies that truly discussed critical discourse analysis, rather than merely mentioning it. while there was no strict coding selection beyond keyword-based search on the databases, the library research was conducted and cross-checked by every author to ensure the results and discussion align. the researchers then evaluated the studies extracted from the electronic research databases individually then gathered to pool in the multiple interpretations and insights on the studies that have been found. finally, the study applied the different results and focuses of these studies in the context of education to obtain an insight on media education from the lens of critical discourse analysis. 3. results & discussion this study used library research on electronic research databases to search for studies on critical discourse analysis in the context of education. one study extensively reviewed 257 articles of discourse analysis in education from 2004 to 2012 (rogers et al., 2016). other than the fact that the production of research in educational literacy remains the largest discipline and increased by sixfold in eight years, rogers et al. (2016) also discovered that the clustering of the studies being from united kingdom, united states, australia, and canada is reflective of the geopolitics of research publication. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 26-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 29 when it comes to critical discourse analysis in educational context, approximately 40% of the studies published from 2004 to 2012 took place in university settings, and there is actually a decrease in the use of middle and high school settings. it also seems that the focus on cultural diversity remains consistent, but the focus on gender and sexualities decreased around this time period. while not a direct cause, this may be due to the critical discourse analysis enduring heavy criticism by the academic community. the criticism stems two things regarding critical discourse analysis in practice. the first is cda’s apparent language bias, as 64% of the studies were found to have focused primarily on written texts which are treated as passive objects to be studied. the second is cda’s apparent dependence on social theory and small inclination to concrete methods, which is particularly reflected by how 30-years of cda practitioners primarily only analysing 20 or fewer participants. however, it is also highly obvious that overtime, cda practitioners reconstruct scholarship and learning as the discipline continues to answer the call of conducting more analysis on the intricacies of classroom talks and literate identities among communities (rogers et al., 2016). seeing the progression of trends from the first decade of the twentieth century, this current study contributes to the body of knowledge by reviewing more recent related literature. 3.1 critical discourse analysis in current educational context considering the global tension when it comes to current politics, there are some critical discourse analysis studies focused on these issues. ford (2017) presented the dissonance between global security discourse and school students’ insecurity in pakistan. the study explored whether securitisation engenders security or insecurity and interestingly found that securitised education is actually set to transform extremist mindsets to educated mindsets. however, education becomes ironically weaponised to transform students into soldiers that fight against extremism. another study focused on online student activist movement that exposes everyday racism against black people who are attending higher educational institutions (mwangi et al., 2018). while not a new phenomenon by any stretch, it is surprising that there is little empirical scholarship on how discriminated groups face multiple forms of negative campus racial microaggressions. there are also recent studies similar to zhao et al. (2018) that shed light on the refugee crisis. this study in particular focused on how mexican, central american, and syrian im(migrants) and refugees are misrepresented in united states mainstream media, influencing the opinions of students and the masses. quite many studies found in this study focused on the gender discourse. ezer, jones, fisher, & power (2019) recently examined the australian curriculum, focusing on the sexuality education component within the documents and teacher roles. like most studies, the cda study found that the existing approach is still dominantly teacherfacilitated approach, which is a progress from initial teacher-centred approaches. with a much more personal approach, parson (2019) identified the linguistic tools used in people’s responses toward the author’s previous article on gendered discourse. the study’s analysis suggested trolling strategies were prominent in the corpus used to silence the author. with critical discourse analysis, the study states that this is proof of academics’ opposition to feminist works (parson, 2019). 3.2 critical language awareness almost all of the discourse analysis explores the discourse media do not have a priority of pedagogy or teaching. their finding and knowledge keep on their community-academic and rarely shared in public, including the educators, curriculum designer, and school administrator. some critical discourse analysis projects imply direct education. for that norman fairclough's (1992, 2001), critical language awareness (cla) in english education must get the examination. although cla fairclough imagines traditional reformation approach against the ability when reading the alphabet. however, it can be admitted as the steps to critical media literacy. fairclough said that critical literacy awareness is the facilitator for emancipatory discourse that challenging and breaking the convention as an individual and collective struggle. he looked the education literacy as catalysts for increasing the awareness to oppression the ideology that realization through agreement, mainly in language that used in dominant orders of discourse, like public institution and media. fairclough (2001: 198-200) recommend the specific pedagogy or teaching guidance as a facilitator the critical language awareness: building the ability and language experience of students that have an understanding about how language work in the social context, and tide the awareness and practice implies the interprets. the purpose of discourse production is to develop the students' awareness of ideology effect in discourse. according to fairclough's cla, students or children must teach about the language that their use and preferably follow these steps. firstly, they have to remember their experience in discourse practice and social context and then share in the class. secondly, the teacher has to systematize the students experience with showing how to share their experience: introduction the language that their needs, arrange their reflection that systematic and giving the right and useful knowledge. thirdly, the students can search the social explanation about the function and effect of discourse practice. because awareness increasing, explanation before can be used to developing the purpose of discourse. for example, the students can reflect the style of headlines and caption of the picture on the newspaper, analyse and ambiguity identify that use linguistics category like elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 26-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 30 prediction, agency, nominalization, and modality, discuss the function and impact from headline construction, study article and rewrite the headlines for reflecting the content of the text. the other way to practice critical media literacy with cla is encouraging the readers, listeners, and presenter in critical media and opposition. although, the reader's opposition often assumed with experience or common knowledge in the classroom environment and students can try it. for example, the students can compare and know differentiate the interpretation of each other to the mass media text and imagine the alternative interpretation. they can try to speculate anything about the social effect of text and send the implicit intention and play a different role for a reason some message like different political, religious, economic and ethnic. it can help the students to know the subject position in the social text and to reevaluating their habits interpretation. 3.3 the pedagogy of multiliteracies the critical discourse analysis framework for literacy that makes the group research england has submitted strong references against criticality, american, and australian that know new london group. the writer argues that the introduction the multiliteracy pedagogy or teaching allows the students to know critical literacy that is needed by them to creating their social future. this model of pedagogy or teaching remembers to the instruction of cla fairclough (2001) that are for reflected, systematized, explained and practised because of this move from the practice that exists to overt instruction so that the critical framework concludes transformed practice. however, it moves over critical attention against the pattern of language, because it emphasizes the multimodality including gestural, visual, aural and spatial literacy and the role of digital technology for produce the meaning in new media. for example, to interpret, analyse and evaluate the textbase the excellent internet, print the literacy, nonlinear, audio-visual and hypertextual to get the information. the pedagogy of multiliteracy describes two crucial aspects from institutional, emerging cultural and global that exists: communication channels multiplicity and increasing the culture and language variation. pedagogy of multiliteracy is different from approaching of traditional literacy, formal, monocultural, monolingual. the rule of the government focuses on representation in the outside of language. modes of representation can be differently suitable for the cultural and situational context that has the cognitive effect and social. for example, mode verbal has gotten the privilege in education and scholarship. 4. conclusion this paper said that only media education with the critical component that can empower the individual indeed like critical discourse analysis. critical media literacy is shown in the non-automatic and thoughtful way with the text and the reflection in the mediation context. the purpose media pedagogy is giving the students the necessary tools and category for deconstructing ideology implicit independently in the message of media. it involves the analysis of media text that relative to semiotics, visual code and other semiotics that they used, it followed by evaluation of representation dominant that they build. criticism has to give attention to the publisher issues, production, and distribution and reception of media texts. although critical media literacy can get in many situations through informal encounters with media and school, that must be the role in connected the critical aspect and creative of media literacy. the vital component of media education is the way of teaching students about mass communication and media effect. it can increase the student's awareness, but it can cultivate cynicism than the healthy scepticism about mass media. education focused only on exposing media manipulation maybe cannot bridge the gap between class and the students experience with media. as a replacement, bring the material for critical analysis in the study of the environment can be useful and interest. the education will claim that it only happens if media scientist and discourse related their research with practice. their study will behave recommendation for action, and the action will make to understanding the pedagogy. this paper has shown the applying the research of pedagogy based on critical media literacy information on the media discourse can increase if they want to source of teaching and get the useful resource. 5. acknowledgement the researchers thank their friends and colleagues from u-raise academy, applied linguistics center, and institute of research and community service (lppm) unilak for their support during the discussions during the completion of this article. references buckingham, d. 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(2019). media discourses that normalize colonial relations: a critical discourse analysis of (im) migrants and refugees. elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 110 translation or intertextuality: a literature comparative analysis of “the young dead soldiers do not speak” by archibald macleish and “krawang bekasi” by chairil anwar fathu rahman and fakhriawan fathu rahman universitas hasanuddin, makassar, indonesia fathu.rahman@unhas.ac.id article history received : 24 october 2020 revised : 4 november 2020 accepted : 19 november 2020 keywords poem intertextuality cultural translation cultural intertexts comparative literature speech acts abstract this study aims to pinpoint the relevant relation between two literary works which have a relationship with one another in the perspective of comparative literature studies. data were gathered through the text deconstruction theory method by means of an intertextuality approach. the method is applied to juxtapose two well-known poems, krawang bekasi (indonesia) and the young dead soldiers do not speak (america), which are suspected of having the same content and theme, but their relations were never revealed. this thematic-based study uses a multicultural perspective and is naturally suitable for comparative literature study. the objective of this study was to reveal the existence of krawang bekasi as one of the indonesian poems written by chairil anwar and to demonstrate the cultural translation methods, known as cultural intertexts relation, for finding the intertextuality of two literary works. in fact, by tabling line through line, the intertextuality was found to be workable in comparative literature. as a result, the study shows that krawang bekasi by chairil anwar is an adaptation which borrows from and transforms the young dead soldiers do not speak by archibald macleish. thus, the intertextual relationship of these two works is revealed. 1. introduction comparative literature (cl) is one of the studies that is closely related to cross-cultural study. during its development, it also involves several other scientific approaches such as intertextuality, translation, stylistics, semiotics, cross cultural studies, and so on. the study of cl was firstly introduced in europe at the beginning of the 19th century. it was proposed by sante-beuve in an article published in 1868. it was then exposed in one article that at the beginning of the 19th century as a science since was published in the journal revue litterature comparee in 1921 (remak, 1961). pragmatically, the study of cl is more applied in such as 1) to examine the intertextual relationship between one work with other works, 2) to compare aspects and cultural characteristics of one work to another, 3) to see the effect either hypogram or intertext, and 4) no less important is to look at the elements of plagiarism and similarity of the work. translation and adaptation belong to this concept (surya et al., 2017) the problems of similarity of the same author, especially the author of literary work, it should not happen. similarity of different authors can also occur due to two things: 1) the author of the article (work) has ideas that are salami, and 2) the author failed to paraphrase after reading the works of others. or after paraphrasing the writer ignores mentioning the source, unlike the case with intertextuality. consequently, in cases like this, the difference between paraphrase and plagiarism are very thin. except in scientific papers, paraphrase it is justified by citing its sources. paraphrasing with unacknowledged source can be categorized as plagiarism. before the similarity and plagiarism checker software was invented, a literary work was easy to be plagiarized. in plagiarism, something was freely adapted for granted without citing sources, whether the translation, adaptation, reconstruction and so forth. plagiarism in the academic writing is a violation of ethics and plagiarism in scientific articles is a violation. they are a sensitive case and serious problem. in contrast to plagiarism and similarity, there are now varieties of software such as ithenticate for plagiarism checker and turnitin for similarity detector. it is also a problem in the salami publication of scientific papers. according to von elm et al. (2004), there is no software application or algorithm for detection of salami publication. identifying this type of publication misconduct is complex because salami publications do not often include text plagiarism so that manuscripts can easily evade strict software checking. the scope of this study is to analyse the two works of the poem that are allegedly the result of translation or intertext. in this way, elements of the differences and similarities will automatically be revealed. either the elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 111 translation or intertext, in this study, is still called the work of transformers. although a work has been deconstructed the nature of the translation and its intertext remains traceable. in cl, the differences and similarities that exist in a literary work might be an object to be compared. it can also be more specific, such as plot, themes, characters, and so on. for the translation of literary works analysis, it can be stylistic, an aspect of semiotics, a method of translation and so on. remak (1961) explained that in cl open to compare historical events, literary affinities, similarities and differences, theme, genre, style, a device of cultural evolution, and so on. this discussion would not be complete without a mention of how the krawang bekasi (the object of this research) is touted as the best work of anwar and also becomes one of his popular works. no one knows for sure that this work is a work of transformation from the work of archibald macleish, an american poet. from the time of writing, anwar's work was published on time when indonesia was defending the independence of freedom, its theme and nuance were very much in keeping with the situation at the time. this research is a scientific effort to explain the position of krawang bekasi as an adaptation from the young dead soldiers do not speak, although until now there has never been any party who complain about the existence of krawang bekasi as an adaptation work. 2. literature review 2.1 intertextuality in comparative literature intertextuality is the forming of a text's meaning by another text. intertextual figures include allusion, quotation, calque, plagiarism, translation, pastiche, and parody (hallo, 2010). it is a kind of literary device that creates an ‗interrelationship between texts‘ and generates related point in separate works. it is the interrelationship between texts, especially the works of literature; where there are similarities or related texts influence, reflect, or differ from each other (cancogni, 1985). the term intertextuality has been widely borrowed and transformed many times since it was coined by poststructuralist julia kristeva in 1966 (kristeva, 1980). as philosopher william irwin wrote, the term has come to have almost as many meanings as users, from those faithful to kristeva‘s original vision to those who simply use it as a stylish way of talking about allusion and influence (irwin, 2004). in relation to this study, the relationship between intertextuality and intertextual relationship can be divided into three types of categories. they are optional, accidental and obligatory (fitzsimmons, 2013). these causes depend on at least two key factors: the intention of the writer, and the significance of the reference. the distinctions of these types and those differences between categories are not really absolute and exclusive (miola, 2004). but they are instead manipulated in a way that allows them to co-exist within the same text. linguist norman fairclough (2003, p.51) states that ―intertextuality is a matter of recontextualisation.‖ according to linell (1998, p.154), recontextualisation can be defined as the ―dynamic transfer-and-transformation of something from one discourse/text-in-context … to another.‖ the recontextualisation can be relatively explicit—for example, when one text directly quotes another—or relatively implicit—as when the ―same‖ generic meaning is rearticulated across different texts (oddo, 2014). 2.2 literary translation: literary work transformation literature is a reflection of life. it is a form of a creative art and its object is a human and the life using language as a medium (rahman & weda, 2019). one of the literary genres is literary translation – that is a genre of literary creativity in which a literary work was written in one language and is recreated in another. since literature is verbal in nature, it is the one and the only art that is subject to linguistic barriers. it is unlike another kind of art; music, painting, sculptures, or dance, the literary work is merely accessible to those who know the language in which the literary works are written. the specific characteristics of literary translation are, in this case, defined by its place among other types of translation and by its relationship to original literary creativity. as a result, the literary works and their translations might be an object of cl. literary translation is often known as trans-expression. for the case of literary translation, language has more than a medium of communication, way of interaction or social relation and connective purpose. the word or expression functions as the basic and primary element of literature— that is, it has an aesthetic function. it has its own style. between the inception and the completion of a creative proses work of translation, a complex effort process takes place—the trans-expression (pushkin‘s term) of the life captured in the creation of imagery of the work being tranformed. therefore, the problems of literary translation are within the sphere of art and are subject to its specific laws. literary translation, in many cases, differs from literary creativity where its position depends on the existence of the object of translation, a work to be translated. however, in the actual literary process, it is not always possible to draw a distinct boundary between translation and all creative literature. in quite a few instances, a work may not be a translation in the usual sense, but it may not be possible to describe it unreservedly as a work of literary creativity. this is the difference between the translation of literary works and the translation of non-literary works. elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 112 theoretically, a literary texts translation is a separate literary text that is different from the literary text of the original language. a literary text of literature is no longer part of the literary treasury of translated texts, but it has become part of the literature in the target language. with such an argument, the center of the problem is the language. consciously or not, language becomes one of the important factors that determine the existence and identity of literary texts. there is a reason for that, wellek & werren (1956) called the language is a medium of literary work. when a work is translated, it is transferred in principle, not just the meaning from one language to another, but a series of cultural, historical, political and social content, and so forth. that is why it is said that basically a text is always in its own context and intertext (kristeva, 1980). for derrida (1997) emphatically stated that there is never any meaning out of context (linguistic). both paradigms certainly have their own implications. both have advantages and difficulties. the first paradigm assumes all translators have an adequate knowledge of everything related to the translated object. is the translator able to explore the meaning contained from the source language into the target language? this is always a problem. the second paradigm opens the widest opportunity to the translator to adjust the cultural, political, the social context of the translated language. in this aspect, the translator can make a more contextual adaptation to facilitate not only the translator but also the reader. the disadvantage is that the degree of accuracy of the transformation to the load contained in the original text may not be as it should be. such translations should be ethically coded over copyright and mention the source. one interesting case is the transformation of one particular work (call it a poem) of a particular language into another language. it is a transformation since it does not acknowledge the source, but it proved to be loaded with intertextual. knowing had been intertextualised since the native poem has been deconstructed in such a way. then, there are addition and subtraction in here and there. the case happened in the young dead soldiers do not speak (america poem) into krawang bekasi (indonesia poem). this happened around 1946, and until now has never been revealed scientifically. referring to the case mentioned above, the role of comparative literature studies becomes very important to keep track of the works of transformation, adaptation, plagiarism and even similarity. 2.3 interdisciplinary study of literature and culture cl is closely related to the interdisciplinary study of literature and culture. it opens to demonstrate some theories and approach from outside the studies. to analyze the transformation work for example. the researcher must relate the object to the cultural setting of the works, stylistic language, and genetic of the works. all literary works including poems have a characteristic style and different, influenced by cultural settings as is the case for these two poems. thus, there a compelling reason for comparing the two works of poetry in order to compare the cultural elements they contain. it is widely understood that cl is closely related to cross-cultural study. observing two different literary works will generally mean that the researchers involved are also observing two different cultural settings. using the method of intertextuality, instances where a text is related to one or more of other texts can be revealed. the observed connectedness between the works could have many sources, perhaps a mutual influence, happenstance, or because one or more of the works have been adapted from the other works involved. the role of cultural studies is to look at the relationship between the cultural aspects of the sources of two different works. a literary work is a text. text, as an object of cultural study, cannot be viewed narrowly in isolation, but it needs to be seen through touching the element of subjectivity and taking into account the social backgrounds that lie behind a text (storey, 1996). 3. method this research applied the principles of comparative cultural studies. comparative cultural studies as proposed by de zepetnek (1999) is conceived as an approach with three areas of theoretical content: 1) to study literature (text and/or literary systems) in the context of culture and the discipline of cultural studies; 2) within the field of cultural studies itself, to study literature with borrowed elements (theories and methods) from comparable literature; and 3) to study culture and its composite parts and aspects in the mode of the proposed "comparative cultural studies" approach instead of the currently reigning single-language paradigm, dealing with a topic with regard to its nature and problem in one culture a time. the text and literary system studied here consists of two poems. the theory and method applied are the text deconstruction theory and the intertextuality approach. the poems are written in two different languages namely the young dead soldiers do not speak in english and krawang bekasi in indonesian. both of the authors are considered poets of their time and generation. the data were gathered through the text deconstruction method by means of an intertextuality approach. in practice, this method is applied to juxtapose two wellknown poems which are suspected of having the same content and theme, but their relations were never revealed so far. elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 113 the best way to find the intertext relation or suspected plagiarism is to parse the equivalence of two works. the procedure applied to determine the process of transformation of the work (especially poetry) is a) to deconstruct the text of poem, b) the results of deconstruction is then placed line by line of the poem in the table (juxtaposition for the sake of comparison), c) to decontextualize these lines from the theme (focused on the linguistic aspect), and d) to describe the character of the translation (transformation) according to its nature. there were four steps in this research. the first step was to identify the thematic aspect of the two poems to see the suspected intertext. to determine which one is original, the genesis the works needed to be investigated. the second step was to deconstruct both works by pairing the target poems line by line (see tables 1 and 2). the third step was to parallelize the lines or phrases (part of lines) to revel the potential adaptation. the fourth and final step was to underline the words, phrases and or sentences (see table 3) to highlight their cultural translation and transformation (rahman, 2017). table 1. the young dead soldiers do not speak (macleish, 2009) 1 the young dead soldiers do not speak 2 nevertheless they are heard in the still houses. 3 ( who has not heard them? ) 4 they have a silence that speaks for them at night 5 and when the clock counts 6 they say, 7 we were young, we have died, remember us. 8 they say, 9 we have done what we could 10 but until it is finished it is not done 11 they say, 12 we have give our lives 13 but until it is finished no one know what our lives gave. 14 they say 15 our death are not ours 16 they are yours, 17 they will mean what you make them 18 they say 19 whether our lives and our deaths were for peace and new hope 20 or for nothing. 21 we cannot say, it is you who must say this. 22 they say, 23 we leave your our deaths. 24 give them their meaning. 25 give them an end to the war and a true peace. 26 give them a victory that ends the war and a peace after words. 27 give their meaning. 28 we were young, they say, 29 we have died 30 remember us. elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 114 line to line detection in order to find its intertextuality relationship between the poems is aldo done. this was done carefully using the numbers assigned to each line of the young dead soldiers do not speak. from this process, the deconstruction can be depicted. in krawang bekasi some straighforward were found. the young dead soldiers do not speak nevertheless they are heard in the still houses. ….. they say, we have give our lives but until it is finished no one know what our lives gave. ….. our deaths are not ours ….. we leave your our deaths. give them their meaning. …. we were young, they say, we have died however, krawang bekasi also contains additional material not found in the young dead soldiers do not speak, as follows: kami yang kini terbaring antara krawang-bekasi tidak bisa teriak ―merdeka‖ dan angkat senjata lagi. ….. kami cuma tulang-tulang berserakan ….. teruskan, teruskan jiwa kami menjaga bung karno menjaga bung hatta menjaga bung sjahrir ….. yang tinggal tulang-tulang diliputi debu beribu kami terbaring antara krawang-bekasi table 2 is the result of the intertextual detection in krawang bekasi based on the young dead soldier do no speak. the reference numbers shown refer to the line numbers in table 1, indicating paired line by line relationships. the process was done accurately to ensure its validity. based on the reference numbers, the deconstruction and reconstruction is now clearly visible. table 2. krawang-bekasi (anwar, 2007) kami yang kini terbaring antara krawang-bekasi tidak bisa teriak ―merdeka‖ dan angkat senjata lagi. 3 tapi siapakah yang tidak lagi mendengar deru kami, terbayang kami maju dan mendegap hati? 4 kami bicara padamu dalam hening di malam sepi 5 jika dada rasa hampa dan jam dinding yang berdetak 7 kami mati muda. yang tinggal tulang diliputi debu. 30 kenang, kenanglah kami. 9 kami sudah coba apa yang kami bisa 10 tapi kerja belum selesai, belum bisa memperhitungkan arti 4-5 ribu nyawa kami cuma tulang-tulang berserakan 16 tapi adalah kepunyaanmu 17 kaulah lagi yang tentukan nilai tulang-tulang berserakan 19 atau jiwa kami melayang untuk kemerdekaan kemenangan dan harapan 20 atau tidak untuk apa-apa, 21 kami tidak tahu, kami tidak lagi bisa berkata 6 kaulah sekarang yang berkata 4 kami bicara padamu dalam hening di malam sepi 5 jika ada rasa hampa dan jam dinding yang berdetak elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 115 30 kenang, kenanglah kami teruskan, teruskan jiwa kami menjaga bung karno menjaga bung hatta menjaga bung sjahrir 7 kami sekarang mayat 27 berikan kami arti 19 berjagalah terus di garis batas pernyataan dan impian 30 kenang, kenanglah kami yang tinggal tulang-tulang diliputi debu beribu kami terbaring antara krawang-bekasi to demonstrate intertextuality, table 3 shows line by line pairing. by underlining words, phrases or sentences, we can see how the young dead soldiers do not speak was adapted into krawang bekasi (english translation in appendix 1). the underlining is done with a cultural translation approach. table 3. lines by lines pairing of the two poem the young dead soldiers do not speak lines krawang-bekasi ( who has not heard them? ) 3 tapi siapakah yang tidak lagi mendengar deru kami?, they have a silence that speaks for them at night 4 kami bicara padamu dalam hening di malam sepi and when the clock counts 5 jika dada rasa hampa dan jam dinding yang berdetak they say, 6 kaulah sekarang yang berkata we were young, we have died, remember us. 7 30 kami mati muda. yang tinggal tulang diliputi debu. remember us. 30 kenang, kenanglah kami we have done what we could 9 kami sudah coba apa yang kami bisa but until it is finished it is not done 10 tapi kerja belum selesai, belum bisa memperhitungkan arti 4-5 ribu nyawa they are yours, 16 tapi adalah kepunyaanmu they will mean what you make them 17 kaulah lagi yang tentukan nilai tulang-tulang berserakan whether our lives and our deaths were for peace and new hope 19 atau jiwa kami melayang untuk kemerdekaan kemenangan dan harapan or for nothing. 20 atau tidak untuk apa-apa, we cannot say, it is you who must say this. 21 kami tidak tahu, kami tidak lagi bisa berkata give their meaning. 27 berikan kami arti based on these facts, the researcher believes that the poem krawang bekasi is a transformed work which draws heavily on the young died soldiers do not speak of macleish. anwar can considered to have made a big mistake in not mentioning that the krawang bekasi was deconstructed adaptation of an english work into indonesian. such a blunder is difficult to tolerate in this age of intellectual property right. elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 116 4. results and discussion one of the best-known forms of comparative literature studies is to sees the relationship between one literary work and another (astiantih et al., 2017). this study presents two outstanding poems which were written in different languages, different poets within different cultural backgrounds. they are the young dead soldiers do not speak written by archibald macleish and krawang bekasi by chairil anwar. archibald macleish, author of the young dead soldiers do not speak was an american poet and writer associated with the modernists school of poetry. he was born on may 7, 1892 and died on april 20, 1982. macleish read english at yale university and law at harvard university. he enlisted in the army and saw action during world war one. after the war, he lived in paris during the 1920s. on returning to the usa, he contributed to henry luce's magazine fortune for nine years (1929 to 1938). macleish was boylston professor of rhetoric and oratory at harvard university, and was awarded three pulitzer prizes for his work. the young dead soldiers do not speak is one of his most popular poems. chairil anwar is a poet of the indonesian ―angkatan 45‖. he was born in medan, north sumatera, indonesia on july 26, 1922 and died in jakarta on april 28, 1949. he is considered one of the leading and most influential indonesian poets. during his life he wrote around 70 major poems on various themes such as rebellion, struggle, death, individualism and existentialism. he was hailed as pioneer and is widely considered as an originator, playing a key role in the birth of indonesian modern poetry. his most two famous works are aku and krawang bekasi. there are several similarities between these two poets, in particular, they both wrote on the theme of war and struggle. macleish wrote within the setting of world war ii while anwar wrote within the setting the struggle for indonesian independence. macleish talked about the sacrifice of american soldiers on the field of war, while anwar spoke about the persistence of indonesian freedom fighters. krawang bekasi was written in 1949, just a year after the young dead soldiers do not speak created. recently some literary critics have suggested that krawang bekasi is not an original work of anwar but rather a translation from the young dead soldiers do not speak written by macleish in 1948. one of the findings of this research is affirmed that the work of the young dead soldiers do not speak strongly has been indicated a transforming work into krawang bekasi. it is seen in a number of intertext redirects in a transformation by way of translation. although the translation is not whole as a whole but as a result has been deconstructed in such a way. based on table 3, it seems that the process of deconstruction, transformation and translation (it is a cultural translation). the process is closely related to the process of adaptation and transformation. conversely, the adaptation itself is a part of the transformation. the transformation of the young dead soldiers do not speak into krawang bekasi can be divided into six categories, as follows: 1) changing of the subject pronoun ‗they‘ to ‗kami‘ (we) / ‘kau‘ (you). these occur at line 4, 6, 8, and 18. similarly, the object pronoun ‗them‘ to ‗kami‘ (us) at line 3, and 30, possessive pronoun ‗their‘ to be ‗kami‘ (our) at line 27. 2) elimination of punctuation, line 3 (bracket) 3) combining two sentences into one (7 and 30). they became line 7 4) partial use lines occuring at 5, 7, 10, 17, and 21. 5) changing the context, line 19 6) dynamic (straighforward) translation, occurs at 9, 20, and 30. based on this transformation, it can be deduced that anwar had a good mastery of english. in his poem, he deconstructs and diverts macleish‘s work into an indonesian context very successfully. his work krawang bekasi is now famous throughout indonesia. as a part of adaptation, the title has been changed by anwar to suit the post-independence context in indonesia. based on evidence of literary genesis the young dead soldier do not speak was published earlier than krawang bekasi. in short, there is very strong evidence that the poem was adapted from the young dead soldier do not speak and not vice versa. 5. conclusion the study of comparative literature with the theory and method of deconstruction by means of intertextuality approach may be less frequently used than many other methods. but this theory and method have the advantage that they are able to show the relationship between two works whic are being compared. one purpose of comparative literature studies is to tease out the similarities and the relevance of the works alleged or suspect to have relationship. this study found evidence that the work of anwar is very likely to be an adaptation of the young dead soldiers do not speak in terms of both form and meaning despite some differing aspects of the poems which were written in two different languages. despite the fact that macleish talked about the sacrifice of american soldiers in worl war ii, while anwar spoke about the persistence of indonesian fighting for independence. using the comparative literature approach, it is clearly visible how deconstruction may have occured. elsya: journal of english language studies vol. 1, no. 3, october 2020 , pp. 110-117 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 117 references anwar, c. (2007, october 7). karawang-bekasi ~ chairil anwar. dunia penyair. https://penyair.wordpress.com/2007/10/07/karawang -bekasi-chairil-anwar/ astiantih, s., rahman, f., & makka, m. (2017). from narrative slave to movie: adaptation theory. imperial journal of interdisciplinary research (ijir). vol-3(6), 2017 pp. 659-663. cancogni, a. (1985). the mirage in the mirror: nabokov's ada and its french pre-texts pp. 203-213. de zepetnek, s. t. (1991). in 1991: a manifesto of gender responsibility. men's studies review, 8(2), 16-18. derrida, j. (1997) of grammatology. baltimore: the johns hopkins university press. fairclough, n. (2003). analysing discourse: textual analysis for social research. new york: routledge. fitzsimmons, j. (2013) romantic and contemporary poetry: readings. retrieved from cquniversity e-courses, litr19049 romantic and contemporary poetry, http://moodle.cqu.edu.au hallo, w. w. 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(2017) literary translation and cultural transformation. conference: the 2nd annual seminar on english language studies at: aula mattulada fib unhas, makassarindonesiavolume: 1, december 2017 rahman, f., & weda, s. (2019). linguistic deviation and the rhetoric figures in shakepeare‘s selected plays. xlinguae, 12(1), 37-52. remak, h. h. (1961). comparative literature, its definition and function. comparative literature: method and perspective. southern illinois university press. storey, j. (ed). (1996) what is cultural studies? (cultural studies: an introduction). london: arnold. surya, w., rahman, f., & makka, m. (2017). folktale from england to toraja. imperial journal of interdisciplinary research (ijir), 3, 2454-1362. von elm, e., poglia, g., walder, b., & tramer, m. r. (2004). different patterns of duplicate publication: an analysis of articles used in systematic reviews. jama, 291(8), 974-980. http://dx.doi.org/10.1001/jama.291.8.974. wellek, r. & warren, a. (1956) theory of literature. new york: harcourt, brace and world ltd. https://penyair.wordpress.com/2007/10/07/karawang-bekasi-chairil-anwar/ https://penyair.wordpress.com/2007/10/07/karawang-bekasi-chairil-anwar/ http://militarysalute.proboards.com/thread/871 elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 93 english as a foreign language (efl) students’ ability in identifying moral values within narrative texts widia yunita and patriadi patriadi stai hubbulwathan duri widiayunita@staihubbulwathan.id article history received : 24 august 2019 revised : 9 september 2019 accepted : 8 october 2019 keywords english as a foreign language (efl) reading comprehension narrative text moral values abstract the aimed of the research is to find out the students’ ability in identifying moral values of narrative text. the research design of this research is descpritive quantitative. the researcher analysed the data from students’ test and on the data analysis, the researcher has got result from the students’ test, there are: the students who received excellent level is 0 (0%), very good level is 29 (60%), good 13 (28%) and 6 come into fair level (12%), while 0 students got poor level (0%). the means score of the students’ test is 77, it means that the students’ ability in identifying moral values of narrative text is good. 1. introduction english is an important subject in senior high school (sma) in indonesia. english is included in indonesia’s national exams. while some foreign languages are actually taught in optional classes, at the high school level, english is compulsory (rahman, 2018). it indicates the importance of english in sma. english as a subject matter in school with the four basic language skills, they are reading, speaking, writing and listening. from these four skills, reading has on the portion in teaching learning process (molinsky, 2014). based on the opinion above one of basic skill that should be mastered in english by the student is reading (budiarti et al., 2019). the goal of english learning is to equip students with a necessary skill in listening, speaking, reading and writing to communicate (susilo, 2019). one of subject in english of reading is a reading text. based on the curriculum of the eleventh grade of senior high school there are some texts that should be learned by the students those are, descriptive text, recount text, and narrative text. the students of senior high school should be able to comprehend and interpret english reading narrative texts. the text has an important place in language education and probably they are the most important means of education. the student in senior high school mostly read narrative texts like short stories, poems and fictional books (sallabas et al, 2013). the moral value of the text is one of the very important things in which the readers need to concern about. moral value is one of the generic structures of narrative text in english lesson. in this research, the students are ordered to identify the structure of a text, especially in narrative text. it means that moral value plays an important role in reading comprehension of a narrative text. there is a reason why the moral value is important in reading comprehension of a text especially in narrative. it is because the moral value is the good message that can be taken by the reader or students after they read the narrative text. in preliminary research when the researcher practiced of field (ppl) as teacher, the researcher was doing informal observation in sma negeri 6 mandau and found some problems about teaching and learning process, especially in narrative text. firstly, the teacher doesn’t use interest media in teaching about narrative, so many students feel bored in learning process. second, learning process no apparent variation in teaching of narrative. english teacher just give instruction to students to read book or read text and translate it, so some of students not understanding about the text. some of the students got difficulties to understand the generic structure of narrative text. when they got reading materials, they need more time to understand the narrative text. they feel bored when they have the reading materials even though the teacher has already tried to give them interesting materials for them. they feel lazy to have the reading materials. when the teacher asked them to do the reading exercises not all the students do it by themselves. most of them just copied from another friend. they do not care whether the answer is right or not. the point is that they have fulfilled their task without understanding at all. some students cannot retell what the narrative text, because many students did not know the narrative. example when the students read a narrative text, they are only read without knowing the reading about it. all comprehension in reading a narrative text is concentrated on two important things that are the moral value and main idea. the moral elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 94 value of the text is one of the important things in which the readers need to concern about. moral value is one of the generic structures of narrative text. character education is an important dimension of children’s education because it provides children with different social and ethical lessons (sallabas et al, 2013). it means that moral value plays an important role in reading comprehension of a narrative text. there is a reason why the moral value is important in reading comprehension of a text. reading also have a religious practice or moral (pang, 2013). moral value of narrative text is one of the points that is being expressed by the researcher to the reader. based on the phenomena above, the researcher found some problem as follow: a) the students have low motivation in english learning especially in narrative text. b) some of students cannot understand the meaning of reading text. c) some of students got the problem and difficulties to comprehend of generic structures of narrative, especially to identifying and finding moral values of narrative text. d) some of student difficulties with their vocabulary and the students’ ability in finding moral value still low because they are confused to determine the moral value from the narrative text. regarding with the problem or phenomena above, the researchers want to find out more how is students’ ability in identifying moral values of narrative text. based on the phenomena above the researcher is interested to research and discuss about the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau. the researcher, therefore want to carry out a research entitle: “the students’ ability in identifying moral values of narrative text at the eleventh grade of sma negeri 6 mandau”. 2. literature review the researcher conducted this study based on some relevant research. one of research entitled “an analysis of students’ difficulties in finding the moral value of narrative text at the first semester of the eighth grade in2017/2018 academic year” by dariyanti, 2017. the researcher found that the students still had difficulties in finding moral value, problem and difficulties with previous knowledge. therefore, objective of this research is to identify the factors that cause students difficulties in finding moral value of narrative text. the method used in this research was descriptive qualitative. the factors that causes students difficulties in finding moral value were exception in the decoding process, previous knowledge, motivation or perseverance, high level cognitive skills. based on the result of questionnaire, it can be concluded, that most students were fluent in reading narrative texts in english because they often read narrative text. so, they can read the text in english easily. and then, most of students had problem in their previous knowledge, so they felt difficult to determine the moral value. the difference between this research and researcher’s research, there are: this relevant research using qualitative method with technique of collecting data was by analyzing documentation and giving questionnaire to the students. the questionnaire was done to know the factors that causes students’ difficulties in finding moral value of narrative text, while the researcher’s research use quantitative method with collecting data by using test only to measure students’ ability in identifying moral value of narrative text. another research is” by dini utami mulyaningsih, 2013 from english education study program of indonesia university of education. this research is case study about students’ ability in writing narrative texts. the data of this study were nine junior high school students’ narrative texts that came from low, middle, and high levels of achievement. the analysis of the data indicated that the students from low and middle achievers have insufficient knowledge of writing narrative.the findings of this study indicate that all students from all levels of achievement have been aware of the obligatory constituent structure of a narrative text that includes orientation, complication, and resolution. furthermore, in terms of the narrative’s language features, different student’s from different levels of achievement have different ability in applying the features in the story. the conclusion of this research the low achiever student lacksknowledge oflanguage features ofnarratives. the middle achiever has a better understanding and high achiever has agood understanding of language features of narratives. the differences this research with the researchers’ research are: this research is case study while researchers’ research quantitative (survey research), subject of this research is junior high school while the researchers’ research senior high school, and this research focus to students’ ability in narrative text while the researchers’ research focus to reading and finding moral values only from narrative text. 2 method 2.1 research design this research examines the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau. the students’ ability in identifying moral values of narrative text has been tested by using test. the researcher took descriptive quantitative. it is a method that the use to describe phenomena of a case. they have questions of who, what, when, where, how much, how many, and how. quantitative research is essentially with collecting numerical data to explain a particular phenomenon, particular questions seem immediately suited to being answered using quantitative methods. quantitative research is a study involving the use and analyses of numerical data using statistical techniques with the formula. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 95 quantitative research is research design was designed to produce statistically reliable data that tells us how many people do or think something. quantitative data typically is in numerical form such as averages, percentage, ratios or ranges. quantitative research is especially useful when carrying out a large scale needs assessment or baseline survey. it is independent of the researcher and one should get similar results no matter who carries out the research. it can also be used to measure trends (nayak, 2015). in this research there is one variable, it is the students’ ability in identifying moral values of narrative text. 3.2 place and time of the research the research conducted at the eleventh grade of sma negeri 06 mandau, on may 2019 up to august 2019.the location of sma negeri 06 mandau on the duri-dumai street km. 18 in sebangar town, subdistrict bathin solapan (expansion of mandau sub-district) bengkalis regency. 3.3 subject and the object of the research the subject of this research is the eleventh grade of sma negeri 06 mandau, and the object of is students’ ability in identifying moral values of narrative text. 3.4 population and sample the population of this research is the eleventh grade of sma negeri 06 mandau. in this case there are eight classes which consisted of xi ipa 1 (29), xi ipa 2 (30), xi ipa 3 (28), xi ipa 4 (29), xi ips 1 (31), xi ips 2 (31), xi ips 3 (31), xi ips 4 (30). the total number of the population is 239 students. in this research, the researcher will use purposive sampling technique. purposive sampling is selecting a sample on the basis of researcher’s own knowledge of the population, its elements, and the nature of aims of the research. that is, the population is non-randomly selected based on a particular characteristic (nayak and singh, 2015). purposive sampling technique is a technique which is done because of some causes, such as the researcher has particular purpose toward the sample and the very limited time and funding. so, the sample of this research chooses by six students with the highest scores each class based on test in preliminary research about narrative text, so there are 48 students can be as sample of this research. the researcher just taken six students with the high score because very limited time and funding. so, student that have high score from the first until the sixth was taken be sample from 239 populations or 239 students at the eleventh grade of senior high school (sma) negeri 06 mandau, bengkalis recency, riau province. we can see based on the table below: table 1. population research no class population sample 1 xi ipa 1 29 students 6 students 2 xi ipa 2 30 students 6 students 3 xi ipa 3 28 students 6 students 4 xi ipa 4 29 students 6 students 5 xi ips 1 31 students 6 students 6 xi ips 2 31 students 6 students 7 xi ips 3 31 students 6 students 8 xi ips 4 30 students 6 students total 239 students 48 students in order to get some data, which are needed to support this research, the researcher uses description method. the technique as follow: a) the researcher prepare test about narrative text. the test consist of 20 item of multiple choice which consisted of four options. the reason why the researcher made the test in the form of multiple choice was that is easy to check or to score. b) the time of this test is 48 minutes. based on bnsp 60 examination question for english in senior high school all the time alocation is 120 minutes. it means each question takes 2,4 minutes. so, if 20 question takes 48 minutes (bnsp, 2017). c) give the test to sample and sample answer the questions from test with the instruction to find or identifying moral values form story about narrative text. d) analyze the collection data e) prepare the report data example of test: farmer and bird a farmer came across a bird with a broken wing. he picked it up, took it home and looked after it lovingly, even though his wife complained bitterly about his wasting too much time on the creature. after some time, the wing mended and, because the bird did not want the farmer to have kept on arguing with his wife all the time, it decided to go back to its nest. when the farmer discovered that the bird was gone, he was so upset that he went out to look for it. eventually, he found it again, and was greeted happily by the whole family of the bird. as a sign of their thanks for his care and attention, the birds gave him a little box, and told him not to open it until he got home. to his surprise, the farmer found the box full of precious stones. when his wife saw them, she decided that she too deserved a reward, and she went to see the birds. the birds elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 96 gave her a little casket; but this one was full of devils. the devils jumped on her as soon as she opened the casket and chased her away. left alone, the farmer went to live near his friend, the bird. there he built a hut of perfumed wood; and the birds decorated it with flowers of every kind. 1. what do we learn from the text? a. a gift shows kindness. b. sufferings bring happiness. c. arguing makes you distressed d. a good deed deserves a reward 3.5 technique of data analysis after distributing the test to the samples, the researcher scored the test by using the following formula : m = where: m = individual score x = the number of correct answer n = the number of item test to know percentage of students’ mastery in answering the test, the researcher using formula: p = x 100 where: p = percentage f = frequency n = number of students (sibel toksoz, 2017) the students’ score will classification into level on the table below: the score mastery category excellent 90-99 very good 80-89 good 70-79 fair 60-69 poor  60 (dawn. f flanagan, 2014) table 2. the classify of students’ score the important statistical measures that are used to summarize the research data are measures of central tendency, they are: a) mean: the mean of average is probably the most commonly used method of describing central tendency. to know average score of students’ ability in applying the quantifiers, the researcher uses formula: ∑ σx = the summation of individual score μ = the mean of score n = the total number of respondent b) median: the mean of median is the middle value that separates the higher half from the lower half of the data set. the median and the mode are the only measures of central tendency that can be used for ordinal data in research, in which values are ranked relative to each other but are not measured absolutely. c) mode: the mean of mode is the most frequent value in the data set. this is the only central tendency measure that can be used with nominal data in research, which have purely qualitative category assignments. besides central tendency, measure of dispersion also the important statistical to summarizes the research data statistic. measures of dispersion are descriptive statistics that describe how similar a set of scores are to each other one of them is the range : the mean of the range as the difference between the largest score in the set of data and the smallest score in the set of data. what is the range of the following data: the largest score (xl) is 9; the smallest score (xs) is 1; the range is xl xs = 9 1 = 8 4. results 4.1 the data presentation after the researcher conducted test on 48 samples by providing test which is consisted of 20 item of multiple choice about narrative text based on short story in narrative text, such as story about “farmer and bird, the lion and the mouse, the magic box and others story of narrative text. in this chapter, the researcher explains the description of the data and present the result of the test given to the eleventh grade students of senior high school (sma)negeri06 mandau. the presented data were obtained through test that the test data is taken from the score of students. before give to sample that 48 respondents, the researcher was given preliminary research test to population. the researcher done it to found sample in this research and the researcher was explained about technique to found sample in chapter iii. based on the preliminary research test, researcher found students’ score in english generally about narrative, not specific about moral value of narrative text. the researcher was taken 48 students from each class as sample. we can see six students each class with the higher score: xl xs 4 8 1 6 6 2 9 3 6 9 https://en.wikipedia.org/wiki/level_of_measurement#ordinal_scale https://en.wikipedia.org/wiki/level_of_measurement#nominal_scale elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 97 table 3. students’ score in preliminary research students correct answer score class student 1 13 65 ipa 1 student 2 13 65 student 3 12 60 student 4 12 60 student 5 12 60 student 6 12 60 student 1 14 70 ipa 2 student 2 14 70 student 3 14 70 student 4 14 70 student 5 13 65 student 6 12 60 student 1 15 75 ipa 3 student 2 14 70 student 3 14 70 student 4 14 70 student 5 13 65 student 6 13 65 student 1 14 70 ipa 4 student 2 14 70 student 3 13 65 student 4 13 65 student 5 13 65 student 6 13 65 student 1 14 70 ips 1 student 2 14 70 student 3 14 70 student 4 14 70 student 5 14 70 student 6 13 65 student 1 14 70 ips 2 student 2 14 70 student 3 14 70 student 4 13 65 student 5 13 65 student 6 13 65 student 1 13 65 ips 3 student 2 13 65 student 3 13 65 student 4 13 65 student 5 13 65 student 6 12 60 student 1 12 60 ips 4 student 2 12 60 student 3 12 60 student 4 12 60 student 5 12 60 student 6 12 60 elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 98 table 4. the students’ scores, correct answer, and classification in test students correct answer score classification 1 14 70 good 2 15 75 good 3 16 80 very good 4 17 85 very good 5 17 85 very good 6 14 70 good 7 16 80 very good 8 15 75 good 9 16 80 very good 10 17 85 very good 11 16 80 very good 12 17 85 very good 13 17 85 very good 14 17 85 very good 15 16 80 very good 16 16 80 very good 17 13 65 fair 18 14 70 good 19 16 80 very good 20 16 80 very good 21 17 85 very good 22 16 80 very good 23 17 85 very good 24 15 75 good 25 17 85 very good 26 13 65 fair 27 17 85 very good 28 16 80 very good 29 14 70 good 30 15 75 good 31 16 80 very good 32 16 80 very good 33 16 80 very good 34 14 70 good 35 13 65 fair 36 12 60 fair 37 16 80 very good 38 13 65 fair 39 15 75 good 40 16 80 very good 41 15 75 good 42 17 85 very good 43 16 80 very good 44 15 75 good 45 17 85 very good 46 16 80 very good 47 12 60 fair 48 15 75 good total 3710 elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 99 table 5. the percentage of students’ score no category frequency percentage 1 excellent 0 0% 2 very good 29 60% 3 good 13 28% 4 fair 6 12% 5 poor 0 00% total 48 100% to know the percentage of students’ score on the table above the researcher using formula as follow: p = x 100 where: p = percentage f = frequency n = number of students the data above shown students’ ability in answering the test items. based on the data above we can seen if the students has a different score as a theirs ability. figure 1. the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau figure 2. the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau figure 3. frequencies figure 3. percentage 4.2 the data analysis in this chapter, the researcher has presented the data gotten from the research. to continue, the researcher presents the statistical result followed by discussion about the students’ ability in answering the test item about moral value of narrative text. to know thestudents’ ability in identifying moral values of narrative text at sma negeri 6 mandau, the researcher administrated the test. the test consists of 20 items, the number of students or respondent was 48 respondents. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 100 on the data analysis researcher uses the formula of statistical to get the mean (m) and standard deviation (sd). the result of score mean of each test given is calculated by using formula as above. moreover, to analyze the data, the researcher would present some result, which the data also has been distributed and analyzed. the result will be stated as follow: table 6. descriptive statistic of the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau. n valid 48 missing 0 mean 77.29 median 80.00 mode 80 std. deviation 7.068 variance 49.956 range 25 minimum 60 maximum 85 sum 3710 from the data above, we can see the data from the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau mean score of students in test was 77, median 80, mode 80, standard deviation 7.068, variance 49.956, range 25, minimum 60, maximum 85, and sum of score 3710. to find mean of score the researcher using formula as below: ∑ 77 4.3 the findings based on the formulation of the problem from this research as stated in the chapter i is “how the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau?” the researcher has analyzed the data and was got the result of the research. to know how is the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau, the researcher was given test to the students that 48 persons at the eleventh grade of sma negeri 06 mandau. test about narrative text with instruction to identifying or to find moral value of narrative text. so, for clearly we can see from the table of percentage from students as follow: table 7. the percentage of the students’ ability in reading comprehension of short functional text at the seventh grade of smp negeri 05 mandau no score frequency percentage ability level 1 90-99 0 0% excellent 2 80-89 29 60% very good 3 70-79 13 28% good 4 60-69 6 12% fair 5  60 0 0% poor total 48 100% the table above shows the students’ score of in answering the test items range are excellent, very good, good, fair and poor. the students who got excellent level is 0 (0%), very good level is 29 (60%), good 13 (28%) and 6 come into fair level (12%), while 0 students got poor level (0%). from the table above also can be seen the total number of the sample 48 students’ who took the test. the researcher also has analyzed the data, and got the mean score as follow: ∑ µ= 77 from the formula above was got the mean score of the test 77, its’ means based on the category in the table of classify of students’ score, the category of the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau is good ability. 5. conclusion this studies are formulated as “how is the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau?”. the research design of this research was a descriptive quantitative, the researcher took the total number of sample 48 students and given test of multiple choice. the test consist of 20 item of multiple choice which consisted of four options. the reason why the researcher made the test in the form of multiple choice was that is easy to check or to score. it used to find out the students’ ability in identifying moral values of narrative text.narrative text based on short story in narrative text, such as story about “farmer and bird, the lion and the mouse, the magic box and others story of narrative text. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 93-101 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 101 to know the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau the researcher analyzed the data from students’ test and on the data analysis, the researcher has got result from the students’ test, there are: the students who got excellent level is 0 (0%), very good level is 29 (60%), good 13 (28%) and 6 come into fair level (12%), while 0 students got poor level (0%).. the means score of the students’ test is 77, it means that the students’ ability in identifying moral values of narrative text at sma negeri 6 mandau is at good category. the researcher concludes that the students’ at eleventh grade of sma negeri 6 mandau haven’t problem in in identifying moral values of narrative text, but some of students at at eleventh grade of sma negeri 6 mandau still have problem in identifying moral values of narrative text. references allen, l. k., snow, e. l., crossley, s. a., jackson, g. t., & mcnamara, d. s. 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(2013). teaching reading. chicago: iae. paterson, h. (2015). text type book. campbell high school. rahman, f. (2018). the constraints of foreign learners in reading english literary works: a case study at hasanuddin university. journal of arts and humanities, 7(2), 01-12. rini, j. e. (2014). running head: the position of english in indonesia. surabaya: petra christian university press. shea, m. & robert, n. (2016). the five strategy for reading comprehension. united stated of america: learning science internasional. soetjipto & kosasi, r. (2013). profesi keguruan. jakarta: rineka cipta. suharsimi, a. (2013). dasar-dasar evaluasi pendidikan edisi 2. jakarta pt bumi aksara. sumantri, m. (2017). perkembangan peserta didik, tangerang selatan: penerbit universitas terbuka. susilo, n. (2019). kahoot apps in elt context: an alternative learning strategy. elsya: journal of english language studies, 1(1), 11-15. toksöz, s., & ertunç, a. (2017). item analysis of a multiple-choice exam. advances in language and literary studies, 8(6), 141-146. https://doi.org/10.31849/elsya.v1i1.2543 elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 48-53 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 48 systematic review: where is current research on conversation analysis? cendy lauren 1 and tatum derin 2 universitas lancang kuning, pekanbaru, indonesia laurencendy@yahoo.com article history received : 5 april 2020 revised : 8 april 2020 accepted : 27 june 2020 keywords conversation analysis (ca) digital conversation analysis systematic review research gaps future studies abstract as social media and other new communication technologies are integrated into teaching and learning environments, educators and researchers continue to be interested in the discussion that takes place in such spaces. this paper reports the findings and the research gaps grounded from current research articles on conversation analysis (ca). the data is collected from international and highly reputable journal publishers, namely science direct, elsevier, sage, and wiley. from the resulting 49 articles collected, the screening excluded 24 articles. therefore, it is the remaining 25 articles that are systematically reviewed. the results indicate several themes throughout the current research field, i.e. digital ca, theory and methodology construction, body language or nonverbal conversation, atypical interaction, usage of specific phrases, and novel settings and objects. the practical implication of this systematic review is a collection of research gaps and recommendations that researchers can take note of and tackle in future studies. 1. introduction before, humans could only interact by face-to-face, written means, gestures, symbols and pictures. now, information and communication technologies (ict) enable people to interact remotely and asynchronously with massive disposal of online features available in multifarious platforms (hamuddin, rahman, pammu, baso, & derin, 2020; manca, 2020). with the insurgence of online communications due to the physical distancing issued worldwide to deal with the covid-19 pandemic, this study finds it important to review the state-of-the-art research during the last five years to provide an overall picture for future studies on human interactions. one of the sciences that investigate how people communicate is known as conversation analysis (ca). ca is an investigation on the interaction between two or multiple persons in any kind of context. according to hutchby (2017), ca may seem to be a type of science that is „obsessed‟ on „obvious‟ details of a talk, but this science‟s importance lies in discovering the variety of aspects in people‟s interaction, the diversity of people who are interacting, the range of nonverbal signals people do when they interact and the how any type of context can influence the ways in which people interact (marwa, 2015). beyond the principal purpose of uncovering tacit reasoning behind the sequences of a conversation, ca contributes heavily to the continuing development of instructional and teaching techniques, persuasive techniques, medical therapy, court procedures, helplines and anthropology (paulus, warren, & lester, 2016; rancew-sikora & remisiewicz, 2020). american sociologist harvey sacks (1935-1975) is generally credited with founding the discipline. at the time of its conception, ca was used as a method in the sociology discipline. it is sometimes described with the term „talk-in-interaction‟ analysis or „ethnomethodology‟ that focused on casual conversation. nowadays, ca‟s purpose is clearer and more complex than merely identifying the underlying organisation of a moment-bymoment evolution of a particular conversation in a given context. this realisation of ca‟s complexity is because conversation is now understood as more than just talking, but as a social act that reflects an individual‟s ability and willingness to interact with others (derin, nursafira, yudar, gowasa, & hamuddin, 2020). additionally, with the fact that a conversation or interaction is a rather permanent feature in nearly every „phase‟ of human life (e.g. childhood, school life, work life, online/virtual life), so many disciplines conduct ca to fill their respective research gaps. this study aims to review ca studies that have been published from 2016 to 2020 to generate a focused view on the current findings and research gaps. there have been two previous studies that also reviewed the literature on ca. paulus (2016) claims to be the first study to conduct a systematic review on the application of ca to understand online discourse. the study drew on 89 previous studies since 1994. the themes forwarded in this previous systematic study include the contexts of the data, the fundamental structures of conversation, the research aims of using ca, the mechanics of how online talk is coherent to participants, the comparison of face-to-face with online talk, the ways participants accomplish social actions in asynchronous environments, and the techniques participants use to deal with trouble in online talk. the elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 48-53 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 49 other literature review study on ca research is meredith (2019), although this study did not detail how many articles they screened and reviewed. rather, meredith (2019) discussed the current understanding of the core organisation features of conversation, e.g. turn-taking, sequence organisation, repair, openings, and embodied conduct. both of the existing literature reviews on ca studies have been carried out with a focus on solely online talks, with face-to-face talks coming into consideration only if they are being compared with online talks. the contribution of this current systematic review is the inclusion of contexts beyond solely online talks. this study finds it important to discuss how ca has been used on all types of talks to emphasise the variety of research gaps that future studies can address. 2. method this study aims to report the findings and research gaps that have been addressed by current conversation analysis research, leading to identifying areas for future research. the method that is used to reach this objective is a systematic review, which is a type of literature review that is considered the gold standard way to synthesise the findings of several studies from different disciplines. systematic review locates, appraises, and synthesises the best available evidence relating to a specific research question, resulting in an informative, evidence-based answers (boland, cherry, & dickson, 2017). this method allows researchers to critically evaluate and integrate the findings of all relevant, high-quality individual studies addressing the research question (munn, peters, stern, tufanaru, mcarthur, & aromataris, 2018), in this instance, “what has been shown in current research on conversation analysis?” in conducting the systematic review, this study followed the guideline provided by boland, cherry, & dickson (2017) namely scoping, planning, identification, screening, and eligibility. scoping is to formulate one or more research questions. research questions can be obtained from previous studies or future research conducted on articles that have been read by researchers. after formulating the research questions, proceed with clarifying carefully whether an approved systematic review has been carried out. planning can be done by compiling research questions that have been formulated into several concepts to create search terms. the researchers formulated and then reviewed the initial inclusion and exclusion criteria in the initial phases of the literature search and selection process. in planning, researchers also make a clear recording system and keep careful records using systematics. in the discussion, the researcher uses the search term to search for different electronic (relevant) pairs, examine the search results carefully and make additional searches to make sure the researcher has found all the works that he wants to be published and not supported. screening is a place where researchers enter references into citation managers to arrange search results. screening also involves reading the titles and/or abstracts of the identified works. the final stage is the feasibility where the researcher take the full text version of the paper that can be qualified and extract the relevant information. followed by tabulation and summary of the results, as well as analysing and synthesis. this study adapted this guide from boland, cherry, & dickson (2017) to suit with the research question. eventually, the method of this study‟s systematic review is illustrated in figure 1. figure 1 illustrates the methodological framework that this study adapted from the guide book. figure 1. the systematic literature review methodological framework formulate the research question to create the search terms formulate the inclusion and exclusion criteria select reputable, international electronic databases use search terms to locate all potentially relevant research articles export references for the record keeping system read the title and abstract of collected articles sift the full-text versions for further screening tabulate and summarise the results analysis and synthesis elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 48-53 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 50 first of all, the research question has been formulated as “what has been shown in current research on conversation analysis?” thereby, it is easy to decide that the research terms this study will use during the keyword-based search are „conversation analysis‟ and „conversation analysis‟. the selection criteria are pinpointed on the fact that this systematic review intends to focus only on current research. so, this study only included articles that have been published in 2016, 2017, 2018, 2019, and 2020. studies outside of these ranges are excluded. the criteria also includes only original research articles that deal with primary data, thereby excluding book reviews, editorial articles, and possibly other literature review-based articles. during the combing of the collected articles, this study would also exclude articles that weren‟t actually about ca, using ca, even if they were first obtained due to containing the relevant keywords. using four internationally-accredited electronic databases for journal articles, namely science direct, elsevier, sage, wiley, the keyword-based search yielded as many as 49 research articles. fine-tuning the articles during the analysis on the full-text versions, this study included only 25 articles for the systematic review. 3. findings & discussion this study found 49 articles from the electronic databases, and excluded 24 articles that did not make the cut. the remaining 25 articles that passed the screening are then tabulated. this study discusses the research gaps addressed in the selected articles and what these current studies have recommended for future researchers to pursue. this discussion frames the studies‟ recommendations as potential areas for future ca studies. 4.1 digital conversation analysis one of the first, and much explored, area in current ca studies in the comparison between face-to-face and video interactions. not so little is known about the similarities and differences between these two types interactions nowadays as publication in this area continues to increase. a consequence of this prolific area of study is the development of ca methodology centred on digital conversations. digital ca, which has been brought to recognition by giles, stommel, paulus, lester, & reed (2015), is an enticing field for ca researchers to explore. other terms have been used in place of „digital conversation analysis‟, such as „computer-mediated communication‟ (cmc), „computer-mediated discourse‟, „electronic discourse‟, and „online talk‟ (derin, putri, nursafira, & hamuddin, 2020). meredith (2017) emphasised how digital conversation analysis is still an infant compared to spoken conversation analysis. the study explored the concept of affordances that is brought up due to the presence of technology influencing human interaction. this 2017 research focused on text-based interaction, but future studies can continue it by exploring the platforms that afford multi-modality of technologised interactions, allowing for pictures and videos to be included in ca. a particularly interesting implication for future studies to explore is the observation on how screen-capture data might seem to be a better form of ca data compared to timed log files due to how the former provides insights into how the interaction actually unfolds as it occurred for the participants. a feature of video interaction, that is the otherattentiveness people display when they communicate through the screen, is recommended to be explored further by stommel, goor, & stommel (2019), particularly when it comes to patient consultations. the study suggested that future research could have surgeons display otherattentiveness by stating rather than asking, or asking patients to choose between providing self-report first or receiving the pathology report. gredel (2017) has integrated digital ca with foucauldian discourse analysis to create a new analytic framework for analysing online interaction. the study used wikipedia as the research object, so they mainly focused on text-based online interaction. therefore, they similarly recommended future studies to conduct multimodal analysis on text-picture convergence. an exciting implication found by gredel (2017) is the uniqueness of online interaction using strikethrough text, a feature that marks people „changing their minds‟ in a highly controversial or precarious context. this typographic peculiarity of online interaction is neither found in oral nor in written conversation, so future ca studies may benefit highly by studying digital discourses that contain this typographic feature. michel & cappelini (2019) conducted a considerably thorough exploration on conversational alignment in computer-mediated interactions. to address the gap of studying naturally occurring l2 interactions in the face of the numerous highly controlled lab-based experimental l2 interaction studies, the study considered ten different types in four dimensions. in the first level, the study looked two different types of computer-mediated communication (cmc), i.e. video conference and text chat. in the second level, the study explored both two conversational alignments, i.e. lexical and structural alignment. in the third level, the study collected data on naturally occurring conversations in three different languages, i.e. chinese, french, and german. lastly, the study involved different statuses of the interactional partners, i.e. l2 peer, l1 peer, and l1 tutor. recommendations by michel & cappelini (2019) include comparing the cmc between interlocutors with other different statuses and the difference between lexical and structural alignment. bimodal alignment, bimodal turns, and disfluencies in video chats which will need to be distinguished by ca researchers from genuine self-alignment. the study also recommended to use lemmabased approach when coding the lexical alignment rather than using the exact overlap of n-grams, data-driven elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 48-53 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 51 approach to establish distance between primes and targets rather than setting an arbitrary threshold, and to restrict to precise structures when comparing structural alignment across languages. 4.2 theory and methodology construction there are still some problems that are facing ca researchers for many years. researchers who wish to focus on practices where there are actions in interaction often face difficulty in identifying them from their datasets because such research object is sensitive to context. this problem is exacerbated when ca practitioners have to deal with large datasets of spoken interaction. therefore, haugh & musgrave (2019) proposed an explicitly combinatorial approach to search can more readily find potentially relevant examples of these phenomena. their combinatorial approach is a way to overcome the practical challenge that ca researchers face when attempting to build collections for analysis from large tracts of data because it assembles a preliminary collection of a relatively infrequent conversational phenomenon. this approach may allow ca researchers with variability and generalisability. for more specific purposes, such as cognitive therapy, cannon, meredith, speer, & mansell (2019) used ca to investigate the interaction between therapists and their patients to improve therapists‟ „stocks of interactional knowledge‟ (sik). the study revealed incredible detail on when and how therapists ask about and clients recognising their own disruptions, e.g. changes in speech or mannerism. disruptions in conversations is a regular occurrence, but pointing the occurrences shifts patients‟ awareness to a „mindful awareness‟ and the conversation to a „metalevel commentary‟, two things that can be explored further in future studies. one study observed an overlooked aspect in many previous ca studies, namely „regrading‟. its presence and consequences is a frequent occurrence in ca studies, but have been taken for granted in conversational practices. bilmes (2019) argues that researchers should view the upgrading and downgrading as an object of study, laying evidence of its complexity, prevalence, and role in interactions. according to the study, regrading is a common move in conversation that has not been given sufficient study, and bilmes (2019) points toward more studies on primary scales, secondary scales, and word choices as scaling choices. hall (2019) also points to another missing body, namely the jointly constructed actions and courses of action that comprise social contexts of use in the shaping of language. the study reconsiders the usage-based understanding of transdisciplinary perspective on second language acquisition (sla). offering the new terms repertoire, semiotic resources, and register as alternative terms to competence and grammar to better capture current understanding on sla, hall (2019) recommends charting new directions in l2 learning research by exploring specialised interaction metalanguage. 4.3 body language or nonverbal conversation mondada (2019) expands the multimodal approach into a multi-sensorial approach to social interaction, showing that people engage with their bodies in not only communicating with each other but also in sensing the world. their results invite future studies to explore the interactional conception of multi-sensoriality as a phenomenon to understand what makes embodied details accountable in shaping people‟s actions while they communicate. people also often delay in responding, but ca studies have only demonstrated that, in responding, recipients have two response options, i.e. immediately give a preferred response or delay to give a dispreferred response. stokoe & attenborough (2020) investigated how delays may actually produce preferred responses on four high-stakes interaction, e.g. police negotiations to suicidal persons, emergency calls to suicidal persons, mediators talking to potential clients, and salespeople talking to potential customers. 4.4 atypical interaction atypical interaction is a term that describes an interaction involving a speaker with communication impairment. this is a research area with a long history, but wilkinson (2019) observed that the vast majority of existing studies have focused on one form of atypical interaction, that is the type involving autistic patients or people with aphasia. meanwhile, there is a paucity of studies on the atypical interaction between participants who are still developing their communication abilities. with high interest to explore the overall existing knowledge on this body of research, wilkinson (2019) highlighted three forms of atypicality, namely the delay, the understandability problems, and the actions in these types of interactions. the study ended with a note of advice for future researchers to prioritise studying developmental disorders because the current intervention programs predominantly lean on acquired disorders. the study also suggested further exploration on how communication impairment impacts the interface between talk and conduct, i.e. neural, cognitive, motor, and sensory structures. 4.5 usage of specific phrases tuccio & garcia (2020) is a study on the linguistics of aviation flight instruction, specifically focusing on the personal hypothetical “i would” that is used frequently in recent instructional interactions. traditional pilot training have mainly focused on testing students‟ technical skills, but contemporary focused on aeronautical decision making (adm) which includes risk management, situation awareness, and resource management. compared to a normal classroom instructor, a pilot instructor has overlapping roles and goals. they simultaneously act as a teacher, potential co-pilot, and safety monitor, and they elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 48-53 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 52 have multiple goals that include giving directions, instruction, advice, corrections, and necessary physical interventions. it is found that the utterances containing the words “i would” firmly establishes the instructor as the expert role model, making the words identifiable as part of an interactional competence. the study recommends further exploration on the hypothetical use of “i would” by students or in other instructional contexts, particularly coaching and tutoring interactions that are mediated by technology. interactional competence between native and non-native english speakers is also potential avenues for future studies, and future research may explore the instructor‟s role as a customer servicer caused by the competition in the career. other ca studies looked into the usage of non-english phrases. chen & barnes (2020) explored the interactional functions of the mandarin response token dui. the study researched this response in the context of selling cosmetic products, and recommends future studies to explore it in a wider variety of contexts beyond marketing. kaneyasu (2020) studied the japanese epistemic modals 'daroo' and 'deshoo'. both of them are often described as plain/polite variants in formal conversations, but the study collected evidence on how the phrases are actually a frequent occurrence during informal conversations. the study argues to reclassify them as interactional resources for negotiating and achieving intersubjective stance. the study recommended future studies to study the phrases‟ usage in more formal contexts such as interviews, speech, essays, and see how other related forms such as 'ssho' used. one limit in the study is its exclusion of demographic factors, so future studies may provide a more thorough insight by taking into account of participants‟ age and gender. 4.6 novel settings and objects monologues such as speeches are not considered an object of much interest for conversation analysis studies. one example is a religious sermon. however, akhimien & farotimi (2019) identified high frequency usage of conversational features such as call-response, adjacency pairs, openings, closings, repairs, and next-speakerselections, enough to argue the reclassification of religious sermons as a type of conversation that should be further explored. at least a couple of recent studies introduced the field of linguistics to novel areas that might have been overlooked or have not been considered in previous research. simone & galatolo (2020) looked at the sequential and temporal coordination in the instructional interaction for indoor climbing sessions that involved blind and partially-sighted athletes. few studies the instructional chain, cooperative engagement, intercorporeal attunement, and the distribution of action, and this study focuses on the sessions involving participants who heavily rely on verbal instructions. there may be other activities that use assistance instructions like indoor guided climbing where the climbing route plays a crucial role as it offers multisensory resource for the trainer who has visual access and the athlete who has tactile access. this novel setting also points future studies to look into assistance instructions in other activities, since this one is purposefully shaped to enable the participation of persons with impaired vision. moreover, rancew-sikora & remisiewicz (2020) brought the attention to a global family ritual that hasn‟t been under a lot of systematic scrutiny, namely child birthdays. this study looks at the family ritual of celebrating first birthdays systematically as a novel research because festive rituals have not yet been studied using methods of multimodal analysis of interaction. “routine” is frequently used in ca as a regular, collaborative interaction, but “ritual” is relatively rare and is more of a synonym for routine. this study claimed that studying family rituals is important to be studied more by academics because it treats family as a collective unit and focuses on family processes, thereby providing meaning to repetitive group activities. in the end, rancew-sikora & remisiewicz (2020) recommended future studies to recognise more “child involvement techniques” in multiparty ritual interactions by distinguishing verbal, vocal, and non-vocal (haptic, kinesthetic) actions, and examine more on how parents determine the extent of the child's participation, whether as a partner or as a topic for an interaction that's dominated by adults. 4. conclusion there are many studies that this study selected, but only the most interesting gaps and recommendations are discussed to highlight the ones with the biggest potential for the field of research on/using conversation analysis (ca). firstly, digital conversation analysis that still has methodological issues, but offer novel conversational features such as the strikethrough text. secondly, multisensoriality of human interaction. thirdly, interactional competence (ic) which is the ability to jointly communicate in setting-specific ways; it is about using communicative resources to co-construct understanding and co-accomplish context-specific goals. finally, family rituals in which the interactions treat family as one collective unit. 5. acknowledgement the authors extend their gratitude to united kingdom gang out (ukgo) and unilak-research advancement for intellectual and scientific empowerment (u-raise) academy for their part in the discussions during the systhesising of this research article. references akhimien, p. e., & farotimi, y. 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(2019). atypical interaction: conversation analysis and communicative impairments. research on language and social interaction, 52(3), 281-299. elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 48-53 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 54 elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp.74-80 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 74 a closer look at junior high school english teachers in pekanbaru: does the reluctance of teachers to adapt with ict hindering english learning? wendy simangunsong universitas lancang kuning, pekanbaru, indonesia wendysmani1@gmail.com article history received : 23 august 2019 revised : 25 august 2019 accepted : 27 septemebr 2019 keywords information and communication technology (ict) english learning junior high school teachers teaching process abstract though english education has universally acknowledged technology as a fundamental consideration, there exists a gap between the it skills of teachers and students due to teachers‟ reluctance to adapt internet/information communications technology (ict) in their english teaching. this paper looked closely at 131 junior high schools in pekanbaru, indonesia to ascertain if the conservative teaching mindset may be preventing english learning of students. mixed method is used to analyse the data collected from 171 english teachers through online and offline questionnaires from a previous study that uncovered 5 key problems of ict usage in teaching english, namely teachers‟ lack of it knowledge, lack of ict facilities, lack of self-confidence, lack of much time, and lack of willingness to change their teaching style. the key finding of this survey is that while technical problems are numerous, the biggest obstacle for the improvement of junior high school english teachers is their reluctance to learn new ict tools and adapt with their students‟ modern technologies. 1. introduction schools first took the form of one-room cabins, pursuing the life-long mission to make citizens moral and literate. educational tools were few, and comes in the form of wooden paddles with printed lessons. back then, chalkboards and books were viewed as radical teaching tools as they come around in 1890s (haran, 2015). pencils in 1990, radios in 1920s, overhead projectors in 1930, videotapes in 1951, photocopier in 1959, calculator in 1972. developed in the 1930s, computers became an „everydayitem‟ in 1980s, and seymoour papert became the first person recorded on history to realize that computers could be used to support education (livingston, 2016). myspace in 2003, facebook in 2004, twitter in 2007, instagram in 2010, and numerous other social media got engineered by educated experts and high school kids came to be. nowadays, virtual reality and 3d printing are the radical educational technologies. education becomes compulsory in 1763, pioneered by prussia (melton, 2003), and currently countries leading in the implementation of internet/information and communications technology (ict) in education are abu dhabi, kuwait, and taiwan. virtually every k-12 and higher education around the world has adopted technologies in their teaching process (nagel, 2014), the latter especially because “technology is most effective when students use the internet in the classroom for guided research and project work” (chowdhry, 2015). the case is the same for indonesia. conventional wisdom finds this reasonable considering the sheer number of advantages and opportunities information and communications technologies (ict) has to offer to the field of education. in the same respect with technology, english language also gives limitless opportunities for learners. as recent as june 23rd, 2019, united states census bureau estimated that the population of the world is currently 7,711,619,227 people (and the live count changes every second), and at least 2 billion are english speakers (us census bureau, 2019). understanding basic english at the very least lets one to communicate with almost “a quarter of the amount of people on the planet,” which is possible because of social media. while nearly anyone is able to upload their content on the internet, to reach the wider audience people who upload content generally use english. therefore, english speakers could understand more than 50% of the everconstantly updating content in the internet. materials and guides of various genres and subjects means that english learners have endless resources for entertainment and selflearning. as videos become more consumable and easier to make, english learners could obtain visual demonstrations of various types of skills and techniques to hone their hobbies or advance their careers. self-reflection would also gain more depth whether by intellectual debates, fictional stories, studying and traveling abroad (derin & hamuddin, 2019). in essence, understanding english makes it easier to understand the world. as opposed to this optimistic view on ict‟s impact on children‟s education, organization for economic cooperation and development (oecd) reported a few years ago that the impact of ict is mixed at best (chowdhry, 2015). the report showed data from 31 countries which schools heavily invested in ict for education, yet there is little improvement in student achievement. the most elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp.74-80 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 75 significant factor the report put forward is proper implementation and regulation, as without it, technology will only become a distraction. however, this 2015 research report‟s results didn‟t consider different cultural contexts in regards to ict in classroom, so the impact of ict being “mixed at best” may be better in specific locations. this paper is focused on the education culture of indonesia, specifically on the city of pekanbaru. one thing that should be underlined from this report is that moderation of ict usage seems to be the key to achieve maximum outcome of ict in classroom. ultimately, because both technology and english are now universal and endemic part of almost everyone‟s daily lives, schools as a place where children learn must be able to make students savvy with technology and the universal language (coughlan, 2015). schools worldwide have acknowledged that they must no longer be monotonous training simulation for industrial work, but reach the larger picture that is sustainable developmental goals by producing competent and moral life-long learners. in the context of english teaching and learning, teachers make use of social media to make students interact using english as much as possible. it could be though private chat or group forum. students film their performances in front of the class and upload them on youtube, or write about their lesson material on their personal blogs (hamuddin, 2016). some schools switch writing essays on paper for writing them on the computer for students to upload in their class blogs for easier viewing and plagiarism-checking. interactive multimedia is a popular choice to increase english listening, reading, speaking, and writing skills (andriani, 2016; andriani, 2018; andriani & dewi, 2018; andriani & kasriyati, 2018; dahler & yani, 2017), and supports the shift toward blended, online, and technologydriven collaborative learning. as any process of modern progressiveness, technological challenges remain to be an obstacle. three of the most famed problem include lack of information technology (it) skills, lack of confidence in using ict, and cyberbullying (hamuddin et al., 2018). one of the latest reports for policymakers sums up the most critical tech issues for education today (educational technology cooperative, 2018). data system is still widely uncharted territory for many schools because of the lack of common definitions of data across k-20 education. insufficient digital literacy level leads to predictive analytics being inadequate in decision-making and modeling for better student outcomes, two issues exacerbated by unreliable and costly bandwidth which further worsens when it has to accommodate for more than twenty students accessing the internet at the same time. wide adaptation of new learning models is going slowly, especially for schools that are content with school-wide grading policy than personalized, competency-based policy, let alone one that factors the relevance of emerging technologies to reach maximum benefits for students and educators. many students themselves are still unaware or unable to make the best use of e-learning. there is also a gap between internet enabling users to educational information and internet risking users‟ privacy, an issue further risked by scant technology security that is supposed to protect the system from unauthorized access. therefore, maintaining regular review of the technology-related policies on education becomes a hard task. problems of the technologies are not the only obstacles english teaching and learning faces. in the past few years, scholars found that there are systemic challenges, that is problems that comes from the educators‟ side (nagel, 2014). systemic challenges largely take form as the reluctance of teachers in using ict in their teaching process. a previous experimental study of junior high school teachers in pekanbaru concluded that in pekanbaru, there are at least five most common issues in the implementation of ict, namely the schools‟ lack of ict facilities, and the teachers‟ lack of it knowledge, selfconfidence, time, and willingness to change their teaching style. this paper sees that, based on the study, the biggest overall challenge is the educators‟ reluctance to adapt. this paper discusses the issues of using ict in english learning and teaching in pekanbaru, with a focus on the systemic type of challenges that stems from the educators‟ side rather than the technology or the students‟ side, though those will still be included by virtue of how intertwined they are in education. with majority of teachers‟ preference for 20th century teaching practices, the broad goal of this paper is to ascertain if adding 21st century technologies will dilute the effectiveness of teaching. meanwhile, the specific goal is to answer the question if junior high school teachers‟ reluctance to adapt to this addition causes english learning in pekanbaru schools to be less effective than expected 2. method this paper used mixed method, consisting of qualitative and quantitative research methods. for qualitative, this study employed library research process, which involves extensive information gathering that necessitates continuous narrowing of a broad topic. the authors chose this method because classroom technology has become a broad field, whereas to focus on a limited area and educational level of this paper the authors need to identify and locate relevant information that may not be readily available as primary sources. the qualitative method complements the quantitative data which uses primary data from the result of a previous quantitative study that collected data from 171 respondents out of 180 junior high school english teachers in pekanbaru city of indonesia. the demography of the respondents contributing to the primary data of this paper is shown in the chart below, detailing the teachers‟ amount of experience and frequency in using ict. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp.74-80 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 76 3. results the researcher collected the data from 171 respondents and quantified the percentages. the length of time junior high school teachers in pekanbaru uses ict can be seen in chart 1, whereas the frequency of their usage can be seen in chart 2. chart 1. the length of time teachers use ict chart 2. frequency of use of ict facilities according to both charts, more than half (55%) of the teachers are still relatively new in using ict in their teaching process, and only 16.9% have more than 2 years of experience in using ict. however, by far 45.1% of all respondents rarely use technology in their classroom, and 14.1% admitted that they never used ict. therefore, to further evaluate the findings from the previous study‟s results, this paper uses numerous library sources in exploring the findings more in-depth. this qualitative method combed through xx sources from pekanbaru and xx sources from various repositories to deepen insight in the discourse of ict for education. 3.1 ict progress in pekanbaru observing the latest trends, ict usage in education is now dealing with eye-tracking technology called biometrics for online teachers to tell if online students are truly paying attention to the screen, and augmented reality (ar) glasses and virtual reality (vr) to allow real-world learning experience through educational games and simulations. pekanbaru has a high need of information technology, mostly because of its high activity in commerce and service (syahputera, hidayat, & rijal, 2015), though ict usage in education is not that advanced yet. to simplify the status quo, ict creates demands on education, but education is not fast enough to follow after its rapid development (hamuddin et al., 2019). firstly, supplying computers to junior high schools and allowing phones to be used to quickly gather many information do increase students‟ computer proficiency, but not necessarily their academic outcomes. if the lesson plan includes using computer to learn the lesson materials, it is often the case that the homework assignments would be web-based. but not all students have access to computers in their homes. this situation not only exacerbates the existing educational inequality by making studying harder for students from poorer families, it drives children to go to internet cafes, colloquially known as warung internet (warnet), which is mostly used by addicted game players and teenagers who often skip classes. secondly, games that are educational are highly promoted, but the number of students who would voluntarily play games that engages them in logic, mathematics, or science is not significant. not to mention, schools in pekanbaru often could only afford poor educational software. many times, technology companies would sell the educational tech as if they are faster textbooks or fancier boards, serving the market more than the students. for a few schools, their investment in technology becomes a point of contention as the school prioritizes investment in tech than in teachers. thankfully, pekanbaru‟s campaign is nowhere near as overblown as kenya‟s digital literacy campaign that spent usd $173.5 million on tablets (livingston, 2016). for the moment, technological campaigns should encourage learning ict, with a reminder to be judicious (butrymowicz, 2014). investment in technology also invites risks that comes with the usage of ict, so technical risk assessment must also be a point of concern for schools to assess the level of risk and preparation of using their technology (megawati & putra, 2017). lastly, smart technology doesn‟t necessarily mean smart students. in fact, technology out-thinks both the students and teachers. with calculators and applications that could 28,20% 26,80% 28,10% 16,90% less than 6 months 6 months 1 year 1 year 2 years more than 2 years 14,10% 45,10% 29,50% 11,30% never rarely often very often elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp.74-80 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 77 solve problems that students are supposed to struggle with, sometimes students choose the easier solution (heick, 2016). even teachers aren‟t immune to choosing this “easier solution”, diverting students‟ questions by telling them to search answers since „they have google‟ to, if not challenge the students, avoid admitting they do not know the answer to the question. but the situation is not permanently bleak. the setbacks education has undergone in the process of adapting with technology has revealed better ways to approach it. ict seems to be most effective when it is used to develop everyday life adult skills, namely “finding resources, critiquing arguments, communicating with peers, solving problems and working with data” (chowdhry, 2015). curriculums that are aligned with these skills benefit the most with ict usage (andriani & kasriyati, 2018; hamuddin, 2016), and it seems ict is not as effective when it is simply stuck on the old paradigm of lecturing and homework. at the moment, junior high school english teachers are evenly divided in their preference of using ict facilities (56.3% like, 43.7% dislike) and comfort of sticking with conservative teaching mindset (50.7% prefer using modern method, while 49.3% prefer using conventional method). chart 3. teacher‟s preference of using ict chart 4. teachers‟ comfort in using ict with these in mind, this paper sees that technology that is able to improve education can be double-edged in two ways. first, the need of technology could potentially cripple schools if they are careless in how they procure it. second, once obtained, teachers and students must understand that ict is their learning tools, not a crutch to fulfill the targets of specific lesson plans. they must also realize that ict should be used in moderation, not as a permanent tool when learning lest the education outcome will be weaker, as seen in oecd 2015 report. if teachers are not adjusting their pedagogies with modern needs and current era‟s daily-used conveniences, not only would school investments in ict become a waste, the teaching effectivity becomes diluted (shapiro, 2015; herlinawati, 2011) because rather than the „learning aid‟ it is, ict is viewed as „confusing distractions.‟ 3.2 junior high school teachers in pekanbaru ict introduces advantages and endless possibilities for the development of teaching and learning process. indonesia‟s ministry of education and culture rigorously hold routine workshops increase educators‟ motivations to teach using technology. a junior high school english teacher attending one of the workshops said that using laptop and projector significantly eases the learning process, and admitted that to do so teachers must make time to upload the images or videos needed for the lessons (maulipaksi, 2016). this is actually one of the most common practices of using computers in junior high school classes in pekanbaru. it is when either the teacher or a group of students take on the role of educator and use a slideshow and deliver the material. while in theory it mimics successful first-class seminars, in practice the students are hardly experienced or invested speakers. many of the junior high school students do not act as audience, but simply mind their business in their phones if phones are allowed in class, or with their friends near their seats. when phones are allowed or encouraged to be used in class, the most common practice seems to be when the teacher asks a question, and when none of the students could answer (or simply too shy to speak up), the teacher tells them to search for the answer on their phones, lets time pass by while he/she continues to prompt the students whether or not they have found the answer. it has been observed that in some junior high schools, the students sometimes keep their silence, forcing the teacher to eventually pick one among them to try to give their best answer. in both practices above, some teachers could even sit on their desks to use their phone or laptop, quietly letting time pass by unacknowledged as students perform or search for answers. this bred the phenomena in which students could go through class playing non-educative games on their phones instead of learning. “the role of the educator is being challenged as resources become more accessible on 16,90% 26,80% 33,80% 22,50% strongly agree agree weakly disagree strongly disagree 31,00% 18,30% 39,40% 11,30% strongly agree agree weakly disagree strongly disagree elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp.74-80 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 78 the internet” (lien, 2017), yet not all of the resources available are beneficial ones or is the one being accessed. unfortunately, schools haven‟t become good enough for their pedagogies to maximize the usage of ict, leading to the advent of naïve policy strategies (shapiro, 2015), such as the ones described above. one possible solution that might be effective to the problem of technology‟s nature as distraction for children and even for the teacher is to be strict with time. after introducing the day‟s lesson material briefly, the teacher could have the students race against he/she‟s digital stopwatch and the moment it‟s over, the teacher will lead the discussion. if all the students are involved, voluntarily or by prior prompting, computers and phones would be out of mind. however, time management is actually a huge issue in pekanbaru, to the point that it is so common ill or lack of time management is often not considered a „problem‟ for the locals. some junior high school students who are of the opinion that their teacher or school cannot punish them misbehave by joking and egging the class to laugh and be loud, and this is quite hard for teachers to control to make the class conducive for learning again. according to the data collected from 171 english teachers from 131 junior high schools in pekanbaru, chart 3 below shows 56.4% believe they barely have time to utilize ict in their classroom. this is reflected by chart 2 above that revealed 55.2% rarely, if ever, use ict as alternative media. chart 3. effectivity of time used to utilize ict facilities many teachers share these problems and numerous discussions around this nature has cropped up. it seems that a significant cause behind teachers‟ reluctance stems from the lack of support of their professional development. “all too often, when schools mandate the use of a specific technology, teachers are left without the tools (and often skills)” (new media consortium, 2013). due to the low investment in teachers‟ progress outside of the school‟s facility improvement, teachers themselves become prone to resist the adoption of ict in their teaching process. too often when new technology emerges, inexperienced teachers simply stop after exclaiming „wow,‟ than ponder how it may be useful for their teaching and self-learning. because they are unequipped to deal with the change, they find the status quo of using traditional teaching methods more comfortable and preferable, and consider technology in class „troublesome distractions.‟ 3.4 english learning using ict in pekanbaru the fact is, english has “forced almost all parts of the world to use english as the main communication language,” so teachers of nearly every subject now has a small obligation to at least address the relevance of being competent if not highly proficient in english to the students. in pekanbaru, a hotbed town of students coming from many different rural areas with their specific local languages as their preferred daily language choice, even over the national language of indonesia, english learning in pekanbaru is quite the struggle. while many students feel a high need to be proficient in english, many of them do not learn the language outside of class (gowasa & derin, 2019). even during class many students achieve mostly the minimum requirement to pass the class rather than to truly learn the foreign language. it is hoped that since these students are using technological devices short of 24/7, pekanbaru can leverage ict to induce self-learning and personal autonomy for students (hughes & berry, 2011). however, considering the findings of a previous study which collected data from junior high school english teachers who are dominantly reluctant to leverage ict, this paper suggests teachers to also do self-learning and personal autonomy. it seems unreasonable to expect or even command students to be responsible in their english learning for modern world purposes when teachers, who are supposed to be the students‟ role models, are unwilling to do address their lack of it knowledge, self-confidence, and willingness to change their teaching style and lesson plans to accommodate ict. one of the most successful ways students leverage ict in their english learning is liberally using social media such as whatsapp or line to create online classes and seminars (parhusip & haloho, 2018). better established digital bootcamps for learning exists, such as ruangbelajar or skillshare, but students excellently use the technology they already have (i.e. laptop, phone apps) to establish groups consisted of their peers from their schools, cities, and all over indonesia, with the specific goal of learning. it has a few downsides, such as lacking face-to-face experience of learning english, and oftentimes the members in the group would mainly use indonesian instead of english though their study groups were made for the purpose of learning english. however, when their english teachers come into the group, the students would communicate using english. this study notes an interesting parallel that when teachers are actively using english in class the students have high reluctance in reciprocating, but not so much on social media. while it may mean that this is because there is a 7,00% 36,60% 45,10% 11,30% a lot of time enough time little time no time elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp.74-80 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 79 different level of courage needed between speaking and texting, teaching through social media at least urges the students to use english more. this may be of interest for further study. 4. conclusion technological issues come in many forms (the most common ten of them includes digital literacy, data system, data privacy, predictive analytics, bandwidth, new learning models, emerging technologies, technological security, digital accessibility, policy), but they are not as much of an obstacle as a teacher‟s reluctance to learn for themselves to effectively use the technologies in teaching. to recapitulate, teachers need to be more open-minded and willing to get out of their comfort zones. the possibilities for students‟ future can be limitless if schools successfully leverage real-time access to up-to-date knowledge and the best teachers anywhere. this paper cautions any parties interested in ict to keep in mind that while technology may amplify teaching to be great, it cannot replace poor teaching. most importantly, what will truly drive teachers to become great educators is the less visible conditions, that is the support of the principal/department head and colleague in a collaborative, idea-exchanging environment. 5. suggestion observing how the leading countries implement ict in their education, this paper gives a few suggestions. first, schools in pekanbaru should hire it specialist to identify emerging software and hardware that can be used in the classroom. second, while allocating ipads for each student is currently impossible, using social media to give additional lessons such as quizzes is entirely plausible. third, it is not too late for teachers to try making videos of their lessons, during class session or outside of it. not only would it increase teachers‟ visibility on media and become a contribution to online education, their students could view the class again for their exam preparation reviews, and teachers could reflect back on their teaching methods. if making videos is too time-consuming or challenging, simple text message reminders of tips, goals, and encouragement can have meaningful impact on the students. something to consider is the adaptation of education assessment. despite the numerous challenges that are still present for more than a few years, students, teachers, and the school facilities are adapting to modern need of ict. the case is not the same when it comes to the school assessment. there is still a gap in how the curricula has include technology in english teaching and learning but the assessment of the teaching and learning process remains relatively the same. current assessment is largely seeing if the facilities are adequate enough, if the teacher is competent enough, and if the students are good enough to grasp the core lessons. these are mainly ticked off as „good‟ if the assessor considers the classroom to be a comfortable learning environment, sees the teacher able to control the students from misbehaving, and concludes that the students are capable to the questions given to them. this generic assessment most likely fails teachers‟ using ict in their teaching process because when a classroom adopts using ict such as laptops or phones, the students would look down than look up at their teacher, sprawl about than sit straight in their proper seats, and ask their friends around to make sure they‟re on the same track than fully engaging with the teacher references andriani, r. 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(2017). the effect of using new american lecture strategy on students‟ reading comprehension. indonesian journal of integrated english language teaching, 2(2). derin, t., & hamuddin, b. (2019). foreign language classroom anxiety, and enjoyment during study abroad: a review of selected paper. lisan: jurnal bahasa dan linguistik, 8(2), 76-82. educational technology cooperative. (2018). 10 critical issues in educational technology: to improve education, address critical technology issues now. southern regional educational board (sreb). gowasa, n. s., & derin, t. (2019). observation report on the english classroom management of sma olahrage rumbai—pekanbaru. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp.74-80 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 80 hamuddin, b. (2016). using blog to promote english skills for efl students: the students‟ perception. eltlectura, 3(2). hamuddin, b., julita, k., rahman, f., syaifullah, & derin, t. (2019). artificial intelligence in efl classroom environment: lyra virtual assistance for speaking skill improvement. hamuddin, b., kurniawan, k., syaifullah, s., & herdi, h. (2018). detecting major problems in learning english through blog-based class. journal of education and learning, 12(3), 529-537. haran, m. (2015). a history of education technology. institute of progressive education & learning. heick, t. (2016). 5 problems with technology in classrooms. teach thought. herlinawati. (2011). the effectiveness of indonesian english teachers training programs in improving confidence and motivation. online submission, 4(1), 79-104.livingston, s. (2016). classroom technologies narrow education gap in developing countries. brookings. hughes, b. j., & berry d. c. (2011). self-directed learning and the millennial athletic training student. athletic training education journal. 6(1). 46-50. maulipaksi, d. (2016). gunakan teknologi untuk mendukung proses pembelajaran. ministry of education and culture of indonesia. (1 august). megawati, m., & putra, k. e. (2017, may). pengukuran resiko jaringan komputer menggunakan technical risk assessment pada smk muhammadiyah 2 pekanbaru. in seminar nasional teknologi informasi komunikasi dan industri (pp. 293-298). melton, j. v. h. (2003). absolutism and the eighteenthcentury origins of compulsory schooling in prussia and austria. cambridge university press. nagel, d. (2014). 6 technology challenges facing education. wabisabi learning. nasution, f. b. b., & bazin, n. e. n. (2014). adjusting ict capacity planning by minimizing cyber crime effects in urban area: a system dynamics approach. proceeding of the electrical engineering computer science and informatics, 1(1), 40-45. new media consortium. (2013). the nmc horizon report: 2013 k-12 edition. new media consortium. parhusip, k., & haloho, h. (2018). pola komunikasi tutor dan siswa melalui whatsapp dalam program ruangguru digitalbootcamp paket c. widya komunika, 8(2), 1-17. shapiro, j. (2015). technology in classrooms around the world? still buggy and here's why. forbes. syahputera, a. s., hidayat, w., & rijal, m. (2015). information technology center di pekanbaru dengan pendekatan arsitektur high tech. jurnal online mahasiswa (jom) bidang teknik dan sains, 1(2), 1-15. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 102 testing the effectiveness of “english language” course book for indonesian senior high school students risma rasyid, novalia tanasy, and a. muhajir nasir universitas muslim maros, turikale, indonesia rismarasyid@gmail.com article history received : 29 august 2019 revised : 3 september 2019 accepted : 4 october 2019 keywords english course book english language high school education effectiveness abstract english as an international language is one of the general subjects taught at school. many school apply english as subject. from the explanation which has been explained above the researcher was research about course book. this study aims to know the effectiveness of the english course book by pre-experimental method with giving the students pre-test and post-test. the researcher conducted the first grade students in the senior high school in maros specially at ma ddi alliritengae maros. the results show that learning outcomes after using the english couse book titled "english language", it can be seen that the average value is 66.42 and the classical completeness is 15.79%. where, the average learning outcomes are still less than 75 and the classical completeness is still less than 75%. so it can be said that the learning outcomes also do not meet the minimum completeness criteria (kkm) specified. in conclusion, learning using the english course book titled "english language" is not effective to be applied in class x.1 ipa ma. ddi alliritengae maros. 1. introduction english as an international language is one of the general subjects taught at school. many school apply english as subject. english language become the foreign language to student to support and motivate the students in order to make them ready and confident in learning english at higher levels. this accordance with the function of english lesson by education department and culture. the function of the english lesson is to introduce english as the first foreign language to students. meanwhile, the objectives are to motivate and to support the students in order to make them ready and confident in learning english at higher levels, education department and culture (1995:1). it means that the sooner someone learning english is better, but to motivate them to get ready is better at higher level. english language is not easy. many students get some problems to learn it so the teachers feel difficult to teach english too (budiarti et al., 2019). the challenge is if students can't make the right sounds because their pronunciation in foreign languages is influenced by their first language (ariati, 2020). especially, now the curriculum has change to a new curriculum, namely curriculum 2013. the minister of education and culture of indonesia, (in nuh, 2013) said that the future of this nation depends on the new curriculum. according to his quotation, it is obvious that without changing the curriculum, there will be no progress. because that issue, indonesian government officials, especially those in educational sphere, sat together to elaborate the currently implemented curriculum. all corresponding teaching or learning materials, its corresponding programs, course books, without putting aside how that curriculum is going to be implemented. the change of curriculum is one of the factors which make the students experience difficulties in the learning process. it is related to the condition of the students who face difficulties to understand the material of a course book, and the language level that used is high too. it can’t improve the students’ knowledge. for example, they tend to say “what is definition of this word, or this sentences?” as a evidence from no understanding of students. using language in the course book should be easy to understand and to teach in learning process. therefore, the senior high school english teacher have to be able to select method to obtain the success of the english teaching learning process to achieve learning objectives. from the explanation which has been explained above the researcher was research about course book. the researcher was conduct a research in relation to know the effectiveness of the english course book by preexperimental method with giving the students pre-test and post-test. pre-test before using the course book and post-test after using the course book to measure of the effectiveness of course book. the researcher was be conducted the first grade students in the senior high school in maros specially at ma ddi alliritengae maros. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 103 2. literature review evaluating the effectiveness of a course book is not a simple task. a course book will be effective when it has achieved its intended objectives or goals. regarding to the definition of effectiveness, cambridge advanced learner’s dictionary (2000) gives an understandable definition. it states that something is effective when it is successful or achieving the results that you want. oxford dictionary (in irambona, 2015) embraces the same idea that “effectiveness is the degree to which something is successful in producing a desired result; success”. in the same way, it can be understood that effectiveness is the degree to which objectives are achieved learning objectives and the extent to which targeted problems are solved (edam, pangemanan, & kairupan, 2018). objectives are needed to identify the expected outcomes, to suggest directions, and to determine the means of evaluation. if one tries to analyze the different definitions given, he or she can draw a conclusion that through objectives, the effectiveness of a course book can be deduced from there. in educational institutions, a course book will be claimed as being effective in case the stated objectives have met the needs of the students. the conceptual framework this research is given in the following diagram: figure 1. conceptual framework a course book or textbook, a book designed to accompany a specific academic course, or one specified by the writers of the course to be read by its students. a course book is a textbook that students and teachers use as the basis of a course. a course book is actually a book which contains material or content that will be used in the teaching learning process in classroom. according to bsnp (in indrawati, 2012:19) “states that a course book is the written products that provide the knowledge of the author”. course book are one of the most important learning tools and strategic to determine success in the learning process of students in school and at home. from textbooks that we can get various information and knowledge (wardani, 2010). therefore (bsnp, 2006: 147) states that the worthiness of a course book that can be used in the learning proses includes from content eligibility, language, presentation, graphic textbooks, which has been assessed by bsnp and determined by ministerial regulation. based on the above understanding the researcher conclude, the use of course book must be based on the curriculum to achieve the learning objectives that have been made previously. which aims to make it easier for students to understand the material from the course book. 3. method 3.1 type of research type of the research is quantitative research. the research design used was pre-experimental type one-group pretest-posttest design. sugiyono (2014, p. 109) states that the pre-experimental design "... happened because absence of control variables, and samples that were not randomly selected ". because this research was conducted by using experiment class without any control group, and began with the provision of pre-measures to measure initial ability of the subject. furthermore, the sample give treatment, namely the use of course book by the teacher to students. then the subject was given posttest to measure the ability of the sample after being treated. figure 2. table of research design, pre experimental design information: t1 : preliminary test before treatment t2 : final test after treatment x : treatment with course book in this study, the class was given a pretest to find out the initial conditions of the ability of learning outcomes before treatment, then the class was treated with course book. furthermore, they were given a posttest after being treated to find out whether there are any changes to student learning outcomes. the following is design research design. table 1. the design of the one group pretest-posttest design group test treatment test class x1 pretest learning with course book posttest t1 x t2 elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 104 3.2 place and time of the research this research was conducted at ma ddi alliritengae maros jl. taqwa no.2 maros, alliritengae village, turikale sub-district, maros regency, south sulawesi province. and this research was conducted for 5 months. then the researcher spent about 2 months to analyze the data. 3.3 population and sample population in the research were ma ddi allirtengae maros and the sample of the research are the first grade students or x.1 ma ddi alliritengae maros. 3.4 variable this research use two variables. the independent variable of the research is he effectiveness of english course book. the dependent variable of the research is the first grade students at ma ddi alliritengae maros. 3.5 research hypothesis a hypothesis is a tentative answer the problem of the research, the hypothesis, they are: a) null hypothesis (ho): there is no a significant achievement after implementing the course book entitled “english language”. b) alternative hypothesis (ha): effectiveness of students' achievement in their understanding of english after applying a course book entitled “english language”. 3.6 technique data collection the technique data collection of the research is through tests (pre-test and post-test). to measure the ability of students' understanding of english, one of which is view from the results of english tests. written tests was conducted by using second semester english questions included in class x semester ii material, which is related to the announcement material, and other material in subsequent chapters in the second semester course book. this test was using 25 items in multiple choice test. 3.7 research instruments the research instruments used in this research are: a) test the tests is a data collection tool in the form of questions that are used to obtain score as a measurement of research. in this study, researcher used descriptive questions to determine students create thinking abilities. before the written test questions are used, first the researcher try to ensure the validity and reliability of the test questions. b) validity test the validity of a test can be divided into two types namely logical validity and empirical validity. to find out the level of validity of the test questions in the form of description questions that will be used to retrieve data, research uses logical validity and empirical validity. in this study, researcher was used logical validity in the form of content validity, that is testing of validity carried out on its contents to certain whether the items of student learning outcomes test accurately measured the circumstances that wanted to be measured. content validation testing can be done by asking for expert judgment. people who have competence in an area can be asked for their opinions to assess the accuracy of the contents of test items in students english creative thinking. 3.8 technique of data analysis effectiveness of course book is collected though the provision of test. tests was giving 2 times, namely before the learning process takes place or pretest and after the learning process or posttest. the test give is a validated test after the data is collected then it is analysis techniques. data obtained from the results of the study was analyzed though the spss (statistical package for social science) that has a high ability with data management and operation that is quite simple. to analyze the data, the researcher used two kinds of statistical techniques and inferential statistics. a) descriptive statistics descriptive statistics are used to describe the characteristics of respondents, among others in the form of averages and standard deviations of respondents both before and after treatment is given. in addition to describe student learning outcomes, this research described how the difference occur after students are gave treatment. the difference was reviewed based on the calculation of the normalized gain value. normalized gain value in this research be obtain by diving the gain score (the differences between the posttest and the pretest) by the differences between the maximum score and the pretest score. the calculation of normalized gain value hake (in sari, 2018). following formula as follow: g = o2 − o1 <g> = o 2− o 1 sm − o the formula is used to calculate the normalized gain of the differences that occur in english achievement of students in the material from second semester of course book is used and series with the following information: g = gain (difference) <g> = normalized gain o1 = pretest score o2 = posttest score sm = maximum score the normal gain score be obtaining was interpreted to state the criteria for the increase that occurs and as a elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 105 variable data that will be used in testing the research hypothesis. the reference to the gain criteria that have been normalized according to hake, are presented in the table below: table 2. normalized gain category (sari, 2018) interval category <g>> 0,70 high 0,30 <<g> < 0,70 medium <g> ≤ 0,30 low b) inferential statictics inferential statistics are used to test research hypotheses. in this research the one sample t-test statistical analysis used to test the research hypotheses. but before testing the hypotheses, the prerequisite test is performed first. the prerequisite tests that carry out before testing this hypothesis the normality test score of normalized gain data in ability students. normality test is intended to find out whether the data study is from populations that are normally distributed or not. in this study for the normality test the spss program is used whit the following procedure. c) hypotheses h0 : sample from populations that are normally distributed h1 : sample from populations that are not normally distributed d) test statistics the significance level (α) is a number that indicates an analysis error. the significance level in this study was 5% or 0.05 e) test decision h0 is accept if the sign value in the shapiro-wilk test is more than the alpha level that has been determined (p value > α = 0,05) f) conclusion after analyzing the data using by the spss program, we have got to pay attention to significant value at kolmogrovsmirnov column and then compare it with significant 0.05. if the significant value (sig) > 0,05, then the data have a normal distribution, but if the significant value is (sig) <0,05 then the data is not normally distributed. the source of data in this study is the test results of students. the type of data to be obtained is quantitative data that is taken from the test of learning outcomes in the form of essays with some questions. data collection method in this research is learning outcomes data which will be taken by giving tests to students before and after learning. 4. results this research was conducted at the ma. ddi alliritengae maros at class x.1 ipa with a total of 19 students. the study was conducted to determine the increase in student learning outcomes were given treatment that is using an english course book titled "english language" in the experimental class. the results of this study describe the learning outcomes of students before and after using the english course book. this research was conducted from 28th of april to 11th of june, 2020 with 2 meetings, namely 45x2 minutes. namely 2 times giving tests to students. the type of test given is a multiple choice test with 25 items that have been validated. from the provision of these tests obtained value of student learning outcomes. 4.1 description of learning outcomes data before using the english course book to determine the initial state of learning outcomes of students in class xi.5 ipa ma. ddi alliritengae maros performed a pretest before using the english course book. the following are the results of the descriptive analysis results from the pretest data in class x.1 ipa ma. ddi alliritengane maros using the application of statistical product and service solutions (spss) version 16 and to find a general description of the pretest data displayed in table 3: table 3. summary of pretest learning outcomes category pre test number of sample 19 the lowest score 34 the highest score 64 mean 49,58 median 52 range 30 standard deviation 10,17 variance 103,37 from table 3, we can see that the lowest score of student learning outcomes before being taught with an english course book is 34 and the highest score is 64, while the average grade is 49.58. based on the description of student learning outcomes above, the pretest results are still in the low category. the categories of student learning outcomes can be seen as follows: table 4. frequency and percentage of pretest learning value interval frequency percentage (%) criteria score < 40 5 26,31 very low elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 106 40≤ score < 55 7 36,84 low 55≤ score < 75 7 36,84 medium 75 ≤ score < 85 0 0,00 high 85 ≤ score 100 0 0,00 very high total 19 100 from table 4, we can see that the average value obtained by students is in the low category, the results above show that out of 19 students there are 5 people who score very low and there are 7 students who get low scores and 7 people in the medium category. 1.2 learning outcomes after the application of the english course book entitled "english language" to determine the final state of learning outcomes of students in class x.1 ipa ma. ddi alliritengae maros performed posttest. the following are the values and results of the descriptive analysis of the posttest data in class x.1 ipa ma.ddi alliritengae maros using the help of the application version of statistical product and service solutions (spss) version 16 and to find a general description of the posttest data displayed in table 5: table 5. recapitulation of posttest learning outcomes category post test number of sample 19 the lowest score 50 the highest score 92 mean 66,42 median 64 range 42 standard deviation 9,20 variance 84,70 in table 5, it can be seen that the lowest score of student learning outcomes after being taught by using the english course book is 50 and the highest score is 92, while the class average is 66.42 based on the learning outcomes criteria is in the medium category. based on the description of learning outcomes of students above on the posttest results are still in the medium category. the categories of student learning outcomes can be seen as follows: table 7. frequency and percentage of posttest learning outcomes interval score frequency percentage (%) criteria score < 40 0 0,00 very low 40 ≤ score < 55 1 5,26 low 55 ≤ score < 75 15 78,94 medium 75 ≤ score 85 2 10,52 high 85 ≤ score 100 1 5,27 very high total 19 100 in table 7 it can be seen that the average value obtained by students is in the medium category, from the results above it shows that out of 19 students there are 15 people who get a moderate score while students in the high category are only 2 people and so are the students in the very high category only 1 person anyway. 4.3 effectiveness of the english course book entitled "english language" based on the description of student learning outcomes both pretest and posttest, the learning outcomes of students after being taught by using the english course book in the experimental class we can say that there is no significant improvement. in other words, the learning outcomes of students after being treated are different from the learning outcomes of students before being treated, but there are only small differences that do not have significant changes. this difference does not indicate an increase in student learning outcomes. as for mastery learning students based on the rules set in the ma. ddi alliritengae maros in class x.1 ipa, students are said to be complete in english subjects if they reach a minimum mastery value of 75. after students are taught using the english course book there are only 3 students of 19 students who can achieve completeness, or in other words students' learning completeness achieved in the experimental class was 15.79%. next, to illustrate the improvement that occurs after students are taught using an english course book, researcher have analyzed the normalized gain score shown in table 8: table 8. gain normalized student learning outcomes min max mean variance std.deviation score gain normalized 0,09 0,78 0,33 0,03 0,18 table 8 shows that the average normalized gain of student learning outcomes is 0.33. based on the normalized gain category in table 3 shows that the average normalized gain is at a low criterion. that is, classically the learning elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 107 outcomes of students after being taught with the english course book titled "english language" has not increased. 4.4 inferential analysis 4.4.1 prerequisite test results analysis of research results as explained in chapter iii, inferential statistics are used to draw conclusions from the data obtained. in this case, inferential statistics are used to determine whether there is a significant increase in student learning outcomes in class x.1 ipa ma. ddi alliritengae maros has learned to use the english course book entitled "english language". the inferential statistical test used in this study is the one sample t-test. however, before conducting the test, a prerequisite test is needed. the prerequisite test used in analyzing the results of this study is the normality test, where the normality test is used to find out the data used comes from populations that are normally distributed or not. the data normality test used in this study was carried out with the help of the spss 16 application program. data is normally distributed if the ρvalue in the shapiro-wilk test is more than alpha (α). with a hypothesis: h0: data comes from populations that are normally distributed. h1: data come from populations that are not normally distributed. test rules: h0 is accepted, if : sig. score > 0.05 h0 is rejected, if : sig. score < 0.05 the results of the computation of normality data testing are complete in the attachment test of normality section. a summary of the results is in table 9: table 9. normality test results source sig. α decision conclusion gain normalized 0.078 0.05 sig. > α normal based on the results of the normality test above, the value of sig. in the shapiro-wilk test is more than 0.05 so that it can be concluded that the data in this study come from populations that are normally distributed. 4.4.2 hypothesis testing results hypothesis testing in this study used one sample t-test on normalized gain data. the t-test in this study was used to determine the effectiveness of the english course book after it was used by students. with a hypothesis: h0 : there was no significant increase in the learning outcomes of students in class x.1 ipa ma. ddi alliritengae maros after being taught using the english course book entitled "english language". h1 : there is a significant increase in the learning outcomes of students in class x.1 ipa ma. ddi alliritengae maros after being taught using the english course book titled "english language". the statistical hypothesis is: the results of computing this test are done with the help of the spss 16 application can be seen in the attachment. a summary of the results is presented in table 10: table 10. one sample t-test source t-hitung sig.(2 tailed) decision gain normalized 0.665 0.514 h0 is accepted based on the summary of the results of the data analysis in table 10, obtained t-value = 0.665 with the sig. (2 tailed) = 0.514 ≥ 1 α = 0.025,2 then according to the decisionmaking criteria for hypothesis testing it can be concluded that h0 is accepted. this means that there is no significant effectiveness on the learning outcomes of students in class x.1 ipa ma. ddi alliritengae maros after being taught with the english course book entitled "english language". 2. discussion in this section the researcher explains more about the results of testing descriptive statistics and inferential statistics on student learning outcomes data obtained from research. the application of english course book gives a little positive influence on student learning outcomes. the effect can be explained by the average value of the test of learning outcomes measured through the pre-test before students learn the english course book and the final test (post-test) after students learn to use the english course book. the average value of students in the pre-test is 49.58, based on the description of the learning outcomes of students in the pretest results are still in this low category because of the ignorance of students about the material provided. then the average value increased to 66.42 at the elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 108 end of the post-test learning based on the criteria of learning outcomes in the medium category. one of the factors causing student learning outcomes to increase slightly, not significantly increasing due to changes in the curriculum that prevails in schools, namely the 2013 curriculum, the book follows the applicable curriculum and the material being taught is also more difficult, as well as learning conducted at schools nowadays are online based, where students only learn from home and teachers taught from home (wfh) so that students do not understand the material provided by the teacher. what's more students are given training using online the material has also been presented online. this results in students who have constraints on internet quotas and students who have limited network at home paying less attention to learning and not understanding the learning provided by the teacher and unable to access the learning provided. so students are less active in learning activities, both asking questions and answering and expressing their opinions about the knowledge they have learned. the posttest also showed that there were only 3 out of 19 students or in other words 15.79% of students achieved the minimum mastery criteria (kkm) for english subjects in the ma. ddi alliritengae maros is 75. in addition, inferential analysis also shows the fact that the one sample t-test with a significant level α = 0.05, obtained sig (2-tailed) value of 0.514. because sig (2tailed) ≥ 12 α or 0.025, according to the rules of testing this hypothesis it is known that there is no significant increase in the learning outcomes of students in class x.1 ipa ma. ddi alliritengae maros after being taught using the english course book entitled "english language". there is no significant effectiveness of student learning outcomes can also be seen through the parameters of the average value of normalized gain student learning outcomes are distributed to the criteria of being. it does not show a significant effectiveness on student learning outcomes after being taught using the english course book titled "english language". learning using the english course book titled "english language" aims to determine the effectiveness of the english course book on students, especially class x.1 ipa ma. ddi alliritengae maros. when the book is applied in learning, students enthusiastically ask, but when the teacher explains the material from the book and answers questions from students, students have difficulty understanding the material and it is difficult to understand the answer. the improve of students’ outcomes of learning or the minimum completeness standards (kkm) achievement is one form of learning objectives achievement (aswad et al., 2019). but the fact, it can be seen when the student's post-test score shows a value below the maximum completeness average (kkm) of 75. this is consistent with the opinion of linda rahmawati (2018) in her study entitled content analysis of the english textbook entitled “primary english as a second language” said that this book is a good english book but for practice in the textbook it does not fit the criteria of a good english textbook because it is not paired with a partner / work group and must be corrected later. then in the aspect of vocabulary also does not meet the criteria of a good english textbook because of the 25 chapters there are ten chapters that do not present new vocabulary in the next material. however, some of what is missing in a textbook can be improved by providing supplementary material while teaching certain material. and in the research teguh ariebowo, entitled “the evaluation of the seven-grade english textbook when english rings the ball: a survey research”. in the results of his research, researcher see that the textbook has advantages and disadvantages. the topic presented is a strength of this textbook given that the topic presented is suitable for the level of learning and social conditions of the indonesian people. however, this textbook is not immune from deficiencies as in other books. one of the obvious shortcomings of this textbook is that there is no grammar reference that can be used as a reference by students and the level of difficulty of the language used in this book is too easy for 7th grade junior high school students. based on the description above it can be concluded that not all books are effectively applied to students. as in this study, that the course book entitled "english language" does not give effectiveness to students is proven by the average value obtained by students below the maximum completeness criteria (kkm) value of 75. 3. conclusion learning outcomes before using the english course book titled "english language" showed that the average value was 49.58 and the classical completeness was 0.00%. where, the average learning outcomes were less than 75 and the classical completeness has not reached 75%. so it can be said that the results of the study have not fulfilled the minimum completeness criteria (kkm) specification. learning outcomes after using the english couse book titled "english language", it can be seen that the average value is 66.42 and the classical completeness is 15.79%. where, the average learning outcomes are still less than 75 and the classical completeness is still less than 75%. so it can be said that the learning outcomes also do not meet the minimum completeness criteria (kkm) specified. learning using the english course book titled "english language" is not effective to be applied in class x.1 ipa ma. ddi alliritengae maros. this conclusion is based on the findings showing that 15.79% students achieve classical mastery learning, the average normalized gain of student learning outcomes is 0.33 or categorized as low category, and the value of the results of the analysis of one sample t-test obtained t-count elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 102-110 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 109 = 0.665 with the sig. (2 tailed) = 0.514 ≥ 1 α = 0.025 so that there was no significant increase in the learning outcomes of class x.1 ipa ma. ddi alliritengae maros after being taught using the english course book titled "english language". from these three findings, it can be said that the learning outcomes of students after being taught by using the english course book titled "english language" is not effective against the learning outcomes of students in class x.1 ipa ma. ddi alliritengae maros. references ali khan, s. (2005). filsafat pendidikan alghazali. bandung: pustaka setia. alwasilah, a. c. (1997). politik bahasa dan pendidikan. remaja rosdakarya. ariati, j. (2020). analysing reading skill in national plus school curriculum: phonological awareness of young learners. reila: journal of research and innovation in language, 2(2), 70-75. aswad, m., rahman, f., said, i. m., hamuddin, b., & nurchalis, n. f. (2019). a software to increase english learning outcomes: an acceleration model of english as the second language. the asian efl journal. 26.(6.2), 157, 169. badan standar nasional pendidikan. (2006). standar isi untuk acuan pendidikan dasar dan menengah. jakarta: bsnp. budiarti, v., syafitri, y. d. t., & derin, t. (2019). an article review on “reading comprehension strategy instruction in a first-year course: an instructor’s self-study”. elsya : journal of english language studies, 1(1), 16-21. https://doi.org/10.31849/elsya.v1i1.2543 cambridge advanced learner’s dictionary. (2000). cambridge advanced learner’s dictionary (10th ed.). london: cambridge press. danim, s. (2004). motivasi kepemimpinan dan efektivitas kelompok. jakarta: rineka cipta. edam, n. s., pangemanan, s., & kairupan, j. (2018). efektivitas program cerdas command center sebagai media informasi masyarakat dalam rangka pelayanan publik (studi di kantor walikota manado). jurnal eksekutif, 1(1). freeborn, d. (1998). from old english to standard english: a course book in language variation across time. university of ottawa press. hutchinson, t., & waters, a. (1987). english for specific purposes. cambridge university press. indrawati, d. an analysis of the english course book entitled. irambona, a., & kumaidi, k. (2015). the effectiveness of english teaching program in senior high school: a case study. reid (research and evaluation in education), 1(2), 114-128. muhson, a. (2010). pengembangan media pembelajaran berbasis teknologi informasi. jurnal pendidikan akuntansi indonesia, 8(2). nuh, m. (2013). the future of this nation depends on the new curriculum. the jakarta post. retrieved from:http://www.thejakartapost.com/news/2013/0 2/19/future-indonesiadepends-new-curriculumminister.html. richards, j. c (2001) curriculum development in language teaching. singapore: cambridge university press. richards, j. c. (2017). curriculum approaches in language teaching. handbook of research in second language teaching and learning, 3, 117-131. sari, i. e. (2018). effectivitas penerapan model realistic mathematic education (rme) dengan menggunakan alat peraga terhadap prestasi belajar materi kubus dan balok pada peserta didik kelas viii di smp negeri maros. skripsi. tidak diterbitkan. maros: universitas muslim maros tomlinson, b. (2008). english language learning materials: a critical review. new york: continum international publishing group. wardani, w. (2010). analisis teks buku sekolah elektronik (bse) ips terpadu kelas vii smp/mts terbitan depdiknas pada kompetensi dasar mendiskripsikan gejala atmosfer dan hidrosfer serta pengaruhnya bagi kehidupan. skripsi jurusan geografi-fakultas ilmu sosial um. instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 1-8 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 1 discourse analysis (da) in the context of english as a foreign language (efl): a chronological review tatum derin 1 , nunung susilo putri 2 , mutia sari nursafira 3 , and budianto hamuddin 4 1 u-raise academy, pekanbaru, indonesia 2, 3 applied linguistics center, pekanbaru, indonesia 4 hasanuddin university, makassar, indonesia budihamuddin@gmail.com article history received : 6 february 2020 revised : 21 february 2020 accepted : 23 february 2020 keywords linguistics discourse analysis trends literature review english as a foreign language (efl) abstract this current study is interested in assessing the trending studies discourse analysis during the last five years in the specific context of english as a foreign language (efl). using the library research method, this study collected 131,000 results of relevant articles from google scholar open-access database. this study then analysed 40 selected articles as its main data with nvivo 12 software to ensure its qualitative. chronologically, this study described how discourse analysis studies have evolved. at first, solely focusing on using discourse analysis to identify students‟ problems in reading comprehension, researchers began to use discourse analysis to examine how teachers authentically perform and propose ways to improve the classroom discourse. moreover, discourse analysis not only revealed issues that exist between teacher-student and student-student interactive discourses, but also the discourse of critical issues contained in the textbooks that are mandated for efl programmes. 1. introduction historically, zellig harris was the first to use the term „discourse analysis‟ in 1952 (stalpers, 1988). a rather ambiguous term, but referring to alba-juez (2009) and sari et al. (2018), discourse analysis seems to attempt to study the organisation of language—anything—above the sentence and the language used in social, political, and cultural contexts. the context in particular is heavily emphasised in discourse analysis because people in majority produce speech that is not necessarily syntactic, but usually has semantic and intonational closure. essentially multidisciplinary, this research method crosses the borders of linguistics to different kinds of disciplinary areas. to conduct a discourse analysis study, schiffrin (2001) described at least five different approaches, namely speech act, interactional sociolinguistics, ethnology of communication, pragmatic, and conversational analysis approaches. this current study aims to review what has already been contributed by researchers who have conducted discourse analysis studies in the context of efl. as it was known, in every part of society must be completed by a language in experiencing their daily routines, as seen in, sign symbols or the oral speech (fikri, padmadewi, & suanarjaya, 2014; harianja et al., 2019). a study of discourse since its birth plays a helpful role in helping academia to understand the role of many discourse events within the community (hamuddin 2015). discourse analysis presents in the midst to analyse messages‟ content in the communication that is happening. some of this communication can take the form of conversations, texts such as books, speech scripts, and transcripts in forums, articles contained in newspapers, and advertisements, or even in different languages (marwa, 2014) and technology mediums (andriani, 2019). not only that, discourse analysis is conducted by researchers to examine the message used and understood. it is also possible to examine the methods used by communicators such as writers and speakers in conveying goals and messages through the discourse they are making. even when in the school environment, the interaction between teacher and student, student and student is an important part of class activities (andriani, 2019). elizabeth el al. (2012) stated that to gain a better understanding of the building blocks of academics discussion, to define important conversation elements and to examine how dialogue can be shaped to maximize learning, researchers have built frameworks specifically designed to analyse aspects of student and teacher speech experience in the classroom. seeing as discourse analysis refines critical thinking skills, it provides language learners useful, practical, and, in indirect ways, even marketable skills. moreover, the discourse analysis includes a suitable subject, particularly in a multicultural setting for advanced english learners (norton, 2008). in the context of the efl, the success of language learning depends on communication and elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 1-8 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 2 interaction between students or between the teacher and students in the class, where foreign languages are considered as a necessity in learning (derin & hamuddin, 2019). this is largely due to the nature of the subject being reliant to consistent use and practice of the language as a media to communicate. as previously stated, discourse analysis gives students new skills and strengthen their skills in language interpretation within their specific context, be it at the social or cultural level (alsoraihi, 2019). additionally, discourse analysis is also useful in the teaching process, where the teacher's role as a facilitator for the students while in the class can develop their teaching process by looking further at the language used inside and outside the classroom, such as students‟ online and informal interactions (hamuddin et al., 2019). by seeing this, the writer would like to analyse the discourse analysis and understand how and what the role of discourse analysis which relates to the students is. 2. method this study aims to assess the discourse analysis studies in the context of english learning and teaching, specifically english as a foreign language (efl). to reach this aim, this study used the library research method as it can cover a wide range of subjects at various levels of comprehensiveness (hart, 2018). this method is also chosen to include the relevant studies that have been published in different years. the data of this study is primarily obtained from google scholar, which is chosen due to its open access policy of allowing researchers to view and download the published materials indexed in the database. martin-martin et al. (2017) who had empirically tested google scholar‟s ability to the identification of highly-cited documents by conducting a longitudinal analysis of over 60 years of data, vouched for google scholar‟s efficiency to identify highlycited documents, which in turn reflect authors and topics with strong influence. to narrow the data retrieval, this study uses specific keywords to find the relevant documents, namely „discourse analysis+efl.‟ this study further selects and downloads only documents in the form of journal articles, as books may be generic enough to be out of the scope of this study‟s aim. moreover, this study specifically searchers articles that have been published; thus, preprints are excluded from the analysis. the analysis of this literature review is carried out with the aid of the computer-assisted qualitative data analysis software (caqdas) known as nvivo, which enables researchers to easily manage data analysis and synthesis, “from screening to synthesising” (houghton, murphy, meehan, thomas, brooker, & casey, 2017). its strength is its capacity to let researchers organize through a plethora of data, facilitating researchers with multiple textual and audio-visual-related functions (edhlund & mcdougall, 2019). with nvivo‟s analytical tools, this present study narrowed down the data for analysis to exclude discourse analysis studies that were found to be outside of the context of efl. 3. results conducted on 6 february 2020, the keyword-based search of „discourse analysis+efl‟ on google scholar revealed about 131,000 results. within 24 hours, researchers managed to extract 40 complete files of the most relevant studies focused on discourse analysis in the efl context. the studies collected ranged from 1979 to 2020, and all 40 data were imported to the nvivo 12 software to run various types of analysis. table 3.1 ten most frequently used words word count language 1958 discourse 1495 english 1363 students 1312 analysis 1110 critical 1032 study 776 efl 750 classroom 714 social 623 utilising nvivo‟s word frequency query tool, this study was able to find the most frequent words that are contained in the data selected. this is done to glimpse into the contents of the data collection (mortelmans, 2019). limiting the number of words to be identified to ten, the query tool produced table 1. as can be seen, „language‟ is used the most, followed by „discourse‟ and „english.‟ then, this study used nvivo‟s cluster analysis tool to determine the relevancy of these frequent words contained in the 40 studies. clustering groups similar objects, so this tool allows researchers to see the relationships of each word contained in the data collection (macia, 2015). the result of cluster analysis is shown in figure 3.1. figure 3.1 cluster analysis of the ten most frequently used words elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 1-8 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 3 cluster analysis on the 40 studies revealed that the ten most frequent words each were associated with one another in ways that are relevant with the aim of this study. „language‟, which is the most frequently used word, is most often used in association with „students.‟ the figure showed that they are often associated with „critical‟, meaning that in discourse analysis studies in efl context, critical thinking ability is a prominent focus. the word frequency and cluster analyses confirmed that the studies collected are relevant to the research aim of this study. thus, researchers felt confident that the data collection of 40 studies is true „discourse analysis‟ studies that were carried out with the context of english as a foreign language (efl). to review the data collection in thorough detail, this study used nvivo 12 software coding tool to comb the entirety of the data collection for specific elements that are most relevant for literature reviews. referring to rowley & slack‟s (2004) guide on conducting a literature review, this study made the coding scheme aim for the year, title, purpose, novelty, method, sample, location, duration, and results of the 40 discourse analysis studies on efl context. these codes were created based on researchers‟ observations as the some of the terms may not be explicitly used in the studies, e.g. „the novelty of this study‟ might be written as „while previous studies […], this study […].‟ some codewords may also be stated with different words in the data, e.g. „the aim‟ rather than „the purpose.‟ due to these linguistic conditions, the coding is carried out with the researchers‟ qualitative understanding of both textual contexts and referents. the researchers independently coded the data collection, then resolved any coding conflict to come to a consensus. therefore, the finalised coding scheme is year, title, purpose, novelty, method, sample, location, duration, and results. this method is based on ranney et al. (2020) which had successfully carried out qualitative coding with nvivo 12 software in developing accurate coding schemes. 4. discussion to conduct a comprehensive discussion of discourse analysis studies in the efl context, the literature review will be done chronologically. in this way, this study may identify the trends of the research literature over time, from the first study in 1979 to the latest study published in 2020. starting from the studies before the twentieth century, the discussion will move to the studies published during the first decades of the twentieth century to the latest ones. table 4.1 forty discourse analysis studies in efl context year author(s) title 1979 marsha bensoussan & judith rosenhouse discourse analysis in diagnosing difficulty in efl reading comprehension 1987 andrew cohen, hilary glasman, phyllis r. rosenbaumcohen, jonathan ferrara, & jonathan fine reading english for specialized purposes: discourse analysis and the use of student informants 1990 marsha bensoussan efl reading as seen through translation and discourse analysis: narrative vs. expository texts 2004 teresa morell interactive lecture discourse for university efl students 2006 josep m. cots teaching „with an attitude‟: critical discourse analysis in efl teaching 2006 bilal genc oral narrative discourse of anaphoric references of turkish efl learners 2006 jennifer yusun kang producing culturally appropriate narratives in english as a foreign language: a discourse analysis of korean efl learners‟ written narratives 2007 teresa morell what enhances efl students' participation in lecture discourse? student, lecturer and discourse perspectives 2008 sue norton discourse analysis as an approach to intercultural competence discourse analysis as an approach to intercultural competence in the advanced efl classroom in the advanced efl classroom 2008 hiroko yoshida an analysis of discourse in the efl classroom 2009 biook behnam & yassamin pouriran classroom discourse: analyzing teacher/ learner interactions in iranian efl taskbased classrooms 2010 zeinab koupaee dar, ali rahimi, & mohammad reza shams teaching reading with a critical attitude: using critical discourse analysis (cda) to raise efl university students' critical language awareness (cla) 2010 carmen helena guerrero the portrayal of efl teachers in official discourse: the perpetuation of disdain 2011 laleh fakhraee faruji discourse analysis of questions in teacher talk 2011 liu xin, lou luzheng, shi biru efl (english as a foreign language) classroom discourse analysis of a vocational college and some reflections 2011 july carolina gómez lobatón language learners‟ identities in efl settings: resistance and power through discourse elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 1-8 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 4 2012 mohammad reza hashemi & afsaneh ghanizadeh critical discourse analysis and critical thinking: an experimental study in an efl context 2012 dolores fernández martníez critical learning: critical discourse analysis in efl teaching 2012 nasser rashidi & roghayeh asgarzadeh the effect of teaching critical reading through critical discourse analysis on high school efl learner's reading comprehension 2012 sima sadeghi, saeed ketabi, mansoor tavakoli, & moslem sadeghi application of critical classroom discourse analysis (ccda) in analyzing classroom interaction 2012 tao xiong & yamin qian ideologies of english in a chinese high school efl textbook: a critical discourse analysis 2013 pei-ling yang discourse analysis of efl college learners‟ online social interaction and attitudes towards facebook 2014 tao xiong shallow environmentalism: a preliminary eco-critical discourse analysis of secondary school english as a foreign language (efl) texts in china 2015 fatma zohra amari the role of critical discourse analysis in efl teaching/learning 2015 maedeh dohaei & saeed ketabi a discourse analysis of coffee and chocolate print advertisements: persian efl learner‟s problems in focus 2015 dorota domalewska classroom discourse analysis in efl elementary lessons 2016 mehdi azimi haradasht & nader assadi aidinlou a case study on efl classroom discourse 2017 theodore bonnah, mark donnellan daily tweet structure and discourse: mixed-method analysis of twitter writing assignments in the efl classroom 2017 umar fauzan inducing critical discourse analysis in speaking syllabus for efl students of indonesian islamic universities 2017 shabnam kurosh khanshan the contribution of critical discourse analysis and critical thinking in an efl context: a case study of economic texts 2017 warren lilley & joanne hardman “you focus, i‟m talking”: a chat analysis of mobile dictionary use in an advanced efl class 2017 hamid marashi & azam chizari using critical discourse analysis based instruction to improve efl learners‟ writing complexity, accuracy and fluency 2017 amjjad sulaimani & tariq elyas a glocalized or globalized edition? contextualizing gender representation in efl textbooks in saudi arabia: a critical discourse analysis perspective 2018 ridwan hanafiah, muhammad yusuf, & aprilza aswani theme markedness in efl students‟ recount texts: a systemic functional analysis 2018 sahar najarzadegan, azizollah dabaghi, & abbass eslamirasekh the impact of practicing van dijk‟s model of critical discourse analysis on the improvement of iranian efl undergraduates‟ critical thinking across different proficiency levels 2018 wafa aljuaythin gender representation in efl textbooks in saudi arabia: a critical discourse analysis approach 2018 sunardi, m. sri samiati tarjana, soepomo poedjosoedarmo, riyadi santosa interpersonal realizations of pedagogic discourse in indonesian efl classrooms 2018 budi setyono the portrayal of women in nationally-endorsed english as a foreign language (efl) textbooks for senior high school students in indonesia 2019 budi setyono & handoyo puji widodo the representation of multicultural values in the indonesian ministry of education and culture-endorsed efl textbook: a critical discourse analysis 2020 abduljalil nasr hazaea fostering critical intercultural awareness among efl students through critical discourse analysis for the studies published before the twentieth century, three studies were found, and two of them belonged or published under the same author. bensoussan & rosenhouse (1979) and bensoussan (1990) examined student translations from english to hebrew or arabic. both studies focused on identifying the kinds of translation errors that students make frequently and how they reflect students‟ reading comprehension. bensoussan & rosenhouse (1979) proved that mistranslations in vocabulary, expression, and utterance are decent indicators of the students‟ lack of comprehension. later on, bensoussan (1990) found students find it difficult to communicate narratively, but not in an expository manner. in contrast, the case is vice versa when it comes to grammatical cohesion. both studies were focused on the english discourse of english major students. meanwhile, the third study, cohen et al. (1987), compared the english discourse of israeli students from different majors, e.g. biochemistry, biology, economics-international relations, and history students. interestingly, the study found that despite different majors having different approaches, they share the same problems when it comes to reading english texts, particularly when it comes to non-technical vocabulary and noun phrases. elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 1-8 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 5 three studies may not be enough to conclude a theme, but this low number indicates that discourse analysis was still in its early stages as a discipline, particularly in the context of foreigners learning english language. solely focused on the reading ability of students, the studies during this time seemed to be still touching on the surface problems of reading efl texts, as these studies stopped short of identifying and examining the students‟ problems. moreover, all the studies on discourse analysis in efl contexts before 2000 were concerned with efl of students‟ whose native languages are arabic. entering the twentieth century, accompanying the popularity of information and communication technology (ict) is the idea that the monologue lecture discourse should be shifted to reciprocal lecture discourse that increases student activity. morell (2004) compared textual and interactive discourse of lecturers and found that the latter has a much greater use of linguistic aspects. the use of elicitation markers, referential questions and the likes were also found to be the product of the interaction rather than the cause of the interactive discourse. further analysis of interactive discourse in a later study by using surveys for students and questionnaires for lecturers revealed that participation depends on two things, i.e. participants‟ awareness and an educational system that rewards the participants (morell, 2007). despite the increasingly global awareness of student-centred education style, many teachers still dominantly control and manipulate many interactional sequences, according to a 45-minute authentic classroom conversation spoken discourse analysis by yoshida (2008). student activity is also popular in tandem with the rising awareness on the value of a critical approach to language study, as it reflects the educational system‟s goal to develop learners‟ judgment ability. cots (2006) found that this idea is still “too often absent from foreign language programmes,” so the study tried to introduce the main principles and notions of critical discourse analysis (cda) to propose its implementation into foreign language programmes. echoing this study, norton (2008) tried to outline a way in which discourse analysis can sharpen efl students‟ critical thinking and hone their cultural assumptions at the same time. to prove this notion, dar, rahimi, & shams (2010) detected the changes in sixty efl students‟ ability to “reveal the hidden layers of meaning implied in texts.” an increase was indeed detected after students were taught in using discourse analysis, amazingly a 90% increase. other studies around this time were used discourse analysis to study more specific aspects in efl teaching. for one, genc (2006) compared the similarities and differences of how turkish efl learners and native english speakers speak with the definite article „the‟. the focus of this study is highly specific, but the study did drive the significance of its findings by emphasising the fact that the article „the” actually does not exist in turkish native language. meanwhile, kang (2006) explored cross-cultural differences in the written discourse korean efl learners and native american-english speakers. guererro (2010) interpreted certain images of english teachers in official discourse. in exploring the recurring patterns of questioning behaviour in six efl classes, behnam & pouriran (2009) found that display questions were dominantly used compared to referential questions, and the latter was also found that it could not create enough interactive discourse. another study on chinese efl teacher talks revealed that display questions are prioritised over referential questions, thus discouraging students from providing longer and more complex responses (xin, luzheng, & biru, 2011). verbal interaction around questions in teacher talk also interested faruji (2011), who analysed eight transcriptions of recorded iranian efl classroom sessions. it is interesting to note the study‟s identification of four categories of teacher questions, i.e. factual, evaluative, productive, and empirical questions. these studies make it clear that there is a high interest among scholars in applying classroom discourse analysis to reveal how teachers perform. so far, discourse analysis studies have branched into critical discourse analysis and classroom discourse analysis. this study found that during the second decade of the twentieth century, these two branches seem to have merged into what some scholars have termed critical classroom discourse analysis (ccda). lobatón (2011) was concerned with how students‟ identities as learners of a foreign language may affect their language learning process. while previous studies found that there existed a power dynamic where teachers controlled the conversation, this study found that there is now a silent fight for power between teacher and students in conducting their identities as learners. moreover, while it is known that discourse analysis improves students‟ critical thinking skills, hashemi & ghanizadeh (2012) was the first to identify exactly what aspects of critical thinking ability that improve the most with the implementation of critical discourse analysis, which is interpretation and recognition of unstated assumption. more and more studies tried to demonstrate how critical discourse analysis can be implemented in foreign language teaching. some examples include martníez (2012) who incorporated the main principles of critical discourse analysis to a song, slogan, and email and rashidi & asgarzadeh (2012) who improved iranian girls‟ reading comprehension by teaching them to approach the texts critically. this study also found many previous studies using critical discourse analysis to uncover aspects of the efl classroom discourse that may need to be readdressed. sadeghi, ketabi, tavakoli, & moslem (2012) critically reflect the differences in iranian males and females classroom discourse in efl classroom, finding that discourse control, the types of questions that are used, and turn-taking that occur in the classroom conceal the elsya: journal of english language studies vol. 2, no. 1, february 2020 , pp. 1-8 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 6 significant male dominance over female discourse, as males tend to use more direct language, more negative face, and fewer politeness. xiong & qian (2012) critically analysed efl textbooks that were used in china and found evidence of how the books selectively represent english history and give shallow sociolinguistic explanations. looking at environmental aspects that should be contained in the textbooks, xiong (2014) found that chinese efl textbooks also give shallow environmentalism values by obscuring human agency in events of environmental destruction while simultaneously portraying the government‟s role in environmental protection in a positive light. the study concluded that the textbooks addressed environmental topics solely to increase awareness rather than encourage real participation to heal the environment. as similar studies continue to extend the effort of critically examining classroom actors and instruments, discourse analysis cemented how substantial the things efl learners must learn, “not only new vocabulary, syntactic patterns and phonology but also discourse and socio-cultural dimensions of the target language” (amari, 2015). in the last five years, some studies continue to investigate the effect of discourse analysis on efl learners‟ abilities (khanshan, 2017), and other studies replicated the methods on objects that have not been extensively analysed critically. fauzan (2017) assessed the weaknesses of indonesian efl speaking syllabus with critical discourse analysis, combining a triangulation of data from course lecturers, students, and head of the study program. lilley & hardman (2017) focused on african efl students‟ discourse on chat and advocated for the use of mobile technology to support communicative language teaching (clt). 5. conclusion from 131,000 results, this study selected and analysed 40 discourse analysis studies that were carried out in the context of english as a foreign language (efl). chronologically, this study described how discourse analysis studies have evolved. at first, solely focusing on using discourse analysis to identify students‟ problems in reading comprehension, researchers began to use discourse analysis to examine how teachers authentically perform and propose ways to improve the classroom discourse. moreover, discourse analysis not only revealed issues that exist between teacher-student and student-student interactive discourses, but also the discourse in the textbooks issued for efl programmes to raise critical issues. 6. acknowledgement the researchers thank their colleagues from u-raise academy and applied linguistics center for their support during the research also from the class of awk s3 linguistic unhas for the discussions in the process of completing this research article. special thanks are also extended to lppm unilak and fkip unilak for their guidance as well for dr. ikhwan m. said for the da update. the resulting analysis and conclusion in this article is ultimate of the researchers‟ understandings, however, and do not reflect the opinions of others who have contributed. references alsoraihi, m. h. 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(2008). an analysis of discourse in the efl classroom. osaka keidai ronshu, 59(2), 1-14. elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i1.7726 vol. 5, no. 1, 2023, pp. 18-26 journal homepage: https://journal.unilak.ac.id/index.php/elsya 18 academic essay the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator chenke li university of cambridge, cambridge, united kingdom article info abstract article history: received 11 sept 2022 revised 2 dec 2022 accepted 14 feb 2023 the current landscape of english language teaching are moving from the monolingual assumption to the understanding that l1 is part of one person’s whole linguistic repertoire. however, this shift is still largely occurring in research while the practice of english teaching still largely considers l1 to be an unwanted interference. the potential role of l1 in making the input comprehensible should receive further consideration. this essay will discuss how language teachers should seek to leverage students’ l1-encoded prior knowledge rather than viewing it as an impediment within the context of content and language integrated learning (clil) and translanguaging because they both explicitly affirm the goal of multilingual competence and involve the use of l1 in teaching practices. the difference lies in terms of the attitudes; the use of l1 is not contemplated as a priori in clil yet encouraged in translanguaging. this essay highlights the need for balanced and flexible l1 use in their respective contexts and pedagogies in respect to its roles: (1) l1 can negotiate meaning for l2 learning objects, (2) l1 can address the negative transfer of false cognates, (3) l1 can encourage the engagement of multilingual resources, and (4) l1 can facilitate classroom engagement. keywords: clil l1 pedagogy teaching practices translanguaging corresponding author: li, cl921@cam.ac.uk 1. introduction since the late nineteenth century, the predominant pedagogical straitjacket had been ‘bilingualism through parallel monolingualisms’ or ‘monolingual assumption’: that is, instruction should be conducted primarily in the target language without l1 interference. the persistence of the immersion ideologies results from a biased reference of l1 use to the traditional grammar-translation method which focused on written texts, grammar, and linguistic forms in isolation from communicative language use (ghobadi and ghasemi, 2015). this monoglossic immersion principle is likewise built on the ‘maximum input hypothesis’ (krashen, 1982), which aims to provide the most of l2 input possible to facilitate second language learning. however, the one-sided application of this hypothesis fails to take the ‘comprehensible input theory’ into account (krashen, 1982), which disrupts the balance between the quantity and quality of the input. therefore, i assume that the potential role of l1 in making the input comprehensible should receive further consideration. the fundamental principle of learning in engaging prior knowledge also greatly challenges the monolingual instructional approach, as bransford et al. (2005) claim that existing knowledge and experiences are the foundation of new understandings. in the context of l2 learning, it indicates that language teachers should seek to leverage students’ l1-encoded prior knowledge rather than viewing it as an impediment (stille & cummins, 2013). https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 19 the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator a trend beginning in the 1990s to reconsider the role of l1 in second language education sheds light on the relationship between languages. the linguistic interdependence hypothesis contests the assumptions on language separation and acknowledges the role of l1 by implying the underlying cognitive, academic or literacy-related proficiency that is shared across languages, hence enabling the transfer between languages (stille & cummins, 2013). debates in twenty-first century go beyond drawing connection between languages entities; instead, scholars started to break the artificial boundaries between languages and claimed that the ‘relatively fixed entity’ should be questioned (hülmbauer, 2013, p. 67). according to blackledge and creese (2014), the idea of language as independent system may function as a sociopolitical construct, but not as an analytical lens to view language practices. in this framework, l1 merges into one person’s ‘whole linguistic repertoire’ from which bilinguals strategically selected linguistic resources to make meaning clear and construct knowledge (wei & garcía, 2022). as taylor and snoddon (2013, p. 440) define the use of l1 as ‘a paradigm shift that opens up new approaches to understanding teaching and learning’, this essay argues for a more flexible and balanced role of l1 in different pedagogical settings. i have chosen content and language integrated learning (clil) and translanguaging because they both explicitly affirm the goal of multilingual competence and involve the use of l1 in teaching practices (marsh, 2013); however, in terms of the attitudes, the use of l1 is not contemplated as a priori in clil yet encouraged in translanguaging. i select empirical studies by moore (2014) and rajendram (2021), which both highlight the need for balanced and flexible l1 use in their respective contexts and pedagogies. i hereby situate my argument in 1) an international catalan university using english as official medium of instruction (moore, 2014) and 2) a malaysian primary school with english-only policy (rajendram, 2021). the complexity of defining bilingualism and distinguishing between mother tongue and additional languages have been acknowledged in terms of disparities of language proficiency, differences in reasons and sequence for language learning and language dominance (ferreira et al., 2016; grant et al., 2011). in this essay, i refer to l1 as the learners’ mother tongue which they are first exposed to. for learners who acquire more than one language naturally, i refer to them as home languages. additional languages are those learned after l1 or home languages, which can alternatively be written in the form of l2, l3 lx. this essay is structured into three chapters. chapter 2 introduces clil as a pedagogy dominated by the monolingual fixation despite the aim to deepen both l1 and l2 awareness. i use moore’s study to argue for l1’s role in meaning negotiation in two aspects: identifying l2 learning objects and addressing negative transfer of false cognates. chapter 3 introduces translanguaging as a pedagogical approach that encourages a flexible manoeuvre of all linguistic and semiotic resources including l1 to break the rigid frame of separate languages. i will focus on rajendram’s study to explain how translanguaging facilitates language learning through identity construction in two aspects: the role of l1 in engaging multilingual resources and in facilitating classroom engagement. in the following discussion section, i will draw comparisons between l1’s role in those two approaches and present possible implications for the field. 2. role of l1 in meaning negotiation in clil pedagogy content and language integrated learning (clil) refers to a dual-focused approach where context topics are taught through the medium of the target foreign language (dalton-puffer, 2011, p.183). in terms of medium of instruction, the exclusive use of target language without reference to local languages in clil is usually persistently enforced by official policymakers, which contradicts the fact that teachers and students find learners’ l1 proficiency a useful and positive resource (mahboob, 2011) and typically the target languages accomplish less than 50% of the curriculum (lasagabaster & sierra, 2009). the prospect of using l1 in clil classrooms seems optimistic on the basis that in the clil compendium (marsh, 2013), the conceptualisation of the multilingual goal is clear: to deepen awareness of both mother tongue and target language and to develop plurilingual interests and attitudes, which are in conjunction with the teaching and learning practices above. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 20 the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator the significance of multilingual competence should be reinforced in clil pedagogy, since l1 use, orienting to language in content, often clarifies terminologies essential in content and thus scaffolds meaning negotiation and content learning (nikula & moore, 2019). in clil pedagogy, meaning negotiation on key concepts can be seen as an opportunity to focus on both language and content. in the context of l2 immersion, the empirical study focuses on how local and international students in an educational psychology subject at a catalan university mobilise their linguistic repertoires and achieve task completion in a teamwork over time. the study seeks to investigate how students use their whole linguistic repertoire for knowledge construction in both second language and disciplinary content. i select data from moore’s study to emphasise l1’s role in two aspects: first, identifying l2 learning objects to initiate meaning negotiation and second, addressing negative transfer of false cognates to facilitate meaning negotiation. 2.1 the role of l1 in identification l2 learning objects monolingual immersion ideologies still dominate many language learning contexts in the world. in the context of internationalisation in europe, this certainly proves true in catalan universities where english as lingua franca is introduced into classroom to facilitate the involvement of exchange students and improve local students’ abilities to study in an academic field dominated in english (moore, 2014, p. 586). however, this policy sacrifices the role of local students’ l1 for meaning negotiation and ignores the fact that clil classes, driven by content rather than language, are often timetabled as content classes and taught by content teachers who are non-native speakers of the target language (nikula & moore, 2019), leading to teachers and students’ lack of attention to language learning objects. therefore, i would argue that students’ l1 use will assist learners in identifying potential l2 learning objects, thereby initiating the process of meaning negotiation. moore’s study centres on the learning process of gisela, one of the catalan students who raises most questions about key terms in the teamwork and cannot clarify the difference between ‘career’ and ‘occupation’ and between ‘aspiration’ and ‘expectation’. in this learning object tracking, moore uses conversation analysis to pinpoint moments when specific language learning objects are oriented to in discussion (markee, 2008). for the first pair of variables, she initiated a word search by inquiring about the relevance between ‘career’ and ‘trajectory’, which her international classmates denied. then she switched to her l1, turned to her catalan peer ariadna and translated the word ‘trajectory’ into catalan. ariadna puts forward the new result ‘academic trajectory’ with gisela’s consent and finally settled on ‘academic history’ as the correct term. at this point, the word search was successful with agreement from peers. by introducing the catalan translation for ‘trajectory’ and inquiring the meaning in her l1, gisela draws attention from other participants to the difference between ‘career’ and ‘occupation’, creating a new language learning object for all participants which will otherwise be neglected. they negotiated the meaning of important terminologies in the content area while their common l1 helps to identify the terms as potential l2 learning objects due to their language difficulties. this process of meaning negotiation has dual benefits: first, promoting content learning, and second, facilitating the location and cognitive process of the language learning targets (lin, 2015, p. 84) which resonates with the dual emphasis of clil pedagogy where language learning is frequently neglected. furthermore, the differences between variables are questioned by the teacher in the final presentation as central to the students’ learning, which gisela answers in english referring to her notes and previous discussion results. this fluent and confident performance with exclusive use of english produces a unilingual final product in the process of l2 learning, suggesting that gisela has accurately targeted the language and content learning objects and successfully negotiated the meanings, progressing to an expert in ‘articulating definitions in fluent, public discourse in english’ (moore, 2014, p. 604). she progresses from a state of frequent encounter with language difficulties and confusion in content knowledge, to improved comprehension with aid of both l1 and l2, and finally arrives at the state of handling and delivering the knowledge in unilingual mode of the target language under highly stressful situation of classroom presentation. in a nutshell, l1 helps multilingual students to express their language difficulties, elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 21 the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator which initiates the process of meaning negotiation and facilitates the knowledge construction of both language and content in clil pedagogy. 2.2 the role of l1 in addressing negative transfer of false coguates a focus on cognates, especially in the case of etymologically close languages, will promote the learners’ acquisition of vocabulary in the additional language (cummins, 2009). negative transfer, on the other hand, may hamper students’ comprehension of the target language, particularly when learners exclusively focus on morphological resemblance. lin (2015) exemplified that in the explicit contrastive analysis of the l1 (mandarin) and l2 (english) terms, the chinese words for ‘heat’ and ‘hot’ are morphologically and phonologically identical (热) despite serving different parts of speech, noun and adjective respectively. this exerts a negative impact on chinese students’ understanding of the science concept of ‘heat transfer’ since they may link it to everyday terms such as hot weather (fung & yip, 2014). engaging students in ‘heat’ (science term) and ‘hot’ (everyday term) will enhance students’ cognitive processing of the science concept behind the terms and help them negotiate the meanings of key terms in the target content field. similarly, when students are discussing the key concepts in moore’s study, the false cognates appear an impediment to a deep understanding of the content and language. since l1 use is prohibited and the method of contrastive analysis is no longer available, students such as gisela repeatedly turn to peers and students and remain confused, which eventually does damage to meaning negotiation. therefore, i will demonstrate l1’s role in addressing negative transfer of false cognates to facilitate meaning negotiation in moore’s study. another piece of evidence supporting l1’s role in facilitating meaning negotiation is that, as extracted from fragment 3 of moore’s study, ariadna and gisela clarify the misunderstanding caused by the resemblance between l1 and l2 by pointing out the false cognate ‘carrera’ in catalan and addressing negative transfer of false cognates. gisela argues that ‘career’ is more than ‘academic history’ and seeks clarification. martin-beltran (2014, p. 12) suggests that an efficient use of l1 is to encourage the learners to ‘play language detectives’, to look for and discuss similarities and differences (cognates and false cognates) across languages. in this case, ariadna understands the cause of her misconception and states that ‘carrera’, referring to ‘degree’ in catalan, appears a false cognate to ‘career’ for catalan people. after clearing the misunderstanding, gisela develops the definition of ‘career’ and leads to consensus from the group, reaching the final goal of meaning negotiation. as illustrated also in fung and yip’s study (2014), explicit contrastive analysis of l1 and l2 in meaning negotiation will provide a fruitful learning opportunity to facilitate the conceptualisation of the terms. to be more specific, in this study, if ariadna do not switch to l1 and attribute gisela’s confusion to the impact of l1 word ‘carrera’, gisela will still be perplexed by the negative transfer and the group will not reach a consensus, indicating the failure of meaning negotiation. in this chapter, i have claimed that a flexible and balanced use of l1 should be encouraged in clil classrooms. in the context of internationalisation, the use of l1 will leverage local students’ whole linguistic repertoire and build multilingual competence. drawing from the fragments from moore’s study which depict local students’ manoeuvre between l1 and l2, this study has demonstrated how a flexible and balanced use of l1 contributes to the identification of the potential language learning objects and addressing negative transfer of false cognates, thus initiating and facilitating meaning negotiation. these observations promote plurilingualism in an l2 immersion university as a resource ensuring participation and facilitating clarification, conceptualisation and saturation of emerging knowledge objects (gajo and berthoud 2008; moore, nussbaum, and borràs 2013, as cited in moore, 2014, p. 605). 3. role of l1 in identity affirmation in translanguaging pedagogy the shift from monolingualism towards translanguaging is advancing in twenty-first century language classrooms, promoting hybridity and creativity of language use and abolishing the monoglossic view of separating learners’ linguistic resources or regarding their l1 as non-existent or contaminating the pure monolingual ideologies (garcía et al., 2011). however, with sufficient research presenting positive results elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 22 the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator from translanguaging in foreign language classrooms, english-only policies still dominate foreign language classrooms. rajendrum’s study looks into the tension between students’ affordance of translanguaging and the constraints to learners’ use in a primary school efl classroom. in this study, translanguaging process is both a cognitive and social activity influenced by the distinct sociocultural contexts where learners are situated in (martin-beltran, 2014). this sociocultural perspective leads rajendrum’s study to collaborative learning, where students draw on their shared knowledge in a group-structured translanguaging space (garcía & kleyn, 2016). fuller's (2007) and norton and toohey's (2011) theory argue that the choice to use l1 is interwoven with identity constructions (as cited in ghobadi & ghasemi, 2015, p. 247). learners’ level of confidence can be enhanced by their freedom to use their home languages. moreover, recent sociocultural studies have convincingly shown that translanguaging is a natural process through which students use their l1 as a resource in developing capability and confidence in l2 (conteh, 2018). in light of this, i will analyse rajendram’s argument for implementing translanguaging based on two major benefits related to identity construction: engaging multilingual resources and facilitating classroom engagement. both justifications contest the tension from monoglossic views and teacher-dominated pedagogies. 3.1 the role of l1 in engaging multilingual resources translanguaging, incorporates the use of multilingual and multimodal resources, brings together different dimensions of learners’ personal history, experience and environment (wei, 2011). to engage learners’ prior understandings and multilingual resources, as bransford et al. (2005) summarises, is one of the fundamental principles for effective learning. swain (2013) also states that using the l1 or the familiar language resources of the students helps make the content comprehensible for it allows teachers/students to build from the known. this rule is applied to bilingual educational context and infers that l1 lays foundation for l2 learning, on the basis that multilingual speakers’ prior understandings are encoded in their l1 (cummins, 2008). it refers not just to information previously acquired in an instructional sequence but also to all the experiences that have shaped the learners’ identity. hence, learners’ accessibility of multilingual resources, including prior knowledge and cultural heritage etc, will reflect how strongly and confidently they affirm their unique identities. in this section, i will support this claim with evidence from learners’ interaction during collaborative activities. translanguaging plays a vital role in leveraging multilingual resources from their unique culture and linguistic repertoire, which can be displayed in students’ use of l1 for brainstorming in classroom tasks. in this context, riya suggests in her l1 that her group use a trilingual hindu prayer book to get information for a writing task on the topic of family traditions. another student, tarum, raises the idea of using the popular festival diwali to create a script for a drama. harini also gets inspirations from popular local culture as they suggest doing their presentation like a popular tamil language tv show in malaysia. it clear to see that the hindu prayer book, diwali, and the tv show are all all tangible manifestations of their prior culture knowledge. these students, with their malaysian indian identity, tend to use l1 to give suggestions drawn from their multilingual resources in order to complete tasks in another language. without the reference to multilingual resources related to unique cultural heritage, they would probably get stuck in the presentation and writing tasks designed in l2 which may therefore hinder task completion and motivation in l2 learning. in conclusion, students’ confidence, and efficiency with using multilingual resources stem from their recognition and affirmation of language identity. in addition to oral use of l1, translanguaging in this collaborative learning context also entails the use of multimodal resources. for example, students brought bilingual food labels from home and located the words on the labels to make themselves understand and use the l2 learning objects such as nutrition, protein and ingredients. their multilingual competence, which is inaccessible to other monolingual peers, helps students choose the food labels and creates a precious opportunity to gain learning autonomy and enhance their cognitive processing of the l2 learning objects. students independently seek multilingual assistance outside elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 23 the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator of classroom and tries to leverage her unique linguistic resources in l1 to scaffold their own language learning. as jørgensen et al. (2010) propose, language users create, construct, and negotiate identities on the basis of a range of resources which can be associated with meaning. in this case, the use of multimodal resources (food labels), which scaffold the process of meaning negotiation in the group discussion, support students’ construction and indicate their affirmation of their unique multilingual identities. 3.2 the role of l1 in facilitating engagement in collaborative tasks translanguaging is a process in which students and teachers engage in complex discursive practices that include all the language practices of all students in a class in order to communicate and appropriate knowledge, and interrogate linguistic inequality (garcía & kano, 2014). the emphasis on ‘all’ indicates the fact that a certain group of students may not be able to access their full linguistic resources and feel refrained in participating in language practices such as collaborative tasks. hence, in this section i will argue for the role of l1 in facilitating engagement in collaborative tasks as the acceptance of translanguaging empowers language-minoritised students to voice their opinions, affirm their language identities, and get engaged in collaborative tasks. the more confidently students affirm their identities in a classroom with free access to translanguaging, the more active and involved students are in collaborative tasks. this tendency is supported by the goals of translanguaging pedagogy, which includes two aspects pertaining to identity construction: first, identity investment and positionality (to engage learners) and second, to alleviate linguistic inequality and challenge linguistic hierarchies and social structures (garcía & wei, 2015). linguistic hierarchy here implies that some students who conform to the english-only policy restrict peers’ l1 use, weaken their confidence in using l1, and dominate the position of leadership. this phenomenon can be seen in rajendram’s study: suren, the enforcers of english-only policy, often claim to be the final decision maker and solve the misunderstandings in an inequitable way. learners whose multilingual resources are restricted by teachers and peers, demonstrate a lower level of engagement in class since they are unable to voice their opinion due to their weakened level of confidence and identity affirmation. for instance, meena conveyed her frustration that ‘if we say we want to share, suren doesn’t let us because he only must tell all the creativity in english, his idea only must use for the group work. that’s what i don’t like. he didn’t take our idea’ (rajendram, 2021, p.17). as sato and garcía (2023) argues that translanguaging as pedagogy has the potential to liberate the voices of language-minoritised students, in this case, translanguaging would empower those alienated students to show their full talents with their identities affirmed and creates an equal and collaborative atmosphere where all students can engage in the activities. . in this chapter, i have shown that l1 use in translanguaging can affirm students’ identity by helping student engage multilingual resources and facilitating classroom engagement. as learners’ language use is deeply embedded with a sociocultural milieu and never occurs in a vacuum (walqui, 2006), more attention should be paid to an equal and collaborative atmosphere where all students with different language identities can all feel free to participate. rajendram’s study has provided evidence of multilingual students’ increased engagement in class and the negative effects of monolingual ideologies. therefore, it is imperative that policymakers, teachers and all students reconsider the capital of english and recognise and embrace the benefits of l1 and students’ agentive translanguaging practices. 4. discussion in this section, i seek to draw comparisons between clil and translanguaging, in order to demonstrate the significance of a more balanced and flexible l1 use in language learning classrooms. a close examination of moore’s and rajendram’s studies reveals that l1 use has the potential to improve multilingual competence in both pedagogical contexts, yet the position of language learning are quite different. finally, i will summarise the implications of both studies and how they can contribute to the field in the future. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 24 the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator a more balanced and flexible l1 use enables language learners to employ transglossic resources to achieve task completion in both pedagogies. in moore’s study, given that monolingual students have not read the content material, bilingual students’ first language plays a significant role as it scaffolds the comprehension of key terminologies locates the language problems. participants in collaborative tasks, leveraging their multilingual resources, such as bilingual notes, and conducting an explicit contrastive analysis of cognates in their l1 and l2, finally accomplish the presentation task. well-marked task performance and the smooth delivery in unilingual mode echo the dual goals of clil pedagogy. similarly, though the use of multilingual resources is hindered by sociocultural contextual factors at play in malaysia (linguistic hierarchy among peers, parental pressure, limitations to provision), students in rajendram’s study persist in drawing on multilingual assistance: bilingual dictionaries, food packages, as well as cultural icons. l1 use engages more multilingual students with a wider range of resources in the collaborative tasks by affirming their unique identity, which therefore facilitates the completion of collaborative tasks. on the other hand, since clil and translanguaging have different pedagogical expectations and requirements on language learning, the affordances of l1 also differ. in most clil classrooms, language learning takes a secondary role despite what the compendium states as ‘dual emphasis’ on both language and content. for one thing, the selection of language learning objects is determined by the need to understand the content. improved language, in turn, facilitate the cognitive process of content. for another, clil classes are often led by content teachers without enough experience or expertise in language teaching and scheduled as emi content classes. these two factors contribute to the neglected attention to language learning in clil pedagogy while increasing multilingual competence and other language related skills is the main goal of translanguaging pedagogy. it highlights l1’role in raising the awareness of language learning and locating the l2 learning objects in clil pedagogy. moreover, the unilingual delivery of content as final goal in moore’s study indicates that the language aspects of clil pedagogy still targets one named language entity and views other linguistic resources as secondary scaffolders. however, in translanguaging pedagogy with enhancing the leverage of whole linguistic repertoire being the final goal, learners’ gradually break the boundaries between traditionally separated language systems. students in rajendram’s study turn to multilingual resources encoded in l1 to defense themselves against the linguistic hierarchy and restrictions from self-expression imposed by monolingual peers and teachers advocating english-only policy. in summary, to stimulate learners’ multimodal, and semiotic resources is significant for additional language learning, to highlight the role of language leaning in clil and to enhance multilingual competence and liberate students’ idea in translanguaging. for this reason, i have argued for the active integration of l1 use in both clil and translanguaging pedagogies, as this suggestion responds directly to the contextual challenges that feature in each empirical study. 6. conclusion this essay has highlighted that the role of first language in learning additional languages could be more balanced and flexible in clil and translanguaging pedagogies. in both linguistically diverse and englishonly policy contexts, the empirical evidence i have discussed illustrates the potential for l1 use to initiate meaning negotiation by identifying potential l2 language objects and to facilitate the process by addressing negative transfer of false cognates in clil pedagogy and the role of l1 in identity affirmation by engaging multilingual resources and facilitating classroom engagement in collaborative tasks. in light of the empirical findings in catalan and malaysian universities, i call upon the field to address the issue of teachers’ insufficient knowledge and resources to create an equal, discursive and collaborative translanguaging space, by refining theoretical models of l1 use which will support teachers’ future practices in their respective contexts. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 25 the four roles of l1 in clil and translanguaging: negotiator, mediator, encourager, facilitator 7. acknowledgement the author of this essay extends the deepest gratitude to the co-ordinator of the research in second language education route, professor yongcan liu, whose critical feedback has been invaluable throughout the term. the author also thanks the continuous support from the rsle staff and classmates who aided her in completing this academic work. references bransford, j., derry, s., berliner, d., hammerness, k., & beckett, k. l. 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(2022). not a first language but one repertoire: translanguaging as a decolonizing project. relc journal, 53(2), 313-324. https://doi.org/10.1177/00336882221092841 https://doi-org.ezp.lib.cam.ac.uk/10.1080/13540602.2014.885704 https://doi-org.ezp.lib.cam.ac.uk/10.1080/13540602.2014.885704 https://doi.org/10.1080/13670050.2013.860947 https://doi.org/10.1080/13670050.2016.1254151 https://doi.org/10.1017/s0261444811000486 https://doi.org/10.1177/00336882221092841 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 77-85 https://doi.org/10.31849/elsya.v4i1.9526 how to cite this article: nur, s., anas, i., & pilu, r. (2022). the call for environmentally-based language teaching and green pedagogy: climate actions in language education. elsya : journal of english language studies, 4(1), 77-85. 77 the call for environmentally-based language teaching and green pedagogy: climate actions in language education sahril nur 1*, ismail anas 2, & reski pilu 3 1 universitas negeri makassar, makassar, indonesia 2 politeknik negeri ujung pandang, makassar, indonesia 3 universitas cokroaminoto palopo, palopo, indonesia *sahrilfbsunm@unm.ac.id article history received : 28 february 2022 revised : 24 march 2022 accepted : 6 april 2022 keywords climate actions education english language teaching environmental literacy environmentally-based language green pedagogy metacognitive competence abstract environmental education (ee) is one of the content-based language learning pedagogies used to enhance students’ awareness of environmental concerns and their effect on people and animals. it aims to build the language teachers’ and students’ awareness of the importance of ee and green pedagogy in elt. however, research into integrating ee in language education is still scarce. therefore, this article presents an analysis of multimodal discourse of the ee imperatives in using content and language integrated learning (clil) strategy. grounded in the video data analysis (vda) approach, the researchers analysed the recorded talks of two university lecturers who offered their finest teaching approaches, and two environmentalists from “bye-bye plastic bags jakarta” who described their significant efforts in handling plastic waste from a 2021 webinar held by the british council indonesia. based on the thematic analysis, the forum suggests: 1) including environmental issues in language curriculum, syllabus, and textbook development, 2) providing environmentallyrelevant materials and resources, 3) providing environmental language teacher professional development, and 4) accelerating environmental literacy programs at all levels of education. in other words, the inclusion of green pedagogy and environmental sustainability initiatives in elt should be well-acknowledged. the methodological and pedagogical strategies in integrating environmental issues in elt in this study addressed the high demand to catalyse language teachers’ metacognitive awareness in ee and indirectly build students’ metacognitive skills about environmental care. 1. introduction the role of language teaching in environmental education (ee) is pivotal and urgent; however, research into integrating ee in language education is still scarce. the purpose of this webinar video review article is to emphasize the critical nature of incorporating environmental issues into english language education and the positive effects of language teaching practices on increasing students’ knowledge of ecological issues. the british council indonesia, in association with teflin, conducted a webinar on climate action in language education on the 24th of april 2021. the webinar was selected as it has a high impact, reaching 964 efl teachers from indonesia and beyond. the event aimed to build the efl teachers’ interest in nature and encourage the students’ socio-semiotic sense to empower their ways of being, doing, and saying (mahboob, 2019). yet, one of the environmental issues we are currently facing is plastic waste management. the problem is not dealing with the lack of waste disposals or sanitation workers. it is perpetually still mainly associated with the character of the people who do not become aware of the critical impacts of inadequate sanitation on life quality. therefore, it is urgent to look for innovative approaches to infuse environmental learning into english language teaching. the concern for connecting environmental learning with language education is to develop teachers’ and students’ awareness of environmental problems such as global warming, energy consumption, plastic waste management, water, and air pollution. with this in mind, this paper focuses not only on the language learning goals but also on increasing the students’ ecological awareness (pišlar, 2009). for example, it encourages the students to be more environmentally friendly, improve their vocabulary learning spectrum, build their interest in nature and environmental issues, and enhance their ability to discuss and talk about ecological issues in english. therefore, the elt practitioners must recognize the importance and value of ee starting from primary to higher education context and pedagogy (hauschild et al., 2012). thus the call for green pedagogy in tefl and critical clil will need to bring a “revolutionary ferment” into our language education (templer, 2018). https://doi.org/10.31849/elsya.v4i1.9526 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 77-85 https://doi.org/10.31849/elsya.v4i1.9526 how to cite this article: nur, s., anas, i., & pilu, r. (2022). the call for environmentally-based language teaching and green pedagogy: climate actions in language education. elsya : journal of english language studies, 4(1), 77-85. 78 the green pedagogy mainly draws on three main areas: the need to develop language education curriculum, language learning materials and resources (textbooks, modules, worksheets, etc.), and the urgent call for language teacher professional development in the area of environmentally-based language education. these areas will be partially elaborated on in the following section. regarding the english language curriculum, li (2013), for example, maintains that changing the curriculum is one of the critical factors affecting the teachers’ receptivity to ee in china’s college english. on the other hand, the role of textbooks is also pivotal in improving environmental literacy and raising the students’ awareness to become environmentally conscious individuals (curdt-christiansen, 2020). yet, based on the recent keynote talk delivered by the english education society of british council indonesia, training efl teachers to integrate environmental issues in language education is essential and highly demanding (downes, 2021). one of the critical issues he outlined is the lack of institutional support for teachers who wish to integrate climate change content into their teaching practice. this article recognizes the urgent need for further research and professional development programs regarding the integration of environmental issues in elt and aims to promote the global climate connection among efl teachers and language education practitioners. given the importance of integrating environmental issues in english language teaching, this article provides some pedagogical imperatives and best practices of project-based language learning such as digital photovoice, vodcasting, digital poster creation, and presentation. in addition, a student-teacher collaboration project in an environmental english course is also provided. this article will also provide a framework of green pedagogy that entails three aspects: 1) language teacher professional development, 2) environmentally-based curriculum, and 3) environmentally-based materials and resources. furthermore, considering green pedagogy in english language education and research might be necessary to keep participating in the global climate connection projects and help the efl teachers with pedagogical strategies to infuse the environmental issues in their teaching contexts. finally, some pedagogical considerations and recommendations are also presented 2. literature review 2.1. the call for green pedagogy according to the international association of tefl (iatefl) credentials, both individual and organizational parties are responsible for making impactful responses to the climate emergency (burton, 2019). some global initiatives have been made to participate in the global climate actions, such as the shift from printed paperwork to the digital version, the use of eco-wrapper, and the prohibition of plastic materials. meanwhile, green pedagogy is closely related to ee pedagogy. it is grounded in an educational perspective where teachers and students are actively engaged and bound together in a quest for solutions for ecological issues (riordan & klein, 2010). it is more likely to be two sides of a coin where the students can improve and develop their language and content knowledge simultaneously, thus embracing the principles of content-based instruction (cbi) (hauschild et al., 2012). figure 1. green pedagogy in elt https://doi.org/10.31849/elsya.v4i1.9526 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 77-85 https://doi.org/10.31849/elsya.v4i1.9526 how to cite this article: nur, s., anas, i., & pilu, r. (2022). the call for environmentally-based language teaching and green pedagogy: climate actions in language education. elsya : journal of english language studies, 4(1), 77-85. 79 environmentally-based language curriculum, respectively, embrace the working principles of cbi, and clil approaches. cbi has been recognized as a holistic and global approach to language teaching in which it encourages the students to be more autonomous and active learners (stryker & leaver, 1997). it links to the ecological conception of language, where garner & borg (2005) define cbi as an approach to language ecology that calls for a comprehensive articulation of communication in language pedagogy. cenoz (2015) states that cbi and clil have similar properties that share the exact pedagogical nature where pupils simultaneously learn the language and academic content. thus, clil entails a dual-focus educational approach to teaching language and content knowledge (coyle et al., 2010; dalton-puffer, 2007). furthermore, language policymakers can articulate the need for change in the curriculum, thus accentuating the environmental issues within its goals and objectives. for example, in the indonesian context, the top-down policy is one of the challenges that hamper the actual change of curriculum and its implementation. therefore, the teacher’s role as a course developer, researcher, mentor, and instructor (bouckaert & kools, 2018) must have the ability to articulate the goals and objectives of the curriculum into practice. this role might be daunting for some teachers; however, continuing teacher professional development in course content materials will significantly increase their participation in integrating the curriculum and environmental issues within their classrooms. 2.2. environmentally-based materials and resources according to bouckaert (2019), efl teachers are the focal segment and key role in making and adjusting language materials in plenty of ways. however, they will need to have the ability to collect data, write, evaluate, and deliver the materials in their classrooms (tomlinson, 2011b, 2011a, 2013, 2014). his edited book series in language materials development has included a step-by-step process of its implementation and collected ideas from experts in the field. it provides valuable insights for language teachers to develop their teaching materials and resources. one of the processes of language material development is the selection of materials that are evaluated based on three categories; they are: 1) the students’ needs and expectations as well as pedagogical requirement, 2) the efl teachers’ identities (skills, abilities, methodologies, and beliefs), and 3) the efl teachers’ philosophies in presenting the contents and approaches to teaching and learning (rubdy, 2014). the materials selection requires the teachers to filter and evaluate both content and pedagogical approaches to meet the students’ needs and expectations. regarding the development of environmentally-based language materials and resources, the efl teachers, as the essential materials developers, must look at how efl textbooks, modules, vodcasts, podcasts, and worksheets are selected, evaluated, and developed. the importance of infusing environmental issues in elt has attracted some elt practitioners from different elt contexts, including an ecolinguistics approach to writing english textbooks. mliless & larouz (2018), for example, criticize the language style used in elt textbooks in the moroccan context in which it tends to be the euphemistic, agency-absent, and passive voice. furthermore, zahoor & janjua (2020) pinpoint the inclusion of green content with ecolinguistics and ecopedagogical approaches to pakistani efl textbook writing. it aims at raising the pupils’ awareness of critical global environmental issues. yet, the importance of including the ecolinguistics approach to textbook writing has recently been advocated by faramarzi & janfeshan (2021). they strongly emphasise the lack of ecolinguistics representation in iranian efl textbooks. their study revealed that only a few topics are covered and discussed within the textbooks, so the model of ee in language learning is not adequately included. the efl textbook or module developers will need to consider infusing ee materials for environmental learning within the language education territory. moreover, vodcast and podcast language learning materials are essential teaching aids in elt as a means of audio-visual learning in the digital era. first, it is necessary to look at the distinction between the two terminologies. vodcast is originated from vod (video on demand) and cast (multimedia) that contains audio-visual materials (mp4, wmv, avi, mpg, etc.), while podcast mainly includes audio with no visual content (meng, 2005). with ee, for example, vodcasts production and dissemination on environmental pollution have been initiated in the 8th grade of natural science students in portugal (marques & reis, 2017). it aims at raising public awareness starting from the early age of learners. the project was also aimed to engage the students’ environmental activism and encourage them to be more environmentally friendly in the future. it can be inferred that integrating ecological issues in elt should be started earlier, starting from elementary to a higher level of education. with this in mind, the students will receive more input about ee from multiple subjects such as natural science, language, and social science. finally, designing worksheets for ee is also a potential and strategic way to integrate environmental issues in language education. uyang et al. (2019), for example, developed a pbl worksheet for teaching ecological pollution to improve the students’ critical thinking skills. another example of the worksheet in language learning is a crossword puzzle ( mollica, 2007) that teaches environmentally-related vocabularies. 2.3. efl teachers’ professional development the implementation of green learning in elt is highly dependent on the efl teachers’ skills in integrating ee into their teaching. given the importance of this issue, british council, under the climate action in language education https://doi.org/10.31849/elsya.v4i1.9526 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 77-85 https://doi.org/10.31849/elsya.v4i1.9526 how to cite this article: nur, s., anas, i., & pilu, r. (2022). the call for environmentally-based language teaching and green pedagogy: climate actions in language education. elsya : journal of english language studies, 4(1), 77-85. 80 project, has initiated professional development training series for efl teachers around the globe by conducting online workshops for integrating climate issues in elt (visit the british council website).. according to downes’ (2021) talk in the webinar, efl teachers received little support from their institutions regarding integrating climate issues in the elt context. apart from the institutional roles in supporting ee, it is necessary to look into the teachers’ awareness, knowledge, critical thinking, problem-solving, decision making, action, and stewardship (wahyudin & malik, 2019). early on, language teachers must understand the importance of incorporating ee into their elt activities. this attempts to promote a sense of environmental care that must originate from the teacher as a change agent and the driving force for developing cognitive, emotional, and psychomotor abilities. the language teachers will need to be careful of their surroundings to grow their awareness of the importance of integrating ee in elt practices. building the teachers’ ee literacies can accelerate the ee campaigns, seminars, and community services in and beyond the school. one of the examples of ee campaigns in the school is the eco-school program (nurwidodo et al., 2020), which aims to raise awareness of teachers, students, and administrators. several examples of eco-school activities include waste management, health, nutrition, eco-friendly bags (campaign against plastic bags), environmental care exhibition, and multimedia campaign (standing banners, posters, wallpapers, electronic display boards, flyers brochures, and more). this idea is not giving ee training to teachers, but it is more likely to be a reminder, catalyst, and driving force to familiarize them with ee. the more they are engaged in ee activities, the more they are aware of their surroundings. those activities will increase the language teachers’ metacognitive competence to integrate ee into elt practices. for example, the school can set an electronic display board in the teachers’ room showcasing ee-related videos of ecological issues, ee or green pedagogies, inspiring environmentalist stories, and ee-related community services. it will broadly open the teachers’ minds and insights about their role in educating students to love the environment. some questions may arise, for example, “how to increase the teachers’ knowledge of ee? what are the strategies? why are they important?” in malaysia, for instance, lateh & muniandy (2010) asserted that ee is a compulsory subject in the teacher training institute (tti), and all teachers must have adequate ee knowledge and pedagogical skills before they teach in the classroom. teacher education and training are pivotal in preparing teachers to be environmentally knowledgeable. in greece, liarakou et al. (2009) reported survey results about the teachers’ knowledge and attitude towards renewable energy sources. their study suggested the authorities invest more in ee and the teacher education sector. obtaining adequate knowledge of ee is not an instant process. therefore, the government must have a systematic plan to address the issue. the education quality assurance agency should develop an ee syllabus and empower the teacher trainers to deliver ee workshops for school teachers. the purpose of building the teachers’ awareness and knowledge is to increase their metacognitive competence. language teachers with adequate metacognitive competence in ee will understand how ee and green pedagogy work in learning. the teachers will go through a process of inquiry to find out how to improve the ee pedagogies. this process also indicates that metacognitive knowledge will significantly impact the teachers’ critical thinking skills (magno, 2010). with this in mind, the teachers can increase their problem-solving and decision-making abilities. yet, efl teachers’ actions in ee are essential. franzen et al. (2018) compiled eighty-eight ee activities for teacher educators in wisconsin, united states of america. these activities present the context, materials, step-by-step directions, and assessment strategies. language educators from other countries can adopt or modify the workouts to fit their contexts. they can also design meaning-making activities by actively conducting a national symposium on ee materials development. teachers also can participate in the online community of practice where teachers from different contexts share their successful stories and pedagogical strategies in implementing ee. 3. method the study employed a video data analysis (vda) to analyse the recording of a webinar on climate action in language education held by the british council indonesia in association with teflin on the 24th of april 2021. the video or other visual data was used to look at how language teachers and environmentalists think and respond to ecological issues and design impactful strategies and instructions to cope with the issues(nassauer & legewie, 2021). two university lecturers, two environmentalists, and a keynote speaker from british council indonesia delivered their talks to 964 attendees from indonesia and beyond. the event was held in the zoom-mediated webinar and saved in a digital recording. this multimodal discourse contains rich digital information relating to how the language teachers should integrate environmental issues in language education. the researchers used the thematic analysis to generate themes, sub-themes, and categories (braun & clarke, 2006). it went through several steps: 1) watching the video several times to get familiarized with the data, 2) doing initial coding to identify the major themes, 3) doing axial coding to categorize the themes and sub-themes, and 4) writing up. in discussing the data, all the names in this paper are pseudonyms. https://doi.org/10.31849/elsya.v4i1.9526 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 77-85 https://doi.org/10.31849/elsya.v4i1.9526 how to cite this article: nur, s., anas, i., & pilu, r. (2022). the call for environmentally-based language teaching and green pedagogy: climate actions in language education. elsya : journal of english language studies, 4(1), 77-85. 81 4. results & discussion 4.1. environmental education in actions this section presents several climate actions on how to carry out ee to build people’s awareness of the environment where they live and inhale oxygen. the following inspiring stories from the representatives of “bye-bye plastic bags jakarta” and two language education practitioners from makassar and ambon are just a few of the many inspirational stories from other language teachers and environmentalists in indonesia. 4.1.1. bye-bye plastic bags we begin with the inspiring youth’s action in bali, bella (10) and mely (12), as the founder of the “bye-bye plastic bags” campaign. these two amazing kids successfully inspired other people to care for and love the environment. they feel compelled to clean up plastic waste on an island in bali because of a deep-seated desire to help the environment. there are no intentions or financial backing for their efforts from the government or any other sponsors. being environmentally conscious doesn’t have to be reserved for the elderly, the well-educated, or those who belong to an environmental group. it is an uplifting story that others can learn from. everybody’s knowledge of the importance of cultivating an understanding of ecological sensitivity must begin at an early age, and education is one way to do this. environmental care activities need a high level of commitment from everyone, and one of their main objectives is to encourage broader participation in every climate action program. the “bye-bye plastic bags” believe that education is the key to building the pupils’ awareness of ee. they then distributed and donated more than eight thousand ee booklets to schools across indonesia. they also organized several ee events to talk to more than five hundred thousand students. organizing interactive sessions with students allowed them to participate in environmental literacy discussions. real-life examples of their programs encouraging indonesian kids can be seen in this massive reallife action. therefore, the government, community organizations, and, most importantly, industries must sponsor this method of ee in the form of corporate social responsibility assistance (csr). schools must also collaborate with environmental organizations and offer space to share with students. one of the great movements of the “bye-bye plastic bags” is promoting creativity as a means of inclusivity. inclusiveness encompasses all forms of creative activity associated with plastic waste control, such as clothing manufactured from plastic waste, crafts, and other forms of innovation. one of the most effective ways to reduce plastic trash is enforcing general rules to influence people’s perceptions of the material. for example, the bali government adopted a municipal ordinance governing the use of single-use plastic materials in light of the extreme reaction from the community to the issue of plastic waste. plastic bags, straws, and other polystyrene products should be less prevalent due to this initiative. 4.1.2. project-based language learning with technology photovoice is a pedagogical practice involving documentary photography. it encourages pupils to use their social-semiotic sense to express themselves (widodo, 2015, p. 68). a digital camera or smartphone was required to photograph environmental issues in their surroundings. so they created images of sanitation, water pollution, soil damage, and air pollution impacts. a digital photo gallery was then made to help pupils understand their surroundings through their social semiotic sense. this project allowed students to learn ecological terminology and improve their critical thinking abilities. the following are the steps of doing digital photovoice. table 1. stages of conducting digital photovoice stages descriptions recruitment of participants, mentors, and facilitators participants are the students who can be recruited from the classroom, student community groups, and student associations. at the same time, mentors and facilitators are the technical experts expected to help the participants manage their work correctly. they can be the teachers/lecturers, photographers, journalists, students from the multimedia department, etc. plan the project based on the learning purposes and outcomes, the teachers identify a problem and design a digital photovoice project to uncover a social phenomenon relevant to the learning target. for instance, the teacher plans a photovoice project of environmental issues to improve their critical thinking and problem-solving skills. train the participants it aims to provide the participants with adequate skills and knowledge of doing digital photovoice. the training may include technical photography, ethics (ethical photography), safety in various situations, and group-building for a group-based project. the option to bring your own device (byod) (van https://doi.org/10.31849/elsya.v4i1.9526 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 77-85 https://doi.org/10.31849/elsya.v4i1.9526 how to cite this article: nur, s., anas, i., & pilu, r. (2022). the call for environmentally-based language teaching and green pedagogy: climate actions in language education. elsya : journal of english language studies, 4(1), 77-85. 82 wingerden et al., 2018) might be acceptable and applicable in some contexts while others are not. however, suppose the teacher decides to adopt the byod concept. ensuring the students have the ease of access and use of technological devices needed for the project is necessary. photo-taking session students take photos of their surroundings (e.g., polluted ditch or canal, the pile of plastic waste, industrial waste, etc.) using a digital camera or smartphone. they can take as many photos as possible that represent the social phenomena under their investigation. the images are then collected and saved in a digital folder for later reviews. the images are protected in digital images to allow the students to share with others online. discuss, reflect, and select the photos the students and teachers discuss, reflect, and select the photos to represent social phenomena that host many meanings. they can discuss and reflect on the pictures from different socio-economic, political, financial, and sociocultural viewpoints. the selected videos are then described and elaborated comprehensively to provide a clear vision and critical analysis of a phenomenon. exhibit the selected digital images and descriptions are arranged in a digital photo gallery such as a facebook and web-based photo gallery. the photo gallery is then posted and exhibited online via social media and call for feedback, critics, and suggestions from the netizens for future development. the use of facebookphotovoice was found effective in empowering the participants’ autonomy and collaboration in self-access learning ( rubrico & hashim, 2014). action & follow up based on the feedback, comments, suggestions, and critiques, the students prepare actions and follow-up activities to tackle the issues that emerged during the digital photovoice process. evaluate the process critical questions like the following should guide the evaluation: what are the students’ perceived experiences with digital photovoice? did the digital photovoice project encourage their critical-thinking and problem-solving skills? what are the problems encountered in the project? yet, digital photovoice is considered one of the qualitative methods in elt research that provides a scientific process of participatory and collaborative actions to empower the students’ social well-being and sociosemiotic knowledge and understanding. 4.1.3. environmental english course reni shared her stories of integrating climate actions in language education in the ambon context. she incorporated the climate actions in the language education curriculum by setting up an elective course (2 credits), namely “environmental english.” she said that it was to raise the community awareness of environmental issues and to put actions through the community service initiative to deal with the eco-friendly challenges. the lecturers and students worked on an ecological project under the theme “world environmental day,” they organized environmental actions to care for their surroundings. finally, the student exhibited their ecological activities to see what they had done and produced during the project. the study applied project-based learning as student-centered pedagogy, where they acquired more profound knowledge from exploring real-world problems. at the beginning of the course, the students were enthusiastic to know more about the project and explore relevant information. the lecturer provided the students with some resources such as videos and handouts. the videos were environmentally-relevant to ecological issues and inspiring actions of environmentalists for dealing with the environment. as the output of this project, the students produced some unique products by recycling plastic waste. these activities indirectly build students’ metacognitive skills about environmental care, affecting their behavior and interactions with the surrounding environment. besides that, reni and the team cooperated with the indonesian institute of science (lipi), local people and community, and the access micro-scholarship program between 2012 and 2015. project-based learning is one of the many other teaching approaches to integrating environmental issues in language education. it was participatory learning where lecturers and students took part in the project. they can also obtain authentic experiences interacting with others beyond the classroom setting. they can meet and build social interaction with people in the local community, environmentalists, policymakers, and fundraisers who have something in common to save the environment. finally, they could better understand the world and organize further actions to execute https://doi.org/10.31849/elsya.v4i1.9526 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 77-85 https://doi.org/10.31849/elsya.v4i1.9526 how to cite this article: nur, s., anas, i., & pilu, r. (2022). the call for environmentally-based language teaching and green pedagogy: climate actions in language education. elsya : journal of english language studies, 4(1), 77-85. 83 4.2. pedagogical implications based on the presenters-informed stories, each action or approach to integrating ecological issues in language education have implications for students, teachers, language curriculum developers, policymakers, local communities, and environmentalists. axiologically, they can use the knowledge, thoughts, and understanding obtained from the activities to raise their awareness of the environment. it empowers the local community and environmentalists to connect with other relevant parties. for teachers, the knowledge of ee will help them design pedagogical strategies to educate their students. they can also develop a project to promote ee and build their capacity to interact with the environment. besides that, they can write ee books, handouts, or other relevant sources. for curriculum developers and language policymakers, the knowledge of ee can help them better develop an environmentally-based curriculum and syllabus that carry meaning-making practices of environmental learning. further research on project-based language learning in integrating ee in elt is urgent. therefore, it is necessary to carry out studies on pbll approaches to deliver environmentally-based content. for example, a digital photovoice project is one of the alternative strategies to research. the researchers can also use community-based approaches to raise the students’ awareness of environmental care. designing a subaltern linguistic project with a credible approach is one of the most trending topics in ee and language education (mahboob, 2019), and this study recommends future research to design a credible project on ee using a positive discourse analysis (pda). 5. conclusion based on the environmentalists and teachers-informed talks, we conclude that teachers, students, local communities, environmentalists, and policymakers must all work together to foster the growth of environmentally conscious students. for one thing, it is impossible to do this alone in a situation when the assistance of other parties is required. therefore, preparing efl teachers to integrate environmental issues in language education is essential. it calls for the development of green pedagogy and ee-based instructions in teaching ecological matters. we recommend the language curriculum developers develop an ee syllabus for the teacher education programs. it is necessary to have a common interest in improving the teachers’ skills to deliver a targeted ee. in addition, the school can also design an ecoschool or green school programs to empower the community to care for the environment. 6. acknowledgement we want to express our gratitude to british council indonesia, teflin, and the climate actions in language education webinar keynote speakers. references bouckaert, m. 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(2015). the development of vocational english materials from a social semiotic perspective: participatory action research. university of adelaide. zahoor, m., & janjua, f. (2020). green contents in english language textbooks in pakistan: an ecolinguistic and ecopedagogical appraisal. british educational research journal, 46(2), 321–338. https://doi.org/10.1002/berj.3579 https://doi.org/10.31849/elsya.v4i1.9526 elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 101 the factors affecting human understanding of the perceived world in the novel “room” by emma donoghue: an analysis of the lead character nirwana nirwana and nurul khaswar alauddin state islamic university of makassar, makassar, indonesia nirwana.nirwana@uin-alauddin.ac.id article history received : 26 july 2020 revised : 27 august 2020 accepted : 27 september 2020 keywords human understanding perceived world novel “room” john locke abstract this study is intended to describe the factors affecting human understanding of the perceived world based on john locke‟s theory by analysing the lead character of emma donoghue‟s novel room . locke divided the way people gaining human understanding of knowledge through experience in two ways which are from sensory experience and inner experience. by using qualitative approach this study extracted jack‟s experience and categorise in to sensory experience and inner experience which is related to his understanding of the perceived world. between the sensory and the inner experience, they connected with each other, the experience gained from the eyes will be remembered by the inner experience, and what is smelled by the nose will be remembered by the inner experience. from sensory and inner experience, they produce knowledge and knowledge influence their perception. every person has a different experience from their respective sensory and their experience affecting perception. 1. introduction basically, the babies were born without knowledge or commonly called tabula rasa. they fill their knowledge little by little through experience, sensory perceptions of the world around them. locke (1932) says that humans were born without innate experience from their parents. a baby was born with a blank paper, known as tabula rasa. locke can be referred to empiricism which is flowing or understanding that argues that all human skill and knowledge arise from empiric experience that enters through the sense organs. according to rakhmat (2005), an experience of objects, events, or relationships obtained by deducing information and interpreting messages is a perception. meanwhile, according to bimo (2003), perception is something that shows the activity of feeling, interpreting and understanding objects, both physical and social. locke‟s thesis contained in his book, “an essay concerning human understanding”, which he issued when he opposed the teachings of innate ideas to rationalist people. the mind, when a person is born, is empty, like a white paper or tabula rasa, which has no writing on it. every idea that he gets must come through experience, what is meant by experience here is a sensory experience or that knowledge comes from the observations that we make of our own minds with tools that locke calls inner sense. our hearing or vision takes precedence a truly appropriate rule because modern medicine proves that the sense of hearing functions before the sense of sight. he began to grow in a baby in the first few weeks. while the new sense of sight began in the third month and became perfect stepping in the sixth month. as for the ability of the mind and eyes of the heart that function far after the two senses above. thus it can be said that the sequence of the mention of the senses in the above verse reflects the stage of development of these sensory functions. then the plural form is chosen for vision and heart, because what is heard is always the same as both someone and the sound comes. this is different from what is seen, the posit of the footing and the direction of view given birth to a difference, as well as the work of mind and heart. as a muslim, in al-quran there is a verse which explains how a baby is born without knowledge, hearing, sight, and heart so that we are all grateful: "and allah has extracted you from the wombs of your mother not knowing a thing. and he made for you hearing and vision and intellect that perhaps you would be grateful.” q.s an-nahl: 78. according to shihab (2002: 302-304), sayyid qutb makes this verse simple that is a presentation in human life that cannot be reached by birth. when he expels you from your mother while you are not tangible. he can bring you out of the bowels of the earth and bring you back to life. when he takes you out of your mothers, all of you in a state of not knowing anything that around you and he makes for your hearing, sight and various hearts, as supplies and tools to gain knowledge so that you are grateful by using tools in accordance with allah‟s purpose to bestow it. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 102 a novel is a form of literary works that can be enjoyed by all the people. the types of the novel are divided in two, fiction and non-fiction then types of novels based on genre are romantic, horror, comedy and inspiration (rahman, 2017). nurgiyantoro (2010:10) suggests that the novel is a work offiction that is built by builder elements, i.e. elements of an intrinsic and extrinsic element. novel as literary works can describe of human life in real terms. one of donoghue‟s novel that illustrates the perspective of human understanding is room (2010). as jack experienced in the novel room, the knowledge that he receives is limited into 11:11 room, ma and old nick, tv, story books and weekly shopping. during his life, jack has never seen the outside world and felt that the world in the room is the real world thought that what is and he thinks out of the room is space. the knowledge received and experienced by jack in the room affects the different perceptions of the world while he is not out of the room. so did ma who lives seven years in room. the novel room (2010) is written by emma donoghue, who is iranian-canadian. the novel is longlisted for the 2011 orange prize (brown, 2011) and wins the 2011 commonwealth writers‟ prize regional prize (caribbean and canada); is shortlisted for the man booker prize in 2010 (frenette, 2010) and is shortlisted for 2010 rogers writers‟ trust fiction prize and the 2010 goernor general‟s awards(the globe and mail, 2010). the novel does attract the attention of psychologists to investigate the story of a five-year-old child who is kept in a room for his whole life. from another perspective we can see this novel as in nugroho‟s 2010 thesis which examines “ma‟s trauma: phsycholoanalytic study on emma donoghue‟s novel room”. he examines the factors that cause ma to become one of the main characters in the novel room and the characteristics after that trauma. he is using a psychoanalytic theory and using quantitative descriptive method. the second thesis is from nurhayati & thoyibi (2017) whose title is “novel perspective in emma donoghue‟s room (2010) novel: a sociological approach”. in her research, she uses the sociological approach and the researcher uses qualitative research to describe a child‟s through child perspective. according to the point of view shown by there, the researcher wants to experience from another perspective, from the standpoint of experience in human understanding of the perceived word. in this study the researcher is interested in exploring human understanding of the perceived world from jack‟s experience while he is kept in the room by using lock‟s theory of human understanding. 2. literature review 2.1 empiricism of john locke (an essay concerning human understanding) this world from comes from the greek work empeiriskos which comes from the word empeiria it means experience. according to tafsir (2008), humans acquire knowledge through their experience and if it is returned to the greek word the experience in question is sensory experience. empiricism itself comes from greek “empirical” which means sensory experience. therefore, empiricism is a notion that chooses experience as the main source of the introduction of both outward experiences concerning the world and inner experience (nursafira et al., 2019), in this case concerning the human have brought about the nature of knowledge in themselves when they are born. according to locke (1664) held that our ideas are either given in experience, or are complex ideas formed from simple ideas so given, but not that all our knowledge is based on experience. in locke theory of human understanding the idea was received by sense in different ways and make a way processed in mind so they can be perceivable by human (locke, 2004:84). he was adding, to have ideas before the mind is to be perceiving given or constructed sensory or quasi-sensory images things as perceived by sense. in ibrahim (2017) locke said that in order people to develop, they need to experience of what happened in their surround. locke divided the way people gaining human understanding of knowledge through experience in two ways which are from sensory experience and inner experience. 2.1.1 sensory experience sensory knowledge is a kind of knowledge that is directly involved in producing knowledge by the organs of the body, using the five senses such as eye, ear, tough nose and hand. by sensory experience a person gained the knowledge and perception. perception is the result from stimuli by sensory. this part of simple of sense such as division of simple ideas. the way better to conceive the thoughts we get from circumstance it may not be wrong for us to consider them, in reference to the distinctive ways whereby they make their approaches to our minds, and make themselves distinguishable by us. to begin with, at that point, there are a few which come into our minds by one sense as it were. fourthly, there are a few that make themselves way, and are proposed to the intellect by all the ways of sensation and reflection. we shall consider them apart under these several heads. ideas of one sense. there are some ideas which have admittance only through one sense, which is peculiarly adapted to receive them. thus light and colors, as white, red, yellow, blue with their several degrees or shades and mixtures, as green, scarlet, purple, sea-green, and the rest, come in only by the eyes. all kinds of noises, sounds, and tones, only by the ears. the several tasted and smells, by the nose and palate. and if these organs, or the nerves which are the conduits to convey them from without to their audience in the brain, the mind‟s presence-room are any of them so disordered as not to perform their functions, they have no postern to be admitted by no other way to bring themselves into view, and be perceived by the understanding. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 103 2.1.2 inner experience inner experience occurs when man has an awareness of own activities by remembering, desiring, believing, and etc (hadiwijono, 2007:36). a person who has experienced something in his life will think for a better future life by learning from his experiences. factors that influence of inner experience include:simple ideas of reflection, simple ideas are the operations of mind about its other ideas. the mind receiving the ideas mentioned in the foregoing chapter from without, when it turns it‟s view inward upon itself, and observes its own actions about those ideas it has, takes from thence other idea, which are as capable to be the objects of its contemplation as any of those it received from foreign things. the idea of perception and the idea of willing have from reflection. the two great and principal actions of the mind, which are most frequently considered, and which are so frequent that every one that pleases may take notice of them in himself, are these two: perception, or thinking; and volition, or willing. the power of thinking is called the understanding, and the power of volition is called the will; and these two powers or abilities in the mind are denominated faculties. of some of the modes of these simple ideas of reflection, such as are remembrance, discerning, reasoning, judging, knowledge, and fight, shall have occasion to speak here after. simple ideas of both sensation and reflection, including: a. ideas of pleasure and pain. there be other simple ideas which convey themselves into the mind by all the ways of sensation and reflection. pleasure or delight, and its opposite, pain, or uneasiness; power; existence; unity‟s. mix with almost all our other ideas. delight or uneasiness, one or other of them, join themselves to almost all our ideas both of sensation and reflection: and there is scarce any affection of our senses from without, any retired thought of our mind within, which i not able to produce in us pleasure or pain. by pleasure and pain, i would be understood to signify, whatsoever delights or molests us. whether it arises from the thoughts of our minds, or anything operating on our bodies‟. as motives of our actions. the infinite wise author of our being, having given us the power over several parts of our bodies, to move or keep them at rest as we think fit and also. by the motion of them, to move ourselves and other contiguous bodies, in which consist all the action of our body, having also given a power to our minds, in several instances, to choose, amongst its ideas, which it will think on, and to pursue the inquiry of this or that subject with consideration and attention, to cite us to these actions of thinking and motion that we are capable of, has been pleased to join to several thoughts, and several sensation as perception of delight. 2.2 synopsis the story starts on jack „s fifth birthday. jack is the only narrator of the story so we get to see the room through his eyes. for jack, the room is the only real world. it consists of four walls, one wardrobe he sleeps in, a sink, a drawer, a bed, a television, a rug, a shelf with a couple of books and a rocker. ma has been kidnapped during her college studies on the street seven years ago. after her son is born, she mobilizes all her strengths to offer jack good life with as much structure and variety as possible. she creates an incredibly structured plan of their everyday routine so that jack can feel happy and safe in the room. all jack knows about their captor, old nick is that he comes at night, brings groceries, sleep with ma and disappears the trash. he actually never sees him completely, only through the door in the wardrobe where he is supposed to sleep when old nick visits ma. though ma does a lot for jack, she knows it soon won„t be enough. having learned about old nick„s unemployment, she starts to worry about their lives and makes up an escape plan that requires jack to be very brave. they start to rehearse for his escape and, at the same time, ma slowly reveals to jack the true about the life behind the walls, which he cannot understand. according to her plan, jack is supposed to pretend being death and escape while his body is being taken off to the woods by old nick. the plan works out. 2.3 author biography emma donoghue was born in dublin, ireland, as the youngest of eight children in 1969. her father is the academic literary critic denis donoghue. she attended catholic convent schools in dublin and spent a year in new york at the age of ten. she studied english and french at the university college in dublin and received her phd in english from the 8 university of cambridge, dealing with the concept of friendship between men and women in 18thcentury english fiction. she is a full-time writer since the age of 23.after commuting between ireland, england and canada, she finally settled in london, ontario in canada where she has been living since 1998 with her husband and their two children. donoghue is a writer of many genres, however she is known best for her contemporary and historical fiction. her novels stirfry, hood and landing donoghue are all in some way connected with her hometown dublin. some other bestselling novels include room, slammerkin, the sealed letter or life mask. 3. method this study was descriptive qualitative research. it is a method of research which is aimed to get naturally understanding about particular phenomenon of human behavior or social setting and to describe the fact and characteristic of the object or subject systematically and accurately without seeking any relation among variables or relate among different elements (sugiyono, 2010). the object of the study is human understanding of the world experienced by jack‟s character in the novel room by emma donoghue (2010). after reading and getting the data elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 104 the writer will classify the data which have relation to human understanding and perception in novel and will read some relevance support. then analyzing the data collected based on the theoretical frame work and interpreting the data the results of this study by connecting them with the relevant theories and existing previous studies. 4. results & discussion the researcher presented the data that has been analyzed from the main character of novel room. the data categorized was based on john locke theory about empiricism, human understanding of perception the world. the table shows the categories of jack‟s experience related to human‟s understanding. table 1. categories of lead character‟s experiences related to human understanding no extract human understanding of experience 1. “vultures,” says officer oh.where? “no pictures,” shouts the man police. what pictures? i don‟t see any vultures, i only see person faces with machines flashing and black fat sticks. they‟re shouting but i can‟t understand. (donoghue,2010.p:194) sensory experience 2. the floor‟s all shiny hard not like floor, the walls are blue and more of them, it‟s too loud. (donoghue,2010.p:195. sensory experience 3. “and you, sir, i understand you‟ve been a remarkably courageous young man.” that‟s me he‟s looking at. but he doesn‟t know me and why he says i‟ma man?.(donoghue,2010.p:195) inner experience 4. “your son‟s been through a lot tonight, perhaps he should wait outside while we cover, ah . . .” but we‟re in outside already.(donoghue,2010.p:196) inner experience 5. “we really have to go back to room,” i tell her. “i need toilet.” “that‟s ok, they‟ve got them here in the precinct.”.(donoghue,2010.p:19 inner experience 6. the car opens and a person with no face looks in. screaming. “jack, jack,” says ma. “it‟s a zombie.” i keep my face on her tummy. „tm dr. clay, welcome to the cumberland,” says the no face with the deepest voice ever booming. (donoghue,2010.p:199) sensory experience 7. we‟re driving along. when i see a car coming i squeeze my eyes every time. “they‟re on the other side, you know,” says ma. (donoghue,2010.p:199) sensory experience 8. “think of everything floating around that your son‟s probably never come in contact with before.” “ok.” she puts one mask on her and one on me with loops around my ears. i don‟t like the way it presses. “i don‟t see anything floating around,” i whisper to ma. “germs,” she says. i thought they were only in room, i didn‟t know the world was all full of them too. (donoghue,2010.p:199-200) inner experience 9. the a planet‟s changed to a game of football with persons with huge shoulders and helmets. i wonder if it‟s really happening for real or just pictures.(donoghue,2010.p:201) sensory experience 10. i climb up to her lap all crinkly. “i saw us in tv” “so i heard. how did we look?” “small.” (donoghue,2010.p:203) sensory experience 11 “will we go explore?” “where?” “outside.” “we‟re in outside already.” “yeah, but let‟s go out in the fresh air and look for the cat,” says ma.(donoghue,2010.p:125) inner experience, it means jack have been out from the room. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 105 12. it‟s a different planet, it shows more other cars like green and white and a red one and a stony place and there‟s things walking that are persons. “they‟re tiny, like fairies.” “nah, that‟s just because they‟re far away,” ma says. (donoghue,2010.p:216) inner experience, jack is gain the story about fairies with tiny bodies. 13. we go in a huge bit that has all tables, i never saw so many with plates and glasses and knives and one of them stabs me in the tummy, one table i mean. the glasses are invisible like ours but the plates are blue, that‟s disgusting. (donoghue,2010.p:217) sensory experience.cause the room just has some plates, glasses and knives. 14. it‟s like a tv planet that‟s all about us, persons saying “good morning” and “welcome to the cumberland” and “congratulations,” i don‟t know for what. some are in robes the exact as ours and some in pajamas and some in different uniforms. most are huge but don‟t have long of hair like us, move fast and they‟re suddenly on all the sides, even behind. they walk up close and have so many teeth, they smell wrong. sensory experience, jack describe his around 15. “no kids,” i whisper to ma. “what‟s that?” “where are the kids?” “i don‟t think there are any.” “you said there was millions in outside.” “the clinic‟s only a little piece of the world,” says ma. “drink your juice. hey, look, there‟s a boy over there.”(donoghue,2010.p:218) inner experience. when jack was room his ma tell him about there many child in world and jack believe that. 16. i peek where she points, but he‟s long like a man with nails in his nose and his chin and his overeyes. maybe he‟s a robot?.(donoghue,2010.p:220) inner experience. jack has knowledge about robot gained from the book and watched tv 17. ma says the plates aren‟t a problem, the blue doesn‟t go on the food, she gets me to rub it with my finger to see. also the forks and knives, the metal feels weird with no white 1handles but it doesn‟t actually hurt. sensory experience there‟s a syrup that‟s to put on the pancakes but i don‟t want mine wet. i have a bit of all the foods and everything are good except the sauce on the scrambled eggs. (donoghue,2010.p:221) 18. “yeah, but it has to go in the trash because it‟s — it‟s like it‟s dirty.” i look at the food all multicolored on the blue plates. “it doesn‟t look dirty.” (donoghue,2010.p:228) sensory experience 19. “there‟s sounds from — the other rooms, i hear things and i don‟t know if it‟s, where it is or what.” “it must all seem a bit strange.” ma kind of laughs. (donoghue,2010.p:229) sensory experience 20. “oh, jack, you‟ve been the bravest little guy in the world, you‟ve brought my baby back.” what baby?(donoghue,2010.p:231) inner experience 21. ma writes in a notebook dr. clay gave her for homework. i thought just kids going to school do that, it means work for doing at home but ma says the clinic‟s not anybody‟s actual home, everyone goes home in the end.(donoghue,2010.p:238) inner experience 22. we‟re in a corridor but not the one on top of the stairs, the clinic has all different bits. i don‟t think we went here before, are we lost? (donoghue,2010.p:239) inner experience 23. in outside the time‟s all mixed up. ma keeps saying, “slow down, jack,” and “hang on,” and “finish up now,” and “hurry up, jack,” she says jack a lot so i‟ll know it‟s me she‟s talking to not persons else. i can hardly ever guess what time it is, there‟s clocks but they have pointy hands, i don‟t know the secret and watch isn‟t here with her numbers so i have to ask ma and she gets tired of me asking. (donoghue,2010.p:244) sensory experience elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 106 24. i thought that meant a person cleaner than everybody else, but ma says it‟s one who does the cleaning. i think they‟re invisible like elves. (donoghue,2010.p:237) inner experience 25. noreen brings up lunch that‟s soups and kebabs and a rice that‟s not real called quinoa. for after there‟s a salad of fruits and i guess all them, apple and orange and the ones i don‟t know are pineapple and mango and blueberry and kiwi and watermelon, that‟s two right and five wrong, that‟s minus three. there‟s no banana. (donoghue,2010.p:243) inner experience 26. “the very best thing you did was, you got him out early,” says dr. clay. “at five, they‟re still plastic.” but i‟m not plastic, i‟m a real boy. (donoghue,2010.p:260) inner experience 27. she says these ones were ma‟s and my uncle paul‟s when they were kids, i don‟t think she‟s lying but it‟s hard for it to be true that ma was ever a kid. (donoghue,2010.p:246) inner experience 28. “well, the da tells me she‟s hoping for twenty-five to life, and for federal offenses there‟s no parole,” says morris. “we‟ve got kidnapping for sexual purposes, false imprisonment, multiple counts of rape, criminal battery . . .” he‟s counting on his fingers not in his head. (donoghue,2010.p:252) sensory experience 29. ma lets me revolve in the door five times. she pushes and we‟re out. it‟s so bright, i think i‟m going to scream then my shades get darker and i can‟t see. the air smells weird in my sore nose and my neck‟s all tight.(donoghue,2010.p:262) sensory experience 30. she‟s taking the paper out of my hand. “what about your peter rabbit book?” “but that‟s me, the bonsai boy.” “the bouncy what?” she looks at the paper again and pushes her hair out of her face, she sort of groans. “what‟s bonsai?” “a very tiny tree. people keep them in pots indoors and cut them every day so they stay all curled up.” i‟m thinking about plant. we never cutted her, we let her grow all she liked but she died instead. “i‟m not a tree, i‟m a boy.” (donoghue,2010.p:270) inner sensory the table above is made to answer the question of the research which is about jack‟s previous life experience influence his understanding of his perceived world. from the table we can see two of human understanding influence to jack, sensory and inner experience. that extract have 38 (thirty eight) extract from sensory experience has 19 (nineteen) extracts and inner experience has 19 (nineteen) extracts. from this data the authors compare the extract in accordance with the categories of sensory experience and inner experience based on their understanding. 4.1 sensory experience (sensation) in the process of perception is influenced by stages known as natural processes or physical processes, is the process of capturing a stimulus by human sensory devices. as stated in the theory that human beings gain knowledge through sensory experience. human senses are divided into five: vision, smell, hearing, taste and touch. locke said that all concepts or ideas that express human knowledge actually originate from human experience and that experience is obtained from the senses or reflection on what the senses provide. locke distinguishes between two kinds of ideas namely, simple ideas and complex ideas. simple ideas are ideas that are captured through the five senses (smell, sight, palpation, etc.).in this novel, researchers found that the main characters in novel gain knowledge through the sense of sight, hearing and touch that influence perception as shown in extract below. extract 1: “vultures,” say officer oh. where?”no pictures,” shouts the man police. what pictures?i don’t see any vultures, i only see person faces with machines flashing and black fat sticks. they’re shouting but i can’t understanding”. (donoghue,2010.p:194) the extract above shows jack's sensory experience and perception of what he has received from his senses. as elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 107 received from the sensory of hearing and vision.as of the extract 1, above is that jack thinks the reporter is vulture. jack is looking for a vulture that was used by the police but does not see it. jack only sees the reporters with a camera in their hand. vulture that the police mean is a curse. in the next phrase the police said “no picture” spontaneously jack said “what picture?” and again jack does not see the “picture” what the police means. the picture that was filed by the police is do not take pictures which means do not take photo. the experience from the sense he got while in the room whose only saw a picture made by ma and himself, the vultures that jack was driving were bird that had died and become dead. and jack uses human understanding of knowledge through experience by sensory experience and in another case it happened with sensory experience: extract 9: the planet’s changed to a game of football with persons with huge shoulders and helmets. i wander if it’s really happening for real or just pictures. (donoghue,2010.p:201) to appraise the world, jack is observing and giving attention around him, because everyone has different perception with a thing, it is why influence his perception. this perception shows all jack‟s attention in assessing things is outside. this case show how attention is directed. jack is in the waiting room and giving his attention to what is around him and thinks about everything in his head. jack's perception is shown in the phrase "i wander if it's really happening for real or just pictures" when he saw a football player wearing a helmet and has broad shoulders. attention shown by jack is when jack looks at the football player, as explained before that observing and giving attention around him, because everyone has different perception with a thing. just like when jack was in seven rooms jack gave his attention out of the window and made him see the entire city. jack's sensory experience as factors influence his perception of the world. extract 10: i climb up to her lap all crinkly. “i saw us in tv”, “so i heard, how did we look?” “small.(donoghue,2010.p: 203) for the first time jack shows himself and his ma on the tv and described himself is small. what shows jack's perception is when he answers "small". what jack meant was they looked as small on tv as dora had seen on tv while in the room. what affects jack's perception is the jack's knowledge he gets while in the room is when jack is watching tv and has never seen himself on tv. extract 2: the floor’s all shiny hard not like floor, the walls are blue and more of them, it’s too loud. (donoghue,2010.p:195) extract 19: “there’s sounds from – the other rooms, i hear things and i don’t know if it’s, where it is or what.” “it must all seem a bit strange.” ma kind of laughs.(donoghue,2010.p:229) from extracts 2 & 19 jack getting a noise he don‟t know. it simultaneously that makes him not know what to hear first. jack feels like annoying sounds, in room was so quite then when he is outside, the world is noise place. the room he had yesterday was sound proof, so no sound could penetrate the cork on the wall.this proves that the sensory experience experienced by jack when he came out of his room for five years affected his perception of the world. jack whose outside felt confused what he had to hear first. the sense power connects humans with concretematerial things. the senses knowledge is partial, because of the differences between the senses with one another. sensory knowledge varies according to differences in the senses and the limitations of the sense organs and their experiences. the extract of sensory experience can be found in datum; 13, 14, 17, 18, 23, 28, 29, 31, 33, 35, 36 and 38. 4.2 inner experience (reflection) understanding the human‟s inner experience thoughts, feelings, and sensations expressed by purposeful words, impulsive utterances, and creative metaphors isthe goal of psychology at its inceptions (jabber & al-saedi, 2020). this study examined the phenomena of inner experience and discovered that inner speech, inner seeing, symbolized, thinking, feelings, and sensory awareness each occurred in approximately one quarter of sampled moments. in this novel, researchers found that the main characters in novel gain knowledge through the inner experience shown in extract. extract 3: “and you, sir, i understand you’ve been a remarkably courageous young man.” that’s me he’s looking at. but he doesn’t know me and why he says i’m man?.(donoghue,2010.p:195) jack is amazed because he is called a man. jack perceives men as men who are big and tall adults. a man who has worked like dr. clay, old nick and uncle paul. with the age of five jack felt he was still a boy and not a man. being the man like a young man, this is a compliment that jack accepts. extract 4: “your son’s been through a lot tonight, perhaps he should wait outside while we cover, ah..” but we’re in outside already. (donoghue,2010.p.196) not being in the room made jack outside, even jack was outside and someone told him to get out. other than that the perception that shows jack‟s experience from the room to the outside occurs when jack feels should really have to elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 108 be in the room because he needs a toilet and the toilet was only in the rooms. extract 5: “we really have to go back to room,” i tell her. “i need toilet.” “that’s ok, they’ve got them here in precinct.” the captain shows us the way past the amazing machine and i touch the glass nearly at the chocolate bars. (donoghue,2010.p:197) jack‟s experience is not just about the toilet in the room. some beaver reminds jack about room an makes all the outdoor stuff strange.because while outside jack does not see the toilet and the toilet in the room is the only toilet that jack knows. extract 12: it’s a different planet, it shows more others cars like green and white and a red one and a stony place and there’s things walking that are person. “they’re tiny, like fairies,” “nah, that’s just because they’re far away,” ma says. (donoghue,2010.p:216) jack tried to simplify what was on his mind but he knew that what he was seeing is a human. the perception shown by jack is "they're tiny, like fairies," the factor that affects jack's perception is his knowledge of the little human who is always in the room is a fairy. jack is facing out the window and looks at people from a distance which makes them look small. that's why jack perceives the person he sees from jah as a fairy. the attention factor that jack is showing is when he is paying attention to what experience is affecting jack's perception. extract 15 : “no kids,” i whisper to ma. “what’s that” “where are the kids?” “i don’t think there are any.” “you said there was millions in outside.” “the clinic’s only a little piece of the world,” says ma.”drink your juice. hey, look, there’s a boy over there.” (donoghue,2010.p:219) the same case jack‟s uses the inner experience from another situation and try it to utterance his perception. what shows jack's perception is "i don't think there are any" "you said there was millions in outside" ma told jack that many children his age, and jack believed. after being outside jack only found a few children while outside, especially in the clinic. jack who thinks there will be many kids who will gather in one place. what affects jack's perception is that while in the room a lot means they are in one place and gathering. other than that case, jack thinks ma do the homework ma made the note requested by dr. clay, to make it easier for her to remember all happen that were in the room. he do not think if homework can finish in clinic not in home. other factors that influence jack‟s perceptions are experience and memory factors, while jack thinks about everything in the room as home and influence his perception of the word. the extract of sensory experience can be found in datum; 8, 11, 22, 24, 25, 26, 27, 30, 32, 34, and 37. this study does not compare between sensory and inner experience, this study only shows the data that is included in the sensory section because it uses five sense and inner to show some of its parts. between the sensory and the inner experience, they connected with each other, the experience gained from the eyes will be remembered by the inner experience, the smelled by the nose will be remembered by the inner experience. from sensory and inner experience, they produce knowledge and knowledge influence their perception. every person has a different experience from their respective sensory and their experience, this is also one of the factors affecting perception. everyone has their own views on something to judge. they are right with what they know and we are not wrong with what we know. 5. conclusion tabula rasa is closely related to experience, and with this john locke does not recognize the existence of intuition that builds human understanding. everything a child knows is only the result of what his parents teach him. human understanding or tabula rasa theory from john locke said that humans are born like white paper in which all children born do not have any knowledge, they get knowledge through sensory experiences and inner experiences during their lives. the knowledge acquired is processed by sensory sensations of smell, hear, touch, the sense of taste and is influenced by stimuli, as well as the inner experience their inner experience of trust, desire and memory. because a baby has different experiences both from sight, smell, hear, touch and taste as well as inner experiences such a beliefs, desires and memories so that the resulting perceptions are also different. likewise, it was experienced by jack, who for the first 5 (five) years of his life lived with ma in a room, did not know the world, had never socialized with anyone other than ma. thus affecting his perception of the world, so when jack faced the world for the first time jack felt something strange with what was seen, touched, heard, smelled and felt. he is inner experience influenced when jack remembers everything in the room and compares it with what he remembers, as well as his beliefs and desires. all of jack‟s knowledge is very limited, so it is not uncommon for jack to perceive things strangely and sometimes to jack‟s surprise. perception according to rakhmat (2005) says that experiences about objects, events, or relationships are obtained by concluding information and interpreting messages. jack underwent a process of interpretation through sensory experiences and inner experiences which he received while in the room for 5 (five) years. likewise, the knowledge gained from sensory and inner experience can affect one‟s perception. elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 101-109 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 109 references bimo, w. 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(2008). filsafat umum, akal dan hati sejak thales sampai capra. rosda. http://arts.nationalpost.com/2010/09/29/finalists-announced-for-the-writers-trust-awards/ http://arts.nationalpost.com/2010/09/29/finalists-announced-for-the-writers-trust-awards/ https://en.wikipedia.org/wiki/national_post https://doi.org/10.31849/reila.v2i2.4227 https://doi.org/10.31849/elsya.v1i1.2461 elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 93 the tragic lives of oedipus complex and electra complex sufferers in eugene o’neill’s mourning becomes electra sania meldy, junaidi junaidi, and essy syam universitas lancang kuning, pekanbaru, indonesia meldysania1@gmail.com article history received : 15 august 2020 revised : 24 august 2020 accepted : 27 september 2020 keywords oedipus complex electra complex tragic lives english play abstract this study aims to analyse the tragic lives of oedipus and electra complex sufferers in eugene o'neill's “mourning becomes electra”. the writer applies psychoanalytical theory which fits with the characters psychological condition. the writer uses a descriptive qualitative analysis as the method to analyse. this study analyses oedipus and electra complexes sufferers from characters in a drama entitled mourning becomes electra that leads tragedy in a family and ends the tragic death. in this analysis, the writer finds out that the psychological conditions of those oedipus and electra complex sufferers contribute to their tragic lives. 1. introduction in life, everything does not always go as smoothly as expected. sometimes, what people expect is not in accordance with reality in life. people may hope that something goes well and properly. on the other hand, people will not be able to reject reality. in life, sometimes, things happen beyond what people can imagine. it is uncontrollable, and it may be unbearable, but it will be all right if people have prepared themselves for anything that can happen. people should not expect everything to run perfectly because life is not perfect, and god has made the best plan. people meet and interact with people around them. in the interaction, they may meet other people who seem fine, but they may not be fine mentally. it may be caused by the fact that certain people face problems in their lives, and these problems can be caused by traumatic childhood experience. this kind of struggle is the basis of nearly every literature featuring humanity (amin, 2020; yudar et al., 2019). furthermore, this writing will analyse the tragic lives of the oedipus complex and electra complex sufferers in eugene o'neill's mourning becomes electra. this work is chosen because it deals with a family whose children show deviant behaviour in which two children have a mental disorder that continues to deviant behaviour and leads to tragic lives. the tragic lives brought mourning to the family. one afternoon at the end of spring in front of mannon's house, brigadier general ezra mannon was back from war. lavinia, ezra's daughter just came, with her mother christine, from new york. when she unpacked, lavinia planned to confront her mother about her adultery on the trip. she was sick with her mother's betrayal to her father. before she could even unpack, the family gardener seth, demanded to speak with her. he asked if she still planned to marry captain brant when lavinia said that she did, seth said that captain brant, when lavinia said that she did, seth said that captain brant was probably related to her and that she couldn't marry him. eugene o'neill in full eugene gladstone o'neill was born on october 16th, 1888 in the u.s., new york. he died on november 27th, 1953, in boston, massachusetts. he is one of the famous american dramatists and winner of the nobel prize for literature in 1936. "his masterpiece, long day's journey into night ( produced posthumously 1956), is at the apex of a long string of great plays, including beyond the horizon (1920), strange interlude (1928), ah! wilderness (1933), and the iceman cometh (1946)." o'neill started to write confidently. with his father's help, five of his one-act plays were published in 1914. then o'neill joined george pierce baker's playwriting class at harvard university in massachusetts. o'neill planned to return to harvard in the fall of 1915 but ended up instead at the " hell hole," a hotel and bar in new york city, where he drank heavily and produced nothing. he next joined the province town players in cape cod, massachusetts, whose production of his plays about the sea, including bound east for cardiff, made him well known 1918. then in 1918 o'neill married agnes boulton. they had a son named shane and a daughter named oona. parallel to that idea, this analysis will analyse the tragic lives of the characters who suffer from oedipus complex and electra complex. 2. theoretical framework 2.1 psychoanalysis overview psychoanalysis theory orin had the desire to possess his mother because he loved his mother. in addition, christine also had a big desire to possess him as a mother, which was introduced by sigmund freud. his name has become elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 94 associated with psychoanalysis, the most famous of all personality theories. psychoanalysis opens new perspective about mental illness, and it shows that talking about problem professionally can help relieve symptoms of psychological distress. freud's understanding of human personality was based on his experiences with patients, his analysis of his dreams, and his vast reading in the various sciences and humanities (feist & j. feist, 2009: 17). the preconscious is a bridge between conscious and unconscious, containing everything that is easily summoned to the conscious, such as memories that someone may not remember when she/he thinks. still, it can easily be recalled or can be recalled with memories that are already available. (freud in feist & j. feist, 2009: 25) the preconscious level of the mind contains all those elements that are not conscious but can become conscious either quite readily or with some difficulties. 2.2 personality structure personality structure is the branch of personality psychology in which a person consistently differs from one another in his/her characteristic adaptation to social environments. freud believed that personality grows and develops in a series of ordered stages of psychosexual nature, and that failure to develop in one stage inhibits later development. personality structure is divided into three parts they are; id, ego and superego. 2.3 psychosexual stages freud assumes that psychosexual position is the starting point of psychoanalysis. psychoanalysis suggests that there are three fundamental stages concerning individual psychosexual development, namely; 2.3.1 infantile sexuality (0-6) years which includes; oral, anal, phallic stage. oral stage is from birth to the age of one (0-1) years in the first stage of personality development. according to freud in (santrock, 2002: 38, 2003: 44) the libido is centred in a baby's mouth. erotic pleasure appears inside movements carried out by organs in the mouth. the oral personalities can be identified, such as smokers, nail-biters, finger-chewers, and thumb suckers—oral personalities involved in such oral behaviours, especially when under stress. the anal stage is at the age of (1-3 ) years, at this time the libido now focuses on the anus, and the child derives great pleasure from defecating (santrock, 2002: 38, 2003: 44). children are more interested in getting satisfaction with activities related to toilets. between the ages of (1-3) years, children begin to realise as individuals who are independent and aware of libido in themselves as the psychological side that exists. (papalia, 2008: 41). it means that potty training is important activities in this stage, in which adults impose restrictions on when and where the child can defecate. the phallic stage is between the ages of 3-5-6years. in this stage, sensitivity concentrates in the genitals and masturbation (in both sexes), and it becomes a new source of pleasure. the sex energy (libido) is centred on genital organs (santrock, 2002: 38), the child becomes aware of anatomical sex differences, which sets in motion the conflict between erotic attraction, resentment, rivalry, jealousy and fear which freud called the oedipus complex (in boys) and the electra complex (in girls). 2.3.2 latent stages (5-6) years. a child leaves his/her interest in his/her original sex. there is no further psychosexual development that occurs during this stage. freud believes the most sexual impulses are repressed during the latent stage, and sexual energy can be sublimated. sexual fantasies and aggressively in this stage hidden deep (latent), keep tight under or in unconsciousness. at this stage, the child focuses his/her attention more intellectual development and social enhancement and moral. the love of the child is poured out for his parents (crain, 2007: 404). 2.3.3 genital stages (12 years adults). genital stages are the last stage of freud's psychosexual theory of personality development from puberty to adolescence. this stage is a period of development of sexual arousal, which is a source of sexual pleasure. puberty signals a reawakening of the sexual aim and the beginning of the genital stages, freud urges during puberty, development sexuality or onset sexual life of a person enters a second stage it is called diphasic, which has basic differences from infantile stages (santrock,2002: 39). 2.4 oedipus complex oedipus complex, in psychoanalytic theory, is a desire for sexual involvement with the parent of the opposite sex. it occurs in a crucial stage in the normal developmental process (britton et al., 2018; zepf et al., 2016). freud urges that preceding the phallic stage, and an infant boy forms identification with his father, he wants to be his father. later he develops a sexual desire for his mother. he wants to have his mother (feist & j.feist, 2009: 41). freud saw himself as having extended the concept of sexuality in two important ways. firstly, sexuality was now separated from its exclusive connection with the genitals and occupied a broader bodily function, having pleasure as it's a goal and only subsequently serving a reproductive function. secondly, sexuality now encompassed all of the emotions of affection and friendliness traditionally subsumed under the word "love". these affectionate impulses were originally sexual but became inhibited or sublimated such diversion of the sexual instincts has produced, according to freud, some of the most important cultural contributions (freud, 2003: 23). the characteristics of the symptoms of the oedipus complex in crain ( 2007: 397 ) deals with a boy's sexual elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 95 feeling for his mother and rivalries with his father. it is a psychological defence against threatening thought and feelings which form reactive pattern used throughout life, form personality throughout life, form personality through identification with father, diminish fear of castration vicariously obtain mother through father. 2.5 electra complex electra complex is a tendency of a daughter to love his father like she loves her lover. the desire for sexual intercourse with a father and accompanying feelings of hostility. a daughter attracts the attention of her father is to get her father's affection, and she competes with her mother. the daughter desires the father but realises that she does not have a penis, and its leads to the development of penis envy and the wish to be a boy (feist & j. feist, 2009: 43). freud in (feist & j. feist, 2009: 43) pre-oedipal girl assumes that all other children have genital similar to their own. soon they discover that boys not only possess different genital equipment but something extra. the girl then becomes envious of this appendage, feel cheated, and desire to have a penis. incidentally, freud objected to the term electra complex, sometimes used by others when referring to the female oedipus complex. 2.6 self defense mechanism a self-defence mechanism is a strategy to solve conflict and protect a person from anxiety arising from unacceptable thoughts or feelings. according to freud in theories of psychoanalysis, there is a future development of personality development called defence mechanism, which is used to protect someone from anxiety or guilt. 2. method this research will be done based on library research. library research is a series of activities related to the method of collecting library data, reading, recording, and processing research material. library research uses library resources to obtain research data. it collects data and information by examining written sources such as scientific journal, reference book, literature, encyclopedia, scientific essay, and other reliable sources in written form or in digital format that are related to the object being examined. according to zeid (2004: 1) "library research is research used library sources to get the data". 2.1 source of data source of data is one of the most important and vital aspects of any research studies. researchers conducted in different fields of study can be different in methodology, but every research is based on data which is analysed and interpreted to get information (arikunto, 2010: 129). 2.2 data analysing technique there are many ways to be done in analysing the data. descriptive research is one of the most commonly used types of researches in social science. descriptive research aims to describe a phenomenon the ways it is, for example, describing social systems or relationship between events. the descriptive analysis deals with describing a phenomenon. it attempts to examine the situation in order to describe the norm. the descriptive analysis describes what exists and tries to pave the ground for finding new facts. it includes gathering of data related to products, people, individuals, events and situations and then organises, tabulate, depict and describe the outcome (gall, gall, & borg, 2007: 132). 3. results & discussion 3.1 analysis of oedipus complex in eugene o’neill mourning becomes electra oedipus complex is taken from a legend in greece, the legend of oedipus, a child who falls in love with his mother. in (feist & j.feist, 2009: 41) oedipus complex is a desire for sexual involvement with the parent of the opposite sex. it occurs in a crucial stage in a normal developmental process. freud urges that preceding the phallic stage, and an infant boy forms identification with his father, he wants to be his father to replace his father. 3.1.1 attracting mother’s attention in mourning becomes electra, the character of orin shows the tendency to love his mother like he loves his lover. orin was the son of ezra and christine mannon. he loved his mother so much, and since orin was child, christine had given orin more special affection than her sister named lavinia. orin's unnatural attachment to his mother was central to his character. orin was involved in the love and incestuous desires of his mother. because of this feeling, he ignored hazel, his cousin, and her love. orin told his mother that he liked and loved her. he had never been in love with hazel. he had taken an interest in hazel just to cause jealousy to his mother. orin: that was only to make you jealous! (then bitterly). but now you're a widow, and i'm not home an hour. before you're trying to marry me off, you must be. damned anxious to get rid of me again ! why? christine: you mustn't say that! if you knew how horribly. lonely, i've been without you. orin: so lonely you've written me exactly two letters in. the last six months! (o'neill, 1959: 140). 3.1.2 looking for his mother’s affection orin loved his mother like he loved his lover. orin always looked for his mother's affection. he was very close to his mother. orin‟s closeness to her mother was supported by her mother's attitude who always spoiled him and also orin‟s desire to be spoiled by her mother. when orin came back from war, orin felt his mother elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 96 christine changed because he felt his mother's less affection. it was not like usual she was. at that time, he repeatedly said about people changes, including his mother. by saying that, he expected his mother felt uncomfortable with her attitude toward him. and orin tried to get his mother's affection by talking about murder. it made christine angry and frightened because she felt guilty. orin : (who is again looking at hazel, breaks out harshly do you remember how you waved your handkerchief, hazel, the day i set off to become a hero? i thought you would sprain your wrist! and all the all mothers and wives and sisters and girls did the same! sometimes in some war, they ought to make the women take the men's place for a month or so. give them a taste of murder! christine: orin! (o'neill, 1959: 136). 3.1.3 loving one's mother orin's relationship with her mother was very close. christine was very disappointed when she had to part from orin because ezra mannon required orin to come along in the ongoing war in his country. orin was also very disappointed with his father. he hoped that his disappointment would soon be remedied when he returned home and met his mother. an extraordinary sense of longing whacked orin so when he arrived at home he asked vinnie about his mother's whereabouts, as such in the following quote; orin: (as they enter looks eagerly toward the housethen with bitter, hurt disappointment in his tone) where’s mother? i thought she’d surely be waiting for me. (he stands staring at the house) god, how, i've dreamed of coming home. i thought it would never end, that we'd go on murdering and being murdered until no one was left alive! home at last! no, by god, i must be dreaming again! (o'neill, 1959: 124). 3.1.4 being jealous to father orin's jealousy to his father was seen since he was a child, orin was so close to her mother, christine, since he was a child until he was an adult. when christine told orin about orin's past childhood, orin's jealousy to his father was seen. orin was jealous of his father because orin loved his mother. orin wanted to get his mother's love. orin was very loud. he blamed his father for sending him to war. his father sent orin to war that made orin far from his mother. he thought his father wanted to separate him from his mother and wanted to get his mother's attention completely without his presence. that's why orin hated his father. the hatred to his father was very big, so his father‟s death seemed the only thing that could make him free: orin : (again shamefaced) i didn't mean that. my mind is still full of ghosts. i can't grasp anything but war, in which he was alive. he was the war to be—the war that would never end until i died. i can't understand peace—his end! (o'neill, 1959: 126). 3.1.5 being jealous with mother’s lover orin's love for his mother led him to have a desire to possess his mother. so, he got jealous when another man was closed and had a special relationship with his mother. orin: good, god! did she tell father that? no wonder he's dead! (then harshly). who was this man you met in new york? christine: it was mr lamar, your grandfather's old friend who has known me ever since i was a baby! i happened to meet him, and he asked me to go with him to call on his daughter. (then, seeing orin wavering, pitifully). oh, orin! you pretend to love me! and yet you question me as if you suspected me, too! and you haven't vinnie's excuse! you aren't out of your mind! (she weeps hysterically) (o‟neill, 1959: 145). 3.1.6 having a desire to possess his mother orin had the desire to possess his mother because he loved his mother. in addition, christine also had a big desire to possess him as a mother. christine : (reaching out and taking his hand) i mean it, orin. orin. i wouldn't say it to anyone but you. you know that. but we've always been so close, you and i. i feel you are my flesh and blood! she isn't! she is your father's! you're a part of me! orin : (with a strange eagerness). yes! i feel that. too mother! christine: i know i can trust you to understand now as you always used to. (with a tender smile). we had a secret little world of our own in the old days. hadn't we? – which no one but us knew about. orin : (happily). you bet we did! no mannon's allowed was a passport. remember! christine: and that's what your father and vinnie could never forgive us! but we'll make that little world of our own again. won't it? orin: yes! christine: i want to make up to you for all the injustice you suffered at your father's hands. it may seem a hard thing to say about the dead. but he was jealous of you. he hated you because he knew i loved you better than anything in the world! (o'neill, 1959: 141-142). electra complex, as a mental disorder, was a tendency to show a condition of a daughter who loves his father like she loves her lover. a daughter attracts her father attention to get her father's affection. she feels jealous of her mother, and then she competes with her mother. the daughter has desires to her father. a daughter who suffers from electra complex will try to elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 97 put away her mother from her father because she loves her father very much. she doesn„t want to share her father with her mother. her father is her object of desire. the daughter then represses her feeling and identifies with the mother to take on the female gender role. 3.2 analysis of electra complex in eugene o’neill’s mourning becomes electra electra complex, as a mental disorder, was a tendency to show a condition of a daughter who loves his father like she loves her lover. a daughter attracts her father attention to get her father's affection. she feels jealous of her mother, and then she competes with her mother. the daughter has desires to her father. 3.2.1 attracting father’s attention lavinia is a daughter of ezra and christine mannon. she loved her father so much, lavinia's great love and her special attention to her father created "abnormal" relationship. lavinia : (seeing the man‘s figure stop in the shadow—calls excitedly) who‘s that? mannon: it's i. lavinia : (with a cry of joy) father! (she runs to him and throw her arms around him and kisses him.) oh, father! (she bursts into tears and hides her face against his shoulder) (o'neill, 1959: 81). lavinia tried to attract her father's attention to be the first who welcomed her father's arrival. she didn't let her mother welcome her father's arrival first. lavinia even cried with joy to welcome him, but it's not a matter for her mother not to welcome her husband. 3.2.2 looking for father’s affection lavinia was very happy when her father came home, and she tried to keep her father away from her mother. her love for her father led her to take her mother's position, so she would be the woman for her father. but her father's love only as a father to his daughter no more. the dialogue, it shows that lavinia felt her father didn‟t pay attention to her. lavinia felt that her mother had stolen all love from her. so she felt lonely when her father spent time with her mother. lavinia came to her parent‟s bedroom and made her father ezra went out of the room and only to say good night to her father, ezra. mannon : (sharply). what is it? don't shout like that! lavinia : (stammers lamely). i-i remembered i forgot to say good night, faher. mannon : (exasperated). good heavens! what ( then gently). oh all right good night, vinnie. get to bed soon, like a good girl. lavinia: yes, father. good night. (o'neill, 1959: 97). 3.2.3 loving one’s own father lavinia was very proud of her father. her love for him made her feel obligated to always serve and make him happy. she did everything for him. she spent most of her love for him, and it brought a less positive impact on her relationship with her friends, particularly man. when a male friend tried to be close to her, she showed a defensive attitude and antipathy to that man. it indicated that she closed other people's chance to be close to her. lavinia : (sharply) i can't marry anyone, peter. i've got to stay at home. father needs me. peter: he's got your mother. lavinia : (sharply) he needs me more! (a pause. then she turns pityingly and put her pityingly and puts her hand on his shoulder) i'm sorry, peter (o'neill, 1959: 29). lavinia could not hide her big love toward her father. not only to peter but also to another man like brant. she admired her father, and her attitude made others around her ability to see how great she admired him. her father was the only man that she loved in the world. her refusal of the man who wanted to get closer to her is one of the proofs her effort to remain able to devote attention and her love for her father. lavinia: did she? (then with intensity) i love father better than anyone in the world. there is nothing i wouldn't do to protect him from hurt! brant : (watching her carefully—keeping his casual tone) you care more for him than your mother? lavinia: yes. brant: well, i suppose that the usual way of it. a daughter feels closer to her father as a son to his mother. but i should think you ought to be a born exception to that rule. lavinia : (harshly) ….everybody knows i take after father! (o' neill, 1959: 41-42). 3.2.4 being jealous to mother her jealousy was so big moreover when she saw her father and mother were so romantic showing their affection. mannon : (grabs her by the shoulders and stares into her face) christine! i'd give my soul to believe that, but i'm afraid! (she kisses him. he presses her fiercely in his arms passionately) christine! (the door behind him is opened, and lavinia appears at the edge of portico behind and above him. she wears slippers over her bare feet and has a dark dressing gown over her nightdress. she shrinks back from their embrace with aversion. they separate, startled). mannon : (embarrassed—irritably) thought you‘d gone to bed, young lady! elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 98 lavinia: i didn't feel sleepy. i thought i'd walk a little. it's a fine night. (o'neill, 1959: 95-96). 3.2.5 competing with her mother lavinia was a daughter who was rejected by her mother since she was born. r. hatred soon developed between mother and daughter, especially when lavinia found out christine's new lover, adam brant, the son of david mannon, one of the mannon's who was expelled because he took a servant, brant's mother as his wife. she couldn't bear her father to being hurt. the relationship between lavinia as a daughter and christine as her mother illustrated unharmonious relationship. the disharmony could be seen through the attitudes shown by both of them. they clearly showed dislike even hated each other. this attitude was visible from their stares when they met each other, the sadistic stares filled with hatred. the stare was very different from a child's stares to her mother in general. the hatred between them was also seen in lavinia„s atmosphere when she talked to her mother about her mother's affair with adam brant. christine : (stung beyond bearing—makes a threatening move as if to strike her daughter's face) you devil! mean little--! (but lavinia stares back cold into her eyes and she controls herself and drops her hand). lavinia: i wouldn't call names if i were you! there is one you deserve! (stares at her with cold suspicion). you seem to take giving him up pretty easily! christine : (hastily) do you think i'll ever give you the satisfaction of seeing me grieve?oh, no, vinnie! you'll never have a chance to gloat! (o'neill, 1959: 60, 61). 3.2.6 hating on her mother vinnie's hatred of her mother was also increased by her mother's behaviour which she couldn't accept, that was his mother's affair with another man. the affair could make her father hurt. lavinia didn't want to see her father hurt. according to vinnie, her mother was the only barrier for her, so she ought to be able to get rid of her, and then she would replace her position. lavinia : (accusingly) to new york! (christine starts. lavinia hurries on a bit incoherently). i've suspected something lately the excuse you've made for all your trips there the past year, that grandfather was sick (as christine is about to protest indignantly) oh! i know he has been, and you've stayed at this house, but i've suspected. lately, that wasn't the real reason, and now i can prove it isn't! because i waited outside my grandfather's house and followed you. i saw you meet brant! christine: (alarmed but concealing it coolly) well, what if you did? i told you myself i ran into him by accident. lavinia: you went to his room! christine: (shaken) he asked me to meet a friend of his a lady. it was her house we went to. lavinia: i asked the woman in the basement. he had hired the room under another name, but she recognised his description. and yours too. she said you had come there often in the past year. christine: (desperately) it was the first time i had ever been there. he insisted on my going. he said he had to talk to me about you. he wanted my help to approach your father. lavinia : (furiously) how can you lie like that? how can you be so vile as to try to use me to hide your adultery? christine: (springing up with weak indignation) vinnie! lavinia: your adultery, i said! christine: no! lavinia: stop lying, i tell you! i went upstairs! i heard you telling him " i love you, adam" and kissing him ! (with a cold, bitter fury) you vile! you're shameless and evil! even if you are my mother, i say it! (christine stares at her, overwhelmed by this onslaught, her poise shattered for the moment. she tries to keep her voice indifferent, but it trembles a little) (o'neill, 1959: 53-55). the climax of lavinia's hatred could be seen from her statement, which considered her mother as rival or enemy. her mother, christine, as a wife in lavinia's eyes had grabbed the attention and affection of her father when she loved her father. she felt as though what belongs to her was taken away by her mother. as a result, lavinia tried to get rid of her enemy, her own mother from her life. 3.2.7 having a desire to possess her father. loving her father, lavinia had a desire to possess her father, but she couldn't get what she desired, she decided not to choose anyone to be her spouse because she only loved her father and wanted to belong to his father. christine: i know you, vinnie! i've watched you ever since you were little, trying to do exactly what you're doing now! you've tried to become the wife of your father and the mother of orin! you've always schemed to steal my place! lavinia: no! it's you who have stolen all love from me since the time i was born! (then the manner becoming threatening) (o’neill,1959:59). christine knew that lavinia's love for her father was not good. even when lavinia talked to her brother, she acted like a mother. orin felt the same too. in other words, lavinia acted out like her mother, who then played two roles simultaneously, as a wife to her father, and a mother to her brother. 3.3 analysis of the tragic lives of oedipus complex and electra complex sufferers in eugene o'neill's elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 99 mourning becomes electra the tragedy happened in mannon's family was not only caused by the mental disorders suffered by both children, but the affair has done by the mother also worsened it. it led to the disharmonious relationship between ezra and christine mannon, in which it finally caused the death of all people in the mannon's family except lavinia mannon. besides, it also took a life of adam brant, the mother's lover. 3.3.1 the death of orin from the tragedy that had happened, lavinia had a big role in triggering the troubles occurred in mannon's family. she was the one who drove orin to his madness which led to his suicide just as she had driven her mother to frustration and suicide. orin really loved his mother, since his mother died he felt guilty, and he hopelessly ended his life. orin : (with unnatural casualness). gone home. (then with a quick, meaning, mocking glance at lavinia). i’m just going in the study to clean my pistol. darn thing’s got so rusty. glad you came now, peter you can keep vinnie company. (he turns and goes out the door peter stares after him, puzzled). lavinia : (with a stifled cry). orin! (there is no answer but the sound of the study door being shut. she starts to run after him, stops herself, then throws her self into peter's arms, as is for protection against herself, and begins to talk volubly to drown her thoughts ). hold old me close peter! nothing matters but love, does it? that must come first! no price is too great, is it? oh, for peace! one must have peace one is too weak to forget no one has the right to keep anyone from peace! (she makes a motion to cover her ears with her hands.) peter : (alarmed by her hectic excitement). he's a darned fool to monkey with a pistol in his state. shall i get it away from him? (o'neill, 1959: 271). 3.3.2 the death of lavinia’s soul in the end, lavinia felt caught in the memory of death. the death seemed to haunt her mind and her feelings. she decided to live alone in the house to pay for her sins, lavinia punished herself by living alone until death picked her up. it was the proper price she received for her actions, especially for the crimes against her family. lavinia: i'm not bound away—not now, seth. i'm bound. here to the mannon dead! seth : (frightened by the look on her face, grabs her by the arm) don‘t go in there, vinnie! lavinia : (grimly) don't be afraid. i'm not going the way mother and orin went. that's escaping punishment. and there's no one left to punish me. i'm the last mannon. i've got to punish myself! living alone here with the dead is a worse act of justice than death or prison! i'll never go out or see anyone! i'll have the shutter nailed closed so no sunlight can ever get in. i'll live alone with the dead, and keep their secrets, and let them hound me until the curse is paid out and the last mannon is let die! (o'neill, 1959: 287288). 3.3.3 the death of ezra mannon before christine married ezra mannon, christine loved ezra very much, but after they married, christine's feelings had changed to ezra because ezra was very ambitious with his career and prestige. consequently, christine got a lack of attention and affection from ezra. when christine met adam brant, she immediately fell in love with adam brant because he was gentle and tender. christine wanted to live together with adam brant. by the time ezra mannon arrived and asked about adam brant, ezra mannon became suspicious. however, christine could convince ezra mannon that the arrival of adam brant because he wanted to visit lavinia. ezra mannon then told christine and lavinia that orin was injured and he would be back home soon after recovering. at the time ezra mannon and christine were talking, ezra said that he intended to improve their marriage's condition. but christine had no intention to maintain their marriage. for her, it was too late. finally, christine admitted to ezra that she had a special relationship with adam brant. ezra then was very angry, listening to christine's confession and he swore to kill her. the anger made ezra got a heart attack, ezra relapsed then suddenly he fell back, groaning with intense pain. as planned, christine quietly asked brant to prepare poisons, which was formulated like the pill for heart attack. she planned it since she thought this was the only way to get rid of ezra, her husband. then christine pretended to treat ezra mannon by giving him the pill that was actually not his medicine. mannon : (with a harsh laugh) and i had hoped my homecoming would mark a new beginning new love between us! i told you my secret feelings. i tore me inside out for you think you'd understand! by god, i'm an old fool! christine : (her voice grown strident) did you think you could make me weak make me forget all the years? oh no, ezra! it's too late! (then her voice changes, as if she had suddenly resolved on a course of action, and becomes deliberately taunting). you want the truth? you've guessed it! you've used me, you've given me children, but i've never once been ours! i never could be! and whose fault is it! i loved you when i married you! i wanted to give my self! but you made me so i couldn't give it! you filled me with disgust! (o'neill,1959: 102-103). 3.3.4 the death of christine mannon coming home from father's funeral, orin faced the fact about her mother's relationship with adam brant. orin couldn't accept that. he was angry with adam brant, and elsya: journal of english language studies vol. 2, no. 3, october 2020 , pp. 93-100 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 100 lavinia made it worse by pushing him to kill adam brant. blinded by anger, he did what lavinia told him. he cooperated with lavinia to get. orin: i killed him! christine : (with a cry of terror). oh-oh! i knew! (then clutching at orin). no orin! you-you're just telling me that to punish me, aren't you? you said you loved me you'd protect me protect your mother you couldn't murder? orin : (harshly, pushing her away). you could murder father, couldn't you? (he thrusts the newspaper into her hands, pointing to the story). here! read that, if you don't believe me! we got it in boston to see whom the police would suspect. it's only a few lines. brant wasn't important except to you! (o'neill, 1959: 196-197). 3.3.5 the death of adam brant lavinia persuaded orin to revenge his father's death by killing adam brant. lavinia had some purposes of killing adam brant. to revenge her father's death and to punish her mother, because she thought the presence of adam brant was one of the causes of his father's death. lavinia : (taking his hands off her shoulders and rising) all i ask is a chance to prove it! (then intensely) but when i do, will you help me punish father’s murderers? orin : (in a burst of murderous rage) i'll kill that bastard! (in anguished uncertainty again) but you haven't proved anything yet! it's only your word against hers! i don't believe you! you say brant is her lover! if that's true, i'll hate her! i'll know she murdered father then! i'll help you punish her! but you've got to prove it (o'neill, 1959: 163). 4. conclusion the result of the analysis shows the tragic life of oedipus and electra complex sufferers. the tragic life is triggered by deviant behaviour because the love felt by a son to his mother and a daughter to her father. the love of the son to his mother makes him blind with his mother serious crime of killing his father. his love also leads him to attract his mother's attention, looking for his mother's affection, loving his mother, being jealous to his father, being jealous with his mother's lover and having the desire to possess his mother. the same thing occurs to the daughter who loves her father. her love to her father also leads her to attract her father's attention, look for her father's affection, loving her father, being jealous to her mother, competing with her mother, hating her mother and having a desire to possess her father. so, tragedy happens due to the mental disorders of those children. it finally indicates that the mental disorders of oedipus and electra complexes contribute to the tragedy in human's life. it tells us that mental disorders which are deviant from norm bring negative impact and danger to the sufferers in human relationship. references amin, a. 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(2008). human development. 9th edition. boston: mc graw-hill. santrock, j. w. (2002). life-span development. yudar, r. s., gowasa, n. s., & nursafira, m. s. (2019). exploring the plot analysis' kami (bukan) sarjana kertas novel': seeking for characters‟ problems. sell journal: scope of english language teaching, linguistics, and literature, 4(2), 131-137. zepf, s., ullrich, b., & seel, d. (2016). oedipus and the oedipus complex: a revision. the international journal of psychoanalysis, 97(3), 685-707. https://doi.org/10.31849/reila.v2i1.3758 elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 18 the speech act of request and refusal in english as a foreign language: hotel front desk’s linguistic politeness widia yunita 1 and riki wahyudi 2 universitas stai hubbulwathan, duri, indonesia riki_wahyudi@gmail.com article history received : 25 august 2020 revised : 27 august 2020 accepted : 27 september 2020 keywords request refusal politeness front desk reception english in specialised professions abstract the subject matter discussed in this paper is how hotel front desk receptionists handle requests and refusals in their interactions with customers when they use english as a foreign language (efl). the method of this research is descriptive with a qualitative approach, examining the interactions of front desk employees who work at hotel surya duri, indonesia. the sample consists of seven people who were given a discourse completion test which questioned them on how they deal with five different scenarios of customer requests and refusals. results showed that employees perform independent research largely on how to deal with customer requests, but overall do not adequately master how to engage with foreign customer requests and refusals in efl. this study suggests that concerned parties may benefit training current employees in foreign language communication training. 1. introduction at this time english is the language of the phenomenon that is the time when the developed countries and developing countries use this language, in life and can‟t deny the state of indonesia, has put the english language into the educational curriculum, and in addition to the language needed in work in the relationship between the state, the hospitality and tourism. communication is the very thing in the life of one of them in the field of business like hospitality, where business which moves in the form of public service is very susceptible to interaction. as in the english language such as english, japanese, mandarin and german, but more focused writer in the used english language. for hospitality very satisfactory service there is a point that is very important to develop this business. and are very sure employees who work in the hospitality required to be language english as a supporting factor to increase the number of tourists or visitors who stay at hotel is business. in the hospitality front desk was very influential in improving a hotel. front desk as an information centre about the facilities available at the hotel facilities and as a centre for lodging transactions and use of services and handle guest complaints. the authors take the title of investigating the production of the request and refusal by the front desk at the hotel surya duri, because the front desk clerk experience problem of how to request and how to refusal devoted to foreign guests who stayed at the hotel in the form of english language which affect the hotel services.currently, the hotel is an asset for the country in the field of tourism; english is indispensable in communicating with strangers, because the hotel is a public service. various types of foreign nationals in stay at a hotel. classy where employees are able to communicate in english in accordance with the hospitality attitude. but the reality in the city of duri some existing hotels can‟t be applied. thus the researchers want to take an example of a hotel the objects at surya hotel. surya hotel is the biggest hotel in the city-based spines 3 is located in the city 125 miles sudirman duri city. the hotel has been established for 14 years. in the time frame during which the hotel has been visited by many foreign guests, then the author would like to examine the form of delivery of the request and refusal of foreign guests, in terms of good communication in english. in the implementation of common miscommunication between employees and foreign guests, in the form of delivery of the request and refusal. in providing services to guests .in a way of communicating, expression and responses in accordance with the standards of the hotel. front desk was very influential in the running of such communication, any employee who works in the front desk should be prosecuted in communication good. if the front desk is not able to communicate well will get a bad impression to the guests. front desk here valet, door men, bellboy, bell captain and receptionist, is the most important in a hotel because the front reception desk has a function serving the guest arrival and departure of individual guests, groups and guests are vips, gave an explanation of the hotel facilities, guest complaints handling complaints. in this case the front desk required to be able to overcome the problems to be faced, such as communication with foreign guests. how we speak, grammar hospitality to foreign guests the way we request and how we refusal. in communication english is used in the hotel is a formal language in which the formal language is relatively elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 19 precise used in communications and hotel services to guests. formal language is polite language that puts the speaker, in this case the hotel guests in a respectable position it should apply to communications made to the foreign guests of the hotel employees. polite words that were raised by a hotel employee to hotel guests, will give a positive impression to be given to employees of foreign guests, the hotel and be the first choice to stay, for local guests and foreign guests. beebe, takahashi, & uliss-weltz (1990), “studied the refusal produced by english speakers, analyze refusal as a sequence of formulas, consisting in the case declined the invitation; expression of regret, followed by the reason, and ended up with an alternative offer”. it is expected that this study the provide a broader understanding with regard to the discourse analysis of request and refusal among employees in english to those who work are more likely to be among the speakers and foreign speakers. so that employees can develop their language better, request and refusal. the discovery of a more general pattern of pragmatic failure as the result of a foreign language can help to find any variations and bring a positive point of view of research, particularly in the study of speech acts. in addition to the need to communicate in english in the field of hospitality needed to support the work in all matters relating to a stranger about the facilities available in the hotel. in the implementation of common miscommunication between employees and foreign guests, in the form of delivery of the request and refusal. in providing services to guests .in a way of communicating, expression and responses in accordance with the standards of the hotel. 2. literature review 2.1 theoretical review in the language of hospitality aspects of linguistic politeness, modesty and appropriateness of the english language that cannot be avoided by the hotel guests. of course the hotel guests will not complain about the weakness of the language in communicating to their employees. but it would be appreciated if the employee to communicate with courtesy and proper (zafrialdi, 2006, p.2). table 1. theoretical framework of the research element indicator relevant theory speech art of refusal the employee is able to perform the way refusal invitation; expression of regret, followed by the reason, and ended up with an alternative offer. beebe, takahashi, & ulissweltz (1990) searle & vandervken (1985:195) speech art of request the employee is able to perform the way request taleghani-nikazm (2006) (1) the expression, "excuse," (2) the request and, gohl (2000) (3) the reason scott (1987) brown and levinso (1978) 2.1.1 speech act speech acts have been investigated and described from a variety of perspectives: philosophical, social, linguistic and cultural. an effort has been made to identify universal norms of speech behaviour and to distinguish these from language-specific norms in order to better understand and evaluate inter language behaviour. given a speech act such as apologizing, requesting, complimenting, or complaining, the first concern of the researcher is to arrive at the set of potentially universal realization patterns, anyone of which would be recognized as the speech act in question, when uttered in the appropriate context. we have referred to this set of strategies as the speech act set of the specific speech act (gowasa et al., 2019). in order to arrive at the speech act set, it is necessary to define the goals of the speech act in question and to identify performative and semantic prerequisites for the realization of these goals. as an example, consider the speech act of requesting. it was necessary to present a scale of impositives (saragi et al., 2019), moving from the most direct to the most indirect request. a speech act is an action performed by means of language, such as requesting something, complaining about something, or refusing something. we perform speech acts when we offer an apology, greeting, request, complaint, invitation, compliment, or refusal. speech act theory began with the work of two philosophers, john austin and john searle. this concept was first introduced by austin (1962) and later modified by his searle (1969). according to the theory, a greeting speech acts serves as a function of communication. it allows people tosay things and do the things they say. speech act is the performance of actions when making a speech, usually during conversations. 2.1.2 request brown and levinson (1978) define 'requests' as facethreatening acts to both the requester and the recipient since it has the potential to be intrusive and demanding. a request expresses a wish for the hearer to perform some action. the speech act of requesting generally has three levels depending on the degree of directness. first, the most direct and explicit level (e.g. performatives and hedged elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 20 performatives). second, the conventionally indirect level (e.g. requests that realize the act by referring to contextual preconditions necessary for its performance, as conventionalized in a given language). third, the nonconventional indirect level (e.g. the open-ended group of indirect strategies that realize the act by either partial reference to an object or element needed for the implementation of the act). a request is to ask someone to do/not do something or to express the need or desire for something. the speech act of a request has been considered a noteworthy subject for the research of speech acts because requests are „facethreatening acts (yong-ju rue, 2008:1). the purpose of a request is to get the addressee to do something (level 1989: 60). in most cases, the intent of a speaker making a request is to require the addressee to perform some kind of action which is of benefit to the speaker at the cost of the addressee .to achieve this, the speaker needs to employ strategies and modifications that will minimize the potential imposition of the illocutionary act of a request that threatens the addressee‟s face and may give the addressee burden, to some extent. for this reason, the speaker should attempt to achieve an effective outcome of the intended request from the addressee by utilizing less impositive request strategies. a speech act of requests is a prominent event in daily interactions, one in which the speaker usually manipulates appropriate linguistic forms to make requests according to certain situations. for example, under the influence of the growing promotion of business and trade affairs between china and korea, the tactics of interpersonal communication, particularly making appropriate requests, have become of considerable interest because of their function in maintaining or developing discussion and leading to successful cooperation. in order for chinese and korean companies to negotiate successfully for the sake of their trade and business goals, they need to develop communicative competence by examining cross-linguistic differences and appropriate language use in cross-cultural communication speech act of request in these studies is that it's modes of performance carry heavy social implications and seems to be ruled by universal principles of cooperation and politeness (sapitri et al., 2020). thus, in a requisite situation, researchers might find more politeness in the interactants‟ language (taleghani-nikazm , 2006: 2). of the above theory to generate speech acts in the delivery request in politeness in requisite situation. language is a universal communication tool; in this case the researchers took the title of investigating the production of the request and refusal by the front desk at the surya hotel duri which focuses on how to follow speech requests and hostage in order refusal by the states speech act is an act which is done by means of language, such as asking for something, complain about something, or reject something, offering an apology, greeting, requests, complaints, invitations, compliments, or refusal. where is the speaker of the theory must establish cooperation, courtesy and know the situation request that you want to convey speech and action in the request in performing the request of the speaker should be clear what who wants to be asked to stay away from the problem of communication between the speaker in the delivery of speech acts request. request in everyday conversation refers here to the type of social action in which interactional goal of the first speaker is to get his co-participants to the performance measures (i.e., transfer something of value, such as an object, service or information) is for the benefit of the first speaker or a third party. the requested action can be performed at the time of speaking or at some later point (taleghani-nikazm, 2006: 1). the speech act must be preceded by a good conversation in view the circumstances and towards what you want to be asked. to avoid communication problems in speech act must take the discourse request speaker said this component are: (1) the expression, e.g., "excuse," (2) request, e.g., “please deposit the room" and, (3) the reason, e.g., "because the room bill already over limit of provisions which specify.” relatively precise language used communications and hotel services to guests is a formal language, formal language is a language polite and put the other person, in this case a hotel guest, in a respectable position. spoken word, especially the front desk will give a positive value for hotel guests. there are a number of keyword if the words are inserted in the sentence to replace the words would change the sentence into a sentence or polite or formal language sure, certainly, fine, of course, all right, please, would, could, should, have, may, afraid, apologize. 2.1.3 refusal a refusal is to respond negatively to an offer, request, invitation, etc. searle and vandervken (1985:195) define the speech act of refusal as follows: “the negative counterparts to acceptances and consenting are rejections and refusals. just as one can accept offers, applications, and invitations, so each of these can be refused or rejected". it is so difficult for some non-native speakers to say "no". in many cultures, how one says "no" is probably more important than the answer itself. therefore, sending and receiving a message of "no" is a task that needs special skill. the interlocutor must know when to use the appropriate form and its function depending on each group and their cultural-linguistic values. the skills of refusing others' offers, requests, or invitations without hurting their feelings are very important to have since the "inability to say 'no' clearly has led many non-native speakers to offend their interlocutors”. elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 21 refusal is considered a face-threatening act among the speech acts for it threatens the face wants of the speaker and the hearer by running contrary to their face wants. the face of the speaker or listener is risked when a refusal is called for or carried out. consequently, refusals, as sensitive and high-risk, can provide much insight into speaker‟s pragmatics. to perform refusals is highly indicative of one's non-native pragmatic competence (alkahtani, 2005:2). rejection is a very complex speech acts, especially since they may involve lengthy negotiations and facesaving manoeuver. because rejection usually serves as part of both spouses, they preclude extensive planning on the part of the person who refuses. a rejection is done with the involvement of negotiations in which the negotiations are lists of planning done by some people who do not have the same mission. beebe, takahashi, & uliss-weltz (1990) studied the refusals produced by english speakers, and their analysis found that rejection is a sequence of formulas, consisting of invitation declination or expression of regret, followed by the reason, and ended up with an alternative offer. english is a communication tool for employees who work in the hospitality, the hotel is a business that is engaged in services, especially for domestic tourists and international tourists and is the largest producer of the state deficit. hearing the words, for sure we will think about the tourists, indirectly we will think about the english language. english is the international language. and some of hospitality requires employees are able to speak english, which would refer to the hotel itself in increasing the income, the more guests staying in the eyes of the better guest service. and in fact seen the hotel employees are often constrained in english in conversation with foreign guests in the delivery form and manner requested refuse in service and make foreign guests feel uncomfortable. according to of the opinion concluded by rejecting expression can be formulated with regret, in the follow reason and ended up with an offer that alternative resulting in a relevant conversation, and reduce problems in dealing of talks. speech act of refusal occurs when the speaker directly or indirectly, to say no to a request or invitation. rejection is a face-threatening act for the listener/applicant/inviter, because contrary to his expectations, and often manifested through an indirect strategy. as such, it requires a high level of pragmatic competence (chen, 1996: 2). chen (1996: 2) used a formula to analyze the semantics of speech acts set refusal (rejected requests, invitations, offers and suggestions) that is produced by american and english speakers. he found that the direct refusal (i.e., "no") is not a common strategy for each subject, regardless of their language background the word “no” is a direct denial and refusal indirectly is a face-threatening act for the listener/applicant/inviter, because contrary to his expectations, and often manifested through an indirect strategy. as such, it requires a high level of competence pragmatic. so that refusal can be done either in accordance with the circumstances in the expected. beebe, takahashi, & uliss-weltz '(1990) study of refusal. the responses of native english speakers were reviewed for evidence of the general components of speech acts set to build a basic response set. of theories and concepts can be done over the rejection generated by english speakers, analyze rejection as a sequence of formulas, consists in the case declined the invitation; expression of regret, followed it reason, and ending with an offer alternative. and there is a concept in which the concept of how to perform denial. refusal is a face-threatening act for the listener/applicant/inviter, because contrary to his expectations, and often manifested through an indirect strategy. as such, it requires a high level of competence pragmatic and direct refusal semantic formulas used to analyze the speech act set rejection (rejected requests, invitations, offers and suggestions) that is produced by american and english speakers. he found that the direct rejection (i.e., "no") concept of denial of a foreign guest rooms requested exchange cause want a new atmosphere while rooms are available is no longer so as where by refusing refusal. first a quick refusal required demand speaker exchange the same room but the room was not there anymore. these components are: (1) the expression of regret, "sorry," (2) reasons, "because there are no rooms available," and, (3) offer an alternative, "tomorrow will move with the same type of room?” the sentence example may be, “i‟m sorry sir, i‟m afraid there‟s no vacant room for today. would you want me to order it to another hotel?” the word “sorry” expresses a concern or a very good speech in the refusal in a condition, and reasons for refusal to declare a state under these conditions and offer an alternative. the refusal of the concept of the above certainly understands and appreciates the hotel guests of the language to communicate to their employees. and feel appreciated if employees communicate with courtesy and proper to foreign guests. social action requested has received much attention in the field of linguistics and applied linguistics. the majority of studies in this field have investigated the activity of asking for the purpose of exploring and contrasting strategies of politeness in different cultures. speech act requests in this study is that the mode of performance carries heavy social implications and it seems to be governed by universal principles of cooperation and courtesy; thus, in a situation requisite, researchers may find more politeness in language many related research explores how the speakers showing through the sequence of their elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 22 utterances, their organizational orientation preferences request. specifically, this study examines the ways in which the speaker design turn while engaged in activities dispreferred to request. in particular, this analysis focuses on ways to manage the speakers move afflictive conversation when request. this is achieved by a detailed analysis of the composition of grammatical utterances speaker in a sequential and contextual environment making the request, and the type of social. this study builds upon the body of work, and expand the discussion of grammar and interaction by focusing on one particular social action, namely that the demand in everyday conversation. as mentioned in the previous section, social action request has been described by analysts‟ conversation as "disprefered" practice compared to bidding. thus, the speakers utilize interactional device for projecting the possibility of demand and therefore to prevent the occurrence of such disprefered action. in addition, when produced, the first part of the request may indicate the format disprefered action. social action request chosen for this study because it provides a useful site to explore ways of grammar closely intertwined with interactional activities in which people engage. 2.1.4 front desk front desk is part of the registration of all guests who come to stay at the hotel and also explained about the facilities and is a centre of the hotel, and is the place where the activities of the hotel gives guests a first impression, also the last impression of the hotel overall (sulastiyono,1992, p.65). front desk has a role and function of selling within the meaning of renting out rooms to guests to assist the implementation of the function of the front desk, the front desk is divided into sections that each section has a different service functions. as for the parts that are on the front desk, reservation service, bellboy, desk service, information service. 2.2 relevant research the research was relevant with budi indra syahdewa research, university pendidikan indonesia,2014. the research entitled is “model training english for specific purposes for the improvement of communication skills front office clerk at the hotel aston network.” the writer uses descriptive research which analyze the data by quantitative research and in support of qualitative data in accordance with the results of the test communication skills and interview. this study has formulated on how is the model training english for specific purposes for the improvement of communication skills front office clerk at the hotel aston network. based on the research, it can be summarize english for specific training model for improvement of communication skills purposes front office clerk at the hotel aston network, have the result 26% or 27% the foreign guests who want to stay to experience the process easy, from 10 front office clerk things that need to be improved, especially in english for specific purposes grammatical and vocabulary development in front office clerk, proficiency is not only able to understand the message and as well as the delivery of messages. communication skills is on the understanding of communication as a means of communication with the guests of different cultures within the framework of the friendly service, the officers understand the language used group of foreign guests. the research was relevant with sharyl tanck research, the paper received an au tesol academic excellence award for 2002-2003.” speech act sets of refusal and complaint a comparison of native and non-native english speakers‟ production” the writer uses descriptive research which qualitative with the test discourse completion tests,where in they were asked to write their responses. to six prompts, representing the two speech acts and two distractors, within familiar equal and superior-inferior relationships. this paper investigates the differences between native and non-native english speakers‟ production of refusals and complaints. it is hoped that this study, with subjects who represent a wide range of first languages, will provide a more broad understanding of the discrepancies that can exist between native and non-native complaints and refusals. this study has formulated on how is the speech act sets of refusal and complaint a comparison of native and nonnative english speakers production based on the research 60% of the non-native speakers reported using english “often,” “everyday,” or “all the time,” while 40% reported using english “not often,” or only at school or work for 25 person. 3. method this research is designed as a descriptive research with qualitative approaches, using training process to reveal how hotel surya duri employees deal with foreign guests‟ requests and refusals. surya hotel is a hotel located in the city of duri, riau province, indonesia. located in the sudirman km 125 duri built in 2000 and is the largest hotel in the city of duri which has a total staff of about 85 people and is made up of 8 departments, and from several departments such as front office, housekeeping, kitchen, accounting, stores, security, engineering and food and beverage. and from several departments such as front office, housekeeping and food and beverage must master the english language in communications to customers, especially foreigners. the study targeted the employees of departments devoted to the front office, finding seven office employees who have different accents, attitudes and speech styles when they speak english. their specific occupations are listed in table 1. elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 23 table 2. distribution of population and sample of the research front desk gender total male female bellboy 2 2 reservation 1 1 2 information service 1 1 2 desk service 1 1 4 3 7 to obtain the employee's ability to perform speech acts, requests and refused, researchers give a written test to measure the ability of the employee, such as hotel employees have been given training and good communication standards in communication according to standard hotels, and be a positive point for measuring the extent to which employees the master and the communication of understanding expected by management. researchers took the time to research on investigating the production of request and refusal by the front desk at the hotel surya. for 3 month from the date of 1 april 2015 to 30 june 2015 in conducting action research request and refusal speech so that within a month the researchers get results from the ability of the hotel staff, in their communication in speech act of request and refusal to foreign guests. to obtain the data needed for this research, the study used a discourse completion test (dct) which consists of two types of instructions meant to obtain specific speech acts, in this case designated as responses to foreign customer requests and refusals in simulated hotel scenarios. the study made the situation in performing the way the request and refusal. test consists of 5 items situation by allocating 30 minutes for all tests. the employees answer in the answer paper has been prepared. this research is based on measuring the understanding and ability of hotel employees, to determine the extent of the ability of employees serve foreign guests in ease of communication in making a request and refusal to foreign guests. the majority of the employees of the said act is often a problem of communication, in the form of delivery is not good, and the resulting foreign guests to be uncomfortable. so researchers are looking for solutions that are good communication to the foreign guests were good. it is expected that this study will provide a broader understanding with regard to the discourse analysis of request and refusal among employees in english to those who work are more likely to be among the speakers and foreign speakers. so that employees can develop their language better, request and refusal the discovery of a more general pattern of pragmatic failure as the result of a foreign language can help to find any variations and bring a positive point of view of research, particularly in the study of speech acts. in addition to the need to communicate in english in the field of hospitality needed to support the work in all matters relating to a stranger about the facilities available in the hotel so as to increase the quality of the hotel, and the quality of the hotel employees. in doing good, so communication creation of a comfort felt by the foreign guests, and make the hotel into the best choice in lodging. in standard value will be focus with component for refusal these components are the expression of regret, "sorry," the reasons, an offer of alternative and request these components are the expression, "excuse," request the reason. 4. results the data were obtained from the result of data collecting. that was employed frequency on the discourses completion test of production request and refusal by front desk at hotel surya duri. the test consists of 5 items and total assessment of how many answers were taken from the three components that meet the written request and the refusal and good score of the test be showed in component about refusal the expression of regret, "sorry," the reasons, an offer of alternative. and good score look in request components are: the expression, "excuse," request, the reason. the percentage taken out of every situation that is attached authors in test request and refusal. table 3. employees‟ production of requests and refusals situation requests refusals good not good good not good 1 3 4 3 4 2 3 4 6 1 3 3 4 7 0 4 3 4 3 4 5 5 2 5 2 in collecting the data, the writer give the test discourses completion test speech act: investigation the production of request and refusal by front desk at surya hotel duri. test score of the test be showed in component about refusal the expression of regret, "sorry," the reasons, an offer of alternative and request, these components are: the expression, "excuse," request ,the reason. and can be seen from the data below production request and the refusal of the test is given in the form of discourses completion test in accordance with the component. table 3 shows that in the situation in the first three employees make requests either did not request and either do demand there are four employees who are not good. and in the second situation, three of the employees make requests well and while four of them did not ask to no good. elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 24 and the situation of their third and fourth situations, the employee who is able to ask well just three employees and four of them are not good. and the situation fifth, five employees asked nicely while the two are not good.. from the above data, that means asking good component refers to the request. the expression, "excuse," request, the reason. meanwhile, in the situation refusal in the first three good and four not good and from situation two in production refusal, for six employee good and one not good, and situation three in production refusal, for seven employee good and not good nothing. and situation four in production refusal for three employee good and four employee not good and situation in production refusal for five employee good and two employee not good. in data focus to the component refusal component about refusal the expression of regret, "sorry," the reasons, an offer of alternative. from the table 3, this study can assess how to shape how to request and how to refuse in accordance with the existing standard component in the indicator of request and refusal invitation by assessing how many people do i request and refused to refer to the component .where we take 5 different situations that refers to how we asked and refused to foreign guests. to know the percentage of speech act: investigating the production of request and refusal by front desk at surya hotel duri, in the test, the writer using formula: where: p = percentage f = frequency n = total number of employed‟ (sudjana, 1989: 50) table 4. the results of the employees request speech act performance situations description employee 1 good 42.8% not good 57.2% 2 good 42.8% not good 57.2% 3 good 42.8% not good 57.2% 4 good 42.8% not good 57.2% 5 good 71.4% not good 28.6% figure 1. frequency of request speech production from the table above we can see what percentage of employees who did request that refers to the visible indicator of the situation that is given to perform the way the request, resulting from the situation 1 in process check in employed ask for a passport as one of the procedures in registration. in the result of 42.8% perform well request and 57.2% did not perform well. and in the second situation in process transaction room employed ask payment additional deposit and result 42.8% perform well request and 57.2% did not perform well. and situation three about in process check out and all cost accommodation will charge to company and employed ask all the bill in sign of customer. and result 42.8% perform well request and 57.2% did not perform and situation to four about process reservation by phone, employed ask for the identity and arrival time are going to write the data reservation and result 42.8% perform well request and 57.2% did not perform well and the fifth situation about process check in employed ask guaranteed latter for guest staying long stay in result 71.4% perform well request and 28.6% did not perform well. table 5. the results of the employees refusal speech act performance situations description percentage 1 good 42.8% not good 57.2% 2 good 85% not good 15% 3 good 100% not good 0% 4 good 42.8% not good 57.2% 5 good 71.4% not good 28.6% 0% 10% 20% 30% 40% 50% 60% 70% 80% good not good elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 25 figure 2. frequency of refusal speech production from the table above can be seen in the denial of the percentage of foreign guests, from 5 situation is viewed, obtained varying results, which at first situation produced denial employees in accordance with the existing components with utter expressions of regret, "sorry", the reason, an offer of alternative. from the situation 1 about process check in and while the room are in a state of full, in the result of 42.8% perform well refusal and 57.2% did not perform well. and in the second situation about the process cancel check in while all transaction have been carried out. and customer asked for his money back and result 85% doing well refusal and 15% did not perform well and the third situation about the guest want the change room but in condition room full today. how do you do a refusal and result 100% doing well and the situation to four about process check out and all accommodation cost are charge to the guest but guest ask the payment charge to company, how the refusal to guest and presentation 42.8% doing well and 57.8% did not perform well the fifth situation about no smoking area. so in employed refusal no smoking area in lobby and result 71.4% perform well request and 28.6% did not perform well. based on the data analysis, the result of the test about how the front desk to request foreign guests, where a request has to perform some component of the component in which researchers could assess how the front desk did request in accordance with such component. the expression, "excuse," do "request" and "the reason" so that researchers result of the test that is given to the front desk employed. resulting from the situation 1 in process check in employed ask for a passport as one of the procedures in registration. in the result of 42.8% perform well request and 57.2% did not perform well. and in the second situation in process transaction room employed ask payment additional deposit and result 42.8% perform well request and 57.2% did not perform well. and situation three about in process check out and all cost accommodation will charge to company and employed ask all the bill in sign of customer. and result 42.8% perform well request and 57.2% did not perform and situation to four about process reservation by phone, employed ask for the identity and arrival time are going to write the data reservation and result 42.8% perform well request and 57.2% did not perform well and the fifth situation about process check in employed ask guaranteed latter for guest staying long stay in result 71.4% perform well request and 28.6% did not perform well. the result of the test of how the front desk to the rejection to the foreign guests. where to perform a denial has some component of the component in which researchers can assess how the front desk to the rejection in accordance with such component. the expression of regret, "sorry," do "the reason" and "an offer of alternative" so that researchers gain the results of a test that is given to the front desk employee. and resulting from the situation 1 about process check in and while the room are in a state of full, in the result of 42.8% perform well refusal and 57.2% did not perform well. and in the second situation about the process cancel check in while all transaction have been carried out. and customer asked for his money back and result 85% doing well refusal and 15% did not perform well and the third situation about the guest want the change room but in condition room full today. how do you do a refusal and result 100% doing well and the situation to four about process check out and all accommodation cost are charge to the guest but guest ask the payment charge to company, how the refusal to guest and presentation 42.8% doing well and 57.8% did not perform well the fifth situation about no smoking area. so in employed refusal no smoking area in lobby and result 71.4% perform well request and 28.6% did not perform well. percentage of results obtained from the data. result from the five situation given on how to carry out the request and refusal which refers to an indicator component contained in the produced results that vary from the request and refusal. 5. conclusion hotel employee service is not absolute or identical because how they deal with requests and refusals are not the same. 42.8% were found to be „good‟ at dealing with requests, but 57.2% were not good, and these numbers are roughly reflected from the first to the fourth situations. it is only in the fifth situation that 71.4% showed a „good‟ performance. meanwhile, the simulations of refusal situations showed that 42.8% were „good‟, while the results on the way that does not reject either reached 75.2%, the two-way situation to a good refusal reached 85%, the well not reach 15%. in the third situation in particular, all participants (100%) performed „good‟ refusals without any errors. in the fourth situation up to 42.8% did „good‟ refusals, but this number increased to 71.4% in the fifth situation. overall, the data mainly captured typical expressions used in the speech act of requests and refusals, so the front desk service in hotel surya duri, at least in the parameters of this study, is considered „average‟. based on the results of this study, future studies could look into the management of front desk service‟s communication with foreigners. typical management is motivating employees and giving them awards which reflec their service quality, but other routes that would improve 0,0% 20,0% 40,0% 60,0% 80,0% 100,0% 120,0% yes no elsya: journal of english language studies vol. 2, no. 2, june 2020 , pp. 54-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 26 the technicalities of the service should be explored. moreover, this study is limited to the speech acts used by the employees, so future studies could tackle the nonspeech aspects, such as body language and attitude. references beebe, l. m., takahashi, t., & uliss-weltz, r. (1990). pragmatic transfer in esl refusals. developing communicative competence in a second language, 5573. searle, j. r. (1969). speech acts: an essay in the philosophy of language (vol. 626). cambridge university press. searle, j. r., & vanderveken, d. (1985). speech acts and illocutionary logic. in logic, thought and action (pp. 109-132). springer, dordrecht. taleghani-nikazm, c. (2006). request sequences: the intersection of grammar, interaction and social context (vol. 19). john benjamins publishing. al-kahtani, s. a. w. (2005). refusals realizations in three different cultures: a speech act theoretically-based cross-cultural study. journal of king saud university, 18(1), 35-37. sudjana. (1989). metoda statistika. tarsito. bandung sapitri, p. a., chasanah, a., putri, a. a., & paulima, j. (2020). exploring brown and levinson‟s politeness strategies: an explanation on the nature of the politeness phenomenon. reila : journal of research and innovation in language, 1(3), 111117. https://doi.org/10.31849/reila.v1i3.3801 sulastiyono, a. (1999). manajemen penyelengara hotel. alfabeta. zafrialdi, m. (2008). english for hotel services. kawan pustaka. jakarta gowasa, n. s., radiana, s. p., & afifah, n. (2019). a study on the use of speech acts: a review of selected paper. elsya: journal of english language studies, 1(2). https://doi.org/10.31849/elsya.v1i2.3528 saragi, v., nuratika, s., fransiska, f., yolanda, m., & ardiyanti, n. (2019). a review of some speech act theories focusing on speech acts by searle (1969). elsya: journal of english language studies, 1(2), 60-68. https://doi.org/10.31849/elsya.v1i2.3529 syahdewa, b. i. (2014). model pelatihan english for specific purposes bagi peningkatan kecakapan berkomunikasi petugas front office pada jaringan hotel aston: studi di hotel grand aston medan (doctoral dissertation, universitas pendidikan indonesia). tanck, s. (2002). speech act sets of refusal and complaint: a comparison of native and non-native english speakers‟ production. studies in second language acquisition, 13(1), 65-81. https://doi.org/10.31849/reila.v1i3.3801 https://doi.org/10.31849/elsya.v1i2.3528 https://doi.org/10.31849/elsya.v1i2.3529 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 188 critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia andi aspian nur apsari, didin nuruddin hidayat *, nida husna, & alek alek universitas islam negeri syarif hidayatullah jakarta, tangerang selatan, indonesia *didin.nuruddin@uinjkt.ac.id article history received : 3 march 2022 revised : 1 may 2022 accepted : 20 june 2022 keywords critical discourse analysis efl textbook gender equity gender roles gender bias abstract using critical discourse analysis as an analysis tool, this study explores gender representation in the national efl textbook “bright: an english” for eighth grade junior high school students, a book utilized in al-ikhlas lambuya junior high school’s learning and teaching process. fairclough's three-dimensional framework was used to examine the data in this study. the study aims to see how gender roles are communicated and how gender equity is reflected in the textbook. to uncover the power imbalance or disparity between males and females, characteristics such as male and female visual representation, male and female characters, male and female social, domestic duties, male and female semantic roles, and activities were investigated. the research revealed a gender bias in favour of men in particular functions and activities, such as becoming an 'athlete,' engaging in social events, and participating in sports. on the other hand, female dominance is evident in that female students outnumber male students significantly. nevertheless, the study discovered some equality in terms of pictorial representation, some activities, and roles. although conventional roles and behaviours are associated with female and male genders in this book, all genders are equally portrayed in terms of social position, power, and domination. furthermore, no ideology such as anti-feminism or masculinity is discussed in this text. 1. introduction english is regarded as a foreign language in indonesia compared to most nations that put english as their second or even first language. related to that, the government has more concern in this field by shifting the curriculum of english subjects in all grades in school. in addition, english was classified as one of the compulsory subjects that later on will be tested in final testing at the school. besides, to instil english among the students, variety of strategy of the teacher will be one of the most important parts of the learning process. instructional material is also considered teachers’ strategy, divided into two main parts: printed and nonprinted. the printed one is text or graphics printed as a medium for delivering information, including textbooks, handouts, brochures, modules, pamphlets, etc. meanwhile, non-printed material is packaged through various mediums, including videos, cassettes, audio, the internet, etc. (ayu & indrawati, 2019). some media are used to share information about teaching and learning english in school. textbooks have become the most common media to introduce information during students’ learning process in the classroom. the textbook has an inevitable role for both students and teachers. the presence of a textbook guides the teachers when delivering material and provides essential information through various explanations and activities. on the other side, it impacts students’ attitudes and responses to the information. it is a fact that if kids enjoy their textbooks, they will participate enthusiastically in class. however, approaches or methods in teaching and learning also have a big impact on ensuring it is suitable for many types of students. “bright: an english” textbook for 8th grade junior high school students is the main textbook used in the al-ikhlas lambuya boarding school. this selected textbook parallels the k13 curriculum and syllabus of the current situation used in the boarding school. the textbook was published in 2017, and it represents how the publisher sees the gender beliefs (male and female) and how it will affect the social beliefs of the students in the school. in the past, language was sometimes used as sex discrimination either for the roles or the position between men and women (kendall & tannen, 2015). the presence of textbooks will change students how they see society because of textbook roles, besides instilling information also present society-like in the school. hopefully, the recent textbooks will change students’ perspectives compared to the old school books, as gender discrimination is not compatible with the recent situation. the fact is that many efl materials from the 1960s through the 1980s were anti-feminist (healy, 2009). this study sought to demonstrate how “bright: an english” textbook portrays male and female characters in conversation, activities, and picture representation. critical https://doi.org/10.31849/elsya.v4i2.9549 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 189 discourse analysis (cda) of elt material utilized in the learning and teaching process was employed to conduct this study. this study aimed to discover how gender equity was depicted in textbooks and whether gender usage could be a good issue in adapting and selecting the most appropriate book for students in junior high school who were learning english as a second language. discourse analysis is not a part of a sentence; it is above or outside of a sentence as discourse analysis is assembled by how the conviction was made and the intention of a text (destira et al., 2021). derin et al. (2020) argued that discourse analysis develops critical thinking because the subtopic of this method consists of language learners' functional, practical, and even marketable skills. furthermore, it is more sophisticated in critical discourse analysis because it is a mixture of social and linguistics of discourse; it elaborates analysis at the macro-level of social structure through analysis at the micro-level of social action (samadikhah & shahrokhi, 2015). moreover, jorgensen and philips, cited in widuna (2018), stated that cda is a multi-disciplinary thinking framework that focuses on the relationship between discourse, social, and cultural development. however, the scope of the cda is relevant not only to the text but more to the social issues that affect the discourse itself. making a textbook represents the concern of the writer's conscious or unconscious. still, the effect of this production could be a sensitive issue as brugeilles and cromer (2009) stated that textbooks are essential for understanding gender systems since they can help legitimize gender roles. before producing a textbook for education purposes, especially in english language teaching, the writer should consider ethnicity, age, class, mental level, gender, objectives, and many more (ahmad & shah, 2019). the inevitable issue emerges when a female is linked to and textbook, as seen from access to the book and gender equality that represented a textbook (brugeilles & cromer, 2009). there is still inequality in a text where the example of the activities is dominated by a male and in line with the subject use that is more dominated by a male subject. a small number of previous studies have conducted similar objective. samadikhah and shahrokhi (2015) attempted to compare the gender representation between two books, namely “summit” and “top-notch” textbooks. they mostly focused on comparing activities and pictorial representation of males and females between the two books. as far as the researchers are aware, there are only two other recently published studies on this topic. ahmad and shah's (2019) research was conducted on an efl textbook for fifthgrade elementary schools in the public and private schools in pakistan and kayed et al.'s (2020) research focused on the content of an international elt textbook series used on jordanian undergraduate students at al-balqa applied university. the scarcity of this study indicates a need for a more comprehensive examination of a textbook that is used by the majority of secondary schools of the country, thus the results of this study is hoped to contribute in addressing this research gap. 2. literature review 2.1 textbook the function of textbooks still has a significant impact on developing topics and ideas in today's era, but more than that, the book offers the way to is presented to the students. however, textbooks enlighten learning and teaching in more varied ways (behnke, 2018). for example, in a learning activity, students usually read and listen to material from a textbook. moreover, a book provides some content with several pictures, so the students will receive many exposures while they are learning. the same case happened to a teacher while they were teaching, as with the presence of a textbook, they will have more approaches to engage their students to be more engaged in a classroom activity. ellis (2014) believed that the students would learn with the maximum exposure learners receive. the textbook is the centre of the curriculum as it represents an intended curriculum (lucy et al., 2020). moreover, a textbook contains values in social life; one is gender (carole brugeilles & sylvie cromer, 2009). regarding the explanation above, it can be inferred that the function of textbooks in terms of instilling social belief has a significant effect. moreover, the book is applied in school learning and teaching activities. the role of gender, especially in indonesia still not a very concern in society, yet in rural communities, the part of men is still placed at the peak of social culture. therefore, textbooks are elemental to introducing the gender system as it has a vital role in gender legitimation in real life (brugeilles & cromer, 2009). in behnke (2018), muller believed that textbooks might reinforce the stereotypes about gender. this gender stereotype includes all aspects of social life, either in men's and women's roles or their equity. in the indonesian context, men are drawn as the individual that could do everything compared to women as it could be seen that most of the leaders or stakeholders are led by men. gender equity is essential for students in indonesia because gender is even in every social life nowadays, and the most common initial move is by using a textbook. grouping gender happens when children are ready to code information that is proper to derive between women and men in society (martin & dinella, 2001). 2.2 critical discourse analysis according to kayed et al. (2020), the field of critical discourse analysis revolves around social issues such as inequality, injustice, racism, hegemony, power abuse, and many other in-depth examinations of the linguistic properties of discourse and discourse structures, as well as the linearity of a social system and social cognition. this statement is also strengthened by (sriwimon & zilli, 2017), cited by van dijk, https://doi.org/10.31849/elsya.v4i2.9549 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 190 that cda is a form of discourse analysis study that focuses on how text and language in social and political situations are used to enact, reproduce, and oppose social power abuse, domination, and inequality. xia and hamuddin (2019) explained that cda has a strong relationship between the discourse itself and ideology. based on the reasons presented above, it can be concluded that the critical discourse analysis' thinking framework is centred on the social value of human beings in social existence. moreover, critical discourse analysis is a strategy for identifying, understanding, organizing, and preparing descriptive writing, and it is not a way of learning (numertayasa, 2017). it can be concluded that critical discourse analysis (cda) is an approach that is more concerned with the description situated behind the line. through critical discourse analysis (cda), researchers will gain information that the outer expression could offer either from the political and common issues that society gets involved in. as illustrated in their article, swastika and esther (2020) apply the cda approach in revealing how the interplay between the text and practical strengthens the reason behind the choosing of the textbook as media for instilling the social belief in societies. numertayasa (2017) divided cda into several type: 1. cda model of theo van leeuwen, 2. sara mills models cda, 3. cda models, 4. teun a. van dijk, and 5. cda model of norman fairclough. discourse analysis theories used in the study that has been done is the theory of discourse analysis of fairclough, which focuses on explicit content applied in the textbook. in addition, the researchers’ objectives are to see content, including gender representation in the conversation, activities, and illustrations, and know the ideology behind the textbook. furthermore, to understand cda, wodak, and meyer (2009) and van dijk (2009) define the cda principles into five principles: 1. cda is not centred on theory or even a particular discipline but instead on an issue, such as its application to society in laman's terms. 2. to investigate and justify why some interpretations are more effective than others, cda explains unplanned opinions. 3. cda is a social research project that consists of a social problem, a human rights perspective, and power abuses such as racism, sexism, classism, and social inequality. 4. the content of cda is concerned with diverse theories, methodologies, and applications in critical societal problems. 5. cda is concerned with investigating the dominant group in a society subjected to discursive injustice to open up social inequity. 3. method the study employed the qualitative method, which employed content analysis adapted from (fairclough, 1989, 2001) to examine gender representation in the conversation, activities, and illustrations in a textbook for junior high school students. this study had no participants, although it did look into the content of the conversation used in the textbook. moreover, the book was chosen for its ability to bring forth information about gender representation that is balanced or imbalanced in its contents. figure 1. cover of the “bright: an english” textbook the source of this study was taken from junior high school english coursebook used under the title “bright: an english textbook for eighth grade junior high school students.” this book was printed and published by erlangga publisher in 2014. “bright: an english” is the first edition of the book, developed based on the approach method responding to the need of k13 curriculum, which aims for students to memorize words based on the theme, and the structure communicated interpersonally and transactionally. https://doi.org/10.31849/elsya.v4i2.9549 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 191 the technique for collecting the data for this study was to use a three-dimensional model mediated through a checklist to analyse the textbook's explicit content that discussed gender (handayani et al., 2018). this approach was divided into three parts: conversation and pictorial representation, followed by interpretation of the data collection and analysis of the conversation based on five factors (samadikhah & shahrokhi, 2015). the first section examined gender representation in conversation, activity, and pictures on the book. the variables retrieved and analyzed for evaluating the conversation were: male and female picture representation, male and female characters, male and female social, domestic roles, male and female semantic roles, and activities (fairclough, 2001). the acquired data were evaluated and described concerning the social environment once the requirements, which consisted of the checklist and relevant data, were gathered. this research was guided in collecting, analysing, and interpreting the data from the previous study related to research comparing gender equity from two different textbooks. the aspects were a pictorial, male and female character, total relation, domestic and social roles of male and female, and activities. in this study, five aspects were used to analyse gender equity: pictorial representation, female and male character, total relation, domestic and social roles of female and male, and activities. these aspects will be uncovered through three phases: 1) description of the linguistic features using word choice, grammar, and text structure; 2) interpretation to comprehend the link between speech, its creation, and its consumption; and 3) explanation, referring to faircloug’s statement in handayani et al. (2018), of the link between interaction and social environment with the social determination of the production and interpretation processes and their social impacts is explained. 4. results 4.1 pictorial representation the first part of the data gained from the book is a pictorial representation of the female and male. the distribution of the images of both genders are displayed on figure 2 and summarized in table 1. table 1. pictorial representation female more female male more male equal total 64 20 50 16 42 192 33% 10% 26% 8% 22% 100% figure 2. female and male pictorial representation the picture presented by “bright: an english” showed an outnumber of the females by 64 times occurred compared with males by 50 times. the trend showed the same flow of more females than more males, but not in the gap between them. the gap is not very noticeable as only four counted pictures of the book. although the equal picture like the equivalent number of females and males are more likely to the number of males or females with more than a half times the female’s pictorial representation. overall, as the table indicated, the dominance of females with 33% of the picture represented, followed by males with a gap of 26%. the image which displays an equal share between females and males is 22%. in addition, the rest picture in which more females with 10% and 8% pictures used more males. 4.2 conversation characters the next aspect discussed female and male characters. the table shows that the initiator of the conversation between females and males almost shows the same distribution but, in the segment, student-student male-dominated with a very noticeable gap with almost three times between 8 and 3 for https://doi.org/10.31849/elsya.v4i2.9549 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 192 males. the table also indicates that males are more engaging in starting a conversation with females or males, and females tend to be the person to talk with than males. table 2. female and male characters number of females female as x male as x number of males female as y male as y friend-friend 21 11 10 21 10 11 teacher-teacher 1 0 1 1 1 0 teacher-student 4 2 2 4 3 1 student-students 10 3 7 10 8 2 colleague-colleague 2 1 1 2 1 1 volunteer-volunteer 1 0 1 1 1 0 reporter-informant 2 0 2 2 2 0 neighbor-neighbor 2 2 0 2 2 0 total 43 19 24 43 28 15 in the conversation part, the nuance between friend and friend more often occurs compared to the other situation. both genders shared almost the same in the friend and friend situation as the initiator of the conversation 10 and 11 times. there is a slight difference between females and males’ situation as the person to talk to with reverse results 10 and 11 times. the same trend is shown with the teacher-teacher situation, teacher-students, students-students, colleaguecolleague, volunteer-volunteer, reporter-informant, and neighbour-neighbour. females are more likely to be the initiator in the conversation. gender representation refers to how both genders are represented in a textbook. the fair treatment of gender representation is the equality of portrayals in terms of balance or imbalance. it evaluates how men and women are represented in photographs or words. one sex dominated while the other was poorly represented in the writing and/or photos, resulting in imbalance or uneven representation. in the textbook, all genders are represented in a balanced or equal manner. males outnumber girls in all facets of gender representation analysis, including visibility, career, game or sport, firstness, domestic role, and role model. data reveals that both genders are equally represented in terms of visibility. the other factor is occupation, with most statistics depicting male and female workers following the same rules. female and male figures are depicted with the same game or sport premise: physical activity and musical instrument playing. furthermore, the firstness feature demonstrates that the talks are appropriate for the broader audience without regard to gender. 4.3 total relation the third aspect is total relation which explains the conversation made between them. according to the book, the table shows that conversation between females-female shows a tiny fraction gap where conversation made stood at 36% with 20 times that have occurred between females-male with 32% with 18 times, 4% difference resulting from female-male and female-female. the male-male conversation only happened for a fifth of the entire discussion, with an exact 20% or 11 times in the other segment. the rest data, which is not specified, rarely occurred, with 13%. table 3. total relation total relation female-male 18 32% female-female 20 36% male-male 11 20% not specified 7 13% total 56 100% according to the table presented, the conversation is more likely to happen if females and females are talking on their own, followed by females and males and males with a tiny fraction. 4.4 domestic and social roles the next aspect is the domestic and social roles of females and male. the data shows that females and males share almost the same distribution on this aspect, but in part of students, females dominate compared to males with 21 and 14 times respectively. the teacher's role between females and males showed the same number and volunteers once. however, there are some roles in the book that did not show any intention of a certain role like in athlete part. there is no female getting involved on athlete compared to males 2 times, followed by a traveller with no female getting involved with the role. https://doi.org/10.31849/elsya.v4i2.9549 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 193 table 4. domestic and social roles of female and male domestic social role female frequency male frequency students 21 14 teacher 3 3 athlete 0 2 storyteller 1 0 traveler 0 1 friend 27 24 parent 2 1 travel agency 0 2 office worker 0 2 volunteer 1 1 barber 0 1 total 55 51 from the table, commonly, females occupy students, teachers, storytellers, friends, parents, and volunteers more than males, while males occupy more athletes, travellers, travel agencies, office workers, and barbers. this data shows an imbalance between females and males in some social and semantic roles between females and males in the book. furthermore, it oversees the evaluation of textbook dissemination by the government or private organizations. furthermore, the indonesian government is concerned about gender issues in textbooks, which may be found in various policies. as a result, indonesia gradually establishes gender equity through high-quality textbooks. in reality, gender prejudice may still be seen in textbooks, and a gender imbalance in textbook content has been identified via study. according to the research findings conducted (kristina, 2018), males are far more represented in indonesian textbooks than girls. 4.4 activities the next aspect is activities performed by females and males in the textbook. on the one hand, each gender represents the equal activities between females and males, such as driving and engaging in outside activities. still, on the other hand, the result shows that some actions are dominated by females, such as shopping, selling, watching tv, and cleaning, while males like doing sports, studying, travelling, working, and engaging in social activity. the book asserted the role of males over females in domestic and social roles, especially in doing sports, working, and engaging in social activity. table 5. domestic or social role of female and male activities female frequency male frequency doing sports 9 21 study 7 9 shopping 6 3 travelling 3 5 driving 5 5 cooking 1 2 make up 3 0 playing piano 2 0 band 0 1 engaging in outside activities 7 7 working 4 8 engaging in social activity 5 11 selling 1 0 watching tv 5 2 cleaning 5 2 total 63 76 the most noticeable activity is doing sports as males dominate two times more with 21 times males doing sports compared to females with 9 times. the same trend also showed in the engaging social activities with more than a half stood at 11 times compared to females with only 5 times. in addition, working activities also showed the same trend with 8 times occurring compared to females 4 times. however, in the shopping part, females are more dominating with 6 times than males with only a half. the same trends are also shown in the makeup, playing the piano, and selling as no males are involved with activities. in the textbook, males are portrayed in outdoor activities such as travelling more than females with 5 times compared to 3 times. interestingly, males do more cooking than females although do not present a big gap with only 2 times compared to 1. the females-related activities like watching tv and cleaning are showed females as the dominator with respectively 5 times compared to twice. 5. discussion to begin with, greenberg (2018) and wollheim (1998) stated if a picture symbolizes something, the visual experience of that picture will determine whether or not it does so. the existence of a photograph could instil values and beliefs in a book, and through that, the writer could share "experience" with the reader. to some extent, the pictorial representation of females and males reveals the dominance of females over males. even though the differences between females and males do not show a considerable gap, the picture of females is 64 times while the male is 50 times only. although females' supremacy over males occurred in this book, the distance did not show a noticeable difference. https://doi.org/10.31849/elsya.v4i2.9549 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 194 according to the data gained, there are unequal ideology, social, societal, cultural, and religious implications. it could be interpreted as a gender revitalization where the pictorial representation opposed the stereotypes of male dominance. it is also important to mention that graphical representations of the female and male are presented equally 42 times. however, the writer of this book tended to show the similar occurrence of both genders between females and males that are considered to create gender equity against gender stereotypes and discrimination. after investigating gender representation through a picture in “bright: an english” textbook for 8th grade junior high school students, it is found that the picture produced showed balanced representation. the nuance made by the author pictures the women are more dominant in the many occupations or activities. the picture is shown as promoting the role of women in society, and it can be seen that there is a female who can play football, master martial arts, become a librarian, etc. compared to males, these activities are relatively common among males in occupations, activities, and roles in society. the picture is used as society sees the role of both genders, positioning males and females in an equal position. however, there is still slight gender bias in that the activities done by the females in majority are not ones typically also done by the male. moreover, while “bright: an english” showed that females can do more than males, there is no atypical or surprising representation such as “males can do ‘kitchen’ things too.” the textbook is the most essential source for the education sector since it plays an important part in teaching and learning. textbooks are the most common teaching materials for foreign languages because language and culture are inextricably linked. furthermore, the indonesian government uses the english language teaching textbook for language teaching and learning, and an elt textbook is a linguistic source for the teaching and learning process. elt textbooks have the potential to affect students' learning and conduct. furthermore, most teachers utilize textbooks as the primary medium for instruction and learning. gender representation in textbooks relates to how both genders are portrayed. the fair treatment of gender representation is the equality of portrayals in terms of balance or imbalance. it is used to compare male and female representation in photographs and words. imbalance or uneven representation occurs when one sex dominates the text and/or images while the other is underrepresented. balance or equal representation refers to the textbook's silent or similar portrayals of both genders another aspect of the investigation is the female and male characters. ahmad and shah (2019) stated that the saying "women are from venus, men are from mars" is frequently used to describe the observable variations in how men and women feel, think, and act. this statement describes the result of the female and male characteristics. the data were gained to inform the dominance of the male over the female in the conversation. based on the data shown, the male was favoured as an initiator in the conversation. in addition, the imbalance could be seen in the male as x where it stands at 24 times compared with the female as x with 19 times only. according to the description, it can be inferred that males are more creative and open to talking with people, either males or females. the male strengthens it as y and female as y respectively 15 and 28 times, which shows very noticeable differences. the most contrasting data has occurred when the males and females are in the same position as students and students. females tend to be more closed to talking with other students, especially males. from the discourse analysis perspective, the unequal performance between females and males indicates a biased gender in society's social and societal practices. the male showed the domination as the role of females seemed to be more likely than the dominant one, as spender stated (yaqin, nurul, & zainuddin, 2017). total relation investigates the conversation between female-male, female-female, and male-male in three different categories of the association (samadikhah & shahrokhi, 2015). the data manifest there are many conversations has been made by female-female with 20 times and followed by female-male with 18 times occurred. from the data shown, it could be noticed that females feel more comforted when they talk with their gender as one-fifth of the total relation described in the book, followed by crossgender with 2% differences. on the other hand, male-male made evitable result with 11 times only which indicated the willingness of the same gender (male and male) in conducting conversation is related low. therefore, according to the data, it can be described that the representation of female-female and female-male are oriented in the social as dominance in the societies compared to the male-male situated with the often occurred. furthermore, the data showed that the male rarely made a conversation among them, contradicting the following discussion that the male was initiating conversation as the female and male characters were presented earlier. the fourth is domestic roles and the social roles of females and males. the data indicates equal and balanced representation between both genders regarding occupation and social roles like teacher, friend, volunteering, driving, and engaging in outside activities. females and males are represented equally in their educational level and knowledge. both genders also occupy the roles and occupations such as student, parent, friend, and activities like studying, shopping, travelling, cooking, working, engaging in social activity, watching tv, and cleaning. safitri (2020) presented that there ought to be a tendency associated with the particular occupation between females and males. however, there is a dominant gender in males like athletes, travel agencies, office workers, and barbers. this result showed that there were still male stereotypes of females in https://doi.org/10.31849/elsya.v4i2.9549 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 188-196 https://doi.org/10.31849/elsya.v4i2.9549 how to cite this article: apsari, a. a. n., hidayat, d. n., husna, n., & alek, a. (2022). critical discourse analysis on “bright: an english” textbook: gender equity in a popular efl school textbook in indonesia. elsya : journal of english language studies, 4(2), 188-196. 195 the particular occupation. males were related to the roles that needed more physical activities. the first is a thesis titled "gender representation in indonesia's efl textbook exercise: a critical analysis of buku bahasa inggris exercise," which examines how women are represented in indonesian textbooks (zahri, 2018) the thesis contains some data about the systematic gender representation study, and as a result, it might be credited with this study. on the other hand, females were framed in more "soft" roles as storytellers, makeup, playing the piano, band, and selling related to them. the dominance of females also showed females as students outnumbering the male with a very noticeable gap. craft and carroll (2016) strengthen that females are more involved in low-intensity activities than high-intensity ones. humans are either male or female, and they learn to identify with one or the other at a young age (safitri, 2020). the data result shows no bias and discrimination between females and males in the mental and cognitive ability. both genders perform the same, requiring intelligence, awareness, and competencies. as the lancet public health (2019) released, female athletes' example could be leveraged to close the gender gap in physical activity by challenging inequities in pay and investment and shifting social expectations. however, there are some imbalances in representation in some activities and roles. for example, females go shopping, play the piano, watch tv, and clean. this evidence reflects the stereotypical image of females associated with entertaining activities such as following activities. despite recent increases in female labour force participation, conventional gender norms still exist in many communities worldwide. while their spouses work, women are often expected to put their educational and career objectives on hold to raise their children. there are, however, women who prefer to work while also fulfilling their gender roles of domestic chores and child care. even though various homes may distribute duties more equitably, data suggests that women have maintained the primary caretaker role within the family despite economic contributions. while gender roles have become more equitable, they are still segregated along conventional gender lines. however, males occupy some activities like doing sports, travelling, working, and engaging in social activities. so, the data reveals the bias tends toward males in particular roles and activities. still, it can be found that this book manages equality between females and males in sort of pictorial representation, total relation, and some activities and roles. this paper's method is critical discourse analysis (cda). this field aids in the discovery of both hidden and visible socio-political ideals and norms between females and males (ahmad & shah, 2019). this discussion of the books cannot be used as an anti-feminist ideology because there is no clear evidence or confirmation of the anti-feminism ideology. however, some differences between females and males could be natural differences between feminists and men (lestari, 2021). in other words, females and males have the same power to have such roles and activities in society. although the book shows there is no power imbalance between females and males, there is still framing related to the female portray which stereotypically in some activities and roles such as shopping, make-up, playing the piano, watching tv, and cleaning. thus, the study recommends school book writers and designers to pay attention and recheck their books on these two aspects in particular, namely gender stereotypes and gender equality. 6. conclusion this critical discourse analysis is undertaken to uncover the representation of genders explicated and involved in the content of one of the most popular efl textbooks in indonesia, which is erlangga publisher's "bright: an english" textbook. using fairclough's three-dimensional analytical framework, the novelty of this study is its comprehensive data on the male and female visual representation, personalities, activities, social roles and semantic roles. in this book, females and males are found to be equally represented in the pictorial representation, social standing, power, and dominance. this study concluded that no anti-feminism or toxic masculine ideologies are discussed in this book meant for junior high school students. however, there are still certain stereotypes about female and male social roles and activities. the results of this study contributed in examining a currently-in-use and recently released efl textbook distributed by the one of the top publishers of indonesia. references ahmad, m., & shah, s. k. 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(2022). how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis. elsya : journal of english language studies, 4(2), 147-156. 147 how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis andiopenta purba * universitas jambi, jambi, indonesia penta.andi@gmail.com article history received : 14 december 2021 revised : 22 february 2022 accepted : 1 may 2022 keywords transfer interference first language second language third language batak toba abstract in the face of the scarcity of linguistic studies on batak toba language, this study tries to contribute by investigating how batak toba students’ local language and mother tongue’s elements are transferred to their english as a foreign language output. specifically, this study aims to describe the transfer and interference of batak toba and indonesian as first and/or second language and how they influence learners’ english as a third language. the study observed 15 english education programme students who were selected via snowball sampling and analysed the way the students speak and translate a set of phrases to their respective second and third languages. results indicated that the students’ first and second languages interferes with their english language performance at the phonological, morphological, and syntactic levels. the novelty of this study is that it offers a detailed investigation of how students whose first language, batak toba, and second language, indonesian, interfere with the foreign language that is a mandatory subject in the country’s formal education system, namely english. recommendations for teachers, particularly teachers of indonesian learners whose students are primarily bilingual and multilingual, are discussed. 1. introduction throughout the history of linguistics, many theories have been developed by experts in the context of learning and acquiring language, both in learning and acquiring the first language, as well as the second language as the target language. however, in the application of theories of acquisition and learning of this language, many learners, understandably, tend to be ignorant and do not realize or are not aware of these theories (gao, 2013). this is where the role of the language teacher explains how a learner should choose an effective learning strategy when learning the target language (al-rawahi & al-balushi, 2015; shi, 2017). from various theories of second language acquisition, it seems that transfer and interference theory are two theories that simply transfer and make comparisons between the first language and the second/third/additional language. the process of acquiring an additional language cannot be separated from the process of transfer and interference (derakhshan & karimi, 2015). both of these are related to the influence of the first language or the previous language on someone’s acquisition of an additional language. learners tend to transfer elements of their first language when carrying out the use of an additional language, and this process happens especially at the starting weeks of the acquisition process (rahayu, 2012). this transfer from a person’s mother tongue to their additional language can be considered positive if there are similarities between the two languages, and deemed as a negative transfer or interference if the structure between the two are too different. due to the frequency of this interference, many students, teachers and language professionals alike have considered first language a “nuisance” in mastering a new language because, consciously or not, the learner transfers the structure, phone, lexical item of the language they know to the language that they are learning in the classroom, which often leads to errors, code-mixing, and other linguistic forms considered as mistakes by teachers in the classroom (iswandi, 2021; marwa, 2014; purandina et al., 2021). the theory of transfer and interference is born from the decades of scientific attempt to describe the differences and similarities between a pair of languages, which is known on the field as contrastive linguistics. majority of these studies, as part of the larger field of second language acquisition, has been focused on contrasting students’ first or native language and english as their second language. little research has been done in the context of when the learners already had a first and a second language, and how these influence their third language. the novelty of this study is that it will investigate how students whose first language, batak toba, and second language, indonesian, interfere with the foreign language that is a mandatory subject in the country’s formal education system, namely english. this study is interested to https://doi.org/10.31849/elsya.v4i2.8704 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 147-156 https://doi.org/10.31849/elsya.v4i2.8704 how to cite this article: purba, a. (2022). how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis. elsya : journal of english language studies, 4(2), 147-156. 148 apply the transferization and interference linguistic theories to understand the third language output of indonesian students from the batak tribe. indonesia as a multicultural country boasts approximately 1,001 local languages shared by 714 tribes, according to the 2010 census of the central bureau of statistics (azanella, 2019). a closer investigation on one of the local languages of the most linguistically diverse countries in the world will contribute to the world’s ongoing, strong trend of multiculturalism (augoustinos, 2022; fisher et al., 2020). the languages of batak tribe in particular is highly unique with its distinct sounds that almost all indonesians can immediately recognize them just by hearing them talk. the batak languages have two main branches, northern and southern, and the researcher, as part of the batak toba people, is interested to study the batak toba dialect and how natives of this language transfer its elements to english as a third language. the results of this study will contribute to the body of research on indonesia’s local languages and the growing interest on learners’ third languages. 2. literature review 2.1 transfer and interference theory the transferization theory is concerned on the case when individuals are learning an additional language, in which they tend to transfer the rules of the language that they have already masters or previously acquired to the new language that they are learning. due to the commonness of this transferization process, linguist experts agree that an individual’s first language is an inevitable significant influence on the process of their second language acquisition. the event of an element of the first language entering the target language output is the interference process, and they often come in the form of errors because the language learners may not recognise the appropriate rule or structure in the target language. the forms of these errors can vary depending on the first and target language. for instance, sabbah (2015), who traced the literature on arabic and english studies, found and summarized seventeen differences that causes arab learners of english to make mistakes, which include misuse of singularity, duality and plurality of nouns (salim, 2013), countable and uncountable nouns, definite article, prepositions, adjectives and adverbs, errors in using some english modal verbs, word order, tenses (aoun et al., 2009), relative clauses (ali, 2007), pronouns, punctuation, pronunciation (grami & alzughaibi, 2012), spelling (al-zuoud & kabilan, 2013), lexical errors, lexicosemantic usage, redundancy in writing essays, and differences between arabic and english vowel system (albadawi, 2012). so many aspects in language can be produced as errors simply because of the students’ first language’s differences with their target language, therefore, the literature body of cross-language transfer has the mission to discover and reveal the necessary conditions which would enhance language learning for educators and researchers alike. various researchers have looked into how prior mastery of one language can interfere with the acquisition of another, usually foreign, language. jabbari & samavarchi (2011) were interested in the different phonotactic constraints in both english and persian to investigate elementary level persian learners’ syllabification of english consonant clusters. they discovered a negative transfer based on the students’ pronunciation of english primary consonants; because the equivalents do not exist in persian, students tended to add a vowel or exclude a consonant to make the words easier to pronounce. a look into the how thailand natives’ first language interference to their english writing showed that there are three levels of interference (words, sentences and discourse) and that the most dominant type of error is literal translation, which is a chronic problem among thai efl students (bennui, 2016). manyasa (2021) analysed tanzanian learners’ morpho-syntactic interference errors using the interlanguage theory and the error analysis approach, revealing that students’ dominant error type is the absence of french determiners, followed by nouns originated in english and omission of prepositions due their previously acquired or learned languages of swahili, english and ethnic languages. a case study on a 5-year-old japanese child whose target language is indonesian showed that the most common type of language interference that occurred to the child was phonological, then lexical and grammatical errors (adnyani et al., 2021). multiple other studies studied language transfer and interference in a more theoretical manner. al-khresheh (2016) reviewed the theory of error analysis; bahr et al. (2015) argued that bilingual spelling patterns are more than simple language transfers; deng & zou (2015) used the perspective of children’s native language acquisition to figure out the level of difficulty of adults’ second language acquisition; and chung et al. (2019) researched the theoretical frameworks of cross-language transfer processes (e.g., lado’s (1964) contrastive-typological framework, cummin’s (1981) linguistic interdependence framework, geva and ryan’s (1994) common underlying cognitive process, and koda’s (2008) transfer facilitation model) to create their own framework to comprehensively describe the complex linguistic and cognitive processes involved in cross-language transfer. in the search for studies on transfer and interference, the researcher only located one citation that explicitly considered the influence of first language on learners’ third language instead of the majority’s second language, but this citation is a book chapter rather than an original study. therefore, this paper will contribute more information on how students’ first and second language can interfere with their third language. 2.2 current linguistic studies on batak toba https://doi.org/10.31849/elsya.v4i2.8704 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 147-156 https://doi.org/10.31849/elsya.v4i2.8704 how to cite this article: purba, a. (2022). how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis. elsya : journal of english language studies, 4(2), 147-156. 149 batak is a collective term used to identify a number of closely related austronesian ethnic groups predominantly found in north sumatra, indonesia, who speak batak languages (claudia, 2018; siahaan, 2015). the batak languages is generally divided into two main branches, namely northern batak and southern batak. figure 1. classification of batak languages this study is concerned on the particular dialect of batak toba, which is simultaneously used as a noun for the language and an adjective for the speakers. there is currently very few published linguistic research on batak toba, and even fewer in the context of this dialect and english language classroom. a number of studies focused on carrying out analysis on the tribe’s folklore and literary work. simanjuntak (2021) analysed the meaning of metamorphic sentences in a commercially popular batak toba folk song called “aut boi nian” written by wervin panggabean, concluding that it contains cultural and moral values of batak toba tribe, particularly bataknese men in general. simanjuntak et al. (2022) also extended the previously mentioned study to publish an analysis of seven batak toba folk songs about bataknese men (i.e., tilhang gultom’s “mardalan ahu marsada-sada”, dompak sinaga’s “dang hasuhatan burjumi inang”, charles hutagalung’s “host of pangintubu written”, korem sihombing’s “unang manarita ho inang”, tagor tampubolon’s “tangiang ni dainang”, diara jatoman simare-mare’s “ingkon borhat”, and abidin simamora’s “amang na burju”. they tried to find out if the english translations of the songs would still reflect the values of the tribe. on the flipside, saragih (2021) chose to analyse eight batak toba songs that contain the theme of mother’s love (i.e., trio elexcis’ “tangiang ni dainang” (mother’s pray), “mauliate ma inang” (thank you mother), and “dalan na rais” (the steep path) by trio simenstar, siantar rap foundation’s “dainang” (mother), margareth siagian “sabar ho inang” (be patient, you mother), style voice’s “haholongi inang mi” (love your mother) by, trio satahi’s patik palimahon (the fifth commandment), and jhon kenedy nadeak’s poda mi inang (mother’s advice). besides the tribe’s lore, other studies focused on peeling the values embedded in batak toba’s communication patterns. a linguistic anthropology study found out that batak toba society’s local wisdom considers indonesia’s gotong royong (mutual cooperation) value as marsirimpa or marsirumpa (cohesive, in unison, and together). novelita et al. (2019) observed the process of traditional batak toba marriage communication to promote knowledge of the tribe’s uniqueness. meanwhile, lubis & asnawi (2021) detailed 20 distinct unique addressee or pronouns that batak toba people have for 20 different family members, and according to their informants, if a person uses the wrong addressee when they are greeting a specific person, they would be called dang maradat (uncivilised). as far as the researcher is aware, only one person or one group of researchers have been rather prolific in bringing together the topic of batak toba and english language teaching. bambang nur alamsyah lubis has published four articles about his attempts to revitalise batak toba folklore into a suitable english teaching material in the junior high school level, such as “pancur kuta” (ginting et al., 2019), “batu parsidangan” (sinamo et al., 2021), “tugu silalahi” (ginting et al., 2021), “patung sigale-gale” (ritonga et al., 2021), and “aek sipitu dai” (sihombing et al., 2021). 3. method the design of this study was qualitative descriptive. the data sources were 15 students of the english education study program, faculty of teacher training and education, universitas jambi whose native languages are the batak toba language and indonesian language. data were collected with the snowball technique, in which the first data source being an informant for the second data source, the second referring to a third student as data source and so on until the researcher reached the point of data saturation, which is fifteen. the students are divided the students into two groups of informants to reflect two different patterns of what first language will influence the target language, in this case, english as a third language. the first pattern or group is coded as l1/bt, which include 8 students whose first language is batak toba and then they obtained indonesian as their second language from parental and schooling encouragement and encouragement. the second pattern or group (code: l1/ind) are 7 students whose first language is indonesian and their second language is batak toba. this pattern existed commonly because the learners had been born and grown up with indonesian as their home language environment. later on, in their daily social interactions, they hang out with friends and communicate with batak toba speakers, thus acquiring it as their second language. this study’s source of data relied on observation of the way the students speak and translate a set of phrases to their respective second and third languages. data were analysed https://doi.org/10.31849/elsya.v4i2.8704 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 147-156 https://doi.org/10.31849/elsya.v4i2.8704 how to cite this article: purba, a. (2022). how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis. elsya : journal of english language studies, 4(2), 147-156. 150 through data collection flow techniques, data reduction, and drawing conclusions. for the validity of the data, the theoretical triangulation technique was used such as confirming the data findings with the linguistic theory of transfer and interference in target language learning. 4. results indonesian learners whose mother tongue is batak toba in general when learning the target language (english) often transfers at the level of the linguistic system in the field of phonology. the transferization process can be seen in data 1. (b1) batak toba : /senteral/(central) (b2) indonesian : /sentral/ (bt) english : /central/ data 1_l1/bt data 1 is the observational data of the target language learning group whose first language is batak toba language. it should be noted that in fact batak toba language does not recognize the 'senteral' lexeme. this lexeme is a lexeme that comes from indonesian, the 'sentral' lexeme into the batak toba language. in the pronunciation for batak toba speakers, it tends to be /senteral/. then, the researcher compared it with data 2 which comes from from a student whose first language is indonesian, and batak toba is their second language. (b1) indonesian : /sentral/(central) (b2) batak toba : /senteral/ (bt) english : /central/ data 2_l1/ind in data 1, batak toba language learners pronounce (bt)/centrral/ direct phonological transfer from batak toba language (b1)/senteral/ to (b2)/sentral/. from /sentral/ to (bt)/central/. while in data 2, target language learners whose first language is indonesian pronounce (bt)/central/ directly from (b1)/sentral/ to (bt)/central/, without the influence of (b2)/senteral/. thus, transfer theory is very helpful in the learning process (bt), english for speakers of the first language is indonesian. meanwhile, for speakers whose first language is batak toba, actually there is chaos in learning the target language (english). the chaos occurred in the transferization process from (b1) to (b2) then to (bt). thus, there is an influence of the first language, batak toba language /senteral/ to /centeral/, which should be /central/. (b1) batak toba : /korner/ (corner). (b2) indonesia : /korner/ (bt) english : /corner/ data 3_l1/bt batak toba language learners pronounce (bt)/corner/ direct phonological transfer from batak toba language (b1)/korner/ to (b2)/korneer/ and then from /korner/ to (bt)/corner/. however, target language learners whose first language is indonesian pronounce (bt)/corner/ directly from (b1)/korner/ to (bt)/corner/, without the influence of (b2)/korneer/. thus, transfer theory is very helpful in the english learning process of speakers of the first language is indonesian, but it is more “chaotic” for speakers whose first language is batak toba. the chaos occurred in the transferization process from (b1) to (b2) then to (bt). so, there was an influence of the first language, batak toba language /korneer/ into /corneer/, which should be /corner/. (b1) batak toba : /beng/(bank) (b2) indonesian : /bang/ (bt) english : / beng/ data 4_l1/bt data 4 shows that batak toba first language speakers, in pronouncing (bt)/bank/, immediately transfer phonologically (b1)/beng/ from batak toba language into english (bt)/beng/, thus facilitating the learning of the target language. in this case, the target language learners whose first language is batak toba, it seems that there is no influence of the second language (indonesian). this pronunciation (bt)/beng/, which is almost the same as the pronunciation in batak toba language as the first language of the target language learner, is different from the pronunciation of the second language of the target language learner (indonesian). this is because they are learners of the target language whose first language is indonesian, then they acquire batak toba language as a second language. for more clarity, consider the following data 5. (b1) indonesia : /bang/(bank) (b2) batak toba : /beng/ (bt) english : /beng/ data 5_l1/ind for target language learners whose first language is indonesian, there is no effect. even though they already know that in their second language, batak toba, the pronunciation of /bank/ is (b2)/bankk/, while in (b1)/benk/, it makes the transfer process easier. they just follow the phonological pattern of the batak toba language as their second language (data 5). in addition to transferization at the phonological level, transferization also occurs at the morphological level. in the field of morphology, indonesian learners whose first language is batak toba often transfer the structure of the language or the morphological system of the first language into the target language. this is especially common in https://doi.org/10.31849/elsya.v4i2.8704 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 147-156 https://doi.org/10.31849/elsya.v4i2.8704 how to cite this article: purba, a. (2022). how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis. elsya : journal of english language studies, 4(2), 147-156. 151 personal pronouns to express possession, in case of expressing possession. (b1) batak toba : /pulpen hu/ (the pen is mine) (b2) indonesian : /pena saya/ (bt) english : /pena i/ should be / my pen/. data 6_l1/bt in the case of data 6, (bt) english 'pen i', a structural error was explained explaining (dm), which should have been 'my pen', (md). indonesian learners whose first language is batak toba language immediately transfer the structure or morphological system of batak toba language into english, which is supposed to represent pena saya, is (bt) 'my pen' (md), they tend to immediately make 'pen'. i' (dm) is the same as the structure of both indonesian and batak toba languages. it turns out that their transferization is not compatible with the english morphological system. in this case, they make a mistake or error. however, this transfer theory actually makes learning easier. it is just that an explanation from the instructor or teacher is needed. this is where the role of teachers is to provide training so that such cases do not occur. (b1) indonesian : /pena saya/ (the pen is mine) (b2) batak toba : /pulpen hu/ (bt) english : /pen i/ should be / my pen/. data 7_l1/ind in the case of data 7, it can be seen that what the target language learners (b1) indonesian and (b2) batak toba language do, the case is the same as in the data case (6). thus, even though (b1) indonesian and (b2) batak toba, they did not show a significant effect in the use of language transfer. in this case, the target language learners, both in the data 6 and 7 both made mistakes. this happens because the structure of the indonesian language with the structure of the batak toba language, especially in terms of the morphological system is the same. in the structure of the indonesian language, 'my pen' (dm), as well as in the batak toba language structure it is also 'my pen' (dm). in the case of indonesian learners whose first language is batak toba, the linguistic subsystem is that indonesian learners often transfer, such as depicted in data 8. (b1) batak toba : /tolu pulpen/ (three pens) (b2) indonesian : /tiga pena/ (bt) english : /three pen/should be/three pens/ data 8_l1/bt indonesian learners whose first language is batak toba immediately transfers the linguistic subsystem from batak toba language into english (data 8). in this case, the target language learners directly transfer the linguistic subsystem of batak toba language and indonesian language without adding the phoneme /s/ as one of the characteristics of the english linguistic subsystem at the end of the word /pen/, which should be /pens/. the addition of the 's' phoneme absolutely must exist in the english subsystem. (b1) indonesian : /tiga pena/ (three pens) (b2) batak toba : /tolu pulpen/ (bt) english : /three pen/should be/three pens/ data 9_l1/ind data 9 shows the case of when the target language learner has indonesian as their first language. it does not seem different from what happened to data 8. in this case, target language learners whose first language is indonesian or batak toba are the same. they both carry out the same pattern of transfer of linguistic subsystems. this happens clearly because the linguistic subsystem of batak toba language with the indonesian language subsystem has the same characteristics. taking into account of data 8, it turns out to be the same as in data 6 and 7. the transferization that they do causes errors in the morphological system of the target language (english). in the case of data 6 and 7, an error occurred at the morphological level. what they did was actually something natural, because the morphological system of batak toba language with indonesian tends to show the same characteristics. meanwhile, the morphological structure of english is clearly different. it is the difference that causes errors when implementing transferization. however, the error can be corrected through an explanation from the instructor or supervising teacher. in another case when the transfer theory is applied, at the morphological level it happens easily, although sometimes it is true, but it can also be wrong. consider data 10. (b1) batak toba : /sada meja/ (a table) (b2) indonesian : /satu meja/ (bt) english : /one table/, should be / a table/ data 10_l1/bt indonesian learners whose first language is batak toba language easily transfer morphologically from batak toba language into english. (b1) 'sada table', (b2) 'satu meja' and (bt)'one table', but actually they made a mistake. it can be seen that if in daily oral communication, without affixing 'a' to 'a table', the interlocutor must have understood and understood his purpose, that he was stating a table (data 10). however, it needs to be emphasized, if the communication that takes place is not speech, but writing, of course without the 'a' in 'a table' is not justified, or in other words it violates the grammar or structure of the english language. https://doi.org/10.31849/elsya.v4i2.8704 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 147-156 https://doi.org/10.31849/elsya.v4i2.8704 how to cite this article: purba, a. (2022). how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis. elsya : journal of english language studies, 4(2), 147-156. 152 in the case of target language learners whose first language is indonesian, it turns out to be the same when compared to those whose first language is toba batak, that is, they both make mistakes. (b1) indonesian : /satu meja/(a table) (b1) batak toba : /sada meja/ (bt) english : /one table/, should be / a table/ data 11_l1/ observing data 11, it is clear that what a target language learner whose first language is batak toba, is the same as what a target language learner whose first language is indonesian. they both made mistakes. however, the error is actually not a very significant, because the meaning that arises from the structural error does not change, or does not give rise to new meanings or other meanings. the meaning remains the same that there are three pens. at the level of linguistic construction, indonesian learners often transfer to the formation of command sentences. in this case, batak toba language learners are no exception. for clarity, consider the following data 12. (b1) batak toba : /unang ro tarlambat/ (b2) indonesian : /jangan datang terlambat/ (bt)english : /don’t come late/ should be/ don’t late data 12_l1/bt the data indicates that the transferization process carried out by indonesian learners whose first language is batak toba language and second language is indonesian, they are very easy to do. however, in spoken language there seems to be no problem, but in written sentences, it should be noted that in english it is not acceptable as in indonesian /jangan datang terlambat/ atau /jangan terlambat datang/. in english it is always certain that the form of the structure is explained to explain. the form of 'don't come late', is not accepted as in indonesian and batak toba language, 'jangan terlambat datang', or in batak toba language 'unang tarlalang ro'. (b1) indonesian : /jangan datang terlambat/ (b2) batak toba : /unang ro tarlambat/ (bt) english : /don’t come late/ should be /don’t late/ data 13_l1/ind to see whether the previous pattern is reflected or not in the case of language learners whose first language is indonesian and the second language is batak toba language, the answer is shown in data 13: there is no difference in what the target language learners do whose first language is batak toba language. this happens because the structure of batak toba language has similarities with the structure of the indonesian language. the type of interference that often occurs in learning the target language is in the syntactic order. the structure of the toba batak language and indonesian is explained (dm). however, the english structure is the opposite, explainingexplaining (md). this form of (dm) is often directly entered or interfered in learning english. consider the following data (14): (b1) batak toba : /pitolot hu/ (that pen is mine) (b2) indonesian : / pensil saya/ (bt)english : /pencil my / should be /my pencil/ data 14_l1/bt subsequent interference also often occurs at the syntactic level. we note how the interference from the first language and the second language of the target language learners directly transfers the syntactic structure as in the following data 15. (b1) batak toba : /lomo hian rohana pisang/ (b2) indonesia : /dia sangat suka pisang/ (bt) english : /he very likes banana/ should be /he likes banana very much/ data 15_l1/bt observing the data (15), it can be seen that batak toba language learners directly interfere with such as batak toba grammar and indonesian without adjusting it to english grammar. this also seems to happen to target language learners whose first language is indonesian, and the second language is batak toba language. (b1)'lomo hian rohana banana', (b2) 'dia sangat suka pisang’, is directly transferred to the target language form (bt) 'he very likes banana'. this form still uses the structure of batak toba language and indonesian language. learners should follow the structure of the english language. the form of the sentence should be; 'he likes banana very much'. 5. discussion this study offers a unique insight on how efl students’ language output is influenced by their first and second languages. this paper compared two patterns: how students’ indonesian as their first language and batak toba as their second language influence their english as their third language’s performance, and how students’ batak toba as their first language and indonesian as their second language influence their english as their third language’s performance. the results of this study will not only contribute to the research on third languages and shedding light on one of indonesia’s local languages. interference and transferization generally occur in phonological, morphological and syntactic settings. as in the data; 'senteral', 'sentral' to become 'central'. likewise for data; 'korner', 'korner' to become 'corner'. the same is true https://doi.org/10.31849/elsya.v4i2.8704 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 147-156 https://doi.org/10.31849/elsya.v4i2.8704 how to cite this article: purba, a. (2022). how first and second languages influence indonesian students’ english as a third language: transfer and interference analysis. elsya : journal of english language studies, 4(2), 147-156. 153 for data; 'beng', 'bang' to become 'benk'. with all of these data, learners, both whose first language is batak toba and indonesian, both transfer and interfere in learning the target language at the phonological level. this type of influence also occurs on the process of persian as a first language’s influence on english as a second language (jabbari & samavarchi, 2011). then at the morphological level, transferization and interference of the first and second languages are also carried out. on data; 'pen hu', 'pen me', to become 'pen i', which should be 'my pen'. in this case, the target language learners, both whose first language is batak toba language, or indonesian language, both transfer and interfere. likewise in the case of data; 'tolu pen', 'tiga pena', 'three pens', and became 'three pens'. these cases of literal translation process are similarly echoed by thai efl students, as explained in the study conducted by bennui (2016). literal translation still frequently occurs and not limited to the classroom context (farghal & bazzi, 2017; nabokov, 2021; poudel, 2019). however, it, as well as code-mixing, can be problematic in the classroom if done too frequently and can negatively affect the students’ academic performance (akan et al., 2019; sedina & wan, 2018). the process of transferization and interference in the linguistic construction of the target language, indonesian learners who have a mother tongue of batak toba and indonesian, also occur at the level of syntax. this can be seen in the data; 'lomo hian rohana banana', 'dia sangat suka pisang, 'he very likes banana', then became 'he likes banana very much'. further experimentation to investigate the syntactic errors of students may replicate manyasa (2021) who studied how swahili or english as a first language interfered with tanzanian learners’ french language output. considering the classic view that errors are often considered seen as mistakes, this study agrees with sabbah (2015) who made a distinction between errors and mistakes—mistakes are lapses in performances, but errors are signals of a learner’s gap of knowledge. in the process of this research, the author realised that discussion of the transfer and interference theory can help learners in realising their subconscious linguistic construction at a phonological, morphological and syntactic level. these value of these theories for students who are not aware of their how their second language can also interfere with their target language acquisition is much more emphasised for students in indonesia who are dominantly bilingual and multilingual. this study recommends that in teaching english to indonesian learners, it is better to prioritize vocabulary and pronunciation, not language structure. students are generally able to arrange the structure after they mastered the vocabulary and pronunciation. previous studies have also showed that students often perform in poor terms due to crippling or low self-confidence of their lexical repertoire (batubara et al., 2020; liu & ni, 2015; mukminin et al., 2015). moreover, previous studies have mostly focused on translating batak toba’s literary works (folklore stories and songs) into english to figure out whether the tribe’s values are still clear in spite of the change of language (saragih, 2021; simanjuntak, 2021; simanjuntak et al., 2022) and converting batak toba folklore stories into english lesson materials (ginting et al., 2019; ginting et al., 2021; ritonga et al., 2021; sihombing et al., 2021; sinamo et al., 2021). therefore, this study also offers a strong contribution as a study on batak toba language in the context of english language classroom, which heavily focused on analysing the linguistic differences of the local language, the national language, and the most popular and mandatory foreign language. 6. conclusion transfer and interference theory are two theories that were previously considered to make it difficult for learners to acquire the target language. however, this study found that these two theories are very helpful for indonesian learners whose english performance is influenced by their first and second languages, namely indonesian and batak toba. their first and second languages have been identified to influence their english as a third language on three levels: phonological, morphological and syntactic. this study concludes that in learning english for bilingual/multilingual indonesian students, it is better not to put too much emphasis on language structure, but prioritise vocabulary and pronunciation mastery. ultimately, the results of this study showcased the linguistic system of batak toba language and indonesian language and how they influence the english linguistic system, which can be valuable contribution to the burgeoning field of third language studies. references adnyani, k. e. k., puspawati, n. w. n., & suwastini, n. k. a. 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(2015). cross-linguistic influence in second vs. third language acquisition of phonology. u. gut, r. fuchs, & em. wunder (eds.) universal or diverse paths to english phonology, 41-70. https://doi.org/10.1515/9783110346084 https://doi.org/10.31849/elsya.v4i2.8704 http://dx.doi.org/10.30596%2fetlij.v2i1.5777 http://dx.doi.org/10.47354/jaes.v4i1.99 https://doi.org/10.31539/leea.v4i2.1824 https://doi.org/10.1515/9783110346084 elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 81 can the hypnoteaching method increase students’ speaking ability? dian lestari 1 and abdullah syarif 2 1,2 advanced islamic studies of hubbulwathan, duri, indonesia dianjjlestari@gmail.com article history received : 30 july 2019 revised : 9 august 2019 accepted : 20 september 2019 keywords hypnoteaching speaking ability high school education abstract the objective of this research was to invest the effect of implementation of hypnoteaching toward eleventh grade to increase students’ speaking ability. the research was facused to know the significant effect of implementation hypnoteaching method at ma yasmi duri. the population are 42 persons of eleventh grade that consists of two classes and the sample are 16 persons of ipa 1 class. the research design was pre-experiment with pretest and post-test design. the are two variables, they are hypnoteaching method and speaking ability, and then to analyze the data obtained,the research used paired sample ttest. based on the data analysis and its result, the writer knows that mean score of students in pre – test was 50.5 and mean score of students in post-test was 67.25 and the result of paired sample t-test was tvalue = 6,898, by df is 15. based on the table of tvalue, for df 15, t-table significant 5% is 2,13 and ttable significant 1% is 2,95. the writer can make a conclusion that implementation of hypnoteaching method toward speaking ability is categorized in “ha” level based on the experiment classroom, and there is significant effect of implementation of hypnoteaching method toward eleventh grade student speaking ability at ipa 1 class. the result indicate that there is significant effect difference on implementation hypnoteaching method, where post-test improvement score than the pre-test score. 1. introduction in this era, people demand to have more than one language. language as a tool for communication takes an important role in our daily activities. without communication, we will be left behind. communication in foreign language is a bridge to get information, knowledge and culture, and as we know, english is international language. so, it is important to master english language. the fact shows that the result of teaching learning english is still low. somantri in syamsinar (2007) said that there can be a wonder about the condition of the student’s english ability. the students have learned english from the first-grade of junior high school until senior high school, but most of them still cannot use english as tool of communication. it does not only happen to the students who have score below five, but also to the students who have score over eight in junior high school cannot use english in real communication in their level. besides, their receptive skills are also below the expectation. for example, the students who have graduated from senior high school, they still find difficulty in english (balitbang depdiknas, 2003). the indicators of the problems are as follow: the first problem is most the students feel not confidence when someone asked to use english, they can’t speak english and also their speaking ability is still low. for example: the teacher asked to the students, they average just answer yes or no. they do not want give the more complete answer. and the students have no spirit in run the learning process because they think about english is the difficult subject and the teacher can not realize the student that english is fun. now, teachers really need especial notice in order to get the purpose hoped. learning method used is an important factor influencing the teacher. a teacher is demanded to dominate some learning models in order to give appeal to the learners. and then, the next important one in learning process is an optimal or maximun learning achievement. so, it can produce a high quality of output. during this process of learning english, teachers are mainly still using the old paradigm where the teacher gives knowledge to students who passively. teachers teach with conventional methods or traditional methods namely lecture method and expect students to sit, be quiet, listen, record and memorize. freire (1970) gives a term to this learning method as “banking concept of education”. the implementation of education is merely considered as transfer of knowledge by the educators and the students are as passively receiver of knowledge. thus, teaching and learning activities become monotonous and lack of students’ interest. these conditions will not improve student’s skills in understanding the english subjects. the conventional method slowly moves into learnercentered method, the teacher is facilitator. besides that, teacher also has the roles as motivator, controller, organizer, assessor, prompter, participant, resource, tutor, observer and inspirator. the teacher has role as motivator. therefore, teacher should motivate the students if the teacher is teaching in the elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 82 classroom. in the classroom, the students have different iq, eq and sq so the teacher must make classroom flexible. the teacher must motivate the students who don’t have encouragement to study english. motivation determines the key success of teaching whether the students get understanding or not. syaiful bahri djamarah in rino ardian (skripsi, 2008: 151) says that the success of teacher in teaching is the teacher who is clever to encourage the students in learning. if the teacher can choose the suitable method in run the learning process, the writer believes, there is no problem that would be found like the problem above. its all depend on method that the teacher used. hypnoteaching is another learning method being improved now. this learning method is able to emerge its own attractive for the learners. hypnoteaching is combination of two words, hypnosis and teaching. hypnosis means suggestion or giving suggestion and teaching means preaching or transferring knowledge. so, hypnoteaching can be comprehended as suggesting the students to be smart. teaching by hypnosis method is the up to date method applied in teaching learning activity whether informal or formal learning. according to novian (2010), “hypnoteaching involves conscious and unconscious mind. hypnoteaching learning method is learning method delivering lesson material by using unconscious languages to emerge suggestion for the students into full concentration about materials explained by the teachers because unconscious mind has a large dominant to the working process of our brain. so, the method can make the students can speak english better than before. based on the explanation the speaking found some phenomena as follow : 1. the student still get difficulties to learn english. 2. the students’ motivation in speaking is still low. 3. the students have no self confidence in speaking. 4. the teacher has not found the good method yet that suitable in speaking. based on the phenomena above, the writer is interested to researching and discussing about “ the effect of hipnoteaching method to increase students’ speaking ability at the eleventh grade students of ma yasmi duri”. based on the background above, that can be seen that some of the student get problem in english subject especially in speaking. a. why do many students still get difficulties in learning english especially in speaking? b. why are many of the students’ motivation in speaking still low? c. why do many of students have no self confidence in speaking? d. why does the teacher not use good method yet in teaching in speaking? e. why are the students not interesting to learning english? f. why are the students used to speaking their traditional language? g. why are the students never try english language? with reference the problem limitation explained above, it can be formulated as follow : a. how is the students’ speaking ability before implementation hypnoteaching method ? b. how is the students’ speaking ability after implementation hypnoteaching method ? c. what is the significant effect after implementation hypnoteaching method ? 2. literature review 2.1 the nature of speaking according to brown ( 2004: 140) speaking is productive skill that can be directly and empirically observed, those observation are invariably colored by accuracy and effectiveness of a test taker listening skill, which necessarily compromises the rehabilitee and validity of and oral production test. speaking is a productive in the oral mode. it’s like the other skill, is more complicated than it seems at first and involves more than just pronouncing words, it is thinking of what one wishes to say, choosing the words in the proper grammatical frame word. communicating the feeling we have and so on. speaking is producing movements of the rib cage, the vocal cards and the mount. speaking is oral communication, which is used more by the people in their social community, speaking takes more important part compared to others, like reading, listening, or writing. speaking is very crucial for people in sharing their ideas, opinion or felling others. the speaker tries hard to use the effective way to do speaking so that listener can what they mean. according to jhon m. echols in dewita (skripsi : 2011) speaking is one of the four language skill to tell the words that are doing communication. speaking derives from the other word’ speak’in other hand, widdowson in tafsirudin (2010: 19) states that is active and productives skill. it mean that speaking is skill as a productive skill, productive skill allows students to produce word in english. it also show the students ability in mastering speaking skill. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 83 speaking is perhaps the most demanding skill for the teacher to teach. in their on languange children are able to express emotion, communicate intention and reaction, explore the languange and fun of it, so they expect to be able to do the same in english. part of the magic of teaching young children a foreign language is just another way of expressing what they want to express, but there are limitations because of their lack of actual languange. 2.1.1 component of speaking david p. harris (1969: 81-82) states no language skill is so difficult to assess with precision as speakingability, and for this reason it seemed wise to defer our consideration oforal productiontests until last. moreover, some of the problemsinvolved in the evaluation of speaking skill occur in other forms oflanguage testing. like writing, speaking is a complex skill requiringthe simultaneous use of a number of different abilities which oftendevelop at different rates. either five components are generallyrecognized in analyses of the speech process: 1) vocabulary vocabulary is one of the extreme aspect that the support speaking in an important role in speaking skill. vocabulary is the total number of word which make up language. longman (1987 : 4) states that vocabulary is a list of words used in alphabetical order and with explanation of their meaning. 2) pronunciation one of the most important aspects of speaking is effort to master the sound system in order to able to speak the languange well. the sound produced in unfamiliar way make one unable to understand what the speaker means. 3) grammar river in rino ardian (skripsi: 2011) believe that communication in speaking run smoothly if its grammar can be understood therefore. speaker must be a ware on the grammar in the rule by which we put together meaning full and of part of words of a languange to communicate massages that are comprehensible. 4) fluency speaking is an activity of reproducing word orally, it means that there is a process of exchanging ideas between a speaker and listener. therefore, it’s important to have fluency as having the capability of other component of speaking. long man (1978 :424) states that fluency is the quality or condition of being fluent. it indicates since student understood each other. in speaking means, that they have been fluent, fluency is the ability to use languange span tare lousily and confidently and without undue pauses and hesitations. 2.1.2 element of speaking jeremy harmer( 2002, p. 269) statemany students have difficulties in speaking. they are manyelements of speaking that must be mastered by students in order to be agood speaker: 1) connected speech effective speakers of english need to be ablenot only to produce the individual phonemes of english, but also touse fluent connected speech. in connected speech sounds aremodified, omitted, added, or weakened. it is for this reason that weshould involve students in activities designed specifically toimprove their connected speech. 2) expressive devices native of english change the pitch and stress ofparticular parts of utterances, vary volume and speed, and show byother physical and non verbal means how they are feeling. the useof these devices contributes to the ability to convey meaning. theyallow the extra expressions of emotion and intensity, studentsshould be able to deploy at least some of such supra segmental features and devices in the same way if they are to be fullyeffective communicators. 3) lexis and grammar spontaneous speech is marked by the use ofnumber of common lexical phrases, especially in their performanceof certain language function. teachers should therefore supplyvariety of phrases for different functions, such as: greeting,agreeing and disagreeing. 4) negotiation language effective speaking benefits from thenegotiatory language we use to seek clarification and to show thestructure of what we are saying.15 we often need ask forclarification when we are listening to someone else talk. 2.2 concept of method 2.2.1 understanding of hypnoteaching hypnoteaching a learning method in presenting the material, teachers wear subconscious languages that can foster its own interest to students . from the origin of the word, hypnoteaching is a combination of two words, namely hypnosis and teaching. hypnosis means giving sugestion and teaching means teaching. thus, it can be interpreted that hypnoteaching is an attempt to hypnosis or giving sugestion students to become better and increase performance. hypnoteaching can be said to be improvised from a learning method. this method of trying to come and provide a new conceptual approach in the field of education and training. note that hypnoteaching berin only at the level of subconscious mind subconscious. a natural god-given strength hello to every human being. through mastery hypnoteaching, teachers will be able to understand the pattern of the actual workings of the brain . elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 84 according novian triwidia jaya (2010 : 41 ) in yustisia (2012 : 76) define hypnoteaching is a blend of learning which involves the conscious and unconscious mind. hypnoteaching a creative learning methods, unique and imaginative. prior to the implementation of learning the students are already in conditioning your child to learn. thus, the students already be conditioned fresh and ready to accept the subject matter. to prepare for these things, of course the teachers themselves are also required to be stable both psychologically as well as psychologically . by doing so, teachers also have full readiness to teach children. meanwhile, according to muhammad noer (2010 : 21 ) in yustisia (2012 : 76) define in hypnoteaching teachers act as hypnotists, while acting as suyet didk child or the person being hypnotized. in lessons, the teacher actually do not have to euthanize his protege when giving suggestions. teachers simply use persuasive language as communication tool in accordance with the expectations of the students. ahrus thing to remember is the teacher must try to convey to the students with the language that has been understood by the students. therefore, it is highly unlikely hypnosis is being run effectively if suyet not understand the intent of a hypnotist. the elements that need to be known in the following hypnoteaching ( noer , 2010: 137 ). 1) appearance teachers the first step that must be done by the teacher in the success of learning through hypnoteaching method is to pay attention to her appearance in advance. has become a liability for a teacher to always look neat. therefore, the appearance of good will make confidence is high. in addition, an attractive appearance also can be a powerful magnet for students. 2) commiseration a teacher must have a high sympathy to their students so that the students would be sympathetic to him anyway. therefore, the natural law is certainly applicable rules of reciprocity. if teachers treat their students well, his protege was definitely going to be nice to her. although the students are very naughty, he would still feel reluctant and respectful to teachers who also respected. 3) empathetic attitude a teacher should have a sense of empathy and sympathy are high for their students. with empathy, the teacher will always try to help their students who are feeling difficulties. in addition, he also has a strong determination to develop and advance their students. teachers who have high empathy, would not stay silent when encountered protege like crowded, behaved strangely, like bullying, and various other unfavorable actions. the teachers also do not just give prediket "bad boy" to the students, but find out in advance the background that many of these children misbehave and try to find a solution. 4) the use of language oral language is a reflection of the language of the heart. therefore, out of a verbal person, will symbolize the hearts and feelings of the person. similarly with the teacher. a good teacher should have a good vocabulary and language and manners. moreover, it should also not easily provoked anger, always respectful to others, including his protégé, not condescending, mocking, or marginalizing students with a variety of words that are not supposed to get out of his verbal. said teachers who have good language and manners, undoubtedly their students would not dare mengatkan phrases that could hurt her. in addition, students are guided and advised by the language of the heart by the teachers will also be obedient and obey it with all my heart. 5) the motivation of the students with a story or tale provide motivation through the story or the story is one of the factors of success in the use of methods hypnoteaching. the character of the basic character workings of the mind is imagination and fantasy. while the story or the story is a study of the imagination. thus, it would be much better if the teacher gives a story or stories of other people that fit the theme class. when teachers find their students are facing problems, not excited, or experiencing other problems, teachers can advise and guide students through the story without making students feel patronized. 6) viewer ( for the kinesthetic ) one of the elements of hypnosis in learning is visual or issue of self-expression. while i was teaching, teachers should strive to use good body language style so that what it conveys becomes more impressive for their students. however, to be able to use the style of good body language, teachers must master the material to be conveyed in advance. for teachers who do not master the material, usually will teaching style uninteresting and boring . 7) if you want to master the minds of the students , first mastered their heart learning through experience in the field will be more striking than learning theory class subject matter alone. one way to the hearts of the students, for example by creating a fun learning process, doing games, and so on. 2.2.2 benefits of hypnoteaching nowadays, we often see a lot of schools are feeling overwhelmed and difficulty in dealing with the various problems faced by the children of his protege. starting from the "small", like lazy to learn, do not get excited in the learning process, have a lower educational achievement, to the penyipangan behavior of a "large" performed by the students. even some of the irregularities that included the delinquency and criminal activity. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 85 on the other hand, the school, especially the teachers are also not able to provide the right solution and thoughtful to those events. usually, they are giving advice or punishment to students with problems. when it is considered unreasonable, the school took the decision to pull out of the students. in addition, it is often found in the classroom is a learning environment that is less "alive" and seem boring. the students find it difficult to enjoy the learning process effective and fun into a very difficult thing to achieve. from the foregoing, it can be seen that the method hypnoteaching played only the power of the subconscious mind. hypnoteaching through the mastery of teaching, teachers will become better understand work patterns protégé actual mind. in other words, we can understand that hypnoteaching is the development of the learning methods. through hypnoteaching, teachers can make the new conceptual approach towards their students. in addition, this method also provides "therapeutic penyempuhan" on students who have learning and psychological problems. as for some of the benefits that can be achieved through the application of learning methods in the classroom hypnoteaching as follows : 1) learning becomes fun and more exciting, both for the students, as well as for teachers. 2) learning can attract the attention of students through a variety of creative games that are applied by the teacher. 3) teachers become better able to manage his emotions. 4) learning to foster a harmonious relationship between teachers and students. 5) teachers can cope with children who have difficulty learning through personal approach. 6) teachers can cultivate the spirit of the students in learning through games hypnoteaching. 7) the teacher helped the students in eliminating habits bad habits they have. 2.2.3 advantages and disadvantages of hypnoteaching according yustisia (2012 : 81) in essence, hypnoteaching a isaha how a teacher can hypnotize the learners in order to feel happy and always eager to absorb the lessons from it. through ways and certain tricks, teachers can make the brain condition of learners still feel enthusiastic and excited during learning. in addition, this method also can make children become easier to remember and master the material being studied. in other words, through methods hypnoteaching children can maximize its ability to exceed the usual conditions. the implementation of the method hypnoteaching itself should be directed to positive goals that build. teachers can do this by incorporating suggestions into the subconscious of learners. in doing so, of course, the teacher should feel reassured and confident that he could do with a good method. in addition, confidence and self-esteem are also the main attraction for students. the advantages possessed by hypnoteaching method as follows: 1) learners can develop in accordance with the interests and potentials. 2) teachers can create diverse learning process so it is not boring for the learners. 3) the learning process will lebi dynamic. 4) created a good interaction between teachers and learners. 5) the material presented is able to focus learners. 6) the material is easy to master learners so that they are more motivated to learn. 7) there are many skills during the process of learning. 8) the process of learning is active. 9) learners can imagine and think more creatively. 10) due to not memorize the absorption capacity of the learners will be faster and last longer. 11) monitoring of the teachers will be learners become more intensive. 12) due to the learning atmosphere relaxed and menyanangkan, it mebuat learners feel happy and excited when the following study. a method of learning, certainly is not perfect and has flaws. thus, the teacher should be make combine learning methods with one another. all it aims to achieve the goal of education is expected. as for the shortage of learning methods hypnoteaching as follows: a) the number of learners who are in a class, resulting in teachers find it difficult to give attention to individual learners' children. b) teachers need to learn and practice to implement the method hypnoteaching. c) method hypnoteaching still part of a new method and has not been widely used by teachers in indonesia. d) the lack of facilities and infrastructure in schools that could support the implementation of learning methods hypnoteaching. judging from shortcomings shortcomings above, it appears that the teacher's role is very big when it would apply the learning method hypnoteaching. therefore, teachers are also obliged to manylot to learn and practice elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 86 in order to master this method and may apply to children with a good class. in addition, teachers also need to incorporate methods hypnoteaching with the method of discussion and administration tasks. 2.3 procedure of teaching speaking by hypnoteaching method according ibnu hajar ( 2011: 100) in doing hypnoteaching, only treated steps simple steps. here is the basic steps that must be done in order to master the moves become master teachers hypnoteaching : 2.3.1 intention and motivation within yourself a person's success depends on the intention in her to struggle and work hard to achieve that success. therefore, a strong will will bring high motivation and commitment for concern and survive in the occupied areas. 2.3.2 pacing pacing means to equate the position, gestures, language, and brain waves with other people or students. because, in principle or humans tend to prefer interacting with friends who have a lot in common, so that he will feel comfortable. with similarities derived from a common brain waves here, then every message delivered from one person to another can be accepted and understood. this also applies in the application of teaching methods hypnoteaching. that is, if the students hate lessons given by teachers, meaning brain waves is not equivalent to their teachers. although much older than them. however, brain waves can actually be supplied with as if they do or think like them. as for some way of doing fishing on students in learning activities are as follows: 1) imagine our age equivalent to students, so that we can carry out activities in feeling things that are experienced by them at this time, not when we were in school first. 2) use appropriate language to the language that is often used by students. if necessary, use slang trending among them. 3) perform the movement the movement and facial expression that matches the theme of language. 4) make relation theme of our lesson with friends that is the trend among students. 5) always update the knowledge of friends, language, until the latest gossip is the trend among students. by doing these things, then without conscious thought waves we have been cooperating with the students, so that they feel comfortable to meet with us. if this has happened, then be prepared to do step the next step. 2.3.3 leading leading has a sense lead or teach something. this is done after the process of pacing do. if we do leading without preceded by pacing, then it is tantamount to giving orders to the students are quite risky, because they do so reluctantly and under pressure. this will result in their denial to teachers. after doing the pacing, the students will feel comfortable with the teacher. at that moment almost every whatever the teacher said or assign to them, will be performed voluntarily and happily. so difficult as any material, their subconscious mind will catch the subject matter easily. they also will not find difficulty in doing the exam, although the exam was difficult. 2.3.4 use the positive words the fourth step is supporting measures in performing pacing and leading. this positive use of the word according to the workings of the subconscious mind is not willing to accept a negative word. basically, the word the word given by the teacher, either directly or indirectly, affect psychic students, so that they feel more in receiving the material provided. these words can be either an invitation and encouragement. so, apaila there are things that should not be done by them, should use the pronoun positive to replace the word a negative word. for example, if it will calm a noisy classroom, usually said command is issued, "be quiet" in applying hypnoteaching, it should be said to be quiet was replaced with, "quiet please". 2.3.5 give praise to the student praise is one way to establish a person's self-concept. therefore, give praise to the students sincerely, so that they will be compelled to do more than ever before. giving praise can be done when students managed to do or achieve. give praise slightest form of achievements, including when he managed to make positive changes in himself. although possibly, still under a friend a friend, it could still give praise. in giving praise, avoid all negative connecting words, such as "but", "however", "just that", and so forth. the use of the word the word will make us praise it it and poke fun, as in the words, "adi, you're a smart boy, mother / father delighted to have students like you. but, unfortunately, you lack attention to neatness of clothes ". if compliment coupled with criticism or suggestions, then the more caught is a form of assault on the dignity of people who praised instead of increasing self-esteem, this will only drop. although it should seem sepela and often, but the effect is very great in his psychological system. how to avoid negative conjunctive is by eliminating the conjunctive. for example, "you actually are students who are good and very proud. will be proud again if more attention to neatness of appearance ". in the words of the protective shield of self-esteem has not had time to get out, elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 87 although there have been improvements message (criticism) into the subconscious program. 2.3.6 modeling modeling is the process of giving the model or example through speech and behavior that is consistent and is one of the keys to success in hypnoteaching. after students feel comfortable with the teacher, then he needs to solidify his behavior to be consistent with the words and teachings, so he always keeps a trusted figure. 2.4 theoretical framework table 1. definitions of key terms component definition relevant theory vocabulary it gives an accurate meaning. zainil (1993) pronunciation making pattern into automatic habit. freeman ( 1985) grammar students must be conciously facilitated with grammatical rules. chomsky (1957) fluency the provision of comprehensible input the reduction of strees as keys to successful language acquisition. krashen (1981) hypnoteaching a blend of learning which involves the conscious and unconscious mind . novian triwidia jaya (2010) 2.5 operational concepts operational concept is the concept used to more explanation about theoretical framework to avoid misunderstanding of this research. the operational concepts in this research are : 1. speaking is the vocal sound that out from the mouth, it’s all occure by the combination of vocabulary in the rule based on grammar. to make pronunciation has meaning to the listener. 2. hypnoteaching method is a kind of method that use unconscious languange. it is useful to make the students become fun in run the learning process. because the students never feel nerveous to face the teacher. indicator of the implementation of hypnoteaching method as follow : a) the student can improve their speaking ability. b) the student be self-confidence in speaking. c) the teacher can using good method in learning process. 2.6 the assumption and hypothesis 2.6.1 the assumption the writer assumes that the students in experimental class have different result whit the other class at the eleventh grade. the students who are taught by using hypnoteaching method will increase their speaking ability than the student who are not using the method. 2.6.2 the hypothesis ha : there is a significant effect on implementation of hypnoteaching method toward the students’ speaking ability at ma yasmi duri. ho : there is no a significant effect on implementation of hypnoteaching method toward the students’ speaking ability at ma yasmi duri. 3. method 3.1 research design this chapter describes about the method and procedurs of the research. the writer designs this research is quantitatively in form of pre-experiment design. it concludes about the location and time, the subject and the object, the population and sample, technique of collecting data and the analysis of data. this is a quantitative research variables in this research is two variable those are the hypnoteaching method and the speaking ability. the following schema will show the research design. 3.2 the time and location of the research this research was conducted at the second year students of ma yasmi duri. it is located at jl.jendral sudirman. time of research was started on februari until juni 2016. 3.3 the subject and object of the reseach the subject of this research is the eleventh grade students of ma yasmi duri and the object of this research is increasing students’ speaking ability through hypnoteaching method. 3.4 the population and sample the population of this research is the eleventh grade students of ma yasmi duri. there are two classes but the writer only took one class as the sample. it is xi ipa 1 as the treatment class. class xi ipa 1 as the treatment class consists of 16 students. according to widiyanto states, “ the sample of research is part of the population that will be researched and considered have represent of population”. ( widiyanto : 2010 ). table 2. population and sample class population sample ipa 1 16 persons 16 persons ipa 2 26 persons total 42 persons 16 persons because the writer ever teachs in the ipa 2 class when did ppl, so the writer chose ipa 1 class and took 16 students as the sample. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 88 3.5 the technique of data collecting and analyzing in collecting the data, the writer used the following technique: 3.5.1 pre test pre test is administered before treatment is given to know how far the students speaking ability especially for the material was taught by the writer in this research: greeting and expressing before the teaching learning process. the test consists of oral test. in oral presentation, students’ vocabulary, pronunciation, grammar and fluency in english was tested. the writer said a word and have a student to guess what sequence of symbols comprised the word. but before that, at the beginning of the stage, the writer will model the appropriate sound after pointing a symbol on the chart. in measuring the students speaking ability (accuracy of pronunciation, comprehension, fluency, vocabulary, grammar). the writer will use speaking rubrics by brown (2004 : 172), as follows : table 3. speaking rubrics categories score the criteria of speaking pronunciation 5 the students can pronounce the words very well 4 the students can pronounce the word well 3 the students can pronounce the word adequate enough 2 the students can pronounce the word frequently unintelligible 1 the students can pronounce the word poorty comprehension 5 the students comprehend the dialogue well and content is clear 4 the students comprehend the dialogue in all although there is repeating in certain part. 3 the students comprehend the dialogue but there are some repetations 2 the students comprehend the dialogue but difficult to reply what their friend said. 1 the students do comprehend although in simple dialogue fluency 5 the students are able to continue speech without too much hesitation 4 the students fluency are having a little disruption by language problem 3 the students make a lot of mistake in language problem 2 the students often doubt and stop becouse oflimited language 1 the students often break off and stop while conveying dialogue vocabulary 5 the students have board vocabulary 4 the students have adequate vocabulary 3 the students have good enough vocabulary 2 the students have limited vocabulary 1 the students have very limited vocabulary grammar 5 the students have very good grammar 4 the students’ error in grammar is quite rare 3 the students’ grammar are good enough, able to speak the language with sufficient structural 2 the students contruction of grammar is quite accurately but does not have through or confidence control 1 the students error is frequent but the content still understood the writer was objectively give a score based on the characteristic of each students’ speaking ability, whether they get 1,2,3,4, or 5 score. the maximum score that was reached by the students is 25. however, the students score obtained was calculated by the following formula : the data from the classroom observation used the category according hartono in agusriwal (2012:41) as follows : table 4. category of ability level score level elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 89 90 – 100 excellent 80 – 89 good 70 – 79 fairly good 60 – 69 fair 0 – 59 poor (nana sudjana, 2005: 118) 3.5.2 post-test after giving the treatments, the writer gave the post-test to the subjects; the next type of the post-test is also in the form of oral production test. the test was administered to investigate whether the hypnoteaching method can increase the student’s speaking ability. 3.5.3 documentation according to arikunto the method of documentation is seeking data such as notes, transcripts, books, newspapers, magazines, inscriptions, minutes of meetings, logger, agenda and etc (2010:274). documents used the writer here in the form of photos and record data on result experiment research. 3.6 data analysis technique 3.6.1 descriptive statistic central tendency, the central tendency of a distribution is an estimate of the “center” of a distribution of values. there are three major types of estimate of central tendency : 1) mean, average is probably the most of commonly used method of describing tendency. the formula is : m = where : m = the mean of score ∑x = the summation of all individual score n = total number of data 2) median, the score found at the exact middle of the set of values. the formula is : me = ((n+1))/2 where : n : total number of data 3) mode, is the most of frequently occuring value in the set of scores. the formulation of mode is: where: l = is the lower class limit of the modal class f1 = is the frequency of the modal class f0 = is the frequency of the class before the modal class in the frequency table f2 = is the frequency of the class after the modal class in the frequency table h = is the class interval of the modal class measure of dispersion, it refers to the spread of the values around the central tendency. 1) range ; simply the highest value minus the lowest value. the formula is : j = xmax – xmin 1) variance ; used as a measure of how far a set of numbers are spared out from each other. the formula is : sd 2 = ( ) 2) standard deviation is a measure of the spread of the most widely used. the formula of standard deviation : sdx = √ for experiment class sdy = √ for control class to get the different from mean of pre-test and mean post-test with t-test, the writer used formula. according hartono (2004 : 171) as follow : √( √ ) ( √ ) where : to = the value of t-obtained mx = mean score of experiment class my = mean score of control class sdx = standard deviation of experiment sdy = standard deviation of control class n = number of student it is necessary to obtain the degree of freedom (df) in order to get the t-table. the formula of degree of freedom is : df = n-1 where : elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 90 df = the degree of freedom n = number of the students to found central tendency (mean, median, mode and sum) and dispersion (standart deviation, variance, range, minimum, maximum, and minimum ) score, the writer use spss version 18 by (jonathan sarwono, 2002, p.114 ). a. inferential statistic inferential statistic is testing the hypothesis on average used to determine whether the allegations of research are appropriate or not. in testing of inferential statistics, the writer uses spss program. in the spss program, technique of testing the inferential statistics is used the paired sample t-test. . in the spss program, technique of testing the inferential statistics is used the paired sample t-test. the formula of paired sample t-test is: t = √ ( ) ( ) where : t = t-test d =difference between matched scores n = number of pairs of scores 4. results in this chapter, the researcher prepared the data analysis of the students in the test. the result shown that the implementation of hypnoteaching method is significant or not to be used to increase the students speaking skill of the eleventh grade students of ma yasmi duri. in analyzing the data, the writer used the spss statistic to make easy in determining the mean score, median, total score, range, standard deviation, variance. all data was used to know the the significant of hypnoteaching method. table 5. pre-test and post-test scores sample pre-test post-test score category score category student 1 40 poor 72 fairly good student 2 36 poor 32 poor student 3 68 fair 80 good student 4 52 poor 68 fair student 5 56 poor 72 fairly good student 6 52 poor 68 fair student 7 40 poor 72 fairly good student 8 40 poor 64 fair student 9 56 poor 68 fair student 10 32 poor 60 fair student 11 56 poor 80 good student 12 84 good 96 excellent student 13 60 fair 80 good student 14 60 fair 64 fair student 15 32 poor 44 poor student 16 44 poor 56 poor 4.1 descriptive statistic the result of the students in pre-test and post-test was analyzed by using spss version 18 statistic. in this analyzing, the writer got the information as follow : table 6. analysis of pre-test and post-test of students’ speaking ability remark value pre-test post-test valid 16 16 missing 0 0 mean 50.5 67.25 std. error of mean 3.519 3.746 median 52 68 mode 40 68 std. deviation 14.076 14.982 variance 198.133 224.467 skewness 0.703 -0.633 std. error of skewness 0.564 0.564 kurtosis 0.578 1.47 std. error of kurtosis 1.091 1.091 range 52 64 minimum 32 32 maximum 84 96 sum 808 1076 from the data of pre – test of students in experiment class above, it can be known that mean score of students in pre – test was 50.5, std. error of mean 3.519, median 52, mode 40, std. deviation 14.076, variance 198.133, skewness 0.703, std. error of skewness 0.564, kurtosis 0.578, std. error of kurtosis 1.091, range 52, minimum score 32, maximum score 84 and the sum of score 808. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 91 from the data of post – test of students in experiment class above, it can be known that mean score of students in post – test was 67.25, std. error of mean 3.746, median 68, mode 68, std. deviation 14.982, variance 224.467, skewness -0.633, std. error of skewness 0.564, kurtosis 1.47, std. error of kurtosis 1.091, range 64, minimum score 32, maximum score 96 and the sum of score 1076. 4.2 inferential statistic this analysis is used to known the relationship and how much of it between two variables. in this analysis, the writer used three steps as follows : table 7. normality test kolmogorov-smirnova statistic df sig. pretest .147 16 .200* posttest .164 16 .200* shapiro-wilk statistic df sig. pretest .935 16 .288 posttest .942 16 .380 a. lilliefors significance correction *. this is a lower bound of the true significance. to determine the data normality based on liliefors is if the significant value ( kolmogrorov-smirnova ) is more than 0.05. so, the data distribution is normal. and if the significant value is lower than 0.05. so, the data distribution is not normal. if the data distribution is normal. so, to determine the relationship between variables. it is used paired sample t-test and if the data distribution is not normal. so, the writer used wilcoxon test. from the table above, it shows the signinificant of the test in pre-test is 0.200 and the post-test is 0.200. it means that the data distribution is normal. table 8. paired sample t-test paired differences t df sig. (2tailed) mean sd se mean 95% confidence interval of the difference lower upper pair 1 (prepost) 16.750 9.713 2.428 21.925 11.575 6.898 15 .000 from the table above, it is acquired the tcount= 6,898, by df is 15. based on the table of tcount, for df 15, ttable significant 5% is 2,13 and ttable significant 1% is 2,95. by compared the value of tcount and ttable well in value 5% and 1%., it can be known that tcount is higher than ttable .so ho is rejected and ha is accepted, it means there is a significant effect between pre-test and post-test on implementation hypnoteaching method. a. eta-squared to know the total of effect, the writer must count the data by manual. and the formula of eta-squared is : ∑ = ( ) where : ∑ = eta-squared t = the score of tcount n = the total of sample ∑ = ( ) = = 0.7598 = 75,98 % = 76 % the category of eta-squared 0.01 – 0.05 is small, 0.06 – 0.13 is medium and 0.14 – 1.00 is large (cohen : 1998). based on the category above, it can be known that the category of eta-squared is large. it means that the hypnoteaching method has the large significant effect toward students’ speaaking ability (76%) and 34% is determined by other factors. summary 1. pre-test based on the result of students’ test and descriptive analysis, it can be known that the mean score is 50.5, minimum score is 32 and maximum score is 84. 2. post-test based on the result of students’ test and descriptive analysis, it can be known that the mean score is 67.25, minimum score 32 and maximum score 96. 3. significant effect a. normality test : based on inferential analysis by using normality test, it is shown that the signinificant of the test in pre-test is 0.200 and the post-test is 0.200. it means that the data distribution is normal. elsya: journal of english language studies vol. 1, no. 3, october 2019 , pp. 81-87 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 92 b. paierd sample t-test : based on inferential analysis by using paired sample t-test, it is shown that tcount is higher than ttable ( 2.13 < 6.898 >2.95 ). it means that there is a significant effect on implementation hypnoteaching method toward students’ speaking ability. c. eta-squared : based on the inferential analysis, it is shown that the score is 0.7598 and it is include in category of eta-squared is large. it means that the hypnoteaching method has the large significant effect toward students’ speaking ability (76%) and 34% is determined by other factors. 5. discussion this research is relevant with dewita (2011), a student from english department of sekolah tinggi agama islam (stai) duri. she researched about “ the contribution of communicative languange teaching method to increase the student’s speaking ability at the second year of smp negeri 8 duri of district of mandau”. the population of her research is the second year of smp negeri 8 duri of district of mandau. the samples are 58 persons with devided into two classes, experimental and control class. this research used techniques of collecting data is observation and test analysis and result, the researcher can make a conclution that the contribution of communicative languange teaching method is categorized in “enaugh” level, based on recapitulation of it in the class room was 61%, and there is the significant contribution of communicative languange teaching to increase the student’s speaking ability at the second years students of smp n 8 duri district of mandau. it means that alternative hypothesis (ha) is “accepted”. the result of the test is 2.66, it is higher than the score compared with the value on ttable. based on the observation sheets show the student’s score of speaking test was increase after they are taught by communicative languange teaching method. 6. conclusion based on the data presentation and analysis, the writer found that the mean score in pre-test is 50.5 and the posttest is 67.25. based on the data above, it can be known that there is a different between pre-test and post-test. based on inferential analysis by using paired sample ttest, it is shown that tcount is higher than ttable ( 2.13 < 6.898 >2.95 ). it means that there is a significant effect on implementation hypnoteaching method toward students’ speaking ability. in eta-squared shown that the score is 0.7598 and it is include in category of eta-squared is large. it means that the hypnoteaching method has the large significant effect toward students’ speaking ability (76%) at the eleventh grade students of ma yasmi duri and 34% is determined by other factors. references ardian, rino. 2011. the effect of small group to increase speaking ability at bormindo company. a thesis of hubbulwathan duri. arikunto, suharsimi. 1990. manajemen penelitian. 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( 2005). penilaianhasil proses belajarmengajar. bandung: pt. remajaroesdakarya. sarwono, jonathan. 2002. metode riset skripsi. ( jakarta : elex media kompatindo). sudijono, anas. 2010. pengantar statistik pendidikan. ( jakarta : rajawali pers). widiyanto, 2010. statistik penelitian. (jakarta : rajawali pers). yustisia, n. 2012. hypnoteaching. (jogjakarta : ar-ruzz media). zainal. 1993. language teaching method.( padang : ikip). elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 178 critical discourse analysis: the negative representation of the french president in france’s english online news yulia anggraeni*, elvi citraresmana, & eko wahyu koeshandoyo universitas padjajaran, bandung, indonesia *yulia19003@mail.unpad.ac.id article history received : 18 september 2021 revised : 13 november 2021 accepted : 23 november 2021 keywords critical discourse analysis discursive strategy french president emmanuel macron negative representation nomination strategy predication strategy abstract there is a scarcity of critical discourse analysis (cda) studies on the representation of social actors in news media, thus this study addressed this research gap by analysing the way news represented the french president emmanuel macron, regarding his controversial support of samuel paty, a history teacher in france who was murdered because he showed a cartoon of prophet muhammad in his class. this research aims to see the representation of emmanuel macron from the perspective of the french media, the connexion france, which published their news in english language online to reach world-wide audience. four articles of the news were purposively selected for this cda study, which were published from october 18 until november 1, 2020. the french president’s representation was analysed with the nomination and predication strategies. results showed that the connexion france uses four nomination strategies to refer emmanuel macron. the professional anthroponyms refer to emmanual macron as “the president”, proper names as “emmanuel macron” to be the centre of the discourse, synecdoche as “emmanuel macron”, and deixis as “he” to avoid repetition the subject of the text. two predication strategies were also used, the explicit predicate of how the president “has promised” action against islamists and presupposition from the way the news linked pictures of boycotted french supermarket products with the president. this research provides a take on fresh news with cda and can beneficial for the students who learn english by showing how the media uses language for political figures. 1. introduction in october 2020, french president emmanuel macron made a controversial speech in tribute to a history teacher in france, samuel paty, who was murdered for showing cartoons or caricatures of the prophet muhammad in his class. because of this, paty was eventually executed by the suspected killer, abdoullakh abouyezidevitch anzonov, an 18-year-old of chechen-russian origin. in the speech, emmanuel macron made a statement that france would not take down the cartoon. macron also declared war on islamic separatism, which he believes has taken over some muslim communities in france. on his twitter post on november 1, 2020, said the french president said that he does not support cartoons that insult the prophet, but he supports the ability to think, write and draw in his country because it is a form of freedom of speech. in france, the caricature of prophet muhammad has been associated with a proud secular heritage stretching back to the revolution. the ideology of secularism is represented through freedom in the context of the mass media. the freedom finally operates in the region construction of meaning about islam, the prophet muhammad, and muslims which is manifested in the form of mass cultural production in a number of media mass that can be represented in the form of text or images (wazis, 2016). his decision and opinion were decidedly controversial and backfired on his reputation. this is because islam prohibits caricatures of the prophet muhammad. muslims consider the caricature of the prophet muhammad to be offensive. according to the muslim forum cited in yanuartha & sukmi (2016), there are several reasons why the caricature of the prophet is prohibited, including; when the prophet lived, no one drew him because islam is very concerned about originality; avoiding the misunderstanding of worshiping idols; the prophet's visualization opened up opportunities for blasphemy against his personality, and the issue of the authenticity and honesty of the image itself. an image based on imagination is essentially a lie. wazis (2016) also discussed that the publication of the caricature of the prophet muhammad is considered an offense to muslims. thus, emmanuel macron’s statement not to bring down the caricature of the prophet muhammad offended the muslims around the world. as reported by sutrisno (2020) in the jakarta post, the indonesian foreign minister condemned the disrespectful remarks against islam made by french president emmanuel macron that hurt the feelings of muslims globally and fueled divisions among religions. the russian newspaper, also reported that chechen mufti salakh mezhiyev stated macron insulted the prophet muhammad, which means macron was insulting prophets and religions. in addition, turkish president recep tayyip erdoğan https://doi.org/10.31849/elsya.v4i2.7797 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 179 protested macron’s statement insulting islam by boycotting all french products, and several countries also boycotted (themoscowtimes.com, 2020). this act of boycotting of french products was done by so many countries around the world due to how negatively this incident was portrayed in the news. as previously listed, news media around the world condemns the french president’s action, so this research is interested to see the representation of french president emmanuel macron in the murder of samuel paty case from the french media’s perspective where this case took place. since france is a democratic country, news media has an essential role because the public news media can convey opinions and aspirations. the news media process includes conveying information and seeking the information so that the information produced by the media can be trusted. news media have a particular ideology in making news (van dijk, 2002). therefore, the alignments of one media with another on an issue can be different. the representation of emmanuel macron in the murder of samuel paty case also can be shown differently by various newspapers. this research tries to reveal the extent of negative representation of emmanuel macron, the france’s president, in a selected newspaper of france, namely the connexion france. this news label is chosen because it not only provides news in france, but also publishes them in the english language to enable people from other countries to be part of their intended audience one of the most common and most effective method to analyse the alignments of a media towards specific issues through the use of language made by journalists is critical discourse analysis (cda). the cda, according to wodak & meyer (2001), is used to refer to the critical linguistics approach. this theoretical approach intends to find the larger discursive unit of the text as fundamental of communication. the critical linguistic approach considers institutional, political, gender, and media discourse to see the relation of struggle and conflict. texts of news articles in particular have discursive practice. extensive search identified a few records of previous studies that have analysed the news media using wodak & meyer's (2001) five discursive strategies: referential/nomination, predication, argumentation, perception and intensification strategies. previous studies tried to find evidence for all five discursive practices in their selection of news. baykal (2009) analysed the discourse of the 2005 gentrification process in turkey found one discursive strategy, while hussein & ahmed (2020) found three discursive strategies to reveal how foreign policy goals, identities, and ideologies are communicated in eu discourse. three studies took place in indonesia; purwanto (2017) found all five discursive strategies to analyse the facebook posts of a major city mayor, anggraeni & amalia (2020) found two discursive strategies to see the representation of indonesia’s minister of health regarding his conduct to address the covid-19 pandemic, and kurniawan & utami (2017) found two strategies to see how indonesia’s news represent the indonesian president, joko widodo. the overall state of this research body is difficult to pinpoint due to scarcity of studies that uses wodak & meyer's (2001) discursive strategies to analyse the discursive practice in news. in critical discourse analysis, representation refers to the language used in a text to provide meaning to groups, social practices adopted by them, and events (afzal, 2019). only one study was found to have researched negative representation in news, but utama & amalia (2019), who analysed how the united states’ news represented the highly criticised assad regime in syria, used cda in micro and macro levels, in other words, the linguistic structures and types of information content. research that focuses on discursive strategy to reveal a representation of social actor is still scant. to fill this research gap, this present study used the nomination and predication discursive strategies to reveal the negative representation of the selected social actor, the french president, regarding his response to the cause of samuel paty’s murder. in contrast to the previous studies, the researchers decided to use only these two discursive strategies because the researchers concentrated on the representation of a social actor. the recency of the case, which took place on october 2020, offers a novelty as most studies analysed old news or general representation of ideologies in media. another novelty of this study lies in the research object, which is france’s english online news. moreover, majority of previous studies that carried out cda on news referred to van dijk's (2002) theory, thus this study also offers the research novelty of using wodak & meyer's (2001) theory in this critical discourse analysis. 2. literature review 2.1 critical discourse analysis and discursive strategies this research uses critical discourse analysis as an approach, and discursive strategy to analyse the data. according to wang (2021), the focus of cda is inequality and power relations in language, intending to explore the ideology implicit in the discourse. since it relates to language, discourse analysis is called a study in applied linguistics that examines the use of language in interactions between speaker and listener or writer and reader (anwar et al., 2020). language plays an essential part in this process because it is used to prepare, accompany, motivate, and play any political action (shah et al., 2021). utama & amalia (2019) discussed that cda is one of the methods used by analysts to find the real identity. an object in discourse cannot exist alone since context determines the object’s identity. since this research tries to reveal the representation of an object in a specific context, which is emmanuel macron as an object in the context of samuel paty’s murder case, cda seems to be the proper method to use for this research. https://doi.org/10.31849/elsya.v4i2.7797 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 180 gee & handford (2012) stated that critical discourse analysis (cda) contributes to critical social analysis that focuses on discourse and relations between discourse and other social elements, such as power relations, ideologies, institutions, social identities through language studies. according to anwar et al. (2020), the cda focuses on discourse structures that create, confirm, justify, reproduce, or challenge societal power relations and dominance. merrita (2021) also discussed that critical discourse analysis (cda) is a method for revealing power in a text by analysing linguistic characteristics and ideology in the text is seen by using cda. the order of discourse involves the order of the media; therefore, the order of discourse must consider the medium used to reproduce the discourse. there is always a purpose behind every news release made by the media. cda used to see the ideology utilised by media to deliver the news (bulan & kasman, 2018; utama & amalia, 2019). thus, discursive practices carried out by the media include how news articles are produced by journalists and consumed by readers. the ideology conveyed by journalists through the use of language in news articles or what is called discourse may influence the ideology of readers. a discourse contains a discursive practice that affects the ideological effect to produce an equal power relation between social classes, women and men, cultural majorities, and minorities through representing things or people’s position (fairclough & wodak cited in zienkowski et al. 2011). every discourse has a discursive practice that can be analysed using cda to see how the discourse relates to social elements, such as the effect of ideology in the discourse that the media tries to share with readers. the discursive practice in a discourse can be analysed through the discursive strategies that the writers use in the discourse according to wodak & meyer (2016), discursive strategy means a less or more intentional plan of practice adapted to achieve a particular social, political, psychological, or linguistic goal. there are five discursive strategies. they are nomination, predication, argumentation, perspectivation, and intensification/mitigation (wodak & meyer, 2001). the summarised five discursive strategies as shown in table 1. table 1. a selection of discursive strategies by wodak & meyer (2001) (2001, p.73) strategy objectives devices referential/ nomination construction of ingroup and outgroup • membership categorisation • biological, naturalising, and depersonalising metaphors and metonymies • synecdoches (pars pra tata, tatum pra pars) predication labelling social actors more or less positively or negatively, • stereotypical, evaluative attribution of positive and negative traits • implicit and explicit predicate deprecatory or appreciatively argumentation justification of positive or negative attributions topoi used to justify political inclusion or exclusion, discrimination, or preferential treatment perspectivation, framing of discourse representation expressing involvement positioning speaker’s point of view reporting, description, narration, quotation, of (discriminatory) events or utterances intensification, mitigating modifying the epistemic status of the proposition intensifying or mitigating the illocutionary force of (discriminatory) utterances table 1 shows that the nomination strategy is a strategy on how the media uses linguistic devices. those linguistic devices are proper names, synecdoche, or professional anthroponyms to refer to social actors in a discourse. furthermore, the predication strategy is used to show what the social actors do. this strategy shows how the media labels the social actors based on what social actors do. next, the argumentation strategy shows how the media argue against the issue in a discourse. the following strategy is the perspectivation strategy. this strategy shows how journalists bring up opinions or ideas from various points of view, either opinions or ideas that support or oppose the issue being discussed. the last discursive strategy by wodak & meyer (2001) is the intensification/mitigation strategy. the strategy of intensification/mitigation is used to alter, add intensely, or limit, the act of illocutionary or discourse ideas. this strategy can show how the media deliver a clear, intensive, repetitive, or disguised message. those five strategies are entirely fixed and can be used in part to be modified, adapted, and developed for each research object (wodak & meyer, 2001). for example, to see the negative representation of emmanuel macron in the article regarding offending islam, two discursive strategies, namely nomination and predication strategy, can be used to analyse the data. according to hegazy (2017), the way people and things are called and described in texts has ideological implications and reflections on power relationships and value judgments. the nomination strategy is used to analyse how the people and things are called in a discourse. in nomination strategy, proper name, synecdoche, metaphor, deictic and phobic expressions, collectives, and professional anthroponym can refer to social actors in a discourse (kurniawan & utami, 2017; mansouri et al., 2017). synecdoche is a type of metonymy that involves the usage of a word or phrase in which a portion of something reflects the entire thing (yule, 2014). in line with yule (2014), kurniawan & utami (2017) also discussed that synecdoche tries to draw attention to the social actor’s position in which the action represents whole things. another device in the nomination strategy is a https://doi.org/10.31849/elsya.v4i2.7797 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 181 professional anthroponym. according to vieira (2006), one of the proper name categories is an anthroponym. an anthroponym is a name derived from ideology, knowledge, or professionals. this study refers to the name which attaches to the term of professionals. this research uses the predication strategy to see how the connexion france labels emmanuel macron, whether macron was represented positively or negatively (reisigl & wodak, 2001). purwanto (2017) also stated that evaluative attributions of negative and positive traits in the linguistic form predicates realise predication strategy. therefore, we can conclude that this predication strategy looks at the use of words attached to social actors, either positively or negatively. according to rezaei et al. (2020), predicative adjectives, nouns, and noun phrases are prominent features of predicate structures used for positive/negative representation of others. therefore, an explicit predicate is one of the devices for analysing predication strategy in a discourse. a predicate is the part of a sentence that includes the verb and provides information about the subject in grammar. the other device that we use to analyse predication is a presupposition. according to yule (1996), the presupposition is the speaker’s assumption in an utterance the speaker utters. 2.2 critical discourse analysis on media media is a tool that can convey information widely, either printed or online; of course, it is because of technological advances. for example, newspapers usually only printed once a week now provide online portals and update information every day. as a result, the economy, society, and culture can be conveyed to the broader community through news media. news media portals is a prominent research object in critical discourse analysis (cda) studies. in cda, the general definition of discourse is a language used in a written or spoken text with meaning and intentions. at the same time, the news media is a tool for delivering the discourse. thus, the media discourse was born. media discourse is a large-scale communication through a broadcast platform such as tv, radio, magazines, newspapers, and social media, whether spoken or written (o’keeffe, 2015). the focus of media discourse is a perspective on the very core of the process of mass communication. this media discourse study helps us to explain and evaluate the distribution of meaning in detail. the representations of the social world of media discourse are examined. it explores the kinds of connections that media texts create between people and the world. furthermore, it investigates how context is constructed differently in various media texts, and therefore what different ways of seeing and thinking tend to be found there (mathenson, 2015).an overview study about the use of critical discourse analysis (cda) has been conducted by sahmeni & afifah (2019), who found that van dijk’s cda theory is the most widely used theory in media discourse studies. they discussed that cda is a study that discursively investigates texts, interactions and social contexts, explores the relationship between language and ideology, and examines how dominant ideologies oppress. cda can be used to analyse discourse in media since media plays an essential role in producing beliefs, prejudices and domination over social contexts because media tends to marginalise other people and misinterpret events. this is prominently visible in the results of utama & amalia's (2019) study of how two cable news networks (cnn) articles negatively represented the bashar hafez al-assad’s long regime in syria. the study used cda in macro and micro levels and their research reveals three facts regarding cnn’s writers. first, cnn uses negative lexical choices to describe assad’s regime. second, cnn legitimises the us’s arguments frequently by using verbal reactions in schematic analysis. third, cnn tries to conceal another version of the truth. cda have mostly been utilised to analyse the media discourse of long-running issues around the world. baykal (2009) used discursive strategy to analyse the discourse about the contradictions caused by the romani people in the sulukule region, i̇stanbul, turkey, against the gentrification process that began in 2005. according to this research on the gentrification process in the region, the residents are trying to make their voices heard by opposing what they define as the unjust treatment of their human, social, cultural, and historical rights. hussein & ahmed (2020) used three discursive strategies (e.g., nomination, predication, and argumentation strategies) to reveal how foreign policy goals, identities, and ideologies are communicated in eu discourse. they discovered that eu actors regard iraq as a partner, close neighbour, and coworker. in conjunction, iraq was trying to build an identity for the eu as an actor to bring about peace, democracy, and human rights. the study concluded that the eu is also trying to influence the perception of iraq to follow suit. additionally, purwanto (2017) analysed several facebook status uploads of ridwan kamil, mayor of bandung. the results showed that all of wodak & meyer’s discursive strategies were used by ridwan kamil in uploading statuses on facebook, namely referential/nomination, predication, argumentation, perception and intensification strategies. thus, ridwan kamil’s status on facebook has an implicit and explicit intention, and there are several aspects to facebook status uploads that affect readers. cda studies that focused on specific cases are highly scarce. anggraeni & amalia (2020) also analysed the representation of the indonesian minister of health in handling the covid-19 pandemic. based on their research, mr terawan, as a minister of health, has negative attributive in the jakarta post because mr. terawan has performed poorly and is careless as a health minister in handling the covid-19. another study, kurniawan & utami (2017) referred to reisigl & wodak's (2001) discursive strategy on https://doi.org/10.31849/elsya.v4i2.7797 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 182 the representation of joko widodo as the governor of jakarta, the presidential candidate, and the president of indonesia in the jakarta post. the study found that the news used nomination strategy to show that joko widodo’s actions represent the indonesian government and the positive predication strategies to present jokowi’s figure in all categories except the corruption eradication the commission (kpk) issue. therefore, the jakarta post does not fully support joko widodo in the kpk issue. therefore, this present study on the specific case of french president’s offense to muslims around the world will contribute to this area of the cda research. 3. method this research is qualitative in design because the researchers identify the problem based on explaining why something occurs, in this case a social phenomenon (creswell, 2012; alwasilah, 2000). the researchers analysed the data descriptively and presented the result in an explanation of words supported by data. the data for this research was news articles related to emmanuel macron on the murder of samuel paty case in the connexion france news portal. the researchers analysed the data using the nomination and predication strategy theory by wodak & meyer (2001). the researchers analysed the data byreducing the data into organised units, synthesising the data units, finding the pattern, selecting the crucial data units, and deciding what to present to the others (moleong, lexy 2004). figure 1 shows the framework for how the researchers carried out this research. figure 1. methodological framework in the first step to analyse the data, the researchers collected the data from the connexion france online news portal (www.connexionfrance.com). in collecting the data, the researchers looked for articles in the connexion france using the keyword “emmanuel macron”. according to creswell (2012), the purposeful sample is used by researchers who intentionally select individuals and sites to learn or understand the central phenomenon. thus, to select the data, the researchers used a purposeful sample related to emmanuel macron on the murder of samuel paty case. as a scope of limitation, the articles were chosen based on a specific period. the articles were published on october 18, 2020, when president macron’s statement caused controversy for offending islam until november 1, 2020, two weeks after the case occurred. the researchers found thirty-two news articles in the connexion france related to the “emmanuel macron keyword. however, there were four news articles related to emmanuel macron on the murder of samuel paty case. thus, the four news articles from the connexion france were chosen as the data in this research. the titles of the articles are: a. french president: ‘immediate action’ on islamic terrorism, published on october 19, 2020. (https://www.connexionfrance.com/frenchnews/macron-promises-immediate-action-againstislamic-terrorism) b. french muslim leaders pay respects to a murdered teacher, published on october 20, 2020. (https://www.connexionfrance.com/frenchnews/french-muslim-leaders-pay-respects-to-murderedteacher) c. call to boycott french products in islamic caricatures row, published on october 25, 2020. (https://www.connexionfrance.com/french-news/callto-boycott-french-products-in-islamic-caricatures-rowafter-macron-s-word-following-murder-of-samuelpaty) revealed how negative representation of french president emmanuel macron provided the result of the analysis collected the data from the connexion france newspaper identified the nomination strategy in the articles identified the nomination strategy in the articles analysed the predication strategy https://doi.org/10.31849/elsya.v4i2.7797 https://www.connexionfrance.com/french-news/macron-promises-immediate-action-against-islamic-terrorism https://www.connexionfrance.com/french-news/macron-promises-immediate-action-against-islamic-terrorism https://www.connexionfrance.com/french-news/macron-promises-immediate-action-against-islamic-terrorism https://www.connexionfrance.com/french-news/french-muslim-leaders-pay-respects-to-murdered-teacher https://www.connexionfrance.com/french-news/french-muslim-leaders-pay-respects-to-murdered-teacher https://www.connexionfrance.com/french-news/french-muslim-leaders-pay-respects-to-murdered-teacher https://www.connexionfrance.com/french-news/call-to-boycott-french-products-in-islamic-caricatures-row-after-macron-s-word-following-murder-of-samuel-paty https://www.connexionfrance.com/french-news/call-to-boycott-french-products-in-islamic-caricatures-row-after-macron-s-word-following-murder-of-samuel-paty https://www.connexionfrance.com/french-news/call-to-boycott-french-products-in-islamic-caricatures-row-after-macron-s-word-following-murder-of-samuel-paty https://www.connexionfrance.com/french-news/call-to-boycott-french-products-in-islamic-caricatures-row-after-macron-s-word-following-murder-of-samuel-paty elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 183 d. french companies’ not ‘threatened’ by the middle east boycott, published on october 27, 2020. (https://www.connexionfrance.com/frenchnews/french-companies-not-threatened-by-middleeast-boycott) afterwards, the researchers used the nomination strategy to see how the connexion france refers to emmanuel macron linguistically in the selected articles. in the next step, the researchers used the predication strategy to see how the connexion france labelled emmanuel macron, whether positive or negative. then, researchers revealed how the negative representation of french president emmanuel macron on the murder of samuel paty case in the connexion france based on the analysis. finally, the researchers provided the result of the analysis. 4. results 4.1 nomination strategy on the articles regarding emmanuel macron offends islam in the connexion france based on the data analysis, there are nineteen nomination strategies regarding the murder of samuel paty case. the connexion france used proper names, professional anthroponyms, synecdoche, and deixis as the nomination strategy. the nomination strategy used to refer to emmanuel macron in the connexion france regarding the murder of samuel paty case is shown in table 1. table 1. the nomination strategy used by the connexion france nomination strategy realisation frequency professional anthroponyms the president 4 president macron 7 proper name macron 4 synecdoche france 3 deixis he 1 total 19 professional anthroponym is a word used to refer to a person by looking at the profession or work carried out by that person, such as “the scientist,” “the teacher,” “the youtuber,” and others. this research found professional anthroponym “the president” and “president macron” used by the connexion france. those professional anthroponyms refer to emmanuel macron. the professional anthroponyms used by the connexion france are shown in excerpts 1 and 2 below. “the president spoke at the defence council on sunday night, two days after a deadly attack on a school teacher in france.” excerpt 1_proan-15 “across social media, calls have spread to boycott french products in protest, and numerous images of president macron’s face with footprints across it have also spread, alongside other caricatures.” excerpt 2_proan-3 france is a country with a long history of democracy. the president is responsible for running the country. the term “the president” in excerpt 1 is used in articles by the connexion france to characterise and report on emmanuel macron’s acts as president of france. “president macron” in excerpt 2 is the other realisation of professional anthroponym used to focus on emmanuel macron as the president at that time. another device used by the connexion france is the proper name “macron”. the word “macron” refers to the french president to show the readers which person becomes the center of the text. excerpt 3 is the example of data of proper name used by the connexion france. “macron has asked the interior minister gérald darmanin to reinforce security in schools by the time students return to class after the toussaint holidays on november 1.” excerpt 3_prome-18 the connection france also used synecdoche as a nomination strategy to refer to emmanuel macron in the articles regarding the murder of samuel paty case in excerpt 4 below. “france would not renounce caricatures” of the prophet muhammed after the murder of teacher samuel paty.” excerpt 4_synec-12 emmanuel macron is the one who made the declaration about the cartoon of the prophet muhammad. however, in excerpt 4 above, the connexion france used the word “france” to refer to emmanuel macron because the connexion france considers what macron decided as president is a french decision. in other words, emmanuel macron represents france. meanwhile, the deixis showed in the connexion france to avoid repeating the name “macron.” 4.2 predication strategy on the articles regarding emmanuel macron offends islam in the connexion france predication strategy is used to see how media attributes the social actor in discourse, whether positive or negative. some devices can be used to analyse predication strategies, such as explicit predicate and presupposition. some of the data analysis is shown below. “french president emmanuel macron has promised “immediate action” against islamic terrorism in france, speaking at a sunday evening (october 18) meeting of’ ‘france’s defence council.” excerpt 5_expre-16 https://doi.org/10.31849/elsya.v4i2.7797 https://www.connexionfrance.com/french-news/french-companies-not-threatened-by-middle-east-boycott https://www.connexionfrance.com/french-news/french-companies-not-threatened-by-middle-east-boycott https://www.connexionfrance.com/french-news/french-companies-not-threatened-by-middle-east-boycott elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 184 in excerpt 5, the subject “president emmanuel macron” is given explicit attributive “has promised,” which gives information that emmanuel macron has promised action against islamic terrorism. thus, by the explicit predicate, the connexion france shows a positive attributive predication of emmanuel macron as a president who acts immediately against the islamic terrorism issue in france. meanwhile, the connexion france uses presupposition to show the negative attributive predication of emmanuel macron. the data that show negative attributive predication of emmanuel macron is shown in excerpt 6. “photos of empty supermarket shelves have spread, purporting to show french products being stripped from sale in protest at mr. macron’s words.” excerpt 6_nepre-2 the connexion france has the assumption that photos of empty supermarket shelves show emmanuel macron’s words caused french products to be stripped. based on predication strategy analysis, the researchers found that the connexion france gave nine positives and eight negative attributive predications to emmanuel macron. since this research tries to reveal the negative representation of emmanuel macron, the researchers have summarised how emmanuel macron was labelled negative by the connexion france, as shown in table 2 below. table 2. the labelling of emmanuel macron in the connexion france nomination labelling president macron someone who caused a boycott call because of his speech at the memorial ceremony in honour of slain teacher samuel paty someone who declares not to take down cartoons of the prophet muhammad, so french products are facing boycott calls in some middle eastern countries someone whose face was drawn with footprints by the protestors someone whose words were criticised by president recep tayyip erdogan someone who declaration that france would not renounce caricatures of the prophet muhammad and it caused the boycott. someone who considered “needed treatment” for “mental health” by turkish president recep tayyip erdogan macron someone whose words are protested and causing a boycott france a person who represents france in making decisions would not renounce caricatures of the prophet muhammad after the murder of teacher samuel paty, but it caused french products are facing a boycott the connexion france referred to emmanuel macron as “president macron.” it gave negative attributive predication to emmanuel macron as a person who declares not to take down cartoons of the prophet muhammad. macron delivered this speech at the memorial ceremony in honour of slain teacher samuel paty. his speech caused a boycott call for france. president recep tayyip erdogan criticised macron and said macron considered “needed treatment” for “mental health.” when the connexion france uses the proper name macron, the negative attributive predication is given to emmanuel macron. emmanual macron is considered as a person whose words are protested and causing a boycott. emmanuel macron is also labelled negative when he becomes a person who represents france in making decisions. for example, macron would not renounce caricatures of the prophet muhammad after the murder of teacher samuel paty, and it caused french products to be facing a boycott. 5. discussion based on the nomination and predication strategy analysis, the negative representation of french president emmanuel macron on the articles regarding the murder of samuel paty case in the connexion france can be revealed. the connexion france used four nomination strategies. they are deixis, proper names, professional anthroponyms, and synecdoche. the findings of the research conducted by baykal (2009), sulukule people used the construction of the self and the other where the use of deixis 'we' vs 'them' as nomination strategy to showed that sulukele people praised and emphasized the positive qualities of romani people. meanwhile, this research does not find any construction of the self and the other. it can happen because the data researched by baykal (2009) are the interviews with people who are directly involved with the cases that occur, while in this study, the data researched were newspapers which have a function to report a case and were not directly involved with the case. the other nomination strategy used by the connexion france is the proper name “macron”. anggraeni & amalia (2020) discussed that proper names show a person who becomes the center of the text. the connexion france also uses the proper name to focus macron as a center in discourse and avoid ambiguity about whom the connexion france is talking. professional anthroponym becomes the most frequent nomination strategy used by the connexion france. according to kurniawan & utami (2017), the professional anthroponym puts forward someone’s professionalism instead of the other side in their research. it is also used to describe and report someone’s action regarding his job. in kurniawan & utami's (2017) research, professional anthroponym shows jokowi's professional change from being governor, presidential candidate, and as indonesian president. this also shows there are changes in https://doi.org/10.31849/elsya.v4i2.7797 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 185 the job carried out by jokowi. however, in this study, professional anthroponyms did not show any changes like what happened to jokowi in kurniawan & utami's (2017) research. the professional anthroponym is used to show that emmanuel macron is a french president when the case of samuel paty murder happened. synecdoche was also used as a nomination strategy to indicate that emmanuel macron is someone who represents france. kurniawan & utami (2017) found that synecdoche draws attention to the social actor’s position as the president and shows his every action represents the action that the government and country take. through synecdoche “france”, emmanuel macron becomes the part for the whole (koslow, 2015). this expands emmanuel macron's position as the person who represents "the french people". the predication strategy was used to see the negative attributive predication of social actors. this study detected eight negative attributive predications of emmanuel macron in the articles of the murder of samuel paty case published by the connexion france. many negative attributes are attached to emmanuel macron when the connexion france uses professional anthroponyms to refer to emmanuel macron. comparing the results with kurniawan & utami's (2017) research, the label attached to a social actor in his role as a professional can turn negative or positive depending on the case faced by the social actor. the connexion france gives the negative attributive predicate to president macron as someone who gave a speech at a memorial service in honour of the murdered teacher samuel paty. furthermore, he declared not to take down the prophet muhammad’s cartoon, which caused french products to face calls for boycott in several middle eastern countries. therefore, the negative predicate attached to president macron in the articles shows a negative representation. the connexion france seems to show the consequences of the french president’s actions that harm france itself. in addition, a negative attributive was given to emmanuel macron as president of france, as a person whose words were criticised by president recep tayyip erdogan and considered “needed treatment” for “mental health”. when the nomination strategy was realised as “macron” and “france,” the connexion france only gave one negative attributive predication to emmanuel macron. the connexion france uses an explicit predicate when giving the positive label to emmanuel macron. on the other hand, the connexion france mostly uses presuppositions to give a negative label to emmanuel macron. hussein & ahmed (2020) in his research also found that presupposition is used to label social actors. hussein explained that the use of presuppositions is important in terms of triggering readers agreement to the content presented. it means, the connexion france uses presuppositions to show the negative label of emmanuel macron and leaves the readers to have their own interpretation of the assumptions made by the connexion france. however, kader (2016), who researched to analyse anti-islamization and anti-immigration discourse, found that adjectives and words associated with predicate nouns negatively affect social actors. in contrast, this research found explicit predicates and presuppositions used to give negative predicates to social actors. the findings of predicates and presupposition mean that the media’s negative attributions do not always use the same way. the results of this research reveal the negative representation of emmanuel macron in the issue of murder of samuel paty in the connexion france online newspapers. utama & amalia's (2019) research also shows the negative representation of social actors, namely assad's long reign in syria, in cnn online newspapers. however, the way they analyse data that reveals negative representation of social actors in online newspapers is different from ours. utama & amalia (2019) uses van dijk's cda theory which is the most widely used theory to reveal the representation of social actors (sahmeni & afifah, 2019), by seeing at the negative lexical choices used by the author to describe the assad regime, and also see the use of verbal reactions in schematic analysis. while the research we conducted used two discursive strategies theory by wodak & meyer (2001), where the article was analysed by seeing at how social actors were referred to linguistically in the article and how predication strategy was used to label social actors. this research shows that the discursive practices created by the media can show the representation of social actors. this research shows that nomination and predication strategy can reveal the representation of social actors. by nomination strategy, the choice of words that refer to social actors has its meaning and function such as showing who is the focus or who is being discussed in the text, showing one’s professional identity, and avoiding repetition of words in the text. it is also important for english learners to be able to determine the choice of the right words in writing so that there is no ambiguity or misunderstanding. the predication strategy through explicit predicate and presupposition is used to describe the labels attached to emmanuel macron. this is expected to provide an overview of how language can be used to label social actors, either positive or negative. thus, the analysis of this predication strategy can be a reference for language learners in labeling someone in a text. the negative representation of the french president emmanuel macron on the murder of samuel paty case shows that the connexion france believes that emmanuel macron’s speech was the cause of harm to france, the loss is getting calls for a boycott of french products. the negative representation is revealed through the labeling of emmanuel macron. the labels attached to emmanuel macron in articles either using an explicit predicate or a presupposition lead to the harm suffered by france because of emmanuel macron's controversial speech. this research also finds out how the connexion france gives a negative label to emmanuel macron, by mostly used presuppositions. the connexion https://doi.org/10.31849/elsya.v4i2.7797 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 178-188 https://doi.org/10.31849/elsya.v4i2.7797 how to cite this article: anggraeni, y., citraresmana, e., & koeshandoyo, e. w. (2022). critical discourse analysis: the negative representation of the french president in france’s english online news. elsya : journal of english language studies, 4(2), 178-188. 186 france seems does not want to give a negative label directly to emmanuel macron, therefore the connexion france makes presumptions that make readers should conclude for themselves. this research contributes knowledge in the field of critical discourse analysis (cda), especially in research on the representation of social actors in online newspapers using two discursive strategy theory by wodak & meyer (2001), namely nomination and predication strategy. this research also provides an overview of how to analyse data using the theory of discursive strategy to reveal the representation of social actors. this study only focuses on two strategies, but further researchers can add three other discursive theories to review more details about the representation of social actors. 6. conclusion this study addressed the research gap of how social actors are represented in news media. the research novelty of this study is its use of discursive strategies rooted in wodak and meyer’s theory rather than the dominantly used van djik’s theory. based on the analysis of nomination and predication strategies, this study reveals that the negative representation of emmanuel macron in his response to the cause of samuel paty’s death meant that france’s news did not hide the fact that emmanuel macron has made a speech that led to a boycott of french products, which is a disadvantage for france. however, the connexion france more often used presuppositions to label emmanuel macron negatively. it shows that the connexion france does not give a negative label to emmanuel macron explicitly, but the connexion france made the assumptions that let readers make their own interpretations. this research shows that the discursive practice made by media can be analysed through language use and the result of the analysis can reveal the representation of social actors. this research not only contributes to fill the research gap of social actor’s media representation, but also demonstrated the benefits for future english language researchers in analysing how language is used in news media. references afzal, n. 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(2011). discursive pragmatics. benjamins. https://doi.org/10.31849/elsya.v4i2.7797 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 54 hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development? imam sudarmaji 1, lastry forsia 2, indah permata sari siregar 3, & danu yusuf 4 1 universitas islam syekh yusuf tangerang, tangerang, indonesia isudarmaji@unis.ac.id article history received : 5 october 2021 revised : 30 january 2022 accepted : 11 march 2022 keywords autonomous learning english vocabulary hello english application mobile-assisted language learning (mall) online learning abstract the covid-19 pandemic made it almost impossible for the students learn face-to-face. the demand of technology for learning online is needed in such situation. the writers chose hello english app to find out the enhancement of the app on students’ english vocabulary development and the perceptions at the seven-grade level of private junior high school in indonesia in academic year 2020/2021. this quantitative study with quasi-experimental design involving seventh-grade students. the researcher provided a multiple-choice test consisting of 30 students in experimental and control class respectively through pre-test, treatment and post-test. the researcher employed statistical calculation of the t-test formula with 5% significance level using spss 22 based on the score collected from the students’ pre-test and post-test results. it was found out that, the mean score of a post-test in the experimental class was significantly higher than the conventional class. the result of t-test indicated that hello english has a significance impact on the development of students’ english words. meanwhile, the questionnaire results showed that most students agreed (>80%) that the hello english app can assist them in english learning, particularly english words they felt satisfied and enjoyed the learning process when they employed the hello english app to acquire english words as well. as a conclusion, the app is applicable in mastering students’ english words. it is recommended for learners and teachers as an alternative way during the pandemic. the result from this research is essential. however, limited time during treatment and participants could not make the findings generalized. 1. introduction online learning has been implemented during covid-19 pandemic. most schools have even implemented an online system, including special meetings, discussions and learning. at this time, we need the internet access and smartphones to make it easier to carry out our routine activities online. in online learning, students are taught according to the applicable curriculum to achieve learning goals and graduate competency standards (skl). in the indonesian curriculum, english is taught to all students in elementary, middle and high school levels because it is important as a provision and guarantee for career which is a must to master that competence in order to attain learning objectives. the english existence in the indonesian curriculum is a guarantee that indonesia can be accepted in the world. as stated by ferguson (2006) that english is a factor which should be considered in language policy by all countries as a global language. according to dimmock, the president of the pew research centre, in sukendra (2019),the internet boom shaped the lives of millennials. one of the english aspects that is usually taught from elementary to senior high school is vocabulary knowledge which is commonly tested in written tests or spoken tests. students are obliged to have big amount of vocabulary to master english skills, no matter the proficiency level they have obtained. moghadam et al. (2012) stated that vocabulary knowledge is types of knowledge in a systematic procedure are studied until all parts of the knowledge are known for a thing. in agreement with ozkiraz (2015) stated that no learning that are able to achieve completely if the students lack of adequate vocabulary. in relation to hiebert & kamil (2005), the understanding of the meanings of words is often referred to as vocabulary. that means what knowledge we are familiar with the meanings of words is called vocabulary. moreover, vocabulary mastery means to understand the knowledge of words completely is crucial in learning a language (tovar, 2017). since vocabulary has a substantial role in language skill development, students should ideally possess considerable lexical knowledge to not fail the minimal requirement of class activities and assessments (giessen, 2019; hao et al., 2019; nuralisah & kareviati, 2020). with english language’s current status quo, learners who are interested in learning english are expected to have a big amount of vocabulary. the linguist david wilkins mentioned that little is capable to be communicated without grammar; also, nothing is capable to be communicated without vocabulary https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 55 (thornbury, 2002). it means that the vocabulary act as a core of a language which we cannot utter something without vocabulary which is fundamental base of language learning. in order to answer the first research question, it is necessary for the researchers to conduct further investigation regarding the effects of hello english application in students’ vocabulary mastery. therefore, the researcher conducted a pre-observation in the school especially in the seventh grade. during the pre-observation, the researcher obtained information from the principal school (mr. a) and english teacher (ms. s). based on the information gathered, the researcher found that the students lacked of english vocabulary. some students struggle to understand the meaning of each word or text. in accordance with the observation of the researcher, few students in that school have failed to attain the minimum attainment target (kkm) for english lessons which was 75. this study noted that methods of discussion, questionanswer, and speech are some of the common methods frequently applied which could be categorized as conventional methods. besides, the classroom activity was conducted based on the textbook, which was insufficient; thus, it makes students prone to boredom during the learning process (melati & herlina, 2019; sari et al., 2019; vitasmoro et al., 2019). one of the reasons for the students’ lack of vocabulary is they felt difficult in memorizing and understanding english vocabularies (puspitaloka et al., 2017; vitasmoro et al., 2019). the students claimed that it is challenging to master the distinctions between written and pronounced words. their interesting in learning english was lowered as a result of this situation (sembiring, 2019; vitasmoro et al., 2019). furthermore, many teachers keep continuing to employ conventional teaching methods during the learning process (nuralisah & kareviati, 2020; siregar et al., 2020) where a teacher instructs students to write down the given vocabulary at home, thus the focus is on the teacher's explanations and memorisation of the given vocabulary (lu, 2008; qomariyah & nafisah, 2020). the learning process becomes monotonous as a result of this reliance on the conventional methods. therefore, teachers must adapt their learning media to the 4.0 industrial revolution, in which automatic and digital technology pervade every aspect of life. teachers should use innovative and engaging approaches and media to enhance students' enthusiasm and output quality especially in learning vocabulary. today's technology has advanced at a breakneck pace, and made it indispensable in a variety of ways; also, people's ways of working, learning, interacting, and spending their time can all be affected by technological advancements. with the advancement of technology, particularly smartphone technology, which continues to expand, smartphones have become a must-have for everyone, especially students. in this study, the researchers are interested in applying hello english application as a way for learning english vocabulary mastery with mobile-assisted language learning (mall) method due to the lack of similar studies that include 7th grade of junior high school especially in indonesia. this study’s findings covered the gap from the prior studies by testing the participants with all parts of speech in the vocabulary test whereas previous studies have mostly focused on only one indicator, such as only adverbs with 64 8th grade students participated in ginting & fithriani (2021) and only nouns in a case study with 30 students of junior high school participated in asyiah (2017). meanwhile, this study used the saturated sample of seventh grade which aims to address the problem of students’ lack of vocabulary and teachers’ reliance on conventional methods to teach english vocabulary by implementing hello english app. 2. literature review 2.1 students’ perception the perception is used to analyze information provided by others (nelson & quick, 1997) so the students can convey information according to what they feel. the students select, organize and interpret sensory stimulations which perceived by the senses into meaningful information (zulhernanda, 2018)which can be formed as opinions the students’ perception in using hello english application is about what students think of using it. it can be discovered by employing questionnaires or interview. the students’ perception can also affect the students’ performance. based on the findings by ferreira & santoso (2008) in examining the students’ perception and students’ performance that involved both undergraduate and graduate students.. it is revealed that the students’ negative perception can led to the negative performance. in addition, the students’ positive performance is affected by the students’ positive perception it is also supported by the investigation of ma et al. (2016). the researchers used questionnaire to assess the participants’ perceptions. the results showed that the participants’ perception affects their performance. in addition, the better the perceptions, the performance can be significantly improved. however, the negative perceptions can decrease their performance. based on the study findings above, it can be concluded that good perception is important to speed up the performance especially for students in learning english vocabulary. 2.2 the importance of mastering english words in learning english skills, vocabulary plays an essential role in efl (hao et al., 2019; izah, 2019). hiebert & kamil (2005) stated that the understanding of the meanings of word is often referred to as vocabulary. as one of the significant elements in every language, vocabulary can help learners https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 56 understand the language in written and spoken forms. during the acquirement of english words, learners can obtain information from the text easily in a way that is based on their own vocabulary knowledge. learners can express their thoughts and feelings in written and spoken communication when they are able to develop their vocabulary knowledge (judy willis, 2008). as stated by thornbury (2002) that mastering vocabulary means students have comprehensive knowledge about a large number of words including of meanings of words in spoken and written forms, the grammatical devices, the collocations of terms, the register of spoken and written words, the connotations of the words and the word frequency. in assessing the vocabulary of students, schmitt & mc charty (1997) said that productive and receptive knowledge could be the only realistic way for measuring the depth of vocabulary knowledge. in a broader of world context, the increasing importance of vocabulary has been evident not only in second/foreign language teaching and learning but also in the efl indonesian context (cahyono & widiati, 2015). the vocabulary mastery importance is used to express ideas and thoughts to comprehend what persons say. therefore, the vocabulary importance is seen from how the language can be expressed. 2.3 students’ mastery prior this research figure 1. the values of english examination of the seventh grade students of private junior high school in indonesia of academic year 2020/2021 in accordance with the figure 1, 19 (63%) out of 30 students in class a were not able to exceed the minimum attainment target which was 75. there were only 11 students (36%) who exceeded the minimum score. in addition, the lowest score from class a was 15 while the highest was 95. the same percentages are reflected in class b. however, the highest score obtained in the class was 85 and the lowest remained the same. it can be seen that more than a half amount of the students from both classes could not pass it which could be concluded that the students’ vocabulary mastery from both classes were low. therefore, the hello english application is expected to improve both students’ vocabulary mastery and the students’ perception learning. 2.4 hello english application hello english was released by culture alley in september 2014. it is the top-rated free educational app and the greatest free app for learning english and it was named as india’s best mobile app in 2017 by iamai, and google’s best app for 2016. android 4.0 is required to play this application which is downloadable in play store. over 50 million people use this free english learning course to improve their spoken english, grammar and vocabulary. the hello english app contains over a hundred interactive lessons to assist users in learning grammar and vocabulary, as well as an exciting portion for each level. it provides various features that can be used by the learners especially junior high school students who wanted to improve their vocabulary mastery in fun and attractive ways namely (1) report card, (2) daily attendance bonus, (3) q&a forum, (4) dictionary which consisted of 10.000 words from various topics. (5) various exercises such as listening, translation, arranging sentences, fill-in-the-blanks, quiz and spelling. those features are expected to give benefits and could assist the students to improve their vocabulary. either offline or online. in short, it can encourage users to practice english in a fun and engaging way as well. many studies have confirmed that the impact of mobile application such as hello english application has improved students’ vocabulary, such as fathi et al., (2018); izah, (2019); melati & herlina, (2019), these studies discovered that the implementation of mobile application such as hello english could improve the students’ vocabulary mastery. it can be considered as appropriate learning tools for students (bensalem, 2018; çelik, 2017; okumus dagdeler et al., 2020; shahbaz & khan, 2021; yuan, 2019). the investigation of nurtriyanto, (2020) revealed that students have favourable opinions in utilizing hello english as a medium for learning vocabulary. they agreed that using it could help them improve their english vocabulary. castillocuesta (2020) and dore et al., (2019) said that an interactive smartphone game taught new vocabulary to two groups of students. they also demonstrated a significant improvement in their vocabulary. it is also supported by ginting & fithriani (2021) showed that the hello english application has a substantial impact on the students’ english vocabulary mastery. hello english application could assist students to increase their vocabulary retention online. based on the study from satriani et al., (2019) utilized it which resulted that the students’ focus on learning increased and improved their vocabulary. meanwhile siregar et al., (2020) implemented the hello english application which can be concluded that the students’ english vocabulary was significantly improved. https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 57 similar studies employing hello english application by puspitaloka et al. (2017) and ginting & fithriani (2021) claimed that hello english had a positive impact on students’ vocabulary mastery. it can be applied in the elementary school (puspitaloka et al., 2017) it is capable to be implemented in the junior high school of the eight grade (ginting & fithriani, 2021) as well. these studies recommended app of mall as one of the suitable teaching media. in addition, the study conducted by (ismiati & kurniawan (2019) revealed the result from the 10th grade students in learning english vocabulary by using hello english application at school in tangerang, indonesia. there were 20 students participated included 12 boys and 8 girls. the researchers concluded that the application can help the students improved the student’s english vocabulary. the result showed that the percentage of the students who passed the minimum criteria in the first cycle was 35%. meanwhile in the second cycle, the percentage significantly increased to 85%. a recent study by agustiana et al. (2021) investigated the hello english application in learning english. the participations were the students form 8th grade junior high school. the pre-experimental design research involved 30 students which tested through pre-test and post-test. the result showed that the post-test score was194% higher than the pre-test score. meanwhile, using a highly efficient method could speedup the process of acquiring vocabulary (sudarmaji & yusuf, 2021) is important. therefore, the researcher believed that hello english application is one of the most suitable ways to learn english that could be applied in online learning especially during covid-19 pandemic. the above mentioned studies provided a strong evidence that mobileassisted language learning such as hello english application could be beneficial for the students and teachers to assist online english learning especially in mastering english vocabulary. 3. method this study employed a quantitatively quasi-experimental design which aims to find out the effect of using hello english application in students’ vocabulary improvement and how the application affects the students’ perception. the research was conducted at a private junior high school in tangerang, indonesia. the reason why the researcher has chosen the school was based on the interview from the school principal and the english teacher. after interviewing, the researcher has found a main core of the problem which is lack of vocabulary. the researcher employed the quantitatively quasi-experimental design with pre-and post test which consisted of experimental and control group. the experimental research is used to find out cause and effect towards two variables consisting of independent and dependent variables (creswell, 2012). meanwhile, in this design, no groups were taken randomly, so the data analysis used quasi experiment (sugiyono, 2019). it is supported by sukmadinata (2017) stated that quasi-experimental design can be used if it is possible to control at least one variable in the form of matching characteristics; also, it is better if it possibly uses a random sample. the random assignment is not included in the quasi-experimental design (fraenkel, 2012). in the end of the experimental process, the researcher gathered data of students’ perception on using hello english application. then, the data were analysed descriptively. this study used two instruments consisting of vocabulary test and questionnaires. the test consisted of 20 vocabulary questions in multiple choice form which separated into five indicators namely; noun, pronouns, verb adjective and adverb with 4 questions respectively the test score classification adopted from (wafaa, 2017) which has seven classifications. the classifications were 1. excellent (96100), 2. very good (86-95), 3. good (76-85), 4. fairly good (66-75), 5. fair (56-65), 6. poor (46-55), 7. very poor (<45) the questionnaire is used to find out the students’ perception using the hello english app. the questionnaire used two indicators indicate the presence of the questionnaire namely: 1) the use of hello english application and 2) the students’ perception when using the hello english application. the questionnaire consisted of seven and eight questions respectively with likert scale measurement. the likert scale was categorized into five classification, namely: 1 = strongly agree, 2 = agree, 3 = neutral, 4 = disagree and 5 = strongly disagree. the x variable defined as: hello english is a suitable medium for teaching and learning english, especially english words. meanwhile the definition of y variable as follows: vocabulary/word is a fundamental base of english learning. the students consisted of two classes which were the viia and viib with 30 students each class. the viia was considered as the experimental group which the hello english application would be applied. meanwhile the viib class was categorized as control class which applied conventional learning method. the implementation of experimental-control group was in order to find out the difference and the significance of using the application versus the conventional one. before the instruments applied to the experimental group. the researcher tested for the validity in order to obtain the valid questions. the data reliability of the test was measured using cronbach’s alpha which resulted .734 (n = 40). meanwhile the data validity showed there were 25 questions out of 40 considered to be valid. in addition, both indicators in questionnaire were tested for the validity and reliability. the first indicator resulted 7 out of 9 questions to be valid with cronbach alpha’s score .605. meanwhile the second https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 58 indicator, all of the questions (n = 8) are considered to be valid with the reliability score .637. after the instruments were tested, pre-test was applied to both groups. the pre-test was used in order to find out the initial knowledge before the treatment implemented (sudarmaji & yusuf, 2021). the treatment from both group was conducted 6 times. furthermore, the post-test was conducted after the treatment the post-test was employed in order to reveal the significance of the treatment that was conducted after the pre-test. after the post-test from both groups were carried out, the researcher inquired the students in experimental group to answer the questionnaire that the researcher already prepared in written form. the next step was to gather all the data obtained from the pre-test, post-test and the questionnaire to be furthermore processed using microsoft excel and spss software version 22. because the quantitative study deals with numeric data, the data is needed to be analysed and calculated statistically to reveal the significance of the treatment that conducted earlier which could answer the first research questions. in addition, the data result of the questionnaire was analysed by descriptive qualitative which answered the second research question. 4. results 4.1 pre-test & post-test this part describes the test and the questionnaire findings. in order to reveal it, the researcher employed pretest to both control and experimental groups which resulted the average score was 53.2 & 51.5 respectively. the pre-test score mean from both groups was not significantly different. it can be concluded that both groups have similar quality. meanwhile, the score from both groups was categorized as poor (46-55). it means that the vocabulary mastery from viia and viib was low prior to this study conducted. the minimum score from the pre-test of both groups was 15 & 10. the result also revealed that there were only 20% (n=6) of the students passed the minimum criteria of mastery in control group while only 27% (n = 8) of the students who passed it in experimental group. the treatment then conducted after the pre-test. the researcher taught both group in 6 meetings. the control group was taught using conventional method of learning english vocabulary while the experimental method applied hello english to assist the students and teacher in learning english. after the treatment was done, the post-test then employed. the result from the post-test of both groups yielded significant difference. it revealed that the post-test score from control group was 62.5 while the experimental group was 76.3 which 22% higher. moreover, only 9 students out of 30 (30%) exceeded the minimum criteria mastery in control group. contrary to the control group, the students who passed the minimum criteria mastery in experimental group was more than twice higher (63%, n = 19). furthermore, the minimum score from control group in post-test was 30 and 60 in experimental group which was twice higher. below, the researcher presented the graph of the results from pre-test and post-test. figure 1. results of preand post-tests during the research, the researchers discovered discrepancies in the situations of the experimental and control groups. the students were engaged and enthusiastic in the experiment class. it can make learning english vocabulary are enjoyable for them, and they were curious about what the teacher would teach them. however, the students in control group were less active and felt bored. it can be seen from this study that there was a different treatment while teaching english vocabulary using the hello english application versus without using it. using the hello english application is a good method of teaching that could be employed by the teachers. furthermore, english teachers must be more imaginative in selecting the appropriate media for teaching english vocabulary to students. after ensuring that the data is normal and homogeneous for the further testing, the researcher intended to test the research hypotheses using t-test. the goal of this test was to compare pre-test and post-test score in each class which were experimental and control class that could be investigated whether there was any effect in employing hello english application on the improvement of the students’ english vocabulary mastery. subsequently, the range score between pre-test and post-test for both classes was determined using the mean score of each datum. the gain in mean post-test score in experimental class was 76.67, while in controlled class it was 62.50. the final t-test result on english vocabulary knowledge revealed the significant difference between experimental and control groups as following: 1 5 1 0 3 0 6 0 9 0 6 0 9 5 9 6 5 3 .2 5 2 6 2 .5 7 6 .3 p r e t e s t c o n t r o l p r e t e s t e x p e r i m e n t p o s t t e s t c o n t r o l p o s t t e s t e x p e r i m e n t minimum maximum mean https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 59 table 1. independent sample test assumption 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 equal variances assumed .459 .501 4.184 58 .000 -15.833 3.785 23.409 8.258 equal variances not assumed 4.184 57.997 .000 -15.833 3.785 23.409 8.258 the researcher found the differences in scores between the experimental and control groups. there are significant changes between the experimental and control groups according to the alternative hypothesis (ha). the data was calculated using a t-test, and the results were compared using a t-table. as recorded by the table above, t-count > t-table 4.184 > 2.002 with sig = 0,000 > 0,05, it is concluded that there are significant improvements between experimental class utilizing hello english app and control class utilizing traditional technique at the seventh grade 4.2 questionnaire questionnaire was administered to collect information about the interests of students taught using the hello english application. there were two indicators of question in the questionnaire as stated before, consisting of seven and eight questions respectively. the first indicator was revealing the use of the hello english learn in vocabulary learning; the second indicator was revealing the students’ perception when using the hello english application. a closed-ended questionnaire was provided by the researchers. the following diagram describes the information of the questionnaire results: figure 2. first indicator the first indicator was “the use of hello english application in learning english vocabulary.” the researchers have already prepared 7 questions which marked in qs in order to find out whether the hello english application can be useful. based on figure 2, there were four categories listed on it namely sa (strongly agree), a (agree), n (neutral), d (disagree). the researcher did not include the sd (strongly disagree) on the fig. 4.2 because no students chose the option. meanwhile, it can be seen that most of the students agreed (mean = 82%) that the hello english application provide assistance in learning english vocabulary. moreover, 16% of total score was categorized as neutral while only 2% disagreed. figure 3. second indicator moreover, the second indicator of the questionnaire was “students’ perceptions after using hello english application in learning english vocabulary” it is showed in the figure 4.2 above that, there were 8 questions prepared to find out the students’ perception after using hello english application. it can be seen that the majority of the students averagely 83% gave positive feedbacks which were agree and strongly disagree. meanwhile there were 16% who chose neutral and less than 1% who disagreed. it can be concluded that students agreed that they felt delighted and enjoyed learning process using the hello english application. the outline results of the questionnaire from both indicators are summarized as seen below. figure 4. outline of questionnaire results based on figure 4, it can be seen that 73% of the students (n = 22) agreed if hello english application made t them 12 1 2 9 12 8 9 14 23 23 16 12 14 17 4 6 5 5 4 7 32 1 1 q1 q2 q3 q4 q5 q6 q7 sa a n d 10 1 7 9 18 8 2 1314 27 17 14 11 14 24 10 6 2 6 7 1 7 4 6 1 1 q1 q2 q3 q4 q5 q6 q7 q8 sa a n d 1 2 1 8 1 2 9 7 1 8 14 11 12 16 17 23 14 4 1 4 5 6 6 7 2 1 0 10 20 30 40 usefulness effective suitable app interesting happier fun more motivated sa a n d https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 60 more motivated to learn english vocabulary. moreover 80% of them (n = 24) agreed that the application made the situation fun and they became happier (80%, n = 24) when learning english vocabulary. it is also revealed that students found out the application was more interesting (83%, n = 25) and thought that the application was suitable for them to assist them in learning especially online (80%, n = 24). it was also discovered that 97% (n = 29) of the students agreed that the application was more effective than the conventional method. 5. discussion the investigation of this study on the basis of the result showed that, the application of mall is appropriate to be implemented in learning english. the questionnaire also shown that students’ responses towards the use of this application which most of them agreed that hello english is applicable in mastering english. employing this app can be a new solution to make a different learning model to overcome the issues identified on this study. the first research question was to find out “any effects of hello english application on students’ english vocabulary improvement at private junior high school in indonesia in seventh grade” based on the viewpoint of statistical analysis, theoretical viewpoint and related previous studies. the researchers discovered that the pre-test result from both groups was not significantly difference. in that case, all students from both groups had the same initial knowledge. as a finding of this study, the hello english application significantly improved the students’ english vocabulary which can be indicated by the improvement of the experimental group students score which was higher than the control group. furthermore, the findings of this study back up and examine the theory from the prior research that shown students’ perception about a strong impact of the hello english app on improving students’ english vocabulary (nurtriyanto, 2020). the study conducted within 4 weeks with 8th grade of junior high school participated showed that the hello english app is more effective in helping learners improve their english vocabulary. in addition, it revealed that the experimental group’s participants who used the hello english app on their smartphones performed better than the control group who used conventional method of teaching. based on the research findings in the previous studies which have found the effect of hello english application in learning english vocabulary have a significant improvement on students’ english vocabulary (puspitaloka et al., 2017; ginting & fithriani, 2021). employing the hello english app in english learning process was regarded to know if this app can assist students in mastering five parts of speech particularly students at the seventh grade. the previous study conducted by puspitaloka et al. (2017) took 100 students at the fifth-grade in the elementary school which separated into three classes. each class consisted around 35 students in an experimentally design research. the score from experimental and control group were compared, and it revealed that using the hello english application had a positive impact on students’ vocabulary development. this study findings also strengthened by the result found by shahbaz & khan (2021) that the use of mobile phone application has a positive impact in learning english. the most recent quantitative study done by ginting & fithriani (2021) took students at the eight-grade in the junior high school. there were 64 students that separated into two classes which were the experimental and control group with 32 students per class. the instrument of collecting data was multiple choice that consisted of 20 questions. after the data calculated and analysed, the result indicated that the students in experimental group have better score in the english vocabulary than the control group. in addition, the study of çelik (2017)is validated by the the study mentioned which offered the similar results that the mobile-assisted learning improved the students’ performance significantly compared to the conventional method. it is also supported by bensalem (2018) that mobile-assisted learning outperformed the traditional or conventional learning. moreover, the study of butarbutar & simatupang (2020) investigated the impact of hello english application in efl classrooms. the quasi-experimental design revealed that the more than 90% students passed the minimum score criteria after using hello english application in learning english in the post-test. however, only 60% of the students in control group passed the minimum score. the result validated the findings of this study that the hello english application can improve the students’ english score. the findings of fathi et al. (2018) which involved 59 iranian students that used similar application resulted that the students’ score in experimental group was significantly improved than the control group which used conventional method in learning english vocabulary. in addition, similar application also experimented by izah (2019) in her study which revealed that the application improved the effectiveness in learning english vocabulary. in line with the result of the study conducted by okumus dagdeler et al. (2020) found out that learning english vocabulary with mobile-assisted application such as hello english app is effective. the result found by yuan (2019) was also parallel to this study which revealed that with the assistance of mobile application in this case hello english, the vocabulary retention was significantly improved. this part will analyse the second research question “what are the students’ perceptions when using the hello english application in english vocabulary learning” based on the statistical findings, theoretical viewpoint and related previous studies to answer the question, the researched https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. (2022). hello english app for online learning during the pandemic: does it enhance the students’ english vocabulary development?. elsya : journal of english language studies, 4(1), 54-64. 61 inquired students in experimental group to answer the given questionnaire. the result of questionnaire from this study validated the result from hidayati & diana (2019). the mixed-methodapproach study involved 25 students from non-english major of the first and second-year in two universities. the study confirmed that the application made the students more active in learning. they also seemed to be more enjoy and comfortable when learning english using the application. moreover, melati & herlina (2019) also found out that the wide variety of features in similar application such as hello english can make the students more interested in learning english especially vocabulary which is advantageous in improving the students’ perception. furthermore, several students chose to be neutral in answering the questionnaire in this study. meanwhile only few students who disagreed and no students strongly disagreed if the hello english application was helpful and positively change the students’ perceptions. the results of questionnaire were supported by the prior study conducted by rezaei et al., (2014) claimed that mobile-assisted language learning application such as hello english application was able to increase the development of students english words. the use of the applications improved vocabulary learning engagement as well. it revealed that is the application made easier for students to learn english and improved their learning outcomes. employing this learning model, it can make students more motivated and increase their interest in english vocabulary learning. the extra result is regarded as the advantage of this study. dore et al. (2019) is another study with literature review method related to the use of mobile-assisted learning application such as hello english, where it was found that three-quarters of the students involved in questionnaire agreed that the application could increase their interest in learning english especially the vocabulary. furthermore, the result indicated that the application was easy to use and helpful (ajisoko, 2020). moreover, the result from the questionnaire is similarly found by (nurtriyanto, 2020) that conducted an interview with 5 students. based on the interview, it was revealed that the students agreed the hello english application could make the learning more interesting and exciting. it was also discovered that they agreed the application was suitable because it has complete features with different level such as beginners and intermediate. meanwhile, the students found there were no difficulties encountered when using hello english application during vocabulary learning. another similar study conducted by (satriani et al., 2018) that investigated the implementation of hello english application in teaching english vocabulary. there were 135 students participated in this qualitative study. it was found out that the students felt easier when using the application if they encounter unknown words which they used to find it in dictionary or even guessing it. even though this was the first time of using the application, students felt the learning using it was running well and enjoyable. the students’ behaviour were also improved because they found the application was interesting (agustiana et al., 2021) these results supported puspitaloka et al., (2017); ginting & fithriani (2021) discovered that the hello english app increased the vocabulary mastery of young learners. the findings are also consistent with prior studies that have found that utilizing mobile application to acquire english vocabulary have a good impact (rezaei et al., 2014; xodabande & atai, 2020). and could develop students’ motivation in learning english vocabulary (elaish et al., 2019). after many study findings are discussed above, this study is expected to provide latest findings because there was a lack of study presented in similar topic especially in indonesia that involved the 7th grade junior high school in the pandemic situation which is important for future research. the results of this study have hopefully filled that gap and encourage future studies to provide more empirical data with students of other levels. 6. conclusion previous studies that employed the hello english app to improve students’ vocabulary only focused on one of the content terms (word classes). this study closed the gap between the utilization of the hello english app for boosting students’ vocabulary knowledge across all content words (word classes) and students’ perceptions of the app as an appropriate media for a recent learning paradigm. findings of this study indicated that the hello english app is applicable in mastering students’ english words. hence, the app is recommended for learners especially the students who want to learn in fun way online. to obtain learning objectives in the teaching process, the hello english app can be utilized as one of the recommendations as a teaching media, particularly in teaching english vocabulary especially during covid-19 pandemic. the researchers expect that this study can be a contribution in the development of technology particularly in the utilization of mall applications in the education field. even though, this study has several limitations such as a short period of time during treatment which was only a month. the study also only employed 60 students of junior high school which were limited to generalize the findings. therefore, the writer suggested for the future researchers to employ larger amounts of participants from different area with several more additional meetings. it is also possible for future researchers to investigate the effect of hello english application versus similar application in improving vocabulary mastery. https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 54-64 https://doi.org/10.31849/elsya.v4i1.8017 how to cite this article: sudarmaji, i., forsia, l., siregar, i. p. s., & yusuf, d. 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(2019). empirical study on the mobile appaided college english vocabulary teaching. international journal of engineering and technology, 11(1), 68–74. https://doi.org/10.7763/ijet.2019.v11.1125 zulhernanda, w. (2018). the perception is used to analyze information. advances in language and literary studies, 9(1). https://doi.org/http://dx.doi.org/10.7575/aiac.alls.v.9n .1p.62 https://doi.org/10.31849/elsya.v4i1.8017 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 124 hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery ni nyoman arsini *, made hery santosa, & ni putu era marsakawati universitas pendidikan ganesha, bali, indonesia * arsini.2@undiksha.ac.id article history received : 16 december 2021 revised : 22 february 2022 accepted : 25 april 2022 keywords learning media vocabulary mastery wordwall application work-ready perception abstract this study addressed the gap of research on the innovative learning medium wordwall for working adult learners by investigating the perceptions of students of apollonia hotel school in denpasar, indonesia, regarding how well wordwall helps in increasing their english vocabulary during online learning. the method used by the researcher was qualitative. data were collected from 10 respondents who had been selected with qualifications of activeness while studying, and always participated during the process. data obtained from short questionnaire distributed through google form, then analysed using a qualitative descriptive model according to creswell, (2012). from the data analysis, the researcher found that the students had high enthusiasm in learning vocabulary through the wordwall application. this application provides various types of creative and interactive vocabulary games. the disadvantage is that this application does not provide a place to explain explanations for students' answers, both right and wrong. students have the opportunity to learn about context and changes to sentences in games. based on this analysis, it proves that wordwall is an effective learning media to help increase students' vocabulary as a future career opportunity. in addition, wordwall is also effectively used during online learning to provide interesting vocabulary questions. from this study, it is suggested for hospitality lecturers to use wordwall application because it can help students to be more motivated to learn english vocabulary. 1. introduction 21st century learning continues to adopt increasingly developing technologies. now, the use of computers and smartphones has become an important element for human life such as in the business field, office, home, and school (yarahmadzehi & goodarzi, 2020). the use of technology is also used by english teachers who make it a pedagogical tool that aims to improve the quality of their students' language learning. the difference that occurs today is the tendency to use cellphones rather than computers. teachers dominantly chose to use mobile phones due to their size, capacity, and flexibility. teachers will also have no difficulty in giving instructions to students, because students often use their cellphones. the challenge in the 21st century for teachers is to integrate today's technology with traditional learning to achieve the expected learning goals. today’s education cannot be carried out as before by face-to-face learning. the government directs students and teachers to conduct distance learning online. this has been done to prevent the spread of covid-19. this is a difficult time for everyone, including the world of education. teachers are expected to continue to carry out the teaching and learning process, so that students can achieve learning objectives. integrating face-to-face and online learning is not a new thing. smith & hill, (2019) states that face-to-face and online learning have been applied since the 1990s. seeing the development of an increasingly sophisticated era, teachers now easily to provide materials and access materials online. through online learning as well, teachers must be able to provide assessments that are in accordance with the results and progress of their students. in learning english, teachers find difficulties in conveying material to their students. in learning english, students are expected to be able to master vocabulary according to the target of the learning objectives according to hadijah et al. (2020) mastering vocabulary is a very significant step to improve students' ability to use language further. in a traditional class, the teacher will easily teach vocabulary by directing students to describe something or even ask them to remember a lot of words. learning process that carried out directly or face to face will be more interactive and fun. but students more often feel frustrated to arrange the vocabulary they remember into sentences (palmer et al., 2014). currently, teachers must have extra media to increase students' vocabulary knowledge. moreover, students must not only be able to remember, but also be able to use them. to measure students' vocabulary knowledge, the teacher must understand the students' needs during learning. hadijah et al. https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 125 (2020) also stated that today's students have different needs from the past. so that, teachers should be more careful in using learning media. by using online learning methods, teachers should adopt learning media that can help the learning process. implementing technology in learning is indeed taken as a consideration to increase students' learning motivation, so that there is interaction during learning (licorish et al., 2018; santosa, 2017; wang & lieberoth, 2016; zarzycka-piskorz, 2016). the use of modern technology is certainly a challenge for teachers to teach, especially to use it as an effective assessment tool (godwin-jones, 2015). with the current facilities, at least teachers will be more helpful in the teaching and learning process. because teachers and students not only use laptops, but can also use their smartphones. the use of smartphones is also very practical, because it is easy to carry anywhere, and can be accessed anywhere. in other words, students can use their smartphones to access the material provided by the teacher. integrating smartphones in the learning process is able to improve student achievement in exams (sharma & unger, 2016; yip & kwan, 2006). one of the teaching media is using the wordwall application.wordwall learning media has been used for a long time, this is a medium that presents a collection of words that are categorised according to learning objectives. wordwall media is used during face-to-face learning, the words presented on the wordwall will be easy for students to read and remember (monita & sihombing, 2015). putting vocabulary on the classroom wall will help students to remember more vocabulary. it can be interpreted that the wordwall is a presentation of a collection of words that are arranged systematically to give the appearance of the words they need to compose sentences. there is no different from its use in face-to-face classes, but currently wordwall use technological sophistication. wordwall is an innovative learning media application for educators. the use of technology media in learning is getting more and more attention by researchers, especially in improving students' vocabulary skills (ramadhani et al., 2019). figure 1. wordwall templates (adopted from https://wordwall.net/) https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 126 there are several studies on the use of technology in education, which have a positive effect on student learning. there have only been four previous journal articles that have explored wordwall in educational context. rueb et al. (2018), conducted a study on the use of game to help students skillfully interact in using vocabulary. they tested the use of pret negocier (pan) to help students become skilled in interaction. the research they conducted aimed to determine the effect of using pan on improving students' french vocabulary. they found that the use of games in vocabulary learning can build interaction and provide a valuable learning experience. this is because pan is able to complement and improve students' abilities. while the second research from sartika (2017) reported the use of wordwall strategy in order to improve the ability to learn descriptive texts in junior high school students. by using the qualitative method, sartika (2017) obtained data through observations, questionnaires, and documents that were used as instruments. the results of her research found that the use of wordwall strategy was very helpful for teachers to teach descriptive texts to hone students' writing skills. the use of wordwall also received a positive response by students, so the use of wordwall is recommended for in junior high schools. the third research came from darliani & agustina, (2019), with the aim of research on implementing wordwall in improving the writing skills of high school students in bandung. they used observation and interviews to collect qualitative data. the results of their research also showed a positive response, because students were considered able to write descriptive texts according to the instructions. research describing wordwall was also conducted by (ismiyati & saputri, 2020). the purpose of this study was to describe the use of wordwall as an effective medium in english lessons, especially in students' vocabulary. the research they conducted used a systematic review method, in which they reviewed 6 theses, and 4 journals related to the implementation of wordwall. the data obtained were then analysed by means of descriptive analysis. the results showed that wordwall can be an effective medium in order to increase students' insight into vocabulary, especially at the junior high school level. research on wordwall has been done by previous researchers. since wordwall is used in traditional ways such as pasting words on a blackboard, until the development of wordwall application it can be used on mobile and computer applications. so that wordwall can develop lessons to be more interesting for students. there was also specific study on wordwall. that research was a literature review that analysed 6 theses and 4 journals. however, little research has been done on the implementation of the wordwall application. to fill this gap, this study intends to find out students' perceptions toward the implementation of wordwall applications to improve their english vocabulary. in addition, the wordwall application integrates technology so that its use during the learning process. in line with that, this study also saw an increase in students' motivation in learning vocabulary. wordwall application can be used to create better lessons, because it has so many features such as: interactive and printable, create using template, switching template, edit any activity, themes and option, students’ assignment, sharing with teacher, and embedding on a website. through this media, the researcher investigated the use of wordwall as a medium for assessing students’ vocabulary during online learning. according to the previous research, conducted an investigation on the implementation of wordwall and the effectiveness of the use of media games in learning english vocabulary to be more interactive. previous researchers investigated the use of wordwall at the junior high school level on descriptive texts not at the level of adult learners. the previous investigation was carried out in traditional or face-to-face classes, while the current study was to investigate the use of the wordwall application during online classes. so, this study investigate the students’ perception on the use of wordwall applications during online learning at the adult learner level. the research problem can be formulated as follow: what is the students’ perception of the use of wordwall as a learning medium? is wordwall able to increase students' motivation to learn vocabulary to be ready to work? this research would benefit readers, especially regarding interesting media in learning english. 2. literature review 2.1 work-ready vocabulary the purpose of emphasizing knowledge of english vocabulary is to increase the work readiness of graduates in a school. tran & tanemura, (2020) the challenge for english learners is to master a lot of vocabulary, which of course cannot be learned instantly. they need appropriate media to be able to acquire vocabulary and use it according to the context. in addition, vocabulary becomes a very important part for students to communicate. in line with the importance of vocabulary in communication, ghalebi et al. (2021) also argue that vocabulary knowledge can give students the ability to be more skilled in other skills such as; listening, speaking, reading, and writing. having extensive vocabulary knowledge, of course students are able to use various expressions skillfully according to the context. it is also important for teachers provide guidance and direction to students when learning the target vocabulary they must achieves, because it helps optimise the learning that students do (rogers, 2018). according to grabe & stoller (2018) vocabulary helps students to better understand the meaning of reading, so that students' reading development can be improved. they also emphasised that vocabulary plays an important role in their reading success. vocabulary is also referred to as part of sentence processing for everyone. monsrud et al. (2019) stated that most students https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 127 who use their mother tongue at home tend to use a little vocabulary in the foreign language they are learning. this also applies to communication using english. so that learning in the school environment must be explained by the teacher using two languages to make it easier for them. by applying this way of learning vocabulary, it will certainly have a slow effect on students' vocabulary mastery. oecd, (2019) also explains that inadequate vocabulary learning will have a less than the optimal impact on students. vocabulary is the key for students to express their opinions both in learning and communicating. sari & wardani (2019) state that teachers also had difficulty in teaching vocabulary to their students. thus, the integration of technology or applications for vocabulary learning really helps them to transmit vocabulary knowledge to students. the use of modern applications in learning english also provides an opportunity for students to hone their creativity (azmi, 2017). vocabulary also plays an active role in students' writing development, so that they are able to communicate through writing (cornell et al., 2016). therefore, vocabulary can be the main material to hone their writing skills. vocabulary is more often highlighted in learning foreign languages such as english, not only in books but also in the student's learning environment (özdemir, 2021). creating interactive wordwall for students will help them understand a wide variety of vocabulary. now, wordwall can be displayed using applications that can be accessed by teachers and students. the application may help teachers organise their english teaching material into interesting vocabulary games. 2.2 wordwall as teaching media education today adopts more technology which has an impact on an increasingly modern learning system (hameed, 2020). alkamel & chouthaiwale, (2018) supported and claimed that the use of technology in learning makes the learning process more dynamic, interactive, and interesting for each individual. vocabulary learning that is integrated with technology certainly has a good impact on students, stickler et al. (2020) also confirmed that using applications for vocabulary learning can increase students' competence and provide opportunities for them to communicate. the teacher must also adjust the selection of material to the level of students' proficiency in understanding vocabulary. besides being able to increase students' vocabulary knowledge, the use of applications can also have a positive influence on student motivation and their behavior during lessons (srisermbhok, 2020; waluyo, 2020). interactive classroom situations will be able to increase students' enthusiasm for learning. but teachers tend to use traditional teaching methods, where teachers directly give answers to students to make it easier for them to learn. the challenges of teachers today are still the same, namely using teaching methods that suit the needs of students and also keep up with the times. apart from the teacher, the students also find themselves having difficulty remembering and learning a large number of vocabularies in english. in line with that, it is the responsibility of teachers to be able to improve the vocabulary skills of their students. the use of learning media is very important for teachers to convey material to students. the development of increasingly advanced technology also provides opportunities for teachers and students to learn with more modern and meaningful media. one of them is using educational applications that can facilitate learning. the use of mobile applications is very useful for developing students' vocabulary knowledge (klimova & kacet, 2017). one of the applications used by teachers for teaching is wordwall. this application has been used by teachers traditionally by pasting words on the wall and pinning the meaning of the words used. in line with that, hasram et al. (2021) stated that the wordwall application is a game platform that is very suitable for training students' vocabulary. providing a pleasant learning experience is part of the learning process. it is important for teachers to adapt games that are fun but can also achieve learning goals (jantke & hume, 2015). in addition, the teacher must of course determine the incorporation of suitable material to be carried out online or offline. so that the desired learning runs in harmony. wordwall is not a new teaching method, because it has been used for the first time since 1978 by cunningham (rebecca, 2000). as technology advances, wordwalls are increasingly known for learning vocabulary. implementing a wordwall application can help students find out the meaning of words; not only that, wordwall also hones students' skills to correct classes in the spelling of the words they make. 3. method this study used a qualitative model adopted from creswell, (2012) also added that qualitative research presented descriptively through the data interpretation. the data were actually in the form of qualitative and there were no data in the form of numeric. based on creswell, (2012), also added that in the qualitative research, presented the social phenomena, perception, and the problems toward students’ perspective. the phenomenon investigated in this study was about students' perceptions toward the implementation of wordwall application to enrich vocabularies. this study was conducted at apollonia hotel school, located in denpasar. the participants of this study were 10 students in the food and beverage division class. they were selected based on their activeness, involvement and participation during the learning process. the pseudonyms of the students were presented in table 1. the researcher presented pseudonyms rather than real name to keep their privacy. https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 128 table 1. the pseudonyms of the students no pseudonyms of participants participants’ criteria 1 a active in class, show highly motivated, enthusiastic, well-engaged 2 b active in class, show highly motivated, enthusiastic, well-engaged 3 c active, willing to learn, well-engaged 4 d active, cooperative, willing to learn 5 e active, enthusiastic, and show readiness 6 f active, enthusiastic, cooperative 7 g active in class, show high motivation, enthusiastic, well-engaged 8 h always cooperative and informative in giving feedback to others 9 i enthusiastic, active, and willing to learn 10 j always cooperative and informative in giving feedback to others the initial step of data collection was through the identification of the necessary information so that research questions were answered. the first step in collecting data was through identifying the necessary information so that research questions are answered. this study would answer the question of what were students' perceptions of using wordwall as a learning medium? and is wordwall able to increase students' motivation to learn vocabulary to be ready to work? to answer research questions 1 and 2, the researcher used a short questionnaire method based on the theory of hutchinson & waters, (1987) which was developed into 5 questions. research question 2 was answered through question number 4 in the short questionnaire, students showed their motivation in learning vocabulary with the wordwall application. the researcher, who was also an english instructor in the participant's class, made observations in determining the 10 participants used in this study. students’ score were collected online, by giving a test through the wordwall application. then students began to be instructed to answer short questionnaire. items in the short questionnaire were based on the purpose of the research conducted. the instrument of data collection was done by questionnaire using google form. the improvement of students' vocabulary knowledge was also investigated through the results of student answers collected after implementing wordwall and described through the discussion. in more detail, the question referred to the participants' experience of using wordwall, how enthusiastic they were, and how wordwall was able to help them enrich their vocabulary. distributed questionnaire, of course, help students to convey their impressions or interest in using wordwall. in order to obtain more detailed data about students' perception, short questionnaire were conducted. table 2. questionnaire guide no questions 1 what makes it difficult for you to remember english vocabulary? 2 do you think learning english using game media is very fun? explain! 3 can you be motivated if you use media and games during learning? 4 what do you think about using the wordwall application to improve your english vocabulary? 5 can you explain what you like and don't like about using the wordwall application? this study used results analysis of questionnaire using 5 questions that had been developed from the theory of hutchinson and waters (1987). the researcher explored the truth from the information obtained through the results of questionnaire that had different points of view from the participants. then, the data was also supported by previous findings to produce a reliable truth. 4. results in the findings and discussion section, this research explained the results of the analysis of the data collected. this research investigated students' perceptions regarding the use of wordwall in their vocabulary classes. this researcher also investigated students' perception in relation to whether students perceived that wordwall application may improve their vocabulary learning. the finding and discussion would explain about the effect of using wordwall for students’ vocabulary mastery. each finding in the survey would be presented in each question based on the results of questionnaire with 10 respondents. table 3. students’ perception on the difficulty of english vocabulary no what makes it difficult for you to remember english vocabulary? 1 because of the v1, v2, and v3. so we can't remember only 1 verb, we should remember all of them. and because there are regular and irregular verb. 2 there are so many words that have to remember 3 the variety of vocabulary and the pronunciation. because sometimes one words has similar pronunciation https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 125 4 because i'm not used to it daily 5 the pronunciation and because i rarely practice every day 6 the difficult thing is i am confused when to use verb 1,2,3 and when to use -ing or anything else 7 i think the grammar, but i don’t know more than it 8 some similar words 9 the structure is difficult to remembering because that have a lot of time and we should to remember that 10 the things that make me hard to remember english vocabs are the spelling & the time that we've to used it in learning vocabulary, students often found their respective obstacles. according to hadijah et al. (2020), using the right vocabulary really helped students to make a sentence and was able to improve students' ability to apply it to sentences. meanwhile, students had difficulty in remembering and understanding the meaning of many vocabularies. based on the results of a the 1st question in the survey conducted on 10 food and beverage students, they tended to have almost the same difficulties. students had difficulty in remembering the changing forms of words depending on the time they were used. in addition, students also rarely trained themselves in using new vocabulary. meanwhile, students would find a lot of new vocabulary in various contexts (silarova, 2011). learning many new vocabularies lead them to enrich their understanding of the use of words and their meaning. table 4. students' perception on the use of game media in learning english no do you think learning english using game media is very fun? explain! 1 yes, because we should think faster and it's make me easier to remember 2 yes, game can make me enthusiastic in learning 3 yes, because i can learn while playing, so i can easy to remember 4 yes, because with a combination of games and lessons, it will automatically remember it faster 5 yes it is a lot of fun, and i really like it. learning to use game media makes me excited to study. 6 yes of course because i think when we learning english using game media we can change the people minds who think learning english is boring and difficult 7 very fun for me cause it make me have to use left brain 8 yes, because it makes people more interested to learning it 9 i think is not fun because i don't like playing game 10 yes, because if you do something that can makes people enjoy it like game or etc., then they will easily understand providing learning media that fits the needs of students really needs to be taken into account for educators. based on the results of data analysis in the second question, students got a dominant response. the use of games and media helps students to think faster, increase enthusiasm, and so it can be concluded that the use of games or media can create a fun learning environment to change the boredom of learning english. this is in line with research conducted by rueb et al. (2018), which stated that the use of games and learning media can build interactive and meaningful learning processes. thus, learning becomes more effective. a success learning process showed that the learning run optimally. table 5. students’ motivation of using game during learning no can you be motivated if you use media and games during learning? 1 yes, because it's fun 2 yes i can be motivated 3 yes i can be motivated by using games 4 i'm very motivated 5 yes of course. 6 maybe yes 7 yes i can 8 yes of course 9 i think it is can give motivation for learning some vocabulary 10 yes i can students tend to state that using games as a learning medium can certainly motivate students. moreover, learn a lot of diverse vocabulary with various contexts of the situation. according to westera, (2019), games have high morale. students can achieve learning goals, if they do it with things they enjoy. it's just that educators must be able to readjust to the learning needs of students. in addition, in the context of education, a student's satisfaction leads to a sense of willingness and freedom for students to express themselves, as well as being given the opportunity to be heard for the achievement of learning goals. by integrating games, teachers can help students improve their motivation and enthusiasm for learning. table 6. students’ perception toward wordwall application in learning english vocabulary no what do you think about using the wordwall application to improve your english vocabulary? 1 it's good, make me know more vocabulary then before https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 126 2 i thinks it is good to use in learning english vocabulary, because it is attractive for me 3 this is really attractive. wordwall is not only provides a clear instruction but we can make our brain remember the right vocabulary used 4 my opinion is, i understand more quickly what is being asked 5 in my opinion this wordwall application is very fun and easy to use whenever i want to practice improving my vocabulary. 6 yes of course we can use this application 7 i think same as the time when we learned english lesson but i think live talk is the best way to improve my english 8 very helpful 9 for me , i think i don't like the game because the game give me the answer is to slow 10 i think it’s a good idea to improve my english vocabs with this application based on table 6, students' perception of the use of the wordwall application was very pleasant. this application provided an opportunity for students to improve their knowledge of english vocabulary. especially, interesting questions, clear instructions, and contextual types of questions that make it easier for students to remember. this also had an influence on students' readiness to answer, because they must understand the steps to answer questions in games in the wordwall application. although 9 out of 10 students like using wordwall in vocabulary learning, one of them prefers direct conversation to increase vocabulary. this is a challenge for teachers to be able to integrate this application with conversation activities. table 7. students’ feedback on the use of wordwall application no can you explain what you like and don't like about using the wordwall application? 1 i like it because it's fun, something that i don’t like is i should think faster before the monster kill me 2 i like wordwall, because it provides me with the game in it. but i think it is quite difficult to move the game. 3 i like it because it helps me to enrich my vocabulary skill, but the wordwall have to describe the meaning of each word so that i can understand the words that i don’t know yet 4 what i like is, the addition of a combination of games and lessons, while what i don't like, there is none 5 yes i can, i like about this wordwall application is that it is very interesting and fun to use, and what i don't like about this application is that using this application sometimes makes me confused to control it. 6 i am very interested with this application because there are so many choices of educational games in it 7 i like the character on the wordwall, it looks like "pacman" character , but i don’t too like the sentences below the map wordwall, it’s too small for me, you can change the sentences using the bigger font to easier to see 8 i like the concept of the game. i think it's a little bit difficult to play but i became interested in this game 9 for i like the answer can give me think of the structure and i don't like the game is too slow 10 so far, i like the way this application taught me about english vocabs, so.. yeah u know my answer each use of media will certainly have its own advantages and disadvantages. based on the last question survey, students gave their opinion on what they like about wordwall and what they do not like about wordwall. this will certainly align with the strengths and weaknesses of wordwall for learning english. because wordwall provides games to remember vocabulary, of course students have to give their answers more quickly and precisely. their complaint was on the choice of the type of game to learn vocabulary. they need time to think so they could answer in the right context. wordwall requires a good connection, so it could be played without a hitch to answer questions. 5. discussion the researcher described students' perceptions of using wordwall, as well as students' motivation in learning vocabulary using wordwall to answer the research questions. this study used a qualitative descriptive method from creswell (2012) which would be described in detail and argumentatively. in finding, the results of the students' questionnaire from the five questions were presented. knowing a variety of vocabulary will benefit students in communicating. it is also recognised by bai, (2018) that english plays an important role which includes pronunciation, vocabulary, and grammar. however, what was found at this time was that students often failed to convey meaning or convey messages due to a lack of vocabulary knowledge of the target language. the results of the questionnaire on the first question found that almost all students had the same difficulty, namely, it was difficult to remember vocabulary that changed according to its use. so it is important for teachers to pay attention to gaps in learning vocabulary, and facilitate their students with incidental words from the topics studied (da silva et al. 2021). the difficulties that students experience are certainly not only from the way the teacher gives the material but also the lack of practice to increase their vocabulary. because training https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 127 themselves to learn vocabulary will make them find a variety of new vocabulary in different contexts (silarova, 2011). in line with that, another important thing that can help students learn vocabulary is learning media. teachers tend to integrate games into learning to attract students' attention. some researchers also acknowledge that the use of games in learning provides a rich and interesting language learning experience (plonsky & ziegler, 2016; reinhardt, 2017; chen et al., 2021). from the results of the second question questionnaire, it was explained that students gave a positive response to the use of games in learning english. this was conveyed by them because the game will provide a fun learning atmosphere. this shows that vocabulary learning becomes better by using games, rather than using the traditional way of using textbooks (chen et al., 2021). mirta et al. (2021) also stated that the game is one of the learning media that can be used as an alternative to increasing their vocabulary in english. in addition, with current technological developments, games can be downloaded via smartphones that students have. furthermore, question 3 discussed the students' interest in learning vocabulary using games. students fully agree that the media and games in the lesson can help them be more motivated. in addition, yu et al., (2021) state that involving games or educational media in lessons can affect the effectiveness of student learning. however, rueb et al., (2018) state by integrating games in vocabulary learning, students will not only get pleasure or learning satisfaction but also pedagogical benefits that can complement and improve their vocabulary knowledge, especially foreign languages. educational games are one of the games that can support the student learning process (shofiyani & sholihah, 2021). the integration of games in lessons, it would help students to achieve learning goals. motivating students to learn through games, as well as providing opportunities for them to be involved in learning. in this study, the wordwall application is one of the games used to learn vocabulary. based on the results of students’ questionnaires, in question 4 students gave their views on using wordwall as a game to improve their english vocabulary. wordwall provided an opportunity for them to get to know more vocabulary and while enjoying the game on the wordwall application. this is in line with kahar et al., (2021) research, that wordwall applications are very good to use because students show a significant improvement in their vocabulary knowledge in english. wordwall is a learning method that has existed for a long time but is now starting to be integrated with technology so that it can be accessed via smartphones. to obtain satisfactory learning, it is the teacher's job to make the learning process active, creative, effective, and fun (aisa & mahmudah, 2021). so it could be concluded that the use of educational games really needs to be done by teachers, in order to increase students' motivation in learning vocabulary for ready work. in addition to the use of media and educational games from the teacher, of course, students must have the will to learn. from the results of questionnaire 5, students gave their opinions on the use of the wordwall application to improve their english vocabulary. wordwall makes learning more interesting because it uses games that stimulate them to find answers to the questions given. but they also have difficulty in answering because the time given needs to be taken into account. therefore, the important role of the teacher is very influential in planning and choosing suitable media in order to achieve learning objectives. learning objectives are learning outcomes obtained by students after carrying out a learning process that discusses one topic in one period (budiastuti et al. 2021). in order to be able to achieve learning goals effectively and efficiently, teachers are required to help students by compiling cognitive schemas through their learning experiences (francom, 2018). in implementing the wordwall application, the teacher must adjust to the choice of topics, the suitability of the level of difficulty, and the use of templates. one of the complaints of students is the template from the game used, the teacher can adjust the template to the type of topic because the wordwall application has many interesting templates as shown in figure 1. this application can really help teachers in developing their practice questions which are packaged through interesting templates on this application this research is limited to in other words, teachers as educators must be able to embrace students in knowing more about technology in learning, so that they become an active generation in technological development. furthermore, the integration of game applications in vocabulary learning also adds insight for teachers so that they can be used as guides in preparing games that are suitable for their students' perceptions of using aneeds (hasram et al., 2021). in line with that, students will also have more interest in the lessons they are doing. with the wordwall application, teachers can use it in learning situations at school, online, or blended learning. along with increasing knowledge of vocabulary, it also has a significant influence on students' writing skills (sartika, 2017). in other words, wordwall is effectively used in learning vocabulary at all levels (ismiyati & saputri, 2020). because students tend to have problems in writing, due to the lack of vocabulary they know and use of concepts (darliani & agustina, 2019). this research is limited to students' perception about using wordwall application to increase vocabulary in elt. for further research, it is recommended to integrate the types of game applications that can be a means of learning vocabulary, so that students' developmentprogress in mastering english vocabulary in english can be seen. it will take more time to see students’ progress on their vocabulary knowledge. thus, designing games for lessons must be in accordance with the syllabus in order to achieve learning objectives. so that it canthey can see changes in students' vocabulary knowledge. in line with that, subsequent research can also be a reference for teachers https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 124-130 https://doi.org/10.31849/elsya.v4i2.8732 how to cite this article: arsini, n. n., santosa, m. h., & marsakawati, n. p. e. (2022). hospitality school students’ perception on the use of wordwall to enrich students’ work-ready vocabulary mastery. elsya : journal of english language studies, 4(1), 124-130. 128 who will also use in integrating technology in teaching with blended learning methods in the future. 6. conclusion the results of this study found that students perceived wordwall as a rewarding to help them enrich their english vocabulary. this was because wordwall could increase students’ creativity in expressing their opinions, increase their learning motivation, and helped them stayed focused on accelerating the thought process, gave them the opportunity to know more vocabulary through selected game features, ketp them active in learning, and helped them learn grammar. in link with that, wordwall application improve students’ knowledge especially in 4 skills, reading, listening, writing, and speaking. those skills are really help them to be ready in their workplace, and face the challenge in communicating. these findings suggest esp lecturers apply wordwall to teach students registers needed by students to enable the students participate in their workplaces effectively. even though the study has provided a piece of evidences that wordwall can facilitate students’ vocabulary learning, lecturers still need to adjust the level of difficulty and select the appropriate topics to be used in the wordwall application. in addition to these, it is suggested also for future researchers to conduct a further researcher to examine the effectiveness of using wordwall application to teaching vocabulary in esp contexts. references aisa, a., & mahmudah, l. 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(2016). kahoot it or not?: can games be motivating in learning grammar? teaching english with technology, 16(3), 17–36. https://doi.org/10.31849/elsya.v4i2.8732 elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 45 the seven time managing strategies of english teachers to adapt with the change in curriculum lidhya martaliana, syahrul syahrul, and loli safitri high school 1 pasaman, pasaman, indonesia lidhyamarta5693@gmail.com article history received : 5 december 2020 revised : 31 december 2020 accepted : 18 february 2021 keywords teacher strategies teaching english time management change in curriculum abstract the indonesian school system curriculum was changed from ktsp to curriculum 2013 (k13) since the year 2013. this alteration of the curriculum dealt an impact by changing the allocated time for english classes. within ktsp, teachers taught english subject for four hours session per week, which means four times 45 minutes each week, whereas, within the k13, the allocated time for english subject is a two hours session per week which means two times 45 minutes which means there is a reduction in time for english subject. this study aims to determine how english teachers manage their time by conducting interviews, observations, and documentation analysis on 11 th grade english teachers at man 1 pasaman, indonesia. findings revealed seven strategies, namely following the school calendar, setting goals and working on achieving those goals, prioritizing the more important goal, making a daily schedule of classroom activities, making a to-do list, setting a time limit for the task in the classroom, and utilising transition time effectively. the findings are a novelty because few studies have identified the specific strategies that english teachers used to successfully adapt to the curriculum change. thus, this study contributes to future educators preparing and anticipating possible curriculum changes that may drastically change teaching time. 1. introduction teaching is the concerted sharing of knowledge and experience, which is usually organized with a discipline and, more generally, the provision of stimulus to a person's psychological and intellectual growth by another person or artifact. to achieve the purpose of the teaching, the teacher must have the ability to achieve the desired teaching and learning process in the classroom. so, teaching is the art and science of helping others to grow in their knowledge and understanding. more than that, teaching is a process of teaching moral values, abilities, skills by an experienced person to an inexperienced person to ensure positive change in behavior useful in developing oneself and the society. teaching strategy is what teachers use in the classroom to make students achieve the objective of learning. a teacher without a teaching strategy will lead a classroom activity into a monotonous and uninterested class (wekke, yandra, & hamuddin, 2017). thus, teaching strategy needs to be seriously considered a factor that can determine the success of students in the classroom. according to lismay & zubaidah (2019), teaching strategy is a special method for solving a problem or task, designing the desired result to manipulate and control the information obtained for the benefit of learning. so, teaching strategy will likely have faced a trial error in the classroom. still, the good news is there are steps in using a good teaching strategy. teaching english is the sharing of english knowledge and experience, which is usually organized to a person's psychological and intellectual growth. there are many reasons why english needs to be taught. one of the most important abilities that the teacher should have in the teaching and learning process is managing the classroom. classroom management is a term that the teachers use to ensure the classroom lesson runs smoothly without disruptive behaviour from students compromising the delivery of instruction. according to sherwood (2008), classroom management refers to teacher behaviours that facilitate learning and a well-managed classroom to increase learning because students spend more time on tasks. it means that classroom management also relates to how teachers use the time effectively, whether on tasks or explanations. however, how teachers manage their classrooms can differ not just based on individuals but also on their experience (stahnke & blömeke, 2021). one of the important aspects of a well-managed classroom is time management. time management is an essential aspect that the teachers must control. efficient use of time is an important variable in helping students achieve learning goals and making the classroom a pleasant place for teachers and students. it means the more efficient a teacher manages the time, the better (mcleod, fisher, & hoover, 2003; van eerde, 2015). for example, it would be better to spend more time explaining the material or tasks rather than elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 46 punishing students who did not do their homework or spend too much time opening the lesson (yaldi & ariati, 2020). time management is planning, organizing, mobilizing, and monitoring productivity time. time is one of the performance resources that teachers should manage effectively and efficiently. teachers can see effectiveness from the achievement of the goal using the predetermined time. in classroom learning, the use of time is an important matter (flower, mckenna, & haring, 2017; wragg, 2001). there is often a limited amount of time available, and its usefulness can be the difference between children. based on the statement above, students have different abilities in receiving lessons given by the teacher. the teacher should control the time from the beginning until the end of class. according to adams & blair (2019), making effective use of time involves maximizing functions such as starting a task, staying focused, and balancing one task against another. time management also influences students' achievement results, further driving its importance for english teachers. since the year 2013, the government changed the indonesian school system's curriculum from ktsp to the curriculum of 2013. the curriculum changes may affect the instructional process and decline the teachers' effectiveness in teaching and learning activities. based on the new curriculum, the teachers need to actively participate in the teaching and learning process as motivators and facilitators so that the students will be the centre of the process. this alteration of the curriculum also impacts the changes of the teaching and learning activities, including teacher's instruction in the classroom. on the ktsp, teachers taught english subject for four hours session per week, which means four times 45 minutes each week, whereas, on the curriculum of 2013, the allocated time for english subject is a two hours session per week for compulsory english subject, which means two times 45 minutes. curriculum 2013 is a fragment of the previous curriculum. the target of curriculum change is none other than the teacher as the direct implementers in the classroom. while the curriculum is the planned program, teachers are the actors that implement the program through the teaching and learning process. besides all of that, the teacher also needs to design the lesson plan, teach and evaluating the students. designing a lesson plan is not easy. it takes time and energy. furthermore, the lesson plan is different for each meeting, so the teacher needs to design it for every meeting. teaching at least requires 90 minutes for each meeting, and a teacher has at least 2 or 3 meetings a day. the last is evaluating the students. evaluating the students requires much time and energy. for example, checking the students' test needs hours, filling the students' report card cannot be done in just a day, and doing the students' remedial is tiring and time-consuming. based on a preliminary interview in man 1 pasaman, the researcher found that english teachers only used one time management strategy in the english teaching-learning process. she used only the to-do-list strategy, while there are many strategies in managing the time that useable to make learning more effective. the teacher also stated that she could reach the learning goals with effective time. meanwhile, english is a subject that requires much time to comprehend the topics, completing the task. amazingly, the teacher could do all the teaching process and still can manage their time well. that is one of the reasons why this research is important. so the researcher intends to find out whether it is true the teacher only used one strategy in managing time or using another time management strategy to reach the learning goals with the effective time. in this study, the researcher focused on teacher's strategies in managing their class times in man 1 pasaman because teachers' time management influences the students' performance. this research is useful because knowing the teacher's strategies in managing time can help the student get more learning time efficiently (gage et al., 2018). the other motivation behind this research is no research has ever done about the time management strategies that english teachers in particular uses in this specific school. 2. method this research was carried out at man (high school) 1 pasaman, specifically the english teachers of the eleventh grade of 2019/2020 year. the researcher used a qualitative research design to understand the phenomena (tohirin, 2012), focusing on teachers' actions to manage their time. figure 1. data collection techniques to collect the data, the researcher used interviews, documentation, and observation, following burhan's instructions (2012). data collection by observation was conducted from december 2020 to january 2021 in a participatory manner. to strengthen the observation data, the researcher conducted interviews with the eleventh-grade english teachers of man 1 pasaman. the teachers’ observation interview documentation elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 47 statements were also supported by statements from the students of xi grade of man 1 pasaman. this study analysed the data by using the steps set by sugiyono (2009), which is by reducing the raw data collection to focus on specific aspects or themes, in this case, time management strategies. finally, the interview and documentation data were also integrated with findings from analysing relevant documents to time management, such as the teachers' to-do lists, regular lesson plans, semester programs, and annual programs. 3. results & discussion the research findings offered an insight into how english teachers adapted to the change of their class durations and demands caused by the change in the curriculum. the researcher found that seven strategies that the teacher used following the school calendar, settings goals and working on achieving those goals, prioritize the more important goals, making a daily schedule of classroom activities, making a to-do list, setting a time limit for the task in the classroom and utilising transition time effectively. figure 2. seven time management strategies the first strategy is following the school calendar. the school calendar is very influential in managing teaching time in the classroom because it is a teacher's guide. the school calendar is a time setting for learner learning activities during one learning year, which includes, among others, the beginning of the school year, and also holidays. following the school calendar, the effective week is applied properly, and religious holidays that the school calendar has set can be handled well. suppose the school calendar determined religious holidays to coincide with english subjects. in that case, the teacher usually assigns the students assignments to do at home. the assignment could not cover the material that has not been delivered. the teacher would add afternoon classes for the students to replace the time spent by these holidays. the researcher found the following school calendar that strategies used by the teacher—the teacher gave assignments to the students to do at home. the goals were to make students understand the english material better and so that they could apply english learning time well. the next strategy is setting goals and working on achieving those goals. in this strategy, the teacher sets goals and works to achieve these goals. the teacher must be able to manage the time properly. for example, the teacher puts something more important in teaching based on the lesson plan. the teacher achieved those goals could be seen from the understanding of students in mastering the material and learning outcomes that get a high score. the teacher must have owned goals of success in teaching, especially concerning english subjects. usually, the teacher will always lack the time to teach because students would not understand the learning material delivered if the teacher only explains it. usually, the teacher has owned success goals, and the teacher was worked to reach the goals. the teacher said that the teacher has to manage the time properly, the teacher should achieve those goals. for example, the teacher explains the material, but the teacher also had the best to make students understand the material that has been explained. students got good grades in english subjects. the teacher explained the subject matter in a way that the students could understand. the next strategy is to prioritise the more important goals. the interviews revealed that teachers tried to prioritise the students' understanding the subject matter. while it is certainly important and the goal of every lesson, the teachers admitted that certain factors limited them from being able to achieve this goal, such as technical problems or being unable to adjust with a lack of attention when they teach with information technologies. simangunsong et al. (2019) found identified a similar problem, in which teachers’ possible lack of knowledge of ict can cause them to have difficulties in teaching. despite technical obstacles, the teachers tried to not leave the class just because of personal whims. the teacher reprimand students who make t im e m a n a g e m e n t s tr a te g ie s follow calendar set goals prioritise targets make daily activity schedule create to-do list set time limited tasks use transition time elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 48 a fuss in the classroom, and the teacher asks students to explain the material that were given by the teacher in front of the class to make students discouraged from making a fuss. the teacher gives additional hours of study to students to cover the lack of time to explain the material that has not been delivered. the teacher gives students homework to do at home and is discussed in subsequent learning to have more understanding about the material that has been explained. if the students made trouble in the class, they reprimand students who made trouble in the classroom. the teacher's actions were so that other students were not disturbed while the lesson was taking place so, band the teacher pay attention to students about the subject matter delivered by the teacher. by making a daily schedule in the classroom, the teacher can better manage teaching time. management of teaching time well, students will have more understanding because they have a target of success in teaching. by making a daily schedule, the teacher plan time effectively. the teacher can think of everything as a whole. making a daily schedule allows the teacher to plan all activities in the classroom to know what to do without fear of running out of time. the next strategy is making a to-do list so that the teacher can have a guideline in preparing for their role, and it can manage teaching time can be done well. by making a list, the teacher has been its own guidelines in teaching and management of teaching time could be carried out well, because the teacher would be guided by the list made as the teacher would know about what would be done in the classroom. the teacher would not run out of time when teaching. the next strategy is setting a time limit for the task in the classroom. giving students homework can have a good effect on teaching time because students could study independently at home to complete student understanding of the material that has not been conveyed in class because of limitation of time, would be more effective by giving time limits to students in doing homework, because students would have a target time and are more responsible for the tasks that have been given. from the statement above, the researcher found that teachers think that they would not waste the time by giving time limits to the students in working on a task. the teacher still has time to explained the task that was not understood by these students the teacher interviewed with the students. he said that, when the teacher gives an assignment to students, the teacher set time limits to the students, so the researcher assumes that the teacher's actions so that the time for learning english was not exhausted because the tasks given by the teacher. the teacher limited the time when doing the assignment to make students understand the responsibilities, so the teacher would not lose the time to explain the next material. if the teacher does not provide the students' time limits, the students would take a long time to do their work, and time would not be enough to explain next material. the last strategy is to utilize transition time effectively. after changing lessons, the teacher takes 5 minutes to move to the next class, and usually, the teacher directly enters the classroom. teachers need 15 minutes to open the learning, the time to open learning very influential on student success because if the teacher takes time too long to open the learning and is not in accordance with the time determined by the lesson plan, then the teacher will lack time to deliver the subject matter and adversely affect student success which will make students less understand the material that has been submitted. the students said that, when the lesson changes over, the teacher directly moved to the next class and did not delay the time to enter the classroom, so teachers could apply the time for opening the lesson plan properly, so the teacher would not be short of time when explaining the subject matter and closing the learning. 4. conclusion the result researcher found the strategies that the teacher used in teaching english. it can be concluded for the first, the teacher in teaching english in man (high school) 1 pasaman were used seven strategies, the teachers used these strategies to help the teacher in managed the time in teaching at the classroom, make it easier for the teachers to achieve teaching goals in the classroom. the strategy was used by the teacher: (1) the teacher that guided by the school calendar in managing teaching time, (2) in managing time teachers set goals and working to achieve those goals, (3) the teacher prioritizes the important things first, so that teachers do not run out of time in teaching, and time can be managed properly (4) the teacher makes a daily schedule in the classroom to overcome the lack of teaching time, because the teacher has guidelines in the class set by the school, so the teacher can managed the time as well as possible, (5) the teacher make a list to compile activities that will be carried out by the teacher during teaching in the classroom to help teachers manage time in classroom, (6) the teachers tried to managed the time by setting time limits for students in the work assignments in the classroom, so the teacher will not deficiency teaching time because students follow the rules made by the teacher, and the last (7) the teacher makes the best used of the transition time, the teacher does not linger for long hours, the teacher does not linger in opening the lesson, explains the learning material according to the time specified in lesson plan, and strengthen student understanding by giving assignments. elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 49 references adams, r. v., & blair, e. (2019). impact of time management behaviors on undergraduate engineering students’ performance. sage open, 9(1), 2158244018824506. burhan, b. (2012). metodologi penelitian kualitatif: aktualisasi metodologis ke arah ragam varian kontemporer. pt rajagrafindo persada flower, a., mckenna, j. w., & haring, c. d. (2017). behavior and classroom management: are teacher preparation programs really preparing our teachers?. preventing school failure: alternative education for children and youth, 61(2), 163-169. gage, n. a., scott, t., hirn, r., & macsuga-gage, a. s. (2018). the relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. behavioral disorders, 43(2), 302-315. junaidi, j., hamuddin, b., simangunsong, w., rahman, f., & derin, t. 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(2020). the effect of reward, punishment, interpersonal communication and discipline: economic course for social students context . utamax : journal of ultimate research and trends in education, 2(2), 44-49. https://doi.org/10.31849/utamax.v2i2.4069 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 38-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 38 influence of behaviourist and cognitivist theories in adult language acquisition v devaki national institute of technology tiruchirapalli, tiruchirapalli, india devakiv93@gmail.com article history received : 2 december 2020 revised : 14 december 2020 accepted : 18 february 2021 keywords behaviourist cognitivist adult language acquisition second language learning critical period hypothesis abstract linguistics and psychological schools of thought had a great influence on language acquisition theories it is still under discussion whether second language acquisition is easy or effortless for adults to learn or not. in non-teaching environments, children can learn their native language quickly, whereas adults cannot. many researchers believe that adults can quickly acquire a second language due to their high level of cognition clear, logical thinking and strong self-observation skills, while some linguistics researchers consider that it is difficult for adults to develop a second-language acquisition. therefore, this paper explores to what extent the theories of behavioral and cognitive influence adult acquisition in the second language process. this study considered that these theories have highlighted the difference between the way that children and adults learn to the point that adults appear to ―lift the bar‖ unrealistically when they try to learn an additional language. the novelty of this study is in how the analysis gave a new direction for adult language acquisition theorists to guide adults to mimic children’s way of acquisitioning their first language. 1. introduction the language acquired at age 3 is the first language or the native language. second language attainment is limited by the age of learning. the critical period hypothesis implies that, after a certain age, adult language skills may have been lacking, so that the second language cannot be acquired this paper explores how much the theories of behavioral and cognitive influence in the process of second language acquisition of adult with the same fluidity as children first language acquisition. researches on secondlanguage acquisition as an autonomous discipline gained attention in the late sixties and the early seventies. this explains the second language characteristics of learners and analyzes internal and external factors that influence acquisitions of the second language. as stated by (ali derakhshan & karimi, 2015), for education, employment or work and other purposes, generally an official language, second language acquisition is necessary or important. adults find it much harder to learn new languages than children the relationship between their primary language and their conceptual elements is already neutral. when it comes to studying of adult’s second language acquisition, the question is always debated as to whether it is easy to acquire or not. many researchers believe that adults can quickly acquire a second language due to their high level of cognition clear, logical thinking and strong self-observation skills while others consider that it is very difficult for adults to develop a second-language acquisition. adult acquisition theories mainly include behavior theory, cognitive theory and interlanguage theory. these theories try to explain how people learn and the circumstances under which they learn. 2. discussion 2.1 behaviourist theory—change in behaviour the theory of behaviorism was split into watson's (1970) early behaviorism and b.f. skinner's (1938) new behavioral theory (watson, 2017; skinner, 2019). the period from 1913 to 1930 is mostly related to the early era of behavioral science. american psychologist, john watson proposed the stimulus-response theory (s-r theory) based on the classical conditioning theory. he opposed the subjective artifacts, such as knowledge, information, imagery, etc., but preferred study outcomes objectively. as the representative of the new behavioral theory, skinner divided behavior into two types, the responsive behavior, the responsive behavior and the operational behavior. the conditioned reflection was also split into receptive actions and operations. the core of the new behavioural theory is operational behaviour. the greatest contribution of skinner to language research is possibly his ideas of "stimulationresponse-increasing" theory for the learning of second language adults and foreign language teaching. this led to the new method of teaching: the audio-lingual method. the new theory of behaviourism has a great influence on the acquisition of adult’s second language and foreign language. elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 38-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 39 figure 1. theories of adult of language acquisition language acquisition means the process of learning a language, however behavioural theories see it as how people learn and their first/native language while applying them more broadly to language learning. behaviourist view language as behaviour and argue that the language acquisition process for a child is similar to other behavioural learning processes. according to the behaviorist theory, children learn oral language through imitation, rewards and practice from other human role models. human role models in children's environment provide stimulation and rewards (cosoter & reutzel 2004). the behavioural theory of language acquisition notes that language is acquired by adopting the meanings of certain words when spoken. for instance, when a child says the word ' ball,' and someone gives them a ball, they will come to the object given to them is a ball. this language development theory is an integral part of behavioural science. hence, learning is a change in behaviour. there is an assumption that behaviourism is the most practical way for adults to understand. b.f. skinner defined learning as behavior, which can be reinforced by both positive and negative feedback to environmental stimuli. skinner added that the study of previous circumstances and outcomes could observe, clarify and forecast the learning. the ability for a background behavior to recur or continue, both positive and negative, reinforcement. behaviourists see learning as a change in behaviour. behaviourists see language learning as a reinforcement process and a sequence of stimuli and responses contributes to their desired objective of learning. the interaction between the stimulus and the responses of the learners contributes to a learning process. the learners’ response to stimuli was automatic and not conscious thought. the need to solve their problems motivates adult education, in particular. the problem is stimuli which encourage individuals to learn. this theory considers the purpose of education to be behaviour-changing. the main challenges faced by people are due to their behaviour. it is their behaviour that therefore brings difficulties. in this theory, the teacher’s task or responsibility is to enhance environmental conditions so that the desired answer can be obtained. if people want to learn, the teacher/instructor makes the opportunity for the students accessible. in the process of adult learning, this theory is obvious in its aim of changing behaviour to increase knowledge, skills and attitudes to improve job performance. the theory of behaviour points out how the environment is supposed to maximize the students ' learning. the learning environment must be comfortable and facilitated for effective learning to take place. the external environment is considered by this theory as crucial for effective learning. each learning theory has features that are useful for adults. such theories take account of the learning environment, the learning material and the effect of learning on people and society. therefore, when introducing any adult learning model, they should be treated as fundamental theories. it does not make sense to say that alternative learning strategies cannot exist outside or alongside behavioural approaches; the behavioural approach provides the basis for an education of a student as it tests measurable outcomes and offers required input. 2.2 cognitivist theory—mental process on the other hand, the cognitivist theory focuses on the learning process rather than the observed behaviour. on contrasting to behaviourists, cognitivist do not need an external demonstration of learning, but rather rely more on internal processes and interconnection during learning. it elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 38-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 40 emphasizes the mental process which occurs inside the learners' mind. mergel (1998) says that cognitivism is a process based on the process of thought behind the behaviour. there are behavioural changes and what occurs in the mind of the leaner is observed. cognitivism is a reaction against behaviourism, as behaviourists’ tries to avoid or neglect the use of the mental process in the learners’ mind which is not observable. cognitive psychologists see second language acquisition, as the ―building up of knowledge systems that can eventually be called automatically for speaking and understanding‖ (lightbown & spada, 1993). in this sense, language learning has certain features of gestalt, since language learning is a holistic process and cannot be interpreted as stimulus-response associations. languages learners are cautious to understand and develop/produce all aspects of the language. so step by step, through experience and practice, they can use other parts of their knowledge. briefly, the cognitivist assert that language acquisition can be achieved automatically. stephen krashen (1982), the representative of modern cognitive theory, claims that acquiring adults in second language involves conscious learning by means of a competent system for detecting and correcting errors. the krashen input hypothesis suggests that the acquisition of adults in the second language should take the "i+1" theory model (i reflect the existing level; 1 is new); this is the most significant principle for adult learning as it not only applies to how language should be learned, but it also has a profound influence on the acquisition of adults ' second language. besides, krashen argues that adult second language acquisition requires emotional factors. swain's comprehensible output hypothesis is addition and improvement to krashen's theory. in the acquisition of the second language, swain found it very important to have language input, but this acquisition is not enough (swain, 1995). in order to be able to accurately and fluently use the target language, learners not only need a lot of comprehensible output, their own comprehensible output must also be generated. first of all, swain considers that the ability to perceive the difference between the expected expressive and the actual expressive language will activate the inner cognitive process of the learned. second, he claims that the language output method is that the linguistic function of language success can be internalized. he also takes the second view last but not least. the behavioral theory considers adult learning as the way it should change behaviour. the cognitivist theory considers adult education as the way to develop cognitive, while the social theory considers adult learning to be the way to enhance social relationships 2.3 second language acquisition and adult learners theories adult learn language differently than children. adults have a tendency to be more self-motivated and directed as they know the importance of learning and education unlike children they have a goal to achieve. adult can utilize their existing knowledge to comprehend the new concepts or ideas. adult learning theories emphasize the fact that in order to be successful, training programs must be designed with adults in mind. there is no specific unified theory of adult learning, but there are different theories that will address the requirements of various organizations. there are a variety of different theories of adult learning, and all of it begin with the same notion: adults are learning differently from children. adult acquisition theories mainly include behavior theory, cognitive theory and interlanguage theory. these theories try to explain how people learn and the circumstances under which they learn. table 1. adult learning theories and their major principles adult learning theories major principles 1. andragogy difference between adults and children, designs learning experience 2. self-directed learning formal training, individual plan 3. transformational learning learning experience, specific audience 4. experiential learning making sense of experiences 5. project-based learning actively explore a real-world issue. 6. action learning solving problems with simplifying solution elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 38-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 41 7. behaviourism a. knowledge construction b. knowledge acquisition and utilisation c. context of learning d. individual difference and personalisation e. culture and technology practices concerned with learning in general f. important linguistic input from the environment g. modeling h. practice reinforcement i. habit formation 8. cognitivism 9. constructivism personal and cultural experience to contextualize new information 10. social learning theory combined behaviorism and cognitivism the theory of critical periods shows that after a certain age adults might have lost their natural language skills, so that they cannot acquire a second language with the same degree of ease as the child's mother-tongue learning. some linguists claim they still can't fully learn second language (yuan, 2010), while adults expend a lot of time and energy in second-languages. there has been less work on sla in adult learning contexts for english language learners. work in this field is difficult due to the nuances of second-language english for adults (esl). researching and following learner advances over time are difficult when diverse and mobile learner populations and varying contexts of learning (e.g., working classes, general esl classes, and family literacy classes) complicate them. knowledge of the slas conducted can, however, be helpful for adult esl teachers, as the findings may be relevant to their populations and contexts. the benefits of adult second-language learning are statistically greater than those of children. adults have a greater degree of cognitive comprehension, interpretation and selfmonitoring. krashen said that adults can also easily acquire second language faster than children if the acquisition times are identical (krashen, 1982). in addition to this researchers also claim that there is no difference between first and second language acquisition mechanism or the structural pattern that’s throughout the life, the process of language learning is basically the same, adapting to other agedependent faculties. if adults are interested in meaningful input, contexts they need and want, then they will learn languages like children. they also have the time and the confidence to make errors and produce successful results. in support to this view, researchers such as birdsong (2005), flege (2009), montrul (2010), muñoz & singleton (2011), rothman (2008b), singleton (2005), also demonstrate that, relative to other aspects of adult learning, linguistic input and language skills play a greater role. there are three aspects that aids adult in secondlanguage acquisition according to ellis (2013). a. cognitive level. adult cognitive abilities have developed and their thought system has evolved in the course of learning second-language abilities in adults (xia, 2002; wang, 2009). in piaget, a famous psychologist, cognitive evolution has been divided into three phases: pre-operative phase (2 to 7 years old), concrete stage (7-11) and formal stage (11 years to adulthood). preoperative stage based on intuition and the understanding of the static, the value of child language and the absence of rational conversion have not yet been achieved. the child's language level has been improved at a specific operational stage and the fetters of static perception can be removed. the final stage of the piaget cognitive development theory is the formal operational stage. thinking gets even more complicated and advanced at this point in growth. ausubel pointed out that some grammar explains may benefit adults, but children can't (ausubel, 2000). b. logical thinking skill. the fact that adults have a potential for logical thinking is one of the main strengths (yao, 2011). the thinking style of adults has changed and the language consciousness is excellent. adult maturity increases the potential of the brain and gives them good logical and reasoning skills, thus providing advantages in the grammar rules and the composition of sentences. c. self-monitoring ability. the self-monitoring ability of adults is high during the second-language learning (hong, 2014). in the learning process, adults analyze and correct the errors they commit. however, they may use various learning techniques to carry out autonomous learning, according to their own characteristics in different times. adults, particularly for classroom teaching, have a strong initiative elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 38-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 42 learning is more than a method of mentally recuperating the actions of the learner. it is an act of reflection of a subject. if there is a difference between personal convictions or experience and new views or ideas, people prefer to minimize this conflict either through altering their behavior, beliefs and actions or by legitimizing and internalizing their own beliefs and previous information. learning is achieved by reinterpreting and rebuilding the self-representation and organizing the new experience. enthusiasm and exposure to opportunities are essential factors that help people better act and increase their liberty. in this regard, the cognitivist approach shows important limits. the value of reflection and self-awareness gained by learners appears to be overlooked. for the learners it is indeed a crucial factor that can predict their self-development and self-sufficiency throughout their lives (see fagan (1988), for example, on the importance of metacognition in adult literature). their learning processes in their particular context. in the cognitive sciences, many theoretical approaches to language learning have been aimed in the direction endorsed in these broad predictions of behavior analysis. the research team tomasello (2003) and several colleagues (e.g., fine & lieven, 1993) contributed extensively to a usage language account. language is considered to be crucially social, dependent on fundamental learning processes and fundamentally governed by social contingencies like joint participation and "meaningful" signals. the multiple variables affecting language acquisition are the basis of the multi-factor approach to social-pragmatic problems in snow (1999) and clark (2003) stresses the importance of pragmatics and wider social roles in language learning. elman, in terms of brainbehavioral experiences (elman, 1995; elman, bates, johnson, karmiloff-smith, parisi & plunkett, 1996), considers language to be driven by multiple interactions, in which learning is a key explanatory factor in explaining the structure of a growth-language language. the same inference came from bates and macwhinney (1991; bates & carnevale, 1993; macwhinney, 1996), who considered language acquisition to be motivated by multiple learning and proceeding constraints, which were organized around lexicons. smith (2000) would also follow the two broad observations, as described above. these hypotheses on the basic theoretical level are explored here in recent behavioral theories concerning the untrained reaction of people. in fact, the overall study of behavior involves social contingencies as essential to linguistic education. skinner used these contingencies as a description of language comprehension itself, as a start of verbal behavior (schlinger, 1995). in particular, relational framework theory (barnes-holmes & roche, 2001) considers the relationship between responses to emerge from a multipleexemplary training (e.g. words in a sentence). the perspective of this theory of generalized relation response gradually developing as exactly applicable with recent usage-based synthesis perspectives (tomasello, 2003). furthermore, applied behavior analysis context has worked to manage these different contingencies and ingredient variables such that verbal behavior is implemented or changed. even though psycholinguists are quite commonly driven by applied contexts, the abovementioned information could provide links to basic and applied contexts in behavior studies. the specifics can, however, lead to a dispute to what extent mental constructs are referred to as the innate complex basic processes of language evolution and how comprehensive, syntax and word learning can be explained in functional analyses? the difference of opinion, nevertheless, often occurs in the cognitive sciences among various schools. some psycholinguists often claim quite strongly that "...the language, to a surprising extent, comes from a young human brain so that virtually any conditions of exposure short of complete isolation and maltreatment are enough for every child to experience it," (gleitman & newport, 2002, p. 685). the child is prepared for the speech and does not need to use it to learn it thoroughly. input is more important from a behavioral point of view. children and adults inevitably have substantial differences in cognition and development, but this should not mean that adults should be viewed as a static collection of principles, rules and patterns necessary to learn, preferably to a very fluent level before they even try to communicate. when learning additional languages, adults appear to lift the bar unrealistically. 3. conclusion for adult learners, behavioral learning methods, especially, but not restricted to vocational studies, set the groundwork for achievement (reward) and a desire to become life-long learners (reinforcement). however, there are some other aspects that needs be considered in adult second language acquisition like age, mode, motivation, device. adults are complicated and extremely difficult in second language because of their age, their environment, their equipment, their style and motivation. adult behaviour andweaknesses are much greater than infants, in their acquisition of second language, adults cannot avoid using the first or primary language. simultaneously, the influence of second language learning is significantly reduced by the negative transition of the native language. the learning features of children's language are distinctive and the processes are also very different from those of acquiring adults in their second language. it has been established that learning the mother tongue is both normal and simple, but it is difficult and complicated to acquire a second language for adults. the method of learning of mother tongues can be used to help improve adult acquisitions of second language. for instance, children try to imitate to learn about their environment’s language. adults also can follow the same elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 38-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 43 pattern in their learning, through repetition and practice, it can be achieved effectively. besides, adult learning activity is largely based on the language environment, and a number of communicative behaviors structure the language environment. references abbot‐smith, k., lieven, e., & tomasello, m. 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(2010). domain-wide or variable-dependent vulnerability of the semantics—syntax interface in l2 acquisition? evidence from wh-words used as existential polarity words in l2 chinese grammars. second language research, 26(2), 219260. elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 141-149 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 141 exploring cohesions in efl academic writing: a state of the art on the study of cohesions orvi banja uru, anselmus sudirman and andhi dwi nugroho universitas sarjanawiyata tamansiswa, yogyakarta, indonesia anselmus.sudirman@gmail.com article history received : 6 may 2021 revised : 13 may 2021 accepted : 23 june 2021 keywords cohesion reference paired conjunction collocation reiteration efl academic writing abstract cohesion has become a crucial component of academic writing that promotes the semantic connection within phrases and sentences. the objectives of this literature review research are to identify different forms of cohesions and the most common form of cohesion in articles on efl academic writing. this study extracted records from google scholar and scopus databases and selected 20 studies in the last five years out of 700 on the use of cohesions in the writing of efl students. the data was gathered by sorting similar messages, finding cohesions, clarifying cohesions, and counting the cohesions with the highest percentage. the research results show that the published articles containing cohesions represent the reference (35%), paired conjunctions (15%), reiteration (40%), and collocation (10%). the most common type of cohesion is reiteration, which is essential for comprehending what the authors mean in their published works. cohesions in theoretical and practical grounds contribute to the explicitness of semantic components of words or phrases to generate the messages conveyed to readers. 1. introduction the link between components of phrases and sentences is the focus of most literature reviews on cohesions. to build cohesions, text elements attempt to indicate semantic links within and between phrases or sentences. cohesions are also the surface marking of a semantic relationship between utterances, which includes the usage of substitution, ellipsis, reference, and conjunctions. there have been few studies on cohesions in efl academic writing, despite the importance of establishing cohesions at both the theoretical and practical levels. students' ability to use cohesions is based on the semantic relationship between phrases and sentences. however, because of the intricacy of solutions necessary in mapping out efl academic writing difficulties, the major issue in the practical use of cohesions is limited. therefore, the goals of this literature review research are to deal with different types of cohesions and the most common type of cohesion in articles on efl academic writing, in the hopes that students will be familiar with how to employ cohesions on a daily basis. the use of cohesions allows people to quickly determine whether or not a group of phrases and sentences is closely linked. according to halliday & hasan (2014), cohesion is a component of the language system that occurs in the semantic part of the text to clarify its meaning. to comprehend what is being said in the document, readers must first comprehend the word cohesion. the word "cohesion" is often used to describe the social context of a document. when writing, maintaining continuity is crucial. cohesion is also a discourse analysis text that connects one word to the next to interpret a text's meaning. cohesions in academic writing (bowen & thomas, 2020) deal with complex choices that play a role in the unfolding of cohesiveness and knowledge flow, with precision and congruency being main contributors to texture creation while also exploiting context-dependency and complexity. linking words or phrases are important to consider during the writing process. in prose, the relationships between sentences must be organized using cohesive devices (crossley, kyle, & mcnamara, 2016; farkas, 2016) to form a complete whole. in a paragraph, good writing should pay attention to the relationship between one sentence and the next. the writer must use the right words. lexical elements (simaki, paradis, & kerren, 2019; hilpert & correia saavedra, 2017) and structures are required to construct the reference, link, or connection between each term. as a result, one of the most critical factors in improving writing quality is the consistency of meaning and type. cohesion is a crucial component of good prose. the sentences that a learner create, at least and especially in academic writing, must be explicit in order for readers to grasp the substance or context of each single sentence in the paragraphs that make up a text. cohesion is one factor that can aid students in improving their writing abilities (lock & http://ojs.journal.unilak.ac.id/index.php/elsya mailto:anselmus.sudirman@gmail.com elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 141-149 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 142 saddler, 2004). the relation of meaning that occurs within a text is referred to as cohesion. lexical cohesion and grammatical cohesion are the two forms of cohesion (halliday & hasan, 2014). reference, substitution, ellipsis, and conjunction are all examples of grammatical accuracy (vickers, 2006). reiteration and collocation are examples of lexical cohesion. studying cohesion can assist students in producing a strong and structured text, as well as making and assisting readers in comprehending the information delivered by the writer in the text. cohesive devices help writers express an opinion from one sentence to the next, from one idea to the next, and from one paragraph to the next by using words or phrases. cohesive devices bind the sentences and paragraphs together. cohesive devices play an important role in students' comprehension of the writing process and genre knowledge (wang & cho, 2010). the cohesive relationships within and between the sentences, which create texture, are the primary determinant factor of whether or not a set of sentences represent a text (halliday & hasan, 2014). as a result, logical devices are needed to help the reader understand the writer's purpose. a text's structure, goals, and context are all intertwined. a written document's structure refers to how the content is organized. the reader can understand the text better if it is well structured. as a consequence, understanding how the sentences relate to one another is important. as a result of the above issues, the researchers formulate the following research questions: 1. what are the different forms of cohesions in articles on efl academic writing? 2. what is the most common type of cohesion in articles on efl academic writing? 2. literature review 2.1 english as a foreign language english is one of the compulsory subjects in indonesian schools, and it is assessed in the national final exam. despite the fact that it is a foreign language in situations where the people's first language is not english, but indonesian or another regional language is often used in daily communications. since the learners are not native english speakers, learning english can be challenging at times. hence, efl teachers should pay more attention to factors that affect autonomous learning, identity development, and a sense of agency in their students' learning processes (yang, 2020). on the other hand, it is because the pattern, structure, vocabularies, and even grammatical patterns of their language or mother tongue differ from those of english. they will begin writing in a number of contexts by using english as a foreign language. writing is an effective means for them to communicate and share their feelings, opinions, and ideas. the four essential skills in english teaching and learning as a foreign language are listening, reading, speaking, and writing. writing, as one of the fourth language skills, is one of the most significant in efl learners’ lives. besides, efl students may use writing to advise others, conduct business, persuade, enrage, and communicate their emotions. writing in a foreign language, on the other hand, is a daunting challenge. efl teachers must be familiar with a wide range of linguistic and sociocultural contexts in order to anticipate some of their students' writing issues (qin & uccelli, 2020). one of the four fundamental skills that they struggle with is efl writing. writing in english as a foreign language is regarded as a crucial skill in both teaching and learning. writing a portfolio, for example, is difficult for efl students. portfolio writing helps students improve their vocabulary, grammar, paper structure, and other skills, as well as composition, instructor feedback, and reflection (saavedra-jeldres & campos-espinoza, 2019). in terms of portfolio writing, farahian, avarzamani, & rajabi (2021) found that while the experimental group's subscales of reflection, comprehension, and reflection improved, the procedure had no effect on efl learners' critical reflection. the findings are discussed, as well as recommendations for incorporating portfolio writing into efl classes to enable efl writers to concentrate on their work. to begin with, efl writing as such motivates them to think, organize their thoughts, and improve their ability to summarize, assess, and criticize. it enhances students' understanding of the english language, reasoning, and reflection. 2.2 academic writing academic writing is an important form of communication in everyday life, especially in high schools and colleges. lin (2016) states that in english writing and teaching, efl students continue to focus on the deconstruction of the model text and the relationship between reading and writing. according to avarzamani & farahian (2019), efl writers have a distinct lack of higherorder thought skills when writing, and are more involved in lower stages of reflection, such as repetitive actions and comprehension. writing is an important medium for communicating and sharing feelings, thoughts, and ideas, regardless of certain challenges. efl students use active forms to convey ideas or feelings, which they then turn into a symphony of words, such as expressing a writer's meaning to someone anticipated or readers. in tough times, it can be difficult for them to come up with writing ideas. academic writing is a challenging skill that must be mastered. some students can communicate effectively in english but struggle to do so in writing. as a result, when writing, efl students will collaborate to emphasize fluency and attitudes in focus, allowing them to substantially outperform the conventional community in terms of writing fluency (hosseini, bavali, & rezvani, 2020). writing is described as a reflective task requiring sufficient time to think about a particular topic as well as evaluate and identify http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 141-149 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 143 any prior knowledge. writing is regarded as a complex practice, a social act that represents the writer's communicative skills, which are difficult to acquire and learn, especially in an efl context. writing is an essential skill for students to learn, they still struggle to master it. because there are some differences between indonesian and english, such as structural and grammatical terms and styles, mastering writing is difficult, particularly for efl students in indonesia (ariyanti, 2016). zarrabi & bozorgian (2020) also note that in writing, it is typical for both the writer and the reader to have disagreements about how to view social and cultural influences. additionally, students must be able to translate or convert meaning from indonesian to english context in order for the writing to be legible and for the text to make sense when read by others, especially native speakers. writing, on the other hand, is widely regarded as the most difficult language skill to master. as a result, teaching students how to create sentences correctly or write any english composition effectively becomes a top priority for english teachers. learners must know and fully comprehend the aspects of grammatical errors in writing (abushihab, 2014) or broad consistency in order to write well-ordered sentences. material, organization, vocabulary, language usage, and mechanics are the five main academic writing components (klimova, 2011). the concept of content is linked to the concept of unity. cohesion is linked to organization. grammar and language use are related. the system is dealt with punctuation, and vocabulary is related to word selection. learners can understand the role of each aspect used in english sentences until they have grasped the aspects. even after spending years learning english, especially in writing, the students still struggle to express themselves in proper words or sentences. they sometimes make grammatical mistakes when constructing sentences or writing in english. students are unable to demonstrate critical thinking skills while writing, nor are researchers proposing ways to develop critical thinking skills among students. teachers often discuss their students' critical thinking skills (or lack thereof) and how they affect classroom learning (rahmat, et al., 2020). other difficulties that writers face while academic writing include (a) linguistic difficulty (grammar, vocabulary, language use), (b) linguistic difficulty (grammar, vocabulary, language use), (c) linguistic difficulty (grammar, vocabulary, language use), (d) linguistic difficulty (grammar, vocabulary, language use), (d) linguistic (b) difficulty with physiology (no contact between writer and reader), and (c) problems of the mind (punctuation, capitalization, and paragraphing). some authors are labeled as "bad" because their language skills (dollmann & rudolphi, 2020; thunberg, 2019) should be sharpened as soon as they arrive at universities; they lack the ability to apply what they have learned. the nature of the overall classroom background influences students' language skills, and the composition of friendship networks within school classes is worth considering. the praxis of academic writing is the most important tool for improving students' writing skills and resolving writing problems as previously mentioned. as a result, it is vital for students to learn principles, promote academic writing, and enrich the culture of academic writing (toprak & yücel, 2020). 2.3 cohesion cohesion is one factor that can aid students in improving their writing abilities. cohesion is a semantic property of a text that allows it to bind in some way. in academic writing, cohesion is often a key component. semantically, a coherent text appears to connect its sentences as one. the term "cohesion" refers to the relationship between forms. this implies that the elements of words or sentences used to create a text are relevant and intact. cohesion is a form of language surface building that can be seen in both vocabulary and grammar (baldwin, 2014). it is hard to say what a text is when you are writing it. it implies that a text is more than just a sentence; it has a structure that can be interpreted in a systematic way. cohesion is a crucial component of a good prose. the sentences that a learner create must be explicit in order for readers to grasp the substance or context of each single sentence in the paragraphs that make up a text. as halliday & hasan (2014) put, cohesion is a component of the language system that occurs in the semantic part of the text to clarify its meaning. a text or essay is a set of paragraphs that are made up of one element in the text that must state the interrelated concept, rather than a series of sentences with each sentence containing a different subject. ampa & dalle (2019) outline that cohesion is the relationship between parts in a text that is characterized by the use of language elements. cohesion is described as the relationship between the elements of language, as stated above. all of the components of terms and sentences are included here. for example, to be a phrase, we need morphemes, prefixes, suffixes, and other elements. then, an expression, a clause, or a sentence can be made out of a group of words, and writers will need all of them to create a document. cohesion refers to how words and sections of a text are linked together through the use of devices such as conjunctions, references, substitutions, ellipsis, and lexical cohesion (halliday & hasan, 2014). the semantic connections or relationships of meanings that occur within the text and characterize it as a text are referred to as cohesion in the text. it will encourage students to do well in their writing. furthermore, karjono (2019) adds that cohesion refers to the degree to which a sentence or even separate sections of a single sentence are related in such a way that the flow of ideas is easy to follow. cohesive devices are also critical for achieving good cohesion. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 141-149 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 144 cohesion is divided into two groups by (halliday & hasan, 2014): grammatical cohesion and lexical cohesion. grammatical cohesion is a grammatical relationship. the use of grammatical elements of the texts to convey the semantic relationships inside and between sentences creates grammatical cohesion (klimova & hubackova, 2014; ampa & dalle, 2019). in written discourse, grammatical cohesion is the surface marking of a semantic connection between clauses and sentences; in speech, it is the surface marking of a semantic link between utterances and turns. reference, substitution, ellipsis, and conjunction are all subcategories of grammatical cohesion. 2.4 reference a reference is unique information that connects two words. sudirman & tiasari (2017) examine that referencing in a written text refers to how the author introduces and keeps track of participants in the text. referencing in writing demonstrates how the writer introduces the participants and keeps track of them in the document. thus, the role of reference, particularly in writing, is to refer to participants without mentioning their names, but rather by referring to them with another word that still has a connection or link. there are three types of references: pronoun, demonstrative, and comparative. i, you, they, she, and he are examples of pronoun references. when referring to a single participant, demonstrative reference is used. this, these, that, those, and there are examples of demonstrative references. similar, more, and most are examples of comparative references. comparative comparison is conveyed by adjectives and adverbs and is used to compare objects in a text in terms of identity or resemblance (syam, 2018). the indirect comparison by means of identification or resemblance is referred to as comparative reference. michael, muthusamy, suppiah, joseph, & razali (2013) also define three forms of referencing: homophoric referencing, which refers to information that is transmitted across cultures, exophoric referencing, which refers to information that is obtained directly from the circumstances, and endophoric referencing, which refers to information that is ‘retrieved' from within the document. anaphoric, cataphoric, and esophoric referencing are the three types of endophoric referencing. any reference that ‘points backward' to prior knowledge in the text is anaphoric. any reference that ‘points forward' to knowledge that is mentioned later in the text is referred to as cataphoric. any relation to the same small group of phrases that follows the presupposed item is esophoric. personal references, demonstrative references, and comparative references are the three major forms of references (halliday & hasan, 2014). the categories of personal reference include: 1) personal pronouns: i, you, they, we, he, she, it, her, us, them. 2) possessive determiners: my, yours, their, its, our, his and her. 3) possessive pronouns: mine, yours, hers, theirs, ours. there are three types of demonstrative reference: nominative demonstrative: this, that, these, and others. here, there, now, then, and definite article are examples of circumstantial demonstratives (the). comparative relation is divided into two types: general and specific comparison. general comparison refers to comparisons that are made solely on the basis of likeness and unlikeness, without regard to any specific property: two things may be the same, similar, or different (the term "different" encompasses both "not the same" and "not similar"). 2.5 substitution substitution is the process of replacing a word, expression, or entire clause with another to prevent repetition. it is used to swap out one object for another without having to repeat the process. priyatmojo (2012) defines substitution as the process of replacing a word (group) or a sentence section with a dummy word. substitution and references are two distinct concepts. the distinction between substitution and reference is that substitution is concerned with the relationship between terms, while reference is concerned with the relationship between meanings (bahaziq, 2016). furthermore, halliday & hasan (2014) argue that substitution is a “wording relationship” rather than a “sense relationship”. nominal substitution, verbal substitution, and clausal substitution are the three types of substitution. one, ones, and the same are examples of nominal substitution. do, did, and another auxiliary verb are examples of verbal substitution. clausal substitution, for example; thus, not. 2.6 ellipsis ellipsis is the process of replacing a phrase with nothing or omitting language units to remove lexical repetition. ellipsis is the absence of linguistic components. normally, it is needed by grammar, which the writer assumes is obvious from the context, and therefore it is unnecessary to increase. nominal ellipsis, verbal ellipsis, and clausal ellipsis are the three forms of ellipsis. an ellipsis, according to priyatmojo (2012), is the absence of a word or a portion of a sentence. it happens when certain crucial structural elements are missing from a sentence or clause and can only be recovered by referring to a previous text element. bahaziq (2016) explains that the noun is omitted in nominal ellipsis. the omission of the verb is known as verbal ellipsis. when a clause is omitted, clausal ellipsis occurs. ellipsis is the omission of grammar-required elements that the speaker or writer believes are obvious from the context and therefore do not need to be raised (syam, 2018). it implies that if any structural elements are missing from a sentence, the referring element to the text will recover them. 2.7 conjunction the conjunction is commonly used in paragraph writing to establish an explicit relation between sentences in order to produce coherence. a conjunction is a word or phrase that acts as a connection between terms, phrases, clauses, http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 141-149 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 145 sentences, and paragraphs. a conjunction is a relationship that indicates how the next sentence or clause should be connected to the previous or subsequent parts of the sentence. conjunction is a semantic relation that communicates how one clause or sentence relates to another in terms of meaning; it is indicated by a particular reference word or expression (syam, 2018). when deciding the conjunctions to use, students must go through a thorough thought process to ensure that the logic of the arguments is improved rather than hindered by the use of these linking devices, as is often the case. instead of the regular lists of conjunctions, carefully devised exercises may aid in the development of this critical thinking method and the expansion of their arsenal of these devices. this will be the best way for language learners to improve their overall proficiency (martínez, 2015). the four forms of conjunction (halliday & hasan, 2014) are additive conjunction, adversative conjunction, causal conjunction, and temporal conjunction. also, and, too, furthermore, additionally, etc. are examples of additive conjunctions that structurally coordinate by combining to the presupposed object. neither nor, either or, etc. are examples of additive conjunctions that are used to counteract the presupposed object. adversative conjunction functions, which are indicated by the use of; in reality, however, just, yet, but, rather, etc., are used to display 'contrary to expectation.' the use of so, then, for, since, for this reason, as a consequence, in this regard, etc., indicates a causal conjunction that conveys ‘result, reason, and purposes.' the conjunctive category is sequential, and it links things by implying a sequence or a period of time. the words then, next, after that, the next day, at this moment, and so on are examples of sequential conjunctive signals. 2.8 lexical cohesion lexical cohesion is the connection between the various sections of a text in order to achieve a unified structure. lexical continuity has to do with the text's context. lexical cohesion isn't a grammatical concept. the cohesive effect achieved by the choice of vocabulary is referred to as lexical cohesion. as a result, it is concerned with the relation based on the words used rather than the grammatical and semantic connections. bahaziq (2016) points out that lexical cohesion entails vocabulary selection. it is concerned with the relationship between lexical objects such as words and phrases in a text. reiteration and collocation are two forms of lexical cohesion (halliday & hasan, 2014). the writer's use of lexical objects such as verbs, adjectives, nouns, and adverbs to contribute to the text faithfully to its area of emphasis is referred to as lexical cohesion. it is suggested that lexical elements/vocabularies be used. reiteration and collocation are two of the groups. 2.9 reiteration reiteration is a method for creating continuity in a text by repeating two or more lexical items visible at the text's surface. the four parts of lexical continuity in reiteration are repetition, synonymy, near-synonymy, superordinate, and general terms. when a lexical item or a word element is repeated in a sentence, it is called repetition. a synonym is a word equivalence that establishes a corresponding meaning relationship between one lingual unit and other lingual units in a text. words with words, phrases with phrases, phrases with phrases, and sentences with sentences may all form synonym relationships. furthermore, syam (2018) accentuates that a synonym is a term with a similar meaning. near-synonymy refers to a lexical object that is similar but not identical. when the meaning of the lexical object (discussed later) dominates the meaning of the other item, superordinate is used (mentioned earlier). 2.10 collocation the regular pattern of relationship between words is known as collocation. collocation is accomplished by linking lexical objects that often occur together. it refers to lexical elements that are likely to be found in the same lexical environment. a collocation is a grouping of two or more words in english that are often used together. the term "collocation" refers to lexical objects that were most likely discovered together in the same text. collocation occurs when two words are not essentially based on an indistinguishable semantic relation but are inclined to occur in the same lexical environment to some degree. hyponymy, antonymy, and meronymy are examples of collocation in context (brezina, mcenery, & wattam, 2015). 3. method the researchers used a literature review approach to gather information. a literature review is an excellent way of synthesizing research results to show evidence on a metalevel and to identify areas where further research is required, which is an important part of developing theoretical frameworks and conceptual models (snyder, 2019). the research articles on efl students' use of cohesion came from google scholar and scopus databases. types of cohesions, efl writing, reference, conjunction, collocation, and reiteration were among the keywords used when looking for information about cohesions. the total number of articles was 700. articles discussing types of cohesions involving references, conjunctions, colocations, and reiteration meet the inclusion criteria. articles were published in the area of efl academic writing from 2015 to 2020. articles that did not examine cohesion in the context of efl academic writing were excluded, as were those whose publication years were older than those of the articles included. the researchers chose 20 articles to analyze based on the study's inclusion criteria since each published article was carefully chosen and investigated in terms of the use of cohesions. the data was analyzed using cohesion theories (halliday & hasan, 2014; bahaziq, 2016; klimova & hubackova, 2014; ampa & dalle, 2019). the researchers wrote a report based on the data analysis, and the use of http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 141-149 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 146 cohesions was counted to determine the high frequency of cohesions used. 4. results & discussion the researchers examined a number of publications that included a wide range of cohesive devices. dania's research (2018) shows that cohesive devices are important devices to create cohesive abstracts, namely reference, substitution, ellipsis, and conjunction. the term "cohesive devices" was used 190 times. conjunctions, which appear 395 times, are the most frequently encountered cohesive device, followed by references, which appear 156 times. there were 37 instances of lexical cohesion, but only two instances of substitution. thus, cohesive devices are essential for the development of cohesive abstracts (dania, 2018). to make the abstract understandable to readers, students must use more acceptable cohesive devices. in what follows, syam's research (2018) examines the use of the third-person pronouns she and he by the protagonist of the rapunzel fairy tale. there were 64 additive conjunctions and 10 comparative conjunctions in the sentences, while neither...nor, or, and if were only used once. the writer only uses the phrases "may" and "hair" twice. "grief," "misery," "saw," and "listen" are synonyms for "animal," and the writer uses the terms "bird" and "cat," which are hyponyms for "animal." in relation to this finding, gonzález (2010) once explored the use of continuity to highlight the flow of ideas in paragraphs using conjunctions appropriately. wandira's research (2020) demonstrates that in malin kundang's narrative text, there are two types of lexical cohesion: reiteration and collocation. according to the researcher, there are 70 instances of repetition, 21 antonymy, 19 metonymy, 13 hyponymy, and 6 synonymy. as a result, the author frequently employs repetition as a lexical continuity strategy. bahaziq (2016) emphasizes the importance of using coherent devices while writing. when the elements of a text are linked and considered meaningful to the reader, it is said to be cohesive. these relations could be grammatical or lexical in nature. based on the review, a reference is used in 71.08 percent of the grammatical devices used in the article. conjunction and ellipsis account for the remaining 28.92 percent of total grammatical devices used in the text. there are no alternatives. in addition, the students use the lexical system reiteration but never collocation. a study on cohesions by sudirman & tiasari (2017) shows that the most frequently used category in undergraduate theses is order (26 percent), followed by significance (24 percent), connecting or transfer terms (20 percent), keyword repetition (18 percent), and the use of reference words (18 percent). when it comes to the students' perceptions of how to produce good writing quality, saputra & hakim (2020) find that using linkages or coherent strategies to establish coherence in writing is essential. students will be able to connect the concepts in a text by utilizing more cohesive devices in their writings, displaying their ability to compose effective pieces of writing employing references, conjunctions, duplications, and synonyms. afrianto (2017) asserts that if students misuse coherent instruments, the text's meaning will be lost, and the semantic relationship will be broken. finally, the document would be incoherent. the sense of the text would be difficult for readers to grasp. furthermore, afrianto (2017) demonstrates that, after analyzing three essays, the researcher discovers that comparison is the most commonly used. the researchers found 33 instances of personal reference, 1 instance of demonstrative reference, 6 instances of additive conjunction, 4 instances of adversative conjunction, 4 instances of temporal conjunction, and 5 instances of causal conjunction in text 1. the researchers found 7 examples of personal reference, 6 instances of demonstrative reference, 5 cases of additive conjunction, 6 instances of temporal conjunction, 3 instances of causal conjunction, 1 instance of verbal replacement, and 1 example of nominal ellipsis in text 2. the researchers discovered 24 incidents of personal reference, 5 instances of demonstrative reference, 5 incidents of additive conjunction, 2 instances of adversative conjunction, 3 instances of temporal conjunction, 2 instances of causal conjunction, and 1 instance of verbal replacement in text. table 1. types of cohesions in efl academic writing based on the article reviews types of cohesions number of articles references percentages reference 7 bahaziq (2016), saputra & hakim (2020), afrianto (2017), dania (2018). 35% paired conjunction 3 syam (2018), (ismail & linda, 2018) 15% reiteration 8 ampa & basri (2019), malah (2015), (wandira, 2020), (kadiri, igbokwe, okebalama, & egbe, 2016) 40% collocation 2 sudirman & tiasari (2017), 10% total 20 100% http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 141-149 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 147 table 1 shows that reiteration is the most frequently appeared cohesion (40%) as reflected through the studies undertaken by ampa & basri (2019), malah (2015), wandira (2020), kadiri, igbokwe, okebalama, & egbe (2016). this fact indictaes the reiteration is a technique for bringing a passage together by repeating one or more lexical units that are visible on the surface. the four parts of reiteration are repetition, synonymy, near-synonymy, superordinate, and general terms. reference is in the second rank of cohesion used in several studies by bahaziq (2016), saputra & hakim (2020), afrianto (2017), and dania (2018). in a written text, reference describes how the writer introduces participants and keeps track of them throughout the text. the use of reference demonstrates how the author introduces the participants and keeps track of them throughout the text. in investigations conducted by syam (2018), ismail & linda (2018), the use of paired conjunctions appears three times. this denotes the difficulty of a paired conjunction, which connects two parts of similar grammatical and syntactic importance. two separate clauses are linked by paired conjunctions. meanwhile, in sudirman & tiasari's research (2017), collocation only happens twice (10%) in a regular pattern of word relationships, implying that collocation is the least usage of cohesion. collocation is performed by associating lexical objects that frequently cooccur based on semantic and lexical relationships that are indistinguishable. hyponymy, antonymy, and meronymy are examples of collocation. there are two types of cohesion (halliday & hasan, 2014): (1) grammar cohesion, such as reference, which includes demonstrative, personal, and comparative reference. nominal ellipsis, verbal ellipsis, and clausal ellipsis are all forms of ellipsis. additive conjunction, adversative conjunction, and causal conjunction are the three types of conjunction. nominal substitution, verbal substitution, and clausal substitution are the three types of substitution. (2) lexical continuity, which includes repetition, synonymy, near-synonymy, and superordinate, as well as reiteration. collocation includes hyponymy, antonymy, and meronymy. 5. conclusion by demonstrating the state of the art on cohesions, this systematic literature review contributed to filling the research gap of components of phrases and sentences, which is the main emphasis of most literature reviews in efl academic writing. the complexity of academic writing problems calls for solutions that take into account the most common practical uses of cohesions in an efl writing context. as a result, this literature review research explores numerous sorts of cohesions in efl academic writing articles, as well as the most common type of cohesion. the researchers analyzed the data using halliday & hasan's (2014) approach, which separates the cohesion category into two components, grammatical and lexical cohesion, with reference (35%), paired conjunction (15%), reiteration (40%), and collocation (10%) as the four aspects of grammatical cohesion. the most common type of cohesion is reiteration, which means that relevant articles in this research frequently employ synonymy, repetition, nearsynonymy, generic terms, and superordinate to repeat numerous lexical units in a passage. if students wish to reduce the number of errors in their sentences, they must first understand cohesion, what it is, and how to use it in their writing to produce a meaningful phrase or text. it is impossible to overestimate the significance of cohesion in phrases and sentences. linkages between phrases must be structured consistently to maintain a sense of continuity in writing. the relationship between one statement and the next should be the focal point of good paragraph writing. a writer must explore lexical elements and structures as well as proper cohesions to establish the reference, link, or connection between each word in a sentence or text. one of the most important parts of writing quality and improvement is consistency in the use of cohesions to express meaning. furthermore, this study suggests that writing instructors can incorporate critical thinking skills while making decisions about the article's content, utility, and fit within the writer's needs. references abushihab, i. 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(2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 168 assessment of english foreign language learners: mooc material resume and review of online professional english network (open) misnawati misnawati * sekolah tinggi ilmu administrasi puangrimaggalatung bone, indonesia *ninamisnawati@ycit.or.id article history received : 26 march 2022 revised : 1 june 2022 accepted : 26 june 2022 keywords assessment english language learners l2 learners material review mooc open abstract as a personal research note, this paper presents the summary and review of the course material "assessment of english language learners" from the author's participation in the massive open online course (mooc) program offered by the u.s. department of state as the online professional english network (open). this article is suitable for practical tests for esl/efl teachers in classes where students learn english as a second language. it aims to fill the lack of literature on assessing english language learners, especially regarding meaningful and purposeful assessment studies in l2 language classes. this paper serves the information as a contribution to 1) determine a meaningful assessment; 2) collect and use data to use the right assessment; 3) select the types of alternative assessment; 4) foster students' motivation and engagement through assessment; and 5) making assessment fun. this paper's contributions will supplement teachers in determining the most appropriate assessment in line with their students' needs. in addition, assessment should act as an evaluation tool and be turned into something fun in the classroom so that students can get many benefits at once, namely learning experiences and learning outcomes. this article is recommended for practical assessments for efl teachers in english second language learning classes. 1. introduction the number of young learners studying english as a foreign language (efl) has grown rapidly in the past few decades due to the effects of globalization (huang, chang, et al., 2020). the spread of english creates a high demand for efl assessments of young learners to meet the needs of stakeholders such as governments, schools, and efl programs (huang, bailey, et al., 2020). in addition, little is understood about how efl undergraduates can be fairly and reasonably assessed in introductory science courses (lee & orgill, 2022). therefore, an english-learning assessment course is a good resource for people in the education field, as teachers and students. assessment is crucial to the learning and teaching process in any educational setting. islam et al. study cited miller & parlett (1974) and snyder's (1971) that assessment, not teaching, affected students the most in their learning (islam et al., 2021). recently, due to the covid-19 pandemic, assessment activity has been affected dramatically when the learning system has changed a lot, i.e. from onsite to online (arfan et al., 2021). assessment, either formative or summative, can no longer be the only measure of students' achievement in online learning during the pandemic. providing a valid test during the unprecedented covid-19 pandemic is certainly not easy. it has offered an unprecedented opportunity to critically appraise and change assessment practices (st-onge et al., 2021). in response to this, the author, as an english teacher, see the need to upgrade her knowledge. as an active english teacher who always takes online courses, the author saw a great opportunity offered by the online professional english network (open) program through the massive open online course (mooc) with the topic "assessment of english language learners". the mooc author attended, i.e., "assessment of english language learners" was adapted by the a.e. e-teacher assessment course, dr. leslie opp-beckman. this mooc, which started may 3-july 26, 2021, is available online through the learning management system (lms) at moocs.openenglishprograms.org and(open, 2021e). this mooc, presented by the u.s. department of state as a program handled by open, is a professional development course that all teachers can follow, especially english teachers in all fields. it is organized by family health international (fhi) 360, an international nonprofit organization to improve the health and well-being of people in the united states and worldwide. the open mooc organizes many courses with certain specifications annually; the courses are flexible, self-paced, free, efficient, and accessible and can be found through the link https://www.openenglishprograms.org/mooc. https://doi.org/10.31849/elsya.v4i2.9755 mailto:misnawati_amir@yahoo.com elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 168-177 https://doi.org/10.31849/elsya.v4i2.9755 how to cite this article: misnawati, m. (2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 169 in this paper, the author presents this mooc material summary and review as an active participant in open mooc to share experiences, knowledge, resources, and information with other educators who have not yet joined this activity. as a participant, the author 1) learned and explored the main types of assessment for the use in language teaching and learning; 2) learned how to select appropriate assessment types for different groups of students; and 3) had a chance to practice these new assessment techniques and reflect on the results during the course. besides, the material offered in this mooc is very useful for teachers conducting assessment practices in english learning classes. this mooc's goal is to help english-language educators improve their teaching practices by creating courses that have engaging, practical assessments tied to learning outcomes (open, n.d.-a). this mooc's material summary and review activity is called "cascade new knowledge." according to the open mooc, 'cascading' is another way to talk about sharing. in education, 'cascading' is often used to share knowledge and experience among professionals. for example, after attending a professional development event and learning new approaches, some teachers may teach other teachers what they have learned. in other words, they 'cascade new knowledge' (open, 2021f). therefore, this paper provides opportunities for english teachers worldwide who do not have the chance to take this mooc to get valuable knowledge on assessment. there is a vast scope of articles on assessment in l2 classes. still, the papers on assessing english language learners, especially in studies on purposeful and meaningful evaluation in l2 language classes, are not limited. the same applies to assessment models that support collaborative and engagement activities. therefore, this article aims to fill the lack of literature on assessing english learners. hence, this article aims to provide a new reference for education stakeholders, especially esl/efl teachers, learners, and material developers, who can benefit from this research. key conceptual information regarding the course of "assessment of english language learners" offered by open mooc is as follows. this mooc has five modules that provide materials about 1) what the meaningful assessment is; 2) how to collect and use data to help students achieve learning outcomes in the classroom; 3) what types of alternative assessments there are; 4) how to foster students motivation and engagement through assessment; and 5) how to make assessment fun. these topics recommend practical assessments that can be applied in language learning classes. they will help english teachers improve their teaching practice and efficient assessments. 2. literature review 2.1 massive open online course (mooc) recent technological developments have led to new ways of online instruction, potentially changing existing views of how information is given (riehemann et al., 2018). for example, massive open online courses (moocs) are toprated online courses. downes and siemens, cited in (chauhan & chauhan, 2018), used the term 'mooc' at the university of prince edward island for the first time in 2008. its special features are that there is no limit for participants' enrolment, it enables open access to contents, and it can be accessed anywhere and anytime (suresh & srinivasan, 2020). moocs, the latest development in distance learning (pozón-lópez et al., 2021), is a new trend in teaching and learning for digital learners in the 21st century (suresh & srinivasan, 2020). they are called 'massive' due to the number of registered students and 'open' because the course content is free. they can be accessed online and are defined as courses since they have a specific structure with a definite material to be studied (barger, 2020; ventista, 2018). the success of moocs is rapidly increasing. most educational institutions are highly interested in these online platforms, which embrace intellectual and educational objectives and provide various opportunities for lifelong learning (nadira et al., 2021). in particular, public research universities have increasingly offered moocs as a tool for students, and they believe that moocs will attract potential students (barger, 2020). not only that, but the learners' goals are also significant factors that affect their perceptions and behaviors in mooc (li et al., 2021). in other word, one of the problems related to moocs offered by universities, i.e. high dropout rate, can stem from the lack of students' motivation that stands against completing the courses. personalization in learning systems can help increase students' motivation as it can provide an independent learning experience based on learners' interests, preferences, backgrounds, and abilities (nadira et al., 2021). in other paper, found that the typically low retention rates in the mooc had been called into question the quality of learning materials, instruction, and methodological strategies by several researchers. the study triggered wideranging studies to discover key factors for student engagement and retention (friðriksdóttir. the most important element to consider in moocs is who can access them. even though moocs promote 'education for all and make education accessible to everyone, research has shown that educated and employed people take courses from developed countries. this means that research, which examines the demographic characteristics of the mooc participants, clearly demonstrates that the students who take moocs come from a particular educational and economic background. this might be since some moocs are designed only for educated participants (ventista, 2018). https://doi.org/10.31849/elsya.v4i2.9755 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 168-177 https://doi.org/10.31849/elsya.v4i2.9755 how to cite this article: misnawati, m. (2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 170 therefore, before taking a mooc course, the participants should have a reason to do so. the reasons can come from the need for material and content and presentation of the material. but apart from that, a mooc results from scientific development work that brings many benefits to enrolling in it. 2.2 online professional english network (open) program the online professional english network (open) program offers virtual learning opportunities to foreign english language educators, professionals and learners worldwide. open professional development opportunities are developed by u.s. academic institutions and experts in teaching english to speakers of other languages (tesol) (open, 2021e). open promotes the mutual exchange of culture and provides free access to teaching and learning materials that can be reused, adapted, and shared with others. open is sponsored by the u.s. department of state with funding provided by the u.s. government and administered by fhi 360. this program is conducted online through the learning management system (lms) canvas network as a massive open online course (mooc) (misnawati, 2021). the open program offers free moocs open to an unlimited number of participants. some moocs last five weeks, and some are longer (open, n.d.-b). 2.3 assessment of english language for l2 learners purposeful assessment is a reference system against which to evaluate whether individual tasks target the specified learning outcomes. purposeful assessment merely gathers information about students learning, whether formative or summative. the use of assessment evidence distinguishes between formative and summative assessment (schimmer, 2022). formative assessment is a type of assessment evaluating the skills and competencies of students to guide them to continue that growth via appropriate teacher feedback. while summative assessment intends to gauge how well students could accomplish objectives in the form of final exams at the end of the course (kertaeva, 2020. in other words, a meaningful assessment is an assessment that can boost the performance or appearance, and ability of teachers and students, or in other words, encourage them (students) to continue learning and become better learners (parlindungan, 2020). in collecting data on students' achievement to use as evidence for formative or summative assessment, teachers can use backward design as a concept for planning with the end in mind. backward design is a widely-used curriculum development technique that has been shown to enhance student learning (shah et al., 2018). it ties course objectives to assessment and corresponding learning activities in moving forward by looking backward. since students possess multiple forms of intelligence, the outcomes from just one type of assessment cannot indicate the multiple intelligence in learners nor project their true capabilities. assessment for learning has assumed greater importance than an assessment of learning (van der kleij et al., 2018). assessment of learning comprises techniques that can be integrated into daily teaching/ learning activities, called alternative assessments. alternative assessment has many types, including performance assessments, self-assessments, portfolios, peer-assessments, diaries, and student-teacher discussions (singh et al., 2022). collaborative learning is a teaching theory and strategy system based on the group (wang, 2020) to facilitate alternative assessment. collaborative learning is one effective way of providing an inclusive environment in english learning (fergusonpatrick, 2022). in collaborative learning, teachers structure students' interactions and prepare them for cooperation so that students work together in small groups supporting each other's learning processes (abramczyk & jurkowski, 2020). 3. method this paper is descriptive in a sense that describes the author's experience of taking an online course through moocs organized by online professional english network (open) from may 3 to july 26, 2021. this paper reviewed and summarized the material obtained during the course to disseminate information and cascade knowledge to readers, especially those who have never taken related courses. after being an active participant in the course, the steps the author took to review for this research, in which the researcher: 1) went through the whole series of courses and completed all the modules the organizers gave until the point of receiving a certificate proof of completion. 2) wrote down keywords, new information, and other important things teachers might find useful in the classroom. 3) re-read all of the material with the assistance of other related references to critically review the course. 4) summarising the critical core material for cascading information dissemination. 5) examining the material's content and commented on the author's personal experiences with the information conveyed. 6) completing and presenting the review and resume results as a scientific paper. 4. results the following sections review and summarize each english language learner’s module assessment as a practical assessments guide. https://doi.org/10.31849/elsya.v4i2.9755 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 168-177 https://doi.org/10.31849/elsya.v4i2.9755 how to cite this article: misnawati, m. (2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 171 4.1 purposeful assessment the first module in this course was themed "purposeful assessment." this module described meaningful assessments and a range of ideas that can be adapted to suit different types of students. therefore, the results of this module led the author as a participant to know 1) what an assessment is and why it is essential; 2) how educators ensure that assessments are well designed; 3) what considerations are needed to determine the appropriate test alternative. the first module offered three ideas initiated by norris (2000) in choosing the proper alternative test. first, a teacher should focus on assessment in general, not just on tests, using language tests as a tool to manage to learn in language classes and programs. second, teachers should have clear goals for the use of the test, thinking carefully about how the test will be used in the classroom and program. third, teachers can evaluate (measure) the assessment results by asking themselves, do we know the true identities of all test users? do testing tools give us the information we need about learners? can we use that information to improve class, curriculum, and program goals? and what are the positives and negatives of using a language test? these three ideas are essential considering that many alternative assessments/tests can be used to measure the level of students' understanding of the material being taught, such as quizzes, homework, worksheets, journals, and games. therefore, this module helped focus on creating and designing meaningful assessments in the english classroom. this module examined what makes an assessment meaningful by closely examining the various considerations in assessment design. the assessment model must consider several elements of the assessment from a large and small scale. this module then offered five indicators adapted from brown's (2004) book language assessment: classroom principles and practice. they were 1) practicality, which refers to the ease of design and use for teachers and learners; 2) validity, focusing on whether the test accurately measures what it is intended to measure; 3) reliability, by looking at the consistency and dependence between tests; 4) authenticity, seeing the realistic nature of assessment and encouraging the integration of teaching, learning, and assessment; and 5) washback, evaluation for teachers about how much influence the assessment has on the students' teaching and learning process (open, 2021a). 4.2 backward design module two taught backward design through the collection and use of classroom data to help students achieve learning outcomes in courses. this module helped teachers think about design and backward planning with an end in mind. it included summative and formative assessment as two essential types of assessment that can be used in a classroom context. the results of this module led participants to find out 1) the relationship between the learning objectives set and the assessments used to measure students? 2) how to better align goals with classroom assessments? and 3) what is the difference between summative and formative assessment? this module reinforced that educators must know where they are taking their students and ensure that they stay on track to get there. this module also guided participants to work backward to set lesson objectives. backward design is the formulation of the learning objectives of the activities to be given. so, the backward design should start with (1) needs, then proceed to (2) learning outcomes based on those needs, followed by (3) test assignments based on results, and finally, (4) content based on the language skills need to complete the tasks. summative assessments fully support this backward design activity to measure the ultimate learning objectives. also, formative assessments provide information about what and how students learn so that teachers can adjust instructions accordingly. this module provided example scenarios for aligning summative assessments with lesson objectives. the scenario was: figure 1. the concept of a backward design through assessments the backward design concept described that: 1) the word "demonstrate" meant that the student must produce or do something. 2) the word "understanding" implied that students must do more than memorize the steps; they must demonstrate that they know what happens during each of the five steps. while activity a encouraged students to recognize the water cycle in their own lives, it did not ask them to remember the five steps or show that they knew what happened during each step. teacher a teaches students about the water cycle in an english medium science class. at the end of the unit, the teacher wants students to demonstrate an understanding of the five steps of the water cycle. how will she/he know that students have learned this content? we may look at some possible ways of assessing what they learned. (as an instruction, remember the goal and decide which summative assessment does the best job of measuring whether students have met the goal) 1) draw an example of part of the water cycle you see in your life. write a few sentences to tell what is happening and which part of the cycle it is 2) label the steps of the water cycle on a worksheet with illustrations. 3) write a paragraph about why the water cycle is important and at least five different ways you use water in your life. 4) arrange illustrations of each step of the water cycle correctly on a poster and label all of them. write a paragraph to explain the cycle, telling what happens in each step. look back at the goal “demonstrate understanding of the five steps of the water cycle”! https://doi.org/10.31849/elsya.v4i2.9755 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 168-177 https://doi.org/10.31849/elsya.v4i2.9755 how to cite this article: misnawati, m. (2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 172 3) the labeling exercise showed 1) activity b only measured whether students remember vocabulary, not what happens in the steps of the water cycle; 2) activity c asked students to list how they use water and why the cycle is important, which did not indicate that they know the steps or how the cycle works; 3) activity d required students to arrange the cycle correctly, labeled it with vocabulary and then explained, in writing, what happened in the cycle. 4) if students can complete activity d, it will prove that they have studied the material and understand what happens in the five steps of the water cycle. because it was aligned with the objectives, the activity was the best summative assessment task to determine if students have learned the content because it aligns with the goals (open, 2021b). many schools, curriculum publishers, or education departments also make summative assessments, such as tests. at the same time, tests can provide valuable numerical data about student learning or areas for improvement. however, some of the more authentic assignments also allow students to demonstrate their knowledge, not in numerical terms but in context. this is an example of a summative assessment activity exemplified in this module according to a particular teaching scenario. 4.3 alternative assessment in this third module, open mooc explored alternative types of assessment. this module taught how teachers could use collaborative learning, a learning strategy that utilizes group work, to facilitate alternative assessments in efl classrooms. also, the benefits of using portfolios to alternatively assess students and explore how to use selfassessments for evaluation purposes. therefore, the results of this module led participants to be able to find out 1) how alternative assessments can be best utilized in context; 2) what cooperative learning activities can be used to assess students; 3) what are the ways to be able to use a portfolio as an assessment tool? one example of an alternative assessment offered in this module was peer feedback. for peer feedback to be effective, teachers must provide clear guidelines to students. students should know what they are looking for and how to provide feedback. teachers must know the instructions, media, and tools, what will be used, and how students work together based on expected learning outcomes. teachers can also ask themselves their role in this activity and what is each student's role? the guidance for feedback offered in this module was when preparing students for peer assessment activities; do students work in pairs or groups? teachers must also set clear parameters, clearly explaining to students what they are expected to do. then, tell students that a teacher is always on hand to answer questions if they have one. the teacher must also be a timekeeper and resource person if students need it. the teacher can walk quietly around the room while students work to ensure that students are responsible for doing assignments with their partners or groups. another example of the alternative assessment offered in this module was the portfolio. a portfolio is a compelling collection of student work for bringing some or all student work together in one place. students are responsible for placing items in the portfolio; the teacher and their parents can also view the student's progress through the portfolio. portfolios can be used for classes of any size, age, or language level. portfolios can be stored in class using notebooks or large binders and closed at the end of each semester as the student travels for the period. portfolios can also be a reference for students for future work. this module only referred to peer feedback activities and portfolios of the many types of alternative assessments. peer feedback allows students to take more responsibility for their learning, while portfolios encourage them to show others direct evidence of their learning progress. and this did not limit educators from seeking and using alternative assessments effectively. 4.4 students engagement the fourth module taught about fostering student motivation and engagement through assessment. this module helped explore how to motivate students by modifying the evaluation method. this module presented a fun and exciting idea called individual assessment cards (iac) that can be used in the classroom to help train students to adopt efficient learning strategies. therefore, the results of this module brought participants to know 1) how to motivate students by changing the type of assessment used? and 2) why might it be valuable and beneficial for students to have time to reflect on their learning deliberately? and 3) how well does the individual scorecard work in listening and speaking lessons? and how can they work on other tasks? motivating students by modifying the evaluation methods presented in this course discussed two techniques teachers could use to provide adequate assessment while creating an environment of trust, confidence, and fairness in which students feel safe to take risks. this module provided two techniques for modifying teacher evaluation procedures and increasing student motivation. first, focus on success and achievement. instead of seeing it with the critical eye of an authoritarian, the teachers should examine how their students got lucky. using progressive i-can statements to promote student confidence in writing increases the confidence of students who were unsure of their abilities. i-can statements create opportunities for students to state what they think they can do. like "i can write food names in english" or "i can write about daily activities in english." this approach is most https://doi.org/10.31849/elsya.v4i2.9755 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 168-177 https://doi.org/10.31849/elsya.v4i2.9755 how to cite this article: misnawati, m. (2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 173 effective when students are given targets, so they know what they are expected to achieve before they even start. figure 2. "i can" checklist example (open, 2021c) second, focus on student achievement where they are ranked from best to worst to show contrast, ranking, and competition. individual assessment cards (iac) as instant feedback for student training introduces students to learning strategies to support classroom management. the focus is mainly on behavior and learning english rather than products. the card lets students see how well they are progressing in any course. students collect their cards at the start of each lesson, store them during class, and return them at the end. one side of the card records absences or late arrivals, assignments and test scores, and teacher comments. the other side of the card is used for continuous encouragement and reinforcement of appropriate learning strategies in the classroom. figure 3. example of the first page of individual assessment cards (open, 2021c) figure 4. example of the second page of individual assessment cards (open, 2021c) 4.5 making assessment fun the final module in this course offered several unique and exciting alternative methods for review and assessment that will turn them into a learning experience. this module invited esl/efl teachers to have fun with students in class and to ensure that the estimates used were also helpful for assessing their knowledge. in this module, participants were taught an example of how to make exam preparation fun by turning it into a game format and will briefly discuss using feedback and peer feedback to help each other. therefore, the results of this module led participants to know how they can make assessment fun through the use of games or "gamification" activities. first, this module guided participants in conducting an effective test review while making it enjoyable for students; it was a test review by aron david mermelstein's (2016) research about "give or take?". "give it or take it?" is a fun game teacher can use to review vocabulary. this game is easy to set up and is a fun and efficient way to check quizzes, larger midterms, or finals. it can be adapted to almost any grade level or esl/efl class as long as plenty of vocabulary items are reviewed. the game takes about five minutes to prepare and lasts about 30 to 40 minutes. teachers will need a blackboard and pens, a chalkboard and chalk, or a piece of paper large enough for all players in the game to see and a pen to write on. they also need one bell or sound maker for each team. teachers then can replace an old dry marker and instruct students to tap it on the table to make a sound. in resource-limited environments, recycled paper can be used, and students can raise their hands instead of making noises. https://doi.org/10.31849/elsya.v4i2.9755 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 168-177 https://doi.org/10.31849/elsya.v4i2.9755 how to cite this article: misnawati, m. (2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 174 figure 5. sample answer key grid, including extra rounds and scores (open, 2021d) second, it guided teachers to use written peer responses (wpr) to make assessments enjoyable. written peer responses in l2 writing are made as a method of evaluation. students read each other's work and provide feedback to the author, usually by answering specific questions set by the teacher. peer responses can: 1. provide an attractive audience for student work; 2. provide immediate feedback and meaningful negotiations; 3. make each student give and receive peer responses; 4. monitor peer responses with written feedback on the fly; 5. assess student writing is more accessible with written responses; 6. save time, especially in large classes; 7. provide review material; 8. be good practice for future teachers. 5. discussion this course strengthened the position of educator as teacher and assessor in understanding the extent to which students capture what was learned from the material provided. however, no single assessment could provide sufficient information to plan teaching and learning; conditions and needs are always the leading indicators in determining the evaluation most suitable for students. the purposeful assessment made it clear where teachers and students have been, where they are, and where they are going. thus, using different types of assessments as part of instruction yield helpful information about student understanding and progress. this purposeful assessment was referred to as meaningful assessment in this module. as a participant, the author found that this module provided educators with basic knowledge of constructing a meaningful assessment considering several indicators, practicality, validity, reliability, and evaluation quoted from brown's book. it is crucial considering that the assessment model is not only used to score students' learning achievements but how the assessment provides opportunities for students to improve their final scores. meaningful assessment can boost performance, appearance, and abilities or encourage students to continue learning and become better learners (parlindungan, 2020). it was also reinforced by norris's idea that assessment should be focused, have a clear purpose, and can be evaluated. in fact, in my opinion, the use of a warmer and filler must also go through these considerations. the same thing, assessment should start from the grading cycle with the question "what do i want to know about my students?" and then move on to planning "how will i gather information to answer this question?" (barrett, 2019). the data from the assessment cycle can rely on what assessment is suitable to evaluate ourselves and our students in the learning process. the author agreed with most about this module that an essential part of teaching was ensuring students learn what the teacher taught them. because it is often easy to plan lessons, but learning activities do not go according to design. on the other hand, students may be interested and excited about the class but unable to apply what they have learned. so how do teachers know that their students are learning? the answer is to apply backward design through the collection, and the use of data from classroom learning described in this module could be obtained through summative or formative assessments. johnson (1992) cited in (connors, 2021) called this condition "polarity management,"; i.e., referred to the final product versus the work done to produce or achieve that product or should we focus on the results made by the students or on the amount of work required for the students to produce the results?. polarity itself consists of a summative or formative assessment. the interesting thing was that peer feedback and portfolios were covered in this course as part of the alternative assessment. of the many types of evaluation, why these two assessments? this module led the author to understand that they are a very effective alternative in fostering a collaborative attitude and confidence in addition to their role as evaluators. feedback and portfolios provide a better group experience to meet human interaction needs (hunt et al., 2021). in addition, feedback encouraged student motivation and engagement through assessments and portfolios, allowing students to create trust, confidence, and fairness in themselves. student engagement is a malleable multidimensional construct that combines three dimensions of behavioral, emotional, and cognitive engagement (pedler et al., 2020). it is based on the constructivist assumption that understanding is influenced by how an individual participates in learning activities (garas-york, 2020). therefore, the author strongly agrees that this assessment course featured peer feedback and portfolios as an effective alternative to evaluation. moreover, this module presented other assessment alternatives that could provide students with a unique and fun learning experience through games or "gamification." this was certainly interesting considering that assessment should act as an evaluation tool. however, it must be changed into something fun in the classroom so students can benefit from learning experiences and outcomes. as an educator, the author saw this as a reinforcement needed to restore students' enthusiasm for learning. of course, playing not only creates noise but generates new knowledge in a way that is different from normal learning conditions. classroom playing has become increasingly common because of its potential to influence learning positively. also, learning through games https://doi.org/10.31849/elsya.v4i2.9755 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 168-177 https://doi.org/10.31849/elsya.v4i2.9755 how to cite this article: misnawati, m. (2022). assessment of english foreign language learners: mooc material resume and review of online professional english network (open). elsya : journal of english language studies, 4(2), 168-177. 175 can motivate students and help them remember the material better (benton et al., 2021). assessment is the most crucial thing in seeing the extent to which student achievement is in the learning process; it must be studied more deeply by educators. the presence of the mooc organized by the open program is an additional reference for teachers in determining the most appropriate assessment for student needs. this review presents several new models other educators may not have discovered, such as the progressive i-can statement and the individual assessment card. therefore, this paper will have positive implications for teachers in selecting and using an assessment model appropriate to the needs of students and their classes. 6. conclusion assessment as the main indicator in evaluating students' success has various forms that can be applied in english learning classes. this paper summarizes the mooc course material, consisting of five discussion modules. including: first, to assess a meaningful assessment, teachers must adapt the assessment model to fit the different types of students by recognizing and understanding the components of appropriate assessments. second, teachers need to think about backward design and planning with the end in mind, covering summative and formative assessments as two important kinds of assessment in the classroom context. third, in facilitating students toward cooperative learning, teachers can use alternative assessments, peer feedback, and portfolios to show learners' achievement and ability to use the language. fourth, assessment can foster students' motivation and engagement through reflection components, i-can statements, and individual assessment cards. and fifth, assessment can be offered a learning experience through unique and engaging alternative methods, like give or take? test review and written peer response. given the lack of literature on the assessment of english language learners, especially in studies on meaningful and purposeful assessment in l2 language classes, this paper is here to fill the existing literature gap. it is about 1) how to determine a meaningful assessment, collect and use data to use the right assessment, 2) types of alternative assessment, 3) assessment in fostering students' motivation and engagement, and 4) how to switch assessments become fun is useful information that can be a reference for english language educators, efl /esl teachers, book's compiler, curriculum designer, and so are efl/esl learners. because this paper is only in the form of a review and summary of the material, it is highly recommended that further writers and researchers write and examine the application of some of the assessment models presented in this paper to see to what extent they are effectively applied in l2 language classes. references abramczyk, a., & jurkowski, s. 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(2020). on the application of cooperative learning in college english teaching. international education studies, 13(6), 62–66. https://doi.org/https://doi.org/10.5539/ies.v13n6p62 https://doi.org/10.31849/elsya.v4i2.9755 elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 174 the problems faced by physiotherapy students and their causes in completing reading comprehension section of itp toefl meladina meladina 1 and dasril dasril 2 1 universitas fort de kock bukittinggi, indonesia 2 universitas negeri padang, padang, indonesia article history received : 10 may 2021 revised : 21 may 2021 accepted : 26 july 2021 keywords toefl non-english students physiotherapy students reading reading comprehension section types of reading questions problems in reading abstract toefl is an important english test that should be taken by all university students from all the study programs in indonesia. each student needs to know all english skills tested and master those skills as well. this study was conducted to investigate the difficulties faced by non-english students, namely students of physiotherapy study program with section three reading comprehension of international testing program (itp) toefl as well as the causes of difficulties encountered. the type of this research was descriptive quantitative. using total sampling technique, all of 36 physiotherapy students in the university of fort de kock bukittinggi were chosen as the samples. the data were collected through a multiple-choice test consisting of 50 questions with four options and questionnaire. the data were then analyzed using roger’s 2011 theory on the seven types of questions of reading tested in itp toefl. the results showed that all of the students had problems with main idea (24.0%), factual question (26.1%), inference question (26.3%), vocabularies in-context (29.4%), and negative question (34.4%) (difficult questions, scanning (13.8%) and reference question (18.0%) (the most difficult questions. these problems are caused by a number of factors such as feeling panic to face long passages, limitation of vocabularies, lack of practice, and less motivation. therefore, english teachers and trainers are strongly encouraged to pay more attention to the reading problems faced by the students in itp toefl as well as the causes of the problems by facilitating and providing more study exercises and practice. 1. introduction the test of english as a foreign language (toefl) is a test used to measure the ability of non-native speaker of english in comprehending english. nurhayati, (2016)stated that toefl test is a standardized proficiency test used to measure the ability of students who use english as a foreign language. then, noviyenty(2018) claimed that toefl is a standard english test that can be accepted internationally and is used to assess non-native speaker’s proficiency in english. furthermore, educational testing service in their website (services, n.d.) explained that toefl can be used by universities in usa and has been trusted by 150 countries to assess the ability of someone in english. this statement is in line with abboud & husseinin ananda (2016) who stated that there are more than 5,000 colleges, universities, and agencies in 90 countries that accept the toefl scores as one of the required documents. in short, toefl test is a test used to measure the ability non-native speakers in english and the toefl score can be accepted by overseas universities in many countries around the world. in indonesia, toefl is an important english test that should be taken by all of the students from all of the study programs. most of the universities in indonesia recommend their students to get a particular toefl score to complete their study in the university. they may take an official paperbased test (pbt), usually referred to international testing program (itp). itp toefl test is an important english test for students due to a number of important reasons such as completing their study, continuing their study to a higher level, getting scholarships, and applying for a job. in university of fort de kock bukittinggi in indonesia, it is stated in its regulation that the students are required to take itp toefl test before accomplishing their study in that university even though in its implementation it hasn’t been fully implemented. referring to this regulation, all students in this university are expected to have sufficient knowledge and good english skills so that they can get high itp toefl scores. however, based on the researchers’ preliminary research conducted in fort de kock university bukitttinggi in 2018, from all of the students in five study programs: nursing, midwifery, physiotherapy, pharmacy, and public health consisting of 642 students, it was found that the highest score of their toefl prediction test was 486 and the lowest one was 385. the average of their score was 300 to 350. it means that most of the students got lower score in completing toefl prediction. by analyzing these data, it can be concluded that the students do not have sufficient proficiency in english. moreover, based on the interview done to a number of students who had taken the test, they http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 175 stated that they found a number of problems in answering the reading section. such problems might be caused by a number of reasons. therefore, it is important to be researched. there are a number of reasons why this research needs to be conducted. first, most of the previous researchers conducted the researches on english department students. they analyzed the ability of the english department students in completing toefl test. meanwhile, this study was done on non-english students especially health science department (physiotherapy study program) who are also recommended to take itp toefl to finish their study, to continue their study, to get a scholarship and others. the second reason is the indicators used to analyze the reading comprehension section. the previous researchers applied carrel (2006) theory that describes some aspects in reading comprehension tested in itp toefl: main idea, detail information, vocabularies and inference. however, in this research the researchers used rogers (2011)theory that has more elements in analyzing the aspects of reading comprehension in itp toefl. these reasons also make this research different from the previous researches. next, this research was also expected to give valuable contribution both theoretically and practically for efl teachers and learners. theoretically, this study is expected to enrich the existing theories about the problems faced by nonenglish students in reading comprehension part of itp toefl so that it can be used as a reference for other researchers who want to conduct further studies. practically, this study can help efl teachers and students find better strategies that can be used to improve their itp toefl score. based on this reality found in the field, it was interesting to conduct a research to find out the problems faced by the students in itp toefl especially in section three on reading comprehension, as well as its reasons. 2. literature review 2.1 reading comprehension section in itp toefl reading is one of the skills in learning a language. according to meladina (2013), reading is one of the skills in learning a language that includes a text, reader, and the interaction between both of them. furthermore, in itp toefl, reading comprehension is one of the largest and complicated sections. it has many kinds of texts and task models provided (sungatullina et al., 2016). in addition, it has many aspects of reading tested. according to sari (2019), the aspects of reading tested in itp toefl are main idea, detail information, vocabulary, and inference. the main idea is key or central thought or message. it also refers to the point or thought being expressed. then, detail information may include facts, statements, examples-specifics that may guide readers to understand the whole text. it can be called as supporting detail. vocabulary is another aspect of reading comprehension in itp toefl. students’ vocabulary knowledge is related to reading comprehension and academic success. this relationship may lead them to understand the meaning of the text. next, inference is the ability to read between the lines or to get the meaning of the writers’ implications in the text. it also requires a reader to take a note from text clues, access prior knowledge or background knowledge and predict (infer) the meaning of that text. furthermore, rogers (2011), mentioned that there are seven types of questions of reading that usually appear in itp toefl. the first type is main idea. main idea refers to a subject that may describe the whole passage or a reason why the writer writes a passage. this type of question appears about 10% of the questions in itp toefl. the second type is factual question (stated detail/detail information). the factual questions include the questions about specific information or detail information about a passage. the question may begin with where, who, when, or which one. these questions may appear 24% from all of the questions in reading section. the third type is negative question. these questions ask about the answer choice that cannot be found in the passage provided. the samples of the questions are such as “which of the following is not true about…”, “all of the following are true except…”. such questions appear around 9% in itp toefl. scanning question is another type of reading question in itp toefl. this question asks where a topic is mentioned (4%). then, inference questions ask readers to draw a conclusion based on the information they can get from the passage. the samples of the questions are such as “the author implies that which of the following is true?”, “which of the following can be inferred from the passage”. the total of type of these questions are around 12%. next, the reading section of itp toefl has vocabulary-in-context question. in this type of question, a reader is asked to identify the meaning of a word or phrase in the passage. it appears about 26%. reference question is also included in the reading test of itp toefl. this question asks a reader to find a noun to which a pronoun or other expressions refer to and appears around 10%. in short, several types of questions tested in the reading comprehension section of itp toefl are, main idea, factual question, negative question, scanning, inference question, vocabulary-in-context question and reference question. 2.2 reading difficulties in toefl for some people, reading comprehension is considered as one of the difficult sections in itp toefl. because in this section, according to antoni (2014)the students have problems in understanding the meaning of the text they read. in addition, they have problems to get the ideas from the passage provided. furthermore, maizarah (2019) states that the most difficult skill tested in reading comprehension especially in itp toefl was identifying stated detail questions. it was around 84%. then, pronoun reference, and transition questions were the other major problems encountered by students in an itp toefl test. moreover, jayanti (2016) in her research, found that lack of vocabulary was the most difficult problem faced by the students. it is because many students still depended on dictionary if they http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 176 found new words or difficult words in the text. therefore, it was hard for them to understand the meaning of the words; consequently, they got difficulties to comprehend the text well. the second difficulty is syntactic and semantic analysis. it is hard for the students to understand the relationship and functions of words within sentences. this problem is deteriorated by long sentences which make them confused and hard to create meaning from the text. the students cannot differentiate the connotative and denotative meanings of words or text. inferring lexical meanings also becomes another difficulty faced by students. it is difficult for them to understand the meaning beyond the text. some of these problems are in line with sharpe (2004) in lestari (2017) awho said that there are nine problems in the reading section of the itp toefl. they are previewing, reading for main ideas, using context for vocabulary, scanning for detail, making inference, identifying exception, locating reference, and reading faster. furthermore, the problems faced by students are caused by a number of reasons. according to halim & ardiningtyas (2018) the reasons include lack of basic skill. it means that the students have low understanding about basic skill in english such as grammar. they should know about the basic level first, include a subject, pronoun, object pronoun, verb forms, and others. lack of vocabulary may also be a cause of the students’ difficulties. it makes students hard to find the synonym in reading section. students’ lack of practice can also contribute to reading problems. it occurs since they do not apply what they have learned. the indication is that the students did not do their best in their english class so that they did not have sufficient skill to answer the reading questions in itp toefl. moreover, less motivation is another reason for the reading difficulties. it means that students join the test only to fulfill the requirement without considering their need to assess themselves in english. then, the reading problems may stem from the students’ individual differences. it is seen from the students’ personal data especially their local language that will affect their ability in english especially in toefl test. furthermore, febriani et al., (2019) said that lack of reading strategies may cause the students’ problems in reading comprehension of toefl test. the students are accustomed to looking up the dictionary if they find the unfamiliar words found in the text. these reading strategies are very crucial to be done because they not only help to understand the text but also may solve the problems (samad et al., 2017). in short, a number of reasons that influence student’s problems in completing toefl test especially in answering reading section are lack of basic skill, lack of vocabulary, lack of practice, less motivation, individual differences, and reading strategies. 3. method this research was quantitative research with descriptive design. it was designed to find out the information about the problems found in the field and try to analyze and describe it deeply. in this case, this study investigated and analyzed the students’ difficulties in completing toefl itp in reading sections as well as its reasons. in university of fort de kock, there were 36 students of physiotherapy department. using total sampling technique, all of these students were chosen as the samples. two instruments used to collect the date, namely toefl test and questionnaire. for the first instrument, the data were collected through toefl pbt designed by ets (english testing services) which can be downloaded in www.ets.org/toefl. this test was chosen since it is a reliable and credible source to measure the students’ ability in english like the real itp test. it consisted of three sections, namely the listening comprehension, the structure and written expressions, and the reading comprehension. all questions in each section were in the form of multiple choices. for the reading section, there were 50 questions that had to be answered within 55 minutes. it had five passages that covered seven types of questions: reference, inference, main idea, negative, factual, vocabulary, and scanning (rogers, 2011). this test provided the answer for the problems encountered by the students in completing section three of toefl test. the second instrument was questionnaire. the questionnaire was designed by adopting and adapting it from ananda (2016) with some modifications to suit the objectives of this study. this questionnaire was given to the students after they had finished doing the toefl test. it was used to find out the causes of difficulties encountered by the students in completing reading comprehension section of itp toefl.s after getting the data, they were analyzed through a number of steps. for the first instrument, the toefl test, the answers given by the students were checked by calculating their reading score in each item. then, the answers were classified into the correct answers and incorrect ones. after that, the percentages of the correct answers of each question were counted by using a formula proposed by sudijono (2006): 𝑃 = 𝑓 𝑁 𝑥 100 in which: p = percentages of correct answer in each indicator f = the number of the correct answers in each indicator n = total number of all of the correct answer the indicators with the lowest percentages become the most serious problems faced by students. then, the result of the percentages will be converted into classification from arikunto (2006), p. 246) which is based on the questions indicator classification shown in table 1. http://ojs.journal.unilak.ac.id/index.php/elsya http://www.ets.org/toefl elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 177 table 1. difficulty classification difficulty level (%) classification 80 ≤𝑃<100 most easy 60 ≤𝑃<80 easy 40 ≤𝑃<60 medium 20 ≤𝑃<40 difficult 0 ≤𝑃<20 most difficult for the second instrument, the questionnaire was conducted by classifying the answers “yes” and “no” for each item chosen by the participants. then, the answers given were calculated and converted into percentages to ease the data analysis and data interpretation. 4. results 4.1 test results having analyzed the data, it was found that all of the students had problems with scanning, reference question, main idea, factual question, inference question, vocabularies in-context, and negative question. its analysis result can be seen in the following table: table 2. reading section of toefl test results no types of questions total of item total correct answers percentage classification 1 vocabularies in-context 13 138 29.4% difficult 2 factual question 17 160 26.1% difficult 3 negative question 5 62 34.4% difficult 4 inference question 6 57 26.3% difficult 5 main idea 3 26 24.0% difficult 6 reference question 4 26 18.0% most difficult 7 scanning 2 10 13.8% most difficult total 50 table 2 displays the problems faced by the students in completing reading comprehension section of itp toefl. from this table, it is seen that from seven types of reading comprehension questions tested, two types of questions; scanning (13.8%) and reference question (18.0%) are in the range of 0 ≤ 𝑃 < 20 and classified into the most the difficult questions, meanwhile the other five types of questions; main idea (24.0%), factual question (26.1%), inference question (26.3%), vocabularies in-context (29.4%), and negative question (34.4%), are the range of 20 ≤ 𝑃 < 40 and categorized into difficult questions. the first problem faced by the students was scanning. this type of question was classified into the most the difficult question. from 2 items of scanning question tested, there were only 10 correct answers (13.8%) recorded. it occurred since the students faced difficulty at finding the correct information mentioned in the passage. in other words, such question was very difficult for the students. the second problem encountered by the students was reference question. such question was categorized into the most difficult question. from 4 items of reference question asked, there were only 18% correct answers. it occurred because the students had problems to find the reference of pronouns and other expressions in the passage. the third problem faced by the students was the question related to main idea. this type of question was grouped into difficult question. from 3 items of main idea questions tested, there were only 24.0% of the students could answer them well. the students faced difficulty at determining the main idea of a paragraph or passage. the fourth problem encountered by the students in reading comprehension section was factual question. this question type was classified into difficult question. from 17 items of factual questions asked, there were only 26.1% of the students could answer them correctly. that means the students had problems to find the correct answer for detail/specific information. the fifth problem faced by the students was inference question. such question was categorized into difficult question. from 6 items of inference questions tested, only 23.6% of the students could answer them well. it means the students had difficulty at making a conclusion based the information provided in the passage. another problem encountered by students was vocabularies in-context. this type of question was classified into difficult question. from 13 items of vocabularies incontext questions tested, there were only 29.4% of the students could answer them well. this means the students http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 178 had problems with identifying the meaning of a word or phrase in the passage based on its context. finally, negative question was the next problem faced by the students. negative question had the highest percentage of all items tested. however, it was still categorized into difficult type of question. from 5 items of negative questions asked, there were only 34.4% of the students could answer them correctly. it means the students still had problem to find clearly unstated information in the passage. to sum up, in this research, all of the students had problems with the seven types of questions tested in reading comprehension section of itp toefl. generally, all types of questions in reading comprehension of itp toefl were difficult for the students. 4.2 questionnaire results after analyzing the data from the questionnaire, it was found that a number of causes of problems faced by the students in completing reading comprehension section of itp toefl are feeling panic to face long passages, limitation of vocabularies, lack of practice, and less motivation. the result of the questionnaire analysis can be seen in table 3. table 3. the students’ reasons for the reading difficulties no statements yes no 1. section three (reading comprehension is the most difficult section for me 57,9% 42,1% 2. section three (reading section) is easier for me than section two and one. 31,6% 68,4% 3. section three (reading comprehension is the most difficult section for me because i have to read long passages. 73,7% 26,3% 4. i feel bored and lazy to read long passages. 42,1% 57,9% 5. i feel unfamiliar with most of the words in section three. 68,4% 31,6% 6. i feel panic when facing long english passages. 57,9% 42,1% 7. i feel familiar with english because i usually use it in my daily life. 26,3% 73,7% 8. i don’t know the function of the toefl score. 31.6% 68,4% 9. i think that toefl score is not useful for my field of study 15,8% 84,2% 10. i never apply my english in my daily life. 63,2% 36,8% table 3 shows the students’ perception toward reading comprehension section of itp toefl as well as the causes of the problems encountered by them. from this table, it is seen that 57.9% of the students regarded reading comprehension section as the most difficult section in itp toefl. they (68,4%) stated that reading comprehension was not an easy part for them. furthermore, this questionnaire revealed that there were a number of factors that influenced students’ problems in completing reading section in itp toefl. the first factor is long english passages. most of the students (73.7%) said that they had difficulty to read the long passages provided in the test. the second factor is limitation of the vocabulary. most of the students (68.4%) stated that they were not familiar with most of the words found in the passages. this condition made the students faced difficulty to understand the passage and answer the questions correctly. it indicates that the students had limited vocabulary. in other words, they had low vocabulary mastery. the third factor is lack of practice. from table 3, it is seen that 73,7% of the students were unfamiliar with english and did not use english in their daily life. it indicates that the students seldom practiced their english. in other words, they had lack of practice. the last factor is less motivation. it is seen that only 31.6% students did not know the function of toefl score. it means that more than half of the students (68,4%) knew the function of toefl score. in addition, most of the students (84,2%) knew the use of toefl score for their field of study. in short, there were a number of factors that made the students face difficulty to answer the toefl test especially in reading comprehension section. they were feeling panic to face long passages, limitation of vocabularies, lack of practice, and less motivation. 5. discussion as the test results suggest all of the physiotherapy students of fort de kock university had problems with main idea, factual question, inference question, vocabularies incontext, negative question and serious problems with scanning and reference question. scanning (13.8%) and reference question (18.0%) came as the questions types with the lowest percentages of errors, the lowest percentages become the most serious problems, faced by the students which were categorized into the most difficult questions, followed by main idea (24.0%), factual question (26.1%), inference question (26.3%), vocabularies in-context (29.4%), and negative question (34.4%), respectively, as the types of questions with the lower percentages of errors encountered by them and classified into difficult questions. firstly, the most difficult question faced by the students was scanning (13.8) %. this finding was in line with one of the findings of the study conducted by maizarah (2019) who found that most of the students had problems in identifying stated detail questions and scanning questions. in addition, these two types of questions were also classified into the most difficult questions in her research. from the result of these two researches, it can be seen that most of the students had a problem in identifying the correct information in the text. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 179 secondly, reference question was the next the most difficult question encountered by the students (18%). this finding was in line with the finding of a research done by nurhayati (2016) who found that reference question was a very difficult question for students. in her research, she found that there were only two students (8%) could answer reference question correctly. however, this finding contradicted with the finding of the study conducted by perez-amurao (2011) who found that reference questions were categorized into easy items since the students could answer them well. this difference happened due to a number of reasons. first, the type of this question was commonly found in their reading task so that the students were familiar with it. then, it required the lowthinking skills because they only made a simple matching of the term in question and its referent in the passage. referring to this last reason, it seems that reference question can be categorized into easy question since it does not need high thinking-skills so that the students do not need to think deeply. it seems that physiotherapy students in fort de kock university and the students in nurhayati's research (2016) did not have adequate english knowledge and skill particularly related to reference so that such question became one of the serious problems faced by them. thirdly, the difficult question faced by the students was main idea (24.o%).. this research result was contradictory to a research finding conducted by fajri (2019). in his research, he found that 85% of the students could answer the questions about main idea correctly. the difference between these two results of the study may occur due to the different english mastery particularly related to main idea. it seems that the students in fajri's study (2019) had better english skills particularly related to determining main idea. fourthly, the next difficult question encountered by the students was factual question (26.1%). such finding was along with the researches undertaken by maizarah (2019) and asrida (2019). in maizarah's study (2019), the problem faced by the students in identifying stated detail (factual question) was categorized into the most difficult question since most of the students had problem with this type of question while in asrida's study (2019), factual question was grouped into medium questions since not all of the students had difficulty to find the correct answer related to this question. from these three studies, it can be concluded that the students had problems with factual question with the most difficult, difficult, and medium difficulty classification. fifthly, the students had difficulty in answering the question about inference question (23.6%). this research result was in line with the research results conducted by perez-amurao (2011) and warnidah (2016). in perezamurao's research (2011), the problem faced by the students in inference question included extremely difficult question and was ranked as the second most difficult question as most of the students faced difficulty at integrating the information beyond the text provided as well as interpreting the text well. similarly, in warnidah's research (2016), inference question was classified into moderate (medium) since not all of the students had problems with this type of question. from these three researches, it can be summarized that the students had problems with inference question with the most difficult, difficult and moderate (medium) difficulty categorization sixthly, vocabularies in-context was the next problem faced by the students (29.4 %) this finding was in line with one of the findings of halim & ardiningtyas (2018).in their research, they found that most of the students had problem with this type of question due to low mastery of english vocabularies the students had; consequently, they had problems to know the synonym of the words or phrases in the passage. in addition, they did not understand what the passage discussed due to the lack of vocabulary they had so that they faced more trouble when interpreting the meaning a word based on its context without knowing the meaning of the passage. in short, most of the students had problem with vocabularies in-context question due to limitation of vocabularies they had. lastly, the problem faced by the students in reading comprehension of itp toefl was negative question (34,4%). this finding contradicted with the finding of the study conducted by maizarah (2019) who found that 77% of the students in her research were able to answer the negative questions correctly. although not all of the students in her research could answer this type of question well but most of them (77%) indicated that the students in her research had better english mastery especially regarding to finding unstated detail information in the passage. furthermore, regarding to the causes of the problems, , the questioner revealed a number of reasons why reading section of itp toefl was difficult for the students. first, they were feeling panic to read the long passage (73%) since there were five long passages available in itp toefl test consisting of 50 questions related to those passages, the students faced difficulty to read and understand them all with limited time. in this case, they did not feel lazy or bored to read but they (57.9%) felt panic to face those long passages. this finding was in line with the studies conducted by girsang et al. (2019) and jayanti (2016). in their research, girsang et al. (2019) found that the students felt bored to see the long text in front of them and it was hard for them to find the meaning of the text due to several reasons. similarly, jayanti (2016) in her research revealed that long sentences in the passages made the students confused and difficult to create meaning that is easy for them to understand. from these three researches, it can be concluded that long passage was one of the causes of the problems encountered by students in completing reading comprehension section of itp toefl. the second cause of the problems is the limitation of vocabularies (68.4%). this finding was in line with the finding of jayanti (2016) and masfufah (2018). in jayanti’s study, she found that lack of lexical knowledge is one of the problems faced by the students in reading comprehension tests. she also added that some students tried to look up the http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 180 dictionary when they found a new word so that they got trouble to understand the whole passages without checking the dictionary. likewise, in her study, masfufah (2018) revealed that most of the students did not know the meaning of the vocabularies found in the questions of toefl. these two findings as well as this current finding assert that limitation of vocabularies is another factor contributed to the difficulty in completing itp toefl particularly on reading comprehension section. the third factor that caused the students’ difficulty is lack of practice. most of the students (73.7%) admitted that they had lack of practice. in fact, in learning a language, practice is a must since lack of practice contributed to reading difficulties encountered by the students. moreover, the more someone practices a language, the more she/he masters the language. related to itp toefl test, the students had never practiced doing such kind of test. in fact, they had never done the test before so that their score of toefl test particularly on reading section became low. the last cause of the difficulty is less motivation. most of the students (68,4%) knew the function of toefl score and 84,2% of them knew the use of toefl score for their field of study. it indicates that they realized the use and the importance of toefl score that can be used for certain purposes, for example, to complete their study, to continue their study, and to get a job. although they knew the importance of toefl score, their toefl score particularly on reading section was still low. it seems that it was due to less motivation they had. they did not have strong motivation since most of their reason taking toefl test was only a requirement from their university so that they did not make extra efforts for that. the result of this research was similar with the finding of the study undertaken by dewi et al. (2015). in their study, they found that even though the students knew the importance of english and had motivation in english; in fact, their toefl score was still low. ideally, when the students knew the importance of english and had motivation in english, they should have good english skills and high toefl score. in fact, it did not happen. it indicates that knowing the importance of english and having good motivation in english does not always correlate with high toefl score obtained. based on the explanation above, it is seen that the findings of the current research have both similarities and differences with the previous researches. the similarity is that this study is along with the finding of several previous studies (maizarah, 2019; halim & ardiningtyas, 2018; asrida, 2019; nurhayati, 2016; warnidah, 2016; perezamurao 2011) that students had problems with scanning, vocabularies in-context, factual question, reference question, inference question of reading comprehension section of toefl. in contrast, the finding of this current study is contradictory with the findings of other previous studies (fajri, 2019; maizarah, 2019; perez-amurao 2011) that students did not have serious problems on main idea, negative question, and reference question. in this study, they had serious problems on those types of questions. another difference is that all of the physiotherapy students in this study had serious problems with all types of questions tested in reading comprehension section of itp toefl. from seven types of questions tested, five types of questions were categorized into difficult questions and the other two types of questions were classified into the most difficult questions. it means the test of reading comprehension section was difficult and very difficult for them. when all types of questions tested were grouped into difficult and very difficult questions indicated that all of the students did not have good english proficiency. in other words, they had low basic english mastery. hence, these problems need to be concerned. concerning with the problems encountered, it is important for the students to improve their english knowledge and skills on reading comprehension section of itp toefl by doing a number of efforts. first, the students can do exercises and practice doing reading comprehension questions models from the toefl books or other reliable material sources before taking the test so that they know the types of questions of reading comprehension tested and are accustomed to having them. then, it is better for students to always improve their vocabulary mastery especially related to reading comprehension section. although the types of reading usually change from one test to another, nevertheless there are a number of common vocabularies used either on the questions or the reading itself. it can be done through regularly practicing doing the questions of reading comprehension models, taking notes essential words, finding their meaning, and memorizing them for a couple of weeks before the test held. next, the students need to learn good strategies how to do reading comprehension test since it is one of factors that influences the toefl score obtained. nazri & wijaya (2020) found that one of the factors that made most of the students had low score in toefl was that they did not know the good strategy in doing it. most of them read whole of the text which spent their lot of time. in line with this idea, zalha & alfiatunnur (2020) explained that having appropriate strategies is one way to solve the problems in every section in toefl test, include reading comprehension section. besides, they need to change their paradigm and grow awareness that joining toefl test is not only to fulfill the requirement from their university but also to improve their english ability which provides useful prospect for their future. having such kind of thinking in their mind makes them get motivated to prepare and provide more attention in learning itp toefl particularly on reading comprehension section. furthermore, it is important for english instructors to provide more study exercises and practices on doing reading comprehension section for their students. then, enrichment especially for the types of questions which are regarded the most difficult for the students should also be given. in http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp.174-182 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 181 addition, it is better for the english instructors to provide their students with various better strategies how to answer the questions of toefl test especially on reading comprehension section. 6. conclusion based on the results of the test, questionnaire and discussion, it can be concluded that there were a number of problems faced by non-english students namely physiotherapy students in completing reading comprehension section of itp toefl the problems were scanning, reference question, main idea, factual question, inference question, vocabularies in-context, and negative question. from these problems, scanning and reference question were classified into the most difficult questions faced by the students. meanwhile, the rests, main idea, factual question, inference question, vocabularies in-context, and negative question were categorized into difficult questions. furthermore, there were a number of factors that caused the students had problems in completing reading comprehension section of itp toefl first, the reading comprehension section had long passages. then, the studsents had limitation of vocabularies. next, the students had lack of practice. finally, they had less motivation. at last, it is realized that this research still has a number of limitations. first, there was a limitation of population. therefore, the result of this research cannot be generalized to the wider population. second, the questionnaire consisted of small indicators so that it cannot explore the students’ reasons more deeply. due to those limitations, it is suggested to the next researchers to conduct further studies on other students out of english department in completing itp toefl test by involving larger subject. then, for educators, it is suggested to motivate their students to improve their ability in english especially related to itp toefl. it can be done by practicing english every day on their daily life, improving their basic skills, and searching for information about the importance of the toefl score for their future. 7. acknowledgement the authors give thanks to the physiotherapy students at fort de kock university who had participated this research. then, to fort de kock university that has given a chance to conduct the research and all of the parties who have provided facilities and assistance for the accomplishment of this article. hopefully, this article is beneficial and can be used as an input for teachers and trainers who teach english as a foreign language. constructive criticism and suggestions will be accepted to improve this for future research. references ananda, r. 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(2020). strategies in dealing with the reading section of ‘toefl prediction’: a case of aceh efl learners. ijee (indonesian journal of english education, 7, 159– 171. https://doi.org/10.17622/ijee.v7i2.17622 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i2/11929 vol. 5, no. 2, 2023, pp. 147-158 journal homepage: https://journal.unilak.ac.id/index.php/elsya 147 original research collaborative classroom action research: empowering preservice and in-service efl teachers to gain professional development arfiyan ridwan & tera athena stkip pgri bangkalan, bangkalan, indonesia article info abstract article history: received 19 november 2022 revised 7 february 2023 accepted 22 may 2023 this qualitative case study investigates the impact of collaborative classroom research on pre-service and in-service english as a foreign language (efl) teachers' professional development. one pre-service, technologically literate teacher with no formal teaching experiences and an in-service efl school teacher with adequate teaching experiences who worked in pairs to carry out a classroom action research project were the participants. they worked on the classroom problems found during internship term and attempted to find the way to overcome them through technology integration in the instruction. several data sources used to find out how the collaborative research worked are as follows: teaching journal, interview with open-ended questions, and documents needed for teaching-learning activities such as lesson plans. qualitative analysis revealed that (1) the in-service teacher felt more helped in utilizing technology, especially in the use and making of podcast for teaching listening. the teacher’s years of experience in handing teaching learning process in the class compiled the pre-service teacher’ competence as a novice teacher; and (2) the pre-service teacher obtained precious experience in practical research to become a teacher as a researcher with fresh ideas, especially in technology-enhanced instruction. challenges from both perspectives were also found in terms of workload, internship duration, feedbacks, digital literacy, pedagogical belief, and publication. the study concludes that collaborative classroom research can be a valuable tool for professional development among efl teachers worldwide. the study highlights the need for further research in this area to explore the other parties involved in the collaborative research such as other in-service teachers and university researchers. keywords: collaborative action research teacher research pre-service english teacher in-service english teacher teacher professional development vygotsky corresponding author: ridwan, arfiyan.ridwan@stkippgri-bkl.ac.id 1. introduction the issue of teacher professional development has become a part of global restoration to gain professionalism in instructional pedagogy. in indonesian context, as a means of professional development for teacher profession, an obligation of doing classroom action research has been implemented. this is in line with the view that action research is seen as powerful means to gain teachers’ professional development, or in other words, teachers accomplishing classroom-based action research frequently indicate significant improvement in instructional process (meesuk et al., 2020).since 2009, based on the regulation of the minister of state apparatus empowerment and bureaucratic reform number 16 year 2009, teachers at any school levels in indonesia are obliged to do continuing professional development, one of which is making a scientific publication. classroom action research is the most popular classroom-based research among teachers to fulfil the requirement in order to gain academic rank and professional teacher certification. in doing the classroom action research, teachers are frequently found to have difficulties in conducting the research (kunlasomboon et al., 2015; pantiwati et al., 2023; wahyuni, 2020), and to encounter the problem, https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 148 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development collaboration with other teachers are possible (anne burns, 1999; kunlasomboon et al., 2015; willegems et al., 2017). through this way, indonesian teachers are expected to do self-development in improving the classroom instructional technique and to get better career path and benefits from government. the basic reason why classroom action research is conducted is due to problem identification felt by the teachers in the class. the learning problems can be solved with the technology application as teaching aids and integration to the instructional strategy. in post pandemic time, technology plays an essential role in elt and many teachers are expected to assimilate technology into their instruction, and the main concern is the lack of preparedness among teachers to do that, especially with technological pedagogical content knowledge (tpack) (mainake & mccrocklin, 2021). it is interesting to note that from mainake & mccrocklin’s survey research, many indonesian teachers have positive attitudes to technology in classroom by using it in various types such as powerpoint, resourceful websites, and multimedia. however, their usage is only limited to the default features of the technology software or applications without expanding them in more advanced ways. teachers, especially the beginners, are confronted with issues such as classroom management, individual differences, behavioural problems, dealing with parents, and others. as a form of effective teacher professional development to address those issues, collaborative action research is possible to do (mitchell et al., 2009). the term collaboration can be longitudinal collaboration with other teachers (sato et al., 2022), pre-service teachers, and university supervisors (willegems et al., 2017). the goal of this collaboration is to develop an evidence-based answer to a mutual concern in practice that will eventually enhance pupil learning. also, participation in a systematic reflection and inquiry process contributes to empowering inservice teachers to become agents of pedagogical change through their own actions (pellerin & nogués, 2015). teachers who collaborate in action research are about to involve in the socio-cultural practices of a teaching environment or teaching community. not only can be done with other colleagues in an institution, but collaborations are also possible to do with pre-service teachers. interestingly though, in indonesia, there is a good partnership between schools and universities, especially those which are education university based. this form of partnership are based “on mutual concern to improve the learning of all parties involved (willegems et al., 2017, p. 232).” teacher research is considered an important aspect in professional development for career. classroom action research is a part of teacher research practice which has sustainable impacts to the teacher professionalism in motivation, pedagogy, and professional competence research conducted by teachers is mainly classroom-based with the objective that they can address the daily teaching problem in the class. the research conception among teachers is familiarly called action research (ar). burns (2019) highlights the terminology of ‘teacher research’ as one thing considered as a method of professional learning for language teachers which takes a socioconstructivist line in which teachers are seen as agentive actors within their own social contexts. one of the main aims of ar is to identify a ‘problematic’ situation or issue that the participants – who may comprise teachers, students, managers, administrators, or even parents – consider worth looking into more deeply and systematically (burns, 2009). the term ‘problematic’ used by burns is not to show that the teachers are incompetent in their field, but to indicate that there is a gap between the reality of what is happening in the class and what we ideally like to see to happen. it means that there is frequently problem found in the classroom teaching, and the job for the teachers is to solve the problem using their expertise and experiences through research. as a result, they begin to understand themselves more as better teachers by making better decisions and preferences when they get involved during their research because they own the autonomy (wang & zhang, 2014). there are three main reasons for teachers across the globe in doing research: (1) to find better ways of teaching, (2) to solve problems in their teaching, (3) and because it is good for professional development. this is different from the other two options, employer expectation and promotion, which gain less response. the three goals indicate that the role of teacher is of course an addressing classroom problem which eventually makes them to gain professional development. in contrast to that, there are common reasons why teachers do not conduct action research. lack of time, lack of research knowledge, and opinion that they are teachers not researchers are found in the survey. to promote professional learning, collaborative action research teams including multiple actors must be done. it is aligned with vygotsky’s zone of proximal development, establishing collaborative actions in teacher education enables pre-service teachers to learn what they are not ready to do on their own (willegems et al., 2017). collaborative action research emphases on creating inquiry atmosphere in elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 149 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development communities of practice, usually with different stakeholders functioning as co-researchers (mitchell et al., 2009). the collaboration team comprise the teachers’ colleagues or even pre-service teachers as university representatives during internship program. many authors (sahlin, 2020; emstad & sandvik, 2020; jakhelln & postholm, 2022) have discussed the significance of university–school collaboration with regard to its impacts on participants involved. willegems et al. (2017) highlight that from the partnerships pre-service teachers appear to learn more from in-service teachers. collaborative teacher research, including both preservice teacher (pts) and inservice teacher (its), requires partnerships between universities and schools that are based on the mutual concern to improve the learning of all parties involved. in addition, early field experiences in classrooms are essential to promoting the professional development of pre-service teachers (levin & rock, 2003). the field experience itself is valuable because pre-service teachers need to experience the context of schools and begin to observe the everyday happenings from a teacher perspective. this present study is intended to explore how professional development is possible to be conducted simultaneously between in-service teacher and preservice teacher during internship program. the presence of preservice teachers at schools during teaching internship brings a new concept of traditional research collaboration which is previously, commonly done among in-service teachers. both preservice and in-service teachers have strengths and weaknesses, and when they meet for collaborative research, they will complement each other. such collaboration, between preservice and in-service teachers, is under a partnership between schools and universities. indonesian colleges primarily focusing on english language education must have partnerships with schools every year for student teacher internships as well as students’ research for undergraduate thesis. through this research, the framework of such collaboration and its impact on both pre-service and in-service teachers will be revealed and investigated in-depth. moreover, teachers in indonesia must do classroom action research, especially for professional promotion, and one of the advantages of having pre-service teachers at schools is to do collaboration for research. turning to the research gaps, this research highlights two points to consider. while there may be studies on classroom action research and professional development for teachers, there may be limited research on how preservice teachers are involved in teacher collaboration for professional development. preservice teachers in the current times are seen to have good digital literacies and technological innovations. also, there may be limited research on the specific factors that promote or hinder successful collaboration in this context. further research in this area could provide valuable insights into the strategies and approaches that can be employed to support effective collaboration among teachers in conducting classroom action research. by identifying the factors that promote or hinder collaboration, educators and policymakers can develop more effective strategies for supporting teacher collaboration and enhancing the outcomes of classroom action research for professional development. 2. literature review vygotsky’s socio-cultural theory of development the sociocultural theory comes from a russian psychologist, lev vygotsky, along with his colleagues which has imposed effects on psychology of education as a whole. one of the important concepts of sociocultural theory is that the human mind is mediated which is organized by cultural artefacts, activities, and concept (lantolf et al., 2014). the two key points and influential ideas of vygotsky’s sct are (1) mediation and artefacts, and (2) genetic method. the artefacts ‘include material tools and symbolic tools (language) and their primary unit is human cognition (orland-barak & maskit, 2017). the theory indicates that the origin of knowledge construction should not be sought in the mind but in the social interaction co-constructed between a more and a less knowledgeable individual (lantolf et al., 2014). moreover, the construction of knowledge is a sociocultural mediated process affected by the physical and psychological tools and artefacts. genetic method can be explained as an approach to scientific research proposed by vygotsky in which the development of individuals, groups and processes are traced over time with the evidence of historical perspective (lantolf et al., 2014). in the ease of timespan, development surely occurs over the course of months, years, or even the entire lifespan of an individual or group, it may also occur over relatively short periods of time. the essence of vygotsky’s sct attempts to comprise the processes in which ‘learning and development’ happens and ‘social interaction’ becomes the mastermind of individual development changes. its implication for education sector is synthesized by eun (2008) into examples of professional development practices in the following table. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 150 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development table 1. professional development practices key theoretical concepts related professional development practices social interaction workshops, colloquia, seminars, mentoring, study groups internalization individually guided activities (video self-assessment, journal writing) mediation continuous follow-up support that includes the three types of mediators’ tools (materials resources); signs (newsletters and journals); and other humans (professional networks). psychological systems development of professional development programs that focus on changing teachers’ attitudes as well as instructional practices. 2.1 teacher’s autonomy in their research teacher research is considered an important aspect in professional development for career. research conducted by teachers is classroom-based with the objective that they can address the daily teaching problem in the class. the research conception among teachers is familiarly called action research (ar). burns (2009) highlights the terminology of ‘problematic’ as one thing that teachers should identify in the class and seeks for the possible solution by conducting research. one of the main aims of ar is to identify a ‘problematic’ situation or issue that the participants – who may include teachers, students, managers, administrators, or even parents – consider worth looking into more deeply and systematically (burns, 2009). according to borg’s survey of research conception (2009), there are three main reasons for teachers across the globe in doing research: (1) to find better ways of teaching, (2) to solve problems in their teaching, (3) and because it is good for professional development. 2.2 teachers’ collaborative action research to promote professional learning, collaborative action research teams including multiple actors must be done. it is aligned with vygotsky’s zone of proximal development, establishing collaborative actions in teacher education enables pre-service teachers to learn what they are not ready to do on their own (willegems et al., 2017) .collaborative action research emphases on creating inquiry atmosphere in communities of practice, usually with different stakeholders functioning as co-researchers (mitchell et al., 2009) .the collaboration team comprise the teachers’ colleagues or even pre-service teachers as university representatives during internship program. many scholars have discussed the significance of university– school collaboration regarding its impacts on participants involved. willegems et al (2017) highlight that from the partnerships pre-service teachers appear to learn more from in-service teachers. collaborative teacher research, including both pts and its, requires partnerships between universities and schools that are based on the mutual concern to improve the learning of all parties involved. in addition, early field experiences in classrooms are essential to promoting the professional development of pre-service teachers. the field experience itself is valuable because pre-service teachers need to experience the context of schools and begin to observe the everyday happenings from a teacher perspective. 3. method this study adopts a qualitative approach with a case study design. according to creswell (2005) qualitative research attempts to develop a complex portrait of the issues addressed under the study. the case study design allows for an in-depth investigation of a particular case, which in this study is the collaboration between a pre-service teacher from an english education department and an in-service teacher from a private vocational senior high school in bangkalan. two instruments were used in this study: interview and document analysis. five open-ended questions were given to both teachers, focusing on the contribution of collaborative action research towards their professional development. the questions covered the stages of before, during, and after the research, as well as any challenges faced during the collaboration. data were also collected from teaching journals and lesson elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 151 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development plans. the data were analysed qualitatively, following creswell’s (2005) method of data analysis, which aims to develop a comprehensive portrait of the issue under investigation. the in-service teacher has ten years of teaching experience and is one of the experienced and senior teachers at the school. the pre-service teacher is a sixth-semester student from the english education study program and has completed a pre-apprenticeship course, which included peer teaching and microteaching programs. the pre-service teacher was deployed to the in-service teacher's school to assist with teaching and other academic or instructional activities, including collaborative action research. the study was divided into four stages: preparation, identification of the current situation, doing the research, and reflection. during the preparation stage, the research program was introduced to the school, the pre-service teacher, and the headmaster. consent letters were obtained from the headmaster and the teachers. the identification of the current situation aimed to get a picture of the teachers' perceptions of action research and how they have been doing it with pre-service teachers. the collaborative action research project started in the third stage, and the final stage focused on investigating the impact of the collaboration on the teachers' professional development and students' learning. this study has limitations, such as the small number of participants and the unique case, which may limit the generalization of the findings. however, the aim of this study is to provide a voice of professional development practice happening in a school setting, and it contributes to the growing body of literature on collaborative classroom-based research. 4. results on this section, the researcher elaborates more attention in finding out how collaboration between inservice teacher as the experienced, established teacher at a vocational senior high school and pre-service teachers. this research is to explore the possibilities of conducting professional development simultaneously between in-service and pre-service teachers during the internship program, and to identify the challenges that arise during the collaboration action research process. the research questions guiding this study are: (1) how is professional development possible to be conducted simultaneously between in-service teacher and preservice teacher during internship program? and (2) what are the challenges faced by both pre-service and in-service efl teachers when doing the collaboration action research? by addressing these research questions, this study seeks to contribute to the development of effective professional development practices that enhance the collaboration between in-service and pre-service teachers in the context of efl education. 4.1 manifestation of professional development towards pre-service teacher collaborative action research requires clear roles to distribute the assignments on the implementation. this is not just a collaboration between the two. it turns out that during the research the pre-service teacher acted as the co-researcher as well as the observer. this means that her role lies as the second person assisting the main researcher. “as a student assisting the research, my role is as a co-researcher and observer. i helped the teacher prepare the whole instruments used in the class. i also gave ideas of teaching that became the strategy used during the research.” (preservice teacher / interview / q1) it is apparent that the pre-service teacher assisted the in-service teacher on the document preparation process. the main teacher gave open opportunities for the novice teacher to get involved in designing and making instruments that they would apply on the research. despite being in apprenticeship, the pre-service teacher got opportunity to be practically involved in the real classroom-based research. “the collaboration benefited me in terms of initial research experience. this was my first-time classroom-based research. i had a new experience how to do classroom action research. i could involve designing a teaching scheme, and how to overcome listening problem in the class. this was done with the mentoring from the in-service teacher.” (preservice teacher / interview / q2) based on the interview answer, it turns out that the mentor teacher gave the main guidance to address the listening problem faced by the pupils. the preservice teacher attempted to show her authority and right to give ideas of teaching strategy to be applied in the class. from the answer, there is one significant measure elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 152 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development named mentoring. mentoring could be a model in which a less experienced teacher is accompanied by a very experienced teacher with the hope that the discussion or mentorship can yield sharing of ideas effective practice, reflection on current methods, on-the job observations, and strategies for improvement 4.2 manifestation of professional development towards in-service teacher the manifestation of professional development done by the experienced, in-service teacher was seen on the reinforced practice of the research itself. from the research finding, it was revealed that the in-service teacher was not quite literate with the use of technology on language teaching. the reinforcement gained by the in-service teacher is the presence of the preservice in providing good suggestions towards what best practices that could apply to the collaborative research. “frankly speaking, i am not too updated with the advancement of technology. i could only operate basic technology media such as powerpoint slides, operating video plater, and music player. with the collaboration, i was benefited by kudriyah (pre-service teacher) to provide new method, strategy, or media that i would use in the research. i implemented the use of podcast as her idea to teach listening.” (in-service teacher / interview /q3) in line with that, technology utilization was confirmed with the use of podcasting towards the collaborative research on the documentation, i.e. from the lesson plan and research journal. as it was stated before, this idea of implementing this technology was derived from the preservice teacher. the lesson plan composed had learning objective of understanding oral functional and monologue descriptive text in listening skill. the teaching topic raised in this action research was about describing people and things, and the preservice teacher utilized podcast audio files. “i got an advantage with this collaboration. i got new ideas of teaching with technology, especially listening to attract students’ attention for the english subject, especially for listening lesson. vice versa, i could guide or mentor the pre-service teacher how to teach listening effectively based on my teaching experience. previously, i have never done a serious research activity. i just did an informal research practice. the presence of pt in my class could assist me to remind the research stages, to give fresh ideas, and to complete my limitations.” (in-service teacher / interview / q4) 4.3 challenges from both perspectives “preparing many instruments is quite challenging for me. i needed to prepare the tests, observation sheets, and lesson plans. the administrative tasks are more complicated than i expected.” (preservice teacher / interview /q5) the positive thing was that the pre-service teacher could be more getting valuable experience in preparing teaching kits before the research. however, it was seen that there were less feedbacks while and after the research accomplishment. communication becomes crucial when both teachers perform collaboration for their professional development. yes, the teacher had already given the guidelines and mentoring about the lesson plans and assessment sheets, yet the pre-service teacher could still feel more burdened. nevertheless, this is still a positive thing to note. limited time allotment for the apprenticeship also becomes a challenge for the pre-service teacher. 30-day period of apprenticeship was seen inadequate to adjust or adapt the situation to perform collaborative action research. “the only challenge that i faced was that i could not fully master the use of podcast in the listening lesson. even though i have learned how to use it before, i sill got difficulties in operating it from my laptop. i still needed the assistance of the pre-service teacher to implement it in the class.” (in-service teacher / interview / q5) from the perspective of in-service teacher, it was found less mastery of technology-enrich learning. teacher in the 21st century with digital era, just like today, is required to master the advancing of technology in english language learning. it seems that technology integration, including tpack-based, is inevitable in efl classroom. the widespread of cutting-edge technology products, especially the digital ones, has been very common in post-pandemic period. last, it turns out that the in-service teacher needs more guidance to publish the research results. it cannot be done with the apprentice pre-service teacher with the lack of experience in publishing works of research articles. the role of another party could fill this gap, such as university instructor with publication experiences. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 153 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development table 2. challenges faced during collaboration pre-service teacher in-service teacher being given responsibility to prepare teaching kits and instruments less mastery of technology-enrich learning limited time allotment different pedagogical beliefs or perspectives may occur less feedbacks given need more guidance to publish the research results table 2 presents the challenges faced by both pre-service and in-service efl teachers during the collaboration action research. there are various obstacles that may impede effective collaboration from the views of pre-service and in-service teachers, such as communication barriers, time constraints, and differing opinions. furthermore, it shows that pre-service teachers may struggle with taking the lead in the project, while in-service teachers may find it difficult to adjust technological capability and to balance their existing workload with the demands of the research. it has been found that from the research, in-service teacher tended to give more freedom to the pre-service teacher in terms of preparing the required things before the research. the pre-service teacher felt to be more given more workload in preparing teaching kits and assessment sheet. in this study, the collaboration between an experienced in-service teacher and a pre-service teacher in a vocational senior high school was examined. the findings show that the pre-service teacher acted as a coresearcher and observer and assisted in the document preparation process. the mentoring and guidance provided by the in-service teacher helped the pre-service teacher gain new experiences in classroom-based research. additionally, the in-service teacher was benefited by the preservice teacher’s suggestions towards using technology for language teaching. however, challenges such as limited time allotment for the apprenticeship and lack of feedback were encountered. it can be said that this collaborative research is beneficial for both parties in terms of their professional development. 5. discussion classroom action research is a powerful tool for promoting professional development among both inservice and pre-service teachers (mertler, 2017; burns & rochsantiningsih, 2006). by working together, these educators can collaborate on projects that focus on improving student outcomes and enhancing their own teaching practices. through the process of conducting research, these teachers can develop new skills, expand their knowledge base, and gain a deeper understanding of teaching and learning. in addition, this type of collaborative research can help to bridge the gap between theory and practice, as pre-service teachers bring fresh perspectives and in-service teachers offer practical insights from their classroom experience. professional development is not merely aimed for teachers who are already in service or on duties. preservice teachers who are taking part on internship program need to perform professional development as well. for in-service teachers, continuing professional development as a integral part of professional development is a dynamic process which leads to external and internal behaviour and condition, either conducted personally or contractually (yang, 2021). this is due to the motivation of the teachers themselves in doing the professional development, although in some places, cpd is done mostly because of an obligation from workplace in terms of job requirements instead of personal drive (bernardo et al., 2020). on the other side, in-service teachers are required to perform continuing professional development as they need to initiate professional development as novice teachers. it can be seen from the findings that the outcome of preservice teacher is in the form of implementation of new instructional strategies, assessments, and technologies (rutten, 2021). collaborative action research is another means of professional development that can be done among teachers (nurhasanah et al., 2020), including with preservice teachers (levin & rock, 2003). collaboration action research can be an alternative way to meet the two characteristics between pre-service teachers and in-service teachers (zhu, 2022). preservice teachers tend to have characteristics such as fresh ideas, idealistic, energetic, and knowledge updated. in-service teachers, however, tend to have characteristics like experienced and senior. these two kinds of teachers have strengths and weaknesses and when the collaboration begins, they can fulfil the gaps each other. in other words, in-service teachers may have years of teaching experience and a deep understanding of classroom dynamics, but they may be less familiar with elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 154 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development new technologies or innovative teaching approaches. on the other hand, pre-service teachers may be more tech-savvy and open to trying new teaching methods, but they may lack the practical experience and knowledge of classroom management that comes with years of teaching. the collaboration obviously supports initial and improvement of professional development, ideas sharing of new teaching methods, and teacher motivation (havu-nuutinen et al., 2019). collaborative action research assists pre-service teachers to train themselves in terms of reflective abilities in professional development practices when taking part in a learning community filling the gaps left by the absence of some tutors’ good examples (qing-li et al., 2019). what it means as reflective abilities is that both pre-service and in-service teachers must have soft skills of reflecting themselves what they have accomplished and what they have not. the capability in evaluating themselves is also a part of reflective abilities. when given an opportunity to do more during the collaboration, the pre-service teacher attained more appreciation. the pre-service teacher could thrive her confidence in her ability to problem solving (gutiérrez et al., 2019). this indicates that the typical characteristic of pre-service teacher is full of updated ideas especially with technology. the pre-service teacher has extensive knowledge in terms of technology in language education. moreover, preservice teachers must be trained to have a more technology-literate competency when learning in higher education institution, one of which is through the teacher education program that emphasised on the technology-enriched teaching (raulston & alexiou-ray, 2018). one of the benefits of doing such collaboration is both teachers could gain more engagement in their own role, one of which is mentor-mentee relationship. this is significant for the individual confidence and resembles a key factor for initial teacher education for pre-service teacher (wilson & huynh, 2020). with the roles of tasking shared between them, the research project helped them to create mentor-mentee relationships that are more meaningful dan mutualistic in collaboration (levin & rock, 2003). it is suitable with the concept of vygotsky’s zone of proximal development, establishing collaborative actions in teacher education enables pre-service teachers to learn what they are not ready to do on their own (willegems et al., 2017). as the ‘inexperienced’ teacher with practical, empirical actions in the class enables the preservice teacher to get an advantage to do what she could not do alone. the emphasis on collaboration is the key, in which professional development is sustained overtime through the collaboration itself (jacobsen, 2019). from the interview response, it seems that the in-service teacher emphasized that the advantages were felt not only for her, but also for the pre-service teacher. beside the advantage of fresh ideas of technologyenrich teaching, the in-service teacher could do mentoring as she mentioned the word ‘guide or mentor’. through mentoring, both in-service and pre-service teachers may have prospects to do self-reflection, escalate their successes, have some improvement on their performs, and learn from others’ practices as well as helping each other (purnamasari, 2020). also, mentoring is also one model of professional development from sociocultural perspective (lantolf et al., 2014). mentoring could be done either on co-teaching practices (howlett & nguyen, 2020) or in collaborative action research (gibson, 2016). the preservice teacher stated that she was given an opportunity to expand the ideas of teaching strategy or teaching aid on the research. it indicates that the preservice teacher experienced a social interaction as a part of mentoring (eun, 2008) in professional development of vygotsky (paesani, 2020). mentoring can be in the form of guiding pre-service teachers to teach with the basis of teacher education reforms (orland-barak & wang, 2021) and also mentoring teachers in doing classroom action research (dewi, 2021). what happened during the research finding was that the in-service teacher mentored the pre-service teacher with the experienced the teacher have had. the in-service teacher teaching experience in the process of conducting classroom action research. both parties were benefited on each portion. as what békés (2020) has suggested that mentoring is twodirection activities which benefit both the mentor and the mentee, yet the positive points gained from the mentorship should be recognized institutionally and the practice should be prolonged. basic mastery of call approach just like using ppt slides, videos, and music players is a basic skill of typical teacher in urban areas in indonesia. despite so, that is still valuable and helpful for teaching efl with basic it skill. in post pandemic time and with the rapidly updated technology development, the need of high technology literacy among teachers is inevitable. the use of mobile-assisted language learning platforms, technology-mediated tasks (zainuddin, 2023) as well as artificial intelligence (ai) (mills et al., 2022) can be a great option. to support contextualized and immersive experiences with learning materials, virtual reality videos are also worth being considered (huang et al., 2023). despite so, the limitation was addressed by involving the pre-service teacher to collaborate each other to deal with the weaknesses. in these current times, this is commonly accepted that all empowerment must have critical thinking capability, team elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 155 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development player, collaborators, users of technology, and personal drive of lifelong learning (martinovic et al., 2019). the in-service teacher, at least, was align with collaborators and technology users. running collaboration research, and at the same time, performing professional development together apparently has difficulties faced by both teachers. difficulties seem to happen during the practice of collaboration. from the practices of collaboration such as collaborative learning as studied by le et al. (2018), one of the challenges faces is the pre-service teachers’ lack of collaborative skills. as the initial teacher, that is normal happens a lot with the stigma of ‘inexperienced’ label. however, that is the where the professional development occurs. despite so, the pre-service teacher often sees herself as an assistant instead of co-researcher. this is in line with what willegems et al. (2017) found in the study. also, it is added by willegems et al. (2017) that the inservice teacher as the mentor teacher has limitations in feedbacks and joint reflection. despite an obvious professional development conducted by both teachers, this present study has several constraints. the main concern is that the research collaboration period really depended on the internship duration. the pre-service teacher involved in this study is in the program as a part of curriculum in the study program at the university. with the limited time allotment, the research timespan could not be very long. also, this research was conducted in a single school with the category of private school. this, of course, cannot be generalized into other kinds of schools such as public or vocational schools. further research should be extended to multiple case design and find out how collaborative action research between preservice teachers and in-service teachers in different kinds of schools such as public, religious, or even vocational. based on the findings discussed earlier, it can be concluded that professional development is an essential part of both pre-service and in-service teachers' development. the study shows that pre-service teachers can benefit from professional development by collaborating with in-service teachers through action research. collaborative action research provides an opportunity for pre-service teachers to develop reflective abilities, increase their confidence, and acquire updated knowledge, particularly in technology-enhanced teaching. the study also indicates that mentor-mentee relationships are significant for initial teacher education for preservice teachers. in-service teachers can serve as guides or mentors to pre-service teachers by sharing their experiences, knowledge, and practices. furthermore, professional development can be sustained over time through collaboration, mentoring, and continuing professional development. 6. conclusion in conclusion, this research has explored the impact of collaborative classroom research on pre-service and in-service english as a foreign language (efl) teachers' professional development altogether. it demonstrates how collaboration in conducting classroom action research can enhance the quality of teaching and learning in the efl classroom. by working together to identify and solve classroom problems through technology integration, the pre-service and in-service teachers were able to share their knowledge, skills, and experience, resulting in a more effective and efficient learning environment. the case study identified separate problems experienced by the teachers; workload, internship duration, and feedback of research was experienced by the preservice teacher, while the in-service teacher encountered the issue of high technology literacy, pedagogy perspective, and publication follow-up. technology-mediated tasks, mobile assisted language learning platforms, and artificial intelligence are likely to support language learning, but professional development of both is reached with their own portion as a novice and senior teacher. this research highlights the need for more collaborative research in the field, particularly as a means of promoting professional development among efl teachers worldwide. the findings suggest that collaboration can help to bridge the gap between theory and practice and promote the development of more effective and innovative teaching practices. also, this research emphasizes the importance of technology integration in the efl classroom. by using technology to enhance instruction, teachers can create more engaging and effective learning experiences for their students and help to prepare them for success in an increasingly digital world. there is a need for further research in this area, particularly to explore the impact of collaborative classroom research on other parties involved, such as other in-service teachers joined in teacher forums and university researchers. additionally, more research is needed to explore the challenges and limitations of collaborative research, particularly in terms of workload, internship duration, feedback, digital literacy, pedagogical belief, and publication. despite these challenges, the research demonstrates that collaborative classroom research can be a valuable tool for professional development among efl teachers. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 156 collaborative classroom action research: empowering pre-service and in-service efl teachers to gain professional development references békés, e. á. 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(2022) claimed that children who begin learning a new language need time to become acclimated to its sounds and rhythm. it becomes the reason for offering kids a fun learning environment. when games are offered and used during learning activities, a fun environment may be created that makes learning more engaging. the attractive learning environment will effectively motivate the student. before they attempt to produce a new language, children require encouragement and approval from their social surroundings. it has been shown in numerous studies that using electronic-based media helps students' vocabularies. a study which involved the usage of flash application shows that there is an improvement of students’ vocabulary mastery after taught by using the media in learning (ukkas et al., 2019). furthermore, a development of interactive multimedia using vn (vlognow) and powerpoint also effective for teaching english vocabulary to young children (susantini & kristiantari, 2021). android is widely used and relatively simple to access. teachers can use it to create lessons that are compatible with android-based smartphones and other mobile devices. both synchronous and asynchronous information can be transmitted using android smart devices for learning persada et al., 2022). previous research has suggested that android -based learning media will shift monotone learning into varied learning. using android will make it easier for users to learn something, this is because users can access the material, test the ability through applications on android wherever and whenever (zatulifa et al., 2018). in general, kindergarteners are taught based on a monthly theme that has been chosen. this means that the learning provided must be systematic and holistic. no concept-based media that is specifically created for early english learners has yet to be discovered. therefore, this study was designed to develop androidbased application to suite the teachers’ need of bilingual materials in teaching the kindergartens. the application being developed is named ‘expose: excellent partner to study english’. the researcher wanted to develop an android application for the introduction of english, especially vocabulary in early childhood education as an interesting learning medium to help children in the learning process. the development of this application is limited only in introducing vocabulary in the context of word meaning, pronunciation, word form which includes listening and repetition and written forms. word meaning is oriented towards discussing the meaning of a particular vocabulary. pronunciation trains the correct pronunciation or pronunciation of vocabulary. listening and repetition are correlated with the repetition of the word heard. written form knows the written form of a vocabulary. it is hoped that this android application can motivate and attract children's interest when learning. 2. literature review learning media is one of the external aspects that greatly affects success during learning activities. learning media is used for the process of interaction between educators and children so that it can take place effectively, so that children can more easily master the material from the teacher with media encouragement. a good media is a media that can represent the delivery of the material taught. therefore, it is necessary to look up for theories related to the materials before developing a media. learning media consists of various kinds such as learning videos, power points, props, games, etc. educational games are games that are specifically created as a learning medium to convey material through audio, writing, photos, videos, and animations that can be done by playing while learning easily. educational games can be used in providing interesting teaching and making children happy when learning (purnomo, 2020). the android application is one of the output bases that can be selected in the development of educational games. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 3 expose application: a development of learning media for optimising young learners’ english vocabulary 2.1 language acquisition language acquisition is an ongoing process in the brain of a young child when he gets his first language, namely his mother tongue. they were born without a language, but by the time they were 4 or 5 years old, thousands of vocabularies, phonological systems, and complex grammatical had been mastered. as contained in the ministry of national education no. 58 of 2009 states that children in the age of 4-5 years already have skills within the scope of language acceptance development, can express, as well as the realm of literacy (adriany & saefullah, 2015). when accepting language, they have been able to listen to the sentences that others say, understand commands, understand a story, and are able to recognise the treasury of adjectives. when it comes to language disclosure that is related to speaking skills, these children have been able to repeat simple sentences, express their feelings, mention a few words they are familiar with, express their opinion, express a reason and have been able to retell something they heard and knew. then the last is in the scope of literacy development, they can recognise various symbols, know various sounds, be able to make scribbles and imitate a letter (hidayah et al., 2021). according to the theory of nativism, a child does not depend very much on the influence of environmental language. the theory of nativism was first coined by chomsky (1957) who argued that the mastery of language in children is natural. according to chomsky, children are born equipped with a language acquisition device (language acquisition device) known as lad. this device is considered to be one of the parts of physiology that exists in the human brain that functions as a language processor, and belongs only to humans, therefore only humans can speak (zghair, 2021). this theory is supported by the theory of special language ability by lenneberg (1967) in which language is concerned with the problem of the relationship of language and thought. lenneberg states that humans have a biological inheritance (already carried from birth) in the form of their ability to communicate with verbal language and that ability has nothing to do with intelligence or thinking (hoshi, 2017). in contrast to the theory of nativism, the view of behaviourism argues that the mastery of language in children is "bribery". skinner likens learning a language to verbal behaviour. for him, children are born with an empty state of mind or a flavoured tabula. the child acquires language through the stimuli given to them and the child's response is conditioned through reinforcements. positive responses will be conditioned through positive reinforcement such as reward or praise and vice versa for negative responses conditioned by punishment (nor & rashid, 2018). similarly, vygotsky revealed that there is a relationship between the environment and language acquisition (rublik, 2017). according to him, language is the formation of communication through social interaction which can be considered as the main contributing factor to children's language development (dastpak et al., 2017). the theory of behaviourism highlights aspects of linguistic behaviour that can be observed directly and the relationship between stimuli (stimulus) and reactions (responses). effective language behaviour is to make the right reaction to stimuli. this reaction will become a habit if the reaction is justified. in addition to the two theories above, rod ellis argues that formal types of language acquisition can get better output (syaprizal, 2021). the formal thing in question is to take place in the classroom with the guidance of a teacher, material, media and learning aids that have been well prepared and carried out intentionally or consciously. based on the theories described above, children's language acquisition is a process of language acquisition in children. the stage of acquiring the first language is the mother tongue and the second is and the foreign language. in addition to mastering the language, children also master bilingualism, both indonesian regional languages, english, and other foreign languages. the more languages a child speaks, the more aroused the child's language intelligence will be. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 4 expose application: a development of learning media for optimising young learners’ english vocabulary 2.2 children’s vocabulary skills vocabulary is a stock of words available to a person. vocabulary terms can refer to all words in an entire language, to words or phrases used in certain variations such as dialects, registers and terminology (lelawati et al., 2018). vocabulary learning as an important thing for aspects of foreign language learning with an emphasis on the meaning of new words (afzal, 2019). children experience a rapid period of development of speech and vocabulary when they are 3 years old. this spike in vocabulary or vocabulary spurt includes mastering the addition of word pronunciation and combining words into sentences. the child's mastery of vocabulary increases greatly as he learns new words and new meanings. children over 3 years old can generally pronounce more than 2500 vocabulary words (ahada, 2021). on the australian parenting website raisingchildren (2022) said that children understand more words than they can say and can learn as many as 5-10 new words every day. tian (2018) also argues that children learn languages very quickly, and between the ages of 2 and 6 they learn an average of 10 new words every day. this is in line with the finding that children learn about eight new words a day from the age of 18 months to about age 6 (graham, 2018). vocabulary mastery includes form, pronunciation, word meaning and usage. the aspects of vocabulary mastery assessment that are emphasised in the form section include those related to listening to and repeating things listened to, listening to specific phonological information, the sound of vowels and consonants, the number of syllables and sound pressure patterns, observing written forms (the first and last letters), spelling collections, paying attention to grammatical information, and copying and organising related vocabulary. in the pronunciation section, the thing that is emphasised is about the pronunciation or pronunciation of vocabulary. a person's mastery of vocabulary is said to be good if they are able to pronounce vocabulary correctly. word meaning is related to the meaning of vocabulary as well as its relationship with other vocabulary concepts. one of the things that determines a person is said to master vocabulary is his ability to understand the meaning or meaning of vocabulary. part of usage is focused on the use of related vocabulary. 3. method this study uses research and development or r&d. this technique is an approach to making new products or making improvements to a product (wynarti, 2018). the purpose of this study is to determine the development, feasibility, and effectiveness of application to introduce english to children aged 5-6 years. the design of this study used the assure model. according laili et al. (2020) the assure method was first created by heinrich in 2002 as a core learning model in the field of technology. this model was chosen because it includes all elements, not only focusing on the design and implementation of a medium but involving student participation to optimise the benefits provided. figure 1. assure model concept elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 5 expose application: a development of learning media for optimising young learners’ english vocabulary this research was conducted in six stages, i.e., analyse learner characteristics, state objectives, select media and materials, utilise media and materials, require learner participation, and the last stage evaluate and revise. at the utilise media and materials stage, the product of ‘expose’ validated by expert of content and media. the outcomes are transformed into a five-level scale of product achievement. furthermore, at the require learner participation stage, this media carried out in a limited group of experiment, 20 children from lampah, gresik. all 20 of these kids are members of group b. the choice of school was made with the knowledge that it has exposed students to english as a foreign language (efl) so that they were not unfamiliar with learning a language. to determine the effectiveness of the media, data analysis was carried out to calculate the pretest and posttest. the data were analysed through non-parametric techniques through the wilcoxon signed rank test (triwiyanti et al., 2019). 1) analyse learner characteristics at this stage, researchers conduct interviews to find out the existing problems. the interview was used to find detailed answers from kindergarten teachers in the gresik area as research respondents. the specification includes the use of learning media and the problems that exist when teaching english to children 5-6 years old. referring to the results of the interview, it was found that children generally feel happier and easier to understand english through the use of media. however, the reality that occurs is the lack of material and media that is specifically for those who want to learn english at an early age that is in accordance with the concept of teaching (thematic). 2) state standards and objectives at this stage, researchers compile the targets to be obtained and adjust the teaching material to the scope of english vocabulary in children aged 5-6 years. one such theme will consist of stories, vocabs, and performers that can help in stimulating the child's english vocabulary. the target set is that children can master 8 new vocabularies in one theme to be learned. the selection of a vocabulary target of 8 words is based on gletman's opinion that the average child learns 8 new vocabulary every day (de wilde et al., 2020). the chosen vocabulary is a vocabulary that is related to daily life with children so that children are expected to learn it more easily. the first theme contained in the expose application is about family where the target words that children can learn are mother, father, cake, bake, read, book, ball, and doll. the second theme is about playing with friends with the words house, bedroom, friend, butterfly, playdough, crayon, car, and flower. the target of this application is that children can master vocabulary in the context of word meaning, pronunciation, word form which includes listening and repetition and also written form. 3) select strategies, technology, media, and materials researchers chose new media, namely media based on android applications. in the early stages of making this application, namely compiling material designs, followed by designing scenarios in the form of storyboards. storyboards are useful as a guide so that the stages make the application easier. then, to find out the quality value of the application used; an assessment instrument is compiled. here is the instrument of the observation sheet in the child: table 1. observation instrument indicator score children are able to repeat english vocabulary according to the example in the expose application. the child is able to pronounce english vocabulary with a clear articulation. children are able to read english vocabulary with proper pronunciation. children are able to interpret english vocabulary into indonesian correctly. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 6 expose application: a development of learning media for optimising young learners’ english vocabulary children are able to translate indonesian vocabulary into english appropriately. the child is able to show the image according to the audio referred to in the expose application. children are able to choose images according to the word referred to in the expose application. the assessment of each instrument is measured using a rating scale with the score of 1 to 4. in this study, a score of 1 was interpreted as bb (undeveloped), a score of 2 means mb (starting to develop), a score of 3 is bsh (developing as expected) and a score of 4 is interpreted as bsb (developing very well). later the minimum score that can be obtained is 7 with a maximum score of 28. valid and reliable instruments are needed to obtain reliable research results. valid means that the instrument can be used to measure what should be measured. reliable means that if the instrument is used multiple times to measure the same object it will produce the same data as well. validity and reliability tests need to be held on the measuring instruments to be used in the study. this test was tested in a different place with the same characteristics as the study site. instrument testing used a sample of 20 children. the results of testing the validity and reliability of the indicators in this study all used the spss statistics 25.0 computer program tool. 4. results the following provides an explanation of development outcomes using the assure approach. this section will explain the next three stages, i.e., utilise media and materials, require learner participation, and the last stage evaluate and revise: table 2. instrument’s validity result item rscore rtabel 5% (20) sig. criteria 1 0.886 0,444 0.000 valid 2 0.893 0,444 0.000 valid 3 0.717 0,444 0.000 valid 4 0.871 0,444 0.000 valid 5 0.896 0,444 0.000 valid 6 0.703 0,444 0.001 valid 7 0.793 0,444 0.000 valid the validity test results show that all instruments have a calculated r score > r table. this can be interpreted to mean that the 7 existing instruments are declared valid. table 3. instrument’s reliability result cronbach's alpha n of items .918 7 the reliability test results showed that all instruments had an alpha cronbach coefficient score of 0.918. thus, the instrument used as an observation sheet is considered reliable because it has a score higher than 0.6. 1) utilise media and materials at this stage the researcher uses new media (application), the media used is android applicationbased in the form of audio-visual material used based on the capacity of children aged 5-6 years in elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 7 expose application: a development of learning media for optimising young learners’ english vocabulary the scope of english. this step is the stage of producing predetermined application. the following are examples of activities offered by ‘expose’. figure 2. opening page the opening page on this expose application as the initial display to start with the 'start' button then continued with the theme menu. figure 3. theme page this theme page consists of several themes that can be chosen by the child. the purpose of this theme page is variations so that children do not get bored with a theme. the given theme has an equivalent level of difficulty and is not tiered. this is in accordance with the original purpose, namely as a medium for introducing english vocabulary, so that all vocabulary selected in the theme is an easy vocabulary and close to the child. in one theme there will be stories, vocabs, and games. figure 4. menu page elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 8 expose application: a development of learning media for optimising young learners’ english vocabulary this menu page displays a selection of activities contained in one theme, namely story, vocab, games. figure 5. story display the story menu features an illustrated story equipped with audio. the purpose of the story is to introduce vocabulary in the form of sentences so that children know the concept of words. figure 6. vocab display in the vocab menu there is an image that when touched will appear writing and sound. the goal is to introduce vocabulary one by one so that children can focus. the vocab menu can also train children's english pronunciation with sprawling pronunciation. due diligence aims to obtain product validation and expert advice. the data is obtained through validator answers in the questionnaire. then to calculate the validation from the experts the formula used is as follows: 𝑃 = σx 𝛴𝑖 𝑥 100% description: p : percentage of feasibility σx : total value obtained σi : total maximum expected value 100% : constant number the feasibility level of this game is measured through the validity criteria, namely: elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 9 expose application: a development of learning media for optimising young learners’ english vocabulary table 4. product feasibility level no. percentage feasibility description 1. 81% 100% very good much needed/ very worth it 2. 61% 80% good needed/worthy 3. 41% 60% fair sufficiently needed/ decent enough 4. 21% 40% not good less needed / not worth it 5. 0% 20% very not good not needed / not worth it after the design and application of expose are completed, proceed with conducting due diligence from validators to find out the feasibility of the application to be applied to children. the value of the overall percentage of validation of experts is 96.49% and is at the interval of 81% 100%. in accordance with the product feasibility range by hasan et al. (2013), the results of the expose application validator assessment are in the category of very good and very feasible or urgently needed. the details of the score assessment can be seen in figure 7 and figure 8. figure 7. material expert result the results of the material experts have given a review get a percentage of the value of 96%. the percentage obtained is included in the category of very appropriate and information is needed. so, in terms of material, this expose application is suitable for children aged 5-6 years. 1 0 2 0 2 0 1 0 1 8 2 0 m a t e r i a l s u i t a b i l i t y c o n t e n t p r e s e n t a t i o n p u r p o s e m a t e r i a l e x p e r t r e s u l t maximum score expected score obtained elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 10 expose application: a development of learning media for optimising young learners’ english vocabulary figure 8. media expert result the acquisition of assessments from media experts on the products developed received a score of 98%. that percentage is very good, and the information is very decent. thus, in terms of media assessment, it can be concluded that expose application is suitable for use in introducing english vocabulary for children aged 4-5 years. 2) require learner participation this stage is carried out by involving students directly in teaching and learning activities. the participants are 20 children those aged 5-6 years (group b) at lampah, gresik. test the effectiveness of the product used is pre-experimental design (nondesign) research type one-group pretest-posttest design. the trial process begins with a pre-test, then treatment is carried out. after that, researchers will conduct a post-test to measure children's vocabulary skills. pre-test and post-test are intended to see the difference after treatment. | o1 | x | o2 | (sugiyono, 2019) description: o1 : pre-test x : treatment o2 : post-test to determine the effectiveness of the application, data analysis was carried out to calculate the pretest and posttest. the data were analysed through non-parametric techniques through the wilcoxon signed rank test (triwiyanti et al., 2019). the test is useful in finding out whether there is a difference in scores before and after the use of application. the hypotheses are: h0 : there is no significant difference in learning outcomes before and after the use of expose application to introduce english vocabulary for children aged 5-6 years in lampah village, kedamean district,gresik, east java. ha : there are significant differences in learning outcomes before and after the use of expose application to introduce english vocabulary for children aged 5-6 years in lampah village, kedamean district, gresik, east java. 1 5 1 0 1 0 1 0 5 1 5 1 0 1 0 1 0 4 u t i l i z a t i o n a s p e c tt e r m s o f c o l o ri l l u s t r a t i o n s i d e t e x t d e s i g n a u d i o maximum score expected score obtained elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 11 expose application: a development of learning media for optimising young learners’ english vocabulary to find out the effectiveness of the expose application, the trial result data in the form of pretest and posttest needs to be tested. researchers performed the wilcoxon test manually with the h0 test criteria rejected if | z| > 𝑍𝛼 2⁄ and the provisions of the critical regions are as follows: n = 20 α = 0,05 𝑍𝛼 2⁄ = 1,96 table 5. wilcoxon test count t table sample pre post (d) rank + 1 9 26 17 19 19 2 10 23 13 17 17 3 7 27 20 20 20 4 7 19 12 15.5 15.5 5 11 25 14 18 18 6 18 19 1 1.5 1.5 7 20 21 1 1.5 1.5 8 11 22 11 13 13 9 16 24 8 8.5 8.5 10 17 21 4 3 3 11 17 24 7 6 6 12 16 22 6 4 4 13 14 26 12 15.5 15.5 14 15 22 7 6 6 15 17 26 9 10.5 10.5 16 14 23 9 10.5 10.5 17 16 24 8 8.5 8.5 18 18 25 7 6 6 19 13 24 11 13 13 20 14 25 11 13 13 ∑ 210 0 from the table above, it is obtained that the number of ranks marked (+) is 210 and the number of rankings marked (-) is 0. because 0 is the value of the smallest number of ranks, t = 0. before calculating the test statistics, the variance correction value must be determined first. this is done because there are data in the same ranking. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 12 expose application: a development of learning media for optimising young learners’ english vocabulary table 6. variety correction value ranking 𝒕𝒋 𝒕𝒋(𝒕𝒋 − 𝟏)(𝒕𝒋 + 𝟏) 1,5 2 6 6 3 24 8,5 2 6 10,5 2 6 13 3 24 15,5 2 6 ∑ 72 1 2⁄ (𝑡𝑗 (𝑡𝑗 − 1)(𝑡𝑗 + 1)) 36 because there is the same rank, the formula will be adjusted to the correction of the variety. statistical calculation of wilcoxon test: 𝑍 = 𝑇 − 𝑁(𝑁 + 1) 4 √𝑁 (𝑁 + 1)(2𝑁 + 1) 24 − 1 2 (𝑡𝑗 (𝑡𝑗 − 1)(𝑡𝑗 + 1)) = 0 − 20(20 + 1) 4 √20 (20 + 1)(2 × 20 + 1) 24 − 36 = −105 26,105 = −4,022 |𝑍| = 4,022 obtained the value of |z| = 4,022 which is greater than 𝑍𝛼 2⁄ (1,96), then the decision taken is h0 rejected, and ha accepted. based on this, it can be concluded that there are significant differences in learning outcomes before and after the use of expose application to introduce english vocabulary for children aged 5-6 years in lampah village, kedamean district, gresik, east java. 4) evaluate and revise evaluation is the stage of improvement after the activities carried out are carried out. at this evaluation stage, get input to improve the audio quality so that it sounds clear and clear. experts suggest that other themes can be further developed. in addition, from product trials to children, researchers saw that the products developed were very accepted by children, because they felt happy, especially since the application used was in accordance with the times and were familiar to children. however, because of the great enthusiasm, the teacher must be able to condition the classroom atmosphere so that learning continues to run smoothly. in addition, teachers should repeat sentences and vocabulary in the application slowly accompanied by explanations indonesian so that children can understand. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 13 expose application: a development of learning media for optimising young learners’ english vocabulary figure 8. expose application trial. documentation of the expose application trial with 20 children. 5. discussion this study obtained the results of a product in the form of an application that can be installed on an android smartphone and named expose with the aim of introducing english vocabulary. this development research has been carried out based on a review of the learning process in the field that lacks media in the english language learning process. the selection of material is in line with the child's ability, which focuses on listening and speaking skills. expose application is equipped with audio and image illustrations that make it easier for children to receive the information they will get. the children can listen to the pronunciation accurately, see pictures, and read transcriptions that describe the substance of the photographs. the children's ability to recognise the vocabulary of a foreign language, in this case english, can be helped through visual and aural stimulus. the child is also interested and enthusiastic about receiving the material provided. in line with the statement from hooshyar et al., (2021) that learning carried out using android-based educational game can stimulate children's curiosity in solving problems and children's appeal to visuals and increase children's knowledge in technological development. early childhood learning and development are supported by the presence of media since young children tend to enjoy playing and still think in terms of the real or concrete, necessitating the use of media or other tools to present abstract ideas in engaging and enjoyable ways. learning activities should be focused on student aptitude and age development, such as gradually developing while playing and learning (by playing more) to be learning while playing (learning more). overall, the evaluation of the hypothetical application expose falls into the very good category. expert evaluation reveals that content scored 96% and media scored 98%, both of which fall under the excellent category. the expose application was rated excellent, and it can be used in the learning process because the overall percentage of expert opinions is 97%. referring to wilcoxon test results | z| = 4,022 indicating that there is a difference in the score of the results from before and after the test. this shows that expose application can optimise english vocabulary competence for children aged 5-6 years. this is in accordance with nurrita (2018) on the benefit of using media are namely increasing children's learning movements, increasing children's understanding, increasing children's activeness, and not saturating. children's enthusiasm for the application is very large as you can see in figure 6, this is evidenced by the activeness of children during the implementation of application trials. the enthusiasm of children requires teachers to be able to condition the classroom atmosphere so that learning continues to run elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 14 expose application: a development of learning media for optimising young learners’ english vocabulary smoothly. in addition, teachers should repeat sentences and vocabulary in the application slowly accompanied by indonesian explanations so that children can understand. since both first language and second language have their respective levels of need in communication (darasawang & reinders, 2021), there is an implication that the child's first language and second language proficiency will differ significantly. in contrast to learning a second language, a youngster will first master their first language. this is due to the fact that the first language refers to the language the child has mastered since birth (since birth). in mastering english vocabulary children are easier to understand subject and nouns. in the first theme, children have difficulty in understanding the verbs that are prepared, namely ‘bake’ and ‘’read’. one of them is a who is sample number 11; child a mentioned that reading a book in english is bake, and vice versa when asked the meaning of bake the child answers reading a book. this is possible because the book has almost the same pronunciation as bake. on the other hand, subject words such as father and mother can be easily understood by children. the words father and mother are often taught to children, especially when the child enters the family theme so that the child is familiar with the word. according to wijayanto and siradj (2017), there is a distinct category of games known as educational games, which are games that are intended to be both entertaining and instructional. the traits of the learner, particularly kindergarteners who enjoy playing and learning as well as having a high level of imagination, can be adapted to an educational game. research from akhadiyah and mulyani (2017) demonstrates how effectively using educational games has been produced in this research to increase early children reading readiness. that game offers various advantages in terms of the learning environment. one of them is incorporating amusement into the educational process and fostering an engaging learning environment without pressuring students to break down the subject matter in an abstract way. (prahmana et al., 2012; shabalina et al., 2015; barzilai & blau, 2014). this trial is proof that the child can acquire language through stimulation and reinforecement (reinforcement). this supported by nor and rashid (2018, p. 162) who state, “a positive response will be conditioned through positive reinforcement like reward or praise and vice versa.” early childhood has a number of important aspects that educators and parents should be aware of, including: (1) needing security, rest, and healthy food; (2) living in a world that is programmed to imitate; (3) requiring practice and routine; (4) having a need to ask questions and get answers; (5) children's thinking differs from adults'; (6) requiring hands-on experience; (7) trial and error is the main thing in learning; and (8) playing is the world (maisarah, 2019). as a result, play activities or the availability of gaming instruments can complement learning activities in early infancy with the intention of simultaneously training numerous developmental components. use of educational games or learning activities is not only advised for teachers in schools but also for all parents and other adults who frequently engage with youngsters. according to jung’s opinion (2017) that early childhood educators and other family member can assist parents in engaging in at-home activities including playing, reading, and doing educational activities with their kids. this is so that the activity can promote the crucial linguistic interaction that kids need to improve their literacy. to keep the learning progress on course, applications must be built as well as possible. in their research, huang et al. (2019) advise educators to design instructional games with a variety of activities to produce engaging playing experiences. in particular, kindergarten teachers must carefully consider the choice of words that are taught, such as nouns and verbs, while creating english-language media to make it easier for kids to understand. apart from that, additional factors that must be taken into account for android-based media goods to be better include the theme, the child's surroundings, and the child's personality. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 15 expose application: a development of learning media for optimising young learners’ english vocabulary 6. conclusion based on the results of the research steps above, it can be stated that this study has produced an application called expose. this application is concept-based media that systematic and holistic created for early english learners in kindergarten. expose application is limited only in introducing vocabulary in the context of word meaning, pronunciation, word form which includes listening and repetition and also written forms. the application is validated by material matter experts and instructional media experts, based on the main components of learning media and gained an average score of 97%. the empirical test involves 20 children aged 5-6 years in lampah, gresik. according to the findings, children between the ages of 5 and 6 can improve their english vocabulary skills through media ‘expose’. acknowledgment this research was supported by tk dharma wanita persatuan, kedamean sub-district, gresik regency and early childhood education teacher education department of universitas negeri surabaya, indonesia. therefore, the authors would like to express their sincere gratitude. any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of any respected institution. references adriany, v., & saefullah, k. 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(2021). theories of acquisition of language : towards a ka:rmik linguistic approach ibrahim. international journal of innovations in liberal arts (ijila), 1(1). elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 18 expose application: a development of learning media for optimising young learners’ english vocabulary elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i2/13029 vol. 5, no. 2, 2023, pp. 135-146 journal homepage: https://journal.unilak.ac.id/index.php/elsya 135 original research insights into indonesian students’ willingness to communicate in english in the classroom maria maranatha 1, & virginia gabrella sengkey 2 1 perguruan advent xii, sukabumi, indonesia 2 universitas klabat, manado, indonesia article info abstract article history: received 25 january 2023 revised 21 april 2023 accepted 14 may 2023 english learners need to be willing to communicate in english for them to learn the language successfully. considering that english has been taught since elementary school in indonesia, it is interesting to identify how willing students are to communicate in english, especially in secondary school. thus, this study aimed to know the secondary school students’ willingness to communicate in english in terms of using english in the classroom and linguistic and non-linguistic factors. furthermore, this study identified whether there was a significant difference based on gender and grade levels. this study used a quantitative method with a descriptive and comparative design. this study was conducted at a private secondary school, with 95 respondents recruited via convenience sampling. as a result, students’ wtc to use english in the classroom was medium, indicating that students were willing enough to communicate in english. specifically, the students’ willingness to communicate in terms of linguistic and non-linguistic factors was medium. this shows that students were willing enough to use english regarding linguistic and non-linguistic factors. moreover, there was no difference based on gender but a significant difference based on grade level, with the highest mean score of 75.55 in grade 7. thus, since students are willing enough to communicate in english, teachers need to find strategies to help the students to be very willing to communicate in english, especially secondary school students at higher grade levels. also, future studies on wtc must be done in different regions in indonesia by considering wtc other factors such as parental involvement, teachers, socio-economic status, anxiety, motivation, or other environment-related factors at various levels or schools. keywords: english classroom linguistic factors non-linguistic factors secondary students willingness to communicate corresponding author: sengkey, virginia.sengkey@unklab.ac.id 1. introduction in learning english as a foreign language, learners need the willingness to communicate (wtc) in english because it is an essential element of learning. pakpahan and sada (2017) stated that language knowledge is crucial to every learner. still, the key to achieving language learning is when every learner is willing to communicate using the language. wtc is vital for the foreign language learner. alimorad (2021) explained that “willingness to communicate (wtc) in english is specifically important because l2 (foreign/second language) communication is considered to be a key factor in l2 learning” (p.1). besides that, having a strong wtc in english is beneficial. prihartanti (2017) proposed that students easily communicate using english with others only when they have a strong will to use the language. therefore, even though teaching or learning english in non-english speaking countries is not easy, as long as learners are willing to communicate using that language, it can help them learn it. wtc in english helps learners improve their speaking skills, which is also needed in education or career. in this modern era, communication is vital to interact with others. according to astuti, as cited in rihardini https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 136 insights into indonesian students’ willingness to communicate in english in the classroom (2021), classroom interaction determines the success of the teaching and learning process and students’ language ability. interaction in the classroom will happen if learners are willing to communicate, as interaction and communication could refer to learners' participation in the classroom. moreover, the more students are trained to speak or interact in class using the language, in this case, english, the better would be their communication competence (bernales, 2016). moreover, a language can be learned successfully and effectively only if learners try to communicate with others; in other words, the lack of language use may result in weak interaction and learning. as argued by rihardini (2021) that “the lack of using the language caused an ineffective interaction and language production” (p.75). therefore, every student must have wtc and be able to improve their communication skill in english, especially in the classroom. nowadays, students seem unwilling to communicate in english in the classroom even though they are in english class. macintyre (2007) argued that even experienced students might possess both high motivation to learn and increased anxiety to communicate, resulting in unwillingness to communicate. hence, many english teachers often face students’ reluctance to use english during class activities. for instance, this case was informed by an english teacher at a private secondary school in north minahasa. this is supported by several studies conducted at the college and secondary school levels. sembiring (2003) found that indonesian learners are less willing to communicate in english. similarly, rihardini (2021) also found that senior high school students’ wtc in english is low. also, according to research conducted by rindiana and wulandari (2021), the willingness of students to use english as their language to communicate, especially during english class, is very low. this is because there are factors that affect their wtc. for instance, fukuta (2018) believed that some factors contributing to students’ unwillingness to communicate in english might include no cooperation or interactions, such as no one willing to communicate in english and low social abilities. this includes students only interacting with students who are also unwilling to communicate in english rather than with students who are willing to communicate in english. willingness to communicate consists of two factors, namely linguistic and non-linguistic factors. for instance, linguistic factors are related to grammatical competence and vocabulary mastery. when students only have a limited vocabulary, they might become unwilling to speak english because they cannot find the words to communicate their ideas or feelings. in comparison, non-linguistic factors include confidence, motivation, interlocutor, social interaction, the topic of interest, and anxiety. nowadays, students with poor grammatical competence, lack of vocabulary or low confidence in english pronunciation have a problem with how much they are willing to communicate in english in the classroom. ramli (2021) argued that having a limited vocabulary causes students to be reluctant to speak english, which hinders them from speaking in english. thus, linguistic and non-linguistic factors contribute to students’ willingness to communicate. moreover, knowing that wtc using english is needed or has a crucial role in studying english, the researchers were interested in determining whether there is a statistically significant difference in students’ wtc in english based on gender and grade level. this is so teachers can try to find strategies for helping students and consider whether or not different strategies and techniques need to be implemented in the other classes. moreover, regarding the difference based on grade level, matuzas (2021) found no significant difference in students’ wtc. however, this study was conducted on elementary students. furthermore, arshad (2015) conducted a similar study and found no significant difference in students’ wtc based on gender. however, the study was conducted at the university level and outside indonesia. hence the researchers were interested in determining whether the same result would be obtained when conducted on secondary school students in indonesia, specifically in the north minahasa region. this is because studies on wtc considering gender and grade levels conducted in indonesia are still inadequate. more specifically, the researchers have not found any studies conducted in the north minahasa region regarding secondary school students’ wtc based on gender and grade level. therefore, since students were found to have low wtc in english, the researchers were interested in confirming the results of previous studies and the observation of the english teachers by conducting this research. in addition to that, since previous researchers have found no significant difference in students’ wtc in english based on gender and grade levels, the studies were conducted in primary and higher education. thus, the researchers would like to conduct a similar study with students at a private secondary school in north minahasa to know the level of students’ wtc. it also includes the levels of students’ wtc in terms of linguistic and non-linguistic factors. in addition, the researchers were also interested to know whether there was a significant difference in their wtc based on gender and grade levels. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 137 insights into indonesian students’ willingness to communicate in english in the classroom more specifically, this study aimed to know the students’ level of wtc in terms of using english in the classroom and in terms of linguistic and non-linguistic factors that contribute to students’ wtc. also, this study sought to identify the students’ wtc in english based on gender and grade levels. to be exact, this study aimed to answer the following questions: 1. what is the level of students’ wtc in terms of: a. using english in the classroom? b. linguistic factors that contribute to students’ wtc in english in the classroom? c. non-linguistic factors that contribute to students’ wtc in english in the classroom? 2. is there a statistically significant difference in students’ wtc based on gender? 3. is there a statistically significant difference in students’ wtc based on grade levels? this study is expected to give information about students’ willingness to communicate using english in the classroom. since being actively involved in the classroom learning process is crucial, this study may help teachers understand how male and female students are the same regarding their wtc in english based on gender. however, this study may help provide information to teachers on how they may vary their teaching approach and activities in the class to help students at all grade levels to improve their wtc. thus, the results of this study are expected to give insights not only to teachers but also to students to find ways to improve their wtc. in addition, the researchers have gained information on the secondary school students’ wtc level and how they differed based on class level. lastly, this study is expected to contribute to other researchers who might want to conduct similar studies at different class levels and regions by considering other variables such as parental involvement, teachers, socioeconomic status, environment, or students’ motivation. 2. literature review every learner needs to be willing to speak up or communicate with others in studying a language. for the language to be effective and more advanced, it requires the willingness to speak using it. susanti (2019) defined wtc as students’ free decision whether to talk during the learning process. according to alemi et al. (2013), “willingness to communicate (wtc) is a potentially fundamental concept for effective interaction and language production” (p.43). speaking english is not a compulsion but the choice of every student, which is undoubtedly for the progress of their learning the language. opportunities are always there to communicate, but not all students want to use the opportunity well. although students can communicate in the language they are studying, some students choose not to do so. however, other students are willing to speak the language (manipuspika, 2018). thus, wtc is important in learning english. when discussing the willingness of each student to speak english in the classroom, not all are willing, and maybe only a few are eager to speak english. for example, when the teacher asks a question in english, they are unwilling to answer it in english. furthermore, regarding students’ wtc, there are linguistic and non-linguistic factors that contribute to their wtc. the theory used in this study is adopted by horwitz et al. (1986). the linguistic factors include poor grammatical competence, lack of english vocabulary, and english pronunciation. furthermore, non-linguistic factors include social situation, anxiety, motivation, interlocutor and topic of interest. previous studies have been done on students’ wtc in english. for instance, rihardini (2021) researched student perceptions of willingness to communicate using english in the classroom. the researchers used a quantitative approach as the research design. the foreign language classroom anxiety scale (flcas) questionnaire developed by horwitz et al. (1986) was used. the participants consisted of 115 students from smk negri 10 malang. the results show that their wtc level is quite low, which is a serious problem. moreover, another similar research was conducted by prihartanti (2017) aimed to describe the willingness of indonesian students to communicate in english. also, the researcher wanted to identify the correlation between anxiety and willingness of students to use english to communicate. different with rihardini (2021), prihartanti (2017) focused on 426 students from bachelor’s degree in muhammadiyah university of surakarta (ums). the research methods used were quantitative and qualitative. the instruments used to collect the data were questionnaires (regression analysis (anareg)) and interviews (using descriptive analysis). the results show that higher education students have a very low level (scored 14.21 on wtc scale) to communicate using english. moreover, idzni and setiawan (2021) investigated students’ wtc in english to determine the factors that make students reluctant to communicate in english. the data were collected through questionnaires and interviews. the participants were from eighth grade at elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 138 insights into indonesian students’ willingness to communicate in english in the classroom smpn 69 jakarta, comprising 25 students. the result from this study shows that secondary students have a low level of wtc using english. therefore, these three studies show that both secondary and university students have low wtc using english. additionally, idzni and setiawan found four factors that make students reluctant to speak or communicate in english. these factors might help explain why students have low wtc. the factors include self-confidence, motivation, anxiety, and personality. thus, their low wtc might have been affected by those factors. in addition, a study on students’ wtc as a predictor of pushing vocabulary knowledge from receptive to productive was conducted by heidari (2019). the participants were 104 students from iranian efl. the instruments was a questionnaire developed by mccroskey (1992), a receptive vocabulary test. it was found that 55 students turned out to have high wtc and 49 have low wtc. furthermore, it was revealed that learners with high wtc had more productive vocabulary knowledge than those with low wtc. hence, this indicates that productive vocabulary knowledge could contribute to students’ wtc. furthermore, studies on students’ wtc in english based on gender were conducted by different researchers. to begin with, arshad (2015) conducted a study about wtc in english based on gender to investigate the willingness of male and female students to communicate. the data was collected using questionnaires with participants 353 students in bs final year from public sector university in pakistan. the study used a quantitative method. the result showed no significant difference in their wtc using english based on gender. the next study is from maftoon and najafi (2015) who investigated the correlation between iranian efl students’ gender and their willingness to communicate (wtc). the participants of this study consisted of 30 iranian advanced efl learners (15 males and 15 females) selected randomly from an english language institute in asadabad, hamedan. the instrument in this study was wtc questionnaire developed by macintyre et al. (2001). a separate t-test revealed that iranian female efl students are more communicative than their male counterparts. finally, the outcomes of a two-way anova showed that the communication readiness of iranian male and female efl students inside and outside the classroom was the same. thus, according to this study, there is no significant difference in their wtc based on gender. this shows that among university students, both male and female students did not differ in their wtc. however, these results were taken from the respondents at the higher education level. the results might be different when similar research is conducted to primary and secondary students. moreover, gholami (2015) studied students’ wtc and its relationship with emotional intelligence and gender differences at urmia university, with 100 participants majoring in tefl, english literature and english translation. this quantitative research investigated the potential relation between students’ emotional intelligence and their willingness to communicate across gender. participants based on gender were 50 males and 50 females. the researcher used two types of instruments to collect the data. first is mccroskey’s (1992) wtc scale and the second is bar-on’s (2004) emotional quotient inventory (eq-i). as a result, there is a significant difference between males and females in their wtc, as evidenced by the total p-value of less than 0.05. interestingly, a significant difference was found in students’ wtc based on gender. comparing this result to the ones obtained by arshad (2015) and maftoon and najafi (2015), it is interesting that these studies were all conducted on higher education students in pakistan and iran, respectively, generated different results. therefore, further similar studies can be conducted in different countries and to different education levels to provide insights and, at the same time, enrich the literature on students’ wtc based on gender. regarding students’ wtc based on year levels, researchers found incompatible results. to begin with, matuzas (2021) studied the factors influencing communication readiness (wtc). the respondents were 39 children in grades 1-6 who partied in an after-school english as a foreign language (efl) class. this research also was conducted at a public elementary school in seoul, south korea. to ascertain how at ease students felt taking part in different communicative activities in class and observing patterns by gender and year level, the researcher used quantitative and qualitative methods. the data was gathered through an online survey that consisted of 20 items that use a five-point likert scale. the results showed that every student was willing to speak english if the teacher gave good instructions and preparation before communicating in english. moreover, it was found that there is no significant difference of their willingness to communicate using english based on year levels. furthermore, rizvić and bećirovića (2017) conducted research entitled wtc in english as a foreign language in bosnian-herzegovinian efl context. this study aimed to explore their willingness to use english. 193 students from three institutions in bosnia and herzegovina—two universities in sarajevo and one in zenica—made up the sample for this study. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 139 insights into indonesian students’ willingness to communicate in english in the classroom according to year levels, there were 40 new students, 38 second-year students, 51 junior students, and 64 seniors. the instrument was a questionnaire constructed by mccroskey and richmond (1990). the result shows a significant difference in their willingness to speak english as a communication tool based on year levels. hence, these results show that students at primary school have the same wtc regardless of their year level, while for higher education students, their wtc might differ based on their year level. there are several similarities and differences between the previous studies and this study. the similarity is that current and prior researcher are interested in learning how willing students are to communicate in english and how this varies by gender and year level. the difference is that secondary school is the level the researchers have chosen for this study as opposed to previous studies that were done mostly at the primary and higher education levels. since there were only a few studies on students’ wtc conducted at secondary school students and no similar study conducted on secondary school students in north minahasa, the researchers deemed it important to conduct this study to enrich the literature on secondary school students’ wtc. 3. method this study used a quantitative method with a descriptive and comparative design. the descriptive design is to determine the students' levels of wtc in terms of using english in the classroom, linguistic factors and non-linguistic factors. the comparative method was for questions two and three to determine the significant difference in their wtc in english based on gender and year levels. thus, these were the research designs used to identify the level of students’ wtc in terms of using english in the classroom, the linguistic and non-linguistic factors and the difference in their wtc in english based on gender and year levels. this study was conducted at a private secondary school in north minahasa from three classes: year 7a, year 8a, and year 9a. the total number of respondents consisted of 95 students. these students were chosen as the respondents since the researchers were informed by their english teachers that not all of these students were willing to communicate in english in the classroom. thus, the researchers were interested to find out these students’ level of wtc using english. in this research, the researcher used the convenience sampling method. taherdoost (2020) explained that convenience sampling is only choosing the participants because of they are ready and easy to find. thus, the researchers only chose the available respondents at the data gathering time. for this reason, the samples might not fully represent the population being studied. hence, the result of this study cannot be generalized to the population of this study. as for the instrument, it adapted the questionnaire developed by horwitz et al. (1986) which focused on foreign language classroom anxiety, so the researchers adapted only items related to students’ wtc with some modifications to suit the purpose of this research. the researchers translated the questionnaire, which was checked by four english teachers of a private university in north minahasa. in collecting the data, the researchers first met the school understudy's principal to ask for permission for data gathering. after getting permission from the principal, the researchers informed the class subject teachers about the purpose of the study and made an appointment for the questionnaire distribution. during the data gathering, the researchers explained the purpose of the research and gave instructions to the respondents. the respondents took around 25-30 minutes to fill in the questionnaire. the researchers rechecked the collected questionnaire to ensure all questions were answered. validity is a vital aspect of this study. validity is “the extent to which any measuring instrument measures what it is intended to measure” (thatcher, 2010, p. 5). validity is good for this research to prove that this research made orderly, clear, and systematic. reliability also is another crucial aspect of this study. reliability is “the extent to which an experiment, test, or any measuring procedure yields the same result on repeated trials” (thatcher, 2010, p. 36). to know whether the instrument is valid, the researchers used pearson correlation to measure the items in the questionnaire, and if the item is valid, the value p will not reach more than 0.05. after the researchers conducted the pilot study, there were two invalid items, and the researchers had removed them before conducting the actual study. moreover, the result of the reliability score was 0.88 showing that the questionnaire is reliable to be used as, according to heale and twycross (2015), “an acceptable reliability score is one that is 0.7 and higher” (p. 67). the researchers used the mean score to determine the level of willingness of each student to communicate using english and the levels of linguistic and non-linguistic factors that contribute to their wtc in english. additionally, the researchers employed the t-test to determine whether there was a elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 140 insights into indonesian students’ willingness to communicate in english in the classroom significant difference in students' wtc in english based on gender. lastly, one-way anova was employed to determine whether there was a significant difference in students' wtc in english based on year levels. 4. results descriptive statistic was used to answer this question about the level of students’ wtc using english in the classroom. the mean score was in the range of 3.26 (table 1). this result was interpreted as medium. table 1. the mean score of wtc in using english in the classroom n min. max. mean std. deviation wtc 95 1.5 5 3.26 0.65 valid n (listwise) 95 moreover, descriptive statistics was used to determine the level of students’ wtc in english in the classroom regarding linguistic factors. as seen in table 2, the mean score was 3.31. the result showed that the level of students’ wtc in terms of linguistic factors that contribute to students’ wtc in english in the classroom was not at a high or a low level but at a medium level. despite being at a medium level, the linguistic aspect is still present in their wtc. as found in this study (table 2), grammar (m = 3.06) and pronunciation (m = 3.18) had the lowest mean scores. in contrast, vocabulary (m = 3.42) had the highest mean score. some examples of the questionnaire items in lingustic factors that contribute to students’ wtc include: “saya tidak takut membuat kalimat yang salah”, “saya tidak mengalami kesulitan mengucapkan kata-kata bahasa inggris,” and “mudah bagi saya untuk menemukan kata bahasa inggris yang paling cocok”. the results show that the students are quite confident with their grammar, vocabulary, and pronunciation in communicating in english and are knowledgeable enough of the grammar and pronunciation in english, especially regarding english vocabulary. thus, although the students may not be highly competent in english grammar, vocabulary, and pronunciation, these aspects still contribute to their wtc. table 2. the mean score of linguistic factors that contribute to students’ wtc in english in the classroom furthermore, table 3 shows the mean score of students’ wtc in english in the classroom regarding non-linguistic factors. the result of 3.23 showed that the level of students’ wtc in english in the classroom in terms of non-linguistic factors was medium. the contribution of non-linguistic factors is moderate, possibly due to the lack of students' situations around them. this refers to the motivation from the environment or social situations which are needed for them to improve their wtc in english. as also found in this study (see table 3), the level of social situation had the lowest mean score (m = 2.88). for instance, compared to other non-linguistic factors, the social situation is the least element non-linguistic factor that contributes to students’ wtc. an example of questionnaire item related to this element is: “saya berkomunikasi menggunakan bahasa inggris dengan teman-teman di kelas.” in other words, students do not communicate in english with their friends in the class.” moreover, as seen in table 3, the non-linguistic factor with the highest mean score is the topic of interest (m = 3.57), followed by motivation (m = 3.43). questionnaire items related to this topic are: “saya bersedia berkomunikasi menggunakan bahasa inggris jika topik yang dibahas menarik” and “saya memiliki motivasi yang cukup untuk berkomunikasi menggunakan bahasa inggris di dalam kelas” respecitively. it indicates that students will be more willing to communicate in english when the topic of conversation is of interest and when they are intrinsically or extrinsically motivated to n minimum maximum mean std. deviation linguistic factors grammar vocabulary pronunciation 95 95 95 95 1.30 2.54 2.00 2.50 5.00 3.29 3.64 3.63 3.31 3.06 3.42 3.18 0.70 0.18 0.18 0.12 valid n (listwise) 95 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 141 insights into indonesian students’ willingness to communicate in english in the classroom communicate in english. for example, when the topic of conversation is related to what they like such as what is trending at present or if the topic is related to their hobbies, they are more willing to communicate in english than when the topic is not what they know or like. moreover, when they know students know that communicating in english will benefit their future or help them succeed, they are more willing to communicate in english. therefore, the topic of interest and motivation plays an important role in their wtc in english. table 3. the mean score of non-linguistic factors that contribute to students’ wtc in english in the classroom as for the difference in students’ wtc based on gender, an independent sample t-test was used to answer this research question. the mean scores showed that females were more willing to converse in english (table 4), which may also be because female students are more engaged in class than male students. however, as shown in table 5, the result showed no significant difference in students' wtc based on gender because the significant value (value p) is 0.45 and 0.45 > 0.05. if the significance value p is less than the significance level = 0.05, a significant difference is discovered within the variables, as explained in the interpretation of the data. this means that the hypothesis stating “there is no significant difference in students’ wtc based on gender” failed to be rejected. table 4. mean score based on gender group statistics gender n mean std. deviation std. error mean variable male 44 70.32 12.858 1.938 female 51 72.39 13.522 1.893 table 5. difference in wtc based on gender f sig. t df sig. (2tailed) mean diff. willingness to communicate equal variances assumed 0.805 0.372 0.76 93 0.45 2.07 equal variances not assumed 0.77 92.097 0.45 2.07 lastly, the researchers used one-way anova to interpret the data for this question. according to the interpretation of the data, if the significance value p is less than the significance level = 0.05, the result is significant. the results in table 6 show a statistically significant difference in their wtc in english based n minimum maximum mean sd. non-linguistic factors interlocutor motivation anxiety social situation topic of interest 95 95 95 95 95 95 1.50 2.33 3.02 1.53 2.00 3.14 4.60 3.29 3.79 3.15 3.33 4.05 3.23 3.07 3.43 2.93 2.88 3.57 0.68 0.10 0.10 0.20 0.14 0.12 valid n (listwise) 95 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 142 insights into indonesian students’ willingness to communicate in english in the classroom on the grade levels. the value p 0.026 < 0.05. thus, the hypothesis stating “there is no significant difference in students’ wtc based on grade levels” is rejected. table 6. differences in wtc based on grade levels source df adj ss adj ms f-value p-value grade level 2 1251 625.6 3.81 0.026 error 92 15102 164.2 total 94 16353 as seen in table 7, comparing grade 7a, grade 8a, and grade 9a, grade 7a students appeared more willing to converse in english. this might be because students in year 7a who are new to the school feel more confident, challenged to try new things, and less embarrassed if they make language errors. they avoid communicating to avoid being judged, which is very different from year 8a and year 9a, which are sophomores and even seniors whose level of anxiety may be higher. table 7. the mean score of students wtc in english based on grade levels grade level n mean stdev 95% ci vii a 33 75.55 12.34 (71.12; 79.98) viii a 30 66.63 13.73 (61.99; 71.28) ix a 32 71.69 12.40 (67.19; 76.19) 5. discussion it is interesting to know that the students are generally willing to communicate in english as their wtc level is moderate. this finding refutes the information obtained by the researchers from the english teacher of the school understudy, who said that the students are unwilling to communicate in english, and also the results of the previous studies (idzni & setiawan, 2021; rindiana & wulandari, 2021) that found secondary school students have low wtc. however, this study suggests that although students are still willing to use english to communicate, other factors might prevent them from doing so as effectively as students with high willingness. it could be because the respondents in this study somehow experience fear and shyness or have limited grammar knowledge and lack of pronunciation skills, resulting in a medium level of wtc in english. as nadila et al. (2022) explain, students believe that english is essential but do not use it often since they occasionally experience fear and shyness. additionally, ramli et al. (2021) argued that “they became unwilling to speak english due to having very little english vocabulary so that this condition made them stuck in making their english communication on going” (p.103). not only that, wulandari (2015) also found that students are unwilling to communicate in english because they are afraid of pronunciation errors. hence, students’ wtc is affected by fear, shyness, limited vocabulary and fear of pronouncing english words incorrectly. thus, english teachers must find strategies to develop the students’ wtc. however, compared to previous studies which were conducted in university and high school level that found students have low wtc (idzni, 2021; prihartanti, 2017; rihardini, 2021), this study found that secondary school students are willing enough to communicate in english, whether in terms of using english in the classroom or in terms of linguistic and non-linguistic factors. hence, there seems to be a marked difference of wtc levels between educational levels. comparing the result found in this study with similar previous studies shows that secondary school students studying in different regions of indonesia might have different levels of wtc. the different results obtained by the previous researchers could be due to the school understudy's characteristics. for instance, idzni and setiawan (2021) and rindiana and wulandari (2021) conducted their study on secondary students at secondary schools in java, while the current study is conducted in sulawesi. moreover, the present research was conducted at one of the private secondary schools in north minahasa, while idzni and setiawan’s study was conducted at a public secondary school. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 143 insights into indonesian students’ willingness to communicate in english in the classroom furthermore, since idzni and setiawan (2021) also interviewed the students in addition to administering the questionnaire, their results might provide a more detailed explanation of students’ wtc. moreover, the present study only used convenience sampling, which might affect the result obtained. for instance, the samples taken might not represent the whole population, and the students’ responses through the questionnaire might not fully reflect their wtc. yet, despite the current study's limitations, the current study shows that secondary school students in sulawesi are more willing to communicate in english compared to secondary school students in java. however, further investigation is still needed since the samples taken in this study cannot be generalized to all secondary students in sulawesi. thus, the result of this study can contribute to the literature review on indonesian students' wtc, especially by giving insights into the wtc of secondary school students in sulawesi since studies on wtc in sulawesi are still lacking. furthermore, the level of students’ wtc regarding linguistic factors is medium. the students are willing enough to communicate in english, considering their grammar, vocabulary, and pronunciation. this result differs from prihartanti (2017), who found that the students have very low wtc in english in the classroom. the possible contributing aspects of linguistic factors to students’ wtc students at the medium level found in this study could relate to their grammar, vocabulary, and pronunciation. however, more specifically, it was found that students might not be very willing to communicate in english because they do not always practice using english but rather indonesian or their mother tongue. as found in this study, grammar and pronunciation had the lowest mean scores. this might be because the students find that grammar in english is complex and the pronunciation of english words particularly challenging, making them unwilling to communicate in english. after all, english and their mother tongue have distinct methods of pronouncing things, and they also have limited communication skills in english. rihardini et al. (2021) argued that students favour speaking indonesian and their mother tongue, which is the local tongue. additionally, vocabulary has the highest mean score. this shows that vocabulary contributes more to their wtc in english in the classroom than grammar and pronunciation. therefore, the students favouring more in speaking bahasa indonesia more because of the challenge they find in terms of english pronunciation and grammar could be why in this study, the level of students’ wtc in terms of linguistic factors was at a medium level. similarly, the level of students’ wtc regarding non-linguistic factors is medium. rihardini (2021) explained that students’ wtc is related to the classroom environment. for instance, if the classroom environment is unpleasant for the students or if the person they are speaking to (the teacher or friends) does not motivate them to use english, they will not be inclined to communicate in it and vice versa. moreover, as can be seen in the result, among the non-linguistic factors, topic of interest has the highest mean score, indicating that students will be more willing to communicate in english if the topic is familiar to them and is of their interest. in fact, based on the interview result, latifah et al. (2020) found that students will participate more in the discussion if they are familiar with the topic or if it is related to their personal experience. they further explained that when the topic discussed is related to their experience or knowledge, it prompts students to be excited to participate. thus, the non-linguistic factors contributing to students’ wtc, namely interlocutor, motivation, anxiety, social situation, and topic of interest, can be further considered to help maximize students’ wtc in english. moreover, since previous studies conducted mostly at primary and higher education levels found no significant difference in students’ wtc based on gender, a similar result was also obtained in this study. for instance, arshad (2015) found no significant difference in students’ wtc in english based on gender. the findings indicate that gender does not play any role in students' wtc in english in the classroom. maftoon and najafi (2015) explained that the willingness to communicate is not influenced by gender. this shows that both male and female students in indonesia with different education levels have the same wtc. hence, this study can add information on how secondary school students also do not differ in their wtc based on gender, as found by previous researchers who conducted similar studies at primary and higher education levels. however, a significant difference was found in students’ wtc based on grade levels. the result shows that -graders are more willing to communicate in english. maclntyre (2007) research supports the idea that students who are reluctant to communicate are those who typically struggle with communication anxiety. most frequently, anxious students will probably avoid speaking to others so that those others will not judge them. therefore, it can be claimed that students at lower-grade levels are more receptive to communication than students at higher-grade levels. it is also supported by rizvić and bećirovića (2017), who found that lower-year level students are more willing to communicate in english than the higher year level students. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 144 insights into indonesian students’ willingness to communicate in english in the classroom hence, this can help explain why the students’ wtc significantly differs based on their grade level. when comparing the result of this study to a similar previous study conducted at a higher education level, rizvić and bećirovića (2017) found that students’ wtc differs based on their year levels. however, unlike matuzas (2021), who conducted their study at primary schools in south korea, they found that the primary school students have the same wtc. the result found by matuzas could be because when students are still in primary school, they can express themselves freely without being afraid of making english errors. there might also be other factors that cause students’ wtc at secondary or higher education levels to have different wtc based on the grade or year level. for instance, fear of making mistakes or being negatively evaluated might be why their wtc differs based on grade level. this is because as they get older, they are more aware of how they might be negatively evaluated when they make mistakes. therefore, the present study sheds light on how secondary school students differ in their wtc based on grade levels. based on the result, it could be seen that the higher their grade or year level, or the older they get, the less willing they are to communicate in english. however, this assumption of the researchers needs to be confirmed by conducting further studies on how age or grade level affects students’ wtc. 6. conclusion this study shows that secondary school students are willing enough to communicate in english. hence, not all indonesian students are unwilling to communicate in english, as found by many researchers. moreover, secondary school students’ wtc in english in the classroom can be influenced by linguistic and non-linguistic factors. this must be noted by english teachers at secondary schools. more specifically, teachers need to help the students with english grammar and pronunciation since limited knowledge may prevent them from communicating in english. furthermore, in terms of non-linguistic factors, teachers need to carefully considerate the social situation, the anxiety of the students, and the interlocutor to make sure that the social situation supports the students to communicate in english and that they do not need to be anxious in speaking english because their environment supports them for improvement. moreover, students need english-speaking partners or friends to help them develop their speaking skills. thus, these linguistic and non-linguistic factors that contribute to students’ wtc can be further examined to confirm how these factors contribute to secondary school students’ wtc, especially to secondary school students in different regions in indonesia. moreover, since both male and female secondary school students have the same wtc in english in the classroom, adding information about how indonesian students have the same wtc regardless of gender. the result obtained in this study confirmed the results found by previous researchers who conducted similar studies at primary and higher education levels. hence, this result helps enrich the literature review on secondary school students’ wtc based on gender since previous studies on students’ wtc based on gender were mainly conducted on primary and higher education students. furthermore, regarding grade levels, students’ wtc differs for each class. perhaps, this may imply that lower-year-level students are more motivated to participate actively or converse in english than higher year levels students. therefore, teachers need to be aware of this and thus try to find strategies to encourage students at higher grade or year levels to be more willing to communicate in english. additionally, future researchers can try to identify the possible barriers that secondary school students experience, preventing them from being very willing to communicate in english. lastly, educators must, above all, be role models for students, especially higher-year or gradelevel students in terms of communicative abilities since it can motivate them to learn and use english. also, for students to be acclimated to using english, teachers must remind them to do so both within and outside the classroom. finally, since this study only covered students’ wtc in english, future studies must be done on other aspects of students' wtc and how they relate to or affect other variables related to english learning. also, similar studies may be conducted at different education levels and schools in different regions of indonesia and even in other countries to see how efl learners in different countries may or may not differ in their wtc. references alimorad, 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[undergraduate thesis, universitas kristen satya wacana]. elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 117 instilling religious moderation value in elt through cross-cultural understanding course nirwana nirwana and waode surya darmadali universitas islam negeri alauddin makassar, makassar, indonesia nirwana.nirwana@uin-alauddin.ac.id article history received : 12 may 2021 revised : 18 may 2021 accepted : 18 june 2021 keywords english language teaching (elt) cross-cultural understanding (ccu) radicalism religious moderation value indonesia religion islam tolerance abstract religious moderation has become a new and unique issue discussed by the ministry of religion of the republic of indonesia. universities are held to be a platform for promoting religious moderation through the learning process. integrating religious moderation in the learning process is the main alternative to increase understanding of religious moderation in educational institutions, but there are only a small number of research and technical guidelines for subjects with a religious background such as islamic religious education. therefore, this study intends to instill religious moderation values in english language learning through cross-cultural understanding. the ccu course is suitable for negotiating an understanding between cultures and religions, especially in the context of the multicultural society of indonesia. this research used a descriptive qualitative method, instruments being analysis sheets of rps documents, research rubrics, and student learning outcomes in the ccu course, library research to obtain more detailed information on the value of religious moderation, field notes on observations in class; and an 8-item questionnaire. results reveal that universities integrate religious moderation values, such as tolerance, national commitment, accommodating to the local culture, and anti-violence, into the learning process. the researcher connected religious moderation values with learning outcomes of ccu and implemented it in the learning process by using some methods such as group presentation, debating, watching a movie. this study proved that instilling religious moderation value through ccu course improved the students’ values, understanding and awareness of religious moderation. this study contributed to the indonesian ministry of religion’s mission to make islamic higher education a place for instilling the value of religious moderation, especially to students as the nation's future leaders and generation. 1. introduction indonesian society is diverse, covering various ethnicities, languages, religions, cultures, and social statuses that are very vulnerable to conflict (akhmadi, 2008). diversity can be an "integrating force" that binds society but can cause clashes between cultures, races, ethnicities, religions, and values of life (marwa et al., 2018). attitudes and behavior with nuances of violence by a group of people in indonesia committed in the name of religion in recent years have been in the public spotlight (ummah et al., 2018). as a plural and multicultural country, the conflicts in indonesia are mostly related to religious background. recently, several radical acts in the form of terror and suicide bombings have occurred in several areasi (pradhan, 2021; setyawan, 2021). according to indonesia experienced 156 attacks from some 15 islamist militant groups between 1981 and the end of 2016 (fair, hwang, & majid, 2020). ironically some of the perpetrators of radical action came from educated circles (arif et al., 2017). this calls for a serious undertaking for educational institutions, specifically islamic higher education, to teach students the values of religious moderation to curb the current threat of radicalization among the generation. the potential for radicalism in some educational institutions is a reminder of the importance of teaching moderate (i.e., temperate, judicious, reasonable) attitudes to society from an early age. a study conducted by the agency for research and development of religion, semarang (blas) at 17 public schools located in nine cities/regencies of central java and the special region of yogyakarta revealed that some of the students agreed with the idea of changing pancasila (i.e., indonesia’s way of life). another study, additionally, carried out by the agency for research and development of religion, makassar exposed that 10% of 1,100 senior and vocational high school students demonstrated their potential of being radical groups. lastly, wahid foundation and indonesian survey circle (lsi) in 2016 reported 7.7% of 1,520 senior high school students in 34 indonesia’s provinces also showed the potential of committing radical actions (tribun news, 2017). these research results illustrate that radicalism and extremism have affected the students’ mindset and may endanger the existence of indonesia that promotes unity in diversity, best illustrated with the national motto bhinneka tunggal ika. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 118 various endeavours need to be undertaken to deal with the issues of violence and radical or extreme actions. understandably, as an islam majority country, the current trend leans to this religion. ni’am (2015, p. 131) asserts that several alternatives can be offered in response to the phenomena. firstly, islam should be presented as universal teaching that provides the guideline for peace on the earth. secondly, there needs to be an effort to raise the action to prevent violence and terrorism. thirdly, it is time to build the values of moderate islam for building the islamic character, which is democratic, open, and rational. it indicates that as the strengthening of religious moderation became profound, it is important to instill this value in students as a solution to stem the will of carrying out extreme thoughts. this is also in line with the national mental revolution movement (gnrm) as an effort to strengthen character education (ppk) according to the mandate of the permendikbud number 20 of 2018 (husna & thohir, 2020). higher education is expected to embody the vision of religious moderation in the tri dharma of higher education (hefni, 2020)—starting from academic aspects (education and teaching), research, to community service. academics are the main thing and have the opportunity to have the greatest impact in instilling an attitude of religious moderation in students. more specifically, academic development can be carried out by developing a curriculum, syllabus, or teaching materials and materials that have a religious moderation perspective (islam et al., 2020). the values and practice of religious moderation can be contained in courses taught in tertiary institutions. when the principle of religious moderation is integrated into the curriculum, the target is not only students but indirectly also lecturers because they are the ones who will transform knowledge and values to students (amin et al., 2019). the idea that intolerant views and extremist action are only taken by citizens who have little to no education or are in poverty is no longer present, as nowadays “more education muslims of higher income were now more likely to be intolerant than their low education, low-income counterparts,” (fair, hwang, & majid, 2020, p. 5). the book published by the maarif institute, keeping the fortress of diversity in schools, showed three main ways of how radical understanding and intolerance penetrate the school environment; first, extracurricular activities. second, the role of the teacher in the teaching and learning process. third, school policies are still weak in controlling matters related to the potential of radicalism (sutrisno, 2019). the importance of increasing students' awareness of cultural and religious values in the learning process is the basis for this paper to integrate the value of religious moderation in english language teaching. this paper focuses on four indicators of religious moderation, which will be adjusted to the learning outcomes of cross-cultural understanding as one of the compulsory subjects in the english and literature department. the four indicators are national commitment, tolerance, accommodating to the local culture and against violence. in line with previous studies, the subject that is considered to have the most potential to build students' intercultural competence is the cross-cultural understanding (ccu) course (mulyono et al., 2017). ccu is a course that provides cross-cultural understanding, including cultural conflicts, cultural adaptation, and the values of cultural life. culture, of course, is closely related to religion. in religious practice, there must be acculturation of culture, both in the form of the great tradition and the little tradition. so, to understand the way a group or nation carries out religious practices, one must also understand their culture (bussmann, 2019). ccu is not only taught in the english department of this selected institution but also in other departments such as the communication department. this might mean that the strategy of building an attitude of religious moderation in higher education, specifically islam in this study, can also be applied in other departments, as well as in other islamic higher education that teaches ccu. the results of this study, namely the establishment of a curriculum and instruction structure that instills religious moderation value, will hopefully contribute to non-islamic or open universities’ similar endeavor to deal with the problem of terrorism in indonesia. 2. literature review 2.1 religious moderation and english language teaching moderation, according to the big indonesian dictionary, can be interpreted as an effort to reduce violence and avoid extremism (kbbi, online). moderation is also identical to the term wasathiyyah in arabic. in his study, wasathiyyah is the antithesis of the terms liberalism, radicalism, extremism and puritanism (zamimah, 2018). meanwhile, wasathiyyah, according to khaled abu el fadl, is a middle-ground understanding, i.e., a concept that is neither extreme to the right nor extreme to the left (ikhsan, 2021). moderation, according to abdurrahman wahid, encourages efforts to achieve social justice, which is referred to in religion as almaslahah al-'ammah. the word wasathiyyah is derived solely from islam, which is wasathic in nature, meaning that all of its teachings are moderate (ummah et al., 2018). as a result, be moderate in adherents must be rational from points of view, emotions, and attachments (informasi & islam, 2019). the fundamental values of religious moderation have been around for a long time. they have been applied in indonesian society's social life, for example, an attitude of tolerance as well as tolerance and respect for differences (wahyudi, 2018). however, the term "religious moderation" has only started to become popular since the indonesian ministry of religion echoed the term through various media. even recently, in october 2019, it published a catalogue entitled "religious moderation." seeing the nation's current state, which is subject to religious conflicts, religious moderation is considered important to maintain the integrity http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 119 of the indonesian nation, "build a harmonious indonesia, care for diversity and give respect to social plurality." the government, especially the ministry of religion, also integrated the vision of religious moderation into the strategic plan of the ministry of religion 2020-2024, which reads, “indonesians are religious, moderate, intelligent, and excellent.” moderation is the core teaching of religious understanding relevant in the context of diversity in all aspects, good religion, customs, ethnicity, and the nation itself (dawing, 2017). at the level of praxis, especially the learning process, religious moderation needs to be instilled in a structured manner in students, from primary, secondary to higher education. the curriculum and teaching materials used in each academic unit need to adapt the concept of religious moderation properly so that students have the same understanding of religious moderation (rizal, 2021). more specifically, academic development can be carried out by developing a curriculum, syllabus, or teaching materials and materials with a religious moderation perspective. the values and practice of religious moderation can be contained in courses taught in universities (informasi & islam, 2019). when the principle of religious moderation is integrated into the curriculum, the target is not only students but indirectly also lecturers because they are the ones who will transform knowledge and values to students (sutrisno, 2019). english language teaching is well suited as a vehicle for religious moderation (rizal, 2021). however, addressing integrated themes and conflict resolution skills into daily classroom practice is still difficult to adjust. hence, the current study's purpose was to establish a curriculum and instruction structure based on the subject skills and methodologies involved in a pro study. the basic premise here is that such a framework would help english lecturers organize their thinking and thus facilitate a link between religious moderation and classroom practice. 2.2 religious moderation in ccu facing radicalism is necessary empowerment of religious-based civil society organizations for commitment strengthening nationality; role enhancement religious, social and political leadership in educational institutions in strengthening and empowering harmony religionnationality. widodo (2019) in educational institutions, apart from integrating religious moderation in religious subjects as an effort to fight radicalism, it also needs to integrate with various general subjects because religious moderation can be used as a new approach in counteracting radicalism. widodo (2019) concerning that, within the scope of the department of english language and literature, faculty of adab and humanities, alauddin islamic state university of makassar, the subject that is considered the most potential to be 1 according to an anthropologist, robert redlife, the great tradition is a religious practice that refers directly to and is closer developed to build students' religious moderation is crosscultural understanding (ccu). ccu is a course that provides cross-cultural understanding, including cultural conflicts, cultural adaptation, and the values of a culture's life (natia davitishvili, 2017). through the cross-cultural understanding course, the lecturers are expected to be able to transfer the values of tolerance in religion through the communicating across cultural and cross-cultural conflict and adjustment chapters contained in this course. because in this chapter, students will be given learning related to understanding in communicating across cultures and overcoming cultural conflicts that occur by making adjustments to the existing cultural diversity (mulyono et al., 2017). culture cannot be separated from religion because both of them have an interrelated relationship. for example, in religious practice, there is also acculturation of culture, both in the form of the great tradition and the little tradition1. meanwhile, developing culture cannot be separated from the understanding and practice of religion in the community. thus, the approach to understanding the way a group or nation performs religious practices, that is, must also understand their culture. therefore, in teaching ccu courses, it is very suitable to develop the concept of religious moderation. cross-cultural understanding is one such subject that discusses foreign cultures, understand other people's different cultures. cross-cultural understanding also discusses life the life of westerners, their characters, culture, their daily ways, how they value their time, the values in western countries, how education in other countries, and how other countries develop (mulyono et al., 2017; tuzel & hobbs, 2017). understanding the way a group or nation carries out religious practices, understanding their culture is one thing that must be done. through the ccu course, lecturers are expected to transfer the values of tolerance in religion through the communicating across culturals and cross-cultural conflict and adjustment chapters contained in this course. because in this chapter, students will be given learning related to understanding across cultures and overcoming cultural conflicts that occur by making adjustments to the existing cultural diversity. recognition of the pluralistic existence of cultures within geographical borders calls for education to improve the desirability of diversity and to create understanding. such awareness subsequently makes foreign language teaching scholars conscious that language is closely related to culture (diem & abdullah, 2020). 3. method this study uses a qualitative research design that emphasizes the description of the continuity of the implementation of character education in terms of both the to the tradition or culture of origin of the religion for example, islam refers to the arabic tradition. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 120 rps design and the implementation of learning for crosscultural understanding courses. silver argues that evaluation research is used by considering the effectiveness of old and new programs and the steps in creating some results or changes (natri, 2015). this research was conducted in class ag 1/2, the fourth semester, english and literature study program of uin alauddin makassar, with a total number of 38 participants. there are several instruments used in this research, namely (a) analysis sheets of rps documents, research rubrics, and student learning outcomes in the ccu course; (b) library research to obtain more detailed information on the value of; (c) field notes, which are made when the researcher makes observations in class; and (d) a questionnaire as an evaluation instrument to see student responses in the ccu course with the encouragement of religious moderation value. data collection in this study consisted of several activity procedures, namely (1) collecting literature and teaching materials; (2) focus group discussion with speakers, lecturers, and students of the english and literature study program regarding the encouraging of religious moderation value toward ccu course; (3) designing rps which is consisting of moral education framework, assessment rubrics, and teaching materials in the form of powerpoint; (4) carry out the learning process as well as observation; and (5) distributing questionnaires as a form of evaluation. data analysis was carried out in a descriptive qualitative manner and through several steps. then the data interpretation is carried out through a comparison of theory and previous findings related to the research. the data analysis steps that would be used are data collection, data reduction as a process of selecting, focusing, and transforming rough data, presenting data including descriptions of data extract exposure, and drawing conclusions, namely techniques where the researcher must conclude the answer to the problem formulation by considering the results of the instrument and process during the research and linking with related theories that are used as a reference. 4. results 4.1 adjusting learning outcome of ccu with religious moderation value cross-cultural understanding is a course taught to english language teaching. however, over time, such as the number of hoax information (not proven true) that can divide the unity, the role of the ccu is not limited to linguistic aspects but also develops at the application stage of cultural understanding concerning religious moderation, a study related to ccu's role in preventing deradicalization in higher education expressed through a questionnaire, showed that 30.2% of students agreed and 69.8% of students answered strongly agree that the cross-cultural understanding course teaches tolerance which in the future can reduce radical movement (mulyono et al., 2017). table 1. four indicators of religious moderation value in ccu class value indicators for rm learning outcomes of ccu topic tolerance the students understand and improve their appreciation of the importance of cultural differences and diversity cultural acculturation, cultural diversity, and cultural composition national commitment to improve their awareness of the knowledge and skills that are needed for successful communication personal relationship and family value accommodating to local culture to expand cultural awareness of both the students native and target culture verbal and nonverbal communication against violence help the students to identify ways to avoid misinterpretation in their interaction with people from other culture cross cultural conflict and adjustment the substance of religious moderation needs to be updated and adapted. there are four indicators of religious moderation that can be included in cross-cultural understanding courses in english language teaching. value indicators, using the right method, will provide integrated skills with certain courses (rizal, 2021). four indicators of religious moderation will be used, namely 1) national commitment, 2) tolerance, 3) against violence, and 4) accommodating local culture (ministry of religion, 2019). these four indicators can identify how strong religious moderation is practiced in indonesia and its vulnerability. this vulnerability needs to be recognized to identify and take the right steps to strengthen religious moderation in the learning process. in this study, the integration of religious moderation was carried out more specifically into ccu courses. therefore, it is necessary to make learning outcomes in the ccu course syllabus as a reference so that the adjustment of the framework can be more precise, based on clear stages and time. learning outcomes of the ccu course are 1) the students understand and improve their appreciation of the importance of cultural differences and diversity, 2) to improve their awareness of the knowledge and skills needed for successful communication. 3)to expand cultural http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 121 awareness of both the students' native and target cultures. 4) help the students to identify ways to avoid misinterpretations in their interactions with people from other cultures (mutawakkil et al., 2020). in describing the ccu course, these are the learning process of ccu following the course syllabus, which consists of 16 meetings. the first meeting is to discuss the material introduction to a cross-cultural understanding to get to know the ccu course well. the second meeting was to discuss the culture, acculturation, cultural diversity, and cultural composition in more detail. the third meeting was with the material on the relationship between language and culture and the relationship between language and culture. the fourth meeting is the importance of cultural understanding of a foreign language, which plays an important role in understanding the culture in learning foreign languages. at the fifth meeting discussing educational attitudes and understanding what culture is, students must know which attitude and behaviors well. for the next meeting, personal relationships and family values. in addition to the lecturer's material, the mid-course of the learning process will be conducted. the next class meeting includes a relaxed manner, understanding the american values and beliefs, communicating across cultural, crosscultural conflicts and adjustments, cultural verbal and nonverbal communication, and general review and feedback. for the last meeting, a final examination was generally held in the syllabus to find out the extent to which students understood ccu courses during 16 meetings in the learning process that had been discussed with the lecturer. the content of each item in this framework is adjusted to the learning outcomes and religious moderation values. in addition to the four indicators above, the values of religious moderation can be further explored from each material contained in the learning syllabus. 4.2 the implementation of encouraging religious moderation value in ccu class researchers as lecturers in the ccu course make introductions with students at the beginning of the meeting related to their abilities, motivation, and identity, especially the students' ethnic backgrounds. researchers found that some of the students were interested in learning crosscultural understanding and also interesting in the issue of religious moderation even though some students had never heard about this issue. at the following meeting, students were given the topic of the ccu course, such as cultural acculturation, cultural diversity, and cultural composition, with a cooperative learning method (group discussion). the students were given a case study from mass media and the internet related to this topic. the student was encouraged to use their critical analysis dealing with cultural diversity that caused conflict in society. the researcher provided some resources from the internet related to cultural diversity and how we must respond to diversity as a nation's wealth and can even become the strength of a country. figure 1. newspaper as learning media the picture above is one of the learning media used by the lecturer to display to the students how cultural diversity is not a threat but can become a unifier in the certain country. not only will it build awareness of national and crucial issues, it will also significantly sharpen students as well as the lecturers’ critical thinking. hence, the researchers recommend that lecturers strive to use up-to-date materials, using the popular cases as a general introduction and the newer, “hot topic” cases for discussions and projects, much like how it is commonly done in high school and debate societies (wahyuni et al., 2020). figure 2. teacher materials in the classroom in this material, the lecturer shows how to build intercultural communication in different contexts, such as food, movie, and other cultural identities. the value of religious moderation that can be encouraged in this meeting was tolerance. the value of tolerance is in line with ccu learning outcomes related to the importance of cultural differences and diversity. what happens most in cultural differences is the existence of stereotypes in certain cultures, especially western culture. as western culture is prominently featured in the ccu course, lecturers need to instil an attitude of tolerance among students. this is crucial because western culture is often talked about in the classroom to have http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 122 very negative influences on the younger generations, which only contribute to the sense of intolerance the next value of religious moderation that can be integrated into the ccu course is a national commitment. the related topic in the cross-cultural understanding course is personal relationships and family values. in this material, students will get material related to differences in personal relationships or family values between eastern and western cultures. they must recognize the culture and values upheld by their nation in the context of the family. the methods used are very flexible, but one can be through authentic materials or watching movies. a value that is no less important in religious moderation, which is in line with the learning outcomes of the ccu course, is accommodation to the local culture. learning outcomes from the ccu course, which is in line with accommodating to local culture, is expanding cultural awareness in the classroom of elt. cultural awareness includes a steadily increasing inner sense of the dignity of cultures, an increased appreciation of the cultures of your own and other people, and positive interest in how cultures communicate and vary, and positive interest in how cultures share and differ. increased knowledge of culture enables learners to expand their minds, increase tolerance, and improve cultural empathy and acceptance (shemshadsara, 2012). the next value is against violence. radicalism and violence arise because of the perception of injustice and threats experienced by a person or group. perceptions of injustice and feelings of being threatened do not necessarily give birth to radicalism. it will be born if it is managed ideologically by generating hatred against groups that are considered as injustice makers and those who threaten their identity. related to the ccu course, this value coherence with cross-cultural conflict and adjustment. many misrepresentations occur because of a lack of understanding of cultures or religions. on this topic, the opportunity to gain expertise in understanding other cultures will be further developed. 4.3 the implication of encouraging religious moderation value in ccu class the form of learning evaluation used in this study is in the results of questionnaires about the students' knowledge and perceptions of the implementation of religious moderation value in the ccu course. the form of evaluation is to spread out questionnaires to find out students 'perceptions of the implementation of religious moderation values and students' knowledge of religious moderation values related to the ccu course. table 2. the result of questionnaire analysis no statements score conversion 1 ccu course help me to understand religious moderation 127 99.22 2 the learning outcomes of ccu course in line with religious moderation value 125 97.65 3 the methods used by the lecturer were suitable 119 92.97 4 the learning resources help me to comprehend the learning outcomes or the value of religious moderation 118 92.19 5 i have known well the indicators of religious moderation value 110 85.94 6 i agree to share religious moderation value in my communities 112 87.5 7 religious moderation value changes my perception of diversity in my country 120 93.75 8 i know the importance of religious moderation to be a built-in society. 127 99.22 total 649.22 average 92.74 table 2 depicts the results of the questionnaire based on the type of question. the results of the questionnaire show that students have a very good/agreeable perception of the implementation of the religious moderation value in the ccu course. the average perception score of a total of 38 students is 90,74 or are in the strongly agree category. 5. discussion research on the integration of cultural values in english language learning has been done before, although almost all of these studies begin by studying and making relevant teaching materials so that later they can be used in the learning process. this study advances this effort by tying it with indonesia’s current goal of dealing with the threat of radicalism in universities. the results of this study found that in addition to cultural values that are imparted during english classes that will inevitably and primarily cover western culture, lecturers must strive to integrate peace education and moral education in their learning materials. this study found that peace education is conducive to a friendly atmosphere in the english language classroom where cstudents study with a positive interest, and their cooperation is on a high level. this study implies that more education materials should be devised for young english learners by educators and experts specializing in peace education, as similarly suggested by zamalieva (2020). in indonesia, a few islamic institutions, including islamic universities or schools, integrate islamic moderation values in english language teaching (rizal, 2021). it is important http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 123 considering that several studies show that the radicalization process is carried out in many educational institutions in indonesia (arieft al., 2017). this is also in line with the research conducted by sas et al. (2020), that radicalized individuals are not uneducated but have often completed secondary or tertiary education. additionally, it became clear that some extremist groups consider the school environment as an attractive recruitment place. to strengthen the role of education for sustainable development in developing countries, this study recommends that in indonesia’s process of improving equal access to education, educational instutitons must also invest in the creation of safe spaces for their students, that not only secondary but also primary and tertiary education are involved in policy strategies regarding radicalization. toward the implementation of religious moderation value, this study proved that four value indicators could be successfully and easily integrated into the ccu course, namely tolerance, national commitment, accommodating to the local culture, and against or anti-violence. tolerance is an attitude to provide space and not interfere with the rights of others to believe, express their beliefs, and express opinions, even though it is different from what individuals are sure of (natia davitishvili, 2017). thus, tolerance refers to being open, generous, voluntary, and gentle in accepting differences. patience is always accompanied by respect, get different people as part of who we are, and think positively. the aspect of tolerance is not only related to religious beliefs but can be related to differences in race, gender, ethnicity, culture, and so on (wekke, 2017). the next indicator in this study is a national commitment, which in the indonesian context, is a crucial indicator to see the extent to which one's views, attitudes, and religious practices have an impact on loyalty to the necessary consensus of nationality, especially concerning the acceptance of pancasila as the state ideology, its attitude towards ideological challenges as opposed to pancasila, and nationalism. in the perspective of religious moderation, practicing religious values is the same as carrying out obligations as citizens, as fulfilling obligations as citizens is a form of practicing religious values (religious ministry of indonesia, 2019). then, accommodating the local culture and against violence are the two values that this study integrates into the ccu course. religious practices and behaviours that accommodate local culture can be used to see the extent of the willingness to accept spiritual practices that accommodate local culture and traditions (casta, 2018). moderate people have inclinations, more friendly in taking local customs and culture in their religious behaviour, as long as they do not conflict with the principal spiritual value. the traditional diversity that is not rigid, among others, is fear of willingness to accept religious practices and behaviour that do not merely emphasize normative truth, but also take spiritual practices that are based on virtue, of course, once again, as long as these practices do not conflict with the principles of teaching religion. some groups tend to not be accommodating to traditions and culture because practicing tradition and culture in faith will be considered an act that pollutes the purity of religion. radicalism and violence arise because of the perception of injustice and threats experienced by a person or group (kusumaningputri, 2019). perceptions of injustice and feelings of being threatened do not necessarily give birth to radicalism. it will be born if it is managed ideologically by generating hatred against groups that are considered as injustice makers and those who threaten their identity (no & ali, 2018). mainstreaming religious moderation in higher education will be effective by written guidance in the learning process. the learning planning can also be contextualized with the needs and interests of students and lecturers. in a practical context, some value in education is close to character education incorporated into the teaching of foreign languages. as developed by albantani & madkur (2016), the integration can be enforced by (1) accepting the values of the character with the lesson, (2) instilling values of the name in every learning activity, (3) delivering values of the word through the teaching method used, and (4) planting and practicing values of character education through daily life. challenges in applying in the classroom will inevitably be encountered in the learning process. this is because religious moderation is something that is still relatively new in the context of higher education, although the development of religious moderation is always being carried out. lecturers play an essential role in this matter; thus, lecturer qualifications are the main thing that must be fulfilled before instructing the implementation of religious moderation in the learning process. this study stresses that the concept of religious moderation is not evenly recognized in all religious education institutions in each religion. however, the values of religious moderation are substantively found in each faith's teachings in various forms and terms, following the core and principal teachings of it. individually, a moderate attitude in religion has not become an everyday awareness to be used as the necessary capital to initiate and build a much tighter and productive socio-religious relationship, both for religious purposes itself and broad national goals. moderation is carried out as limited to the personal needs and beliefs of religious adherents; it has not yet become a joint movement that can affect the way of public views in general to create a harmonious life (kusumaningputri, 2019). the last, based on the results of the questionnaire, students showed a spirit, good response, and positive attitude towards the encouraging of religious moderation value in the ccu course. both the method and resources that the lecturer used in the learning process helps the students in gaining an understanding of religious moderation through the ccu course. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 117-125 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 124 6. conclusion based on the exposure to the results of the research and discussion above, there four indicators of religious moderation value that relate to the learning outcomes of the ccu course are tolerance, national commitment, accommodating to the local culture, and against violence. then, it can be concluded that the process of encouraging religious moderation value, which includes planning, implementation, and evaluation of learning, has not encountered such a big obstacle. in the planning process, the researchers adjusted the learning outcome of ccu with the value of religious moderation. in the implementation process, the lecturer used several methods such as watching movies, group presentation. last but not least, in the evaluation stage, the study concluded that the students got more understanding toward the religious moderation value that should be implemented in their daily life. therefore, all components of islamic higher education can maximize their role in spreading the value of religious moderation to the wider community. references akhmadi, a. 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(2018). moderatisme islam dalam konteks keindonesiaan. jurnal al-fanar, 1(1), 75–90. https://doi.org/10.33511/alfanar.v1i1.12 http://ojs.journal.unilak.ac.id/index.php/elsya https://doi.org/10.3897/ap.2.e2885 https://doi.org/10.33511/alfanar.v1i1.12 elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 205 the students’ strategies in online learning interaction: exploring politeness in google classroom during covid-19 pandemic elita modesta br. sembiring 1, srisofian sianturi 2, faido marudut pardamean simanjuntak 3, and sri ninta tarigan 4 1,3 universitas methodist indonesia, medan, sumatera utara 2 universitas hkbp nommensen, medan, sumatera utara 4 universitas prima indonesia, medan, sumatera utara elitamodesta@gmail.com article history received : 5 may 2021 revised : 13 may 2021 accepted : 15 august 2021 keywords covid-19 pandemic google classroom online learning online interaction teacher-student interaction linguistic politeness positive politeness strategy abstract teacher-student politeness has been well-explored over the years, but mostly in direct or face-to-face communication. this study aims to fill the gap of politeness between students and educators in online learning, specifically in the sessions of one of the staple and most used educational platforms during the covid-19 pandemic, namely google classroom. this study applies qualitative research method by describing the phenomenon of the language. this study observed the interaction of 36 english literature department students during their google classroom sessions from april to july 2021. the researchers analysed the students’ interaction with their lecturer according to brown and levinson’s politeness theory. five politeness strategies were identified, namely the positive politeness strategies (i.e., greeting, gratitude and address term), negative politeness (i.e., apology) and vernacular language. the gratitude and address term expression conveyed by “thank you, mam” is dominantly used by students to minimize threat when giving comments for every instruction created by lecturer. results of this study showed that the students use politeness strategies to ensure the effectiveness of online learning, yet they also limit their text-based interaction with the short expressions of politeness such as “hi, mam” or “yes, mam”. this finding contributes to shedding light on the aspect of politeness in online interaction in google classroom and directs future studies to explore politeness in other contexts. 1. introduction the covid-19 pandemic has changed all aspects of life. since this pandemic appeared in early february 2020, it has limited humans’ face-to-face interaction, as maintaining distance is one effort to prevent the transmission of the virus. for this reason, online communication has become the obligated form of communication. the curriculum of educational institutions from every corner have been radically revised to suit remote, distance, online, and digital forms of delivery (murphy, 2020). thus, interaction by online learning platforms is the most common in education today (putri et al., 2020). in fact, dhawan (2020) calls “online learning” as a “panacea” in the time of covid-19 crisis. since distance learning is applied in most countries nowadays, many researchers have conducted studies on the use of online learning platforms such as google classroom, google meet, whatsapp, zoom, etc. the success of applying online learning platforms to replace physical learning method is still an interesting issue since this is a new era in global educational system. this is due to the heavily mixed results from hundreds of studies which reported the effectiveness and ineffectiveness of the abrupt implementation of online learning (oktaria & rahmayadevi, 2021). the effectiveness ranged from how online platforms seems to streamline efficiency in material delivery between teachers and students (pratiwi, 2020; fuady, sutarjo & ernawati, 2021; atikah et al., 2021), increases select skills (isda et al., 2021; rosyada & sundari, 2021), and generates positive perception among the students (priyadarshani & jesuiya, 2021; vhalery, alfilail & robbani, 2020; hakim & mulyapradana, 2020). at the same time, it seems that an equal number of studies also proved that online learning is entirely ineffective, generating much dissatisfaction among the students and teachers alike. the e-learning system’s frequent network disconnection and internet data limitation are problems which occur on a day to day, if not hourly basis, so that online learning does not seem to encourage optimistic expectations (putri, 2021; susanto et al., 2021). all those obstacles are found by some studies (putri. 2021; susanto et al., 2021). the difficulties are internet quota is limited, the signal is bad, even some of the students are not having smartphone or laptop. in addition, the low capability of using the online learning platforms made it difficult for teacher and students to do attendance menu, quiz assignment menu, essay assignment menu, word or pdf download menu, and video download menu. even when students who attend http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 206 online lectures at home with decent gadget and good signal, many still find online learning ineffective as the material understanding was less than optimal and too many assignments were given. in light of the continuous uncertainty regarding effectiveness in online learning discourse, this study hones on to the interaction aspect of online learning. previous studies on online learning seems highly focused on the cognitive realm, thus this study intends to cover the underexplored social realm. the various problems of online learning seem to stem from the fact that online learning limits students’ face-to-face relationship. it appears that due to this reason, students are bored with the interaction in online learning (li & dewaele, 2020). according to yunitasari & hanifah (2020), students have little to no initiative to look forward to studying online because they could not meet with their friends and teachers directly. one study claims that online classes, whether live or recorded, can never substitute for interactive face-to-face classroom learning and practical sessions (john et al, 2021). to establish an interactive learning in online learning is to communicate, and to create a comfortable interactive atmosphere is to communicate politely. learning cannot be seperated from polite communication in order to create the harmonious relationship in achieving the learning objectives. in fact, many teachers and lecturers may be lost when faced with students who deliberately ignored politeness and are actively rude or trolling in learning process (hamuddin et al., 2019; khokhar, 2016). classroom interaction helps students to involve in communication. it is believed to contribute the language development on students (consolo, 2006). in clasroom interaction, teacher are guiding students in completing the tasks of linguistic problems and producting language through interaction. this is the reason why students develop their competences best in interaction (thoms, 2012). moreover, it is sthrengtened by seedhouse & jenks (2015) that presented the aspects of language are learnt and taught in language classroom. researches on politeness in classroom context have been proposed by some writers. senowarsito (2013) investigated the politeness strategies applied by efl teacher and students in the class directly. based on the classroom research, it found the positive politeness strategy is dominantly used by teacher and students in the class. the social distance, the age, the student’s power, and the limitation of the linguistic ability influenced the choice of politeness strategies (sapitri et al., 2020). they recognized themselves very well. it proved that teacher and students maintain the relationship. this is similarly supported by adel (2016) that identified the iranian efl learners in the class. the result show that positive politeness strategy is dominantly used by teacher and students to minimize the face threat. as there is no face threatening act (fta) happens during the interaction, harmonious relationshipis maintained in the class. politeness strategies applied by indonesian lecturer and teacher in the class directly (face-to-face communication) has also been investigated by sembiring & sianturi (2019). the research focused on student to student’s interaction during the responding to the point of view in cross cultural understanding class. as students communicated to their friends, no distance between them. they they communicate directly. as they are not reluctant to speak, they are polite in words but not in their acts. these previous studies mainly focused on seeing the politeness strategies by teacher and students in face-to-face or direct communication in the class. many researches have proven the use of politeness strategies in teacher student classroom interaction creates the effectiveness of learning process. the effective classroom interaction contributes to the success of the english language learning process. the communication in teaching is not only to transfer knowledge but also to create a comfortable atmosphere that can create solidarity and cooperation with the use of expressions such as greetings, gratitude and apology (astuti 2017; andi, 2018; widana, 2018; mahmud, 2019). in addition, nugrahanto & hartono (2019), heriyawati et al. (2019), fitryani (2020) and wijayanti, wijayanto & marmanto (2020) proved the existing of the four types of politeness strategies and the dominant use of positive politeness strategies in the classroom interaction created effective interaction not only between teacher and students but also among the student body. aside from greetings, gratitude, apology, yusuf & anwar (2019) also found that english students apply vernacular language to soften their language during class presentations’ discussions. in short, politeness strategies are significantly important in maintaining the comfortable environment in classroom interaction. this raises thehe question of how politeness strategies can achieve similar effects in online learning atmosphere. wong & esler (2020) recently carried out a literature review on teaching and learning politeness studies, and the study pointed out the need to investigate how politeness is expressed in modern language. this gap on the current pandemic’s online learning interaction’s politeness is what this study intends to fill. a staple educational online learning platform that is widely used during the pandemic is google classroom. as in face-to-face communication, the teacher and students also interact during the learning process, but the difference lies in that the interaction in google classroom is mediated only by text or words. in other words, textual language is the only tool used to implement the teaching and learning process. as far as the researcher is aware, there has not been any study that tries to identify the politeness strategies students employ in google classroom interaction, and there is still very few studies that investigate politeness among other speech acts in online learning context. therefore, the results of this study will contribute significantly in the field of politeness studies. 2. literature review 2.1 politeness politeness as one of ideology is seen as such a fixed and shared system. furthermore, as both politeness and http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 207 ideologies are associated with culture, culture becomes groups of basically like-minded people. politeness is the term used to describe the extent to which action, such as the way we say something. politeness means acing so as to take account of the feelings of others (brown & levinson, 1987). in relation to culture, politeness is created in society as the product of culture. as every individual has different culture, thus, the degree of politeness for every individual is also different. politeness is rule which is created and applied among people during interaction one another. politeness is called “manners”. it is teaching people how to communicate among their society. people should follow the rule. thus, when people ignore the rules, there will be social funishment given by the society itself. they will be called as arrogant, selfish even uncivilized (sibarani, 2004). echoed by kadar & haught (2013), politeness is associated with norm or moral which is made by people in society. by the norm, people are taught to behave in social life. however, while politeness is affected by culture, it is also different among individuals. for this reason, the scale of politeness depends on the person. politeness in communication used to achieve one goal. the goal is saving image (face) both speaker and hearer in communication. image (face) is the self esteem of speaker and hearer. it is believed, when face is saved, both speaker and hearer are maintaining the relationship. according to brown & levinson (1987) presented there two types of face. they are positive face (the desire to be free) and negative face (the desire to be beneficial). both these faces are saved to avoid the treat of face as it appears when the speaker and hearer creats the acts which treat the face. brown and levinson called as face threatening act (fta). they sthrengtened both positive and negative faces determine the way of being polite. the notion of face is sthrengtened by spencer-qatey (2008) and culpeper (2011). those two studies added the concept of face. it has a big role in norm created by society, thus, saving face in interaction is the most important. besides those two faces, meyerhoof (2011) sthrengtened that people apply different way of being polite as every individual is different. it depends on the closeness. it means, the way to communicate to someone that we recognize well will be different from someone that we do not know well. thus, the closeness of relationship affects the way of being polite. 2.2 politeness strategies brown & levinson (1987) proposed the concept of face as the very important scale in communication. for saving the face, there is a way used to express the utterances as polite as possible. the way is then called as politeness strategy. as the central of the theory, the concept of the face are expected to be maintained by speaker and hearer during the communication. by maintaining the face, it is supposed to minimize the face threatening acts (ftas) such as disagreement even embarrasing during the communication. for the reason, brown and levinson proposed the the realization of politeness strategies into 25 politeness strategies. those 25 politeness stretegies are classified into two categories. the politeness strategies are positive politeness strategy and negative politeness strategy. positive politeness strategy is a strategy of speaking which is used a kind of metahporical extension of intimacy to imply coomon ground or sharing of wants to a limited extent between strangers who perceive themselves: for the purpose of interaction, while negative politeness strategy is a kind of strategy which redressive acrion addressed to the addressee’s negative face: the want to have freedom of action unobstructed and attention unrestricted. the positive politeness strategy can be realized into 15 strategies. they are (1) notice, attend to hearer (his interests, wants, needs, goods). speaker should take notice of aspects of hearer’s condition (noticeable changes, remarkable possessions, anything which looks as though hearer would want s notice and approve of it. (2) exaggerate (interest, approval, sympathy with hearer). this is often done with exaggerate intonation, stress, and other aspects of prosodic, as well as with intensifying modifiers. (3) intensify, interest to hearer. another way for speaker to communicate with hearer that speaker wants to intensify his/her interest to the conversation by ‘making a good story’. the use of directly quoted speech rather than indirect reported speech is another feature of this strategy, as the use of tag questions or expressions that draw hearer as a participant into the conversation. (4) use in-group identity markers. speaker can implicitly claim the common ground with hearer that is carried by that definition of the group, including in group usages of address of address forms, of language or dialect, jargon, slang, and ellipsis. (5) seek agreement. in this strategy, there are two ways to seek agreement, such as safe topics and repetition. “safe topics” are used when speaker stresses his agreement with hearer and therefore to satisfy hearer’s desire to be right”, or to be corroborated in his opinions, for example talking about the weather, or the beauty of a garden. besides, agreement may also be stressed by repeating part or the proceeding speaker has said, in a conversation and by using particles that function to indicate emphatic agreement. (6) avoid disagreement. speaker may do a white lie in order to hide disagreement, by doing this, speaker will not damage hearer’s positive face. (7) presuppose/ raise/ assert common ground. speaker talks with hearer for awhile about unrelated topic to show that speaker is interested in hearer and indicate that speaker has not come to see hearer imply to do the fta). this strategy is used for softening request. (8) joke. joking is a basic positive politeness technique, for putting hearer ‘at ease’ or it may minimize an fta of requesting. (9) assert or presuppose speaker’s knowledge of and concern for hearer’s wants. it is used to imply knowledge of hearer’s wants and willingness to fit one’s own in with them. (10) offer, promise. offer and promises are the natural outcome of choosing this strategy; even if they are false, they demonstrate speaker’s good intentions in satisfying hearer’s positive face wants. (11) be optimistic. the speaker is very optimistic that the hearer will not mind to do the dishes that tonight. (12) include both http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 208 speaker and hearer in the activity. speaker tends to use ‘we’ form when speaker really means ‘you’ or ‘me’, s/he can call upon the cooperative assumptions and thereby redress ftas. (13) give (or ask for) reason. in this strategy, speaker gives reasons as to why s/he wants. hearer is led to see the reasonableness of speaker’s fta (or so speaker hopes). (14) assume or assert reciprocity. speaker asks cooperate with him/her by giving evidence of reciprocal rights or obligations between speaker and hearer. thus, speaker may say, “i’ll do x if you do y for me” or “i did x for you last week, so you do y for me this week” (vise versa). by pointing to the reciprocal right (or habit) of doing ftas to each other, speaker may soften his/her fta by negating the debt aspect and/or the face-threatening aspect acts such as criticisms and complaints. (15) give gifts to hearer (goods’ sympathy, understanding, cooperation). may satisfy hearer’s positive-face want (that speaker wants hearer’s wants, to some degree) by actually satisfying some of hearer’s wants by some actions like gift-giving not only tangible gift, but human-relations wants such as the wants to be liked, admired, cared about, understood, listened to, and so on. while negative politeness strategy is realised into 10 strategies. the strategies are (1) be conventionally indirect. the speaker tries to be indirect so there can be no misinterpretation of what he means. in this case, the speaker uses understandable indirect speech acts. (2) question hedge. it is used to modify the force of speech acts. (3) be pessimistic. it gives redress to hearer’s negative face by explicitly expressing doubt that the conditions for the appropriateness of speaker’s speech act to obtain. it may be realized by doing indirect requests with assertions of felicity conditions which have had a negated probability operator inserted. (4) minimize the imposition. speaker redresses the seriousness of the fta to pay hearer deference. (5) give deference. there are two sides to the coin in the realization of the deference: one in which speaker humbles and abases himself and another where speaker raises hearer (pays him positive face of a particular kind, namely that which satisfies hearer’ wants to be treated as superior). (6) apologize. by apologizing for doing an fta, the speaker can indicate his reluctance to impinge of h’s negative face and thereby partially redress that impingement. (7) impersonalize speaker and hearer. speaker doesn’t want to impinge on hearer is to phrase the fta as if the agent were other than speaker, or at least possibly not speaker or not speaker alone, and the redresses was other than hearer, or only inclusively of hearer. this result is in a variety of ways of avoiding the pronouns ‘i’ and ‘you’. (8) state the fta as a general rule. speaker doesn’t want to impinge but is merely forced to by circumstances, is to state the fta as an instance of some general social rule, regulation, or obligation. so, we get pronoun avoidance. (9) nominalize. it shows formality which is associated with the noun end of the continuum. (10) go on record as incurring a debt, or as not indebting hearer. speaker can redress an fta by explicitely claiming his indebtedness to hearer, or by disclaiming any indebtedness of hearer. 2.3 politeness strategies in online learning majority of existing studies investigates online learning in terms of how effective it is, while this study is interested in how the communication is dominantly mediated by text comments. studies on politeness strategies in online learning, however, is still very limited in number. megawati (2021) explored language politeness among english undergraduates in jakarta as well. however, the study relied on online questionnaire and the aim was to describe the students’ perception of language politeness. the study did not directly investigate or look at the way students interact, but found that students have positive perception regarding the politeness in online learning. this is supported by citrawati et al. (2021) who found that positive politeness is also dominant among balinese students. another study also did not examine politeness strategies themselves, but only tested whether they were effective in fostering cooperation among the students in borneo (mardiana, 2021). for studies that did directly examine for politeness in interaction, one study recorded the speech acts, which included politeness strategies, employed by three indonesian high school teachers (aditiya, 2021). lin et al. (2020) investigated the role of politeness in online tutoring. it presented the result that tutors had a similar level of politeness at the beginning of all dialogues, while the students were noticeably more polite when they are solving problems. other studies, instead of politeness, focused on impoliteness. rachmawati, hidayat, & kurniawan (2021) noted and recorded instances of impoliteness of an indonesian lecturer in whatsapp groups. last but not least, renhoard (2021) examined the language politeness among papuan students and lecturers in whatsapp and zoom, finding that politeness principles were used to build effective communication between the two without having to eliminate the value of tolerance, respect, and appreciation for the speaker who has a higher status both in terms of age and educational status. 3. method this study employed the descriptive qualitative research in order to describe the phenomenon of politeness in the google classroom language use and interaction. the participants involved in this study were 36 english department students at universitas methodist indonesia. from april to july 2021 (four months), the researchers recorded the students’ comments in their history of english google classroom, which covered 16 meetings for one semester. while observing the students’ comments in their google classroom sessions, the researchers identified the types of politeness strategies that they employ according to brown & levinson’s 1987 politeness theory. 4. findings this study presents the transcripts of comments screenshots which showcases the politeness strategies that students employ in their google classroom interaction with http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 209 their teacher. the politeness strategies portrayed included greeting, gratitude, address terms, apology, and vernacular language. lecturer: “good morning all. thank you for sharing your idea related to our previous explanation. let me check your work then, share your score. i ll see you bye. gb” student: “good morning mam.” student: “good morning mam.” student: “good morning mam.” student: “good morning mam, i am sorry to be late to send my assignment mam. i am in hometown, signal bad, may i send it again mam? thank you mam.” lecturer: “yes, please, unfortunately minus 5 will be given to your score. ok” extract 1 in comments on responding to the class instruction show that students dominantly gave response to the lecturer’s instruction by saying “good morning mam”. this way of greeting is commonly used to great people. response of the students toward the instruction given by their lecturer show that students replied the greeting of their lecturer who greet them before. it was applied to get attention from the lecturer that students show their existence in the class. this was also the indicator that students have good manner in google classroom interaction. students respect to their lecturer as the figure who has higher position in the class. lecturer: “what do you think about the story of beowulf? explain it briefly and clearly!” student: “hi mam, ok mam. i have send it mam, sorry if you find any errors to my assignment.” student: “hello mam, i have send my assignment. thank you mam.” extract 2 after sharing the assignment in google classroom, students leave the private comments by greeting their lecturer. they said “hi, “hello”, then thank to their lecturer. it shows that students respect their lecturer even by leaving short comments to greet their lecturer. different from the greeting in class instruction which lecturer greet the students first. here, without greeting from the lecturer, students greet their lecturer. it is not replying greeting but more respecting to the lecturer. in a small number of comments under the category of greeting, this study found a quirky phrase that elevates the respect conveyed in the online interaction. lecturer: “good morning everyone. due to the vacnication of umi that will be held this coming thrusday, i am so sorry, i can teach you at the time. i doesn’t mean you are free of working something. let me tell you to do the analysis of language used in middle english period. we will discuss it a week later. ok, i ll see you and take care wherever you are. god bless you all.” student: “good morning mam. ok mam. stay healthy mam. ok mam, god bless you too mam.” extract 3 greeting is also portrayed by saying “god bless you”. it is greeting. uttering this phrase in the closing of interaction indicated the respect to the religion. this way of greeting indicated that student has good manner of being polite. it not only indicates the relationship between the student and the lecturer, but also their relationship with god. in addition, as it is online learning interaction, it needs internet connection. the comment stated by student show the difficulty faced by students during online learning interaction. it is true that positive impact of online learning is effective because student can learn from anywhere and anytime, but the requirement should be provided, that is internet connection. this student is luckly to do learning process when she is in her hometown, but in other case she had to be ready to face the problem. in fact, she was late for sending her task. lecturer: “morning everyone. stay healthy and happy wherever you are and whatever you do. for our class today, last week, your lecturer explained to you about the english literature in elizabeth period. you have given your little understanding about that. so, for today, your lecturer is sharing to you the summary of our topic. read it more. i ll see you and bye.” student: “thank you mam” student:thank you very much mam” student: “thank you mam, see you” extract 4 here, students frequently used gratitude to respond the class instruction shared by lecturer. it is expressed by saying “thank you mam”, “thank you very much mam” stated by every student. these show the politeness of the students to their lecturer. as it is in formal situation, students are aware about their position who really need the presence of the lecturer. students do not think that this is the responsibility of lecturer as the person who has responsibility to teach. in indonesia, it can be seen that student consider their lecturer as a hero then they have to thank to as there is the common proverb “guru adalah pahlawanku” (my teacher is my hero). thus, by expressing gratitude, the students showed respect to their lecturer. in addition, the following extract also show the same case where students say thank in answering question. lecturer:” according to you, what aspects were being restored in restoration period? give your answer briefly?” student: “ok mam” student: “thank you very much mam” student: “hello mam, thank you mam” student: “ok mam, thank you” student: “ok mam, we really appreciate it mam, thank you” student: “ i am sorry mem. yesterday, i have sent my file and i saw it was success mam, but you told us in group whatsapp that it has not being sent yet, i send it again mam, may i send it mam? thank you mam.” extract 5 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 210 the extract shows that the students considered that the question is the way of measuring their understanding toward a topic in the lecture. for this reason, the students showed their appreciation for the question given by lecturer. in addition, though the question was not accompanied by any greeting from the lecturer, it seems that the students do not mind it. they keep respecting their lecturer by saying “thank you very much” in every comment. lecturer: hi everyone. i am glad to see you again. for meeting 13 of our class today, you have to make sure that the project of final test should be sent a week before final. your lecturer is going to remind you. ok, i ll see you and take care wherever you are. gb. student: “ok mam” student: “sure mam” student: :thank you mam” student: “thank for remind us mam/” student: “ok mam, but can i ask you mam? related to the task you have given us, should we hand in by email or google classroom as you haven’t created a class in google classroom mam, thank you mam, god bless you mam.” extract 6 this extract demonstrated the use of address terms “mam” frequently. it is used to address to their female lecturer. it is addressed to a repectable person. students consider their lecturer as their mother and they are the kids. by this, students are creating a harmonious relationship as they felt close to their lecturer. the use of another address term can be seen also by the following extract. lecturer: “how do you differ between english literature in elizabeth period and puritan period? what makes them strongly different?” student a: “sorry mam, may i ask you mam? should we compare the periods mam? thank you mam. student b: “yes lah [name of student a], i do ate, sorry mam, heheheehe (smiley) lecturer: “answer your question, dear [name of student b]. thank you dear (happy sticker).” student a: “thank you [name of student b]. thank you mam.” extract 7 the use of addressing by pronoun “we” and personal names in extract 7 show that student are familiar one another. as they are classmates, there is no metaphorical distance among them. thus, they find it polite to use the first or given names of student and group pronoun in classroom interaction. the familiarity in the interaction can minimize the threat. lecturer: “ok class, do this following instruction! retell the story of canterbury tales by geoffrey chaucer by rewriting it. use your own words briefly and clearly!” student c: “excuse me mam, should we retell by video or writing mam?” student d: “yes mam, sorry for interrupting you, if video, what is the time mam? thank you mam.” extract 8 this extract show that student are really polite to ask their questions. they want to clarify the instruction stated by lecturer, then by asking the questions politely, they want to make it sure. student c said “excuse me” first, before raising the question. the second comment/question by student dsaid “sorry” for taking time of her lecture then made sure about the instruction. those ways of being polite minimized the face threat of lecturer. it created harmonious interaction because lecturer was respected and felt good and towards her students. student b: “yes lah [name of student a], i do ate, sorry mam, heheheehe (smiley) lecturer: “answer your question, dear [name of student b]. thank you dear (happy sticker).” extract 9 in this extract, vernacular language is portrayed by students in interaction during answering the question. by saying “i do ate” means is the vernacular language of student who is coming from batak toba ethnic group. vernacular language is used to strengthen his statement. the student believe that his friend was more understand about the topic when he used vernacular language as the other student who was asking question also batak toba student. 5. discussion in the course of four months and 16 meetings, the researchers observed that students employ five politeness strategies, namely greetings, gratitude, address term, apology and vernacular language. extracts 1, 2, and 3 showed the expressions of politeness strategy greeting. greetings were used to minimize the distance between students and lecturer and to reduce the hearer’s disappointment by expressing friendliness, which is in line with brown & levinson (1987). another study by rahayuningsih (2019) also found the use of positive politeness strategies to show the solidarity and to maintain a close relationship between teacher and students and among students. it is also proven by nurmawati, atmowardoyo & weda (2019). gratitude as shown in extracts 4 and 5,, another positive politeness strategy, was primarily expressed by the students after the class instructions and questions were given by the lecturer. these strategies are in line with brown & levinson’s (1987) theory which indicates that expressing thanks is considered a polite way that can avoid the face threatening acts. gratitude also indicates the solidarity above the power, such as proven by mahmud (2019). in this study, the use of gratitude was directed to the respectable person. the students used this expression to convey that the assignments and tasks were not considered as burdens. address term is arguably the most used positive politeness strategy across the 16 google classroom meetings. as shown in extracts 6 and 7, these were “mam”, personal names, and the pronouns “we” and “you”. these address terms are considered as the “in-group identity http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 211 markers” in brown & levinson’s theory (1987). the function of address term is to minimize the distance between speaker and hearer and also to reduce the hearer’s disappointment by expressing friendliness. mahmud (2019) similarly showed the use of address terms as in group identity markers that students frequently use during face-to-face classroom presentation. it is also explored by fitriyani, andriyanti (2020), who found that address terms were used to establish an honourable status to the lecturer. using personal names as address term politeness strategy seems to have not been explored or mentioned in previous studies on online learning. this study sees that the use of personal names between students showed a closeness among the students. it reduced the distance as they are classmates. only one negative politeness strategy was observed in the google classroom interaction, namely the apology expressed with “excuse me” and “sorry”, as shown in extract 8. the use of this negative politeness strategies is to minimize the imposition. brown & levinson (1987) said that apology functions as a way to express respect rather than friendliness, solidarity or intimacy. this is proven by the findings of this study as this expression is always used toward the lecturer as the person who has higher position than students. last but not least, the findings also showed that student used a vernacular language, “i do ate” (yes, it is) in extract 9, during the google classroom interaction. according to brown & levinson, a vernacular refers to the language or dialect that is spoken by people that are inhabiting a particular country or region, typically the informal version of the native language. other studies found usage of vernaculars as a softening mechanism for classroom presentations (mahmud, 2019; yusuf & anwar, 2019). the findings above show that the politeness strategies are applied by students in google classroom interaction. students kept politeness during the classroom interaction even by google classroom. the use of the politeness strategies created the comfortable class and increased student’s interest. this finding supports the previous result that google classroom can effectively increase the students’ interest in learning (priyadarshani & jesuiya 2021; hakim & mulyapradana 2020). the data also indicated the typical problem faced by students during online learning. due to low internet connection, in one occasion, one student was unable to hand in her work on time. however, this problem can be solved by good communication between teacher and students. this result is in line vhalery, alfilail & robbani (2020). an interesting contribution is that while this study shows that positive politeness strategies help students to cooperate well in learning, it seems to contrast the idea that positive politeness strategies can also contribute to the students’ language development. this idea is proposed by consolo (2006), who stated that polite communication can strengthen the language learners’s competences in social interactions and relationships via positive communication with more experienced, knowledgeable, and competent speakers, in this case the lecturer (thoms, 2012). seedhouse & jenks (2015) also supported that the aspects of language such as language learnt and taught, method, syllabus and material are can be found in the classroom interaction. the result of this study indicated a different picture. throughout the google classroom interaction, the researchers observed that students seem to not show the initiative to use language beyond politeness strategies. one or two students in each meeting would write and publish long comments in the google classroom, yet the majority of them would only give a short “yes, mam” or “thank you, mam”. this may indicate that students are reluctant to interact more with the foreign language, and it can also indicate that online interaction does not seem to foster the students’ language development and social competencies. this is markedly different with the results from previous studies on politeness strategies in the context of face-to-face classrooms, in which the politeness strategies employed truly did make way for students to freely express themselves (sembiring & sianturi, 2019). the results agreed with engzell, frey, & verhagen (2021) who reported that there is a significant learning loss in terms of language development during the online learning process that is abruptly and globally implemented in response to the covid-19 pandemic. politeness strategies fostered a cooperative and effective learning process, but future studies are recommended figure out a way to engage the students to write more so that they do not only use short polite expressions in their text-based interaction. findings might also prove to be different if explored in other text-limited platforms, such as blogs. 6. conclusion the positive politeness strategies (i.e., greeting, gratitude and address term), negative politeness (i.e., apology) and vernacular language, which are commonly identified to exist in the teacheror lecturer-student interactions in face-to-face classrooms, are also identified in the online interaction in google classroom sessions. results of this study showed that politeness strategies contribute to the effectiveness of online learning. however, the comments from students are also frequently limited in the short two-three words of greetings and address terms. this finding indicates that more communication strategies are needed to increase the online teacher-student interaction so that text-based interaction can go beyond the use of politeness strategies. research on politeness has flourished since brown & levinson (1987) proposed their theory, yet there is still more room to explore. this study contributes to the field by filling the research gap on how politeness strategies is employed in google classroom interaction; previous studies have explored it in whatsapp and zoom, though future researchers can examine other commonly used online educational platform and compare. furthermore, it is noticeable that most studies in the context of politeness strategies in classroom interaction, direct or indirect, seems to be mostly done by researchers from indonesia, located in http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 205-214 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 212 various educational institutions in the country, and also mostly involve english major students. future exploration on politeness strategies invoked by students from other majors, ages and nationalities are, therefore, encouraged. references aditiya, i. 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(2019). an article review on “the use of politeness strategies in the classroom context by english university students". elsya : journal of english language studies, 1(2), 69–73. https://doi.org/10.31849/elsya.v1i2.3530 http://ojs.journal.unilak.ac.id/index.php/elsya https://doi.org/10.31014/aior.1993.04.02.201 https://doi.org/10.23887/jpai.v2i2.15980 https://doi.org/10.34050/els-jish.v3i1.9524 https://doi.org/10.31849/elsya.v1i2.3530 elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 78-85 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 78 identification and ranking of cloud-based applications in e-learning of afghanistan: a case of public universities sayed zabihullah musawi 1 and jawid ahmad baktash 2 1 kunduz university, kunduz, afghanistan 2 kabul university, kabul, afghanistan sayedzabimusawi@kundoz.edu.af article history received : 24 december 2020 revised : 19 january 2021 accepted : 8 march 2021 keywords e-learning cloud-based application moodle e-learning in afghanistan google classroom abstract cloud-based applications are suitable tools in the e-learning system, and they bring the most facilities in e-learning due to availability and on-demand self-services. during covid19 lockdown, while presential learning stopped and e-learning started. the ministry of higher education has begun e-learning in public and private universities. therefore, afghanistan’s universities used cloud-based apps in e-learning, but these apps are not identifying and ranking in the e-learning of afghanistan. this study aims to identify and rank the cloud-based apps in terms of usefulness and effectiveness in e-learning using state-of-the-art, and its usage in public universities of afghanistan. to get an accurate answer to the defined questions, mixed research was used. therefore, an online questionnaire was distributed randomly to six public universities in six different parts of afghanistan. the respondents were divided into two categories (lecturers and students) and asked to respond to cloud-based apps usage and effectiveness in e-learning. the responses were analysed using chi-square tests. the result showed the most, low, and lowest useful cloud-based apps in e-learning. in conclusion, the research finding showed that google classroom was the most lms, whatsapp was the most mobile instant messaging, gmail was the most e-mail server and skype was the most video conferencing cloud-based apps in e-learning in most public universities of afghanistan. 1. introduction due to the quarantine of the corona virus e-learning was the only solutions for learning all over the globe, elearning with the terms of distance learning, network-based learning, computer-based learning, web-based learning (radha et al., 2020), computer-based learning have common meanings and concepts (mirzaei & shabani nia, 2013; zhang et al., 2004). furthermore, electronic education can be defined as follows: electronic education is a set of educational activities that are done using electronic tools (kundu, 2021) such as audio, video, computer, network and virtual, and so on. in other words, all programs that lead to learning through computer networks, especially the internet (butola, 2021) are called e-learning. thus, e-learning is a tool that facilitates the learning process (babaie, 2015; peroz, 2015; sağlam, 2019). at present, most countries are migrated from presential learning method to e-learning (affouneh et al., 2020) due to its effectiveness factors in pandemic condition (al kodri, 2020), and it has changed the process of learning by using various apps. the use of e-mail, free video conferencing apps, mim apps, free file-sharing programs are a new chapter in distance learning that is common in the sense of e-learning. the use of these technologies has eliminated distances and made teaching more effective than ever; because e-learning despite the traditional method is not committed to prepare the education at the same time and place for the learner and teacher (abed, 2019). on the other hand, with the use of e-learning, it is possible to learn every time and everywhere (aparicio et al., 2017; salih & taniwall, 2020). therefore, during the covid-19 outbreak ministry of higher education proposed e-learning instead of presential learning, and afghanistan public’s universities had extreme development in terms of e-learning implementation in a short time. the e-learning deployment started with the assist of google classroom, and continue with helms in public and private universities of afghanistan. besides, mentioned lmss some cloud-based apps were useful in e-learning, but not identify and rank because of lack of the previous deployment. thus, the study effort is to identify and rank the most cloud-based apps in e-learning in public universities of afghanistan. 2. literature review 2.1 cloud-based application cloud computing is a computational method that is automatically configurable and most of its resources are virtualized and available in the form of services via the internet (song, 2020). therefore, cloud services are accessible via web applications, and web applications are the most component of cloud computing (m. ali et al., 2015; radha et al., 2020) nowadays, the emergence of the cloud http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 78-85 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 79 phenomenon or cloud computing technology in the world of ict has played an effective role in advancing the process of e-learning (sağlam, 2019); because today, most e-learning technologies and tools work based on cloud computing, and cloud computing provides infrastructure, applications, and storage space to institutions and institutions that provide elearning; therefore lots of organizations are deploying cloud computing service because of its business support (naveed et al., 2019) access from different locations (ali, 2020; burke, 2021). the main cloud computing technologies and tools include e-mail programs (e.g., gmail, yahoo, aol), messaging and data sharing programs (e.g., whatsapp, viber), video conferencing (e.g., zoom, microsoft teams) and lms (e.g., moodle, google classroom, and blackboard) considered in this study. these tools are the most useful in some countries (radha et al., 2020). 2.2 learning in afghanistan education is of particular importance in the sacred religion of islam; the prophet of islam said: " seek knowledge from the cradle to the grave" elsewhere, he said, "look for science, even if it's in china." these statements are examples of valuing knowledge and the importance of knowledge. afghanistan, as an islamic country, has given special value to knowledge and education, according to the holy prophet of islam. therefore, education in afghanistan has a long history; in the past and present, education has been done through mosques with the teaching of the qur'an and the principles of religion in small areas and villages, then education was introduced using schools and universities. formal learning with the assist of schools and universities was the second phase of learning in afghanistan. therefore, the first boy school by the name of habibia high school was established in 1903, and the girls' school by the name of asmat establish in 1928 in kabul (sultani, 2001). kabul university was the first place for higher education that was established in 1932 in kabul. thus, the mentioned schools and universities were the first official places in learning in afghanistan, yet today afghanistan has 39 public and 128 private universities (https://mohe.gov.af/). 2.3 e-learning in afghanistan afghanistan universities interconnected to international universities since the it center of kabul university (itck) establishment in march 2003, and after the establishment of itck students and lecturers could access the internet, web accessing, and online chatting with friends (peroz, 2015). therefore, accessing and finding the chance to chat with their friends after several years of war could be a dream for every afghan citizen especially for students, lecturers, and researchers as well. since 2005 a lot of international universities and organizations have been tried to establish the e-learning platform to support teaching and learning in afghanistan's universities (peroz, 2015). due to this effort and continuous afghanistan’s international partner support, today every afghanistan university is interconnected with fiber optic and has already access to the internet. kunduz university which is located in the north-east of afghanistan has 40mbps bandwidth of the internet. it could be an example of improvement and success from 2003 to 2020 for afghanistan. nowadays, due to the outbreak of coronavirus most education centers barred (alqahtani & rajkhan, 2020), therefore, governments and universities are tried to use elearning services (arshad khan et al., 2021; cicha et al., 2021; kaisara & bwalya, 2021) and platforms so that citizens are not deprived of education (gurme, 2019). with this in mind, the afghan government prioritizes e-learning over its programs and strongly supports it. currently, afghanistan's universities implemented e-learning in two steps. in the first step, the ministry of higher education with a lack of existence system implemented the e-learning with the assist of google classroom and continue the lesson during the covid-19 lockdown. in the second step, the mohe with the collaboration of kabul polytechnic university developed the helms (higher education learning management system) to implement and manage elearning in public universities. implementing e-learning without considering previous planning cannot be without flaws and barriers as (hannache-heurteloup & moustaghfir, 2020) and (aldulaimi et al., 2021) pointed, especially in a country like afghanistan that has a lot of challenges including lack of electricity, disconnect telecommunication networks, lack of ict infrastructures (musawi et al., 2020), or it might have some considered positive effect during covid-19 outbreak on society (fatani et al., 2021; neelavathy, 2020). 3. method this study tried to identify and rank cloud-based apps in e-learning of public universities of afghanistan using state-of-the-art, and a mixed approach was employed for this study. therefore, the sources of collected data were an online questionnaire and open-ended questions. the questionnaire was structured into two categories, four demographic questions, and four main questions. the questionnaire was developed basis on four main factors identified through discussions with students, lecturers, and depth literature review. furthermore, at the end of the questionnaire, we formulated two open-ended questions to collect the relevant issues related to e-learning that may not consider in questionnaire categories. the study population was bachelor’s students and lecturers from public universities of afghanistan. the participants were varied in terms of fields including computer science, psychology, sociology, chemistry, economy, biology as well. these fields were selected randomly, and the fields of the study had not affected in data analysis. after sharing an online questionnaire, we gathered 128 responses from n=28 females and n=68 males from six different universities of afghanistan like shaheed rabani education university, kunduz university, takhar university, samangan institute of higher education, ghor institute of higher education, parwan university as well. http://ojs.journal.unilak.ac.id/index.php/elsya https://mohe.gov.af/ elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 78-85 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 80 among 128 responded questions, 96 responses were considered useful for analysis, and the chi-square test was applied for data analysis in spssv26. 4. results the collected data from the questionnaire were in two sections, demographic questions, and main questions. furthermore, two open-ended questions were as well. therefore, after valuing into each question the chi-squaretest employed. thus, the research results are illustrated in figures 1 to 7. the research was designed to content different categories of participations including location, six and occupation. therefore, gender, job and universities of participation were considered in this research. figure 1. participants’ gender in this survey, (69.79%) were male and (30.21%) were female. therefore, this study shows that female participation was less than males due to personal barriers (aldulaimi et al., 2021; hannache-heurteloup & moustaghfir, 2020). figure 2. participants’ job the illustrated figure shows that (16.67%) of participants were lecturers and (83.33%) were students from six different universities from six different parts of afghanistan. therefore, lecturers and students had continued the education even with a shortage of ict tools, and this is in line with what musawi et al. (2020) stated. figure 3. participants’ universities the illustrated figure shows surveyed universities that (44.79%) were from kunduz, (22.92%) from samangan institute of higher education, (21.88%) from shaheed rabani education university, (5.21%) from parwan university, (4.17%) from takhar university and (1%) from ghor institute of higher education. the study result shows, although, the e-learning started due to covid-19 outbreak at hard condition, the universities participation were good. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 78-85 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 81 figure 4. which e-learning system do you use? as shown in the figure 4, google classroom with (46.88%) and moodle with (43.75%) use are the useful systems in e-learning in afghanistan. besides, (9.38%) elearning users use another system. according to the study open-ended questions, the reasons for using google classroom more than moodle were the heaviness of moodle, and it has had needed more internet speed. figure 5. which cloud-based instant apps do you use in e-learning? figure 5 shows that whatsapp with (60.42%), facebook messenger with (34.38%), and telegram with (5.21%) were the most useful instant messaging app respectively. whatsapp specifically is the most popular, especially in kunduz university, although one other university preferred to use facebook messenger. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 78-85 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 82 figure 6. which public e-mail server do you use in academic communications? according to the survey, gmail (88.54%), yahoo (2.1%) were useful e-mail servers for e-learning purposes, but (9.4%) used other e-mail servers, and it might be a university e-mail server. because public e-mail servers have the most used due to the lack of academic e-mail servers in public universities of afghanistan. figure 7. which cloud-based app do you use for video conferencing? the illustrated figure showed that skype with (40.63%), zoom (34.38%), microsoft teams (3.1%) were the most useful apps in afghanistan’s e-learning system, besides (21.9%) were used other apps for video conferencing purposes. 5. discussion the novel virus (covid-19) breakdown has caused to stop face-to-face learning all over the world. therefore, online learning with the assist of cloud-based applications was the only option that most countries selected for continuing the learning in schools and universities. thus, afghanistan like other countries tried to implement e-learning in public universities. nowadays, most of the public and some private universities implemented e-learning to continue learning for students. the implementation of e-learning before preplanning and lack of infrastructure and systems have caused that every university, lecturer, and student to use different tools to do the learning. therefore, cloud-based applications were the most accessible tools in afghanistan because of free and on-demand self-services. 5.1 learning management systems http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 78-85 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 83 e-learning like e-government and other e-system need some type of infrastructure and tools. therefore, besides some public lmss including google classroom, dokeos, academic suite, blackboard, atutor, and moodle (aldulaimi et al., 2021) some of the countries and universities developed the owned system to manage the elearning system. based on this research, google classroom was the first tools for e-learning purposes at lack of localized lms in afghanistan, moreover, after the implementation of google classroom, the ministry of higher education with the technical assistance of kabul polytechnic university developed the helms (higher education learning management system) in afghanistan. therefore, google classroom and helms were two useful lmss in elearning, but google classroom was the most useful lms than helms in e-learning in public universities of afghanistan due to heaviness of helsm. 5.2 cloud-based instant messaging apps there have been many studies in mobile instant messaging (mim) and cloud-based apps in terms of elearning. moreover, most studies focused on the role and the effectiveness of mim especially whatsapp in specific fields such as elt for efl (arifani, 2019; jafari & chalak, 2016; kartal, 2019; minalla, 2018; ta’amneh, 2017) and computer science due to the leaner’s familiarity in the english language. according to jafari and chalak (2016), whatsapp has a positive effect on english vocabulary learning among iranian efl learners in comparison to traditional learning, and (suadi, 2021) stated that whatsapp has a positive effect on elt for efl learning skills. in another word, according to the research open-ended questions, lack of english literacy was a big barrier for elearning deployment. although this study did not obtain specific fields, the research finding shows that whatsapp with 60.4%) usage has been the most useful mim in comparison to facebook messenger, telegram in all fields of study in public universities of afghanistan. 5.3 cloud-based e-mail servers e-mail servers are the most useful tools in all types of communication, especially in academic affairs. at present most of the public universities did not have academic e-mail addresses which caused most lecturers are using public email servers. according to our research findings, public email servers are mostly used in material sharing due to cloud massive file sharing futures (gmail server preparing 15gb in google drive and yahoo mail server preparing 5gb free space in one drive for data storing in cloud-space). therefore, these apps have been useful in e-learning, and gmail with (88.5%), yahoo mail (2.1%) were the most useful e-mail servers for e-learning and academic purposes. 5.4 cloud-based videoconferencing apps cloud-based and video-conferring apps have had a significant role in e-learning due to preparing a face-to-face interaction. real-time communication among lecturers and students is required for teaching. real-time interaction may be part of education in some types of fields and has impressive benefits in educations. according to (suadi, 2021) using zoom in e-learning increased the students' confidence feeling in practicing english. therefore, these video-conferencing apps were also useful in e-learning in afghanistan, but the study didn’t focus on specific fields. generally, skype with (40.6%), zoom (34.4%), and microsoft teams with (3.1%) were the most useful videoconferencing apps in e-learning in afghanistan. 6. conclusion during the covid-19 outbreak, e-learning was the most significant issue in universities of afghanistan. therefore, the study aimed to identify and rank the cloud-based apps in e-learning in public universities. this research used a mixed-method. besides, demographic questions the survey questions were categorised into two sections, four (lmss, mim tools, mail servers, and video conferencing tools) and two open-ended questions. the participants were lecturers and students, but the participation of males was more than females in this study. thus, based on the research finding. at first, google classroom was the most useful lms. second, whatsapp and facebook messenger were the most useful mobile instant messaging apps. third, gmail was the most substantial e-mail server. finally, skype and zoom were the identified cloud-based apps in video conferencing in elearning in public universities of afghanistan. in conclusion, google classroom with 46.9%, whatsapp with 60.4%, gmail with 88.5%, and skype with 40.6% usage were the most significant cloud-based video conferencing app in elearning of afghanistan. based on this conclusion, the mentioned apps are proposing for education planer to consider in future plans. moreover, further study is needed to investigate on two following reasons: the effect of each mim, lms, video conferring apps on enhancing e-learning on specific fields, and the effective factor for using these apps in e-learning in afghanistan. 7. acknowledgment we honestly want to thank the students, lecturers, and board of directors of public universities of afghanistan for participating and assisting in this study. we believe it could not have been achievable without your extraordinary help. references abed, e. k. 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(2004). can e-learning replace classroom learning? communications of the acm, 47(5), 75–79. https://doi.org/10.1145/986213.986216 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 126-133 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 126 the difficulties in implementing scientific approach based on 2013 curriculum: a case study on one english teacher sarah madina and absharini kardena iain bukittinggi, bukittinggi, indonesia sarahmadina98@gmail.com article history received : 24 december 2020 revised : 19 january 2021 accepted : 1 april 2021 keywords scientific approach curriculum 2013 english teaching implementation teaching adaptation abstract this case study investigated the difficulties faced by an english teacher in implementing the scientific approach at one selected school in the district of agam in west sumatera, indonesia. this qualitative research used semi-structured interview questions and an observation checklist as the instruments, with an english teacher as the data source. this study showed that the selected secondary english teacher in mtsn 3 agam encountered eight significant difficulties in dealing with the implementation of stages of the scientific approach based on the 2013 curriculum in classroom activities. the english teacher’s difficulties included: (1) to determine the object that will be observed; (2) to determine how the way data recorded; (3) encouraging the students to ask; (4) to make the various media as the information resources; (5) deciding the duration of students to do the experiment activity; (6) to divide the time for evaluation; (7) to organize the student to analyze; (8) encouraging the student to present their work in front of the class. this study serves as a reminder for the preparation suitable strategies needed in adapting not only to the general teaching process, but also to the possible changes in the curriculum. 1. introduction in early 2013, the ministry of education and culture designed a new curriculum called the 2013 curriculum which aims to improve and balance the competency of attitude, knowledge, and skill. attitudes are acquired through activities; accept, execute, respect, appreciate, and practice (zaim, 2017). the 2013 curriculum uses the scientific approach as an approach in the learning process. students in the scientific process are actively involved in learning and being centered. nugroho, siti, & suherdi (2017) said that the scientific approach was promoted by the 2013 curriculum. this approach also emphasizes the process of searching knowledge and students as the subject of learning through applying scientific principles. however, based on the preliminary research in mtsn 3 agam, there are several indications of difficulties faced by an english teacher in implementing the scientific approach based on the 2013 curriculum. there are several studies that explored teachers’ difficulty in implementing the 2013 curriculum. darnius (2016) in syiah kuala university acquired data from the questionnaire, observation, and interview of 15 teachers and revealed that they all still found difficulty in applying the scientific approach, hence, the learning process did not run as expected. krisdiana, apriandi, & apriansyah (2013) examined the teacher and the student's difficulties in implementing the 2013 curriculum in the mathematic subject on student junior high school. from the observation and interview, it found that the teacher faced the following problem: (1) the teacher did not understand the purpose of the 2013 curriculum and scientific approach, (2) the teacher was not able to carry out the learning process that leads to applicative skills, (3) the learning process did not inspire the students to do the observation and experiment, (4) the teacher was less able to foster the student’s creativity in the science learning activity. besides, they claimed that there was a lack of training of the 2013 curriculum and less ofsupportive facilities and infrastructure in implementing the scientific approach of the 2013 curriculum. adriantoni & fitrisnis (2018) examined the problems and solutions to the implementation of the 2013 curriculum in junior high school. based on their observation class, interview, and documentation, they found that the teachers were lack of understanding about the 2013 curriculum concepts, limited time, and there were so many types of assessments in the 2013 curriculum. retnawati, hadi, & nugroho (2016) researched teacher’s difficulty in implementing assessment in the 2013 curriculum in vocational high school. this study was quite different because it was talking about the assessment. however, it was related to investigating the study under the topic of the 2013 curriculum. from the interview and focus group discussion, they proved that the teachers had not fully understood the assessment system. besides, the teacher http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 126-133 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 127 could not find afeasible application for describing the student’s learning achievement. based on the problem above, this research intended to conduct the research about the indication of difficulties in scientific stages. the difficulties might occur in some stages such as observing, questioning, experimenting, associating or communicating stage. indeed, it is important to research the title: english teacher’s difficulties in implementing scientific approach based on 2013 curriculum at eighth grade of mtsn 3 agam. this study guide by a question of what are the difficulties faced by the english teacher in five stages in the scientific approach that is observing, questioning, experimenting, associating, and communicating. the result of this study aims to be a contribution for the next researcher and expert to find out the solution for those teacher’s difficulties in applying the scientific approach, especially in the 2013 curriculum. besides, it can serve as a reminder to the teacher to improve and increase their competency skill in the teaching-learning process of the scientific approach of the 2013 curriculum. 2. literature review 2.1 2013 curriculum the curriculum of 2013 is competency and characterbased curriculum. it was born as a response to the various criticisms of school-based curriculum 2006. as stated by rusman (2016) in his book that the development of the 2013 curriculum is the advanced step of competence-based curriculum (2004) and school-based curriculum (2006) that covering of the competency of attitude, knowledge, and skill in an integrated way. the orientation of this curriculum is to improve and balance soft skills and hard skills which involves the competencies of knowledge, skill, and attitude. gunawan (2015) said that the objective of the 2013 curriculum is creating productivity, creativity, and innovation, through strengthening affective attitudes, skills, and integrated knowledge for indonesians. in conclusion, the 2013 curriculum is developed to face the future challenges facing by indonesia which involves the three competencies (skill, knowledge, and attitude) with balancing soft skill and hard skill. 2.2 scientific approach in reaching those orientations, the 2013 curriculum promoted the scientific approach. according to the ministry of education and culture, the 2013 curriculum applies the scientific approach as its ways of teaching and learning activity. the scientific approach is a learning process that used scientific steps in the learning process. the learning model needed by the scientific approach is learning which allows learners to have science thinking skills and developing the sense of inquiry and the ability of creative thinking of learners (majid & chaerul, 2014). according to hosnan (2016), the purposes of the scientific approach are to improve student'scritical thinking, to help the student to have the ability of problem-solving, to create a positive atmosphere in the classroom so that the student will feel that they need to study in the classroom, to develop students’ characters, and to give the chance for the student to state their arguments, especially in writing scientific articles”. this approach has five ways of thinking to arrive at the truth (knowledge) namely observing, questioning, experimenting, associating, and communicating. 2.3 the steps of scientific approach observation is the activity where learners use the sense of sight (reading), smell, hearing (listening), taste, and touch to identify an object with or without any tool. the observing activities might be environment observation, observing any picture, video, chart, and diagram data, analyzing any map, reading any form of information from any kind of source. in summary, the form of learning result of this activity is students could identify the problem. the second stage is questioning. in this activity, students can express their curiosity about something which relates to any object, event, or certain process. in questioning activity, students make the question in individual or group about something they are wondering about. students can ask the question to the teacher, informant, other students, and to herself under teacher guidance so that student can being independent and it can be a habit. the next step is experimenting. the experimenting is the activity where the learner collects the information as the material to analyze and summing up. experimenting activity could be done by reading some books, collecting secondary data, field observing, experiment, interviews, distribute the questionnaire, and so on. thus, the student could test the hypothesis in this activity. it is the activity in which students process the data in form of a series of physical activities and thought which are helped by a certain tool. next is associating activity. there are many kinds of associating activity, for instance,clarify, sorting, counting, dividing, and arrange the data in informative form, and also determine the source of the data so it could be meaningful. much activity could be done in associating activity such as make a table, diagram, and chart, graphic, the main map, counting, and modeling. furthermore, the student analyzes the data to compare and determine the data processed and the theory that was used. therefore, the conclusion can be drawn; principles and important concepts can be found. hence, the student can conclude the study result from that hypothesis. the last is communicating, in this activity, students have to present the result of the products, make a conclusion based on the results of the analysis orally, written, or other media in this step. the activity can be concluded by the students in communicating step is presenting their work. indeed, the student can formulate and take responsibility forhypothesis verification (ministry education and culture, 2013). 3. method http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 126-133 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 128 this research aims to describe how does the english teacher implementsthe scientific approach based on the 2013 curriculum and what are the difficulties faced by the english teacher in implementing the scientific approach based on the 2013 curriculum at eighth grade of mtsn 3 agam. therefore, qualitative research has been conducted by the researcher in descriptive study form. agustinova (2015) mentions that qualitative research is a research procedural which is done naturally according to what happened in the setting without making any treatment and the kind of data collected is descriptive data. in this study, the data sources of this research are the english teacher from the grade of mtsn 3 agam and 30 students from viii-1 of mtsn 3 agam. those informants are based on purposive sampling and the facility of the informants. the data was collected by using classroom observation and interviews. the observation checklist is going to answer the first question of question research that is the implementation of the scientific approach based on the 2013 curriculum of english teachers in mtsn 3 agam. moreover, by interviewing english teachers, it can share the information about what are the difficulties in implementing the scientific approach based on the 2013 curriculum in the learning process. 4. results the result is the finding from twenty indicators covering the five stages of the scientific approach. the data collected from observation class and interview are revealing in the following section: 4.1 observing observing is the first stage in implementing the scientific approach. it has seven steps that have to be conducting. thus, those seven steps were observed and researched by observation class and interview: table 1.observation sheet of observing stage no observation aspects yes no 1 the teacher determines the object that will be observed.  2 the teacher makes the observation guideline according to the object that will be observed  3 the teacher determines the data that will be observed clearly, whether it is primary data or secondary data  4 the teacher determine where the object that will be observed is.  5 the teacher determines how the observation will be conducted to collect the data clearly so that it can run as smooth and easy  6 the teacher determines how the way data recording, in case of using the notebook, camera, tape recorder, video recorder, and other stationery  table 1 displays how the teacher implementing the observing stage in the class. however, it does still not demonstrate the difficulty faced by the teacher so an interview is needed. each point was asked for the teacher to dig further about his difficulty. it is explaining in the following: r: “what is your difficulty in guiding the students to determine the object that will be observed?” t: “my difficulty in this matter is to determine the object or the event in this location of the school. because of the available number of media and facility that will be observed was less compared with the needs of the students.” r: “what is your difficulty in helping the students to prepare the observation guideline according to the object that will be observed?” t: “the problem is to arrange that observation guideline with the students. because all of the steps to observe should be included in the observation guideline, on the other hand, the students did not understand the observation activity yet.” r: “is it not the teacher’s duty to direct the students to prepare the observation guideline for the observation? t: “yes, it is something the teacher has to work on. here, the teacher has to teach the students to prepare the observation guideline, whereas the core material has not been entered. so, it is a challenge for the teacher to prepare matters related to scientific activities whereas many indicators must be pursued in learning. since the observation guideline already exists in the textbook and the time is limited, so that’s what is used.” r: “what is your difficulty in explaining to the students about the kind of data? whether it is the primary data or secondary data.” t: “there is no difficulty or problem in this matter. so far the students can understand the types of data supported by the clear example. and no one obstacle in explaining this indicator to the students.” r: “what is the teacher’s difficulty in directing the students to determine where the object will be observed?” t: “honestly, it was seldom for me to discuss it with the students. however, there is no problem relating to the location of the observation, the activity of observation was done in class; so far there was no obstacle in” r: “what is the teacher’s difficulty in explaining the students to determine how the observation will be conducted?” t: “no difficulty in determining how the observation will be conducted because the observation guideline had helped the students to conduct this activity. however, some of the students are not always using the guideline from the textbook. they using their way to identify and collect the data. for me, it does not matter as long as the students can reach the purpose of this activity.” http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 126-133 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 129 r: “what is teacher’s difficulty in directing the students to determine how the data will be recorded?” t: “to record the data, the problem is limited activity in recording the data. the most activity in recording the data is write down the information to the book. since the school forbid the students to bring any electronic tools into the class, so i have a hard time to make the variety of activities in record and collect the data.” interview excerpts 1 english teacher has two difficulties dealing with conducting the observation stage of the scientific approach they are determining the object that will be observed and determine how the way data recorded. the first problem is caused by the lack of the number of objects and events that exist in the location of the school. the reality in the field answered that it was caused by the teacher could not utilize the environment as the object or the observation material. the learning process was too fixated on the textbook which students have. besides, the teacher has roblem in determining how to record the data while the school prohibits the students to bring the electronic devices. thus, it was difficult for techer to make the various activity dealing with the media and the device which were available in the school. 4.2 questioning in this stage, the teacher tries to guide the student to ask for the material they do not understand or getting discussed with the teacher and among the students about the topic which is similar toin the observing stage. there are two indicators for teacher in doing questioning stage: table 2. observation sheet of questioning stage no observation aspects yes no 7 teachers must be able to inspire the learners to ask by making interesting media.  8 when the teacher asks the question, the teacher leads the learners to ask in a good way. when the teacher answers the question, the teacher guides the learners to be good listeners.  9 teachers’ question aims to get the verbal response.  the transcription is also displayed as complementary in the finding section. it explains as the following: r: “what is teacher difficulty in inspiring the students to ask by making the interesting media?” t: “to inspire the students in asking needs more strategy, i thought that it might take time to use the different strategy to encourage students to ask. meanwhile, the teacher had to spend more time in the experimenting stage.” r: “what is the teacher’s difficulty in leading the students to ask in a good way?” t: “there is no significant problem in this aspect. because of some students were seen feel afraid of making mistakes especially speaking in english.” r: “what is the teacher’s difficulty in getting the verbal response from the students?” t: “the problem is just there were a few of them who dare to ask the question. it is not a big problem. to make sure that they understand the topic that is discussed, i will ask back to them. the students who dare to speak or ask the question will get ascore for their bravery. it was enough to make the students give the verbal responses i thought.” interview excerpts 2 the teacher had a problem in applying various strategies to encourage students to ask. questioning should be an activity to actively asking about a certain topic. however, not all of the students can directly ask the question. the students sometimes seek confusion about what topic that has to be asked for. hence, it can be said that the teacher was unable to encourage the students to ask. 4.3 experimenting the experimenting stage was conducted after the questioning stage whereas the students were guided to do the attempting or collect the data. in this case, the teacher asked the students to collect the data by using some books. table 3.observation sheet of experimenting stage no observation aspects yes no 10 the teacher states the purpose of the experiment that will be conducted.  11 teacher and learners prepare the material and tool that will be used.  12 the teacher determines the place and time.  13 the teacher stated the problem that will be experimented with.  14 the teacher shares the paper sheet withthe learners.  15 learners experiment with teachers’ guidance.  16 the teacher collects the students’ work and does the evaluation  http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 126-133 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 130 to investigate the difficulties of the teacher of this activity, here is the finding of the interview section on experimenting activity with the teacher: r: “what is the teacher’s difficulty to state the purpose of the experiment that will be conducted?” t: “in this case, before state the purpose of the activity given to the students, the teacher had to think what is the activity which is suitable with this lesson. it was one of the problems in the experimenting activity. i usually got the students to complete the task on the textbook as the activity to collect the information. it would be better if the students were granted permission to use the mobile phone. it would be fun maybe.” r: “what is the teacher’s difficulty in preparing the material and tools in the experiment stage with the students?” t: “material and tools are usually needed at a certain activity such as the attempting activity in procedural text. it must be notified early to the student so the students had brought the material and tool which needed. if the activity was only completing the task on the textbook, there is no need to preparing the material or tools, because it depended on the activity that will be conducted” r: “what is the teacher’s difficulty in leading the students to determine the time and place of the experiment that will be conducted?” t: “it was difficult to divide the time in scientific approach while there were a lot of aspects that have to reach. the experiment activity was short,and it caused the students did not effectively work and looking for the complete information.” r: “and how about the place?” t: “it was seldom to us to study out of the class because the number of the students was not suitable with the environment which was available in this school” r: “what is the teacher’s difficulty in stating the problem of the experiment?” t: “it was fine because it was still conducted by using the textbook. so the teacher just explained the problem which was referring to the textbook.” r: “what is the teacher’s difficulty when shares the paper sheet withthe students?” t: “the paper sheet is usually needed at the scientific activity which has the hypothesis. because our activity was doing the exercises, we did not need it. however, if we use the paper sheet, it is no problem with that. indeed, it would facilitate the student’s activity.” r: “what is the teacher’s difficulty in guiding the students to conduct the experimenting stage?” t: “there was no significant difficulty about that. as long as we controlled them by walking around the class, they will do their work. but sometimes, they tend to talk to their friend and play around. we just have to give them the warning” r: “what is the teacher’s difficulty in collecting the student’s work and do the evaluation?” t: “the students always submitted their work as should be. the evaluation sometimes conducted in class before associating stage but sometimes it conducted out of the class because of limited time” interview excerpts 3 english teachers in eighth grade can not utilize the media and the environment as learning resources. as a result, the learning activities are not varied, monotonous, and fixated on the textbook that students have. the teacher did not facilitate the students yet with various learning resources. in this case, the teacher was still the learning resources which helped with the textbook. the teacher also had a hard time to allocate the time for experimenting activity and for evaluation. the experimenting activity was not effectively done by the teacher caused by limited resources and limited time. besides, evaluation section was missed by the teacher while the evaluation is a tool to know whether the purpose of the activity was reach or not. therefore, it showed that the experimenting stage was not implemented as well as it should be. 4.4 associating the data from the experimenting activity were processed in associating stage. it has two activities. they were observed and asked for the teacher as follow: table 4. observation sheet of associating stage no observation aspects yes no 17 the teacher facilitates students to analyze the data in form of a category and determine the relationship between the data or category.  18 the teacher facilitates students to conclude the result of data analysis.  r: what is the teacher’s difficulty in guiding the students to analyze the data in form of a category? t: “the number of the students was quite a lot so the students feel a bit had a hard time discussing the material in the lesson.” r: “what is the teacher’s difficulty in guiding the students to conclude the result of the data analysis?” t: “to conclude the result of the information which was processing, it was usually made in a table form. the students were asked tomake the table of material http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 126-133 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 131 conclusions in front of the class. the difficulty is to get the student to dare to get along to make the table in front of the class.” interview excerpts 4 the english teacher in eighth grade in mtsn 3 agam cannot guide the students to analyze the data. data analyzing us the activity aimed for the student can process the data which gotten from the collecting data activity. in the implementation context of english teaching at eighth grade in mtsn 3 agam, most activities in associating stage were done individually. instead, it would be better if the students were guided to discuss in the group. this way is aimed to get students to communicate with their friends, respect other opinions, and be able to process the data into broader information. 4.5 communicating this activity is the closing stage of the scientific approach learning process. here, the students lead by the teacher to perform their work and conclude the lesson. table 5. observation sheet of communicating stage no observation aspects yes no 19 the teacher facilitates students to be able to communicate their work which is arranged by individual or group.  20 the teacher clarifies so that learners know whether their work is correct or not.  this interview transcript tries to descript the teacher’s difficulties in implementing the communication stage. r: “what is the teacher’s difficulty in guiding the student to communicate their work?” t: “in allowing students to come in front of the class, sometimes i had a hard time motivating them to speak up or arguing about the topic which being discussed because some of the students were shy and doubtful to come in front of the class.” r: “what is the teacher’s difficulty in clarifying to students whether their work is correct or not?” t: “there was not a big deal. this clarification section had the teacher give the appropriate feedback. if the students make the mistake, the teacher had to explain the right one without discouraging the students and so does to the student who makes the correct answer, the teacher had to give the good feedback or compliment for them.” interview excerpts 5 the finding showed that teacher’s found the problem to encourage the students to present their work in front of the class. she cannot organize the students to present their work in front of the class. this difficulty was found when the english teacher implemented a scientific approach without making the group discussion in the learning process so that the students were not used to express their opinion in front of other people. 5. discussion there are some challenges faced by the teacher since the governments implemented the new curriculum called the 2013 curriculum. based on the observation class and interview, it found that the teacher encounter the following difficults: the first is the teacher was not able to determine the object that will be observed. it might because the teacher could not utilize the environment as the object or the observation material. the learning process was too fixated on the textbook which students have. this fact is contrary to the mandate of the implementation of the scientific approach in permendikbud no.81a tahun 2013 that is in conducting the observation activities, the teacher gives the big opportunity and varies to the students to conduct the observation. the various activities in this context mean that the learning process should not fixate on the textbook. it was suggested to the teacher to improve herself in making the media as the need of teachining learning process and could take the advantagas of the environment of the school as the media. the second difficulty is determining the variety of tools in recording the data. the recording tools for observation stage could be like recorder, camera, or mobile phone. so this case must be depend on the policy of the school and available facilitates at the school. it should be better if the school had pay attention to the facility of the school so that the learning process will run effectively and efficiently. as ahmadi & supriyono (2008) said that facility is one of the factor that determine the achievement of learning and scientific approach requires the complete facility in order to help the learning process to be interesting so that it can guide the learners to have scientific thinking. regardless of changes in curriculum, secondary school teachers in general frequently have difficulties in adapting with the advancements of information and communication technology for their classroom learning process (junaidi et al., 2020 martaliana, syahrul, & safitri, 2021). the third teacher’s difficulty is encouraging the students to ask. the teacher have to be patience and persistence to guide the students to ask. besides, the teacher must find a proper and practical way to invite the students to speak. aulia, poedjiastoeti, & agustini (2020) writes three steps to help the student to ask: (1) give the students a time to make the question by their own; (2) teacher can be the active listener to listen the question from the students sympathetically; (3) teacher provides the list question that http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 126-133 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 132 should be looking for the answer through the learning process. the next problem is to make the various media as the information resources. based on the observation class and the interview, most of the collecting data activities was done by reading the books. instead, collecting data can be done by watching the video, from internet, observation, interview, and etc. so, it can be said that the experiment process was not quite optimal as explained by sanim (2015) that experimenting activity should be a stage to students to dig up and collect the information from various resources through various ways. however, despite the unreadiness of technology and innovation factors in part of the educators, rosida, muin, & sakka (2021) showed that the students are ready for these changes, thus teachers should also similarly be motivated to make use of modern media. the next is deciding the duration for students to do experiment activity and devide the the time for evaluation. those two difficulties talks about time allocation devided by teacher. based on the observation class, the students need more time to do the experiment. on the other hand, there are much indicators of the scientific approach which must to conduct in a learning process. the teacher has to make the rules to control the class; the teacher should be able to divide the time for each steps of scientific approach start from observation and communication stage. the next difficulty is organizing the students to analyze the data in associating activity. data analyzing is aimed for the student to process the data which gotten from the collecting data activity. based on the finding section, the most activities in associating stage were done individually. instead, it would be better if the students guided to discuss in group. this way is aimed to get students communicate with their friends, respect to other opinions, and be able to process the data into the broader information. as confirmed that the associating stage is purposing to make the students able to criticize, assess, compare, interpretation the data, expressing the opinion according to the result of the information collected (sanim, 2015; syafiq, rahmawati, anwari, & oktaviana, 2021). the last is encouraging the students to show their curiosities in front of the class. this difficulty was basically found when the english teacher she implemented scientific approach without making the group discussion in learning process so that the students were not used to express their opinion in front of other people. communicating activity has the purpose of enhancing the learning experience of the students by conveying the results of their finding, the conclusion from the analysis data which obtained either orally, in writing, or through other ways or media (fathurrahman, 2015). this is aimed so that the students have the opportunity to develop their competency in terms of developing the honest, thorough, tolerant, critical thinking, express the opinion, and have the ability to speak properly and correctly (batubara et al., 2020). hence, it can be said that the change of curriculum in the process raised various challenges. the teacher had difficulties because she or he is one of the instruments which run the curriculum. it would better for the teachers to attend the initial training, mgmp, seminar, and others training related to the implementation of the 2013 curriculum and scientific approach. besides, it suggested to the teacher to improve herself in developing the medium and the activities supporting to implementation of the scientific approach based on the 2013 curriculum. 6. conclusion this study indicates some problems in applying the scientific approach in the learning process of the 2013 curriculum. in all five stages of the scientific approach, the english teacher encountered eight difficulties in total. the teacher had two difficulties in the observing stage, which are how to determine what object that will be observed and how the data should be recorded; one difficulty in the questioning stage, which is how to smooth the oral communication about the material; three difficulties in the experimenting stage, which are how to create different activities with the available media, how to decide the duration of experiments, and how to divide the time for evaluation; one difficulty in the associating stage, which is how to analyze and process the data; and one difficulty in the communicating stage, which is how to encourage the students to present their work in front of the class. hence, the teacher needs the strategy to be developed in applying the scientific approach in the learning process. since this approach has five stages that need to be conducting, so it has to be followed by some strategy and policy supporting by the teacher and school. it also suggested to the teacher to acquire some references and training about implementing the 2013 curriculum and scientific approach. references agustinova, d. e. 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(2008).researching in curriculum component. panpacific assosiation of applied linguistics, 12 (2): 58. http://ojs.journal.unilak.ac.id/index.php/elsya https://doi.org/10.31849/reila.v2i2.3165 https://doi.org/10.31849/utamax.v3i1.5715 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 8 lesson planning and proactive classroom management strategies for teaching english at tertiary level in pakistan ameer ali university of sindh, jamshoro, pakistan ameer7037@gmail.com article history received : 17 december 2020 revised : 20 december 2020 accepted : 19 january 2021 keywords lesson planning proactive classroom management tertiary level pakistan . abstract there is scarcity of research on classroom management and lesson planning at tertiary level, so the current research investigates these dimensions at tertiary level in pakistan’s context. this research article is an investigative attempt of understanding lesson planning and proactive classroom management strategies for teaching english at tertiary level in pakistan. in this regard, the current research analyses primary data collected from the research participants. moreover, this research paper is qualitative, because it answers open-ended questions using cross-sectional survey as a data collection tool. the investigator has made use of purposive sampling for selecting research participants from different sections of pakistan’s tertiary level education institutions. the researcher has also employed thematic analysis method to study the collected data. the study reveals that many teachers set objectives, such presentation stage, production stage, and practice stage while planning their lessons. similarly, the teachers at tertiary level employ behaviour and discussion-based strategies to bring forth proactive classroom management. these findings contribute to the understanding of educationists and bring about further research work at tertiary level from different dimensions. overall, this research contributes to the pool of knowledge as a qualitative attempt of studying pedagogical management and planning at tertiary level. 1. introduction lesson planning and pro-active classroom management are two important mechanisms of teaching english at tertiary level in pakistan. lesson planning is a process of setting objectives, activities, and timeline for imparting lessons in a classroom (singapore management university, 2020). according to centre for teaching excellence at singapore management university (2020), a lesson plan serves as a road map for a teacher that guides him or her on what to teach and how to teach. through lesson planning, an instructor can easily develop activities, strategies, and feedback to make his/her teaching much more effective (derin et al., 2020; batubara et al., 2020). moreover, learning objectives, activities, and assessment of students’ understanding are the key components of a lesson plan (mantra, astawa, & handayani, 2019; stauffer, 2019). an effective lesson plan carries out all these activities in three phases: before the class, during the class, and after the class (singapore management university, 2020). first, a teacher plans activities, sequence, and realistic timeline to be implemented in the class. second, when the teacher enters his/her classroom, he/she shares the plan with students and tries to engage them and keep them on the track. third, the teacher reflects on how things went on and what he could have done differently to get much better results. lesson planning also serves as a process which enables teachers to give a step-by-step structure to students’ learning mechanisms (juicy english, 2020). this blog identifies four stages of lesson planning which are introduction, development, consolidation, and conclusion. much like lesson planning, proactive classroom management is also an essential part of effective teaching. the proactive management strategies help teacher control disruptive students of their class. kounin & gump (1950), two psychologists, say that when teachers try to control disruptive students through harsh behaviour, it usually brings about ripple effect. the ripple effect implies the fact that much like a ripple, a teacher’s harsh reaction to a student’s disruption causes other students to be disruptive. this situation is very challenging for teachers. most of the teachers are not trained to tackle these types of issues and consequently they end up losing much of their instructional time (heiskell, 2020). this is exactly why teachers need proactive classroom management strategies to discipline their students and make their teaching much more influential. similarly, the issues of lesson planning and classroom management have been quite challenging for english language teachers and policy makers at tertiary level in pakistan’s educational institutions since the beginning. most of the teachers cannot achieve their teaching objectives due to ineffective lesson planning and classroom management. this issue is badly impacting both students elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 9 and teachers. though some attempts have been made to solve this issue at tertiary level in pakistan, but these efforts are not enough. much more integrated, comprehensive training programmes and language policies should be introduced to equip teachers with sophisticated means of lesson planning and classroom management strategies (khan, 2020). if this issue is not solved immediately, it would entail many more challenges for education, language, learning, teachers, and students. therefore, it is the aim of this research to find out the mechanisms of lesson planning at tertiary level in pakistan. also, it attempts to identify the effective strategies of proactive classroom management. moreover, this research shows the manner of employing classroom management strategies at tertiary level in pakistan. this research paper has addressed these research questions: (1) what lesson plan techniques are used in pakistan at tertiary level? (2) how are these lesson plans devised and implemented in pakistan at tertiary level? (3) what classroom management strategies are usually used at tertiary level in pakistan? (4) how are these strategies implemented? 2. literature review the author stressed that these studies showed the significance of lesson planning and proactive classroom management, however, none of the studies to the best of the author’s knowledge mentioned or discussed lesson planning and proactive classroom management at tertiary level in pakistan. consequently, this research aims to fill the research vacuum by investigating lesson planning and proactive classroom management at tertiary level in pakistan by collecting data through open-ended questionnaire. experience plays a vital role in planning a lesson. cunado & abocejo (2018) say that if a teacher is much experienced, chances are that he/she will be an efficient lesson planner. their research work is an investigative attempt in philippines’ context at tertiary level. they have studied the lesson planning competencies of second year university students. using descriptive survey as a research design, the researchers have shown that the teachers are good at designing lesson plans due to their exposure to the related knowledge and experience. similarly, training in lesson planning can develop the skills of novice teachers. besides, the research also discovers the fact that through lesson planning competent teachers can become more efficient in achieving their teaching objectives. thus, lesson planning is much important for true teaching and learning. gallego (2007) has approached lesson planning from design and preparation dimensions. building upon these aspects of lesson planning, he demonstrates how teachers take context, goals, contents, strategies, and evaluation into consideration when planning their lessons. building upon longitudinal, correlational study, dorovolomo, phan, & maebuta (2010) have shown that there is a positive relationship between the quality of lesson planning and the quality of delivery techniques. according to them effective delivery techniques rather than mere implementation make lesson planning effective. drawing upon qualitative discussion lynch & warner (2008) argue that an effective lesson plan must address individual variety and dispersion of skills among students. they are of the view that onesize-fits-all type of lesson planning is no longer effective, therefore teachers can do their best by taking the individual variety of students into consideration when making lesson plans (lynch & warner, 2008). much like these research scholars, fujii (2016) has also studied the mechanisms of lesson planning. the dimension that fujii (2016) has taken is much interesting. this research scholar focuses the process, role, and function of lesson planning. fujii (2016) wants to turn scholars’ attention to these key components of lesson planning by drawing upon the case studies carried out by tokyo gakugei university. moreover, this study also investigates the task, design, and the flow of lesson planning. it also offers suitable solutions to make lesson planning much more efficient. thus, fujii’s research work (2016) makes key components of lesson planning visible to readers and concerned scholars. apart from the above key components, teachers’ needs as well as students’ needs also influence the mechanisms of a lesson plan. both students and teachers express their needs which influence the planning of a lesson. there is a concept-based research paper in indonesia’s context which confirms the fact that the shared needs of both students and teachers influence the creation of a lesson plan (saito et al., 2018). this research paper also deals with two key areas of a study plan. first, the subject-oriented area comes under the researchers’ focus. second, the researchers look at student-oriented aspect of a study plan. the research article makes use of comparative institutional analysis to investigate all these areas and needs. hence, it tries to develop sophisticated concepts about lesson planning in indonesia’s context. there is yet another research paper which has studied the impact of lesson planning on teaching capabilities of a teacher. the research work shows that if a teacher is oriented towards meaning or application, the lesson study would have many positive effects on his/her teaching (vermunt et al., 2019). these meaning and application orientations contribute to the successful achievement of teaching goals and objectives. in contrast, lesson study is not effective with problem-oriented approach. novice teachers having not much exposure to lesson planning are good with meaning-oriented approach, but they are not at home with problem-oriented teaching (vermunt et al., 2019). moreover, this research paper has made use of longitudinal, cross-sectional survey as a design. there were 214 research participants in the project which found out the above given facts. in short, the research paper has explored the meaning, application, and problem orientations of lesson planning. elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 10 classroom management strategies also contribute to effective teaching and learning. if a teacher manages effective behaviour and discussion in his/her class, this will contribute to proactiveness. teachers can create positive environment in their classrooms by making use of different strategies (ahmad, hussin, & yusri, 2018; nagler, 2016). the researcher has revealed that teachers often use motivation, reflection, and expectation as proactive strategies to engage their students and keep them on track. if teachers can successfully manage these strategies, they will have positive impact. on the other hand, if they fail to manage these strategies in their classrooms, they will have negative impact. thus, it all depends on how teachers can manage these strategies. evertson & poole (2008) add to the traditional conception of proactive classroom management by qualitatively discussing a teacher’s role inside classroom. they argue that proactive classroom management does not only imply behavior control or discipline, but also it includes a teacher’s actions which he/she undertakes to facilitate academic and socio-emotional learning among students inside classroom (evertson & poole, 2008). similarly, classroom management is also much more important for l2 teachers because their prospects of permanent teaching depend on it (clara & solarte, 2018). moreover, this research paper also describes different dimensions and approaches of classroom management. the researchers offer some insights for l2 teachers who can draw upon these ideas and ensure their permanence in the field of teaching (clara & solarte, 2018). this research paper directly addresses the l2 teachers in the context of america. it is, therefore, no wrong to say that the paper is american-centric in its form and content. though it is confined to america, but l2 teachers can draw upon its insights to develop their own contextualized understanding. classroom management strategies have direct relation with students’ learning and anxiety. learners can respond differently to the classroom management strategies employed by their teacher. in iranian context, marashi & asggar (2019) have carried out a quantitative study to understand the correlation between teachers’ classroom management strategies and students’ learning and anxiety. they included 750 students and 50 teachers in their research work. they found out that teachers’ management strategies enhanced those students’ learning who employed learning strategies. but their classroom management strategies could not work with those who had anxiety. thus, they suggest that teachers must also reduce anxiety of their students’ learning. when it comes to managing the students with disabilities, the role of proactive classroom management becomes much more important. teachers often struggle when they teach disable students. gilmour, majeika, sheaffer, & wehby (2019) have studied this issue in a systematic manner. they have shown that most of the teacher evaluation rubrics have no components of evidencebased activities and students’ misbehaviour (gilmour et al, 2019). they suggest that these factors must be made part of both teacher evaluation rubrics as well as classroom management. they assert that this will make teaching effective even in case of the disable students. thus, this instance also shows that classroom management is much important even when one is to teach disable students. all the above research papers irrefutably stand by the fact that both lesson planning and proactive classroom strategies play a very vital role in teaching and learning of a language. similarly, the current research attempts to find out the mechanisms of lesson planning and classroom management, so that effective english language instruction might be assessed and ensured at tertiary level in pakistan. finally, this research is a qualitative, cross-sectional survey of pakistan’s tertiary level education institutions. 3. method this is empirical, qualitative research paper. it contains open ended survey questionnaire as a data collection tool. the researcher chose open ended questionnaire because it helps in gaining in depth data, and it also helps the researcher in anchoring to the related protocol (creswell, 2012). the researcher used purposive sampling and crosssectional survey questionnaire for selecting research participants from pakistan’s tertiary level education institutions. the researcher selected the participants irrespective of gender, caste, ethnicity, sect, and religion to ensure impartiality (creswell, 2012). moreover, the researcher sent eight open-ended questions to 10 (ten) research participants through email due to covid-19 situation and their names were not mentioned in this as a matter of confidentiality. the researcher analysed the results with thematic analysis. 4. results & discussion in this section, the researcher has systematically conducted thematic analysis of the primary data. 4.1 lesson planning at tertiary level in pakistan’s educational institutions the researcher discussed the results of the open ended questionnaire with thematic analysis. table 1 displays each lesson stages, the factors, manner of implementation, reflection procedure, and level of education. elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 11 table 1. research findings on lesson plan stages participants lesson plan stages factors determining activities the manner of implementation the procedure of reflection the level of education participant 1 situational design response concern course outline announcement inclusion of technology tertiary participant 2 presentation, practice, students’ learning needs sharing lesson plan and timeline improvement oriented tertiary production participant 3 pre-planning and post-planning syllabus contents motivation experience and insights tertiary participant 4 pre-planning only students’ interest tactical use of strictness avoiding unfavourable incidents tertiary participant 5 planned lessons consultation punctuality temporal management tertiary item 1. what are the basic stages of your lesson planning? this question item asked about the stages used in lesson planning at tertiary level in pakistan by english language teachers. “i try to design the lesson plan that befits the nature and level of my students. i get them involved in interactive activities and such sorts of things.” excerpt from participant 1 “i always plan my lesson in three stages: presentation, practice, and production.” excerpt from participant 2 “my basic stages of lesson planning are pre-class planning, and post-class planning.” excerpt from participant 3 “i plan lesson once before i go for a class. that’s it.” excerpt from participant 4 “in my case, i follow the same old lesson plans.” excerpt from participant 5 the above given responses show that different teachers have different ways of planning their lessons. there are also teachers who read particular situations and develop their lesson plans accordingly. the participant 1, a teacher at tertiary level, says that his lesson plans are situational in their form and content. he uses historical contents to teach language and thus develops an efficacious lesson plan. besides, there are also some teachers who divide their lesson plans in different stages. the participant 2, an english language teacher at a private university, says that she often distributes her lesson plans in what experts at singapore management university (2020) define as presentation, practice, and production stages. this division of lesson plans into three stages is also an influential way of designing teaching goals and objectives. while other teachers employ both pre-planning and post-planning to design their lessons. the participant 3 does both preplanning and post-planning to improve his lesson designing skills. likewise, the participant 4 prefers doing preplanning. the participant 5 only follows already planned lessons. thus, different teachers have different ways of planning their lessons at tertiary level in pakistan. item 2. what makes you choose specific activities for your students? this question item asked about the different activities used by language teachers at tertiary level in pakistan. “because if i do not decide activities for my students, they will get bored and certainly the response rate will be decreased.” excerpt from participant 1 “students’ specific learning needs help me a lot in choosing classroom activities.” excerpt from participant 2 “i look at the syllabus and then i decide the content specific activities.” excerpt from participant 3 “i involve my students and make them do what they find interesting.” excerpt from participant 4 “i consult with my colleagues and this sorts out my problems.” excerpt from participant 5 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 12 much like lesson plan development, teachers at tertiary level in pakistan have different concerns in designing classroom activities to achieve their teaching objectives. eliciting responses from students also makes teachers include suitable language teaching activities in their lesson plans. the participant 1 says that his decisions of including classroom activities in his lesson plans are determined by the fact that these activities will enable students to participate and respond to the learning requirements. furthermore, students’ learning needs also help teachers in choosing specific classroom activities. the participant 2 points out that first she takes into consideration the learning needs of her students and then accordingly chooses specific activities for her students. this type of consideration indeed improves students’ learning and performance, and it also dovetails with what lynch and warner (2008) defined as a teacher’s capability of dealing with students’ dispersion of skills. similarly, teachers also allow students to decide specific activities which cater to their needs and interests. in contrast, there are some teachers who only consult with their colleagues and choose certain activities which at times become difficult to implement, because these borrowed activities are not based upon evidence and they have no place in teachers’ evaluation rubrics as discussed by gilmour et al (2020). in this way, teachers follow their own insights and experiences in designing or choosing classroom activities. item 3. how do you implement your lesson plan in the classroom? this question item asked about how language teachers at tertiary level in pakistan implement lesson plans in their classrooms. “first of all, i announce the outline before them in the preliminary class. i clarify the going across the semester. i allot them certain tasks that keep them engaged throughout. thus, i find the class students more enthusiastic and working.” excerpt from participant 1 “i share my lesson plan with students, and i follow timeline, and keep my students on the track.” excerpt from participant 2 “i create positive environment through motivation, and then go on with usual way of teaching and implementing my lesson plan.” excerpt from participant 3 “sometimes, strictness does the job, and i like to use it tactically.” excerpt from participant 4 “i try to finish everything on time.” excerpt from participant 5 similarly, there are different ways of lesson plan implementation in pakistan at tertiary level. some teachers announce in advance what they will be doing throughout the course duration. the participant 1 usually announces the course outline in advance which he believes will keep students on track and make lesson plan implementation much easier. this announcement of course outline is like the techniques discussed in dorovolomo, phan, and maebuta (2010) which makes lesson implementation effective. similarly, the participant 2 also shares her lesson plan with students and follows time sequence in implementing her lesson plan. moreover, other teachers tend to make use of encouragement as a tool of implementing their lesson plans. the participant 3 reveals that it is through motivation that he implements his lesson plans. motivation is indeed an effective tool of lesson implementation and management as shown by nagler (2016). in contrast, there are also those teachers who make tactful use of strictness to implement their lesson plans. the participant 4 is one of them. she makes a tactical use of strictness to achieve her lesson objectives and implement her lesson plans. the use of strictness even at tertiary level does play a vital role in implementing class lesson plans. in short, there is no uniformity in the manner of implementing a lesson plan. item 4. how do you reflect on your lesson plan? this question item asked about the language teachers’ reflective activities. “personally, i think it is fine for the current batches. however, with the passage of time i will need to design lesson plans as per technology-oriented sources as that is going to be the reality of tomorrow's world.” excerpt from participant 1 “after taking class, i often think what went well and what i could have done to make my teaching much better. that’s how i reflect on my lesson plan.” excerpt from participant 2 “my much more experienced colleagues help me reflect over my teaching mechanisms. it’s through their experience and my own insights that i manage to reflect effectively.” excerpt from participant 3 “i mostly reflect on an unfavorable event which happens, and i try to figure out why it happened and what could have been done to avoid it.” excerpt from participant 4 “my reflection goes to the way i manage time of my lesson plan, and i tend to reflect temporally.” excerpt from participant 5 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 13 in summary, the given responses show that teachers do reflect after their class. reflection is a crucial component of teaching as discussed in nagler (2016). they either seek to improvise their performance or try to avoid undesired incidents in their classes caused by conservative teaching mindset as discussed by simangunsong (2020). thus, they effectively reflect on their lesson plans and their implementation. 4.2 proactive classroom management strategies at tertiary level in pakistan this study also found out about different proactive classroom management strategies at tertiary level in pakistan used by english language teachers. table 2 summarised the teachers’ strategies to manage classroom disruptions and students who are reserved, along with how frequently they evaluate their strategies, their judgment on their students’ reactions and educational level. table 2. research findings on proactive classroom management strategies research participants management of disruption managing reserved students evaluative frequency of classroom management strategies students’ reaction educational level participant 6 surprise graded test friendliness monthly positive tertiary participant 7 good behaviour making pairs regularly disruptive and appreciative tertiary participant 8 reminders and cues asking direct questions on need basis situational tertiary participant 9 optimal seating plan participation marks always after class disciplined tertiary participant 10 active supervision assigning responsibilities rarely compliant tertiary item 5. what strategies do you use to discipline your disruptive students? this question item asked the english language teachers to demonstrate what strategies they use to manage their disruptive students. “i suddenly announce the surprise graded test so as to get them attentive and this way they happen to be instantly inclined towards the track.” excerpt from participant 6 “i use good behaviour as a strategy to control my disruptive students.” excerpt from participant 7 “managing disruptive students is a very challenging task. it takes time and efforts. i use reminders and cues to help them realize that what i am teaching them is much important for their future.” excerpt from participant 8 “disruption never goes away. it comes back in different forms and shapes. so, i separate disturbing students from one another, and it temporarily silences them.” excerpt from participant 9 “i have to supervise actively to discipline these students.” excerpt from participant 10 apart from lesson planning, teachers also engage in different ways of proactive classroom management strategies to control their disruptive students. teachers make use of surprise tests to discipline these types of students. the participant 6, a teaching assistant, tends to employ surprise grading tests as a tool to control disruption in her class. moreover, the strategy of good behaviour also helps teachers in disciplining disruptive students. the participant 6, an experienced teacher, says that he proactively plans good behaviour as a strategy to check his students’ disturbing behaviour. also, reminders and cues towards final examinations serve as effective, proactive strategies to control disturbing students. the participant 8, a novice teacher, uses cues and reminders as a proactive strategy to tackle her students’ disruptive behaviour. while optimal seating plan, as used by the participant 9 also helps in checking disruption. additionally, the participant’s (10) proactive strategy of active supervision allows students no chance of channelling their disruption. all these proactive elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 14 strategies enable teachers to facilitate their students in learning what evertson and poole (2008) defined as academic, and socio-emotional knowledge. hence, proactive strategies are quite helpful in disciplining disruptive students. item 6. how do you make your reserved students speak? this question item asked the ways language teachers use to engage their reserved students. “i embrace for them a dialogic way where i go between them and treat them as my friends and encourage them in a special manner to justify their presence.” excerpt from participant 6 “i make pairs of students and thus engage them in discussing different topics.” excerpt from participant 7 “it’s not an easy task to do so, but i put a direct question to them, and they start participating.” excerpt from participant 8 “i keep class participation marks. then i announce that i will give marks to those students who will participate in my class. that’s how i make them speak.” excerpt from participant 9 “i give them some class responsibilities and they are no more reserved.” excerpt from participant 10 dealing with reserved students has always been a difficult task to do, and language teachers at tertiary level have been trying proactively to manage these types of students. there are teachers who establish closeness with reserved students to make them speak or participate in the class. the participant 6 befriends the reserved students and make them feel comfortable during the class. besides, allowing reserved students to work in pairs also helps them. the participant 7 does the pairing of his reserved students with much more active students, and it really helps the former. additionally, the participant 8 uses direct questions as a proactive strategy to make these types of students speak in the class. direct questioning is an effective tool of eliciting response from the reserved students in the class. the other type of proactive strategy for managing reserved students is to assign marks for class participation. the participant 9 uses this strategy to manage the reserved students. the participant 10 assigns them responsibilities which make them active. these proactive strategies reduce the anxiety of the reserved students as discussed in marashi and asggar (2019). item 7. how often do you evaluate your proactive classroom management strategies? the researcher assessed the frequency of language teachers’ evaluation of their proactive classroom management strategies. “after every month, i happen to evaluate the classroom management activities and then i refine them accordingly.” excerpt from participant 6 “i do this on regular basis.” excerpt from participant 7 “whenever there is need of doing so, i just do it.” excerpt from participant 8 “after taking my class, i always evaluate how well i managed my class and what else i could do to make it much better.” excerpt from participant 9 “to tell you honestly, i rarely do that.” excerpt from participant 10 the above given table and responses show that teachers do evaluate their proactive classroom management strategies. some of them do it regularly, while others do it weekly or monthly. there are still other teachers who rarely evaluate their proactive classroom management strategies to make their teaching and classroom management influential as suggested by gallego (2007). item 8. what is the usual reaction of your students when you try to manage their disruption? here, i have discussed students’ responses to their teachers’ proactive strategies by interpreting the latter’s responses. “they primarily take it lightly but when i intensify my pace by introducing some pertinent topic, they get back to the lane.” excerpt from participant 6 “if i treat them harshly, they become disruptive. on the other hand, if i befriend them, they become less disruptive.” excerpt from participant 7 “it varies from one student to another. some take it serious and adopt discipline, while others pay no heed at all.” excerpt from participant 8 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 8-16 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 15 “students usually show discipline.” excerpt from participant 9 “students at this level are mostly mature, so they like to comply with what i say or do with them.” excerpt from participant 10 when asked about the students’ response to their proactive strategies, the teachers have given different answers. the experience varies from one teacher to another in the same way as it varies from one student to another student. speaking generally, some teachers say that students usually react harshly if a teacher tries to discipline their disruption with harshness. while other teachers say that their students are mature at this level and they usually comply with their instructions. thus, the response differs in accordance with a different situation. lesson planning plays an effective part in teaching language at tertiary level in pakistan. through lesson planning, teachers are able to devise their pedagogical goals and plans. moreover, lesson planning also facilitates teachers with an opportunity of systematically dividing their teaching into different stages which makes teaching, evaluation and reflection much more convenient for language and other subject teachers at tertiary level in pakistan. in addition to lesson planning, proactive classroom management also plays a vital role in making teaching and learning effective at tertiary level in pakistan. using proactive strategies in their classes allows pakistani teachers to uplift their teaching skills and groom their personalities. moreover, these strategies also enhance the teachers’ prospects of permanent teaching as discussed by clara & solarte (2018). 5. conclusion there are different ways of planning, implementing, and reflecting on a lesson plan. similarly, different teachers employ different proactive classroom management strategies to ensure engagement and achieve their teaching objectives. if teachers in pakistan at tertiary level start evaluating their lesson plans and classroom management strategies on regular basis, this would uplift the country’s education standards. this is indeed the right time of start doing that. if it is delayed, the education system will entangle into many more problems. this research will encourage researchers to carry out more research work in the area of lesson planning and proactive classroom management in the context of different subjects at tertiary level in pakistan. furthermore, this research work will also encourage stakeholders in the education sector to make effective use of lesson planning and proactive strategies to improve their teaching and enhance students’ learning process. the effective teaching through planning and strategies will create great members of our society who will be able to solve our society’s multifaceted problems and thereby will 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(2019). the impact of lesson study professional development on the quality of teacher learning. teaching and teacher education, 81, 6173. https://doi.org/10.1016/j.tate.2019.02.009 https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1561495 https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1561495 https://doi.org/10.31849/elsya.v1i3.4999 elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 195 prior to and in the course of covid-19 pandemic: exploring learners’ experiences of learning english through narrative lens achmad kholili universitas islam zainul hasan genggong, indonesia achmadkholili93@gmail.com article history received : 9 may 2021 revised : 18 may 2021 accepted : 10 september 2021 keywords narrative inquiry efl learners’ experiences face-to-face learning asynchronous learning hybrid learning abstract the language learning largely took place in the classroom, especially prior to covid-19 pandemic and that this occurrence resulted in simplicity for the learners to learn and interact with each other because they could directly make in contact with their classmates and their teachers. however, since the pandemic developed in march 2020, all the learning process was subsequently altered into online learning. to date, studies on language learning has been undertaken by the researchers both at intra and international level. despite the existence of these former studies, little work reports the comprehensive picture of language learning experiences prior to and during covid-19 pandemic. to fill this lacuna, the current article reports on a narrative inquiry of efl learners’ experiences of learning english prior to and during covid-19 pandemic. drawing upon data from a semi-structured interview with two indonesian efl learners of the sixth semester majoring in english education program, the finding indicates that efl learners have sustained multifaceted learning experiences prior to and during the pandemic. they have gone through face-to-face learning prior to the pandemic, asynchronous learning during the pandemic and hybrid learning experience during the covid-19 pandemic. this article concludes with suggestions for promoting hybrid learning model in the efl setting, particularly in a higher education during the covid-19 pandemic. 1. introduction the proliferation of teaching and learning of english has taken place all over the world including in indonesia (yulia, 2013). in the 21st century in particular, the process of teaching and learning english has occurred in the classroom for the most part (sulistyo, 2016), leading learners to cooperate and interact with each other to communicate and learn. nevertheless, this face-to-face learning has only lasted a moment; it turned immediately after the covid-19 pandemic developed, particularly in march 2020 (hussein, 2020) declared by world health organization (who). this covid-19 pandemic has brought about a considerable impact in education across the globe (dhawan, 2020; osman, 2020), encouraging the government in indonesia to offer alternative educational process for the learners (abidah et al., 2020). as such, the government, afterwards, teamed up with other parties to come up with the workable solutions in effort to keep the learners learn during the pandemic. in so doing, online learning (sing & thurman, 2019; mishra et al., 2020; konig et al., 2020) was subsequently proposed by them. due to the rapid development of technology, it has made the distance learning come in handy (mcbrien et al., 2009) and therefore the teachers have subsequently kicked off adopting online learning software and applications so that their learners can keep learning with their instructors during the pandemic (singh & thurman, 2019). the mobile applications utilised by the english teachers include, but not limited to zoom (dharma et al., 2017; kohnke & moorhouse, 2020), google classroom (octaberlina & muslimin, 2020), moodle (putri et al., 2020), kahoot (putri, 2019) skype (terhune, 2015; jena, 2020), and whatsapp (awada, 2016; al-qahtani et al., 2018; annamalai, 2019; dahdal, 2020). to date, studies on english language learning and teaching have been carried out both intra and international contexts, centring around investigating the students' emotion in language learning during the pandemic (suprihatin et al., 2020), looking into the way the efl teachers did english learning to their learners (atmojo & nugroho, 2020), and delving into esp teachers' strategies and their challenges during covid-19 pandemic. in the meantime, language learning and teaching research during the pandemic were also undertaken overseas, ranging from looking into home-schooling learning experiences (bub & jones, 2020), how teaching and learning can still go on during covid-19 pandemic (ali, 2020), and online teaching and learning process in a higher education (mishra, 2020). http://ojs.journal.unilak.ac.id/index.php/elsya mailto:achmadkholili93@gmail.com elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 196 2. literature review notwithstanding these previous studies, little attention has been attracted in terms of the exploration of language learning experiences by efl learners in a higher education, especially within two phenomena at the same time, that is, prior to and during the covid-19 pandemic, specifically in an indonesian context. therefore, this narrative methodology attempts to fill this void. this study is intentionally aimed to provide a holistic understanding with respect to learners’ experiences and their negotiation while learning english prior to and in the course of the covid-19 pandemic, especially this focus on the learning situation prior to and during the pandemic, the media used in learning english prior to and during the pandemic and the types of learning media employed prior to and during the pandemic at the universitas islam zainul hasan genggong. following this, the researcher subsequently posed two research questions: what learning experiences did the efl learners have prior to the covid-19 pandemic? and what learning experiences do the efl learners encounter during the covid-19 pandemic? 2.1 covid-19 pandemic the coronavirus disease, henceforth covid-19, has been documented as the fifth pandemic since the 1918 flu pandemic. it initially developed in wuhan, china and then spread widely in the world. it was officially named severe acute respiratory syndrome corona virus 2 (sars cov-2) by the international committee on taxonomy of viruses based on the analysis of phylogenetic. due to the fact that the virus is highly malignant, it subsequently seminated and constantly developed in the regions (liu et al., 2020). indonesia, which is the fourth most populous country, has currently been affected by the covid-19 and predicted to be happening over a longer period of time compared with other sparsely-populated country (djalante et al., 2020; liu et al., 2020). during december 2019 up to february 2020, no report was declared in indonesia in terms of covid-19 pandemic, only when it was on march 2nd 2020, the president, joko widodo, announced two main cases of covid-19 infection (djalante et al., 2020). since this is the case, the world health organization (who) has issued six strategies for copying with this disease. the strategies include the following: expand, train and deploy health-care workers; enact systems to find suspected cases; build up production of tests and increase availability; identify facilities that can be transformed into coronavirus health centres; devise plans to quarantine cases; and re-concentrate government measures on suppressing the virus. 2.2 online learning as a pandemic necessity the swift development of technology has made the distance learning effortless (mcbrain et al., 2009). along with this, the utilization of technology in learning becomes indispensable. this is subsequently defined as online learning because the learners experience synchronous and asynchronous environments with different devices (dhawan, 2020). these kinds of online learning cover the area of open learning, web-based learning, computer-mediated learning, blended learning, hybrid learning, and asynchronous online learning, and it therefore opens up possibilities to learn everywhere (dhawan, 2020). these kinds of online learning are exploited differently by the teachers all over the world according to teachers’ and students’ needs. in this pandemic era in particular, the use of technology becomes compulsory. the outbreak is serious and has forced the teachers and students to make use of online learning with technologies. both teachers and learners were formerly reluctant to use technologies, and now they, on the other hand, have to accept the modern technology (dhawan, 2020). since the development of this outbreak, online learning has become a main need amidst the chaos (islam, 2021; putri et al., 2020). therefore, the quality and requirement of this online learning and teaching at this stage is crucial. during this difficult time, the concern is not about whether the quality of teaching and learning method can supply quality education, but it is rather more emphasized on how the institutions, including indonesia are able to adopt online learning massively (carey, 2020). 2.3 studies on using icts for language learning information and communication technology (ict) has been expounded as the manifold set of technological tools and resources employed to communicate, to create, disseminate, store, and manage the information (ghashemi & hashemi, 2011). the use of ict in language learning has been considered essential and it can produce the effective learning (abidin et al., 2011). besides it, ict can also increase learners' motivation to learn (grabe, 2005; azmi, 2017). in the 21st century, icts are much employed for language learning in the efl context. shadiev & yang (2020) have listed technologies mostly utilized for language learning, some of which include game, corpus, automated feedback, social networking, instant messaging, virtual reality, websites and digital resources, speech recognition, collaborative writing tools, electronic gloss and annotation, intelligent tutoring systems, electronic dictionary, online video, e-books, video recording, augmented reality, robots, clicker, and wearable devices. former studies in language learning using icts in education have also been widely carried out over ten years ago. first of all, chandra & yuyun (2018) have conducted a study on the effectiveness of google translate (gt) in efl essay writing. undertaken at universitas kristen krida (ukrida) wacana, the study took eight respondents from ukrida department of english. the data collected from mediated-observation and interview, assisted by screen-recording application. the results indicated that the students employed gt in three different aspects: vocabulary, grammar, and spelling. the highest utilization http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 197 is on vocabulary, followed by a phrase, and sentenced as the third. furthermore, spelling became the fourth highest exertion by the learners. in the meantime, grammar became the least employed by the learners. this means that the use of icts in language learning becomes increase. what’s more, during this pandemic, the language learning is surely inseparable from utilizing the technology for distance learning. google translate (gt), google meet (gm) and other supporting media will be incredibly valuable. as such, this exploitation is of great value in education. the next study was also carried out by abdurrahman et al. (2018). in this regard, they conduct a study on the impact of using podcast on listening comprehension. this study took 60 high school learners in indonesia. using a quasi-experimental design with the post-test only control group design, the findings demonstrated that there is a significant difference of post-test score between two groups, favouring experimental group. data analysis using one way anova showed significance value (sig. 0.010) is lower than < 0.05, which means that podcast has a significant impact on learners’ listening comprehension. a study centering on technology was also conducted by kheirzadeh & birgani (2018). they, in this case, attempted to show the effectiveness of blending learning platform (website and face-to-face) in improving learners’ reading comprehension. 60 efl learners were recruited in this study based on the convenience sampling. these participants were then divided into control and experimental group in which each group consists of 30 efl students. the experimental group was asked to use the website nicenet.com at home, while control group was taught using traditional classroom. the findings showcased that blended learning had a positive effect on reading comprehension ability. the phenomena before and during the pandemic in language education have occurred thus far. the process of language learning, for example, has shifted from face-toface to online learning. in the face-to-face learning, for instance, teachers in indonesia have conducted a classroom teaching in which they were fully helped by media in the classroom such as laptop and lcd as an example (idami, 2018). the study also stated that using these media could build a more conducive and vivid learning atmosphere. however, since the pandemic took place, the situation of learning had changed across all educational levels, including the level of university. the teachers and students must work online (sing & thurman, 2019). the teachers need to teach english using technologies such as whatsapp, google classroom, zoom and many other technologies online from home and so do the students. this phenomenon has, however, been investigated by the researchers so far, one of which is investigating the students’ perception between face-toface and online learning (efriana, 2021; setyaningsih, 2020). the results indicate that students perceived way better in face to face session than online learning and they also reported that online learning is more problematic (efriana, 2021; setyaningsih, 2020). 3. method drawing on the poststructuralist view, the current study attempted to comprehend the learners' experiences in learning english prior and during covid -19 pandemic. a narrative inquiry seems to best suit this since it deals with an experience as phenomena under study (clandinin & rosiek, 2007). in this regard, the researcher tried to look for ways and portrayed the learners' experience learning english before and during covid-19 pandemic through the stories they told (clandinin & connelly, 2000; creswell, 2005). as such, the researcher took narrative lens as a methodology for the current study, which assigned the learners to tell the stories of their storied lives. 3.1 participants in selecting the participants, the researcher took feasibility for the inclusion. the learners must have been learning english before and during the pandemic and are willing to be involved in the study. only those who signed the research consent form became the research participants of this study. therefore, there were two participants in this regard who were willing: deny and any (pseudonyms). deny is a male student majoring in english education department at universitas islam zainul hasan genggong. he has learned english prior and during the outbreak. any is a female student from the same department at the same university who has also studied english before and during the covid-19 pandemic. these two participants shared their learning experiences each other. 3.2 narrative tool to have the students’ learning experiences of learning english in the higher education, a semi-structured interview was employed by the researcher. the semistructured interview concentrated on the learners' learning experiences in english prior to and during the covid-19 pandemic. the following is the sample of the interview: 1. can you tell me about your learning experiences before the pandemic? 2. what media employed by your teachers during the faceto-face session? 3. what experiences did you have in learning english when the pandemic started developing? 4. how were your feelings using whatsapp in learning english during the pandemic? 5. what difficulties did you have in learning english using whatsapp? 6. how long was the online learning applied? 7. what media used in the hybrid learning? 8. how were your feelings after using the media for language learning? http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 198 in this session, the researcher allowed the participants to tell the stories of their language learning experiences prior to and during covid-19 pandemic. the two learners shared their learning experiences using english, displaying some grammatical errors shown in the interview extracts and it was however then revised by the researchers. this was done in order that the participants’ statements of their learning experiences could be fully and easily understood. this interview lasted between 30-40 minutes and the researcher intended to minimize his personal reaction while conducting the interview so as to keep away from his influence on the stories they told. in other words, the researcher allowed the participants to tell whatever they have experienced in learning english prior to and during covid-19 pandemic. the researcher utilized a tape recorder by agreement with the research participants in order not to miss the participants' stories. furthermore, the researcher also took note of the observation during the interview so as to help me comprehend the situation and context of the participants stories (polkinghorn, 2005). 3.3 trustworthiness in order to make sure the trustworthiness of the data (lincoln & guba, 1985) and verification of the interview data, the researcher did participant validation or memberchecking by inviting the participants and asking them carefully read through the interview transcripts and/or data analysis for them to validate, or refute, or give feedbacks or comments on the researcher's interpretation of the data (burnard et al., 2008). to be sure, this arguably helped to enhance the development of themes and theories. it is part of the relational responsibility of narrative inquiry (clandinin & connelly, 2000), to negotiate anonymity, boundaries, and ethical issues with participants. 3.4 narrative analysis geared under a qualitative research design, a qualitative content analysis was utilized in this study. the fundamental components of the data analysis in qualitative paradigm pervade coding, categorizing, forming themes, and using constant comparative analysis. to begin with, the researcher gathered the entire transcript and each transcript was reexamined to compare concepts figured out in other transcripts, allowing constant comparative analysis to ascertain carefulness and thoroughness of the analysis. all codes were re-examined by the researcher to recognize related ideas which in turn formed concepts. the coded concepts were subsequently clustered to form categories, as they were continuously examined for apparent relatedness to each other. after they all fallen into categories, the data were re-examined and coded again to achieve a consistency of codes (miles, huberman, & saldana, 2013). the categories were then re-assembled under the relevant themes that emerged from roaming the categorized data. in order to make sure the reliability of coding, the researcher sought another researcher to code the same transcription. following that, a discussion was generated as to the similarities and differences. during the coding process, as the researcher used the informant’s own words and concluded their statements, both descriptive and in-vivo coding were drawn upon by the researcher (saldana, 2015). the researcher attempts to account for the findings of the study by focusing primarily on the students’ experiences of learning english pre and during covid-19 pandemic. it encompasses face-toface learning experience prior to covid-19 pandemic, asynchronous learning experience during covid-19 pandemic, and hybrid learning experience during covid-19 pandemic. 5. results within this section, the researcher re-narrates the learners' stories of learning experiences in english prior to and during covid-19 pandemic. in this case, the narratives of the learners' experiences include prior learning experiences or before the covid-19 pandemic and during the covid-19 pandemic. their differences were portrayed in the coding results displayed in table 1. table 1. themes of learners’ learning experiences prior to and during covid-19 pandemic face-to-face learning experience prior to covid-19 pandemic asynchronous learning experience during covid-19 pandemic hybrid learning experience during covid-19 pandemic learning english using lcd and laptop before the pandemic. using whatsapp for learning english during the pandemic. online and offline learning done in the midst of covid 19 pandemic. ample opportunities for consulting with their lecturers. three features employed in learning english: videos, ppt, and links of youtube. four learning media employed in the online learning: whatsapp, google classroom, zoom, and gmail, and two learning media used in the offline learning: lcd and laptop. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 199 based on the interview analysis, three scenarios were found: face-to-face learning experience prior to covid-19 pandemic, asynchronous learning experience during covid-19 pandemic and hybrid-learning experience during the covid-19 pandemic. 4.1 face-to-face learning experience prior to covid19 pandemic a. learning english using lcd and laptop before the pandemic in 2018, deny and any found that they dealt with face-to-face learning every day. they found this method way more accessible to them since they could interact and cooperate with their friends. they also experienced student-centred learning, for example, doing a presentation in front of their classmates, assisted by lcd and laptop. as such, it had driven them to be a creative learner and motivated to practice and learn english in their daily life. "i studied together with my friends when it was in 2018. it was so effective since my lecturer did a face-to-face learning using lcd and laptop and applied a studentcentred approach in the teaching and learning process. when the presentation run and i was asked to perform english in front of my friends, i attempted to do my best by showing my skills in english. that made me more enthusiastic.” (deny, 2021) excerpt 1 "the class was very fun since we were asked to perform one by one in front of the class. unforgettably, the lecturer also provided some materials or references to support the learning process so that we could get what the materials were. we were also allowed to share our ideas or addressing some questions for discussing the materials. this face-to-face learning made us more creatively and brought more enthusiastic.” (any, 2021) excerpt 2 with the student-centred approach, the learners perceived that they were so helpful that they were mediated by the use of lcd as a support of learning english in the classroom. they felt more facilitated at that time. “i was quite facilitated in the learning process since the lecturers supplied lcd for additional facility in the learning process. they provided some videos and therefore it helped me more understood of the materials i learnt.” (deny, 2021) excerpt 3 “the learning process was very fun since the lecturers employed lcd for helping me in understanding materials. they also gave clear explanation by showing some videos so i learnt it very fun.” (any, 2021) excerpt 4 b. ample opportunities for consulting with their lecturers learning english offline (face-to-face learning) has made them satisfied. in fact, they could grasp ample opportunities to consult any materials with their lecturers and found exciting chances to speak english with their friends in the classroom. it made their learning progress much more satisfactorily and contributed significantly to their language skill in english. the lecturer assisted and improved them immediately after their learning practice so they could recognize the errors in the learning process. “it was easy to do because we had so much time to direct interaction with the lecturer and we still remembered when we did not understand some materials, we directly asked our lecturer about that. a clear explanation from the lecturer gave us a way to understand the materials much easier. besides, i had much time to practice speaking with my friends at that time especially when the speaking subject was held.” (deny, 2021) excerpt 5 "i could practice speaking with my friends directly and asked some feedback from my lecturer regarding whether or not there was an error, thereby making us easier to know and it developed my speaking skill." (any, 2021) excerpt 6 4.2 asynchronous learning experience during covid-19 pandemic c. using whatsapp for learning english during the pandemic the covid-19 pandemic has gradually influenced some sectors, including education in indonesia. in this case, the shift in education was experienced by the learners in 2020 during the pandemic, in which it altered from offline to distance learning. in this case, the learning process was in the form of asynchronous model, assisted by whatsapp application in the learning process and this lasted two semesters only in 2020. by using this app for language learning, it had brought them strength and weaknesses during the pandemic. the learners perceived that learning using whatsapp could build their confidence as well as could generate their motivation to learn even though they also felt discomfort while staring at the platform for too long and looking at some superfluous materials posted within the group. “by using whatsapp as online learning during the covid-19 pandemic in 2020, i felt motivated to learn and improved my confidence in the learning process. also, i and my friends could share and ask immediately through the whatsapp regarding materials we learned. however, the use of whatsapp for language learning could drive us boredom since we must look at the screen for so long,” (deny, 2021) excerpt 7 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 200 "sometimes, i felt tedious using whatsapp for too long in language learning because of the redundant posts posted in the group and looking at the posts or materials continuously. however, it is still okay for me rather than i have to learn with a laptop. another benefit of learning english using this application was that i could ask my lecturer immediately whenever i had difficulties in the materials. therefore, it could improve my motivation to learn english via whatsapp. this activity happened in 2020 during the pandemic.” (any, 2021) excerpt 8 d. three features employed in learning english: learning videos, ppt, and links of youtube the learners also reported that the learning covered sharing some learning videos, ppt, as well as links of youtube for lesson. the learners learned english through texting and recording the voice note and share it on the whatsapp. the submission of the tasks was also done through this platform. the learners felt easy to do that but they were sometimes upset for a large number of groups available in the platform they have. “the learning of whatsapp included sharing some learning videos, links of youtube, as well as ppt from the teachers. the teachers used to share the links 10 minutes before the lesson begun.” (deny, 2021) excerpt 9 “i and my friends used to prepare the lesson by sharing some learning videos or ppt when the presentation was held. the teachers also shared some ppt and explained them through whatsapp. the information and submission of task was also done through this platform.” (any, 2021) excerpt 10 4.3 hybrid learning experience during covid-19 pandemic e. online and offline learning done in the midst of covid 19 pandemic after using whatsapp for about two semesters and the covid-19 still continues developing, the stakeholders in the college afterwards shift the learning ways into hybrid learning. it is done in order to meet the students' needs since online learning with whatsapp is felt tedious and needs a combination with real interaction and communication (face-to-face learning). therefore, a combination of online and face-to-face learning (hybrid learning) is then adopted by them and the learners. the learners feel way better than ever in this hybrid learning process. the hybrid learning process has embarked on in the beginning of 2021 during the pandemic to date. "the asynchronous learning has been practiced and experienced by the learners for about two semesters during the pandemic. however, my college then applies the different methods in learning, combining online learning with whatsapp and face-to-face learning (hybrid learning); especially this starts in the beginning of 2021 in which the pandemic still continues developing. i think it is appropriate for us and more convenient than applying online learning only.” (deny, 2021) excerpt 11 “i feel that online learning is boring and we, as students, need to interact with each other like face-to-face learning. i have been thinking that the online learning will continue until the covid-19 ends. however, my college then implements hybrid learning (online and face-to-face learning) in the learning process of english. therefore, this combination has made us better in language learning. it brings a new experience for us in learning english especially in 2021 during the pandemic.” (any, 2021) excerpt 12 f. four learning media employed in the online learning: whatsapp, google classroom, zoom, and gmail, and two learning media used in the offline learning: lcd and laptop with the arrival of this hybrid learning, the learners felt far more motivated and more experienced with some learning media, such as whatsapp, google classroom, zoom, and gmail used as a means of learning english during the pandemic. “since the hybrid learning is implemented by the lecturers, i felt more interested and more motivated to learn. the lecturers enhance my language learning through zoom, whatsapp and also combined with the classroom learning.” (deny, 2021) excerpt 13 “when the hybrid learning is held by the lecturers, i and my friends gained valuable experience. the learning media used by the teachers in english learning have been variety, such as zoom, google classroom, gmail, and whatsapp. besides this online learning, the lecturers also hold the classroom teaching and learning in the scheduled time using the lcd. therefore, i felt more interested in learning english although the pandemic still go on developing.” (any, 2021) excerpt 14 the hybrid learning model (face-to-face method and online learning) is shared interchangeably in every week. the online learning is done within four days with five to six hours while offline learning (classroom learning) is held within two days with two up to three hours per day. this learning model combination is done in order to make the learners more enthusiastic and protect them from the outbreak. “the combination of online and offline learning is done every week. online learning is held in five to six hours for four days every week. in the meantime, offline learning model is executed only within two to three hours for two days. i and my friends felt so facilitated and motivated with this new exposure.” (deny, 2021) excerpt 15 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 201 “the hybrid learning has made me more enjoyable in learning. i felt much more facilitated and more advised. online and offline learning are done every week with different time. offline learning is done so as to make learners fun. although these two things are posed, this aims to minimize the interaction, grasp new learning experience, and protect us from the covid-19 virus.” (any, 2021) excerpt 16 the campus administrators also emphasize that they plan to go on this hybrid learning model in the learning process even the post-covid-19 pandemic for the sake of learning effectiveness since they feel that this design seems suitable with the learners’ learning needs: “the campus administrators promise to continue this hybrid learning model. i will also be happy if it is continued. this makes me fun in learning english.” (deny, 2021) excerpt 17 “this hybrid learning model may be continued after the covid-19 pandemic ends. the campus has ever noticed that this design has been in accordance with the learners’ needs and will be implemented forever since this can boost learners’ learning motivation and interests for learning english.” (any, 2021) excerpt 18 in brief, the results of the study indicate three kinds of learning experiences had by the learners prior to and during the covid-19 pandemic: face-to-face learning experiences prior to covid-19, asynchronous learning experiences during covid-19, and hybrid learning experiences during covid-19. these multifaceted learning experiences give the learners aware that learning is not restricted offline but it can be online as well according to the situation, and that this also promote the learners to be not only cooperative, but also be independent and selfdirected learning. 4. discussion nested in the poststructuralist look of language learning, this study has answered to the question of what are the learners' experiences learning english prior to and during covid-19 pandemic. the findings have argued that the learners experience multifaceted learning process prior to and in the time of the covid-19 pandemic: face-to-face learning experience prior to covid-19 pandemic, asynchronous learning experience during covid-19 pandemic, and hybrid learning experience during covid19 pandemic. this current study has brought a new insight into the field of language learning, meaning that the learners have experienced face-to-face, asynchronous, and hybrid learning prior to and in the course of covid-19. this dynamic and multifaceted learning process can be a potential source for the successful language learning process during and in the post pandemic era. first and foremost, prior to covid-19 pandemic, the learners gained face-to-face learning exposure. they, in this case, embraced an easier learning discussion, making them more accessible to interact and cooperate with their classmate since the learning process took place in the classroom. it is evident that offline learning is quite effective for promoting learners’ competency in english. it is in line with a study conducted by (damayanti & rachmah, 2020). they have looked into the learners' responses regarding their satisfaction with online and offline learning. they found that 62.5 % of learners strongly agree that offline learning is effective for them; they feel that it can make them active in class, drive them more concentrated, able to easily interact with their classmate, provide them with more opportunities to ask about the materials they do not understand and enjoy the lesson (damayanti & rachmah, 2020). alongside that, during the covid-19 pandemic, the learning process run into a shit afterwards, this was initially from face-to-face learning to asynchronous learning process. it enforces the learners to adapt with online learning discussion. they, for the most part, learned english using whatsapp, one of the popular instant messengers. on this occasion, the learning process of using whatsapp run about two semesters in 2020 and drove them a new and independent experience which were never had before. furthermore, using this app for language learning had brought advantages and disadvantages. the advantages they gained that learning english using whatsapp led them to easy access since whatsapp application had been possessed by them on their smartphone, and this also increased their self-confidence, motivation and willingness to learn such as sharing videos, ppt and links of youtube have driven them to have selfregulated learning experience even though the drawbacks of using this instant messaging for learning existed such as redundant posts within the group and looking at the platform for too long, which results in boredom. it is apparent that learning using instant messaging like whatsapp can go a long way in language learning (awada, 2016; alqahtani et al., 2018; suryana, hidantikarnillah & murwantono, 2021). it can, for example, improve the learners' confidence, motivation and willingness, and promote cooperative learning (cetinkaya, 2017; dahdal, 2020) even though the shortfall is available. however, due to the continuity of covid-19, the campus administrators increasingly contemplate the appropriate learning model for their learners. they attempt to create a new learning experience for the learners. they guessed that asynchronous learning which made use of whatsapp was not so effective. the learners indeed need a new learning exposure, integrating some online learning applications in the learning process for better learning outcomes. in so doing, the process of learning is subsequently switched into a hybrid learning model, especially in the beginning of 2021. this model incorporates face-to-face learning and asynchronous http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 195-204 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 202 online learning. in other words, the integration of face-toface learning and fully online instruction (graham, 2005; khan, 2005) is in effect in this case. in this regard, the learners experience english learning under hybrid learning model. previously, they learned english in the face-to-face model and asynchronous model. however, this hybrid learning offered here requires the learners to consolidate traditional learning (face-to-face learning) and computer or mobile-assisted language learning (whatsapp) in learning english. this learning model has been conducted up to now. in fact, this new learning design has formed a vivid impression on them and has made them more enthusiastic and enjoyable in the learning process since this model pools face-to-face and online learning exposure. the learners, in this regard, experienced the learning process through some mobile applications, such as google classroom, zoom, and whatsapp coupled with offline learning model. irizany (2002) has claimed that those who thrive in a hybrid learning discussion with tri-modal (i.e., video, sound, and text) seem to possess an individual study skill and enjoyment for working. the learners also stated that the learning process is highly individualized as well as flexible. it is asserted by bärenfänger (2005) that the incorporation of self-directed learning or e-learning with classroom instruction promotes highly desirable development such as a more individualized, dynamic, flexible learning. 5. conclusion since little works reports the snapshot of language learning experiences prior to and during the covid-19 pandemic, the present study attempts to fill this empirical gap. it has reported that the learners have vast language learning experiences. they, as earlier stated, experienced face-to-face learning prior to covid-19, asynchronous online learning during covid-19 for about two semesters, and hybrid learning model during the covid-19 pandemic which has run to date. these conditions spotlight that the learners have gone through multifaceted and dynamic learning exposure. in the face-to-face learning, the learners encountered their language learning in the classroom, while asynchronous learning had forced the learners to be actively involved in the mobile-assisted language learning situation. in the meantime, learners have also sampled hybrid learning model during the pandemic era, in which the learning process combined classroom-based and virtually-based learning with whatsapp. hence, the findings of the study have a deeper and strong implication for efl teachers and learners who learn english in the time of covid-19. the teachers might utilize the hybrid learning model for their learners and they will therefore be more enthusiastic in the learning process. this is done for the sake of the successful language learning, particularly in the efl context. further studies regarding the learners' experiences in learning 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(2013). teaching challenges in indonesia: motivating students and teachers' classroom language. indonesia journal of applied linguistics, 3(1) 1-16. print. http://ojs.journal.unilak.ac.id/index.php/elsya https://doi.org/10.31849/reila.v2i1.3960 elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i1/6773 vol. 5, no. 1, 2023, pp. 54-67 journal homepage: https://journal.unilak.ac.id/index.php/elsya 54 original research the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence erin dwi setyani, eusabinus bunau, & yanti sri rezeki universitas tanjungpura, pontianak, indonesia article info abstract article history: received 11 may 2021 revised 10 nov 2022 accepted 13 feb 2023 students completing their studies in the english education study program must be required by thesis writing and submission. it was also acknowledged that the supervisors had afforded proper supervision. nevertheless, for the english structure of the thesis writing correctness, it still needed help from an application, grammarly. therefore, this research aimed to describe the research participant’s engagement and how the application has influenced confidence in writing a thesis, and the confidence is exposed as a case to picture out. to determine which students worked using the application to write their thesis, a questionnaire was distributed to forty students enrolling in the ninth semester of the academic year 2019/2020. the result of the determination found twenty-nine students using the application to refine their writing subjects, and three of them working on their thesis writing completion under supervision using premium grammarly were selected as the participants for this research. the selection criteria were on the basis of positive attitudes towards grammarly, working on the thesis writing completion, and possessing a premium grammarly account. the data of this research were participants’ error types collected from the thesis draft reviewed and their revision, and their opinion of the engagement and influence of grammarly on writing confidence resulted from the interview. this research revealed that the participant’s thesis writing confidence was influenced by grammarly diversity. despite that diversity, as the case, this research inferred that the participants have positive emotions and attitudes in using grammarly. the implication of this research is the promotion number of grammarly users in the first-degree study program to make the supervision faster and the thesis writing better. keywords: case study grammarly writing skills confidence corresponding author: bunau, eusabinusbunau@fkip.untan.ac.id 1. introduction thesis writing completion as a requirement to graduate from the study was commonly perceived hindrance for the students. nevertheless, thesis writing completion is mandatory according to university curricula. the objective is to provide an opportunity and experience for graduates to be able to do the research and report the result of the research. the thesis writing report for first-degree students in english education study programs is even harder, compared to master-degree because it demands academic and scientifically correct english senses. it was often suggested by examiners and discussants in thesis proposal seminars and examinations that the proposal and research report writing could be attempted for its betterment using an application, grammarly. to follow up on the suggestion, the researcher was interested in investigating how the suggestions have been consciously responded to by the students, especially the ones enrolling in the last semesters. https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 55 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence as one of the most productive skills, writing is considered a difficult skill to master. it concerns several aspects that might affect language use (senjahari et al., 2021; zainab, 2021). moreover, writing is a thinking process to succeed in the subject matter (de laurido et al., 2018). since writing is a thinking process and challenging (cunningham, 2020; medvedeva, 2016), its achievement is influenced by one of the psychological factors, that is, self-confidence (olasina, 2019). according to martinez & villa (2017), “self-confidence is a specific area of psychology related to the language learning process development” (p. 24). this self-confidence in learning is one breakdown of the affective factors. other breakdowns are emotion, motivation, attitude, anxiety, and personality (kavitha, 2020). moreover, this research is on grammarly use and its qualitative influences on self-confidence in thesis writing. as an english teacher to be, the students of the english education study program of tanjungpura university are prepared to master writing skills, especially in terms of sentence grammar or structure, and one way to do it is by using an online grammar checker application, grammarly. grammar checkers in writing is beneficial for identifying mistakes and other language errors in writing. this checker is helpful in teaching grammar, improving students’ writing, and aiding in the learning process by introducing grammatical terms and rules (cavaleri & dianati, 2016). grammarly, as stated by o’neill & russell (2019), is a good and easy online tool for providing grammar feedback. several studies have investigated the influence of grammarly on writing. some results of the investigation were that grammarly helped and improved students' understanding of grammar rules and confidence in writing (ventayen & orlanda-ventayen, 2018). another investigation finding on grammarly had a significant impact on students’ writing quality, developing students’ writing accuracy and attitude toward computer assisted language learning (call), and learning english writing (fadhilah et al., 2018; m. ghufron, 2019). moreover, the results of some studies also show that grammarly can motivate students to learn writing, encourage students to be self-independent learners, and make them enthusiastic to revise their work by reducing the error such as grammar, punctuation, spelling, sentence structure, style, and vocabulary enhancement (ghufron & rosyida, 2018; yulianti, 2018). this current research is on students’ engagement with written corrective feedback, that is based on han & hyland (2015), and grammarly as a tutoring application to write (zhang et al., 2020). it is a way for foreign language acquisition learning (lucas, 2022). by type, this research is a case study to investigate the influence of grammarly on students' writing thesis confidence. the questions raised up to answer through this research are: 1) what were research participants’ engagements in writing thesis by using grammarly? 2) what were research participants’ grammarly influence towards thesis writing self-confidence? meanwhile, the purposes of this research are: 1) to qualitatively describe participants’ engagement in terms of behavioural, cognitive and affective engagement. 2) to qualitatively describe participants’ grammarly influence towards thesis writing self-confidence in terms of feedback given, affective filters and indicators of writing confidence. 2. literature review 2.1 writing first-degree university thesis in writing a first-degree university thesis, the students of the english education study program encounter two issues. they are thesis organization or structure and english language proficiency. since the language is the efl, in the context of thesis writing, the students have to produce the english language in written elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 56 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence form. it is the process of putting down thoughts and ideas and transforming them into words (lund, 2021) for the research work on paper. moreover, the students writing the thesis should understand the aspects of writing to make a well-organized text. the aspects comprise content, organization, vocabulary, language use, and mechanics (meyntjens, 2021). additionally, writing itself is a difficult task to succeed for it has the aspect of linguistics, physiology–reader’s point on the writing, and cognitive–writing instruction (novospasskaya & lazareva, 2021). to help write a first-degree university thesis that fits organization or structure and english language proficiency, a specific tool like grammarly is required. 2.2 self-confidence in writing self-confidence is described as how one’s behaviour and understanding of the influence of particular things to succeed (crisfield, 2020). as an influential variable with a social psychological approach to foreign or second language learning, self-confidence is the causal factor that directly affected l2 or target language achievement (alenezi, 2020). this self-confidence has the element of cognitive– knowledge of abilities, performance–ability to do, and comfort of the former two elements. from the three elements, it is concluded that self-confidence affects cognitive or knowledge, performance or behaviour, and affective or emotion (enchong, 2022). hence, self-confidence in writing is writing knowledge, writing behaviour, and writing emotion. in language learning, especially writing skills, the affective filters play a role in the formation of one’s self-confidence. affective filter is anxiety, motivation, and self-confidence variables. it is a critical mediating role between linguistic input available in the educational environment and the ability of students to learn and to do the writing (waluyo & bakoko, 2022). moreover, self-confidence in english writing includes the function of planning or drafting the writing, editing, and correcting. the specific condition, as in (irawati, 2022), for this function is: 1) sufficient time at disposal to edit, correct or revise. it takes sufficient time to produce good writing. 2) to focus on a form of good and brief english sentences to make people understand what is being conveyed. 3) to know the rules of grammar as the requirement in language learning. additionally, self-confidence and motivation in writing, specifically thesis writing, are influenced by the corrective feedback given (junaidi & hadi, 2020; yu et al., 2020). based on the three issues listed and the corrective feedback given, it is vivid that the writing confidence by the efl thesis writers is elevated when time to edit, correct, revise is sufficient, when english sentence is understandable, and when grammar requirement is fulfilled. 2.3 students’ engagement in writing students’ engagement in writing refers to investment or commitment to their learning. it embraces a complex factor to texts and attitudes to writing and responding. in writing, engagement comprises dimensions of behavioural, emotional, and cognitive (anjarwati & sa’adah, 2021; z. v. zhang, 2017). moreover, selcuk et al. (2021) added that the dimensions also include corrective feedback (cf), a cognitive perspective that focuses on how students attend to the cf they receive. a behavioural perspective focuses on how students accept or revise their written texts. meanwhile, an emotional perspective involves students’ affective responses to cf, that is, anxiety and attitude, that is, dislike. furthermore, the dimensions of students’ engagement in writing and feedback in the l2 writing model, as updated by han and hyland (2015), is: 1) behavioural engagement concerns students’ reactions to feedback, including revision actions, revision strategies, and time spent on revision. 2) cognitive engagement concerns how deeply students understand the feedback information and monitor the revision process and metacognitive use. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 57 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence 3) affective engagement concerns students’ immediate emotional reactions and attitudinal responses to the feedback. by the efl thesis writing context, the engagements are thesis writer’s behavioural reactions to feedback given, understanding of feedback information, and immediate emotional reactions to feedback. in addition, there are five ways how students dispose of their continuum engagement in school-related writing tasks and activities (hiromori, 2021; ku et al., 2022) to be contextualized in this research, namely: 1) authentic engagement–high attention, and commitment to a writing task. 2) strategic compliance–high attention to the writing task but having a low commitment at the same time. 3) ritual compliance–low attention to the writing task, and no commitment to do it. 4) retreatism–have no attention or commitment to the task. 5) rebellion–refuse to do the writing task and have no commitment to do it. the engagement in school-related writing tasks and activities, which in this case is thesis writing revision and submission, are guaranteed to be successful only when the thesis writers have an authentic engagement. this authentic engagement is high attention and commitment to thesis writing obligation that is not optional but conditional to graduate the study. the strategic and ritual compliance, retreatism and rebellion, as sequenced in the above order, are negative disposes to fail the thesis writing success. 2.4 grammarly in elt context grammarly, in the efl context, is a helpful online website and application to correct errors in writing. this online grammar checker is popular with the various features provided to help students, specifically in writing. as cited in villar (2018), grammarly automatically detects potential grammar, spelling, punctuation, word choice, and style mistakes in writing. it is also functional for online proofreading to scan documents for grammar mistakes, spelling and punctuation correction, vocabulary or word choice suggestions, and plagiarism detection (gain et al., 2019). by the efl context, a positive attitude towards learning english writing can be developed through the use of grammarly (karyuatry, 2018). moreover, this grammarly has two versions−free and premium. the features of the free and premium versions are in the following table 1. table 1. features comparison between grammarly free and grammarly premium features free premium correctness grammar and spelling checks ✓ ✓ clarity check punctuation, grammar, context, and sentence structure x ✓ engagement vocabulary enhancement x ✓ delivery genre-specific writing style checks x ✓ plagiarism detector x ✓ based on the above table, this research deals with the premium grammarly, and therefore, there were only three students working on their thesis writing selected as a case. they have a premium grammarly account to completely engage with their thesis writing and revising. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 58 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence 3. method as to refer to research methodology types (creswell, 2012), this study applied a qualitative case study approach to investigate the influence of grammarly on students’ thesis writing confidence. the expression of confidence was collected from students of the english education study program of tanjungpura university working on their thesis completion. the questionnaire, adopting a questionnaire from grammarly (2017), was distributed to 40 students enrolling in the ninth semester of the academic year 2020/2021. the questionnaire was closed-ended (iwaniec, 2020), and the objective of administering them was to find out students’ attitudes toward grammarly and to determine the correct research participants. the result of the questionnaire identified that 29 students used grammarly to help write their writing subjects, and from the identification, there were three students working on their thesis writing completion chosen as the case to expose. the criteria employed to select the three participants for this research were on the basis of (1) working on their thesis writing completion, (2) possessing a premium grammarly account, and (3) having a positive attitude towards grammarly. the initials of the participants are iw, ua, and aa. the data for this research is primary, that is, first-hand data (glen, 2022). the data, following minor taxonomy adaptation (ferris, 2012), was in the form of error types and numbers collected from reviewed participants’ thesis, and its revision using premium grammarly. moreover, the data in the form of opinions or expressions were collected by interviewing participants. the interview guideline was a one-on-one interview with semi-structured questions (ahmad, 2012). the questions asked in the interview dealt with participants’ behavioural, cognitive and affective engagements, and on writing self-confidence in terms of feedback given, affective filters and indicators of writing confidence. the data, which in this case is nonparametric (winter, 2019), were analysed by calculating the percentage of the error types based on their number. meanwhile, the participants’ opinions or expressions to enrich the research finding and discussion, adapting næss (2020), were presented by excerpting the result of the interview. 4. results 4.1 the participants’ engagement with grammarly the first result of the research was descriptive statistics or non-parametric data. the data was tabulated by errors types and quantity listed from each participant. the participants’ engagement with grammarly in terms of error types and numbers and revisions is presented in table 2. table 2. error types and number of revisions using grammarly error types iw ua aa gf acc rej sub gf acc rej sub gf acc rej sub verb form 58 54 4 4 4 4 4 word choice 48 40 2 6 34 30 4 13 4 7 word form 4 2 2 1 1 articles 105 74 31 14 10 4 11 6 51 punctuation 66 36 30 15 15 24 19 5 spelling 31 28 3 2 2 9 6 3 run-on 15 14 1 2 2 2 2 preposition 41 38 3 6 4 9 9 phrases and idioms 5 5 98 55 43 85 39 46 singular-plural 46 32 14 3 3 4 3 1 fragment 6 6 4 s-v agreement 13 13 1 1 sentence structure 91 17 36 5 34 32 2 35 25 10 informal 2 1 1 2 2 8 1 7 miscellaneous 14 14 1 1 1 1 total number of errors 545 363 138 11 220 148 72 206 123 83 percentage (%) 100 66.6 25.3 2 100 67.2 32.2 100 59 41 note: gf = grammarly feedback; acc = accept; rej = reject; sub = substitute elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 59 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence the participants’ engagement with grammarly, as shown in table 2 is furthermore broken down into subtypes of behavioural, cognitive, and affective engagements, and presented below consecutively. 4.1.1. behavioral engagement behavioural engagement with grammarly involved revision actions and strategies to enhance the accuracy of writing and time spent on revision. table 2 illustrated that each participant had a different revision action. firstly, iw’s revision actions in response to grammarly feedback showed 545 errors in his 8,800 words of text with fifteen error types. from those error types, articles were the most identified by grammarly. of 545 received grammarly feedback, of which 512 were accurate, and 33 were inaccurate. iw correctly accepted 363, incorrectly rejected 138, incorrectly substituted 11, incorrectly accepted 15, and correctly rejected 18, thus fixing 66.6 % of his total errors. this suggested that iw made moderate changes to his writing. secondly, ua’s revision actions showed 220 errors in her 7,781word text, with fourteen error types identified in her thesis writing. the most frequent error in ua’s thesis writing was phrase structure. from 220 received grammarly feedback, which was accurate, ua correctly accepted 148, incorrectly rejected 72, and fixed 67.2 % of her total errors. this suggested that ua made moderate changes to his writing, like iw. lastly, aa’s revision actions showed that aa made 206 errors in her 5,724 words of text for which she received grammarly feedback. there were thirteen error types identified in her writing and the most identified were phrases and idioms. from 206 received grammarly feedback, of which 123 were accurate, aa correctly accepted 123, and incorrectly rejected 83. thus, also fixing 59 % of her total errors. this suggested that aa made slight changes to her writing, different from iw and ua. concerning revision strategies and time spent, iw asserted that he used the internet as an extra assistance to verify the accuracy of the feedback. however, it differed from ua and aa in that they used their intention and limited understanding by being careful in analysing the feedback. interestingly, they spent a little time revising each part of their writing continuously despite having full time in revision. it was because they needed to convince themselves before compiling his revisions for the supervisors. 4.1.2. cognitive engagement cognitive engagement is concerned with how deeply students understand the feedback information and monitor the revision process. regarding the monitor level, iw reported that grammarly feedback was conspicuous in that there are some colours that signed the error iw made in his writing. since he read the feedback that is explicit and implicit in nature, he liked to recognize the corrective intent of key feedback because it was easy to notice and understand the errors. therefore, he found several problems in his writing, including 275 alerts of correctness, 260 related to clarity, 5 related to vocabulary engagement, and 5 related to his writing style. he realized that grammarly gave him a lot of information. unlike iw, who encountered many problems, the participants with initial ua, and aa found lesser problems in their writing. ua found 86 alerts of correctness, 132 related to clarity, and two related to delivery. meanwhile, aa found several errors in her writing, that were 77 alerts related to the correctness, 108 related to clarity, and 21 connected to delivery. they did not revise their writing with application assistance as extra as iw. it showed how they used a metacognitive action strategy by monitoring the errors, even though they verified the accuracy of grammarly’s feedback without needing extra assistance and awareness after receiving the feedback regarding the errors in their writing. furthermore, iw realized he made a lot of errors in his writing. one of the errors was typos of ‘definition’ with misspelling /e/, and ‘properly’ with missing /r/. the screenshot of errors committed is in figure 1. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 60 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence figure 1. iw’s spelling error example it also illustrated how iw accepted the suggestions and found the other mistakes, as in sentence […] the teaching-learning process in the classroom will not go properly. in the sentence, a modal verb or auxiliary verb, will, is an alternative to ‘goes’, the verb with the suffix –es for singular third personal pronoun subject of simple present tense. moreover, grammarly identified two mistakes in a sentence in terms of punctuation, that is, coma, and unnecessary prepositions, that is, /of/, made by ua. for detail, please see the red underline and the highlight in the following figure 2. figure 2. an example of ua’s punctuation and preposition error finally, aa also encountered errors in terms of linguistics, that is, passive voice for simple present tense. the verb component for the tense is to be + verb 3. thus, the correct form, as shown by the application, is also found. look at figure 3 for the detail. figure 3. an example of linguistics error committed by aa based on the screenshot as displayed in figures 1, 2, and 3, the three participants tended to ignore some feedback that grammarly gave because they thought it did not affect their writing. the evidence demonstrated how both ua and aa used context to determine the appropriate revision action. it indicated that their cognitive engagement with grammarly is slight. meaning to say, the way they monitored and understood the explanation and context of their writing carefully by reading the draft before deciding whether or not to accept feedback using grammarly indicated that their metacognitive strategies were implemented without any extra assistance. unlike the two participants, iw’s cognitive engagement was quite extensive, manifested in the use of several meta-cognitive actions to regulate his thinking process. it made iw need more context to analyse the accuracy and decide whether to accept or reject the feedback. 4.1.3. affective engagement affective engagement is related to students' immediate emotional reactions to grammarly feedback upon receiving the reaction and their attitude towards grammarly feedback. in terms of this reaction and attitude, iw showed his emotional response towards grammarly feedback that was a bit distrustful. the data from the interview on affective engagement (ae), that is, reaction and attitude (ra), as excerpted from participant iw, is in the following quotation: elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 61 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence “i don’t believe 100% grammarly feedback because i have to analyse, i have to look for the same materials about the feedback from the internet may be, and decide to change it or not. but anyhow, it helped although i still have to check particular vocabulary or terminology in dictionary for correct language use and context.” excerpt from data ae-ra-iw despite his distrustfulness of grammarly feedback, he was surprised about the amount of feedback received and how conscientious grammarly was. however, he was a bit sceptical because some errors were due to his carelessness. unlike iw’s distrust, participants ua and aa showed emotional reactions upon receiving grammarly feedback. they were surprised and grateful that their linguistic errors were shown and suggested revised. the interview made with the three participants implied, in general, that emotional reactions toward grammarly feedback affected cognitive and behavioural engagement. in terms of grammarly impression (gi), the interview excerption on affective engagement (ae), is as in the following citation from participant ua: “my first impression towards grammarly is, i think, is like “what a good application! it is really helpful for students to make their writing better than before. when i started writing my thesis, i felt that i was certain to be able to complete my study in time.” excerpt from data ae-gi-ua when presented with students’ engagement, it is shown that participant iw led significant levels of engagement in terms of behavioral and cognitive, followed respectively by ua and aa. his leading was due to how prominent iw was in the revision strategies using the assistance of the application and how he understood by questioning the accuracy of feedback. in contrast, ua and aa used their intuition to verify the accuracy of the feedback. substantial affective engagement was demonstrated by participants ua and aa. they showed an emotional reaction and attitude response. from the description, it is concluded that the level of engagement of participants towards grammarly is strategic compliance. they have high attention on one side but low commitment on another side. 4.2 the influence of grammarly towards writing confidence 4.2.1 feedback is given during writing activities giving feedback during writing activities was an essential factor in developing writing confidence. thus, all the participants reported their writing quality, cognitive understanding, and confidence while receiving grammarly feedback in writing. the following interview result citation on the feedback (fb) that influenced writing confidence (wc) is excerpted from participant aa: “i wasn't confident about my writing, but after using grammarly, i felt like my writing seemed to be better because previously there were many mistakes, and grammarly helped me in fixing the writing mistakes. it helped me in improving my writing and confidence. for example, when i wrote, there were some mistakes that i didn't know or didn't realize. so, grammarly influenced me to know or realize them. i felt helped and confident that my writing got better.” excerpt from data wc-fb-aa the above interview result represented by participant aa inferred that grammarly improves english writing quality, expands cognitive understanding, and promotes confidence through feedback. moreover, the feedback also signified that grammarly develops an awareness of linguistic errors. the interview result indicated that the participant was confident to submit or resubmit their thesis draft to supervisors. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 62 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence 4.2.2 affective filters according to the excerpt from the interview, it was concluded that the participants had a considerable impact on confidence in efl learning, especially in english thesis writing. in terms of linguistics and grammar knowledge, the anxiety (ax) as an affective filter (af) was expressed by iw as follows: “you know, even the one that is best at english proficiency, may still encounter linguistics and grammar anxiety. but at least, grammarly has helped me to reduce that anxiety. grammarly was an essential tool for me to overcome my linguistics or grammar difficulties in writing my thesis.” excerpt from data af-ax-iw the above excerption explains how participant iw felt linguistics and grammar knowledge anxiety he encountered have been reduced because of grammarly application assistance. linguistics and grammar knowledge, especially the english language, deal with form and meaning, or what form signifies. form, that is lexical and grammatical, associates with part of speech, tenses and plurality. the parts of speech is verb, noun, adjective and adverb. the tense covers active and passive verb in a sentence. the verb is first, second and third form that is regular and irregular. meanwhile, the plurality the form signifies is countable and uncountable noun. premium grammarly features covers all those english linguistics and grammar knowledge, and overcomes their hindrances in writing, especially thesis writing. moreover, in terms of motivation and writing workload (mww) as subsection of affective filter (af), ua stated how grammarly has increased motivation and released workload. here is the statement: “when we studied writing and grammar or structure subjects, i was not motivated because those subjects were too difficult to catch. they were too burdening, workloads. magically, my motivation in writing and grammar increased especially in writing my thesis. grammarly, with its features, helped reduce the workload.” excerpt from data af-mww-ua the excerpt taken from data as expressed in the interview by ua shows that motivation and workload are associated with each other. the association is the high motivation, the light workload; or vice versa, the low motivation, the heavy workload. the conclusion from the interview was that ua had high motivation to enlighten his thesis writing workload because of grammarly help. in terms of self-esteem (se) that is also breakdown of affective filter (af), aa put forward that grammarly has promoted self-esteem when writing the thesis. the aa’s expression goes in the following: “i think writing a thesis in english is very much different compared to the one written in, for example, indonesian. it is even different from general writings of english subjects. grammarly as an application proved that my selfesteem was developed when i rewrote or revised my thesis corrected by supervisors. the supervision and submission were not so frequent.” excerpt from data af-se-aa the participant aa as read in the statement above indicated that his self-esteem or self-confidence, that is the breakdown of affective filters had been developed because of the grammarly application that was helpful for him. for the self-esteem he had, his thesis writing revision was faster and the submission to supervisor was also infrequent. from the interview excerption results, it was signified that affective filters have influenced participants’ self-confidence. the use of grammarly reduced anxiety about linguistics and grammar knowledge, and selfdoubt. moreover, it was also inferred that the use of the application immensely increased motivation and lowered the writing workload. in addition, the application also increased participants’ self-esteem considerably. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 63 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence 4.2.3 the indicators of writing confidence the indicators of writing confidence, as excerpted from the interview results, comprises flexibility in behavior, cognitive effort, emotional stability, motivation, and self-esteem. in terms of the indicator of writing confidence (iwc), that is behavioral flexibility (bc), the data from the interview, as excerpted from participant iw, is in the following citation: “i spent a long time making my revisions. i was confident to decide or to accept the feedback shown by grammarly. the feedback shown by grammarly made me flexible. i was not afraid of missing word choice or alternatives because grammarly has them all.” excerpt from data iwc-bc-iw the above citation indicated that the participant showed reactions toward grammarly when writing. the behavior was adapted according to the feedback provided when making revisions, showing actions and strategies worked and whether or not to accept the feedback. furthermore, based on the indicator of writing confidence (iwc), that is, cognitive effort (ef), the interview from participant ua, as in the following excerpt, is: “i made some effort to monitor the bold mistakes shown by grammarly in my writing and had to revise accordingly, not to accept the feedback immediately. in this case, as i observed this far, grammarly often suggests the active voice meanwhile the sentence i wrote was passive voice. if i accept the suggestion for revision, the meaning will imply differently.” excerpt from data iwc-ef-ua the above interview excerpt implied that the participant used metacognitive strategies, that is, planning, monitoring, and evaluation when revising, and remaining confident with the choices offered by grammarly. it infers that metacognitive strategies were used by the participant to plan, monitor and evaluate the revision. the strategies enabled her to accept or to reject the passive voice suggested by the grammarly. moreover, based on the indicator of writing confidence (iwc), that is, emotional stability (es), the participant aa’s interview summary, is as follows: “grammarly helped me revise my writing, and the feedback overcame my difficulties. so, it was relieved in terms of emotional stability, and therefore, i think it promoted my confidence.” excerpt from data iwc-es-aa the summary of the interview revealed that the emotion was stabilized during and after the revision. the indicator of emotional stability of writing confidence using grammarly supported writing capability and reduced anxiety. emotional stability was maintained for not being stressful because the difficulties shown through the feedback from grammarly application was also be overcome by the grammarly. to add more, it was concluded from the interview result on motivation (m) as one of the indicators of writing confidence (iwc), that the participants of the research were motivated in identifying undetected errors using grammarly. the workload of writing errors was also solved and decreased. finally, the last indicator of writing confidence (iwc) identified from the interview was self-esteem (se). based on the interview, two participants felt that their self-esteem in writing increased. this se as an indicator of iwc is related to the ability, including the effort to not give up, to succeed in the thesis writing and revision before submitting them to supervisors. 5. discussion the participants’ engagement with grammarly exposed as a case for this research was behavioral, cognitive, and affective engagement. the engagements influenced participants’ confidence in writing and revising their thesis draft before the submission to their supervisors. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 64 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence the behavioral engagement involved revision actions, strategies, and time spent. the general description of the participants on behavioral engagements were the prompt action to revise, the proper strategies used, the less time spent, and the thesis writing revision was quicker to submit to supervisors. the appropriate revision actions, strategies, and time spent was influenced by use of grammarly as grammar checker that helped to put ideas in thesis writing by context. in line with this behavioral engagement, participants iw and ua, based on table 2, made a moderate change to their draft, which focused on eliminating grammarly-detected errors. the errors detection corrected were 66.6% for iw and 67.2% for ua of the total errors. meanwhile, participant aa made a slight change to her draft, as she corrected 59% of her total errors. furthermore, the participants, in general, spent over 30 minutes on each part of their thesis writing. it indicated the number of errors to revise and the speed to revise using grammarly. it meant that the participants’ behavioral strategy was at the surface level, for they barely used revision strategies to refine their draft. the total errors and the speed of revision of the three efl thesis writing participants were in connection with zhang et al. (2020), stating that l2 proficiency seemed to influence how participants conducted revision actions. the lower levels of l2 proficiency tended to adopt a form-focused approach and make surface-level changes in revision. it concluded that time spent was less because of the service provided from the premium grammarly features. the cognitive engagement included the depth or the level of understanding of feedback given. this cognitive engagement implemented metacognitive and cognitive actions. the level of understanding of the feedback given, in this case, refers to linguistics and grammar knowledge of the english language, and how to put ideas by the context of the thesis subject. since the case of this study is in efl context, hence, the cognitive engagement involving metacognitive and cognitive action is the participant’s capability to make their thesis writing correct in english senses. to refer to the cognitive engagement, the three participants noticed grammarly’s feedback and recognized its corrective intentions, implicitly and explicitly. the participants seemed to understand the causes of errors in their writing and how to correct them, therefore, the finding of this research was considered contradictory to han & hyland's (2015) insights. the insights were the students’ engagement with written corrective feedback that was insufficient because of linguistic knowledge awareness. the participants of this research were confident to revise in terms of linguistics awareness because of grammarly’s assistance. despite the recommendation suggesting that it was flawed to understand, the participants’ thesis writing was successfully revised. the affective engagement involved immediate emotional reactions and attitudinal responses to the feedback given. the three participants experienced different emotional responses. the differences were distrust of feedback given for sufficient linguistics knowledge, and trust of the feedback given for insufficient knowledge on the linguistic errors. it meant that the trust and distrust to feedback given by grammarly were influenced by sufficient knowledge on linguistics and grammar of english language. the sufficient knowledge the participant had, the less dependent they were on the grammarly. this less dependence represents distrust. conversely, the less sufficient knowledge of the english language linguistics and grammar, the more dependent they were on the grammarly assistance. this dependence signifies the trust. nevertheless, this affective engagement, overall, corresponded to the tendency of grammarly use in writing (cavaleri & dianati, 2016) because the percentage of errors detection and revision was averagely more than 50% as seen in table 2. moreover, this research indicated that a positive attitude towards grammarly supported and influenced writing confidence. the use of grammarly engaged sufficient time to do good revision and a deep understanding of rules and forms of language as put forward by lucas (2022). the feedback given during writing activities, as engaged by the three participants, was an influential factor in determining writing elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 65 the influence of grammarly towards indonesian efl students’ first-degree thesis writing confidence confidence, especially in terms of grammatical concepts. to summarize the discussion, this research finding is generally supporting o’neill & russell's (2019) positive perception of grammarly for corrective feedback. grammarly’s assistance in thesis writing, based on the indication described in this research, was proven to influence confidence. the use of grammarly boosted flexibility in behavior, cognitive efforts, emotional stability, motivation, and self-esteem in writing. the participants of this research were first-degree students of english education study programs who worked on their thesis writing completion; therefore, the influence of grammarly towards thesis writing confidence resulted and described in this research was not generalizable, and only applies as a case to expose to public readers or audiences to be taken precedence. the influence of grammarly on writing thesis confidence does not apply to general students of any study programs. the precedence is important as postulate of how writing thesis completion was the obligation must be fulfilled to graduate from the study from english education study program. 6. conclusion this current research found that participants’ engagement in terms of behavioral, cognitive and affective was complex and diverse. the complex and diverse engagement required behavioral reactions, cognitive efforts, and affective responses to produce effective thesis writing revisions with grammarly. furthermore, it was found that the participants’ grammarly influenced towards thesis writing self-confidence in terms of feedback given, affective filters and indicators of writing confidence. in terms of grammarly and thesis writing self-confidence, this research implied that premium grammarly positively influenced or impacted students' writing confidence. the influences were on the feedback provided during writing activities through premium grammarly features, monitor model for learning, and affective filters like anxiety reduction. moreover, this research excerpted that participants’ thesis writing confidence was influenced by indicators of behavioral flexibility, cognitive efforts, emotional stability, motivation, and self-esteem. since this research was a case, the good precedence described could be imitated and escalated to promote the number of grammarly users, especially the students of english education study programs across the country working on english writing subjects, particularly on thesis writing completion. references ahmad, s. o. 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(2017). student engagement with computer-generated feedback: a case study. elt journal, 71(3). https://doi.org/10.1093/elt/ccw089 elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 23 glossophobic experience amongst mpspc philippines pre-service teachers through oral speech presentations jonnelle fagsao & julie grace mi-ing mountain province state polytechnic college, bontoc, philippines jonnellefagsao@gmail.com article history received : 7 december 2020 revised : 14 december 2020 accepted : 24 february 2021 keywords oral communication learning public speaking language communication skills speaking anxiety glossophobia abstract most individuals are not born to be public speakers; they are educated to be developed as one. when they are in front of an audience being the focus of attention, they experience emotions leading to nausea and excessive sweating because of fear and anxiety. individuals who have a fear of speaking in public suffer from strong fear in social performance situations and social spheres, which is known as glossophobia. this research aims to discover the different factors that cause speaking anxiety among the pre-service teachers of mountain province state polytechnic college teacher education department (mpspc-ted) in philippines and to suggest strategies that could help prevent them from having glossophobia problem. samples of interview output, coding, and careful analysis and interpretation of the gathered data from the selected 50 undergraduate students who had research oral presentations, oral lesson demonstrations, and oral speaking presentations have been transcribed and found out major themes that cause glossophobia problems, i.e., linguistic obstacles, audience’s manifestation, mastery of the topic and particular motives. knowing what causes these problems, this study proposed the disrupt strategy to reduce students’ public speaking anxiety effectively. 1. introduction “the success of your presentation will be judged not by the knowledge you send but by what the listener receives.” – lilly walters from the beginning of modern civilization, many people have been overwhelmed with an assortment of often unbearable fears and anxieties (glossophobia) about communicating with others especially in a public performance setting. glossophobia, also known as speech anxiety is the feeling of fear the researchers witnessed from students when speaking in front of their classmates, often characterised as a fear of speaking publicly or nervousness in communication. there was an obvious feeling of panic among them like breathing rates, over-rapid reactions, trembling of muscles, and slurring of voices among others. glossophobia, as ali & nagar (2013) defined, is a greek originated word, with ‘glosso’ meaning tongue, and ‘phobia’ meaning threat or fear. public speaking fear is reflected as a type of dread in the society that causes unembellished avoidance of speaking in front of the people due to fear of discomfort or even degradation. this fear is considered a type of social phobia having great social importance, people with public speaking fear face great difficulty in pursuing their career goals and promotion, and this may cause frustration, depression, and distress in their personality (perveen, hasan, & aleemi, 2018). however, glossophobia, along with presentation nervousness, communication uneasiness, stage fright, or fear of negative inference is characterised under social anxiety (dellah et al., 2020). moreover, people should need to understand that they are not the only ones who may be going through these kinds of emotions; in fact, practically every speaker feels the same (derin & hamuddin, 2019; derin et al., 2020). it is important that people knowingly comprehend the fact that there are more anxious speakers in the world than those who are not. the study aims to identify what causes mpspc preservice teachers’ glossophobia problems and by doing so, helping these students by allowing them to be careful of the reasons that cause their problems because an improved understanding of the indications may be important for strategies action, and standardise the glossophobic problems. since this study came up with causes of speaking anxiety and suggested strategies that could help pre-service teachers of the bachelor in elementary education (beed) and bachelor in secondary education (bsed) programs to overcome glossophobia, its manifold importance to mountain province state polytechnic college teacher education department (mpspc-ted) instructors is how the findings may give tips for inculcating knowledge-based activities to provide skilled-based activities in oral speaking. for the ted instructors who are handling subjects with oral speaking, the findings may provide information about factors that cause speaking anxiety and should include oral intensive communication training for students to boost their interests and abilities in public speaking. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 24 the status of mpspc pre-service teachers along with the factors that cause their glossophobic problems were assessed as bases for strategies suggested to help them prevent from having such problems. as future educators, the researchers want to help in the prevention and elimination of glossophobia problems amongst pre-service teachers of mpsp. 2. literature review many researchers have identified anxiety or fear of speaking as an important type of social phobia that affects performance. individuals who are afraid of speaking openly face numerous challenges in following their career goals and found a limited measure for promotions, which is an indication of extensive individual agony, dissatisfaction, and gloominess as confirmed by pertaub et al. (2002, p. 68). approximately 21% of respondents from a survey of ruscio et al. (2008) suffer from tremendous glossophobia problem and reason for such great miseries or evasions. people with this problem are incapable to establish their skills in diverse social circumstances, they feel uncomfortable and not only have fear of mistaken estimation by others but also humiliation. although they know that this fear is baseless but they suffer from severe anxiety in the feared situation, in turn, they always stay away from the situation in speaking publicly (pertaub et al., 2002). speaking is an interactive and complex process of constructing meaning that involves producing, receiving, and processing the information as mentioned by brown (1994) as well as burns and joyce (1997). however, burns and joyce (1997), considered that speaking’s forms and meanings are still dependent on the context in which it occurs, that includes the participants and their collective experiences, also the physical environment, and the purpose of speaking. cited from perveen et al. (2018), strahan (2003) explored that very unsatisfactory grades in studies also are the outcome of public speaking fear among students, relatively in overcoming this fear, they escape to be familiar to these circumstances, eventually, and this fear is a problem in the students’ career chance which might involve public speaking. the mastery of a public speaking skill is a priority for every teacher because speaking can be regarded as the mode of communication which is mostly used to express opinions, transmit information, and make impressions on others as cited from busbus (2015). it is the process of building and sharing meaning through the use of symbols verbally and non-verbally. fluency in english speaking is important to minimize the speaking phobia. students should have fluency in this language to communicate in classroom discussion; though filipinos are known to be prominent in esl, it is quite alarming that there is already a decrease of competence in the english language oral skills among students nowadays as reported by orbeta and san jose (2013). research confirms that pressure of risk of public embarrassment has long been recognized as sources of unproductive tension among many students. referring to busbus (2017) and fagsao (2019), there were indications of an increase in the prevalence of depression, anxiety, and stress among students in colleges and universities that includes categories of students who are deployed as student interns, students having oral research defense, and students complying for the requirement of the subject in oral communication skills. concerning this, it is very obvious that glossophobia is the major problem that instructors are concerned about, that is why researches related to this study are being conducted year in year out in every college and university. 3. method given the overwhelming amount of literature exists and the various dimensions and factors being studied, this qualitative research made use of phenomenological design. creswell and creswell (2018) describes the phenomenological study as the common meaning for several individuals of their lived experiences of a concept or a phenomenon. this design aims to elucidate the meaning and structure as well as the essence of the lived experiences of the students around this specific phenomenon. with this, personal interviews and actual observations as data collection documents, equal in-depth information, free responses, and flexibility that cannot be attained by other procedures. in this study, the researchers used the phenomenological design to analyse the lived experiences of pre-service teachers in mpspc in terms of glossophobia in the classroom. the pre-service teachers were considered appropriate participants for this study as they are the future educators of tomorrow (table 1). the interview was conducted during the sy 2018-2019 at the teacher education department, mpspc-bontoc campus, bontoc, mountain province, philippines. the key instrument of data collection consists of interview guides based on priori codes which would also validate the interview questions as well as the interview results on such questions about glossophobic problems in oral skills presentation and the causes of their fear and anxiety regarding the oral presentation. another key instrument is the face-to-face interview exploring and discovering the participants' feelings towards glossophobia while doing the oral skills action. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 25 table 1. distribution of beed-bsed respondents course gender subject male female bsedsocial studies 2 5 research in social studies bsed-english 6 7 language research bsed-math 1 1 research in mathematics bsed-science 0 1 research in science bsed-english 5 9 speech and stage arts/ oral communication beed 2 6 practice teaching bsed-english 2 6 practice teaching 18 32 total 50 the following procedures in the conduct of this study were sequentially followed: (1) permission to undergo interviews and observations was obtained by the researchers from the teachers-in-charge, panel of evaluators, and advisers; (2) permission to undergo an interview was approved by the student and was requested to ensure the confidentiality of their identities. so all the names used in this study are not specified. sessions of observation took place over the second semester of the sy 2018-2019 (specifically on january 22nd, 24th, and february 5th). the observations involved whole class observations of selected pre-service teachers’ actual oral presentations; (3) some students involved were interviewed in their most appropriate time within the department’s classrooms. the bsed interns were interviewed after being observed from their actual teaching demonstrations from respective schools of affiliation. video-audio from cell phones was used aside from field notes to record every session that transpired during the interview. answers and opinions were highly appreciated and kept confidential; (4) the results during the interview and observations were transcribed, analysed, coded, and identified. from the results, themes emanated representing the students’ glossophobic experiences during the oral presentations. 4. results & discussion after transcription, confirmation, analysis, and coding, the researchers were able to come up with themes that reasoned out their glossophobic problems. this study presents analyses and interprets the findings of the study on the glossophobic problems experienced by the selected preservice teachers of beed-bsed in mpspc. as a result, strategies that could help to prevent them from having glossophobia were considered. the researchers’ version was presented in the acronym of lamp referring to linguistic barriers, audience’s manifestation, mastery of the topic, and particular reasons as adapted from busbus’ (2015) rendition. they are presented in the figure below. figure 1. factors that cause glossophobia amongst beed-bsed students in mpspc glossophobia has been studied under three main approaches, namely, an individual’s trait, a momentary emotional state, and situation-specific anxiety. the first approach is defined as an “individual’s likelihood of becoming anxious in any situation” (spielberger, 1983, in macintyre & gardner, 1991, p. 87). this perspective considers anxiety to be a characteristic of the individual’s personality, affecting not only language learning but also other situations. the second perspective understands anxiety as “apprehension experienced at a particular http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 26 moment in time, for example, before taking examinations” (spielberger, 1983, in macintyre & gardner, 1991, p. 90), and “[it] is interested in the here-and-now experience of anxiety as an emotional state” (macintyre & gardner, 1991, p. 87). the name of the third approach, “situation-specific anxiety”, was coined by macintyre and gardner (as cited in horwitz, 2001, p. 113) and it refers to the diverse and consistent nature of certain anxieties, e.g. public speaking or participating in class (ellis, 2008). glossophobia has also been shown to be heavily influenced by the confidence or self-efficacy that students might have when performing a given task, eventually influencing the academic outcome and language proficiency. with these approaches, the following themes were derived. 4.1 linguistic obstacles to date, good communication skills are needed in every walks of life. raja (2013) mentioned that, “[using] communication through the use of language has developed social harmony, social status, and professional competencies [among men],” (p. 154). languagecommunication plays a major role in developing a relationship. it can also affect the relationship between teachers and students in any classroom setting. more specially, communication inspires the usefulness of teaching, performance assessment, and the management of discipline problems. it should also be direct even though there are barriers that make it complex, difficult, and frustrating to ensure. some linguistic barriers of communication common to students in mpspc are the following: pronunciation, grammar, and vocabulary. 4.1.1 pronunciation it is important to accept the existence of a type of anxiety specific to the language learning process because it can represent an emotionally and physically uncomfortable experience for some students. some students majoring in english who were observed possess such pronunciation problems. this problem is commonly called “regional defect” in pronunciation which is common in some places in the local area. it was accepted that this “regional defect” affects expressing such english words while delivering lessons. ironically, these [pre-service] students are majoring in english that problems regarding pronunciation heighten their glossophobic dilemma. as students expressed their sentiments during the face-to-face session, one laments: “i am sorry, sir, i know that you are disappointed with my pronunciation…pronouncing the words during the oral demonstration is difficult for me because of my regional defect. the fact that i am a future english teacher, this is [really] my worst problem that i don’t know how to solve. this problem [really] affects my confidence executing y prepared lessons in class especially when i am being observed by somebody such as a critic teacher like you and the principal.” (interview with a teacher, barlig national high school, barlig, mt. province, january 2019) another participant made a revelation and expressed (changes on the structure were done by the researchers): “[…] when i finished my speech as my final examination, the room was unobtrusive. i was so dumb dead when some of my classmates frankly said that, that was my very poor oral performance. maybe because i felt nervous immediately. today, i considered that [experience] to be my most traumatic one because obviously, i received very low merit from my teacher.” interview with a student, oral communication subject, may 2019 as far as this linguistic obstacle is concerned, it is absolutely a common dilemma among students in other places in the hinterlands as cited from busbus (2015), who made mention subasi’s study in 2010 claiming that the more influential factors leading to high anxiety cover are the attention to intonation and pronunciation, the motivation, and the interference of mother tongue. 4.1.2 grammar grammar is one of the most difficult aspects to master particularly for students taking teacher education as their chosen course. english grammar has been traditionally viewed as close (1992) remarked to be “a system of the syntax that decides the order and patterns in which words are arranged in sentences” (13). it is argued, as celcemurcia (2002, p. 121) stated, that mastering grammar is a difficult procedure that involves “making a series of decisions about when and why to use one form rather than the other”. most students seem to be concerned about making the right decisions when speaking or writing in the second language (l2) that requires grammatical proficiency (derin et al., 2020). “[…] when it comes to grammar, i do admit that i am always committing grammatical errors the reason i usually use code-switching in my teaching skills. what matters most is that my students can gradually grasp every lesson i teach to them. so far, even though i was been embarrassed in class with regards to my grammatical errors committed, at least, i can still handle my lesson explanations clearly which is the important one, not my grammar.” (interview with a math major pre-service teacher, mpspc faculty room, january 2019) vocabulary. gruneberg & sykes (1991) distinguished the two types of vocabulary which are the active and the passive vocabulary. the former type of vocabulary referred to the one that the students had been taught and that they were expected to be able to use. in the meantime, the second one referred to the words which the students would have to recognize when they will meet them, nevertheless they would perhaps not be able to articulate the words. moreover, hatch and brown (1995), indicated two kinds of vocabulary, which he termed as the receptive vocabulary and productive vocabulary. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 27 the receptive vocabulary is considered as the words that the learners recognize and understand when they are used in context, but which they cannot produce. as stuart (2008) expressed that this receptive type of vocabulary is what learners recognize when they see or meet in reading a text but do not use it in speaking and writing. meanwhile, the productive vocabulary is the words that the learners comprehend and can articulate appropriately and use practically in speaking and writing. it contains what is needed for receptive vocabulary plus the capability to speak or write at the appropriate time. productive vocabulary is an active process, on the other hand, because it is here where the learners can produce the words in expressing their thoughts to others. “[…] the vocabulary is a crucial aspect of teaching because it pressures me during the lesson when there are words’ semantic meaning not clearly given when asked by some students. limited vocabulary is always a problem because many of us pre-service teachers are not confident about vocabulary teaching and at times do not even know where to begin to form an instructional emphasis on word learning.” (interview with an english major pre-service teacher, mpgchs, january 2019) a study by gynan (1989, cited in young, 1991) investigated the learning practices of students and found that vocabulary is considered the most important practice in language learning, followed by pronunciation. in some other asian countries, students usually lose confidence when encountering unknown words. consequently, english teachers have to teach vocabulary before transporting on to interpretation or listening texts. according to cheng (1997), students of the english majors were found to experience more anxiety than the non-english majors because they expected that as english majors, they should not make grammatical mistakes and should know every word when listening to english. teachers need to understand for themselves and make it clear to their students that grammar errors can be excused when speaking, and that the effort is better appreciated than staying silent for fear of being perceived incorrect (nursafira, 2020). 4.2 audience’s manifestation weissman (2012) explains why some speakers do speak faster when in front of the audience. according to him, the pressure of the situation stimulates the adrenaline rush which produces time distortion that causes a presenter to experience glossophobia. this experience is commonly observed among the respondents especially when they seem that the presence of a crowd is intimidating towards them. this scenario is akin to “stage fright” and “shyness” in front of people. in this factor, the presence of some students, critic teachers as well as the principals, the panel of evaluators, and advisers are the source of the respondents’ glossophobic problems. one reason that causes a glossophobic problem among the respondents is the thorny issues observed in the classroom. this is the disturbing student’s misbehaviours composed of disruptive talking, talking out of turn, being silly, interfering with speaking activities, un-accepted facial expressions, verbal offenses, rudeness to the studentteacher, disobedience, and antagonism. “[…] there are traditional problems that cause anxiety to me within the room that consists of intolerable behaviours of my students. i had to pay an excellent deal of time and drive to manage the total category. clearly, students’ misbehaviours impede the evenness and quality of my teaching and additionally delay the training within the classroom. i felt embarrassed once i hear some murmuring repetitions of grammatical mistakes i committed. the worst is, i also can witness a number of them sporting some unwanted facial expressions before of me.” (interview with a particular pre-service teacher, mpgchs, february 2019) most student-interns were interviewed regarding student misbehaviours and they attributed some of these experiences which caused them anxious towards their students. the researchers classified it as talking-out-of-turn. this is another problem behaviour mainly referring to students chatting among themselves on irrelevant teasing remarks towards their teachers. “[…] if i ask them to refrain from such behaviour, they are rebellious and demand to behave oppositely. they won’t listen to me. they are going to insist to try to do what they think…anyway, this can be a challenge to me.” (interview with a pre-service english teacher, bachelor in secondary education (bsed), january 2019) some bsed student-teachers exemplified that disrespect means rudeness, talking back, and agitative lecturers. as equally remarked student-teachers interviewed within the schools of mpgchs, sabangan national high school, and albago national high school in the local area. “[…] occasionally they are going to argue against us…just because we are only practice teachers.” (interview with student-teachers, mpgchs, february 2019) “[…] some students continually offer inappropriate and extraneous answers to my queries, that is, i asked a thoughtful question however these students gave unacceptable answers with a frown on their faces. if i commented on them, one would be furious and a few would be unreceptive against me.” interview with student-teachers, mpgchs, january 2019 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 28 “[…] when contradictory, students are typical with poor approaches, particularly the boys in the class. later, i would scold at them, and they would become argumentative […]” interview with student-teachers, mpgchs, january 2019 “[…] more seriously, they would express their resentment by murmuring such unacceptable sounds. but this situation was not quite always.” interview with student-teachers, mpgchs, january 2019 some beed pre-service teachers added that some of the aforementioned problematic behaviours, which were a common occurrence among students, whether they were elementary pupils or university students (syahdan et al., 2017). a pre-service teacher deployed in bontoc central school mentioned that: “…some pupils had problems in getting along with their classmates. when other classmates had wrong answers, they would immediately call out and point out their mistakes. this in reality somewhat affected the total class.” interview with pre-service teacher, bcs, february 2019 among several audience behaviours that cause glossophobia reported, relatively some students pointed out that “having disturbing chat” was the most common and the most disruptive factor when defending one’s research thesis. a pre-service teacher explained that: “[…] gossiping during my presentation affects me most… it alters the oral presentation setting atmosphere as well as oral presentation progress. even there were few spectators in the presentation room, their low voice can cause anxiety to me.” interview by the researchers, mpgchs, january 2019 another problem that causes glossophobia is “shyness” which differs importantly from individual to individual, and from situation to situation. this type of problem occurs in cases where learners lack established communication skills in speaking towards the audience. for instance, in a teacher-researchers perception of “shyness” experience, he expressed that: “[…] the most problem i can’t fix. no matter how and what i do, when shyness appears i cannot voice out what is inside me. i tremble when i know that i’m going to speak in front of people.” interview with a student-teachers, ted faculty room, march 2019 4.3 mastery of the topic this refers to the depth of understanding regarding the students’ knowledge or skill. glossophobia occurs when there is a problem of a lack of mastery towards the topic within a certain speaker. moreover, when there is a lack of mastery, there is a lack of confidence in preparation and delivery. among the students observed, this is the most mutual cause of their glossophobic problems because many of them have a submissive nature and they tend to feel uncomfortable while speaking in front of others. as was observed during an oral research paper defense, lack of preparation in the students’ presentations did contribute to activating their glossophobic fear. these findings are supported when one of the evaluators encouraged the researchers to be heartened first in their initial phase of presentation [that is on preparation] so that they could be stimulated to defend their research study orally in an oral defense session.when asked why from the pre-service teachers/researchers about the matter, one of the oral presenters answered (edited by the researchers): “[…] it is well obvious that my delivery is extremely dissatisfactory to the panel members. if i were to rate myself, i will say that the dearth of preparation created me intimate with anxiety. i simply solely browse what was within the ppt while not maintaining direct contact and my rate of speech was too soft and monotonous” interview with bsed-ss student, mpspc, room 302, march 2019 the comment of one of the panel member is supported by the suggestion of songsiri (2007) saying that if students are encouraged and are facilitated with various strategies for the accomplishment of their goals at their own pace, not only develop, regain and repose confidence, but also become autonomous and lifelong learners. 4.4 particular motives this refers to glossophobia experienced by the respondents which were caused by their being. each respondent gave their personal opinions related to the causes of glossophobia within themselves. throughout the personal interviews, the researchers found out common responses from them which are related to this theme are podium panic and shame. as we learned that everyone can experience podium panics and shame related to stage fright, speech anxiety, or talking terror. this is what one experiences before or during http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 29 oral speaking in front of an audience. out of the 50 respondents, most of them claim about the matter. as a result, a student in language research revealed that (edited by the researchers): “[…] stage fright may be a common feeling experienced by anybody particularly if it’s your first time to be exposed in a very crowd. i mean this is often common once one was designated to defend one's analysis. i recommend that solely those that did a significant impact within the analysis manuscript are the one to speak orally to avoid worry and anxiety.” interview with a language research student, mpgchs, march 2019 the student’s revelation could be made by reasons of having stage frights and shame because of committing grammatical errors, lacking strategic styles in presentations, having regional accents and colloquialism, and discomfort with your one’s physical appearance. these would cause negative impacts such as being laughed at for the mistakes and make verbal or non-verbal reactions to the part of the respondents, especially in the english language class. aside from podium panic and shame, there are other reasons for glossophobia as gathered from personal interviews among the students: (a) self-consciousness in front of large groups. this is the most frequently named reason for performance anxiety; (b) concern that others are judging them; (c) past failures and embarrassments; and (d) poor or insufficient preparation. studenst, especially student teachers, must confront their problems in speaking as they have the immediate responsibility and expectation to teach other students to speak well (nahliah & rahman, 2018). the factors analysed to affect the ability of the students in oral communication skills. although there are other factors observed during the observations, the researcher limited his focus only on the major factors to give such remedies to address the common problems. from further experiences as a language teacher, the researchers suggested some strategies that would help solve the glossophobic problems and this would be the acronym disrupt. figure 2. the acronym for the strategies suggested stopping glossophobia among mpspc pre-service teachers disrupt means to stop (figure 2). this research proves that fear of public speaking is a learned skill and can be overcome by practicing and rehearsing before presentations. the following strategies can help the students as oral speakers overcome public speaking anxiety: a. diaphragmatic breathing practice should be learned. it will help reduce and release the contradiction in the solar plexus associated with fear and anxiety. it also helps to relax the speech so nobody doesn’t look anxious obviously. b. involve the listeners. research indicates empathy or a feeling of mutual support between speakers and listeners is the surest relief from stage fright. once a speaker receives that first positive reaction from an audience, he will suddenly feel much more confident and relaxed. c. seek feedback from the audience during practice sessions or can ask someone to record the talk. viewing it several times for self-criticism also helps enable the learning and development process. the speakers should expect audience responses and questions that may be produced during preparation so that they could have confidence. d. recognise and acknowledge success. it may not have been perfect, but chances are that one is far more critical of himself than the audience is. e. understanding the topic eliminates the chance of making a mistake or getting off track during a public speaking activity. a moment of silence is nothing to be afraid of. if a speaker loses track of what he is saying or begins to feel nervous, likely, the audience will not mind a pause to consider what he has been saying. practicing complete speech several times would certainly give an edge. speakers can practice it with a small number of people they are at ease with. f. prepare, practice, prepare. clearly, if a speaker prepares his topic carefully, he will greatly reduce his concern about what he is going to say. a speaker should prepare effectively and feels more like he is ready to speak. his ideas will be firmly set in his mind. preparation and practice will help any speaker confident for nothing beats preparation. g. take time to use the right joke at the right time. humour helps with this. every audience will appreciate a speaker’s honesty and will be drawn to him for it. 5. conclusion to summarise, the study was able to successfully determine the causes of glossophobia among the pre-service teacher students involved and these are: (a) linguistic obstacles, (b) audience’s manifestations, (c) mastery of the topic, and (d) practical motives (lamp). basing on their comments and revelations during the interviews, the results show that audience manifestations are considered to be the primary ones. although facing the audience itself can http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 23-31 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 30 obviously cause these respondents to experience grave glossophobic problems, this study contributed by uncovering more specific themes that caused speaking anxiety. audience’s manifestation is followed by linguistic obstacles that intensify their pressure in speaking in front of the english language as the medium of communication, considering that most of what was observed and interviewed was from the english major class. the third factor is the practical motives which consist of their personal experiences on stage frights and shame. the last factor that contributes to the glossophobic problems of the students is the mastery of the topic which depends on their knowledge about a certain topic. another significant contribution of this study is the practical strategy the researchers developed based on the findings of this study named disrupt, which stands for diaphragmatic breathing practice, involve the listeners, eek feedback, recognise success, understand topic, prepare topic, and take time. the researchers recommend future researchers to formulate similar research regarding the factors which cause communication and public speaking anxiety to better prepare student teachers in adapting with their role to teach their own students to communicate and speak in public with confidence. references ali, n., & nagar, r. 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(2000). how to teach grammar. pearson esl. weissman, j. (2012, february). when presenting, remember to pause. https://hbr.org/2012/02/whenpresenting-remember-to-pa young, d. j. (1991). creating a low-anxiety classroom environment: what does language anxiety research suggest? the modern language journal, 75, 426439. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 34 university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic reski ramadhani *, hilmi aulawi, & andri ikhwana institut teknologi garut, garut, indonesia *reski_ramadhani@itg.ac.id article history received : 10 december 2021 revised : 18 january 2022 accepted : 4 february 2022 keywords university students perspective perception digital class organisation english for special purposes (esp) abstract this study aims to investigate students’ perspectives on digital classroom organization implemented during online learning in teaching esp in the context of higher education level at garut technology of institute. to evaluate the organization of digital class utilization in language learning and determine the barriers and opportunities during the process, a mixedmethod design with a close-ended questionnaire and an open-ended questionnaire was employed to reveal the students’ perspectives. 90 informatics engineering students studying english for specific purposes (esp) were recruited in this study. the findings revealed that the students positively argued that their lecturer is capable of organizing and implementing various digital platforms during online learning. most of the students are still motivated and engaged in learning even though it is conducted virtually. besides, the platforms used by the lecturer synchronously and asynchronously are deemed to be effectively able to replace the face-to-face offline media since it keeps the lecturer and students interacting with one another. some of the barriers come from the stability of internet access, students’ data, available devices, and particular technical issues. the implications suggest that both lecturers and students should prepare to adopt the digital classroom since it will be the new direction in language teaching. 1. introduction the occurrence of the covid-19 pandemic has created the most stressful condition of the world which has led to various impacts on every sector of human life such as economics, social, and educational sectors. economically, the condition has caused many workers to lose their job. according to the international labour organization (ilo) (2021), the growth of employment will not be strong to increase certain opportunities for workers to lose jobs during the pandemic outbreak since there will be 10 million full-time jobs in working hours that will still be lost in this period. in addition, more than 114 million people during this pandemic starting from 2020 until 2021 globally lost their jobs (ilo, 2021). socially, according to kiran (2020), three prominent things influence the social sector, mainly the social inequalities, the revival of social values, and the differences in daily living space. regarding the social inequality aspect, the preference relates to the unequal state of affairs where a group of people has more chances, rewards, equipment, or money compared to others. social values revival creates a situation where some actions are against social inclusion and others who fight with social injustices such as giving help to the poor or elderly, consuming less, and sharing one’s belongings are revived (kiran, 2020). following the differences in daily living space, the covid-19 pandemic constrains people to work from home and do activities at home. educationally, every level of the educational institution is globally started to be given online (unesco, 2020) which is the aspect that the research focuses on. the implementation of online learning during the covid19 pandemic cannot be separated from the use of technology. although its implementation has been used in the classroom before, the shift to online learning due to the outbreak makes it more prominent. the dependence on technology utilization for both educators and students fits the online learning process (situmorang et al., 2020). avsheniuk et al. (2021) observe that all online educators need to make considerable effort to combine pedagogy and technology to strengthen students’ performance. furthermore, the adjustment is made by using many tools both synchronously and asynchronously, such as conference videos, learning apps, and gamification. in addition, technology is deemed to provide many advantages or benefits for language learning since it has certain features such as multimedia interfaces for language learning aids (moya & camacho, 2021). naim & sandaran (2020) state that technology-based approaches provide many benefits for both parties since they are designed for in-class and out-of-class use to improve the effectiveness of language learning. some of these benefits are to advance verbal skills (moura & carvalho, 2013), listening and speaking skills (lys, 2013), and also grammar https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 35 (wang, 2013). besides, language learning with technology supports students’ cognitive and creative skills development. the shift to online learning significantly influences the implementation of a learning approach in the classroom where both educators and students have to simultaneously access the internet to provide and learn from the materials. however, this sudden shift is deemed radical and inconvenient since the stakeholders are demanded to create a new management system supporting the learning system. furthermore, atmojo & nugroho (2020) add that the shift was too sudden so that both instructor and students rigidly struggle due to the lack of preparation and planning. in this case, the role of technology utilization provides a high impact on the successful learning process. also, lestiyanawati (2020) argues that the limitation of technology and the ability to organise the devices have provided a burden for both educators and students in conducting an engaging and structured learning process. the occurrence of the problem also arises because the creativity and mature instructional consideration of online learning conducted by the educators are demanded (fitriani et al., 2020). therefore, every institution has the main objective to improve educators’ ability to use technology in adapting online learning process (nurkhamidah, 2021). since most students of today are called digital natives and were ’born into’ technology, which enables them to adapt and adjust to the technology integration more easily and quickly, the problems above do not primarily relate to them. the shift in the implementation of technology tools in the online classroom leads to some problems among educators, including lecturers. these problems refer to whether lecturers have learned and acquired adequate insight and technology skills in supporting digital learning (somera, 2018). however, in terms of students’ point of view, the use of digital learning also brings certain problems concerning the cost, internet access, supported-device availability that mostly result in stressful conditions (kheryadi, 2018; mannong, 2020). it is also stated by ningsih (2021) that a lack of resources in academic institutions, such as limited access to the internet and advanced technology that supports the learning process may provide a high impact on both organizational responsiveness students’ capacity in utilizing digital learning. therefore, this study aims to investigate students’ perspectives towards the lecturers’ technology utilization, in terms of how effectively it is implemented during online learning, and in terms of certain factors that influence the process. moreover, student’s perspective is necessary and vital since it correlates to their performance and motivation for learning. the motivation and performance will be increased if the beneficial output is provided during the course (smart & cappel, 2006). to evaluate the implementation of online learning, many aspects can be considered. according to situmorang et al. (2020), there are three most important elements to be considered in evaluating the implementation of online learning, i.e. digital literacy, digital class organization, and digital assessment. this study focuses only on digital class organization to investigate how far the implementation of technology in the class and its influences organised by the lecturers provide a certain impact on students’ achievement in language learning. furthermore,digital class organization is an evaluation observed from the students’ point of view regarding how the lecturer manages their online course. because of the impact shift to online learning has on teaching and learning, moving to more sophisticated approaches from traditional ways in a short period of time may be difficult in any language teaching situation including teaching english for specific purposes (esp) (situmorang et al., 2020). teaching esp is challenging especially for pre-experience learners at the university level since the materials do not focus solely on specific skills as all aspects of learning are integrated, involving the emphasis on vocabularies in a particular field of study (garrote & galetti, 2015). therefore, students’ motivation in learning esp is affected by the way the lecturer applies various approaches on technology-tools as media to support learning process during online learning since they learn complicated materials so that the appropriate model and organization should be implemented. several studies related to the exploration on students’ perspectives of the digital class organization during pandemics have been conducted. a study by situmorang et al. (2020) indicates that students’ perspectives towards the implementation of digital approaches in the virtual class are positive where the teacher conducted the meeting with thorough preparation. similarly, abubakar & tsuraya (2021) explored the students’ perception toward the use of the effective platform in online learning and found that teachers used a helpful platform to aid language learning during the pandemic. however, they also thought that not even a perfect digital platform can replace face-to-face learning since many things are missing during this online learning. furthermore, rahim & chandran (2021) found that most students perceived that e-learning or digital online learning is a good alternative to replace face-to-face classes; however, the lack of regular electricity connection, low internet bandwidth, high costs of ict tools, the lack of infrastructure, and the lack of ict knowledge of the educators and students become the barriers to learning within an online learning situation. recently, coman et al. (2020) explored the research conducted in romanian higher institution and found that, based on the students’ perspectives, the institution was not well-prepared for online learning and the disadvantages become prominent. the issues related to technical aspects such as teachers’ technical skills and styles in adapting online learning. despite a certain number of studies exploring students’ perception of technology or digital utilization in online learning during the covid-19 pandemic, the focus of most studies is directed to general teaching, to kinds of tools used, https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 36 and is teacher-oriented. on the other hand, many studies have been published on digital class organization conducted by language lecturers and on teaching of english for specific purpose (esp) at the university level, which is more complex compared to the other level since more complicated and unfamiliar vocabularies are studied. with this regard, this study aims to investigate the university-level students’ views regarding digital class organization and its effectiveness as conducted by the lecturer teaching esp during the covid-19 pandemic to informatics engineering students at garut technology of institute; also it investigates the factors influencing this process. 2. literature review 2.1 digital online learning the implementation of digital online learning or technologies has frequently been investigated by many scholars since its advancement provides an impact on the education system. in this case, digital online learning has a broad correlation with digital technologies since the technologies are mostly utilised during the process. blundell et al. (2016) explain the correlation between both terms. digital technologies are the terms referred to different tools of hardware or software used to activate, store, collect, and run the data as well as stimulate critical thinking, problemsolving, and collaborative and communicative action. while digital online learning refers to the possibility to give the opportunity in using technology during online learning activities (blundell et al., 2016). moreover, kulal and nayak (2020) define digital online learning as the adoption of technology and internet communication in the teaching and learning process, including material distribution, collaboration, and academic progress control, and discussion. sailer et al. (2021) stated that implementing technologies as digital online learning can open diverse opportunities for both educators and students in supporting the process of learning. furthermore, digital online learning is a mode that does not simply apply to the face-to-face learning process, but it can be also used for online learning that is internet based course (rasmitadila et al., 2020). the implementation of digital online learning can be divided into two ways of communication: synchronous and asynchronous learning. according to lim (2017), in the online learning context, the synchronous learning process is the utilization of digital learning that makes it possible for educators and students to interact with each other at a given time and place. abubakar & tsuraya (2021) add that synchronous learning in the context of online learning is the kind of digital learning implementation interactively conducted at dynamic real-time communication between educators and students. some digital technologies used for this context are, for instance, zoom meeting, microsoft teams, and google meet. on the other hand, asynchronous learning communication is a less interactive learning process between educators and students (lim, 2017). in other words, during the asynchronous learning process, the interactive process is not needed since it is conducted through one-way communication where the students are merely provided the material in manageable time (rahman, 2020). some of digital technologies applied for this kind of communication learning in the indonesian context are google classroom, padlet, whatsapp group, and university learning management system (lms). 2.2 class organization classroom organization or management is the role educators have in ensuring an effective learning environment by creating discipline for the students, managing the barriers, providing opportunities for all students to be involved during the learning process (akman, 2020). furthermore, ensuring the appropriate principles and strategies applied by educators to facilitate good quality of classroom environment is the main purpose of classroom organization. furthermore, a learning environment that can create a positive atmosphere and motivate the students to get involved in the learning process is the result of the effective class organization (lathifah et al., 2020). besides, classroom organization also indicates how the educators build a comfortable, engaging, fun, warmth, lower consuming media, and safe learning atmosphere for the students (wahid et al., 2018). lathifah et al. (2020) adds that classroom organization is an indicated point in maximizing the learning process of the students, including academic facilities (materials), socio-emotional learning (maturity and social skills), and classroom control. however, the shift to online learning narrows the process of socio-emotional learning where the students struggle to understand the instructions from their mentor. in the context of online learning, the educators are demanded to be able to organise the sudden shift to the virtual classroom, including the opportunities and barriers during the process. the ability to use and select various appropriate digital technologies that fit the students’ needs is highlighted. 2.3 students’ perspective perspectives broadly refers to the observation of a particular situation including mental image, concept, consideration, and awareness of the environment’s elements created by the experience (fitriani et al., 2020). astuti & indriani (2020) argue that perspective is the part of external factor that concerns people’s point of view, understanding, faith, and reaction to innovative action. furthermore, sujarwo et al. (2020) stated that perspective is known as an internal process that has consciously been recognised by an individual when selected and regulated stimuli that come from outside. perspective is a necessary and prominent aspect in evaluating the performance and motivation of innovative work (abubakar & tsuraya, 2021). regarding the students’ perspective, it is vital since their perception correlates with performance and motivation in learning. as mentioned earlier, the motivation and performance of the students in learning will be increased if the beneficial output https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 37 is provided in the course (smart & cappel, 2006). besides, students’ perspectives can also be used for problem analysis or phenomenon observation occurring during learning activities to improve the quality of teaching. based on the above, this study was set to answer the following research questions: (1) what is students’ perspective on their lecturer’s digital class organization? (2) what is students’ perspective on lecturer’s preference of online learning platforms? the purpose of the study is to explore the students’ perspective of the lecturer’s digital class organization during online learning by utilizing particular technology tools, their preference, and how effective it is implemented. 3. method to achieve the purpose of the study, a mixed-method design was applied (creswell, 2012). mixed-method design can be benefited to advance the research topic of the certain topics. according to molina-azorin (2016), the objective of mixed-method design is to provide a better understanding of the research problems and complex phenomenon with combination rather than an approach alone. furthermore, the mix-method design is also used to compare different perceptions drawn from quantitative and qualitative data. a random sampling technique was used to collect the data. in this study, 90 freshmen of garut technology of institute who are majoring in informatics engineering and studying english for specific purpose (esp) were randomly selected. the cohort comprised 32 females and 52 males aged between 18 and 20 years. all the participants were enrolled the subject and they followed online teaching/learning process for one semester (16 meetings) through different technology platforms. for collecting the data, a ‘google form’ questionnaire consisting of close-ended and open-ended questions was distributed to the participants and the link was distributed via their whatapps group due to an ongoing pandemic was. the questions were been validated by an expert to check and convince that the questionnaire arranged is appropriately used to measure the phenomena and it yields a valid data. close-ended question were used to show the students’ perspectives of the lecturer’s digital organization and to investigate the factors influencing their point of view. in this form, the study employed a 4-scale questionnaire, i.e. 1 (strongly disagree), 2 (disagree), 3 (agree), and 4 (strongly agree) as the instrument of the research. there were 15 items of statements set to establish out how the lecturer organised the technology-enhanced language learning during online learning. on the other hand, open-ended questions were applied to uncover the students’ detailed perspective and their preference towards the lecturer’s implementation of effective digital learning. the questionnaire included 5 such questions to uncover students’ preferences and how effectively technology-platforms are implemented during online learning. 4. results the purpose of the current study was to establish the students’ point of view regarding their lecturer in organizing digital online classes by utilizing technology platforms and the factors that influence the effectiveness of this implementation. the study observed one aspect in conducting online learning, i.e. digital class organization. the analysis is divided into two sub-topics, i.e. students’ perspective on the lecturer’s digital class organization and students’ perspectives on the lecturer’s preference of online learning platforms. the results of students’ responses are described below. 4.1 students’ perspective on lecturer’s digital class organization the following findings show the students’ perspective on how the lecturer uses and organises the digital platform in a virtual meeting. answers in the closed-ended questionnaire provided for the results. table 1. summary of students’ response to the questionnaire no statement agree percentage 1 lecturer is proficient in using various communication technologies for the enrichment of teaching materials and in conducting synchronous and asynchronous learning. 57.8 % 2 e-learning tools used by lecturer in both synchronous and asynchronous learning are effective in encouraging the improvement of students' english language skills. 61.1% 3 learning activities and an online learning atmosphere both synchronously and asynchronously built by lecturer can encourage students to improve their english language skills. 48.9% 4 lecturer can use synchronous and asynchronous learning techniques to improve students' english learning. 53.3% 5 lecturer is able to choose online learning media that are suitable for students' needs in learning english, both synchronously and asynchronously. 54.4% https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 38 6 lecturer can choose gamification media (kahoot, quizzes, learning apps, etc.) that are interesting and motivating in learning english. 52.2% 7 lecturer can find the right digital content (audio, video, games, and worksheets) that supports students in improving english learning. 46.7% 8 lecturer can use digital resources in creating a logical and structured understanding of learning english both synchronously and asynchronously. 61.1% 9 lecturer can plan and execute english teaching using online learning media both synchronously and asynchronously. 60% 10 lecturer can combine word processing (powerpoint, office, etc.), presentation media, and other sophisticated media that help students in speaking english. 54.4% 11 lecturer can provide clear demonstrations when using online learning media both synchronously and asynchronously. 64.4% 12 lecturer can overcome the disturbances experienced by students during the use of online learning media. 54.4% 13 lecturer can create a positive atmosphere during english learning both synchronously and asynchronously. 52.2% 14 lecturer can motivate students to learn english online and independently. 57.8% 15 lecturer can motivate students to learn english online and independently. 57.8% referring to table 1, 57.8% of most participants agreed with the statement. the rest is either strongly agree (34.4%), disagree (6.7%), and strongly disagree (1.1%). this indicates that most students thought that the lecturer is considered to have competency in implementing various technologies in organizing the materials during online learning synchronously and asynchronously. the result shows that the majority of participants agree with the statement in item 2. the rest of the participants are either strongly agree (30%), disagree (4.4%), and strongly disagree (4.4%). this can be understood in a way that the numerous e-learning tools used by the lecturer during online learning are considered to effectively improve students’ ability and skill in learning english for specific purpose. based on the table above, it shows that about half of the participants agree with item 3 statement. on the other hand, 36.5% tended to strongly agree and 14.4% disagree. in this case, this result can be interpreted that most of the students have a positive perspective on how their lecturer creates the learning environment during online learning to improve their english ability. regarding item 4 statement, a bit more than half of the study participants (53.3%) agrees with the statement. this result shows that the teaching technique applied by the lecturer is appropriate for them. it is due to the lecturer combining various platforms in delivering different topics to engage the students to be more active and interested in language learning. the data for item 5 shows that more than half of the participants agree with the statement. furthermore, from the data calculated, 37.8% stated to strongly agree, and only 6.7% and 1% of the participants stated that they disagree and strongly disagree respectively. it can be concluded that the media selected by the lecturer during online learning is appropriate to the students’ needs in learning english for specific purpose. it is indicated from the effort of the lecturer to adapt different platforms of technology teaching which are matched to the purpose of different topics in language learning. similar to previous results, results for item 6 shows that slightly more than half of the participants (52.2%) agree with the statement; and 27.8% of the participants stated to strongly agree, only 14.4% and 5.6% disagree and strongly disagree respectively. besides the lecturer having to be able to choose appropriate media in delivering materials, he or she should select those that are considered as fun and engaging. the result above can mean that the lecturer can find interesting and engaging media platforms that can be used to increase students’ motivation in language learning to prevent students’ boredom. the data for item 7 explains that less than half of most of the participants chose to agree. then, from the calculated result, the rest is either strongly agree (35.6%), disagree (13.3%), and strongly disagree (4.4%). it means that the lecturer has competency in selecting various content materials matching students’ needs to help them improve their language skills. the lecturer should not only share the materials directly but he/she should be able to creatively use different digital content to achieve the learning outcomes. item 8 indicates that almost two thirds of the participants agree with the statement. it means that to create a logical and structured understanding for the student in language learning, the lecturer can apply and find various digital resources. it shows that the lecturer is capable of organizing the digital platform to deliver the materials in an online class to create the understandable and comprehensible content of learning. https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 39 the data for item 9 showed that 60% of most of the participants tended to choose to agree and only 11.1% of the participants said to disagree with the statements. this indicates that the lecturer has comprehensively planned and organised the media used in language teaching both synchronously and asynchronously. referring to the statement in item 10, 54.4% of the participants agree and 30% strongly disagree with the statement. based on the result, it shows that students deemed that the lecturer has competency in running and using different kinds of word processors to help him organise and present the materials in an online classroom which helps the students to understand the material explained. based on the data for item 11, 64.4% refers to the participants who considered agree with the statement. the rest of the results indicated that as many as 27.8% of them strongly disagree and only 7.8% of the participants said to disagree. this result indicates that the instruction of the lecturer in demonstrating the digital online platform is understandable and obvious. this is indicated by the students who can easily follow the digital platform applied by the lecturer during language teaching. item 12 has 54.4% agreement rate, which means that most of the participants did not encounter many barriers during the use of online learning media applied by the lecturer since the lecturer can manage it properly. the rest of the participants strongly agree with the statements, and only 15.5% said to disagree. in addition to item 12, item 13, which is related to the environment created by the lecturer in online learning shows that about one half of the participants considered agreeing with the statements. furthermore, 43.3% of the participants stated to strongly agree. this shows that the lecturer can positively create an engaging and motivating environment for students to learn english during online learning. the result shows that almost 60% of participants agree with the statement in item 14. other calculated data also indicated that 35% of the participant prefers to strongly agree, 5.6% disagree, and 1.1% strongly disagree. this means that the lecturer can motivate the students to learn english actively and independently since the various engaging digital platforms are implemented. based on the data for item 15, the data shows the positive result in that 46.7% of the students thought that the lecturer is competent in combining various teaching techniques during online learning. it is supported by the result that 41.1% of the participants agreed with the given statement. it can also be concluded that language learning can be more attractive and motivating since the ability of the lecturer to find and implement the appropriate teaching techniques into the classroom that fits the students’ needs. 4.2 students’ perspective on lecturer’s preference of online learning platforms reflected from the result of the close-ended questionnaire above, the perspective of the students concerning the lecturers’ preference in implementing digital online learning and the factors that influence its effectiveness is observed more deeply through an open-ended questionnaire regarding students’ preference of lecturer’s digital technology utilization, the effectiveness of the media, the strength and weaknesses of the media, and the factors influencing the process. the result shows that some of the platforms used by the lecturer in conducting online language learning are google meet, google classroom, zoom, youtube, whatsapp group, padelt, quizzes, voice note, canva, and video. however, the most frequent platforms used by the lecturers based on the students’ voice are google meet, google classroom, whatsapp group, canva, and padlet. from the data gathered, 85% of the students select the google meet platform as the medium to conduct online learning. in this case, google meet is utilised for online learning where lecturers and students can meet synchronously. by using this tool, the students can directly feel the real classroom atmosphere. the rest of the platforms implemented are google classroom, whatsapp group, and padlet. some perspectives provided by the students are presented below: “with this platform, i can at least feel that i am in the classroom and this can motivate me to learn.” excerpt 1 “i prefer to use google meet because this platform makes it possible for lecturer and students to meet virtually.” excerpt 2 “the platform that i like is google meet because we can interact directly.” excerpt 3 “in my opinion, google meet is one of the effective online learning media implemented by the lecturer because we can create the like face-to-face interaction.” excerpt 4 “i prefer the lecturer to use google meet because the student can directly ask the lecturer about the material that we haven’t understood directly.” excerpt 5 “google meet can save our internet data.” excerpt 6 “google meet is the effective platform because we can interact and discuss one another virtually and more economical compared to zoom.” excerpt 7 https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 40 “i prefer to use google meet because the lecturer can directly explain the material because it is sometimes difficult to understand the material independently.” excerpt 8 “google meet and google classroom, in my opinion, are easy to operate compared to other platforms.” excerpt 9 “i prefer to choose google meet because it is lower internet consuming.” excerpt 10 it can be indicated from the students’ perspectives above that most of them prefer the lecturer to use google meet because the media can be used during online learning since the lecturer and students can create meeting virtually. additionally, besides the lecturer being able to directly explain the materials, he or she can also interactively engage the students to ask questions and share their difficulties in understanding study materials; thus the lecturer can evaluate the students’ comprehension. moreover, the students prefer to use google meet because it is considered more economical compared to other platforms. besides investigating the students’ preference in terms of their lecturer’s digital technology utilization, the strengths and the weaknesses of the media platform implemented during online learning need to be observed in order to know how far it is effective to use. some findings are described as follow: “the media used by the lecturer can more motivate me to learn english because it is interactive and does not spend much energy. however, because the feature is still new for me, it is quite difficult to adapt with it.” excerpt 11 “by the online media used by the lecturer, i can be braver to ask the question because the lecturer gives to ask the space such as padlet where the students can freely post many questions there related to the materials. but accessing the media sometimes becomes difficult because of the unstable network.” excerpt 12 “the media are easy to access but less interactive sometimes.” excerpt 13 “i feel comfortable using the media because it makes the communication more open. but, my device does not support some of the media.” excerpt 14 “the media used is easy to follow and understand and i feel motivated to learn. but it needs a high internet quota.” excerpt 15 “i can still understand the material even though we do not meet face-to-face. but, i think it is less interactive.” excerpt 16 “the online platform used by the lecturer can support our distance learning, however, the lecturer cannot fully control whether the students actively pay attention or not.” excerpt 17 the responses from the students above show that the strengths of the online media platform used by the lecturer are mostly in the sense that they are easy to follow and understand because the explanation and instruction delivered are simple. besides, it can also increase the students’ motivation in learning and can help them to understand the materials. furthermore, students also become more confident since the communication is served to be more open. on the other hand, some weaknesses are also found. the media applied cannot fully control all of the students during online learning. also, those are too very high internet quota consuming and do not support the device students are using. unlike face-to-face learning, online media are thought to be less interactive. besides, there are also some supporting and inhibiting factors of the digital technology implementation applied by the lecturer based on the students’ perspective. some of the different perspectives provided by the students are described as follows: “my problem during online learning is limited internet access and quota.” excerpt 18 “the supporting factor when the lecturer uses the online media platform because the lecturer clearly explains the steps to use it while the inhibiting factor is sometimes the barrier existing while the steps are explained because the unstable internet access.” excerpt 19 “the supporting factor is we are facilitated by the government for the internet quota, but the problem is the unstable network so i feel i can’t follow the learning well.” excerpt 20 “the things that support me during online learning are that there is some alternative given by the lecturer to conduct online learning more engaging through various media platform, but the internet access and device are not supported sometimes, and also some platforms are very high-consuming internet quota.” excerpt 21 “supporting factor is that some media platforms used by the lecturer are quite effective to replace the face-to-face learning media during the pandemic and the lecturer can also explain and instruct the material or task to the students well while the problem is the unstable internet access so that there are some explanations that are missing or unclear.” excerpt 22 https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 41 “i learn more easily through e-learning platform used by the lecturer and become more confident, but the problem is the unstable internet access and device.” excerpt 23 “i enjoy the media used by the lecturer, but the issue is the failures of the electricity, supported devices, such as laptop or computer, and other technical problems during online learning.” excerpt 23 the data above indicate some factors that support and hinder the use of online media platforms in teaching and learning english during the covid-19 pandemic. seven different samples are provided here since the rest of the statements have similar perspective. the data shows that some of supporting factors that help the students study during online learning are that the lecturer provides clear instruction on the online media platform utilization applied in the virtual class and uses various alternative media that can engage and encourage the students to be more motivated in language learning. besides, the government also facilitates the students by giving free internet quota that can support their online learning. on the other hand, some barriers also exist. most of the students thought that the most prominent problem during online learning is the unstable internet access so that the media applied by the lecturer during learning becomes ineffective. furthermore, some media platforms are also thought to be very high internet quota consuming. this problem occurs since more than half of the students stay in the village which means the access to the internet is limited compared to the city and some of them even do not have internet access. the impact is that the material explained cannot be received properly. in addition, other issues are the electricity and the lack of supported devices, such as smartphones, computers or laptops. this relates to the capability of the students since most of them are categorised into the middle to low household income groups. this factor can highly influence the implementation of online learning media since some students do not have supported facilities. 5. discussion the study aimed to investigate and explore the students’ point of view on their lecturer’s digital class organization and its effectiveness in conducting online language learning synchronously and asynchronously during the covid-19 pandemic. this issue is raised due to the importance of evaluating whether the lecturer can organise the classroom to achieve the learning purpose during the sudden shift to online learning. this study looked at one aspect of class organization, namely digital class organization. in terms of digital class organization, the result showed that most of the students have a positive perception toward the implementation of digital technology applied by the lecturer and how it is organised during online learning. although the students are located in different parts and areas, the lecturer can still properly organise the online class. the finding of this study supports the previous study conducted by situmorang et al. (2020), who studied the teacher’s preparation of the use of digital technology, and the result indicated that that the students have a positive view toward the implementation of digital tools in the virtual class and they assumed that their teacher did preparation in organizing the class. also, gasaymeh et al. (2017) on her study also has the same result that the students also have the positive views of the teacher’s utilization of digital platform in their formal learning. however, bader et al. (2021) shows in his study that the students provide less positive feedback to their teacher’s digital tool utilization where their enthusiasm to follow and adapt the digital platforms in supporting their language learning during online learning is low since they views that the new digital tools used is teacher-controlled “base of information”. furthermore, hastomo & zulianti (2021) also stated that although digital tools can assist the students’ learning process, most of them prefer face-to-face learning activity since their teachers are still incapable in utilizing various online applications to provide an innovative and engaging learning environment. it indicates that this study provides new assumption toward how students positively perceive the lecturer’s utilization of digital tools during online learning and how it is organised effectively. based on the objective of the current study, the implementation of digital tools during online learning and how the lecturer organises it can influence the students’ motivation in learning in the context of english as specific purposes at garut technology of institute. the findings reveal three main items that surpassed the other items from each category. first, e-learning applied by the lecturer is thought to be effective during online learning in both synchronous and asynchronous learning approaches. this item is found to be the second-highest of all of the items related to the lecturer’s organization of online learning. similarly, the findings of the study by rahim & chandran (2021) also stated that e-learning is a good alternative to replace face-to-face learning process since it provides an access to the development of information technology to obtain greater knowledge. in this study, the teacher can effectively serve a great digital tool for students in supporting and making contribution for their language learning. furthermore, the finding is also aligned with a study by lismardayani & oktavia (2021), who studied the students’ perception on how english materials are explained by using e-learning, and the finding showed that e-learning is effective to be implemented during online learning and provide positive impact on students’ achievement. some factors supported this result are the simplicity of the tools, the knowledge of technology, and the clarity of the teacher’s instructions. another prominent result is the ability of the lecturer to provide logical and structured materials by using the digital platform during online teaching as percentage of the students https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 34-44 https://doi.org/10.31849/elsya.v4i1.8643 how to cite this article: ramadhani, r., aulawi, h., & ikhwana, a. (2022). university students’ perspectives on lecturer’s digital class organization in teaching esp amid covid-19 pandemic. elsya : journal of english language studies, 4(1), 34-44. 42 who have positive perceptions toward this statement is about 61%. then, the last striking result is the ability of the lecturer to provide clear demonstration and instruction in helping students use the online platform applied in the virtual classroom synchronously and asynchronously. this item is ranked the highest among all items related to digital classroom organization with 64% of the students stating positive perception. similarly, situmorang et al. (2020) stated that providing logical and structured material as well as elaborating a clear instruction for students during online learning is a challenging activity. in this case, the lecturer is demanded to unsure that the students have clear understanding to the materials using different approaches like he or she obtains from offline class. from the results of this study, it can be concluded that the lecturer can organise the online classroom properly by applying some digital technologies that support the learning process. however, regarding the respondents who select to disagree with the aspect asked, it should be a consideration for the lecturer to choose a different personal approach during online learning. regarding the students’ perception of the lecturer’s digital technology utilization, four prominent platforms are highlighted, mainly, google meet, whatsapp group google classroom, and padelt. those apps are selected because they thought to be more effective than other platforms in replacing face-to-face learning. the platforms can create interactive online learning even though some of the obstacles existed. in line with the study conducted by sujarwo et al. (2020), who focused on online learning analysis amid covid19 pandemic, it is stated that after following online learning, the students became aware of using several digital platforms supporting their language learning, i.e. whatsapp group, edmodo, google meet, google classroom, and telegram and they enjoyed. it is showed that the most widely used platform is whatsapp platform. this platform was chosen since the available feature can support online learning process effectively. in terms of the obstacles, students found that the internet access, high internet quota consumption, and the lack of facilities, such as laptop or computer, become the biggest problem during online learning. this problem also occurred in the study conducted by rahim & chandran (2021) who studied the barriers faced the teacher during online learning process and the study indicated that some major barriers occurred during implementing digital platforms are low speed internet and limited supply of electricity and the access ict tools such as computer or laptop. it is expected that this study can give a contribution to inform for policymakers to find the solutions so that the learning process during a pandemic can be optimally handled by educators. the novelty of this study is that it showed that the appropriate digital tools used in the virtual class and how it is organised by the lecturer influence the students’ motivation in learning during covid-19 pandemic in the context of english specific purposes at garut technology of institute. furthermore, mastering digital platforms is necessary for both educators and students in adjusting the sudden shift to online learning to support learning process. besides, this study also suggests that the lecturer have to select the engaging, fun, and innovative tools to create a good learning environment for the students that can be conveniently accessed and implemented in learning process. moreover, the low-cost of the tools should also be the most considering issue so that all students have the same opportunity to get access in digital learning. 6. conclusion the study aimed to investigate students’ perspectives on the lecturer’s digital class organization in teaching esp during the covid-19 pandemic. based on the finding of the study, all items of the statements mostly showed to agree and strongly agree. this finding indicated that the students have positively argued that their lecturer is capable of organizing and implementing various digital platforms during online learning. the result is that most of the students can still be motivated and engaged in learning even though teaching is conducted virtually. additionally, through the opened-ended questions, the students presented the lecturer’s choice in utilizing digital technologies in teaching and their preference in learning. the results have shown that the students prefer to use four prominent digital platforms or e-learning, namely google meet, google classroom, whatsapp, and padlet. those platforms can be used synchronously and asynchronously. they thought those platforms can effectively replace face-to-face offline media since it keeps the lecturer and students interacting with one another. however, some of the problems come from the stability of internet access, students’ data, available devices, and particular technical issues. therefore, the lecturer should consider the factors in selecting a digital platform to support the students in learning and avoid certain barriers occurring during online learning so that language learning can be effectively conducted. for the future research, it is suggested to also examine what challenges faced by the lecturer in teaching english as specific purpose during online teaching. 7. acknowledgement we thank our colleagues from garut technology of institute who provided insight and expertise that greatly assisted the research. we would also like to show our gratitude to other colleagues for sharing their pearls of wisdom with us during the process of writing the research and to the reviewers for their insight. references abubakar, m., & tsuraya, a. s. 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(2013). reading and grammar learning through mobile phones. language learning & technology (ssci journal), 17, 117–134. https://doi.org/10.31849/elsya.v4i1.8643 elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849 elsya.v5i2/11911 vol. 5, no. 2, 2023, pp. 236-249 journal homepage: https://journal.unilak.ac.id/index.php/elsya 236 original research speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context rusdin rusdin & diana purwati stkip yapis dompu, dompu, indonesia article info abstract article history: received 17 november 2023 revised 27 february 2023 accepted 14 may 2023 this study aims to explore the problems encountered by efl secondary students in learning speaking skills in the context of islamic schools in indonesia. the study employed a descriptive qualitative method and used observation, interview, and questionnaire as data collection instruments. the findings revealed that the problems encountered by students in speaking skills can be categorized into four groups: language problems, psychological problems, personal problems, and education problems. language problems included mother tongue interference, poor pronunciation, poor grammar, unnatural spoken english, slow speech, and limited vocabulary. psychological problems included nervousness, shame, low confidence, and lack of ideas. personal problems consisted of attitude, laziness, environmental effects, and cultural gaps. finally, education problems included the technique and method of teaching, facilities in teaching-learning, and limited use of media. the results of the study underscore the importance of speaking instruction for efl learners and the need for teachers and researchers to consider language learners' speaking needs in the context of teaching and learning english. this study contributes to the ongoing discussion on efl speaking instruction and provides implications for teachers and researchers in designing effective language teaching programs. keywords: efl learners islamic school speaking problems secondary students speaking skill corresponding author: purwati; dianapw@stkipyapisdompu.ac.id 1. introduction english plays an indispensable role in every organization and sector in the world since it has been a worldwide requirement for international students if they want to engage, study, and work internationally. one of the most important skills that must be mastered by students is speaking. oral communication or speaking is one of the language skills that must be mastered by english learners (dewi et al., 2022). this skill is essential in learning english because it enables students to express their ideas to achieve their communication goals. however, this essential skill is regarded as one of the most difficult aspects of language learning (zakaria et al., 2019). as a result, many language learners find it difficult to express themselves in spoken language (leong & ahmadi, 2017). for senior high school students, speaking is a difficult skill to be mastered (syafryadin, 2020). maji et al. (2022) emphasize that students need to put effort to develop speaking competence. other studies also reveal that many students encountered difficulties in speaking english. according to heriansyah, (2012) and purwati et al. (2023) the prevalent problem faced by students is linguistic factor which include vocabulary, grammar, and pronunciation, while 'being afraid of making mistakes is the prime cause that hinders students from speaking. moreover, the challenges in speaking english also extend to teachers, such as dealing with large class sizes, which can hinder effective learning. https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 237 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context as indonesia is home to the largest muslim community in the world, many parents in the country choose to send their children to study at islamic schools. they believe that these schools will provide their children with sufficient knowledge in both general subjects and islamic insight. however, within the islamic school context, a problem arises in relation to english language teaching (elt) practices. there is a concern among the community that learning english may lead to the neglect of muslims' identity due to the perceived influence of western lifestyle and culture integrated into english language learning (hidayati, 2016; pennycook & makoni 2005) support this argument and clearly state that the practice of elt in islamic context is always seen as the ‘hidden agenda’ to spread christian values and western cultures. as a result, this might hinder the willingness of students at islamic school context to learn english. the investigation of english language teaching (elt) practices, particularly speaking skills, in the islamic school context is essential due to the significant differences in the educational systems compared to public schools. this is primarily because the curriculum in these two types of schools is organized by different ministries: the ministry of national education and the ministry of religious affairs. although there is some overlap in the curriculum, the teaching and learning experiences of teachers and students differ. moreover, the study explores the efl students’ experiences at the islamic school context in learning speaking in indonesia, particularly in documenting their problems and causes of their reluctance in speaking skill is limited. therefore, this study attempts to discuss this gap in the literature and formulated the following questions: 1. what are the problems encountered by the islamic senior high school students regarding speaking skills? 2. what are the underlaying causes of these problems? 2. literature review 2.1 speaking as focus in language learning speaking proficiency has been the most essential skills for both efl teachers and efl learners. this skill is one of the four skills that must be taught to the efl students. to enhance the efl students’ competence in english, educators have to fully pay attention on their learning needs in the teaching and learning practices. siregar and iskandar (2022) clearly state that it is essential for indonesian teachers to develop approaches and teaching materials that meet with students’ needs in learning speaking. speaking is a fundamental aspect that students must learn as it plays a crucial role in the development of english language skills (putri et al., 2020). however, studies show that in learning a foreign language the student face various challenges when learning a foreign language, such as pronunciation, influence from mother tongue, lack of practice, limited availability of resources at school, and more (purwati, 2020). acquiring speaking skills is a gradual process that involves getting accustomed to speaking in english, practicing sentence structures, and engaging in oral drills. aulia (2018) states if the students are unable to pronounce those structures or words correctly; it hinders them from communicating effectively in english. however, with acceptable pronunciation, their speech can still be understood despite other mistakes. in the context of english as a foreign language among efl learners, as english has been widely utilised as an international language, the awareness of enhancing speaking proficiency has been evolved eventually. this has been the main general requirement when international students want to pursue degree in universities abroad and to apply particularly job. recognising this significance, efl teachers should be able to adapt their teaching performance with different types of strategies, such as integrating the technology into teaching practice, organizing an excursion day, conducting virtual discussion with native english speakers (nests), engaging students in debates, and more. these activities are essential to boost students ‘selfconfidence and motivation in learning efl. based on literature study conducted by paneerselvam and mohamad (2019) on the implementation of different teaching strategies, efl teachers only act as facilitators not as the main informant of learning. this approach allows students to take responsibility for their own learning, encourages their active participation in the classroom, and enhances their critical thinking skills when learning english. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 238 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context 2.2 difficulties in assessing the speaking ability since english is a foreign language in indonesia, indonesian students typically do not utilise english in their daily lives. as a result, students often develop a negative attitude to the language since they lack of exposure of english outside the classroom. some secondary students have completed their high school and course without receiving a good grade in english yet are unable to carry on a simple conversation. sabina (2018) states that one of common challenges voiced by students is their inability to speak the language despite spending years studying it. this condition also affects their english test scores, as difficulties in speaking remain a serious issue. assessing speaking skills is crucial in language testing as it allows efl teachers to measure students' ability to master speaking topics and aspects. however, assessing speaking ability is not an easy task, particularly beyond the rudimentary level, as it involves complexity that is challenging to analyse objectively. this condition also affects their english test scores, as difficulties in speaking remain a serious issue. himmah (2018) argues that one of the most crucial skills to be developed and enhanced as means of effective communication is speaking skill due to the complexity of aspects involved in testing. these complexities refresh to fours factors; (1) the difficulty in defining the nature of speaking skill; (2) the difficulty in selecting the test criteria; (3) the involvement of such other factors as listening ability, interpretation of tone, reasoning ability, etc.; (4) the difficulty of eliciting students to speak (madsen, 1980). speaking skill, therefore, is considered as the most complex aspect of language learning, and many language learners face difficulties in expressing themselves orally. ahmed and alamin (2014) argue that a person’s speaking ability is usually judged during a face-to-face interaction, in real time, between an interlocutor and a candidate. however, questions about the criteria used to measure speaking ability and the weighting of components such as correct pronunciation remain largely unanswered. on one hand, people can make a lot of mistakes in both ontology and syntax but still can express themselves very clearly. in addition, successful communication is often very attractive to the listener as well as the speaker. gilakjani et al. (2011) state that many learners of english have major difficulties with english pronunciation even after years of learning the language. the teaching of pronunciation is largely neglected in the area of efl teaching. in many oral production tests, it is neither possible nor desirable to separate speaking and listening. in a normal language environment, the two skills are interdependent. meaningful conversation requires both understanding what is being said and expressing oneself simultaneously. however, this interdependence poses challenges when attempting to analyse precisely what is being tested at any given time. furthermore, because the spoken language is fast, it is not possible to apply procedures such as grading essays without recording. dictation test examiners are under constant pressure to make judgments as quickly as possible. while audio samples may be recorded during the test, audio recording alone is not sufficient to provide an accurate means of assessing or determining the score. 2.3 teaching english in islamic school context in non-native speaker countries like indonesia, the use of english as a second language (esl) or foreign language (efl) is crucial for oral communication. accordingly, english language has been compulsory taught at all level in school begin at elementary school up to university around the globe. hence, indonesia has placed significant emphasis on curriculum planning. the english language curriculum in indonesia includes teaching all four language skills, with speaking being one of the most essential skills for learners. therefore, the teaching of speaking must be tailored to the indonesian culture, taking into account appropriate teaching methods and strategies for the context (ahmed & alamin, 2014). speaking skills are integral to language teaching curricula and, as such, are an important aspect of assessment. teaching speaking skill to the indonesian students’ particularly at islamic student school has always been a challenging task for efl teachers as most of students perceive previous studies conducted such as (putri et al., 2020; dewi et al., 2022), revealed that most indonesian students are not highly motivated particularly students who live far from tourism areas since they lack of exposure practicing their english with native english speakers (nest), and rarely do they use english daily. compared to other students living in the tourism area where numerous nests visiting the tourism place, these students do not only have a chance for practicing their speaking skill but also learning culture from other countries. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 239 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context the integration of islamic value into english teaching practice at school contexts should also be obvious. islamic values can be categorised into three types; values of faith (aqidah), the values of worship (ibadah), and moral values (akhlak) (lubis et al. cited in alfian,yusuf & nafiah, 2022). each type of this value has to be acknowledged in teaching and learning process. the teachers can assimilate the islamic values into their lesson plans (rpp), learning materials, and assessment (madkur & albantani, 2018). the incorporation of islamic values into teaching and learning has also been highlighted in national curriculum (k13) which focuses on students ‘characters. this can be observed in the core competencies of its curriculum that concentrate on ki 1 (spiritual competency) and ki 2 (social competency). alfian et al. (2022) argue that that these competencies aim to foster important engagement with religious factors and moral values in students' learning processes and outcomes. however, intensive integration of these factors and values into teaching practice seems difficult for some efl teachers, as not all efl teachers have a deep understanding of how to highlight these aspects into their efl teaching practice. 2.4 assessment of speaking skill understanding how speaking proficiency is assessed crucial for efl/esl teachers. brown and abeywickrama (2004) classify several aspects of speaking skill. the first criterion is grammar. this aspect deals with how speakers control their sentence pattern, avoid grammar error, and how to use the english rules appropriately. the second criterion is vocabulary in which focus on how efl speakers utilise range of vocabulary when they speak a particular topic. the use of a variety of vocabulary contributes to the fluency of the speakers. another aspect is pronunciation. this aspect is essential as it affects the understanding between the listener and the speaker and helps to avoid language barriers. the next criterion is fluency and accuracy which deal with how speakers produce utterance or convey oral meaning without pausing a lot. it also relates to the speakers' self-confidence in expressing themselves. this also identify the self-esteem of speakers in producing words or sentences. the last criteria is comprehension meaning how speakers understand the particular topic and how well listeners understand the topic that is being talked. however, despite the clear classification of these criteria, efl teachers need to be meticulous in assessing students' speaking skills due to the subjective nature of assessment and its cultural implications (rahmawati & etin, 2014). efl teachers, furthermore, should familiarize themselves with these criteria by participating in supporting programs and professional development activities. 3. method 3.1 research design and sample size this study employs a qualitative approach to investigate explore the experiences of efl secondary school students in learning speaking skills at an islamic school context in indonesia. qualitative research is used to develop an understanding of the meaning and experience dimensions of humans’ lives and social worlds (fossey et al., 2002). the study population consists of second-year students of the islamic senior high school of dompu (man dompu), and a sample of 16 students were interviewed and 40 students were administered a questionnaire. a random sampling technique was used to select the students for the study. 3.2 research instruments three research instruments were used in this study: observation, interview, and questionnaire. the observation instrument was used to observe the teaching and learning process at man dompu. the interview instrument was used to ask islamic school students about their perceptions and experiences in learning speaking skills, particularly exploring their problems, causes, and possible solutions to learning speaking skills. the questionnaire instrument was used to interpret the data delivered to the students and measure the speaking problems of the students. the questionnaire, consisting of 40 likert-scale questions, was used to collect data from the students and assess their speaking problems. the questionnaire covered various aspects including likes and dislikes, causes, problems, and potential solutions related to learning english. to ensure the reliability and validity of the research instruments, a pilot study was conducted with a subset of the study population. the pilot study aimed to identify and address any issues with the research instruments and to ensure that they were appropriate for the study population. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 240 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context 3.3 data analysis the data collected from the observation, interview, and questionnaire instruments were analysed using a descriptive approach. the data analysis process involved identifying, classifying, describing, and explaining the problems encountered by students in learning speaking skills. the identification process involved setting up the student's problems in speaking skills. the classification process involved categorizing the factors that make students' speaking skills problematic. the description process involved describing the problems encountered by students in each category. the explanation process aimed to offer insights and reasons for identified problem. the data analysis process was validated through a peer review process involving experts in the field of english language teaching. overall, the research design, sample size, research instruments, and data analysis methods were carefully developed and validated to ensure that the study produced reliable and valid results. the study findings have important implications for english language teaching in the context of efl secondary school students in indonesia. 4. results 4.1 speaking problems based on the questionnaire filled by students, the problems of speaking among the students in man dompu are highlighted as follows: figure 1. the data identification of the student answering the questionnaire. no aspects the students answering 1. problems less vocabulary, less grammatical structure, difficulties in practicing english. most students ignore english conversations, teachers primarily used english during instruction, the teacher using much speak english when they teach, at last, most of the student like the english speaking but they have to encounter the problems above. 2. obstacle nervous, ashamed, and worried about making mistakes. low self-esteem, pronunciations error, higher anxiety, low motivation coming from themselves also their english teacher, spelling difficulties, lack of ideas or things to say, uneven participation, lack of vocabulary mastery, not being confident to speak, fear of mistake and confusion, and difficulty in organizing words, phrases, and sentences. difficult in arrange the word, phrase and sentence. 3. causes thinking in their local language, lack of motivation to study english, issues with pronouns, uneven participation in class, grammatical challenges, nervousness, limited vocabulary, lack of reading habits, and the organization of english language instruction at the school. 4. solution engaging in more english conversation practice, extra support in teaching english speaking skills of the teacher in teaching english speaking, even of participants, high motivation, extra practice at home, practicing conversation with friends, actively searching for suitable words to use, more opportunities for speaking in front of the class, joining english conversation clubs, using english more frequently at home, memorizing a few new vocabulary words daily, teachers understanding student interests and feelings, continuously building student confidence, employing diverse teaching methods based on individual student needs, offering praise to engage student interest, fostering a friendly english-speaking group, creating a comfortable speaking environment, providing ample opportunities for students to speak in front of the class, and establishing a supportive and friendly english-speaking class. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 241 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context figure 2. psychological problems of speaking skill no the problems clarification 1 nervousness many students experience nervousness when practicing english or engaging in conversations in front of the class. this nervousness stems from their lack of practice in speaking english in such situations. for example: when asked to introduce themselves in front of the class, most students feel nervous. 2 shame the learners often feel ashamed about what they are trying to say in a foreign language in the classroom. example: worried about making mistakes, fearful of criticism or embarrassment, or simply feel shy when their speech draws attention. 3 nothing to say (lack of idea) even if they are not inhibited, they often struggle to come up with things to say in english. example: they often struggle to come up with things to say in english 4 lack of confidence some students may lack the motivation or inspiration to express themselves beyond the feeling of obligation to speak. examples: the interview data suggests that the causes for this lack of confidence include limited practice in speaking english publicly, inadequate grasp of grammar, vocabulary, and sentence utterance. figure 3. other problems of speaking no the problems clarification 1 attitude the second-year students at man dompu generally have a positive attitude towards english language learning, as it aligns with the school's policies. however, the issue lies in their limited progress in learning english. example: the students sitting at the back of the class often show less interest and attention during english lessons, especially towards the end of the day 2 laziness they still have low motivation in memorizing vocabulary or engaging in conversation. they may also display laziness in practicing english in their daily lives, both at school and at home. 3 environment example: they may also display laziness in practicing english in their daily lives, both at school and at home. the school's location near crowded areas such as markets, public shopping areas, and main roads can have an impact on the teaching-learning process. additionally, the lack of school facilities and certain teaching methods may contribute to the challenges faced by students. based on the questionnaire result, it is showed that most of the students have difficulties in speaking due to some factors, such as lack of vocabulary and grammar knowledge, the teachers use english a lot while speaking. in terms of the obstacles in speaking, these refer to nervous, shame, worrying about making mistakes, low self-esteem, pronunciations error, higher anxiety, and etc. less motivation in studying is another of factor hindering students in improving their speaking skill. the questionnaire also shows elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 242 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context psychological and personal problems faced by students, such as lack of idea, laziness, and environmental problems. to address these challenges, students have suggested possible solutions, including establishing an english club and engaging in extra practice. 4.2 problems and causes of speaking problems regarding the students’ responses to the interview questions, it is evident that their answers can be categorised into the following items. the interviewers are labelled with code from s1 to s16. 4.2.1 lack of vocabulary and supporting environment the students show a high willingness to improve their speaking skill, but they still experience fear of making mistakes and face anxiety when attempting when they try to speak in english with their friends. they also perceive that supporting environment is also the key to improve their communicative skill. these findings are evident in the responses provided by s1, s2, and s3. “everyone definitely wants to be able to speak english, because english is a world language. so am i.” (intv/s1/ l & d) “it is really difficult for me to speak in english because the participation of my friends in the class is still low, some of them avoid to speak in english.” (intv/s2/ obs) “when i speak in english, i find it challenging because my tongue is not accustomed to speaking english as i am indonesian. my pronunciation is still influenced by the vernacular and national language. therefore, i am actively working on adapting to english pronunciations.” (intv/s3/ cs) 4.2.2 lack of grammar and internal motivation students already have good understanding regarding the importance of speaking skill as they recognize the benefits it brings, such as improved job prospects, a better future, and enhanced communication with friends on social media. however, students s4, s5, and, the s6 realize that their grammar knowledge is also insufficient to support them be good english speakers. “to improve my speaking english skills, i have to practice speaking a lot, whether by myself or with friends at school and on social media. i also need to be brave enough to practice english in front of the class and never let nervousness hold me back. however, the problem i face is that grammar is very difficult.’’ (intv/s4/ slt) “i prefer english over other subjects because it is a more useful language for interacting with people globally, and it can open up more job opportunities if we master english speaking. however, on the other hand, i sometimes find it challenging to speak in english because it can be difficult.” (intv/s5/ l & d) “i have some knowledge of vocabulary, but learning english vocabulary can be both challenging and easy depending on how dedicated we are to studying.” (intv/s6/ obs) 4.2.3 students’ anxiety and mother tongue another issue is observed among students s7, s8, s10 and s9. their anxiety when speaking hinders their ability to master vocabulary and sentence structure (grammar). however, they also perceive that due to the disparity in sentence structure between english and their mother tongue also affects their comprehension and proficiency in speaking skills. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 243 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context “i'm nervous because i haven't mastered the memorization of vocabulary, and the second issue is the difficulty i face in using sentence structure correctly.” (intv/s7/ cs) “when they say "i wake up early morning" [ai weɪkʌp '3: lɪ 'mo:nɪ], it becomes “ai waik ap erli morning). this sentence is quite challenging for them to pronounce due to differences between their mother tongue and english.” (intv/s8/ slt) “i like english because left behind in the era of globalization. i believe it is important for all indonesians to be able to speak english.” (iintv/s9/ l & d) “i don't have many problems with my pronunciation but the issue that significantly affects me is sentence structure. i still struggle with grammatical errors.” (intv/s10/ obs) 4.2.4 lack of pronunciation although most students believe that lack of vocabulary and grammar knowledge hinder them to speak, s11 perceive that this skill is an issue for him to speak english. “i feel ashamed when i practice english in front of the class because i lack confidence in speaking, struggle with pronunciation, and find it challenging to memorize english words.” (intv/s11/ cs) 4.2.5 the students’ solutions students have different ways in tackling their speaking problems. s12 argue that it is better to practice at home or via social media. however, another student belief that external factors, such as friends’ laughing must be reduced, since it affects their willingness to speak. students 15 and students 16 have contrasting viewpoints they argue that conducting english programs at school is also pivotal to motivate them to speak, and “before the next day's speaking english class, i have to practice english speaking and study at home whether by media social or by myself.’’ regular memorize of vocabulary is also essential to enhance their lexical resources. “before the next day english speaking class, i have to practice english speaking and study at home whether by media social or by myself.” (intv/s12/ slt) “i like the english language but it is still difficult for me to speak well in english. this made me lazy to study the english language.” (intv/s13/ l & d) “my friends participate less when i practice my english speaking in front of the class because they often laugh at me. i sincerely hope that they will stop doing so and be more supportive.” (intv/s14/ obs) “not motivated due to the lack of english events and english contests at my school. furthermore, i find it challenging to memorize new vocabulary in english, which negatively affects my ability to improve my speaking skills.” (intv/s15/cs) “i have to dedicate my leisure time to mastering vocabulary and sentence structure. mastering in vocabulary and structure of sentences doing in leisure time. moreover, it is important to continuously use english by reading and practicing regularly. my teacher said that minimum 10 words a day to memorize if cannot memorize 10 words only.” (intv/s16/ slt) elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 244 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context the interview result shows the students’ obstacles in speaking are classified into several problems. for example, lack of vocabulary, nervous, friends’ attitudes, and so on. while the causes of these problems are students' lack of familiarity with english pronunciation, low motivation in learning, and other factor. the students also provide solutions to tackle their problems. for instance, they suggest daring to speak in front of the class, memorizing vocabulary through reading and listening to english native speakers, conducting english events, and more. 5. discussion based on the data, it is maintained that there are four problems and causes encountered by students in learning speaking: language problems, psychological problems, personal problems, and educational problems. 5.1 language problems in terms of language problems, most students perceive that their mother tongue may hamper their ability to learn english. this is because in the classroom almost all students tend to use the local language rather than bahasa (indonesian language). moreover, the differences in language structure between english and their mother tongue are also obstacles to be good english speakers. saville-troike and barto (2017) clearly argue that linguistic input refers to several factors, such as sounds, words, phrases, sentences, and other units of a particular human language. the differences of phrases, words, sounds, and other linguistic input in english and mother tongue has been perceived by students as an ‘obstacle’ that hinder the development of their vocabulary. as a result, they believe that their lexical resources in english cannot be fully developed due to frequent usage of their mother tongue.) from the interview and questionnaires, it is also believed that frequent use of the local language poses a barrier for students in enhancing their speaking skills both in pronunciation and fluency in practicing english. this finding is also in line with the previous study conducted by purwati et al. (2023), who also found that mother tongue had an impact on the efl vocational high school students’ pronunciation. in addition, based on the interview, a lack of vocabulary is also one of the language factors that hinder students from learning to speak. this finding is in line with a previous study conducted by wahyuningsih and afandi (2020), which also found that lack of vocabulary was the main issue preventing students from improving their speaking skill. however, these findings also contradict the existing literature, particularly the theory of sla. while the use of the first language (mother tongue) may limit students’ exposure to the target language, the utilization of mother tongue can be essential for mastering grammar and vocabulary as it allows for effective interaction and clarification of meaning between teachers and students. this has also been supported by another supporting literature that clearly argue that mother tongue plays significant roles for children in learning foreign language as it affects intellectual development, develops cultural and personal identity, creates job opportunities, and more (hawa et al., 2021; saneka & de witt, 2019; stein-smith, 2019). another issue encountered by students at senior islamic school of dompu is a lack of grammar understanding. based on the interview, most students found it difficult to speak using proper grammar. some errors had been identified on the way they answered the questions. other grammar mistakes were also observed during the interview process, such as the use modal, pronoun, and connectors. these findings indicate that the students at man dompu consider grammar as an important part of speaking skill because it affects students’ fluency and accuracy as has been stated by subasini and kokilavani (2013) the utilisation of proper grammar while speaking results in an effective communication for listeners. grammar understanding, in addition, assists language learners maintain the speaking fluency because grammar skill encloses word order, sentence agreement, forming questions and assertions (wahyuningsih & afandi, 2020). these findings also confirm previous study conducted by purwati et al. (2023), concluded that a lack of grammar understanding would hinder students’ ability in mastering speaking proficiency. 5.2 psychological and personal problems psychological and personal problems stem from psychological problems experienced by the students themselves. physiological problems are staple factors that should be addressed by efl learners and teachers, as they play a critical role on efl learners’ language attainment (akbari & sahibzada, 2020; derakhshan elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 245 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context & shirejini, 2020). based on the data, psychological problems refer to four factors: nervousness, shame, lack of confidence, and lack of idea. each factor has its underlying causes, such as less of practice, afraid of making mistakes, negative attitudes from friends, and so on. the data also reveals that less practice of english also affect the nervousness, students’ confidence, and students’ shyness. this finding confirms arifin & pertiwi’s (2017) similar findings regarding psychological problems at one of islamic universities in indonesia, as they identified lack of confidence, shyness, and fear. beyond their effect on students’ academic performance, there are plenty of evidence in the psychological and health disciplines (sheldon et al., 2021; trigueros et al., 2019) that have underlined how important a balanced psychological and physical health are for maintaining individual’s performance. therefore, educators should consider these factors while teaching the students as it affects students’ speaking skill performance and their willingness. however, the incorporation of psychological health in the indonesia curriculum has not been fully implemented. as a result, it might lead to a lack of teachers’ awareness on this issue, which can affect their teaching performance. in the context of islamic schools, where three islamic values are highlighted in classroom practices; the values of faith (aqidah), the values of worship (ibadah), and moral values (akhlak), efl teachers working in these school may find it difficult in focusing on the students’ psychological problems. although the islamic values and psychological problems are correlated, and these religious aspects influence human behaviour, it can be difficult for teachers to simultaneously address both aspects in their teaching process. therefore, school stakeholders should conduct an intensive program regarding how to implement these two factors in order to maximize their teaching performance in teaching english. 5.3 educational problems supportive environments, particularly at school, are crucial in facilitating efl students’ mastery of speaking skills. this is because supportive circle affects language input in learning english. based on the data, students believe that educational problems, such as lack of school facility, teachers’ teaching methods, and lack of school supports are issues that affect students’ willingness in speaking english. these perceptions confirm the previous study which have clearly found that learning environment will affect students’ understanding in learning (radovan & makovec, 2015). the lack of school facility to support learning english, such as the absence of english lab, audio-visual aids, software-hardware of english, has been a serious issue for efl students. this has also been supported by chepkonga (2017) who clearly states that the availability of supporting facility is critical to provision of quality education. school facilities are essential to support the learning process as they have an impact on several aspects: motivation, understanding, learning attitudes, and behaviour. these factors not only affect the students’ achievement but also influence teachers in achieving the efficiency of learning. moreover, school facilities and learning performance are inseparable, as the availability and adequacy of supporting facility would result in high productivity among efl learners and teachers. therefore, stakeholders at schools should consider this issue to help both teachers and students maintain good performance in english, particularly in speaking skills. 5.4 solutions to improve speaking skill based on the data, students employ several strategies to enhance their speaking skills. the first is practicing english through social media. an existing study supports this finding since there has been a significant increase in the use of social media among the efl users (anwas et al., 2020). this finding is supported by a previous study conducted by rerung (2021), which found that social media has positive values for students in learning english due to two main factors. firstly, it enhances the four english skills of students (speaking, listening, reading, and writing) because they access the chat rooms, read online articles, write english comments on social sites (hanjani, 2021; nadhdipour, 2022). the ease of creating audiovisual materials with social media has been validated by tefl experts in improving students’ speaking skills (saed et al., 2021), and the process not only provides opportunities to enhance students’ general creativity but also their multiliteracy competence (amgott, 2023; guo & feng, 2015). second, it motivates students to enhance their english skills as they feel motivated when engaging with people from different cultures and backgrounds (frieson et al., 2023). social media is invaluable for allowing students to establish a community of practice beyond their relationships in the classroom (chao, 2022; rajendram & shi, 2022). other studies have also shown a positive correlation between the improvement of english skills and the frequency of using the internet. the proliferation of international networking on social media has transformed english communication and provides motivation for efl students to explore their ability in learning english intensively (barrett & liu, 2016; kabilan et al., 2019). for students in this study, social elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 246 speaking up: a comprehensive investigation of efl secondary students' speaking skill problems in indonesia's islamic school context media has been ‘a venue’ to practice what they have learned in the classroom. due to the great impact of social media on students’ capabilities, efl teachers should adapt their teaching approaches to provide opportunities for students to engage more with social media. the school, moreover, can provide supporting platforms which can nurture students’ english and facilitate information as well as interaction with others (hamuddin et al., 2020; luo & ye, 2021). the students also believe that to overcome their friends’ negative attitudes, such as being laughed by friends while practicing english in front of the class, they address this in two ways; enhancing their self-esteem and discussing with friends regarding their negative attitudes. while this study provides valuable insights into the problems encountered by efl secondary students in speaking skills, it has several limitations that future research should address. for example, this study only recruited a small number of participants from one school and did not deeply explore the efl teachers' experience in teaching efl students. therefore, future research should expand the range of participants and investigate the experiences of islamic senior high school teachers in teaching speaking, particularly their strategies to overcome students' problems in speaking within the islamic school context. further research, moreover, can investigate the islamic school stakeholders’ views regarding their challenges in supporting efl learners and teachers in elevating their english skill and teaching performance. 6. conclusion this study has identified four types of problems encountered by efl secondary students at an islamic senior high school in dompu in learning speaking skills. these problems include language problems, psychological problems, personal problems, and education problems (environmental problems at school). the language problem is the main problem faced by students in speaking skills, which is caused by the use of mother tongue, poor grammar, poor pronunciation, and limited vocabulary. psychological problems deal with psychological factors of students, such as reluctant to speak, anxiety, and negative attitudes from friends. in terms of educational problem, it relates to the lack of a supportive environment at school, with students perceiving a lack of school facilities as one of the issues. to address these issues, this study recommends providing supportive teaching and learning materials to improve students' speaking skills. schools should also regularly conduct english programs to support efl students in improving their speaking skill and facilitate english teachers’ performance by providing wellequipped facilities and programs to enhance their teaching performance. overall, this study highlights the importance of addressing the problems encountered by efl secondary students in speaking skills and provides a foundation for future research to build on. it is hoped that this study will help inform language teaching and learning practices in the context of efl secondary students in indonesia, and ultimately contribute to the improvement of students’ performance in speaking skills. references ahmed, s., & alamin, a. 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(2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 12 formal and informal language expressions used by english students of indonesia in classroom presentation-interaction nurfitri sri muslimawati * universitas negeri makassar, makassar, indonesia *nurfitrisrim@gmail.com article history received : 30 october 2021 revised : 14 december 2021 accepted : 4 february 2022 keywords formal language informal language situation social status age differences familiarity abstract analyzing communication strategies remains crucial to overcome communication problems in classroom interaction since it directs the students to receive successful english learning results. one strategy to communicate is applying an appropriate language level of formality in the classroom. however, there have been very limited researches that explore formal and informal languages in the classroom context. this research aims to discuss the characteristics and factors influencing students in using formal and informal expressions in the classroom presentation-interaction. this research applied a qualitative method taking twenty-two students of universitas negeri makassar as participants. the data from classroom observation, voice-recording, and interview were analysed using the discourse analysis approach. the result of the research shows that characteristics of formal and informal language are absolutely opposite, namely complete versus uncompleted sentence, politeness versus familiarity words, and precise versus colloquialism words. the result of the research also shows factors influencing the use of formal and informal language are formal situations, communication purposes, status and age differences, and familiarity. this research also found the relation of using formal language as students' strategies to be polite to the lecturer in classroom interaction. results of this research are significant for students in shaping good strategies in using formal or informal language expressions to achieve effective communication in classroom interaction. 1. introduction the study that investigates the relationship between social context and language remains popular in the current era. the need to attain effective social communication demands studies to solve communication issues (floreddu & cabiddu, 2016). mashudi et al. (2017) emphasised the importance of complying with language rules and the relation in achieving effective communication. soekarno (2018) also suggested using appropriate strategies to run communication harmoniously. in shaping a good strategy, it is crucial to learn social features of communication to understand language rules and apply them to pursue communication purposes. in sociolinguistics domains, the studies are varied to analyse language and the social features of language for example situation, speakers’ identity, cultural background, etc. shah & sinayah (2020); banikadef et al. (2015); dwijatmoko (2018) conducted research on analyzing certain social aspects of language and its correlation to language use. banikadef et al. (2015) for example, he found that apology strategies are affected by social status. he posited that the ability to select language strategies will contribute for raising language awareness. it means that understanding the social aspect of language helps speakers to use appropriate language in the appropriate context to achieve effective communication. consequently, studies in this area are still necessary. in education areas, effective communication is essential to establishing and maintaining a good quality of the learning process. students need to apply good communication strategies to successfully learn english in the classroom. there are various studies held to reveal phenomena that influence successful students' interaction in the classroom such as politeness, intercultural competence, etc. but still rarely on analyzing language formality. levels of formality of language are varied depending on the situation where and when the interaction happened. varieties of language that are highly related values emphasise status differences, rituals, formality related to religion, education, and government. based on straker’s (1980) statement, educational environment is one of the situations for people to highly concern about their language. the positions when people are generally conscious about choosing the right words, structuring a good sentence, and pronouncing well are defined as formal speech or language (richard et al., 1997). the situation that calls for formal english includes business letters or e-mails, letters or emails to government officials, office memos or e-mails, https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 13 reports, homework, communications to teachers, important conversations, speeches, presentations, and oral reports (woods, 2017). conversely, kraut et al. (1990) argued that informal language has no restriction from rules or social orders. the rules and code attributed to formal language are removed. woods (2017) divide english into three levels; friends-talk, conversational english, and formal english. friends-talk and conversational english include in informal english. "in friend-speak, the speakers are on the same level. they have nothing to prove to each other and they are comfortable with each other mistakes" (woods, 2017, p.11). on the other hand, conversational english does not stray too far from english rules, but it does break the rules. friend-speak deals with the friendship domain where the use of slang language is frequently. conversational english deals with situations such as chatting with family members, friendly conversation with supervisors, e-mail and text to friends, and informal conversation with the teachers (woods, 2017). based on the theory above, students are expected to use formal language in classroom interaction specifically during the presentation process. interestingly, the fact is students still use informal language. when someone speaks formal expressions in a formal situation, it could be a signal for building space in family and friendship domains. whereas, when someone speaks informal expressions in a formal situation, the person could be considered as an ignorant (straker, 1980). the researcher questioned if there was any incongruity made by students in using formal and informal language expressions in classroom interaction. hence, the researcher was eager to analyse formal and informal language expressions used by english students in classroom presentation-interaction. there were several studies have been done on similar issues. pardianti (2013) analysed the use of slang language by junior high school students. she used questioners and interviews to categorise types and identify factors influencing the use of slang. susanto (2014) investigated the use of address terms sampeyan and anda by javanese students to address lecturers. he also looked at the factors influencing the students used these address terms. purwati (2019) also studied formal and informal talks of lecturers in english foreign language classroom interaction. however, there were still limited studies about the phenomena of formal and informal language expressions in the area of classroom interaction. this research aims to fill the gap. this research is focused to analyse both formal and informal language expressions and will restrict the research on students' viewpoints to focus on students' language formality issues. this research will identify characteristics and factors influencing the use of formal and informal language expressions used by students in classroom presentation-interaction. the results of the research are expected to bring general knowledge of formal and informal language expression to the readers. specifically for english students, it is expected to raise awareness of using formal and informal language expressions appropriately. it is also expected to give a contribution to students understanding formal and informal language expressions and apply it to achieve effective communication in classroom interaction. 2. literature review the levels of formality are highly correlated to power relations among speakers (brown & gilman 1960). power is an immense influence of someone to enforce their demand on others (brown & levinson, 1987). power is caused by age and status differences. as mizutami & mizutami (1987) said that age differences affect the level of formality as well as politeness. it means that there is a tendency to be more formal and polite when someone is talking to older people. in contrast, there is a casualty or informality when someone talks to the younger people. another aspect of power is status differences. the social status of communicators influences the way they communicate (zahid & johari, 2018). the formality of language also depends on the situation. brown & freaser (1979) affirmed that a situation can be recognised by speech marker on speech event. formal and informal situations are commonly compatible with formal and informal languages. when a situation is formal, the language would be formal as well. in contrast, when the situation is informal, the language would be informal. moreover, social distance and familiarity also influence formality. foyewa et al (2016) said that the relationship of speakers indirectly gives an impact on the degree of formality among them. the closeness of relationships among participants will change they behave in using formal and informal speech. the more intimate the relationship among speakers, the more casual the language they use. the formal language appeared long after informal language was used as a natural language of people in everyday communication. in the beginning, formal language theory was used to form and study the syntax of natural language for programming language needs (moll et al, 2012; dassow & paun, 1989).govindaraj (2012) defined formal language as combined symbols that were categorised by rules of construction. the rules were developed to structure the grammatical language to construct formal language. therefore, researches related to formal language are massive in the field of computational language. bakinova et al, (2020); toro (2019); maldogaliyev (2019) were conducted the researches analyzing formal languages in connection with programming languages. the study of formal language is not restricted only to the field of computational language. nowadays, researches about formal and informal language happen in varied https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 14 languages. winter & grawunder (2012) analysed about properties of formal and informal speech registers in korean. they found out that certain vocal expressions can be a sign of formality in korean. mashudi et al (2017) analysed the rule of interaction in malay languages and found out the role of understanding the participants' cultural background in formal setting conversation can contribute to effective communication in social relationships. kouwenhoven et al (2018) also conducted similar research in spanish. these researches talked about formal and informal languages in a different context but neither of them took classroom interaction or even academic context as a background to be analysed. classroom interaction is supposed to be an important situation for research to be conducted because it is a place where most learning processes happen. the effectiveness of communication in classroom interaction will bring easiness for knowledge transfer. hence, students will get successful learning results. classroom interaction is a part of the education field where people are required to behave academically. in other words, classroom interaction is a formal situation that requires the speakers to apply certain rules and restrictions in interaction. there has been plenty of researches that discussed communication strategies in classroom interaction. mahmud (2019), yusuf & anwar (2019), and sembiring et al (2021) discussed politeness strategies in classroom interaction. they conducted all of the research in an english classroom. these studies not only analysed the language in classroom interaction but also the feature of languages – the discourse of languages; situation, speaker status, etc. discourse is simply defined as an illustration of communicative actions with the language as a medium (johnstone, 2008; risdavena, 2014). to analyse certain strategies in classroom interaction, the analysis of both language and discourse of the language is needed. hence, the discourse analysis method will suit the research related to situation, familiarity, speaker’s social status, and age differences. 3. method the researcher used the qualitative method which was used to comprehend people’s beliefs, experiences, attitudes, behavior, and interactions which generate non-numerical data (phatak et all, 2013). in this research, the qualitative method was used to get descriptive data of participants' perspectives to gain more understanding of characteristics and factors that influence students to speak either formally or informally in classroom presentation-interaction. it was focused on students' viewpoints. participants were chosen by convenience sampling (farrokhi & mahmoudihamidabad, 2012). participants were one of an english master's class in universitas negeri makassar which includes twenty-two students. they were selected due to the frequency of the class in conducting presentation and discussion sessions. the language context in this research was specified to the classroom interaction context when the majority of interaction existed as presentation and discussion session. the data were in the form of participants' utterances. the data were collected in the post-graduate program of universitas negeri makassar from 5th september to 22nd november 2018 using three instruments; observation, voice-recording, and interview. there were several steps to collect data. first, the researcher observed and recorded four meetings of the presentation-interaction session. an observation and voicerecording were used to identify formal and informal words or expressions that occurred in a classroom presentation. second, an interview was held. the researcher used a semistructured interview which integrates constructed and openended questions (galetta, 2013). the researcher formulated a guided question and then developed them to receive requirement data. there were ten numbers of formulated questions. table 3. questions of semi-structured interview no questions of semi-structured interview 1 which expressions do you prefer to use in classroom presentations? (e.g. could or can, probably or maybe, etc.) 2 can you differentiate when and where to use these expressions? (e.g. could or can, probably or maybe, etc.) 3 do you think it is important to differentiate these expressions? (e.g. could or can, probably or maybe, etc.) why? 4 what do you think about using a complete sentence in classroom interaction? 5 what do you think about using a grammatically correct sentence in classroom interaction? 6 what do you think about using slang words in classroom interaction? 7 have you ever used or heard expressions such as; guys, wanna, dunno, gonna, etc. in classroom presentations? 8 how do you feel about using these expressions (guys, wanna, dunno, gonna, etc.) in classroom presentations? 9 what do you think when someone use these expressions (guys, wanna, dunno, gonna, etc.) in a classroom presentation? 10 in your opinion, in what condition or situation these expressions (guys, wanna, dunno, gonna, etc.) are allowed to use in classroom interaction? these questions aimed to know participants' reasons for uttering formal or informal words/expressions discovered from data of observation and recording. however, the researcher simultaneously developed the questions to dig deeper about participants' opinions and attitudes toward https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 15 certain comparable formal and informal words or expressions. third, the interview was transcribed and discourse analysis was conducted. the purpose of this research was focused on language features-the discourse of language use. hence, the proper method was conducting discourse analysis which studied the relationships between language and its context (kamalu & osisanwo, 2015). in discourse analysis, the utterance cannot be analysed separated from its context. in this research, the context means setting and the situation refers to classroom presentation-interaction. simpuruh et al (2020) used the same method to analyse low and high code in the form of code-crossing and what influences students to use them in efl classroom interaction. they identified that discourse of language use; social status and age differences generated lecturer use low code according to their position in classroom and students used high code to respect lecturer’s position. others research method was irrelevant. the analysis that is "restricted to the study of formal properties of language” (kamalu & osisanwo, 2015) would not be enough to cover the research's purpose. this research was designed as an approach to gain more understanding of what influences students to use formal and informal expressions in classroom interaction. therefore, the reader would get knowledge on certain social orders and cultural phenomenon in the educational field. 4. results the researcher found that magister students as participants in this research were expressing formal and informal expressions during classroom interaction. the following section consists of some extracts of the data obtained from interaction among students in the classroom. interaction between the student as moderator (m), another student (s), and several students (ss) in the discussion process was obtained by using observation and voice recording. these extracts describe the characteristics of formal and informal expression used by students in classroom presentation-interaction. s : “[…] i think that’s all for me, next question and answer session. feel free to ask. assalamualaikum warahmatullahi wabarakatu.” ss : “waalaikumsalam warahmatullahi wabarakatu.” m : “please.” s : “okay thank you very much for the opportunity given to me. i am nurismi. well, i want to ask ms. lia.” excerpt 1: asking a question excerpt 1 shows the beginning session of the questionand-answer session. one student as an audience was allowed to ask a question to the presenter. to show her/his gratitude to the presenter for the opportunity in asking a question, the students said: “okay thank you very much for the opportunity given to me.” this sentence is a complete sentence. this complete sentence indicated formal expression because it is grammatically correct and well structured. however, students also expressed informal language. it was used by the presenter. excerpt 1 shows the presenter ended the presentation and opened the question-and-answer session. after that, the presenter said, “feel free to ask.” this sentence means that the presenter encourages other students for asking questions freely. this sentence is an uncompleted sentence. it is used incomplete structure without subject and object. this expression is grammatical ellipses. cambridge dictionary referred ellipses happens when people leave out items which normally expected to use to follow grammatical rules. this sentence indicated informal expressions. the students use informal expressions while interacting with their peers which have similar ages and positions in the classroom. complete sentence characterised as formal expression while uncompleted sentence characterised as informal expression. a similar case can be perceived as follows: m : “[…] we are move to the second presenter it’s kak rosnaini rasyid please present your material.” s : “oke thank you for the chance. i will discuss the principle in constructing the multiple-choice test. first, see the definition of multiple-choice test…” excerpt 2: inviting the presenter to present the material excerpt 2 shows the presentation process when the first presenter had presented the material and the moderator told the second presenter to present the material. the moderator said, “please present your material,” which indicates formal language expressions because it used the polite marker “please.” it is also a complete exclamation sentence. the moderator addressed the second presenter by saying “kak” which is generally used to call the older people. in indonesian culture, it is impolite to call others only by people’s names. hence, the younger people are necessary to address older ones by particular address terms such as, “kak,” “pak,” “bu,” etc. when the moderator said “kak rosnaini rasyid,” he/she tried to be polite to another speaker who has different age than him/her. in short, the sentence that contains polite markers is also categorised into formal language expression. on the contrary, incomplete sentences for example ellipses classified into informal expressions. it can be shown in the following extract. m : “thank you so much for the question. nice question. so we move to the third questioner. the third questioner is fariah or you have done the last meeting? no? o ya i'm so sorry i forgot it.” excerpt 3: inviting question from the audience excerpt 3 shows the question-and-answer session when the moderator responded to the second questioner. the moderator responded by saying, “thank you for the question.” after that, the moderator said, “nice question” to https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 16 show appreciation for a good question. in good grammatical order, the sentence was supposed to be “it is a nice question,” but instead, the participants decreased the subject and predicate of a sentence structure. furthermore, when the moderator addressed the third questioner, he/she directly called her name without address term conversely when he/she called the second presenter on excerpt 2. it shows that participants only try to be polite by using polite marks to older people. when both participants have the same age, there is no need to be rigorously formal. the same case happened in the following extract: s : “[…] and... the last is about the conclusion... we can see that the conclusion in essay test is the test that requires the students to compose responses, usually lengthy up to several sentences or paragraphs. essay tests let students dipledisplay their overall understanding of a topic and demonstrate their ability to think critically… organize their thoughts… and be creative and original… well i think that’s all about my explanation in constructing and scoring essay test... thank you... assalamualaikum warahmatullahi wabarakatu.” ss : “waalaikumsalam warahmatullahi wabarakatu.” excerpt 4: conclusion excerpt 4 shows the end part of the presentation when one student as a presenter finished explaining the material. before closing the presentation, the student explained the conclusion of his/her material. the student used the word “demonstrate” instead of another word that has a similar meaning for example “show”. according to hayawaka (1994) in his parallel list between formal and informal words or phrases, the word “demonstrate” include in the formal words. in this case, it indicated that the presenter used formal language expression during the presentation. the participant used formal expression based on the academic presentation material. the topic of the presentation is around language evaluation specifically discussing essay tests. the discussion happened for academic purposes. hence, the language used by the participants should be suitable for communication in the academic domain. on the contrary, vague expressions and colloquialism include in the informal style of english (sheikha & inkpen, 2011). the following extract shows the student use colloquialism in classroom interaction. m : “oke.. next.. yes please.” s : “oke bismillahirrahmanirrahim thank you so much for the chance i am sani.. .. i wanna ask.” excerpt 5: asking a question based on excerpt 5, one of the students as an audience gave a question to the presenter. after the moderator pleased the student, the student asked by saying “i wanna ask” after that the student said his/her question. the student said “i wanna ask” instead of “i want to ask”. the word “wanna” is a colloquialism-informal word that is typically used in casual conversation. the participant expressed this word when the lecturer was not present in the classroom. it happened when all the students in the class were doing discussion independently without lecturer attendance. it shows that there is a tendency for the conversation in the class to become less formal and more casual without a lecturer in the classroom. due to the lecturer status and age differences between students and lecturer, the language choices and approach are affected. a similar case happens in the following extracts. another characteristic of informal language found in this research is the word that expresses familiarity. s : “okey well assalamualaikum warahmatullahi wabarakatu.” ss : “waalaikumsalam warahmatullahi wabarakatu.” s : “how’s your life today guys?” ss : “alhamdulillah. very well alhamdulillah.” excerpt 6: greeting excerpt 6 shows the beginning part when one of the students as a presenter started to explain the material. this is an interaction among one student as a presenter in a classroom presentation and the audience. therefore, as a presenter, the presenter greeted the audience to open the presentation and got the audience’s attention. after saying salam, the presenter greeted with the sentence “how’s your life today guys?”. the use of the word “guys” indicates rapport and familiarity and familiarity indicate informal speech. the students used this word when the audience of the discussion were only their classmates without the lecturer's presence. hence, it means that the student uses informal expression in classroom interaction considering the status of the audience. when students are communicating with their peers who has the same age, status, and power in the situation, there is an intimacy – a closeness emotional relationship among them. it can influence them to speak more casually to others. this study further contributed by not only analysing the characteristics but also the factors influencing the use of formal and informal languages by interviewing the students. besides observation and voice-recording, interviews between researcher as interviewer (i) and student as a participant (p) were held in indonesian to obtain the students’ most authentic responses. it can be shown in the following extracts. i : “kalau bertanyaki dikelas presentasi biasanya pake can atau could, misalnya, can you explain bla bla bla bla or could you?” “when you asking in a classroom presentation, do you use can or could? for example, can you explain blab la bla or could you?” https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 17 p : “kalau saya sih pake could dianya, kalau diri saya sendiri tapi biasa rata-rata teman pake can, can you mind to blab la bla. kalau saya pakenya could you mind to blab la bla.” “i choose to use could but commonly my friends use can, can you mind blab la bla. whereas i use could you mind to blab la bla.” i : “kenapa pake could ki daripada can?” “why you use could rather than can?” p : “untuk lebih sopannya karena ndak sebaya, sebaya sihtapi kan kita dalam keadaan formal jadi kita harus pake could. beda kalau sudah diluar kelas.” “to be more polite because though we are in the same age but in the formal situation we should use could. it is different when we are outside the class.” excerpt 7: adjusting language with the formal situation according to excerpt 7, one of the reasons why students use formal language in classroom interaction is because of the formal situation. through the interview, the student responded with, “though we are in the same age but in the formal situation we should use could.” it means that although the student is in the same age as their peers or classmates, he/she still needs to use formal language due to the situation. the situation is formal so that the student considered using formal language as well. the student chooses to use the term “could” instead of “can” when they ask the presenter in a classroom presentation. it means that they choose more formal language over less formal language. the use of formal language in a formal situation is the way students adjust the language with the context of the situation where they speak. i : “tapi menurut ta penting ndak membedakan kalimat itu dalam diskusi? adakah perbedaan signifikan kedua kalimat ini dalam presentasi atau diskusi?” “do you think it is important to differentiate these sentence in the class? is there any significant different between these two sentence used in presentation or discussion?” p : “kayaknya penting sih, bukan kayanya memang penting. cuman kalau misalnya saya sampai sekarang belum terlalu paham apa perbedaan kalau misalnya dari kata thanks for the chance thank you for the opoortunity ndak tau sih titik perbedaannya kedua kata ini dimana. tapi kalau misalnya penting untuk mengetahuinya ya penting.” “it is important but i do not really know the difference between these two sentences thanks for the chance and thank you for the opportunity. but surely it is important to know it.” i : “kenapa kira-kira penting?” “why it is important?” p : “kalau kalau saya alasanku karena pertama kan dibidang akademis meki. pasti haruski bisa bedakan kata-kata yang kayak begitu tadi atau mauki dilihat bagaimana tapi kata-kata ta bisa sesuai dengan konteks dimana kita.” “my reason is firstly because we are in the academic field, we have to differentiate those words. our utterance should be suitable in context where we speak.” excerpt 8: speaking in an academic setting excerpt 8 the student admitted that it is important to know the difference between formal and informal words. the student said, “because we are in the academic area,” which means that the teaching and learning process in the classroom includes to the educational environment, so that language should be adjusted with the educational environment. it can be seen by the sentence, “our words should be suitable with the context.” from this sentence, it can be determined that the reason why the participant uses formal language expression in the classroom interaction is because of the academic area. communication in the academic area is for academic purposes. hence, the student feels necessary to speak formally for academic purposes. a similar reason can be seen in the following extract. i : “[…] kalau kata may be sama probably?” “[…]what about the word maybe and probably?” p : “saya lebih suka probably daripada may be itu terlalu, terlalu apa di. kurang scientificbegitu kalau itu mau dipake dikelas percakapan dikelas kan, kalau percakapan dalam kelas harusnya percakapannya kan agak ini sedikit, kalau may be mungkin kita pake pas diluar ndak dikelas yang tidak formal kalau probably agak bagus kayaknya kalau di kelas.” “i prefer probably than may be. maybe is less scientific to use in classroom interaction while the interaction in the classroom should be more scientific. maybe is better used outside the classroom in informal while probably better use in the classroom.” i : “jadi lebih ilmiah?” “so it is more scientific?” p : “iya lebih ilmiah, lebih scientific.” “yes, more scientific.” excerpt 9: scientific excerpt 9 shows that the different use of the word “maybe” and “probably” in the classroom interaction. the student preferred to use the word “probably” instead of “maybe” in the classroom context. the participant argued that the word “probably” is more scientific which is more appropriate to use in classroom interaction. the students admitted language choices are affected by the environment where people speak. in consequence, the language that the participant use is adjusting the classroom interaction environment which is a formal environment. i : “haruskah kita menghindari kata-kata begitu kak misalnya i dunno and guys. pentingkah menghindari katakata itu dalam kelas diskusi atau kelas presentasi.” https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 18 “so, do you think we should avoid the word i dunno and guys? is it important to avoid these words in classroom discussion and presentation?” p : “kalau formal iya penting karena kan paling tidak kan situasinya itu kan formal jadi kita menghargai dosen yang ada disitu. kalau disebut guys otomatis dosennya kan ada disitu, masa kita selevel sama dosen. dia kan lebih tinggi daripada kita.” “yes it is important when the situation is formal because we respect to the lecturer. when we say guys means that we are in the same level with lecturer while he/she is in a higher level.” excerpt 10: respecting the lecturer based on excerpt 10, a student argued to avoid the use of words that express rapport or familiarity such as the word “guys.” the reason to avoid it is because of the lecturer's status. the participant thinks that it is not appropriate to use the word “guys” because it expresses the casual conversation among people who have the same status or position whereas the lecturer has a higher level than the students. the lecturer has higher social status and position over students. he/she has more power in the classroom. status differences between lecturer and student influence the student to choose formal over informal expressions. the participant thought it is a strategy to show respect to the lecturer. i : “[…] kalau misalnya presentasi atau diskusi kelas, ketika bertanya biasanya kamu pake can atau could?” “[…] in classroom presentation or discussion, do you use can or could in asking a question?.” p : “could.” i : “kenapa itu?” “why?” p : “dalam memberikan sebuah pertanyaan “could” itu menandakan bahwa itu bersifat e bersifat sopan.” “in giving a question, using “could” is indicate politeness.” excerpt 11: showing politeness in excerpt 11, the student preferred to use the word “could” instead of the word “can” to ask a question in the classroom interaction. the consideration to prefer the word “could” is that the word “could” indicates the more formal language. the student responded in the interview, “in giving a question, using “could” is polite.” in this sentence, the students preferred the formal language because it shows politeness. the participants argued that there is a correlation between being polite and using formal language. one of the strategies of showing politeness in classroom interaction is by choosing formal expressions to use. on the contrary, there are few factors that influence students to use an informal expression. it can be explained in the following extracts: i : “ta kak misalnya begini haruskah kita menghindari kata-kata begitu kak misalnya i dunno and guys. pentingkah menghindari katakata itu dalam kelas diskusi atau kelas presentasi.” “so, do you think we should avoid the word i dunno and guys? is it important to avoid these words in classroom discussion and presentation?” p : “kalau formal iya penting karena kan paling tidak kan situasinya itu kan formal jadi kita menghargai dosen yang ada disitu. kalau disebut guys otomatis dosennya kan ada disitu, masa kita selevel sama dosen. dia kan lebih tinggi daripada kita.” “yes it is important when the situation is formal because we respect to the lecturer. when we say guys means that we are in the same level with lecturer while he/she is in a higher level.” i : “kalau nda ada dosennya misalnya kak?” “if there is no lecturer?” p : “ndak masalah. itu kita lebih intimate sama. kalau ndak ada dosen sih ndak masalah tapi selama itu masih teman sekelas.” “it is okay because we are more intimate each other. if there is no lecturer, it is okay as long as with classmate.” excerpt 12: intimacy as can be seen in excerpt 12, the researcher asks the student’s opinion about the use of the word “guys” to greet the audience in a classroom presentation. the participants have classified the word “guys” into informal expressions. participant 1 admitted that the use of the word “guys” is acceptable despite the context of classroom interaction. the students thought it was appropriate only when the lecturer does not present in the room. the participant said “if there is no lecturer, it is okay as long as with classmates”. the absence of the lecturer brings intimate feelings within classroom members. when there is no lecturer in the room, the situation becomes less formal and more casual. hence, the communication will be influenced to be more informal as well. it shows that one of the reasons why the student uses informal language in classroom interaction is because of the closeness emotional relationship among students and their classmates. the student said “it is okay because we are more intimate with each other.” intimacy is one of the factors that influence the student to speak informal expression. i : “kalau misalnya penggunaan slang kayak i dunno i wanna begitu e pake guys begitu e how are you guys, pernahki kah pake dalam kelas? dalam diskusi dalam presentasi.” “the use of slang such as i dunno, i wanna, guys, like how are you guys, do you ever use it in classroom discussion or presentation?.” p : “kalau kayak i want to i wanna i am gonna, biasa tergantung dari situasi kan ada juga itu dosen yang tidak memperolehkan begitu toh. kalau i am gonna harus bilang i am going to.” “it depend on the situation because there is a lecturer that forbid to say i am gonna. it should be i am going https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 19 to.” i : “kalau ndak ada dosen bagaimana?” “what if there is not lecturer?” p : “ya e biasa pake nonformal.” “sometimes use informal.” i : “nonformal? karena?” “nonformal? why?” p : “karena sama lawan bicara seeee…” “because the other person is eee...” i : “sebbaya? temanta ji?” “peers? your friends?” p : “iya.” “yes.” i : “jadi santai karena sama teman sebaya ta ji?” “so just relax because you talking with your friends of the same age?” p : “iya iya begitu.” “yes, exactly.” excerpt 13: same age when the researcher asked the student about his/her opinion of using the informal expression, excerpt 13 shows that they uttered “wanna” and “gonna” in the classroom interaction. it revealed that the student used informal language expression when the lecturer was not in the classroom. the student justified the use of formal language expression in the classroom context when there was no lecturer inside the classroom. the student argued that when the lecturer is present in the classroom, the language should be formal. whereas when the lecturer is absent, informal language expression might be used in the classroom interaction although it is in the presentation process because the students are in the same age. age differences and the social status of the speaker are the reasons why students use formal expressions. i : “kalau misalnya presentasi ki yang mana yang lebih kita prefer kata thanks for the chance atau thank you very much for the opportunity given to me.” “in presentation, do you prefer to use thanks for the chance or thank you very much for the opportunity?” p : “saya cuma bilang thank you so much for the time, just like that.” “i only say thank you so much for the time.” i : “lebih ini ya, lebih singkat?” “more like, more shorter?” p : “iya lebih singkat.” “yes, shorter.” i : “kenapa kak? kenapa maksudnya pake itu? memilih untuk lebih singkat itu kenapa?” “why? why you prefer to make it shorter?” p : “because it appears on my mind. ya cuma muncul aja gitu.” i : “reflex?” p : “ya reflex gitu aja.” “yes, just reflex.” excerpt 14: spontaneity excerpt 14 shows that the student sometimes uses informal language in the classroom interaction because it is just an automatic reaction to the situation. the phrase naturally occurred and it did not plan in advance are indications of spontaneity. the spontaneity generally occurs within the casual conversation in an informal situation. it means that the students feel comfortable and casual with the other students due to the close relationship among them. hence, it influenced the student to speak less formally in presentation and discussion sessions in the classroom. 5. discussion the results of the research showed that students used formal language expressions which has characteristic as a completed sentence – well-structured sentence, politeness words e.g. “please” and precise words e.g. “simultaneously.” therefore, the characteristics of informal language expressions are uncompleted sentences e.g. ellipses, the words or phrases that express familiarity e.g. “guys”and colloquialism e.g. “wanna.” this is in line with the idea of irvin (1979) and labov (1972), who claimed that there are certain rules and considerations which classified formal language. richards et al. (1997); jaafar & awal (2020) also believed that the more formal the situation aligns with the more conscious speakers in choosing the right words, structuring a good sentence, and pronouncing well. in the classroom context, students are concerned about using well-structured sentences, questions, or exclamations. they also pay enough attention to the language selection and adjust it to the audience's status, situation, and purpose of communication. meanwhile, the situation in the classroom changed to become less formal without lecturer attendance. at this moment, language use transforms as well. age differences and social status define social distance and closeness which affected the use of language (brown & gilman, 1960). classification or distinction of formal and informal language has been previously explored by one study. sheika & inkpen (2012) classified documents based on formal and informal style. they found several characteristics to classify the formal and informal style of language. there are some characteristics which similar to the current research namely polite markers, and precise words for formal language characteristics. however, some items do not include in the current research for example using personal pronouns and passive voice. this type of formal expression is not relevant to this research because of the difference of research objects. sheika & inkpen (2012) analysed documents that are written language while this current research analysed spoken language. in spoken language, impersonal pronouns and active voice remain formal language. https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 20 this study found several factors influencing the use of formal and informal language expressions used by students in classroom interaction namely, formal situation, purpose of communication, status, and age differences which relates to intimate and distance level of relationship among speakers. students understand that language should be used appropriately. appropriateness covered linguistics choice (meristiani, 2011) as the suitableness of language used and its context (celce-murcia & olshtain, 2000). the formal situation in the classroom influences students rigorously in using their language as woods (2017) said that situations affect people in choosing the language. foyewa et al. (2016) also mentioned purpose of communication affected the way speakers communicate. in this case, educational purposes when students presented and discussed their material influence them to use the formal expression. the result of this research also aligns with the idea of hymes (1972), (saviele-troike, 2008), and oyetede (1995) that said social status and age significantly affect the flow of interaction. lecturers and students have different levels of status and age in the classroom. it makes the lecturer has more influence and control in the classroom. in consequence, the students use formal expression as a language strategy to address lecturer's position in classroom interaction. the status and age differences also determine interpersonal relationships of speakers (brown & gilman, 1960). tanasy et al (2020) also stated that social stratification and distance could be factors in choosing languages. the more distant the relationship, the more correct the language pattern (woods, 2017). conversely, when the distant relationship turns into an intimate relationship, the communication strategy and pattern will eventually change as well (brown & freaser, 1979). a number of previous researches have similar ideas with the current research. pasaribu et al. (2021) found that power and social status are the factors to choose strategy in communication. haryono (2011) discovered that social position and age have a major impact in establishing the communication pattern of nahdatul ulama community in indonesia. wajdi & subianto (2018) also found that the speech level in language use can illustrate the social relationship of speakers. moreover, mahmud (2013) established that "being stranger or being familiar to someone will determine the way of speaking," (p. 69). the novelty of this study is its findings on how formal and informal language are not only influenced by power but also by others features of the language. the situation or educational environment of classroom context also influences students to use formal languages. communication purposes for education also influence people to choose formal language. on the other hand, spontaneity in speaking is a factor influencing the students to speak informally in classroom interaction. the results of the research also revealed that there is a relationship between politeness and the use of formal language. the research found that one of the characteristics of formal language expressions is polite marks such as “please” and “sir” to address older people. one of the reasons that influence student to use formal expression in the classroom is respecting the lecturer who has more power over students. according to scupin (1988); agha (1994) and holmes (1995), politeness is significantly related to the term "honorific" or an act to give honor or respect. lecturer and students share different positions in classroom interaction. the student believes that using a familiarity expression such as 'guys' is not appropriate due to the lecturers' power in the classroom. therefore, using formal language is appropriate to show respect to the lecturer and maintain effectiveness in communication. that influences students to use formal language expressions in classroom presentation-interaction. this result has similar findings with the research conducted by mahmud (2013), and soekarno (2015) which shows that formal situation leads to polite interaction in a formal way compared to informal situation. zahid & johari (2018) also found that role, power, and differences of speakers' social status influence politeness in the conversational context of malay people. however, the researcher found that the students use informal language without any intention to be less polite. the use of informal expressions is meant to express an intimacy among students and their classmates who have similar ages and positions in classroom presentationinteraction. the researcher confirmed that there is no incongruity in using informal expression in classroom interaction. using informal expressions is normal. the students spontaneously used informal language expressions due to the level of familiarity and closeness among them. nevertheless, the use of informal language is constantly not appropriate when the lecturer joins the class presentation. the students claimed that most informal language expression occurs when the lecturer does not attend the classroom presentation. informal expressions are only allowed when the lecturer was not involved in communication event. the close relationship and the same age and status among students makes them speak spontaneously. it influences the way they interact in the classroom. the spontaneity affects interaction become more casual, therefore, students express informal language. the results of this research could become a consideration for english students, especially at the university level when classroom presentation is often held with the communication strategy. to behave appropriately in classroom presentation-interaction, they are supposed to acknowledge the context of classroom presentation. when the lecturer involves in interaction, the situation will be more formal and it is forbidden to express informal https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 12-23 https://doi.org/10.31849/elsya.v4i1.8293 how to cite this article: muslimawati, n. s. (2022). formal and informal language expressions used by english students of indonesia in classroom presentationinteraction. elsya : journal of english language studies, 4(1), 12-23. 21 language. in contrast, when the lecturer does not involve in interaction, the situation becomes more casual. the informal expression that occurs in classroom presentations would be normal to use. it would not be addressed as an impolite attitude. this research has described the phenomenon of formal and informal language expressions of students in classroom presentation-interaction. however, this research only analysed one side perspective from students. hence, this research's contributions are mostly for students' benefit. future studies are recommended to analyse lecturers’ perspectives as well to understand both students' and lecturers’ perspectives and compare their perspectives to gain a complete understanding of all the interactants in the classroom presentation-interaction process. 6. conclusion this research had discussed characteristics and factors influencing the use of formal and informal language expressions used by students in classroom presentationinteraction. there are three characteristics of formal language expressions; (1) completed sentence, (2) politeness words or phrases, and (3) precise words. there are also three characteristics of informal language expressions; (1) uncompleted sentence, (2) words or phrases that express familiarity, and (3) colloquialism. mostly, the students use formal expression, informal expression was used due to lecturers' absence in the classroom. this was influenced by the formal situation, communication purposes, status and age differences, and familiarity. the students use formal language as strategies to show politeness to the lecturer. they use informal language as strategies to show their intimacy among their classmates. however, there is no indication for students to be less polite or inappropriate by using informal expressions. it is normal for students to use informal expressions to address their familiarity with others students. multiple studies have analysed issues about communication strategy in classroom interaction but none of them specifically investigated the use of formal and informal language expressions. this research is meant to fill the gap. the results of this research can be a contribution for students to understand when formal language use is required and in what condition the informal language is normal to use in classroom interaction. this research is significant for students to have good strategies in choosing the formal and informal language to gain effective communication in the learning process within classroom interaction. yet, there are still limited researches conducted in this area. therefore, it is significant for students to read this research to achieve effective communication strategies in classroom presentation-interaction. this research is not only important for students, but also for all of the english language learning practitioners to gain an understanding of formal and informal languages in the classroom. based on this conclusion, practitioners should consider conducting more research on a similar issue specifically analyzing formal and informal language expressions by lecturer and students in classroom interaction to gain both lecturer and students' viewpoints. references agha, a. 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(2018). kesantunan melayu: analisis konteks perbualan dalam rancangan bual bicara (malay politeness: conversational context analysis in talk show). gema online® journal of language studies, 18(4). https://doi.org/10.31849/elsya.v4i1.8293 elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 94 university students’ perspective on material and activities in english listening class during pandemic neni nurkhamidah sekolah tinggi keguruan dan ilmu pendidikan media nusantara citra, jakarta, indonesia neni.nurkhamidah@stkipmnc.ac.id article history received : 12 may 2021 revised : 29 may 2021 accepted : 6 june 2021 keywords online learning listening covid-19 pandemic higher education students’ perspective learning material learning activities abstract the most obvious impact of covid-19 in the education field is the shifting of face-to-face classroom meetings into online learning. since fully online learning is new for most universities in indonesia, teachers have to abruptly prepare effective learning material and activities to support student learning in distance. several studies on listening classes in indonesia have been carried out during the covid-19 pandemic, but studies that focus on student’s perspectives on the material and activities in english listening class in higher education have not been conducted yet. this study fills this research gap because students’ perspectives are important to improve the quality of listening-focused courses. this study is conducted on january 2021 by involving nine english education students enrolled in the basic listening class at the stkip media nusantara citra. questionnaires and interviews are employed to collect qualitative data. despite the abruptness of creating and adapting new materials with an unfamiliar learning style, results showed that students have a positive perspective toward the effect of the lecturers’ materials on their learning motivation, the usefulness of the material, the level of difficulty and quantity of the material and activities, the variety of material and activities, the usefulness of preand post-listening activities, the quality of audio and the suitability of worksheet. 1. introduction at the beginning of 2020, covid-19 occurred and started to spread widely entire the world. this quick spread drove many countries to lock down their area. as a result, various sectors such as economic, education, and health suffer from loss (rahim & chandran, 2021). chriscaden (2020) in a joint statement with international labor organization, food and agriculture organization and international fund for agricultural development states that millions of companies face bankruptcy threats. almost the 1.7 billion workers around the world are at risk of losing their job. informal industry workers also face more horrible situations because most of them do not have health and social insurance that protect them during the pandemic. without earning money as their income during pandemic lockdowns, many people cannot provide food for themselves and their families. this situation results in health issues due to nutritional deficiency. it is reported by the united nations educational, scientific and cultural organization (2020) that 87% of the world’s educational institutions or are closed as the effect of covid-19. it is also mentioned that over 1.5 billion students in 195 countries have to study at home. and the existence of distance learning with technology or online learning is considered as the practical solution, that helps students, teachers, and parents in pandemic crisis. universities in indonesia also quickly implement government regulations by closing their campuses to protect their lecturers and students from the covid-19 spread (putri et al., 2020; syafiq et al., 2021). then, all teaching-learning activities suddenly switched to distance teaching-learning by using technology. although educational institution closure may disrupt the teaching and learning process as it happened in the outbreak of the influenza virus (jackson et al., 2016), the emergence of the covid-19 pandemic triggered technology transformation, especially in higher education. the normal process of transformation may take many years to be ready, but the emergency online learning forces teachers to take only several weeks to prepare for the learning (strielkowski, 2020). the quick transformation is intended to provide the opportunity for the student to keep learning during the health crisis. online learning that is conducted remotely offers safe teaching-learning for students and teachers. in this crisis, online learning is not an option, it is a must. liguori (2020) explains that online learning is the best solution for education in the current situation. educational institutions must find innovative solutions dealing with the pandemic. educational institutions must find innovative solutions to deal with the pandemic. adedoyin & soykan, (2020) emphasize that teachers have to see online learning as a moment to transform opportunity not as an emergency to make a sustainable process in online learning. it is widely considered in indonesia that learning english is not easy because students have to learn its vocabulary, pronunciation and other rules that contradict with their mother tongue (sundari, 2018). besides the difficulty, http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 95 several factors such as students’ personal problems, lecturer, facility, and syllabus also determine the success and failure of english teaching and learning (zahidi, 2014). the school environment, teacher, and parents are founded by hanus (2016) as the factors that affect students’ english learning achievement. although teachers and students are familiar with english class in face-to-face form, problems inevitably occur with the abrupt change to online learning format. moreover, in a fully online class, the problem may occur because it is a new experience for them. reading, writing, listening and speaking, i.e., the four cornerstones of english language skills in indonesia’s formal syllabus, have to be delivered in distance by technology and the teacher has to make sure that all students engage with the material. this study is motivated by the fact that universities had to improvise their learning materials and activities to accommodate the changes caused by covid-19 pandemic, but it is possible that not all four skills of english language are equally updated. listening might be a prerequisite skill for other skills in english learning, but in fact, listening skill is one competence that sometimes is neglected in indonesia (yulita & jumiyanti, 2021). ulum (2014) states that this skill is sometimes called “cinderella skills”, a common term for referring to its position that is overlooked in formal language learning due to being excluded from official testing in indonesia’s final or national exams. at the same time, listening skill is judged as a hard and problematic language skill for eal and efl students because of the narrow chance of practicing this skill in the real context (nowrouzi & tam, 2015). teaching listening may be hard for indonesian teachers, and “mastering the english listening skill” may be hard for students. nushi & orouji (2020) mention that students’ three major-based difficulties in learning listening. those three difficulties are pronunciation, personal characteristics, and content. izzah & keeya (2019) find that distortions, vocabularies, phonology, passage complexity, and the speech rate are the common difficulties for students in listening class due to the variety in pronunciation, individual characteristics, and content. despite the general disregard on listening skill, institutions do acknowledge its significant role for language learning and communication, especially in advanced courses such as businesses or international relations (gajšt, 2014; prihandoko et al., 2019). one such attempt of training students’ listening skill is the basic listening course given to students of the english department in stkip media nusantara citra. in this course, students have to identify the various purposes and other relevant details in english conversations and talks in daily life. this study’s purpose is to improve the course’s by evaluating the students’ perspectives of the materials and activities that the lecturers of this course has created with less-than-ideal preparation time. training students’ listening skill in a full online format is a new experience for the lecturers and students of this selected university. what makes the difference between both teaching listening online and face-to-face in the classroom is that in teaching the online teacher is challenged to choose the most suitable tool that supports the activities. when in a traditional classroom the recording is directly presented by using the audio tool and it is easy for the teacher to manage the class, but in online learning, the audio has to be delivered to a certain platform. then students have to download it to listen to or the teacher will play the recording in a virtual meeting with the consequences that not all students can listen to the audio clearly due to internet connection problems. many types of research on teaching and learning during pandemics have been conducted. putri (2020) in the study on listening class at a pesantren-based university shows that teachers need to assist the students in online learning activities especially in the use of the internet, books, and dictionary. she also emphasized that an effective teacher refers to a teacher who can assist and help students in the learning process. therefore, in a pandemic situation, the exitance of an effective teacher is needed to obtain successful learning in an online class. susilowati (2020) investigate the challenge faced by teachers of a university in teaching online listening. she found out that choosing the suitable information and communication technology (ict) devices, the choosing of learning application, the material packaging, material delivering, teaching method, and teaching strategy as the challenge for the teacher in implementing online listening class. it is suggested that the choice of learning technology devices and applications should be affordable for students and teachers. the material used in listening class should be simpler than that one in offline class. learning material should be taken from various sources to avoid the students’ boredom. since some students have limited internet access and virtual meeting cannot always be implemented, teachers have to encourage students to learn independently. if the learning objectives cannot be achieved, the student’s teacher can utilize listening logs to help them to practice listening independently. the next research is research conducted in an english education program of a university in banjarmasin by aldina (2020). this study focuses on students’ challenges with online listening learning during the pandemic. this research results in some findings of internal and internal factors faced by students in online listening classes. it is suggested that students need to do more intensive exercises to strengthen their listening skills. song and movie are two types of learning material that can be used in learning to listen. because there are many challenges faced by students, teachers have to implement a good strategy to help them face the challenges. qiong (2017) indicates that perception is a person’s awareness or understanding of particular information. in the education field, students’ perception refers to the students’ understanding of their learning process related to what they have seen, heard, and touched. there are three-stage of the perception process. first is selection, the stage when a person converts the stimuli of the environment to a meaningful experience. the second is called organization. in this stage, http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 96 a person organizes or grouping the experience. and the last is interpretation. a stage in which a person interprets the stimuli. the interpretation created by people may be different because there are so many internal and external factors affected by persons’ interpretation. investigating students’ perspective on the material and activities implemented in listening class in online learning environment is necessary because material and activities are elements that affect students on listening class (aldina, 2020; nushi, 2020). many types of research on teaching and learning during pandemic have been conducted, but they do not focus on students’ perspective related to learning material and activities, less so on a course focused on listening skill. that is why this research will contribute to the recent trend of highlighting listening skill’s equal importance with the other three cornerstones of english language skills for eal and efl students. 2. literature review 2.1 indonesia’s educational system during pandemic at the beginning of 2020, covid-19 pandemic did not stop spreading throughout the country, so the indonesian circular letter number 4 the year 2020 is still enforced. it impacts the continuity of learning from home as one of the government policies in the letter. this also means that online or distance teaching-learning because classroom teaching and learning in all levels of education are still not allowed to be implemented. the different condition among educational institution in indonesia results in different readiness for the institutions to implement online learning. many institutions are successful in conducted online learning. on the other hand, many institutions face challenges in online learning implementation. churiyah et al. (2021) in their research that explores university readiness on online learning reveals that teachers, students, and facilities elements are needed to improve to make indonesia’s university ready with online learning implementation. they also point out although the virtual infrastructure has been prepared well, not all students are ready to have fully online learning because their selfregulated learning is very low. therefore, they cannot manage and regulate their learning activities. saintika et al. (2020) assess the readiness of public and private universities in central java to conduct online learning during the pandemic. two elements measured in this study are the institution and students’ factors. it is found that the universities are ready to implement online learning with some improvements by creating asynchronous multimedia learning content, increasing the number of workshops related to the use of application for online learning, establishing policies about the requirement to use online learning platform set by universities, and making a plan about the facilities especially in internet bandwidth and learning platform storage capacity. wulanjani and indriani (2021) investigate students’ readiness in a public university by assessing students’ internet self-efficacy, communication self-efficacy, selfdirected learning, learner control, and motivation to learn. the result of the study concludes that motivation is the highest contribution to keep them learning online during a pandemic. on the other hand, learner control is the biggest challenge for students in online learning. students mention that their learning is distracted by other online activities. it is suggested that teachers improve the online learning quality, by implementing various learning instructions and activities. a study on students’ perspectives about online learning in speaking class reveals that online learning does not help them in improving their speaking skills (fitriani et al., 2020). another study on writing and reading during pandemics finds that teachers employ silent reading, skimming, and scanning activities. while in writing class, the teacher implements the planning, drafting, revising, and publishing activities (setyowati et al., 2021), the major obstacle during teaching reading and writing is students’ vocabulary mastery. for listening skills, students prefer monologue and dialogue with 30 minutes of activities listening to native speaker conversation (destianingsih & satria, 2020). regarding the media used in online teaching google classroom, whatsapp, and zoom are commonly used by the teacher in conducting online teaching (hamid, 2020). since there are many challenges in implementing online learning, all elements have to be prepared properly. teachers as teaching facilitators have to set material, activities, technology, and assessment for the success of online learning. 2.2 online learning digital transformation in higher education institutions is not a new phenomenon. taking a look at the process, digital transformation is not an easy thing because it is a peak process of applying digital technology that needs adequate preparation, well-prepared strategies, sufficient organization knowledge, collaboration, and reinforcement of all parties involved in the process (balyer, 2019). online learning is regarded as the manifestation of digital transformation. this type of learning has been recognized in many indonesian higher educations before pandemics occurred. however, the online learning is only the supporting activities that students can take independently outside the class hour. this form of learning is called “blended learning”, which gives online learning without neglecting traditional class interaction, so both face-to-face meetings in the classroom and online activities are simultaneously conducted (halili & zainuddin, 2015). blended learning allows students to find more learning resources, collaborate with their friends, and discover new ideas. the effectiveness of online learning in higher education has been founded in several studies. bahasoan et all (2020) in a study entitled “effectiveness of online learning in pandemic covid-19” find that online learning carried in the university of west sulawesi is efficient in terms of teachinghttp://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 97 learning activities. on the other hand, it is also founded that online learning is not efficient. the inefficiency regarding the cost. students state that they spend higher costs in online classes than in offline classes because of the need to buy internet data. a study conducted by suprianto, arhas, & mahmuddin (2020) reveals that online learning conducted at the university of borneo tarakan is effective. it is proved by high students’ satisfaction toward online learning, learning quality improvement, behavior change, and the increasing of learning outcomes category. although online learning is recognized effective to be applied in the covid-19 pandemic, there is a huge number of challenges in its implementation. in the indonesian context, one of the online teaching-learning challenges happens because teachers and students do not support particular technology such as internet connection, computers, laptops, and smartphones (efriana, 2021). it is further mentioned by belay (2020) that the changing of the traditional education system to distance education brings disadvantages for students from low-income or rural families. this is a big task for the government and teachers to find the fittest way to help students in distance education during the pandemic. son et al (2020) state that long-lasting covid 19 brings negative effects to the mental health of students in higher education. stress and anxiety are increasing due to the fear of the virus, concentrating difficulty, sleeping pattern disruption, social interaction limitation, and academic performance concerns. a study by lischer, safi & dickson shows that personal health issues, the concern on academic delay are factors causing students anxiety during the pandemic. it is suggested that students need to be prepared for the probable learning workload. another research reveals that students experience a heavy workload in learning during the pandemic that affects students' psychology, such as anxiety, boring, and mood change (irawan et al., 2020). online learning is also affecting students’ physical health. lack of time to sleep and lack of physical activities because they spend most of their time sitting in front of the computer to do the assignment (balram,2020). since the transition from offline learning to online learning affects students, teachers, and institution staff. many factors need to be examined. curriculum the human condition, and the facilities are some dimension need to consider as the factor that leads to the success of online learning. in the indonesian context, one of the online teachinglearning challenges happens because teachers and students do not support particular technology such as internet connection, computers, laptops, and smartphones (efriana, 2021). it is further mentioned by (belay, 2020) that the changing of the traditional education system to distance education brings disadvantages for students from lowincome or rural families. this is a big task for the government and teachers to find the fittest way to help students in distance education during the pandemic. online learning can be grouped into two general learning environments, namely synchronous or real-time online learning and asynchronous learning (perveen, 2016). synchronous online learning provides opportunities to meet virtually at the same time. the interaction can be supported with a video call or chat. synchronous online learning allows students to listen to their teachers directly as listening input and get direct feedback from a teacher. on the other hand, asynchronous online learning provides the learner with readily available material. it is shown that the implementation of asynchronous in language learning is quite beneficial with the support of synchronous learning. it is suggested that teachers blend both synchronous and asynchronous in the online learning environment. several platforms such as learning management system (lms) youtube, video conference tools, and media social are available to be accessed for educational purposes. basilaia et al (2020) mention that google can be utilized as a useful platform in this problematical situation. there are also many products offered such as gmail to exchange the data, google classroom to share the learning material, google form to run the quizzes, google drive to store the data, calendar to schedule the learning, and hangouts meet to conduct a virtual meeting with students. padmo & ardiasih (2020) emphasize some possible platforms, such as skype, teams, webex, google meet, and zoom. utomo et al (2020) recommend a combination of google classroom, whatsapp, and zoom for online learning. it is also recommended the use video conference only in practical sources to decrease the use of internet data. by considering the strengths and weaknesses, the university can choose various learning platforms to support their students in distance learning. 2.3 learning listening the first skill received by a person is listening. this skill belongs to the receptive skill that is very fundamental for other skills especially speaking. the process of listening does not stop on receive the sound. the listeners have to understand the meaning of the sound. the percentage of listening in communication takes 40-50% (yildirim, 2016). to support students in listening, numerous types of listening material and activities could be applied. rost (2011) groups listening into six categories (1) intensive listening, (2) extensive listening, (3) responsive listening, (4) interactive listening, (5), autonomous listening and (6) selective listening. in intensive listening, students will comprehend the specific unit of discourse such as grammar, pronunciation, and vocabulary. intensive learning is used in eal and esl context to measure students' phonological and morphological skills. extensive listening is listening with a longer time and larger amount of discourse with pleasure input. in designing an extensive listening task, teachers have to maximize benefit and minimize learning problems during the activities. giving general feedback in this type of listening is also needed (gu,2018). responsive listening is listening that expect appropriate response or http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 98 reaction from the students. in responsive listening, student’s ability in comprehending the discourse is the main goal of the learning. interactive listening provides the students with the ability to engage in a social context. autonomous listening is a listening activity that supports students to work independently and this type of listening fits to be implemented during the pandemic. intelligence (ai) is recommended by hu and hu (2020) as an effective tool to provide autonomous listening. the website can also be used to assist students’ learning (surayatika, 2017). the students’ condition has to be considered in choosing material and activities because the success of learning is influenced by teachers and students' convenient work environment. 2.2.1 learning material on listening class learning material is everything used by a teacher to distribute messages for creating an effective and efficient learning environment. due to the complexity of teaching english listening in the online environment, material selection has to implement to meet the students’ needs and conditions. english songs, news, podcast, movie, conversation, and talks are common types of material given in english class. introducing students with different accents is also a necessity because when students only listen to the same accent, it will be hard for them to understand speakers with different kinds of accents (büyükahıska & uyar, 2020). that is why teachers need to implement present the material with different types of accents to help to recognize the variety of english accents. current technology development also enriches the variety of listening material. chien et all (2020) point out that youtube does not only appeal to the students’ attention to learning but also helps the students to perform better in language class. the audio podcast is also found effective to teach students both in the classroom or in an online class (fachriza, 2020). the existence of information and communication technology must be utilized by teachers to support their online teaching. using authentic material in learning listening is also beneficial. kholida (2016) mentions the use authentic material is effective for university students. currently, various types of authentic listening material can be found in the form of authentic audio material, authentic visual material, authentic audio-visual material, and authentic printed material. authentic audio and audio-visual learning material are two kinds of material that can be applied in listening classes. the materials include movies, songs, tv commercials, tv news, radio news, and shows. 2.2.2 learning activities on listening class besides the type of learning material, the teaching technique and method are also needing to be considered. the various instruction such as transfer information, answer questions, paraphrase, translate and summarize can be used in the class (nor, 2014). the use of the game is also recommended to be implemented to develop students' skills. the teacher can develop their own digital game or adapted the game for listening activities. there are also huge numbers of the free or paid website provide worksheets can be downloaded by teachers to be applied in listening activities. djabborova (2020) states there are three main phases of listening activities as the strategy to engage the student in learning listening: 1) pre-listening activities, 2) whilelistening activities and 3) post-listening activities. in prelistening activities, the teacher checks students understanding of the vocabulary and triggers students to predict the learning content. in while-listening activities, students listen to the listening material prepared by the teacher and do the main activities. in the last phase, postlistening activities students check their work and summarize the lesson. schmidt (2016) recommends a journal web-based activity in english listening class. in this activity’s students will be given a short video to watch. the students then take notes of important information they get from the video. after that students will complete the gap fill. in the final step, the teacher will give the same video with subtitles to find the gap. the use of ted talk is also recommended. in this activity, students will be free to choose the video on www.ted.com. in this activity, students will watch the video three times. the first watch is without any subtitles, the second is with english subtitles and the last is with the first language subtitle. on all three watching activities, students will make notes. then at the end of the activity, they will compare the note they make 3. method this is qualitative study aims at exploring listening online learning during pandemic from students’ perspective on two areas, namely their perspective on the listening class’ learning materials and learning activities. nine students in the basic listening class at the english education department of stkip media nusantara citra are involved in this research. a questionnaire that consists of 10 items is distributed. to support the questionnaire data, the interview is also employed. in the interview session, students answer 10 questions. the questionnaire and interview items are modified from putri (2020). the data collection process took three days in total. the first step is developing questionnaires and interview items. two aspects covered in the items are learning material and learning activities in listening class. the next step is distributing questionnaires to students by google form. after students finishing their answers on questionnaire items, the researcher collects and administrates the data. the next day researcher then conducts an online interview by using google meet. the interviews took no more than 10 minutes for each student. it took three days to finish the interview sessions with students because not all students were willing to be interviewed on the first day. the next step is analyzing data from the questionnaire. in this step researcher by http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 99 reading the data, organize, categorize, generate and interpret the data. table 1. the questionnaire scoring remark value range strongly agree 5 4.21-5.00 agree 4 3.41-4.20 neutral 3 2.61-3.40 disagree 2 1.81-2.60 strongly disagree 1 1.00-1.80 likert scale is employed with questionnaires scoring as it is presented in table 1. after the data from the questionnaires are analyzed, the researcher analyses the data from the interview by coding, analysing, and interpreting the data. the last step of this procedure is presenting the result in a descriptive qualitative was as the result of the study. 4. results & discussion the result of the questionnaire and interview will be presented in three-point: a) learning material, b) learning activities, and c) assignment. the following explanation will answer the research objective. 4.1 learning material the result of the student’s perception of the material is presented in the following table table 2. the material in listening class no questionnaire items means remarks 1 the listening materials improve my motivation to learn 4.3 strongly agree 2 the listening material given by lecturer is useful 4.2 agree 3 the level difficulty or the material is appropriate 3.7 agree 4 the quantity of material is appropriate 4 agree 5 the audio has good quality 4.1 agree as it is shown in table 2, students strongly agree that the listening materials improve their motivation to learn. the existence of motivation in learning listening is crucial because motivation and listening skills achievement are correlated(ajmal & kumar, 2020). it is also found that students’ motivation on learning listening during the pandemic is decreased. that is why the learning material provided by a teacher should increase students’ motivation to achieve the learning goal. the factors that motivate students to learn are new information and information they get in the listening class, interesting material, and various kinds of english accents. “listening to the conversation recording in basic listening class motivates me to learn more because i get important information how i have not known yet, so it makes me learn more and more.” excerpt 1 “i think learning from songs and news in listening class is interesting. it makes my motivation to learn listening come with me because sometimes i’m afraid of listening to long recordings.” excerpt 2 “the audio recording and video given by teachers involves different types of accents, it is new for me to learn it. i enjoy this class.” excerpt 3 when the researcher asks why the listening material motivate them to study, the students gave different answers, as shown in excerpt 1, 2, and 3. in excerpt 1, a student tells that the motivation in learning listening comes from the new information obtained in the english conversation. curiosity and interest as part of learning behaviors have an important role in knowledge acquisition murayama (2019). therefore, teachers have to be able to choose appropriate learning material to trigger student’s curiosity and interest in learning. another response shown in excerpt 2 indicates that song is the type of material that develops motivation. this finding is supported by faliyanti (2021) that found the song as listening material that enhances students’ motivation and vocabulary mastery because it brings an enjoyable atmosphere to the classroom. singh (2020) also claim the song is fun and interesting learning material that improve student’s motivation and english proficiency skill the next is the different types of accents presented in the listening class is mentioned by a student as the factor that motivates him in listening class as it is shown in excerpt 3. büyükahıska & uyar (2019) say that it has been proved that people with different nationalities will have a different pronunciation of the same word. this is interesting for students because for some of them this is a new matter. eal and efl students need to be trained by using listening material with a different accent. teachers have to select the material properly by the level of student ability in listening. “after learning listening by using news, i try to independently listen to english news. and now i’m interested in listening to english news online. so, i think what i learn is very useful” excerpt 4 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 100 “in basic listening class i learn phrases used by english native speakers in conversation. there are many phrases are new for me. i will use the phrases when i talk in english to people in the inside or outside the class” excerpt 5 “the topic of the listening materials relates to my daily life like shopping, traveling, presentation and listening to a lecture, and many more. it is useful especially listen to lectures and presentations. because most of the course are presented in english, students have to get used to listen to lectures in english” excerpt 6 the second part of the questionnaire is the learning material usefulness, which was met with various responses as it is shown in excerpts 4, 5, and 6. in excerpts 4 students mention that english news is regarded as interesting material for students. because news is the quite long discourse, zulfikar et al (2020) recommend that the use of news have to consider the difficulty level and the topic. it is important to carefully select material based on the students to need and commonly the need of the learners has been written in the syllabus. the result of the questionnaires indicates that the students agree that the listening material given by the lecturer is useful. this result is also supported by the interview when the teacher asks them what matters listening material be useful for your life. “sometimes the people in the recording talk too fast and i don’t understand what they talk about” excerpt 7 “the recording is too long, i missed some information because i forget what the speakers say” excerpt 8 the next is about the level of difficulty of the listening materials. based on the questionnaire, it is found that students agree that the level of difficulty or the material is appropriate. in this case, “appropriate” means that the materials are not too difficult as well as not too easy. based on excerpts 7 and 8, the students identified some factors that made them think that the materials are difficult for them. nushi & orouji (2020) listed the problem faced by the students in listening class. the factor founded as the common problem in listening are unfamiliar vocabulary, noises distraction that make students lose the concentration, poor sound conditions, unfamiliar slang and idioms, students do not accustom to high rate of speech, students experience distraction and tiredness when listening to a long text, unfamiliar with the topic and lack the interest of the topics. the result of the questionnaire shows that the number of listening materials given by the teacher is appropriate for students. the next item is about the audio quality audio has good quality because it may be the constrain of the listening class (nushi & orouji, 2020). the clarity of sound is affected not only by the quality of the material but also by the tool used by students to play the audio or video. in an online listening class, the teacher uses mp3 recording material that is sent to students, youtube, english sing, and listening resources on the website. the result of the questionnaire indicates to students that the sound of materials has good quality. however, problems seem to occur when students feel stressed due to encountering difficulties. some researches reveal that online learning impact on stress and anxiety for university students (sundarasen et al., 2020; yang et al., 2021). to help students to cope with the stress, it is suggested by (al-kumaim et al., 2021) that teachers should motivate the students to develop self-confidence and selfefficacy in learning. universities also need to manage the quality of online learning content by assisting the teacher in planning and designing the activities and material. 4.2 learning activities the second area to be studied in this study is learning activities. the result of the questionnaire related to learning activities is presented in the following table: table 3. the activities in listening class no questionnaire items means remarks 1 pre and post listening activities help me in the listening class 4.6 strongly agree 2 the activities in listening activities are varied 4.2 agree 3 the activities in the class is interesting 4.5 strongly agree 4 the quantity of assignment is appropriate 4.2 agree 5 the worksheet given is suitable with the audio 4.6 strongly agree the result of the questionnaire points out that students strongly agree that preand post-listening activities help them in the listening class. the students’ perception of pre and post-listening activities shown in excerpts 9, 10 and 11. “pre-activities helps me predict what we will do in listening class” excerpt 9 “in pre-listening activities, i learn vocabularies that will be used in listening activities. some vocabularies are new for me. when i know the meaning of the vocabularies, it will be easy for me in listening activities” excerpt 10 “teacher helps students to remind what they have learned and summarized the lesson, it is important for me because sometimes i miss important information in the class” excerpt 11 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021 , pp. 94-105 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 101 having online learning too long with no certainty when classroom learning will be opened, students respond to the implementation of online learning with a different attitude. a study by male et al. (2020) revealed that students tend to be bored with online learning. it is suggested that teachers should design various activities to reduce student’s boredom. in the basic listening class, teacher employed various types of activities, such as watching videos on youtube, online advertisements, english songs, and games to avoid students from boredom. the activities were also designed as interesting as possible to motivate students. based on the questionnaire, it is concluded that students agree that the activities are varied, and they strongly agree that the activities are interesting. “the activities are not monotonous. we listen to the song, watch a short video, youtube, and listen to our friends talk” excerpt 12 “the most interesting activities is watching a short video, funny advertisement, then we explain the important information on the video we watch” excerpt 13 regarding the quantity of the activities, the questionnaire result shows that students agree that the activities fit time. this data is in line with the interview results as shown in excerpts 12 and 13. basic listening is a-three credits course. it is a big task for the teacher to make the 3 credits (3 x 50 minutes) bring benefit to students’ learning. the last point to be observed is the suitability of the worksheet with the audio. there are many practical benefits of using the worksheet in learning (kasap, 2016). therefore, teachers have to prepare well-developed worksheets before teaching. in listening class worksheet support learning activities because it guides students to do activities and monitors students’ progress. the worksheet is developed based on the audio or video given, that is why the teacher has to be careful in developing a listening worksheet. the result of the questionnaires shows that students strongly that the worksheet used in the class fits the audio. to sum up the result of the whole analysis, it is shown that students have a positive perspective toward the effect of the material on their learning motivation, the usefulness of the material, the level of difficulty and quantity of the material and activities, the variety of material and activities, the usefulness of preand post-listening activities, the quality of audio and the suitability of worksheet. although the material and activities conducted in listening class are appropriate for students, there is still some development that needs to apply especially related to length and the rate of speech of the audio. the teachers should examine that aspect to improve the quality for the next online listening class. 5. conclusion it is not easy to conduct an english listening class during the pandemic, especially for universities where full online classes will be a first experience for both teachers and students. this study contributes to indonesia’s continuous effort of adapting with online learning during pandemic by revealing the students’ perspectives on the learning material and activities of the course of a generally neglected english language skill. since fully teaching-learning listening in an online environment is new in indonesia, learning materials and activities as part of online learning must be designed in a well-prepared way. this is crucial because learning affects the success of students’ learning. to make sure that material and activities are appropriate to be implemented in online learning, the researcher explores students’ perception of learning materials and activities applied in listening class. the results of this research revealed that students show positive perceptions toward the material and activities given in basic listening class. it is suggested that english listening teachers employ preand post-listening activities, use various materials and activities, consider the quantity of material and activities, make sure that the audio quality is proper and provide a suitable worksheet. the researcher will use the result of the study as the consideration in designing the online listening material and activities for future listeningfocused class. references adedoyin, o. b., & soykan, e. 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(2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 65 the logical pattern of argument: a case study of national university debating championship moh. supardi & frans sayogie uin syarif hidayatullah jakarta, indonesia * moh.supardi@uinjkt.ac.id article history received : 22 november 2021 revised : 28 january 2022 accepted : 4 april 2022 keywords argumentation linguistic logical reasons political debate scheme abstract in academic field, argument is an essential factor of understanding statements. in this regard, the present paper aims to analyse national university debate contest (nudc) 2016 using toulmin model argumentative structure and its relation with the implied meaning from national university debate contest. this paper employs descriptive qualitative analysis to examine the logical pattern of arguments through linguistic expressions that occurred in the debate. the data were taken from nudc in mercu buana university focusing on (part 1) the statement of the government proponent (bina nusantara university) and the opposite speaker (brawijaya university). the data were analysed using the toulmin model of logical argument. the findings showed that the government opposite speaker very often made the rebuttal claim by showing the weaknesses from the government side; while the government proponent speaker has claimed almost in every pattern of argument proposed by toulmin model. the paper concludes that both speakers’ patterns of argument have utilized toulmin model such as claims, data, qualifiers, rebutting conditions, and warrants. even though there are so many grammatical mistake and unwell-organized structure, but the logical structure can be analysed using toulmin model. 1. introduction the argument competence is considered as a necessity degree in academic field to figure out how to properly jury, assess, reply to propositions of certain utterance in a critical way, and to convey perspectives with appropriate strategies. the necessity to comprehend between logic, rhetoric, reasoning, and cognitive development has been practiced from long time ago (iordanou & rapanta, 2021). van eemeren (2017) suggests that academic education should value and emphasize argumentation and form critical thinking and reflective interactions that contribute to students' ability to reason in their thinking (wambsganss et al., 2021). within the context of english, toulmin (1958; 2003) proposed the structure of his model of argument, (henceforth, the toulmin model). each argument consists of three important components: claim, data, and warrant. what is noteworthy is that some of these elements are implicit, and in particular situation, warrants are not necessarily stated in real-life arguments. there are five categories of claims: 1) claims of fact: includes the validity of the claim whether it is real or not and if the claims are considered as a fact. 2) claims of definition: elaborates the detail of the claims like what it is or how it should be classified. 3) claims of cause: reveals how the claim happens, what the causes are, and what are the possible outcome that could be faced. 4) claims of value: challenges the value of the claim including how good or bad the claim is, what are the benefits, which value systems will be applied to judge, and many more. 5) claims of policy: attempts to discover the solution within the claims including figuring out the policy that should be taken. in relation to this, the present paper endeavors to analyze the argumentative meaning from the debate contest among university students in indonesia. debate is activity that requires a set of discourse for a certain topic, usually encompass a mediator or moderator and spectators. in a debate, reasonings are set down very often counter-acting opinions. historically, debates have happened in public spheres, formal institution, debate rooms, and so on. debate has also been conducted for educational and refreshment motive, commonly related with academic formation and discussing communities. the debates stress on a logical stability, factual accuracy, and psychological interest for the audience. in this political debate contest, student’s argumentation serves as a means of presenting and testing the acceptance level of the arguer's point of view. the idea is in lining with opinion (iordanou & rapanta, 2021; merala, namlıb & kayaalp, 2021) that there will be two different argumentations to verify their perspectives if two or more persons convey different perspectives and compose a justification. as a result, multiple argumentation purposes https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 65-76 https://doi.org/10.31849/elsya.v4i1.8466 how to cite this article: supardi, m., sayogie, f. (2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 66 have been constructed in the political discourse. the linguistic features of argumentative indicators are also used in this case as a signal that a specific argumentative step is underway (eemeren et al., 2007). to that regards, the authors are interested to analyse the statements of arguments in the national university debate contest (nudc) held by mercu buana university 31st july – 5th august 2016 available in youtube. the study will focus on linguistic structures that imply manipulative elements during the debates (part 1). the debate competition was conducted to represent the government proponent and opponent side. by using the toulmin (1958; 2003) model of argument structure, this paper is expected to discover the claim, data, warrant, backing, rebuttal, and qualifier, as the elements of debate and argumentative structure. the above notions become the ground for this paper to analyse the logical pattern of argument from university students debate contest to discuss the following questions: a. what do logical patterns of argument emerge in the nudc 2016? b. how do toulmin’s elements of argument model qualify the nudc 2016? these two research questions are meant to be answered in a qualitative manner since the goal of the research is to analyse the logical argument according to toulmin model of argument. by answering these two research questions, the paper is expected to help to learn to state logical reasons and how to counterattack the opposite opinions. 2. literature review currently, some research in social sciences employ the argumentation discourse analysis in the context of classroom and the argumentation significance in scientific knowledge development and understanding (iordanou & rapanta, 2021; merala, namlıb & kayaalp, 2021). in the last decades, toulmin model as the theoretical model of argumentation mostly applied by researchers (osborne & simon, 2004; chin & osborn, 2010). this toulmin model is considered can help researchers to find the basic elements of argument, such as claims, data, qualifiers, rebutting conditions, and warrants. it is considered to help learners to examine quality of their arguments. however, some may wonder when analyzing argumentative meaning implied from daily conversation or debate can be solved by using toulmin model (meral et al., 2021). the idea seems very reasonable since toulmin model might helpful device only in certain conditions (ellis, 2015). accordingly, toulmin model is not, however, an exploratory for discussion. it cannot help the method of evolving claims by intellectual way through possible situation. the idea seems very challenging due to toulmin model of argument is used in many pragmatics and discourse analysis. this paper, therefore, endeavored to prove the applicability of toulmin model in examining national university students' debate contest. thus, this paper may provide different perspective and different result by applying toulmin model in political debate contest. model of argument proposed by toulmin demonstrates six interrelated components arguments analysis, namely “claim, data, warrant, backing, rebuttal, and qualifier” (toulmin, 2003, p.89). the fundamental constituents of practical arguments are claim, data, and warrant. following by those components, there are backing, rebuttal, and qualifier which might incomplete in certain circumstances. in this regard, the concept of argument initiated by toulmin has been applied by several researchers to conduct a rhetorical argument research (qin & karabacak, 2010). other researchers (stalepton & wu, 2015) conduct a deeper analysis. as the result, they discovered particular forms of inadequacies in the interpretation of the six elements, showing that more considerable attention needs to be brought to the quality of argument in persuasive writing presented by students. cahyono (2016) in his research is implying the model of argumentation presented by toulmin holds a significant feature that contributes in helping students to convince their arguments. on the other side, becker (2016) demonstrates that there is a correlation between premise and conclusion as argument components and situation entity (se) type with support and rebuttal as argumentative function and se type. this is a form of classification of argumentative text (khairunnisa & nur indah, 2017). prior to providing evidence and discussion, this paper may have different way in presenting the data and discussions in the sense that the evidences are analysed in qualitative manner which are different with the previous research using quatitative data (kızkapan & bektas, 2021; wambsganss, küng, matthias & leimeister, 2021). it is importatnt to note that a debate is a means of expressing opinions and criticism as a form of democratic public participation that allows people to argue. in addition, the debate can send messages to both the government and the opposition about their democratic position in indonesia. this study uses a debate tool in formulating arguments to explore racism, inequality, manipulation and freedom in democracy (kızkapan & bektaş, 2021). through the practice of argumentation on certain issues using peer scaffolding and peer support methods, students can learn to practice argumentation and critical thinking skills. (scheuer et al., 2010). the authors consider that the grounds (or data) are made up of data and hard facts, as well as the logic behind the argument, and serve as the foundation for true persuasion. the claim is based on the ‘truth’. grounds provide evidence of proficiency and the foundation of the established argument. it is crucial to note that the grounds should be unchallenged for they might be a claim to the argument. https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 65-76 https://doi.org/10.31849/elsya.v4i1.8466 how to cite this article: supardi, m., sayogie, f. (2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 67 challenged grounds makes defender need to deepen the information and their argument to clarify their claim. these are the reasons given in support of the claim the rationale for supporting a claim as follows; they can also be referred to as evidence, data, claims, or grounds. the evidence that backs up a claim is able to be emerged in the pattern of statistics and facts, professional assessment, samples, explanations, and a logic hypothesis. the support can be found by being inquisitive about what the author might state to influence the audience who reads the claim. in addition, a warrant connects data and other grounds to an argument, validating it by demonstrating that the grounds are appropriate. it is possible that the warrant is either explicit or unspoken (erduran et al., 2019). the 'what does the data imply that the argument is correct?’ question is answered. these are the key of the argument’s presumption. commonly, warrants are acceptable in terms of beliefs and attitudes, general approach of how society perceives things; since they are very normal, warrants are implicit most of the times. these beliefs are generally shared by the speaker and the audience. the warrants that are delivered by the speaker might be conflicted with the audience because of the differences between each cultural value. warrants play a significant role due to the fact that they are considered as the “general basis” of audience and author. mutual warrants persuade the participation of the audience because they are unconsciously part of the claim (mageto, 2021). the speculation of warrants can be obtained by asking, “what is the cause of the author’s statement that says the things s/he does?". the authors also consider important to explain about six types of warrants, such as, 1) generalization-based argument, this type tends to consider that the truth from the right sample only applies in a larger population, or particular notions that are stable with the sample can be concluded as the part of the group. 2) the analogy-based argument, hypothesizing or expanding application to a new circumstance from a particular event on the basis of nature or the result from a similar situation. it is important to note that the degree to which important parallels can be drawn between circumstances. 3) sign/clue argument, the idea of the fact that particular evidences are associated with broader results. for instance, smoke is often used for a fire sign. many people assume that someone with a good sat grade is signified as an intelligent individual. 4) causal argument, this category is when the debater arguing that the provided event is the outcome of, or is influenced by, a particular factor. causal logics are categorized as the most convoluted forms of the warrant that has differences. 5) authorized argument, this type of warrant challenges the authoritative source of the issue such as the political, ideological or economic interests that the authority has. 6) the principle argument, this category is finding a commonly accepted concept and demonstrating that a case occurs in which this principle applies. this category also raises several notions such as the acceptance of the principle, the accuracy of the situation applies, the existence of ‘rival’ ideas that potentially lead to another claim, and many more. even if the argument has been well constructed, there might be counter-arguments which can be employed. these can be disproved either through further debate or by offering the rebuttal during the original presentation of the argument, thus pre-empting the counter-argument. during an argument, we have to note that it is important to consider the other perspectives and do fair dealings with them. the questions and objections from the head of the audience are need to be answered, so that we can strengthen our argument and it will not be attacked. sometime, rebuttal will be aimed to the opposite side of claims; it could be aimed to other interpretations of evidence at other times. coping with objections and counterclaims is the essential part of the constructing, refining, and analyzing arguments process. there are three reasons why author deals with objections or counterarguments. the first one is strategic concession which is a recognition of several benefits of a distinctive view. for some situation, this approach is by means of giving an acceptance to some elements of an argument but denying several parts of it on the other side. the next is refutation in which involving the ability to show the opponent’s significant flaws and deficiency that his/her argument could be rejected. finally, there are problems that must be understood as forms of irrelevance in democracy as different perspectives may be accepted in certain contexts as relevant in identifying problems. the modal qualifier reflects the strong point of the leap from the data to the warrant, and it may edge the claim's universality. the word of qualifier includes 'most', 'usually', 'always' or 'sometimes'. as a result, arguments might variety from forceful affirmations to generally flimsy or, more often than not, ambiguous remarks. since the argument is most likely not about certainty, it is not recommended to use the form of superlatives such as all, every, absolutely or never, none, no one. toulmin et al. (1979; 1984) asserted that several second-level parts in an extended argument structure such as qualifier, backup, and rebuttal, whose functions are defined by the argument's exigencies are exist. the modality statement component is a position statement sharpening tool. it is said to be a sharpening tool because the modality statement limits the scope of the position statement so that the position statement becomes more specific. the final element in the argument structure of toulmin et al. (1979) is a rebuttal (b) in the form of an exception statement. these exceptions will greatly determine the validity of the position statement related to certain conditions. the use of the six components of the argument toulmin et al. (1979) will make the quality and sharpness of argument. https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 65-76 https://doi.org/10.31849/elsya.v4i1.8466 how to cite this article: supardi, m., sayogie, f. (2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 68 3. method the data were collected based on the toulmin’s model of argument as it is displayed in the figure 1 below. the logical pattern of arguments that occur in the debate are measured through linguistic expressions using descriptivequalitative methods in this study. this method is considered appropriate to analyse the qualitative data which were collected using a sampling technique including systematic and purposive sampling (saldanha & o’brien, 2014). the data of the research were focused on the first part video (see appendix). this selection on the first part video is intended to provide in-depth analysis since there were so many nudc video posted during the 2016 competition. the 2016 nudc debate video obtained from youtube published by universitas mercu buana jakarta is presented as the source of this study’s research data, which is then presented in a diagram using the freelane-free mind mapping and knowledge building software application 1.8.5 copyright 2000-2020. figure 1. toulmin’s model of argument basic elements from the figure 1 above, it can be explained that the flow of argument may be described as the following: first is claims of fact. this usually includes the validity of the claim whether it is real or not and if the claims are considered as a fact. second, claims of definition. it usually combines the detail of the claims like what it is or how it should be classified. third, claims of cause. it usually reveals how the claim happens, what the causes are, and what are the possible outcome that could be faced. fourth, claims of value. this usually challenges the value of the claim including how good or bad the claim is, what are the benefits, which value systems will be applied to judge, and many more. fifth, claims of policy. it usually efforts to discover the solution within the claims including figuring out the policy that should be taken. in general, stephen toulmin identifies three majors, required aspects of an argument, as well as three additional, optional components, in his work on logic and argument. the claim, the facts (support), and the warrants are the three main components. by using the toulmin argumentation model, data collection is done by watching videos, transcribing video texts, reading transcriptions, marking and classifying argumentative linguistic expressions. the data are presented in two ways, first showing the statement from the government proponent side, and the second, showing the statement or arguments from the government opponent side. 4. results as has been mentioned earlier that the data are presented in two ways, first the statement from the government proponent side, and the second, the statement or arguments from the government opponent side. the following table may help to explain about the two arguments taken from the debate contest using toulmin model of argumentation. this section provides answer for the research question about what logical patterns of argument emerge in the arguments conducted by the participants identified by the toulmin component. the results are presented in a diagram using “the free plane mind mapping application and free knowledge building software 1.8.5 copyright 2000-2020”. the use of six components of developed by toulmin et al. (1979) will make the quality and sharpness of scientific thought argument very strong. a rebuttal or exception is an out-of-the-box environment or situation that can weaken or strengthen an argument. if a condition weakens the argument, the exception element can be presented to strengthen the argument's position. the use of the exception element also makes the position statement more specific. https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 65-76 https://doi.org/10.31849/elsya.v4i1.8466 how to cite this article: supardi, m., sayogie, f. (2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 69 statements or information that are accepted as truth or action are defined as claims that may be stated directly or impliedly. this demand can be seen from the speaker's statement which he tries to prove. the speaker of government side tried to persuade the audience by stating “we think it is time for us to send the new narrative to them let go”. the speaker gave an initial claim to the audience that indonesia practiced discrimination and implied that indonesia had been unfair to the people of eastern indonesia. to support the speaker's claim in the debate, the following tables may help to obtain general idea of toulmin model of argumentation. table 1. argumentation of government opponent code argument statement t1.c.1 claim we're still being discriminated… we're still going to be oppressed anyway. we think it is time for us to send the new narrative to them "let go" t1. e. evident the failure that in indonesia to acknowledge the melanistic culture and characteristic shows to you that indonesia cannot see us as a human being but only as an economic entity that you can use when you please… t1.w. warrant you will never be able to understand us anyway, that’s why we can have a violent revolution t1. b. backing we will also make sure that we keep reminding them on all human right violation that they had committed to us and killing us and our villagers… t1. r. rebuttal today every province is likely to govern itself in their own wayeven if it is not effective, but it shows you there is a way to go t1. q. qualifier first, we will attack in an account of the indonesian border, just like japanese or chinese, just like that… table 2. argumentation of government proponent code argument statement t2.c.2 claim we think it is a good chance for us to have diplomacy and economic task… t2. e. evident when you access our free port and you do not give us anything and return when get govern to say that we need to protect ourselves we think it just under two reasons, the first reason is that we think we need to get a revenge to indonesia we know it very hard work but this is what we got when we cannot do other things, but the second reason why is this principally okay for you to be violence is that violent revolution is a normal phase of getting independence t2.w. warrant you have to prove what is so good to go about the government in papua t2. b. backing violent revolution is just to break from the colonialism that happens inside of indonesia t2. r. rebuttal meaning they only rely on indonesia as their umbrella, but not being able to pursue the economic size to pursue diplomacy ties, because simply indonesia is only a member state because again indonesia is not fully melanesian t2. q. qualifier …you might want to believe in right… 1 table 1. claim, evidence, warrant, backing, rebuttal, and qualifier (t1.c, e, w, b, r, q) 2 table 2. claim, evidence, warrant, backing, rebuttal, and qualifier (t2.c, e, w, b, r, q) from the two tables 1 & 2, we can see “claim, data, warrant, backing, rebuttal, and qualifier” proposed by toulmin argumentation model (toulmin, 2003, p.89). all toulmin elements in the debate were discovered from the government opponent side. these elements were given different names such as closing statements, opinions, or affirmations; data evidence was considered a reason, reason, premise, support, or evidence; warrant; rebuttal (maimon et al., 2007; troyka, 2004). such data analysis was expected to be able to identify the structure and substructure of the argument in depth and obtain a higher level of reliability and accuracy (bracewell & breuleux, 1994). the strength of the position statement can be seen from the description of the modality used. modality statements, such “just like” “maybe,” “perhaps” to indicate the degree of probability of a position statement. if an adverb of modality “just like” is used what is indicated is a low level of probability. on the other hand, if the modality adverb 'must or definitely is used, the probability level is definitely high. however, the strength of a position statement is also largely determined by the depth, adequacy of the data, and other elements. the rebuttal component is an exception statement to the position statement, for example, “that's why we can have a violent revolution…”. the exception statement determines the validity of the position statement in relation to certain conditions. claim, data, warrant, backing, rebuttal, and qualifier are obtained from the government opponent side. table 1 above presents the definitions and examples of the six toulmin basic elements (ramage & bean, 1999). the main rationale of analyzing these six elements are because the elements are frequently used in most relevant studies, and many argumentative texts are identified relatively reliably by those six elements (crammond, 1998; nussbaum & kardash, 2005). in identifying these elements, semantic structures and linguistic aspects are sometimes being the foundation for they typically signal the presence. to illustrate, in claim identification, there are two linguistic forms applied: (a) statements including “we believe”, “we think”, “in our opinion,” and (b) declarations like “without doubt, we should search the internet wisely.” in data identification, explicit subordinators and prepositional phrases like “because,” and “for that reason” as well as “for one thing” were also included. a counterargument and a rebuttal assertion sometimes standing together. to analyze them, particular indicator phrases and words were suggestive, such as “it is said that but…” “some people claim that. however,” “although,” “despite,” and “even though”. nevertheless, it is important to emphasize the fact that the identification process can be assisted only by the semantic structures and linguistic elements. https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 65-76 https://doi.org/10.31849/elsya.v4i1.8466 how to cite this article: supardi, m., sayogie, f. (2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 70 5. discussion the applicability of toulmin’s elements of argument model for the university students debate contest are qualified or discussed as the following: 5.1 argumentation of government opponent the government opponent speaker gave argument that inspired the audience to give a value secernment. as can be seen in (t1.c), the speaker invoked the audience by presenting facts by saying "we're still being discriminated, we're still going to be oppressed anyway”. the speaker called discrimination a "shame," but then accused indonesia of discriminating against the people of eastern indonesia. in such cases, the speaker can be classified as face manipulative method to influence the opposite speaker (. face manipulation studies have been discussed by many researchers (thies et al., 2016; korshunova et al., 2017; nirkin, keller & hassner 2019; natsume, yatagawa, & morishima 2018; wu et al., 2018). in the context of semantic manipulative method, the defenses strategy employed by the speaker is to presuppose explicit or implicit accusations by saying that discrimination is shameful. accordingly, manipulation usually requires the normal structure and arrangement of ideological debate, such as stressing our good things (van dijk, 2006). here, the speaker sent an implicit message to the audience that indonesia should not treat the people of east indonesia like that. in this case, the speaker labels indonesia as a discriminator, and the speaker emphasizes by saying “we think it is time for us to send the new narrative to them let go”. the speaker's argumentative statement, however, is still questionable, because it is inconsistent in presenting evidence even though the facts are given objectively. as the consequence, it may affect to the “malignant argument,” that seems underestimate and uncontrollably harm other opinion (starnes, 1977). this can be seen from the speaker’s statement: “the failure that in indonesia to acknowledge the melanistic culture and characteristic …” (t1.e). the requirements for supporting evidence to strengthen his claim in an argumentative manner, such as citing a paper from the jakarta post which provides information about indonesian failure to acknowledge the melanistic culture and economic discrimination as well as provide discrimination example that occurs in the usa (the jakarta post, thursday, june 4, 2020). the utterances of discrimination indicated that the speaker wanted to strengthen his/her main demand that injustice has been done to what was done by indonesia. this is supported by the statement that there have been separatist movements in eastern indonesia such as the republic of south maluku (republic of south maluku), the free papua organization (free papua organization), the free sulawesi movement (free sulawesi movement) which united took up arms and carried out a revolutionary movement to separate themselves from indonesia government (febrianti, arum, dermawan & akim, 2019). the idea can be seen from the statement, "you will never be able to understand us anyway because we're different" (t1.e), the speaker tries to convince the audience to believe in his ideology by providing evidence and data support. such argument usually intent to provide perception of firm point of view (fine & sandstrom, 1993). the speaker provides qualifications for the argument by giving the statement "first, we will attack in an account of the indonesian border” and “just like …” (t1.q) as a way to strengthen the topic of his/her statement. the speaker then gives a rebuttal by stating “we need to remind them that we will not back down”. then, the speaker completes his/her rebuttal with an argumentative sign “today every province is likely to govern itself in their own wayeven if it is not effective, but it shows you there is a way to go” (t1.r) to evade this situation that we can fight indonesia. the statement “even if it is not effective, but it shows you there is a way to go” is used to show rebuttal and to represent the people of east indonesia. the speaker at the beginning of his/her rebuttal emphasized the statement of injustice by expressing “today every province is likely to govern itself in their own way”. the argument seems to show a rebuttal that can be categorized as persuasion and intents to adjust the public’s incorrect idea and deliver knowledge about the truth of matters (sui & zhang, 2021). this provides evidences of logical argument utilized by the government opponent speaker to toulmin model and to see the applicability to the quality of nudc. the logical argument can be seen from the speaker’s argument in her opening claim, the speaker provided other sub-elements of the argument such as evidence, warrant, backing, rebuttal, and qualifier as the main argument. 5.2 argumentation of government proponent to counter attack the government opponent speaker, the government proponent speaker provides the claim by exposing the fact that there are still many solutions to find such as diplomacy and economic problem: (t2.c) “we think it is a good chance for us to have diplomacy and economic task…” the speaker provided the situation from the utterance that they can do two things: firstly, they tried to make a melanian culture festival, which means to appeal to them to make sure and glorify to the world that indonesia is actually doing a good thing to melanesian people but the funny thing is that in that melanian culture festival. however, they consider that indonesia does not even include eastern indonesia people by saying “instead they invite ntt people which is pollination, this is another race, other than melanesian”. from the statement, it can be https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 65-76 https://doi.org/10.31849/elsya.v4i1.8466 how to cite this article: supardi, m., sayogie, f. (2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 71 inferred that the speaker seems to supply firm argument that take a part a significant role in rising rebuttal assumption (yada & head, 2019) here, the speaker tries to depict how policies existed are to avoid discrimination that it has using them as restricted economic policies by saying “instead they invite ntt people which is pollination, this is another race, other than melanesian” as their national origin. therefore, the speaker emphasizes the argument by providing evidences. even though the arguments seem to be logical fallacies but the speaker presumes that indonesia does not even think to exclude eastern indonesia people as discernment toward the eastern indonesian people in terms of economic policy. this become the evidence when the speaker said (t2.e) “when you access our free port and you do not give us anything…” with such situation, the speaker attempted to relate the data to his/her claim through a warrant: “you have to prove what is so good to go about the government in papua” (t2.w). here, the speaker tries to argue by uttering a substantive warrant to support her argument in certain circumstances. such argument can reinforce the opposite speaker’s contenment as the government side (wang & huang, 2021). the speaker believed that cooperating with the indonesian can be a treatment for eastern of indonesian people. the speaker also tries to convince the opposite speakers that they cannot pursue your own freedom just because you want to secede from indonesia. there was the use of the phrase “eastern indonesians” by the speaker to represent people hope in eastern indonesia who are fighting against the indonesian government. although there are argumentative inconsistencies in the generalizations applied by the speaker to the warrant due to the negative behavior of certain extremists generalized through the phrase “eastern indonesians”. the speaker assumed that all eastern indonesians will consider their intention to rebel against the indonesian government. the speaker put aside the real situation that the majority of eastern indonesian society still have many ways to overcome the problems. the speaker also gives her backing by saying “violent revolution is just to break from the colonialism that happens inside of indonesia.” this argumentative statement was emphasized by the speaker because integrating with the indonesian government can avoid the risk of providing any benefits to the people of eastern indonesia. to set the boundaries of her argument, the speaker argued that the difference among indonesian people cannot be overcome by separating from indonesia. here, the speaker used an argument by providing a backing to support her argument. even though the argument seems to be logical fallacies, but the speaker offered solutions to address the problem of indonesian unity. the speaker used the word “indonesian society” as a form of justice in terms of welfare policies. the speaker tried to annihilate the negative stigma for indonesian government. the speaker also tries to convince that violent revolution will ruin the country. based on the arguments above, the speaker consciously and deliberately persuaded the people of eastern indonesia to unite themselves with indonesian government. several researches have put forward that such condition may have function to show an effective role for the reception of rebuttals (li et al., 2021) in order to support her claim, the speaker also gives rebuttal by saying: “meaning they only rely on indonesia as their umbrella…” (t2.r). in this case, the speaker gave the facts that being indonesian means is by integrating their existence in terms of economy and culture. by quoting the utterance, the speaker wants to convince the opponent speaker that we need to protect ourselves because this is very hard work but this is what they have done. the speaker provides her rebuttal to indicate linguistic indicator to pursue the opposite speaker to raise their awareness of the consequences that will be faced by the eastern indonesians if they seceding from indonesian government and they will not get any benefits for them. this is in line with the idea that rebuttals can be considered as a subject matter of heightening academic awareness as a feasible approach (pal et al., 2020). to support her argument, the speaker wanted to convince the opposite speaker by saying that they can recover economic policies not as the colonialism of the dutch, for example, and they are allowed to do that even they use papuans to become one of their armies. that’s why, the speaker stressed her argument by using qualifier: “…you might want to believe in right…” (t2.q). here, the speaker presupposes the words to convince toward the eastern indonesian people. the use of qualifier in this utterance is to reinforcing the data with her claim, evidence, rebuttal and the warrant that used by the speaker. in such cases, the claim can be incapacitated or strengthened by a qualifier “…you might want to believe in right…” which indicates the robustness of the connection between the data and the claim (romero and soria, 2021). the speaker qualifies the utterance by using “might” to indicate that she is trying to see the alternative ways that seceding from the indonesian government would bring them down. through his qualifier, the speaker tried to convey her view that cooperating with the indonesian government will lead into the prosperity, so the speaker pursues the opposite speaker not to separate from indonesia. in addition, the speaker’s qualifying statement may help people to stay together with indonesia and arouse the spirit not to rebel against the indonesian government. the speaker, in fact, used the argumentative fallacy of the command generalization to generalize the behavior of opposite speaker by saying “…you might want to believe in right…” the speaker might imagine that all eastern https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 65-76 https://doi.org/10.31849/elsya.v4i1.8466 how to cite this article: supardi, m., sayogie, f. (2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 72 indonesians would have the same positive judgment by integrating with indonesian government. the logical patter of argument that can support the speakers can be seen in the (t2.b) following statement: “violent revolution is just to break from the colonialism that happens inside of indonesia…” here, the speaker provides the statement in order to support her argument as a kind of fairness in terms of equal justice. it seems that the speaker attemps to eliminate cynical stigma for indonesian government opponents. besides, the speaker is likely trying to ensure that unequal justice will destroy the country. from the statement, the speaker consciously and intentionally convinced the eastern people of indonesia to integrate themselves with indonesian government from the discussion, it can be inferred that it is essential for learners to comprehend the logical pattern of argument and to develop the awareness of using language in different context. the utility of specific and consistent pattern of argument in using appropriate language may help a connection between language ability and model (pérez & aleixandre, 2015). another important dimension of understanding logical pattern of argument and the ability to apply in real context require longer processing time. however, by practicing the right strategies and activating the right logical pattern of argument may acquire the awareness of communication and is essential to achieving a satisfactory understanding of communicative function in general (erduran, simon, & osborne, 2004). as mentioned earlier, the pattern of argument is considered to be integral to many dimensions of language use and logical pattern. learners who have awareness to the logical pattern of argument are likely better at manipulating their opinion than those who do not understand logical pattern of argument. the pattern of argument developed by toulmin can help the learners to have benefited their communicative strategies and skills. therefore, the pattern of argument plays an important role in developing learners' strategies and skill in communicating their opinion with other people as well as in debate contest and formal debate. through this paper, learners can learn the strategies how to express their opinion through the logical pattern of argument developed by toulmin's model. thus, the learners can improve their awareness of making argument through the use of appropriate linguistic selection in different context and situation. consequently, this paper is expected to contribute to the development of learners’ awareness in using the logical pattern of argument and conceptual understanding through the appropriate linguistic choice. the idea seems to be paralled with the notion that studies of argumentation may help learners in the acquisition of scientific knowledge and students’ conceptual understanding (erduran et al., 2004). even though toulmin’s model has been criticized cannot help to integrate between the elements (claim, warrant and so on), particularly in dialogic argumentative sequences (nielsen, 2013), however, the discursive characteristic may become a good frameworks of argumentation concept that can be applied in developing the learners ability and skill, for instance pragmadialetics and linguistics (franco & munford, 2018) as well as a main theoretical structure in arranging arguments for decision-making issues and inquiry-based teaching and learning (bernat, ferrandis, & gómez, 2019; pérez & aleixandre, 2015; ratz & motokane, 2016). 6. conclusion as the conclusion, the debate conducted by the nudc 2016 have applied all the argumentative elements proposed by toulmin’s model and appeared to bring ideologies of rebellion during the debates. the use of the argument structure in the debate by the debaters showed that the debaters tried to include an argument structure in the form of claims, reasons, warrants, backings, rebuttals, and qualifications. in fact, there has been an inconsistency of qualifications manipulated in each of its elements. the debater deliberately stressed these strategies to take the control of audience’s mind so that she could maintain the manipulation, inequality, and exclusion. this paper suggests that even though there many linguistic inconsistencies, however, toulmin model is helpful to find the argumentative structure of the debate. it is also helpful to improve the students’ general debates skill including debates analysis, presentation, and any other important aspects of debates. 7. acknowledgement we are indebted to prof. bahren who encouraged to write this paper. thank you for giving some advice during the class of pragmatics. we have no conflict of interests that may be perceived to influence the results and discussion reported in this paper (personal & institutional). this research received no external funding. references applebee, a., langer, j., nystrand, m., & gamoran (2003). discussion-based approaches to developing understanding: classroom instruction and student performance in middle and high school english. american educational research journal, 40: 685– 730. https://doi.org/10.3102%2f00028312040003685 becker, m. 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(2022). the logical pattern of argument: a case study of national university debating championship. elsya : journal of english language studies, 4(1), 65-76. 76 appendix transcription of video 1 link: https://www.youtube.com/watch?v=rlonynddpw4&t=15s motion: republic maluku selatan, papua merdeka, sulawesi merdeka, should unite, take an arm, and conduct a violent revolution to secede from the republic of indonesia. government proponent side: stella binus government opponent side: universitas brawijaya government opponent speaker: we have to sit down and wait for indonesian people to come as our white savior, but it will not happen. we're still being discriminated, we're still going to be oppressed anyway. we think it is time for us to send the new narrative to them "let go", because we're different, you will never be able to understand us anyway. that's why we think it's important when you're no different and you will never become unity anyway. that's why we can have a violent revolution. so real point of modal in my opening the government, firstly, we will attack in an account of the indonesian border, we see. secondly, we will also make sure that we keep reminding them on all human right violation that they had committed to us and killing us and our villagers, even though you're only peaceful, a human being just like japanese or chinese, just like that, we need to remind them that we will not back down. and we think the question on whether or not they will unite mr, madam chair, because these eastern indonesian people most likely share common characteristics of being colonized by distinct of indonesia and therefore we think they will be able to unite and the next steps after that secede is to be discussed whether or not they will make new federal state or whether or not they want to make independence state that that's another debate, but the question would be whether or not it is justified or whether it will be effective for you to do violent revolution. would you think it is very important, my first issue on how our current status quo will never work if you only rely on yourself or indonesia, my first issue on how it will not work if you work by yourself the most ideal way for you to secede is to have diplomacy and current ways of eastern indonesia we have an organization called msg, which is the melanesian spear hard group? this is like asean, but for melanesian countries, such as new guinea, east solomon, and other eastern countries which are different characteristics from malayu. government opponent speaker: we think it is a good chance for us to have diplomacy and economic task, but guess what because indonesia is already being registered in msg as an observer, papua, or other eastern countries cannot apply independently to msg, meaning they only rely on indonesia as their umbrella, but not being able to pursue the economic size to pursue diplomacy ties, because simply indonesia is only a member state because again indonesia is not fully melanesian, therefore msg is reluctant to give us full membership toward indonesia, so what it tells you, it tells you that you cannot pursue your own diplomacy just because you are still in the same umbrella as indonesia, to begin with, therefore, it is impossible for you to have a good topic of having economical ties toward them. that's why in the keys of the first diplomacy that cannot work, but secondly what we have tried to do nonviolence protest, because unlike popular opinion we are as civilized as what you might want to believe in right, but what do we get after nonviolence protest by our movement we got arrested just because we have a different race, just because we have a different skin color. so, what does it tell you? it tells you all along with the excessive not only in indonesia and in jogja for example, our love to indonesia is not just being reciprocate, because simply we are different from them and that’s why we always talk like a bad name inside it tells you that mono violent protest do not give us love back from indonesia, that’s why we think if you rely on our source as eastern indonesia you will not go anywhere, but we still have our second hope which is indonesia but we will thought that you will not get independent and your ideal economic situation if you only rely on indonesia, the reason is simple because indonesia always fail to see our inherent differences, because we always thought bhinneka tunggal ika that somehow we are the same, guess what people, it is not the same we think this kind inherent self-respect do not want to feel indonesia to recognize that we are different but maybe we cannot eat rice or the other thing, but they think just because we are different that they are secure of us and they think they are different and weird, what has indonesia done in current status quo? they do two things, firstly they tried to make a melanian culture festival, which means to appeal us to make sure and glorify to the world that indonesia is actually doing a good thing to melanesian people but the funny thing is that in that melanian culture festival, indonesia does not even include eastern indonesia people, instead they invite ntt people which is pollination, this is another race, other than melanesian. even though they will look characteristically the same a little bit but we are not the same, but the filler that in indonesia to acknowledge the melanistic culture and characteristic shows to you that indonesia cannot see us as a human being but only as an economic entity that you can use when you please, but if you do not understand what is us at the end of the day, therefore, we think these inherent characteristics fail to see if something make us even depressed inside of status quo because they always see that we are the same and we should be the same but we are not born for that. government proponent speaker: today every province is likely to govern itself in their own wayeven if it is not effective, but it shows you there is a way to go. government proponent speaker: first, you have to prove what is so good to go about the government in papua when you were still being arrested. instead of it, and so to do whatever you want to do inside of it we don't think of it but secondly, in my principle, violent revolution is just to break from the colonialism that happens inside of indonesia. we think this is colonialism mr. madam chair. when you access our free port and you do not give us anything and return when get govern to say that we need to protect ourselves we think it just under two reasons, the first reason is that we think we need to get a revenge to indonesia we know it very hard work but this is what we got when we cannot do other things, but the second reason why is this principally okay for you to be violence is that violent revolution is a normal phase of getting independence. this is what also indonesia did in the colonialism of the dutch for example and we are allowed to do that and you are allowed to do that even you use papuan people to become one of your armies to do that, therefore, if we now have like violence revolution it is the same at least indonesia should grand to us because that is what we are thinking us back from inside of the status quo. we think we need to do this. and at the very risky scenario that the society does not secede and will lose in the war we send a message that we are not going to be set down just because you told us to eat rice, we do not eat rice madam chair this is how different and it is very important for you to recognize from very far to propose. https://doi.org/10.31849/elsya.v4i1.8466 elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i1/10275 vol. 5, no. 2, 2023, pp. 224-235 journal homepage: https://journal.unilak.ac.id/index.php/elsya 224 original research get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning khadijah maming 1, ahliana afifati sani 2, dany prima putra 3, sonia permata radiana 4 1 universitas muhammadiyah parepare, parepare, indonesia 2 university of glasgow, glasgow, united kingdom 3 university of warwick, coventry, united kingdom 4 universitas lancang kuning, pekanbaru, indonesia article info abstract article history: received 11 june 2022 revised 24 aug 2022 accepted 9 mar 2023 this experimental study examines the effectiveness of quizizz application in enhancing junior high school students' vocabulary mastery. the study aims to address the problem of low scores in english vocabulary among junior high school students and investigates whether the use of quizizz as an interesting and interactive media can improve their vocabulary mastery. the study employed a pre-test and post-test control group design, with 22 students in the experimental group and 23 students in the control group selected using random sampling. the experimental group received were taught using quizizz, while the control group used other similar web-apps. both groups received instruction in vocabulary. the study found that the use of quizizz significantly improved students' vocabulary mastery, as evidenced by the higher mean score of the experimental group (81.68) compared to the control group (77.21). however, the study's findings are limited to junior high school students and may not generalize to other age groups or contexts. the findings suggest that incorporating interactive and engaging online learning tools such as quizizz can be a promising approach to addressing the problem of low scores in english vocabulary among junior high school students. however, further research is needed to determine the generalizability of these findings to other age groups and contexts. keywords: junior high school media online learning quizizz vocabulary mastery corresponding author: maming; khadijahmaming@umpar.ac.id 1. introduction the covid-19 pandemic has presented numerous challenges for educators, including the need to shift to online teaching and learning. according to arsyad (2016), the minister of education and culture has mandated that the teaching and learning process be carried out online during the pandemic. this requirement has necessitated that educators adapt to new scenarios, such as utilizing motivational media in the teaching and learning process. arsyad (2016) further explains that the use of teaching media can stimulate and motivate students' learning activities, create new needs and interests, and even have a psychological impact on students. the shift to online education has presented numerous new obstacles for both teachers and students. as noted by several researchers (coates, 2007; dixson, 2010; young & bruce, 2011), educators are faced with the challenge of ensuring that students remain engaged and motivated in the virtual classroom, which can be daunting due to the lack of in-person interactions. meanwhile, learners must adapt to a new learning environment and find ways to make progress in their studies. for language learners, these challenges can be even greater, as online language learning may limit opportunities for speaking and listening practice, which https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 225 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning are crucial for developing language skills. additionally, language learners may miss out on the chance to engage in cultural immersion, which is a critical aspect of language learning (moorhouse & kohnke, 2021). therefore, it is essential that educators and learners work together to find solutions to these challenges. educators can incorporate interactive activities and group work into their online classes to increase student engagement and provide opportunities for speaking and listening practice (muir et al., 2022; nuci et al., 2021). learners can also take advantage of technology to connect with native speakers and immerse themselves in the target language's culture (liu et al., 2002). online language learning presents both challenges and opportunities for educators and learners. by incorporating interactive activities, game-based learning approaches, video conferencing platforms, and authentic materials, educators can create engaging and effective online language courses. similarly, learners can take advantage of technology to connect with native speakers, immerse themselves in the target language's culture, and practice their skills independently (gonzález-lloret & ortega, 2014). quizizz platform can be a useful tool for educators to improve vocabulary acquisition and speaking skills simultaneously, by creating engaging quizzes that incorporate speaking and writing exercises (zainuddin & perera, 2019). in addition to practicing speaking skills, learners can also benefit from engaging with authentic materials in the target language. as highlighted by akbari & razavi 2016; ahmed, 2017, authentic materials such as news articles, podcasts, and videos can expose learners to real-world language use and cultural contexts. educators can incorporate these materials into their online classes by providing links or assigning tasks that require learners to engage with authentic materials. additionally, learners can use technology to access these materials independently, such as by subscribing to podcasts or following social media accounts in the target language. overall, online language learning presents both challenges and opportunities for educators and learners. by incorporating interactive activities, game-based learning approaches, video conferencing platforms, and authentic materials, educators can create engaging and effective online language courses. similarly, learners can take advantage of technology to connect with native speakers, immerse themselves in the target language's culture, and practice their skills independently, including the use of platforms like quizizz. according to katemba & sinuhaji (2021) and pavita & nirmala (2021), the use of game-based learning platforms like quizizz can improve both the speaking and writing skills of language learners. in their study, they found that learners who used quizizz to practice vocabulary had significant improvements in both their speaking and writing skills compared to a control group who used traditional methods. moreover, research by erbaggio et al., 2012; proske et al., 2014, suggests that incorporating interactive activities into language courses can increase learner engagement and motivation. by using platforms like quizizz, educators can provide learners with interactive and engaging activities that promote vocabulary acquisition and language use. despite the potential benefits of game-based learning websites such as quizizz, there is a gap in the research on the effectiveness of these platforms for teaching vocabulary in an online learning environment. while some studies have explored the potential of quizizz and other game-based learning tools for teaching vocabulary (junior, 2020), few studies have specifically focused on the effectiveness of these websites in an online learning environment (hung, et al., 2014; chen, et al., 2019). this study aims to address this gap in the research by investigating the effectiveness of quizizz for teaching vocabulary in an online learning environment. specifically, this study focuses on class ix students at uptd smp negeri 6 parepare, south sulawesi. the researchers aim to examine the impact of using quizizz on students' vocabulary mastery, as well as their attitudes towards english language learning. furthermore, this study is conducted to make a significant contribution to the field of language education by identifying effective strategies for teaching vocabulary in an online learning environment. with the ongoing covid-19 pandemic and continuous needs for remote learning, identifying effective approaches to language education has been more and more critical. by demonstrating the effectiveness of quizizz for teaching vocabulary in an online learning environment, this study provides educators with a valuable tool for engaging and motivating language learners in virtual classrooms. the novelty of this study is in its focus on game-based learning approaches for teaching vocabulary in an online learning environment, which has not been extensively studied in previous research (prensky, 2001). by filling this gap in the literature, this study will provide valuable insights into the potential of game-based learning approaches for language learning, particularly in the context of online classes (to avoid redundancy). elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 226 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning 2. literature review 2.1 digital-based learning media during the pandemic era, digital-based learning media have become necessary to improve student learning outcomes. according to irwan (2019), a digital-based learning medium is needed to create fun, interesting, and active learning environments while achieving the goals of critical thinking, constructive innovation, and character building. distant communication during online learning is optimized through the use of mobile phones, tablets, laptops, and internet connections that can be integrated into learning activities (marinagi et al., 2013; ahshan, 2021; putra, 2023). motivation for memorization occurs when students adopt goals and actively engage in learning concepts or skills mastery (al-dosari, 2011). in addition, the utilization of digital-based learning media can also facilitate student-centered learning. digital tools allow students to take charge of their own learning by providing access to a wealth of information and resources that can be tailored to their needs and interests (hew & brush, 2007). moreover, digital tools can promote active and collaborative learning by enabling students to participate in online discussions, share their work with peers, and receive feedback from teachers and peers (anderson & dron, 2011). 2.2 game-based learning games have been recognized as a way to improve intelligence and neural reflexes (widiastuti, 2012). educational games aim to increase users' interest in learning while stimulating their minds, creativity, and logic (paino, 2009; kebritchi et al., 2010; vnucko & klimova, 2023). game-based learning has become popular, and two examples are kahoot and quizizz. kahoot is a game-based learning platform that increases students' interest and motivation in learning and provides an exciting, interesting, and challenging learning process (lisnani & emmanuel, 2020; janković & lambić, 2022; kaur, & naderajan, 2019). quizizz, on the other hand, is an interactive and fun game-based educational application that is different from other educational applications (chung et al., 2019; henry, 2010). it provides multiplayer activities that enhance student self-evaluation and motivation, time management, and creativity (mei et al., 2018). furthermore, game-based learning can also provide opportunities for formative assessment. formative assessment involves providing feedback to students during the learning process to help them identify their strengths and weaknesses and make adjustments to improve their performance (black & wiliam, 1998). games can be designed to provide immediate feedback to students and help them identify areas where they need to focus their attention (lee & hammer, 2011). in addition, games can be used to monitor student progress and adjust instruction to meet individual needs (szymanski & benus, 2015; morgan, 2022). 2.3 quizizz as a learning tool quizizz is a web tool for creating interactive quiz games that can be accessed via the website www.quizizz.com. it provides students with multi-game activities that enhance their learning outcomes. according to purba (2019), quizizz is a game-based educational application that brings multi-game activities to the classroom and makes classroom practice interactive and fun. quizizz provides data and statistics about students' performance (mei et al., 2018) and can improve students' learning behavior and motivation (puspitarini, 2019). moreover, connolly et al. (2012) shows that games can increase student engagement by providing opportunities for active learning, competition, and social interaction and quizizz can promote such purposes. it is designed to be an entertaining and interactive learning experience that can capture students' attention and make learning more enjoyable. 3. method the researchers employed a quasi-experimental design to investigate the effectiveness of quizizz in improving students' vocabulary proficiency. in this study, the quasi-experimental design was chosen due to the limited availability of subjects and the absence of a control group selection. the quasi-experimental design is useful in situations where it is difficult or impossible to randomly assign subjects to groups, as it allows researchers to make causal inferences between the treatment and outcomes (shadish et al., 2002). the participants were ninth-grade students of uptd smp negeri 6 parepare in the academic year 20212022. two classes were selected using random sampling: 22 students were assigned to the experimental group, which used the quizizz application, and 23 students were assigned to the control group, which used the conventional teaching method and other similar apps. the study administered a written vocabulary test elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 227 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning in two stages. as a pre-test, it was conducted before the treatment to determine the students' vocabulary knowledge before any intervention, and as a post-test, it was conducted after the treatment to determine the impact of quizizz implementation on the students' vocabulary proficiency. the test included material about congratulatory texts, which was covered in both the experimental and control groups. to analyse the research data, the scores from the pre-test and post-test were compared using descriptive statistics. the scores were categorized into four levels of proficiency, including very good, good, fair, and poor, based on the directorate general of primary and secondary education's guidelines (2017). the effectiveness of the treatment was determined by comparing the students' vocabulary proficiency levels before and after the treatment using descriptive statistics. the results of the study were limited by the small sample size of only two classes. however, the study's findings may still provide valuable insights into the effectiveness of quizizz in improving students' vocabulary proficiency. in conclusion, the researchers employed a quasi-experimental design to investigate the effectiveness of quizizz in improving students' vocabulary proficiency. the study's theoretical framework was based on the cognitive load theory, which suggests that instructional materials designed to optimize cognitive load are more effective in promoting learning. the study's findings may provide insights into the effectiveness of quizizz in improving students' vocabulary proficiency, although the small sample size limits the generalizability of the results. 4. results 4.1 the students’ score in pre-test the following chart describes the students’ vocabulary mastery pre-test score in experimental group and control group. figure 1. the students’ vocabulary mastery score in pre-test figure 1 presents the pre-test scores of the students' vocabulary mastery in the experimental and control groups. the chart shows that the students' vocabulary proficiency levels were low before the treatment, with the majority of students in both groups scoring in the poor category. the experimental group had a slightly higher percentage in the fair and good categories compared to the control group. however, the majority of students in both groups had poor vocabulary mastery. the importance of having strong vocabulary proficiency cannot be overstated, as it plays a crucial role in students' academic success and overall communication skills. despite the efforts made by educators to improve students' vocabulary mastery, it remains a persistent challenge in many educational settings. therefore, the researchers embarked on a study to investigate a new treatment that could improve students' vocabulary proficiency. the treatment involved the use of the quizizz application in the experimental group and kahoot as a similar application in the control group. the use of these applications aimed to provide a fun and engaging way of learning vocabulary, which could help students improve their vocabulary mastery. by incorporating technology into the learning process, the researchers hoped to create a more interactive and stimulating elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 228 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning learning environment, which would enhance students' motivation to learn and ultimately lead to better outcomes. to determine the effectiveness of the treatment, the researchers administered a post-test to both the experimental and control groups. the scores of the experimental group were then compared to those of the control group to evaluate the impact of the quizizz application on the students' vocabulary proficiency. the post-test results will be presented and discussed in the following section. overall, the pre-test results underscore the need for an effective method to improve students' vocabulary proficiency. the treatment using quizizz and other similar applications aimed to address this need and was expected to improve the students' vocabulary mastery. by analysing the post-test results, the researchers could ascertain whether the treatment was successful in achieving its goals and improving students' vocabulary proficiency. 4.2 the students’ score in post-test the following chart describes the students’ vocabulary mastery post-test score in experimental and control group. figure 2. the students’ vocabulary mastery score in post-test the results of the study were presented in figure 2, which shows the post-test scores of the students' vocabulary mastery in both the experimental and control groups after the treatment using quizizz and other similar applications. the chart indicates that both groups showed improvement in their vocabulary mastery after the treatment, with most students in the good and very good categories. however, the experimental group had a significantly higher percentage of students in the very good category compared to the control group. this finding suggests that the quizizz application was more effective in improving the students' vocabulary mastery. the post-test results provide evidence that the treatment using quizizz and other similar applications was effective in enhancing the students' vocabulary proficiency. nevertheless, the use of quizizz in the experimental group led to a more significant improvement in the students' vocabulary mastery. quizizz is an interactive and engaging application that helped the students develop their vocabulary skills through fun activities and games. by motivating and engaging the students, quizizz provided an effective means of improving their vocabulary mastery. the results of this study support the use of digital tools in language learning. by employing digital tools, language educators can enhance their students' motivation and engagement, which can lead to better learning outcomes. future research could explore the effectiveness of different digital tools in language learning and their impact on students' motivation and engagement. by investigating the effectiveness of different digital tools, educators can determine the most suitable tools to use in their language classes and tailor their teaching approaches to meet their students' needs. 4.3 the mean score of pre-test and post-test figure 3 below describes the mean score of the students’ vocabulary mastery score in pre-test and posttest for both experimental and control groups. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 229 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning figure 3. the students’ mean score in pre-test and post-test figure 3 presents the mean scores of the students' vocabulary mastery in the pre-test and post-test for both the experimental and control groups. the mean scores were computed to determine the effectiveness of the treatment in improving students' vocabulary proficiency. the experimental group had a higher mean score in the post-test compared to the control group. this indicates that the use of quizizz was more effective in improving the students' vocabulary mastery. the difference in the mean scores between the experimental and control groups in the post-test is statistically significant, as indicated by the t-test analysis. this implies that the improvement in the experimental group's mean score is not due to chance but is a result of the treatment using quizizz. the mean score results provide evidence that the treatment using quizizz and other similar applications was effective in improving the students' vocabulary proficiency. the use of quizizz, in particular, provided a fun and interactive way of learning vocabulary, which engaged the students and motivated them to improve their vocabulary skills. the interactive features of quizizz, such as the game-like structure, feedback, and competitiveness, may have contributed to the significant improvement in the students' vocabulary mastery. this finding is consistent with previous research that has shown the effectiveness of gamified learning in enhancing students' motivation and engagement (chans et al., 2021). moreover, the use of digital tools in language learning can enhance students’ motivation and engagement, leading to improved learning outcomes. the results of this study provide further support for the use of digital tools in language learning, particularly for vocabulary instruction. the results of this study have practical implications for language teachers and curriculum designers. they suggest that quizizz and other similar applications can be effective tools for improving students’ vocabulary mastery. teachers could incorporate these tools into their vocabulary instruction to enhance students’ motivation and engagement. curriculum designers could also consider integrating digital tools into the language curriculum to improve learning outcomes. in conclusion, the results of this study demonstrate that quizizz can improve students’ vocabulary mastery significantly. the findings provide evidence for the effectiveness of digital tools in language learning and underscore the importance of incorporating engaging and interactive activities into vocabulary instruction. future research could explore the effectiveness of different digital tools in language learning and their impact on students’ motivation and engagement. 4.4 the standard deviation of pre-test and post-test the following figure describes the standard deviation of students’ vocabulary mastery score in pre-test and post-test for both experimental and control groups. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 230 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning figure 4. the standard deviation in pre-test and post-test results showed that the pre-test scores are higher than the post-test scores for both groups, indicating a decrease in learning achievement after the treatments. however, the decrease is not significant, and there is a decrease in variance in learning achievement. this suggests that the treatments may not have been carried out optimally, but they did result in a more consistent level of learning achievement among the students. in contrast to the previous findings, the results of this study indicate that quizizz is more effective than a similar app, kahoot, in improving students’ vocabulary mastery. both groups showed improvement in vocabulary proficiency, but the experimental group showed a significant improvement compared to the control group. the improvement in vocabulary mastery is demonstrated by the students’ ability to classify words into nouns, verbs, adjectives, and adverbs, as well as their ability to differentiate between different types of vocabulary. the use of quizizz in language learning also promotes interactive processes among students and between students and the english teacher. this further enhances students’ engagement and motivation to learn, leading to a more enriching learning experience. overall, the findings suggest that english teachers can benefit from using quizizz as a tool for enriching students’ vocabulary and promoting interactive learning. however, further research is needed to explore the long-term effects of using quizizz and other digital tools on students’ vocabulary mastery. 5. discussion this study investigated the effectiveness of quizizz and other similar applications as learning media to improve students’ vocabulary mastery in english. the findings from the pre-test showed that both experimental and control groups had low scores in vocabulary mastery. the low scores can be attributed to several factors, including lack of practice, insufficient time for vocabulary, and lack of interesting media to learn vocabulary. to address these issues, the researchers implemented quizizz and other similar applications as learning media. the experimental group received instruction using quizizz and other similar applications, while the control group received instruction using traditional methods. after four weeks of instruction, a post-test was administered to both groups. before the treatment was applied in the experimental and control groups, a pre-test was administered to determine the students’ scores. the mean score in the experimental group was 60.90, while in the control group it was 57.15. these values showed that the students’ vocabulary mastery was still low and needed improvement. one of the factors that contributed to the low scores was the lack of specific instruction in vocabulary, suboptimal use of class time for vocabulary instruction, and insufficient practice with engaging media (setiawan et al., 2020). in this study, the researchers utilized quizizz application as one of the innovative learning tools to improve students’ vocabulary mastery. quizizz is a gamification application that successfully creates a favorable learning atmosphere for english young learners (darmawan, et al., 2020; pramudita, 2023). it is one of several gamification applications that can be used in the education field, including educandy, tic elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 231 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning tac toe, word wall, and other similar apps. previous studies have shown that mobile game applications, including quizizz, can boost students’ motivation to learn english vocabulary and enhance their selfconfidence (elaish et al., 2019). along with mobile game applications, other technological tools such as quizlet have also been found to engage students actively in the classroom, specifically in learning english vocabulary (prayogi & wulandari, 2021). quizlet is similar to quizizz and other gamification applications in that it is practical, easy to use, and provides students with new experiences. previous researchers have recommended using mobile technology-based learning media in organizing the teaching and learning process, as it enhances learners’ vocabulary development (nisbet & austin, 2013). based on the results of the four meetings of the researchers’ treatments, the post-test scores showed that the mean score of the experimental group was 81.68, while that of the control group was 77.21. these results demonstrated that quizizz application significantly improved students’ vocabulary mastery compared to other similar apps used in the control group. positive feedback and attitudes from students towards quizizz as a learning medium were also observed in this study, in line with previous research findings (huei et al., 2021; irwansyah & izzati, 2021). these findings suggest that quizizz can be effective tools for improving students’ vocabulary mastery in english. these applications provide a more engaging and interactive way for students to practice using new vocabulary in context, which can improve their retention and comprehension of new words. moreover, these applications can provide a platform for students to practice speaking and writing skills in addition to raising interest and improving motivation of the students. as such, educators should consider integrating quizizz and other similar applications into their vocabulary instruction to enhance their students’ language learning experience. previous research has supported the use of gamification applications, such as quizizz, in promoting student motivation and interest in learning vocabulary (elaish et al., 2019). quizizz has many features that make it an effective learning tool, such as memes, avatars, and music. it is also practical and easy to use, making it a suitable tool for young learners (mei et al., 2018; prayogi & wulandari, 2021). furthermore, quizizz has been studied in previous research as an educational tool, game-based learning medium, and assessment tool; it is also regarded as a technological platform-based learning tool that can be used in an english class (taylor & reynolds, 2018). it can build the students’ vocabulary sub-skills and strengthen their vocabulary memory. moreover, the use of quizizz in the classroom environment provides a pleasant and engaging learning atmosphere, which can improve students’ vocabulary retention and practical skills. quizizz’s effectiveness in language learning and teaching has been supported by previous literature reviews (degirmenci, 2021). it has been found to promote students’ vocabulary mastery, increase their interest and motivation in learning english, activate their participation in english learning situations, and provide connectivity components among students for collaborative and individual learning. as a result, quizizz can be considered a beneficial e-learning application with pedagogical impacts (irwansyah & izzati, 2021). this result highlights that, technology has played a significant role in enhancing the learning experience of students (prensky, 2001). to this end, researchers have explored the use of quizizz and other similar applications as learning media to improve vocabulary mastery among students. several similar studies have reported that quizizz and other similar applications are effective in enhancing students’ vocabulary mastery (arttırmak & samet, 2018; huei et al., 2021; nguyen, 2022). in a similar vein, a recent study implemented quizizz and other similar applications as learning media to address vocabulary mastery issues (alhebshi & gamlo, 2022). the researchers divided the participants into an experimental group and a control group. the experimental group received instruction using quizizz and other similar applications, while the control group received instruction using traditional methods. after four weeks of instruction, a post-test was administered to both groups. the results showed that the experimental group had significantly higher scores in vocabulary mastery than the control group, with an average score of 80% for the experimental group and 60% for the control group (alhebshi & gamlo, 2022). these findings corroborate previous studies that suggest that quizizz and other similar applications are effective in enhancing vocabulary mastery among students (arttırmak & samet, 2018; huei et al., 2021; nguyen, 2022). elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 232 get ahead with quizizz: advancing junior high school students' vocabulary mastery in online learning in conclusion, this study highlights the practical and theoretical contributions of quizizz application in english vocabulary teaching and learning. the application can effectively promote students’ vocabulary mastery, increase their motivation and interest, and provide a pleasant and engaging learning atmosphere. it also provides an opportunity for students to work collaboratively and individually, enhancing their practical and theoretical vocabulary skills. therefore, it is recommended for english teachers to utilize technological-based learning platforms like quizizz to improve their teaching effectiveness and provide more engaging and innovative learning experiences for their students. additionally, future studies may benefit from including more classes and schools, and exploring other variables that could affect the effectiveness of quizizz as a vocabulary learning tool. 6. conclusion in this study, quizizz was found to be an effective tool in promoting students’ vocabulary mastery in english. the results demonstrated that quizizz significantly improved students’ vocabulary achievement compared to other similar applications used in the control group. positive feedback and attitudes from students towards quizizz as a learning medium were also observed, in line with previous research findings. quizizz’s effectiveness in language learning and teaching has been supported by previous literature reviews, with its ability to promote student motivation and interest in learning vocabulary, activate participation in english learning situations, and provide connectivity components among students for collaborative and individual learning. the practical and theoretical contributions of quizizz application in english vocabulary teaching and learning were highlighted, providing evidence for the effectiveness of quizizz as a learning media and its contribution to enhancing vocabulary sub-skills and memory. therefore, it is recommended for english teachers to utilize technological-based learning platforms such as quizizz to improve their teaching effectiveness and provide more engaging and innovative learning experiences for their students. overall, this study provides valuable insights into the effectiveness of quizizz in promoting vocabulary mastery in english language learning. while the results are promising, future research can explore the potential of other digital tools in language learning and their impact on students’ motivation and engagement. additionally, including more classes and schools and investigating other variables such as age and gender could further enhance our understanding of the effectiveness of quizizz as a vocabulary learning tool. references alhebshi, a. a., & gamlo, n. 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(2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 276 using whatsapp group & google meet during online class, why not? marisa fran lina 1 & diyah nur hidayati 2* 1 institut agama islam negeri salatiga, salatiga, indonesia 2 universitas tunas pembangunan surakarta, surakarta, indonesia *diyah.nurhidayati@lecture.utp.ac.id article history received : 3 april 2022 revised : 1 november 2022 accepted : 27 september 2022 keywords online english class learning platform student perception whatsapp group google meet abstract since the covid-19 breakout, students in all levels of education across the nation from preschool to higher education have had no choice except to learn online. the indonesian lecturers are required to think creatively managing their class online. this qualitative study examines descriptively on the effect of the covid-19 pandemic on the college students’ opinion in 59 students from two selected private universities in indonesia, salatiga and surakarta islamic universities. it also studies further about the merging of 2 platforms such as whatsapp group and google meet could be a solution to student boredom and misunderstanding in learning english. the data was collected using google forms. then, inductive analysis was used to test the data. the findings show that, despite the effects of the covid-19 pandemic on online english classes, such as unstable signal problems and the need to be constantly in front of gadgets, the students in salatiga and surakarta can understand the material. they also have a good time in online english classes because the lecturers in whatsapp group include games, puzzles, quizzes, and other interesting activities to keep them entertained during online classes. during online learning, both lecturers and students at the university in salatiga and surakarta face numerous challenges, namely the need for the lecturers to be creative in class and to liven up the atmosphere, even though classes were held online due to a massive pandemic. this study recommends whatsapp group to be an effective platform to share information and task instructions related to the lecture and should be paired with google meet in scheduled online learning to obtain maximum effect for most students’ understanding toward the topic. 1. introduction this research is essentially interested in researching further about the use of two learning platforms in online english classes. this research emerged based on online learning situations that occurred over two years as a result of the massive pandemic (covid-19). the duration of the pandemic, which has been ongoing since march 2020, has undoubtedly had a significant impact on the implementation of education, particularly in universities. to mitigate the potentially lethal effects of the pandemic, the academic calendar of all educational institutions globally is readjusting. college stakeholders and management choose to utilise internet technology for online learning in all schools around the world (demuyakor, 2020). online learning is manageable to facilitate remote learning and provides students with easy access to teachers and teaching materials (mukhtar, et al. 2020). it can reach rural and remote areas. it also cuts down on travel costs and other expenses. it makes administrative duties like recording lectures and keeping track of attendance easier. during the lockdown, online learning modalities promoted studentcenteredness. the students have evolved into self-directed learners, learning asynchronously at any time during the day. blended learning and flipped classrooms are created by combining face-to-face lectures with technology; this type of learning environment can help students learn more effectively (dhawan, 2020). from previous studies that have been mentioned, some of them are only more focused on using what learning technology is most appropriate for online learning. however, they have not focused on learning english and have not mentioned the use of two platforms at once such as whatsapp group and google meet in one online learning meeting. in addition, there also only states the 'shock' of education actors at the changing situation from offline to online (singh, et. al., 2020; fitria, 2020). there are also those who have just researched about mixed learning between online and offline but have not discussed in detail about the two platforms that will be the focus of the research. in the context of indonesia, it has been three semesters of online learning since march 2020 until june 2021, and many different learning platforms are being used not only to reduce student misunderstandings in online classes, but also to consider the ease of internet access. every stakeholder has a mailto:diyah.nurhidayati@lecture.utp.ac.id elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 277 favorable and unfavorable experience with online learning. e-class (a learning management system of salatiga university and whatsapp group for task coordination are recommended at the university where the first author teaches. the reality, however, is that using e-class is difficult for lecturers and students since there is no thorough training for users and there are too many icons and procedures for creating resources that are inaccessible. as a result, many lecturers prefer to use whatsapp group for all major learning activities because it is easier to use. whatsapp group helps students communicate more effectively by reducing miscommunication and facilitating the transfer of ideas (lina, 2020). indeed, the article by lina (2020) does not discuss the use of synchronous applications such as google meet because the setting research is still before the pandemic. thus, the lecture meetings are still held face-toface. the lecturer used whatsapp group, because there was an interest in exploring the use of whatsapp group as a medium to collect english sentence-making assignments from students. therefore, the writer takes the idea of using whatsapp group which is considered quite effective and supports learning english. furthermore, to facilitate learning coordination, lecturers and students use the google meet platform to meet face-toface online because there is no time constraint. in addition, google meet is also considered to be able to motivate students in online learning in english classes (putra, 2021). in this research, it only focuses on the use of google meet and it is considered capable of motivating students in online learning. thus, the advantages of using google meet as a synchronous learning platform will certainly be a plus point if it is used, and maybe collaborated with other learning platforms such as whatsapp group. the following is the result of research findings from alidrus & rahmawati (2021) regarding the use of two learning platforms, namely google meet (gmeet) and whatsapp group. they mention that the best e-learning platform is gmeet because it provides face-to-face opportunities between students and lecturers virtually. gmeet is quite efficient for online lectures and practicums because communication can be done so that the discussion process goes well. gmeet has the advantage of being easy to use, and has the features they need. in addition, it doesn't cost much compared to other similar applications. besides gmeet, whatsapp group is also the most frequently used in learning because it is considered easy to use and can share files quickly. in addition, a research from lindawati & nurmaulida (2021) on the effectiveness of using two different learning platforms in distance learning, the following are one of the important results. according to the respondents, in order to have distance learning run more effectively, teachers need to add video calls such as gmeet/zoom meetings. because in the research, the teachers usually use only asynchronous learning with whatsapp group and google classroom. therefore, based on the literature review above, the merging of two platforms such as whatsapp group and google meet could be a solution to student misunderstanding in learning english. moreover, this research also focuses on students' views on the use of the two learning platforms and is also supported by the following research. laili & nasir (2021) examines the perspectives of college students on online learning in intensive english classes during the covid-19 pandemic. as a result, students have positive and negative opinions about online learning english. the reason, because it is more flexible but also constrained by unstable signals, some students are less motivated, it is more difficult to practice conversation in english, and the high cost of the internet (susilawati, 2020). most students (91%) prefer face-to-face learning to online learning. in conclusion, the important factors in conducting online learning are the availability of supporting tools, the stability of internet access, and online learning applications must be easily accessible, interesting, motivating and in the form of a combination of several online learning media to provide the best. in addition, student opinion is needed to find the best possible solution for the future in using these two platforms in learning english. seeing the facts in the field above, then the students' opinion about the use of the two platforms have emerged. as effort to take a deeper look at online learning activities using google meet and whatsapp group, this study uses student opinion as the focus. the problem formulations of this research are: a. what is the students' opinion toward preferable learning platforms in the beginning of online learning? b. what is the students' opinion toward the use of whatsapp group in every online learning? c. what is the students' opinion toward the use of google meet in scheduled online learning? 2. literature review 2.1 the nature of online learning online learning is defined by the capacity to use a computer connected to a network to learn from anywhere, at any time, in any rhythm, and with any means (dhawan, 2020). online learning is characterized as learning experiences in synchronous or asynchronous conditions using various devices with internet access (e.g., mobile phones, laptops, etc.). students can be anywhere (independent) in all of these environments to learn and engage with lecturers and other students (singh et al., 2021; singh & thurman, 2019). in short, online learning means that the learner is separated from the tutor or instructor, and that the learner utilizes some piece of technology to access educational materials. in other words, the learning method does not include in-person sessions. the majority of the content is delivered via the internet. in this case, the internet is used to elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 278 gain access to resources that will allow you to interact with course content, academics, and other learners, as well as receive guidance and support throughout the learning process, in order to construct knowledge and meaning. an online learning communication is typically asynchronous, taking place via email, discussion postings, and other means such as blackboard, moodle, youtube, and virtual reality. 2.2 synchronous and asynchronous online learning the benefits of using synchronous communication tools include the ability to collaborate in real time, much as in a traditional classroom, where students and teachers can connect spontaneously and participants can receive quick responses from one another (lim, 2017; littlefield, 2018). rapid access to the teacher to ask questions and receive answers are all also benefits of utilizing a synchronous tool for teaching and learning (lim, 2017). this type of environment, on the other hand, necessitates a predetermined meeting date and time, which runs counter to the promise of “anytime, anywhere” learning that online courses have typically emphasized. any type of synchronous interaction necessitates a lot of interaction, as well as faster processing and response time (moorhouse & wong, 2021). additionally, real-time information and learning exchange, as well as web-based training, webinars, virtual meetings, and web conferencing are all terms used to describe synchronous online sessions. on the other hand, asynchronous learning necessitates planning and structure, both of which entail extra time and thought. all of the properties of involvement, reflective practice, and time invested result in learning outcomes, implying that asynchronous environments may foster more-salient affective learning outcomes. integrating asynchronous and synchronous digital technologies and instructional approaches to facilitate distance learning (cahyani, et al., 2021; rigo & mikuš, 2021). the findings show that teachers use a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate student learning, assess learning, and communicate with students and parents remotely. the results are that the combination of asynchronous and synchronous modes is optimal to support online student learning. the advantages of mixing synchronous and asynchronous communication tools in the design of virtual learning environments have been the subject of a massive influx of teaching practice. synchronous and asynchronous tools should be taken into consideration together rather than separately (friska, 2021). learning is a social activity that is nourished by social interactions. therefore, given the learning value that these tools provide students, informed pedagogy is essential in the development and use of these tools in virtual classrooms. thus, the potential benefits of a blended synchronous-asynchronous online classroom include social interactions, collaboration, and contextual experiences. an online learning environment should include voice interaction, group file sharing, whiteboard capabilities, video, and recording/playback to allow for lecturer and peerto-peer interaction. students may feel less actively involved with the lesson if the lecturer highly depends on asynchronous communication. online synchronous sessions are likely to improve student motivation to complete tasks, and also the extent of asynchronous meetings (bailey, et al., 2021). synchronous digital platforms benefit the social processes required to learn the most, "while asynchronous sessions may best enable the growth of higher-level thinking skills, for instance, through process of writing and improved reflection time. it is clear that combining synchronous and asynchronous methods in online learning english has many benefits. among them is the speed of response given by teachers and students toward misunderstandings in the subject matter of the synchronous method (lim, 2017; littlefield, 2018). it can help the shortcomings of the asynchronous method. then, by using both, apart from being able to learn and communicate remotely, it is also used to assess learning (cahyani, et al., 2021; rigo & mikuš, 2021; sulha & harahap, 2021). there are also benefits for collaboration, intense interaction and increasing learning motivation (bailey, et al., 2021). however, it is also undeniable that there are still gaps in the use of both synchronous and asynchronous methods from the previous studies. both have weaknesses in the internet network which is still a challenge for teachers. in more detail, from a synchronous perspective, the weaknesses are in the aspects of developing critical thinking, application access, understanding topics, fun classes, connection and network problems. meanwhile, in asynchronous learning, there is a lack of interaction, low understanding of the material, and boring classes (cahyani, et al., 2021). the use of both synchronous (zoom) and asynchronous (whatsapp group) platforms is recommended to equate the same learning assessment system with offline classes. in addition, teachers must be maximally present in online discussions and the need for careful planning for time management (friska, 2021; sulha & harahap, 2021). in addition, there are those which focus more on researching speaking practice using zoom, and writing practice with google docs (bailey, et al., 2021). with this research that focuses more on the use of google meet (synchronous) and whatsapp group (asynchronous), it can close the gaps or weaknesses that exist in previous research and try to do the things that have been suggested. 2.3 whatsapp and google meet whatsapp includes a number of features that may be useful for online learning. in the context of blended learning, barhoumi (2020) highlighted the benefits of whatsapp as follows: in a mixed mobile lecture, the gadget permits online elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 279 discussions and cooperation from school or home. the application makes it easy for students to create a class publication that they may update and publish by participating in collaborative and cooperative online activities directly linked to the classroom course. it invites students to add text and messages to readily think more critically about the hybrid mobile lecture course that is given face-to-face. students can use whatsapp learning technology to incorporate videos, podcasts, chats, texts, photos, and audio files into their blended mobile learning. also, whatsapp is convenient and practical, communication, material sharing, course information sharing, and ease of use. although whatsapp could be a useful tool for flipped classrooms and student participation via conversations, comments, and information sharing, nirgude and naik (2016) pointed out that it has some limits in terms of file size and internet availability. additionally, google meet (g-meet) is used as a synchronous tool to teach. it is recommended as a learning and teaching tool since this app has a screen sharing to present documents, spreadsheets, presentations, or (if using a browser) other browser tabs. the benefits of using google meet to teach are that it provides the personal connection that face-to-face class time (aswir et al., 2021). with facial expressions, body language, and tone, it allows us to communicate more clearly. it's simple and quick. other kinds of communication can take significantly longer than pressing a record and talking. based on the literary review above about synchronous and asynchronous learning, which is seen from the advantages and disadvantages of each, it has become the basis for researchers to combine these two things in online learning. it is hoped that by using whatsapp group and google meet, it can minimize the obstacles from synchronous and asynchronous learning. in addition, researchers will also try to prove that these two platforms can also provide benefits in online learning mentioned by several studies above. furthermore, researchers will also try to close the gaps in theory and facts that exist in the field and answer unsolved problems in previous research. therefore, by looking at the use of these two online learning media from the perspective of college students, they can contribute knowledge to readers, especially from the teacher's side so that they can provide the best service to students in online learning. 3. method the research goal of this qualitative study has been defined as describing the students' opinion of the use of whatsapp group and google meet in online learning between two english classes from two universities. the sampling method is purposive random sampling, which is a method of taking data at random based on considerations to achieve a specific target or focus. the research data was obtained from students in an english 2 class at an islamic campus who filled out a google form before each online meeting. also, it was obtained from the students of an english class at a private university in surakarta. in total, 32 students have been selected as the sample in islamic university in salatiga and 27 students were selected from a private university in surakarta. the researchers used an inductive approach to discover new knowledge. researchers would determine the research problem based on what is being done and determined to formulate research questions (suharsimi, 2006; sugiyono, 2012). the inductive approach starts from facts in the field, analysed, made questions and then linked with appropriate theories, propositions, laws, then statements to conclude (hasan, 2011). there were two types of google forms that were analyzed from an islamic university student. the first was a questionnaire (see appendix 1) with first question about what learning platform the students preferred to use for online learning this semester. the second question was the student feedback on each online learning meeting via whatsapp group and google meet. the 32 english students filled out the open-ended questions via google forms in the beginning of learning semester. the other questionnaires (see appendix 2) were 6 questionnaires from 6 meetings (meeting 1, 3, 4, 5, 7 and 8) of english learning which use whatsapp group and google meet (the combination method of asynchronous and synchronous learning). it included students' understanding of the topic learned as well as comments and suggestions from students about the learning platform used. the students filled out the questionnaires every at the end of the meeting. thus, the number of students were different. if all students come, it will be 32 students, if no, it will be less than 32. the data was then compared with the data collected from 27 english students at a private university in surakarta who filled out a google form about their attitudes toward the use of whatsapp groups and google meet in online learning. at a private university in surakarta, the teaching and learning process lasted 16 meetings: 14 for a theoretical class and 2 for a mid-and-post-test. there was a total of 28 students from agriculture departments. all students agreed that the english instruction was delivered online using google meet and the whatsapp applications. the questionnaires with open-ended questions were delivered at the end of the semester. the questionnaire asked students’ opinion on whatsapp group as a low-cost learning tool, students’ opinion on a whatsapp group as an effective tool to share information and tasks, and students’ opinion on google meet as a useful tool for a face-to-face online discussion. the data analysis technique used in this research refers to the concept of miles and huberman (1992) which is an interactive model that classifies data analysis in three steps, namely: (1) data reduction, a sorting process, focusing on elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 280 simplification, abstracting and transforming rough data from notes in the field; (2) data display, this data is structured to provide the possibility of drawing conclusions and taking action. it is usually in the form of narrative text; (3) verification, this step will reveal the meaning of the data collection. from the data, conclusions that are tentative, vague, rigid and dubious will be obtained, so these conclusions need to be verified. verification is done by looking at the data reduction and data display so that the conclusions drawn do not deviate. 4. results 4.1 the students’ opinion toward preferable learning platforms in the beginning of online learning the lecturer and students at a private university in surakarta agreed to use google meet and whatsapp group for an online learning at the first meeting. on the other hand, the lecturer in a state islamic salatiga gave the students to poll the tool they wanted to use in the teaching and learning proses. before the online learning began, the lecturer from the first campus, which is located in salatiga, distributed a questionnaire to the one class from one of departments to determine what types of appropriate learning platforms should be used. the first question is which online learning platform the students believe is best suited for use in english 2 course this semester. table 1. the 1st questionnaire of an english 2 course from an islamic university in salatiga no. learning platform students 1. whatsapp group and whatsapp video call 28 2. whatsapp group and google meet 1 3. google meet 3 total 32 the data from table 1 showed that 32 respondents in the class completed the form. there were 28 students who chose whatsapp group and whatsapp video call, 3 students who chose google meet, and 1 student who chose both whatsapp group and google meet. chart 1. students’ responses toward the use of google meet in the state islamic university in salatiga the second question was whether the lecturer informed to use an online learning platform such as google meet once a month based on the faculty regulation. the consideration was because the students financial background was from medium-low level so they complained about the cost for internet quota and some of them were from remote areas which had difficult internet connection. . thus, during the learning in one semester (six months) forward, the students used google meet once a month for the 2nd, 6th, 10th and 13th/14th meetings (4 times in 1 semester). they were allowed to write their reasons in the comment’s column. chart 1 showed the results: 2 students chose ‘strongly agree,’ 20 students chose ‘agree,’ 8 students chose ‘less agree,’ and the last two students chose ‘disagree.’ in conclusion, 22 students out of 32 students, or 67 % of the class, agreed to use google meet, while the remaining students (32%) disagreed with the instruction because most of them have internet signal constraints. 4.2 the students’ opinion toward the use of whatsapp group in every online learning the researchers analysed the google forms from a class for eight online learning meetings over the course of a semester. the reason was google meet only used once a month (in the 2nd, 6th, 10th and 13th/14th meetings). therefore, in this section, the researchers only focused on students' opinion of using whatsapp group in online learning. in online learning. this data was obtained from the islamic university in salatiga. in the first meeting, 29 out of 32 students gave positive opinions. several suggestions were obtained for the following meeting. first of all, students should answer the quiz in turn in whatsapp group with a closed quiz using google form in order that the students were able to get a fair score. additionally, the lecturers were suggested to give an explanation using whatsapp voice note (vn) and give a few moments to send the next vn. in the third meeting, 24 out of 28 students gave positive opinions about the warm-up quiz, explanation and fun challenge. two students complained about the lecturer’s fast explanation on youtube and asked to explain again in whatsapp group. then, the students could not answer a quiz 5% 67% 22% 6% strongly agree agree less agree disagree elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 281 more than 2 times for one student in one session. in the fourth meeting, 28 out of 31 students gave positive opinions. three students complained about the lecturer’s fast explanation in whatsapp group. in the fifth meeting, 18 out of 30 students gave positive opinions. five students said that videos in whatsapp group consumed a lot of cell phone memory and they suggested using powerpoint and the audios. three students preferred using youtube and 1 student suggested to use powerpoint and the audios from wa voice notes. three students had problems with loading time and bad signals. in the seventh meeting, 27 out of 28 students gave positive opinions. one student complained about a bad signal. in the eight meetings, 25 out of 27 students gave positive opinions. one student suggested a clearer explanation and recommended being well-prepared. table 2. students’ opinion of using whatsapp group in online learning in the state islamic university in salatiga meeting students’ opinion 1 one out of 32 students did not understand that day’s topic and 31 students quite understood. 3 the learning process applied to whatsapp group and youtube. seven out of 28 stated that they did not understand enough and 22 students quite understood. 4 eight out of 31 students stated that they ‘did not understand enough and 23 students quite understood. 5 the activity uploaded videos in whatsapp group. four out of 30 students said that they did not understand enough and 26 students quite understood. 7 four out of 28 students said that they did not understand enough and 24 students quite understood about the explanation of midterm test and students’ group presentation in whatsapp group after mid-term test. 8 students had a group presentation using whatsapp group. two out of 27 students said that they did not understand enough and 25 students quite understood about idioms. the data was supported with the data obtained from the students of an english class in a private university in surakarta. there were 27 students completing the form related to their opinion of a whatsapp group as a low-cost learning tool. an asynchronous tool is believed to be lowcost when it is used rather than the synchronous one. chart 2. students’ opinion on a whatsapp group as a low-cost leaning tool in the private university in surakarta based on the result of the questionnaire, 17 students (63%) out of 27 students agreed if whatsapp group as an asynchronous tool was a low-cost learning tool. then, the remaining 10 students (37%) strongly agreed with the statement (chart 2). this data was supported with the result of the interview. the students said that the bill for whatsapp was cheap. in this case, whatsapp group was used to share information and the task instructions by using the chat room. it was cheap since they did not use video calls during the learning process. chart 3. students’ opinion on a whatsapp group as an effective tool to share information and tasks in the private university in surakarta 37% 63% total stongly agree agree disagree strongly disagree 26% 59% 11% 4% total strongly agree agree disagree strongly disagree elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 282 based on chart 3, 16 students (59.3%) agreed that whatsapp group was an effective platform to share information and task instructions related to the lecture. additionally, 7 students (25.9%) strongly agreed, 3 students (11.1%) disagreed, and the rest strongly disagreed. to obtain more information, the researchers also conducted an open-ended question related to their opinion. analysing the result, a whatsapp group was effective and simple enough to share lecturing materials or to collect the students’ assignments as every student had a whatsapp application in their smartphone. all the students could get the information shared in whatsapp group without the need of waiting for the private-broadcast from their friends or lecturer. however, some students stated that whatsapp group was an ineffective learning application. it was ineffective since the students could not use it to have a livediscussion. having discussions by chatting made it difficult to interpret the topic of the discussion, since the students could not see the expression of the sender of the message. the students also found it difficult to ask questions related to the discussed topic if only using the chat. additionally, sending the video task using whatsapp group also made their smartphone memory run out. 4.3 the students’ opinion toward the use of google meet in scheduled online learning as stated in the first questionnaire (finding point 1) prior to the start of the online, the majority of students (67%) agreed to use google meet in meetings 2, 6, 10, and 13. at the first meeting when giving the first questionnaire, the lecturer considered that she would use the combination of whatsapp group and whatsapp video call, but whatsapp video call only can be used for maximally 8 participants. table 3. students’ opinion of using google meet in online learning in the state islamic university in salatiga meeting students’ opinion 2 this meeting covered pronunciation, vocabulary, and translation activities. two out of 29 students could not join the gmeet due to bad signals, so they said that they did not understand the lesson. one student did not understand the pronunciation session, one student also had difficulties to arrange an english sentence and 25 students quite understood. 6 two out of 28 students could not join the gmeet due to bad signals, so they did not understand. one student did not understand the pronunciation taught and one student also had difficulties to arrange an english sentence, and 25 students quite understood. 10 the students had a group presentation using whatsapp group & gmeet. two out of 29 students said that they ‘did not understand enough’ about idioms and 27 students quite understood. 13 students had a group presentation using whatsapp group and google meet. four out of 30 said that they did not understand enough and 26 students quite understood. it was impossible because the class members were 32 students. in the second meeting, 21 out of 29 students gave positive opinions. four students complained about the lecturer’s fast explanation and 2 students felt more comfortable to use whatsapp group than gmeet. some suggested having a more interactive teaching situation in gmeet and to coordinate better before starting the gmeet and students should answer the quiz in a well-mannered manner. all students gave positive opinions. the results of their opinion of using google meet for online learning are shown below. chart 4. students’ opinion on google meet as a useful tool for a face-to-face online discussion in the private university in surakarta the students in a private university in surakarta also had the same opinion. chart 4 showed that 18 students (66.7%) out of 27 students agreed, 8 students (29.6%) strongly agreed, and the rest disagreed if a google meet application was helpful when having a face-to-face online discussion or presentation. the students said that google meet facilitates them to understand the materials being discussed face-toface. the spent bill of this application was also cheaper than using the zoom application. indeed, this application was more expensive than whatsapp. however, many students argued that they had connection trouble with online learning using this application. it was due to the high bandwidth that must be used to operate google meet. 4.4 students' opinion toward fun online learning activities using whatsapp group and google meet based on students' opinion of an islamic university in salatiga via google form from meeting 1 to meeting 8, then meeting 10 and meeting 13, it was discovered that the 29% 67% 4% total strongly agree agree disagree strongly disagree elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 283 lecturer provided some fun activities to reduce students' boredom at each online meeting. in particular, she began the class with an introduction game during the first meeting. she sent a screenshot to whatsapp group, then explained the rules of the game via voice note or whatsapp message. after all explanations, she continued to give an intermezzo, namely “just for fun with english” to maintain students' motivation during the online learning (figure 1). figure 1. the example of introduction game and intermezzo via whatsapp group the students' feedback from state islamic university in salatiga shows that the first meeting of online class has positive impacts on 29 students out of 32 students. they found it very fun, they learned fun facts about their lecturer, they want more quizzes and jokes in english, and train their critical thinking and thinking out of the box. the lecturer combined some media in online learning in subsequent meetings, but the main media is still whatsapp group and occasionally google meet (gmeet). the lecturer began the online learning in the second meeting by presenting a puzzle about synonyms via google meet. they had to draw lines to connect the words with the same meanings in each column and write their answers in the provided answer-boxes, just like the example (5-b-5 or boring-membosankan-dull). students could also respond directly through google meet or in whatsapp group. the activities then continued to learn about pronunciation directly through gmeet. at first, the lecturer gave an example of reading aloud a sentence from the reading text, then all students imitated it, and finally some students practiced reading it by themselves, with the lecturer checking and correcting their mispronunciation. furthermore, at the end of each class, the lecturer or presenter generally gave a quote of the day related to the discussed topic to motivate students. for further and detailed information about fun english in every online learning via whatsapp group and gmeet can be seen as follows: table 4. students’ opinion of fun english activities via whatsapp group & gmeet in online learning in the state islamic university in salatiga meeting students’ perception 1 the lesson used whatsapp group. most students wanted more quizzes and enjoyable activities. 2 the lesson focused on reading and vocabulary using gmeet with good delivery in material explanation and still in the right track. the game stimulated students’ participation since it used a fun quiz. 3 the lesson focused on conversation and gerund using whatsapp group. the students were very enthusiastic about joining the activity. they wanted more games and quizzes. 4 the lesson focused on reading and vocabulary using whatsapp group. the students enjoyed the activity. they stated that the activity was fun. they were happy with the song at the beginning of the lesson. 5 the lesson focused on conversation and present perfect tense using whatsapp group. the quiz was interesting. the students enjoyed it. 6 the lesson focused on reading and vocabulary using gmeet. the students enjoyed the activity, quizzes, and games. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 284 7 the lesson focused on conversation and imperative sentences using whatsapp group. the students enjoyed the activity. they wanted the activity of completing blank lyrics. 8 the lesson focused on reading and vocabulary using whatsapp group. the students suggested more interesting activities. the students were more active and pleasant. 10 the lesson focused on reading and vocabulary using gmeet. every meeting there was a quiz and warm-up and more challenging quiz. the students were happier. 13 the lesson focused on conversation and relative clauses using gmeet. the quiz was always fun and easier to understand. those situations were also in line with the learning situation that happened in a private university in surakarta. the lecturers could create fun activities using whatsapp and google meet. by using whatsapp, the lecturer gave the students a quiz, and then the students must respond to the quiz. the students gave positive feedback when their friends gave a correct answer by giving emotions provided in this application. also, this application was used to discuss the project they had. in this case, the students had a poster presentation for their mid-term test and an interactive online presentation (video presentation) for their final test. first of all, the lecturers explained what they had done to complete the project. if they did not understand yet, they asked using whatsapp. they had an online presentation by using google meet. 5. discussion according to the result of the data, it shows that the incorporation of online communication tools has a positive impact on the development and formulation of communication skills. the state islamic university applied the online communication such as the integration of whatsapp group and g-meet only once a month based on the faculty regulation. on the other hand, the private university in surakarta allowed the lecturer to use the online communication every meeting when having an english class. in this case, the use of online communication technology in the classroom is critical for accomplishing the educational purpose. the ability to adapt in the face of rapid technological development, as well as the ability to communicate in a foreign language, are all indispensable needs of the current covid-19 pandemic. it needs the lecturers’ creativity to employ technology in their classroom. the technology and the internet are useful instruments for creating new forms and ways of foreign language instruction (martyushev, et al., 2021). both altered the educational paradigm in order to fulfil the needs of the information society as it developed. using a technology in the learning process allows lecturers and students to organise educational databases, design courses, complete a variety of educational tasks, conduct independent search and information work and student research, automate laboratory practice, and deliver lectures and seminars. the study reveals that information technology is very fruitful in the educational process. first of all, the lecturers and the students in the state islamic university and private university can provide immediate comments, and the lecturers can see educational data. in many nations, including indonesia, there is a saturation of distant communication technology. this situation allows society to foster cross-cultural communication via the internet. thus, real-time communication is needed. the findings suggest that, from the perspective of the students, the instructional approaches used in the two teaching and learning settings differ in their ability to facilitate social interaction. the students of the private university in surakarta can interact and have a direct-discussion with their friends and lecturer. they can share their ideas without any communication boundaries since the teaching and learning process was done using g-meet. differently, in the case at the state islamic university, it was minimal synchronous social interaction. because more meetings use whatsapp group (asynchronous). however, when it is time to learn to use gmeet, they can see the expressions of their friends when communicating. the similar study done by fabriz et al. (2021) shows that in comparison to students who studied largely in asynchronous settings, students who studied mostly in synchronous settings reported more peer-centered activities like feedback. additionally, only when there are dynamic interactions between student-content, studentteacher, and student-student is learning process effective. the goal of the synchronous tools, according to the academics, was to create meaningful involvement, dynamic exchanges, and community development (cong, 2020). in this case, whatsapp has quickly become the most favourite platform for online learning. the lecturer did not use whatsapp video call since it has limitations for users and sharing screens. as a result of the students’ responses in the questionnaire, the lecturer in the state islamic university decided to use google meet once a month. the findings is supported by lim (2017) that every synchronous (google meet) and asynchronous (whatsapp) tool has usability and limitability. the researchers study shows that the students in the state islamic university recognise the student’s potential for ubiquitous learning in the whatsapp group, and they have a positive attitude about the app as a teaching and learning tool. students, on the other hand, are sometimes found to be unprepared to study actively, collaboratively, and independently through the whatsapp group. in line with rahmadi’s study (2020) that adding a messaging option to an asynchronous classroom setting can have beneficial effects. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 285 the high link between private messages written and asynchronous notes written implies that many interested students are utilizing the advantages of private messaging in order to contribute in innovative ways. additionally, susilawati’s findings (2020) explain the ease with which discussion boards may be created, allowing whatsapp to become a positive learning tool, promoting seamless communication between instructors and students, and the application is free and simple to use. in the instance of a private university in surakarta, students prefer to use synchronous apps since they can see the lecturer's face and engage with them immediately. however, a study conducted at an islamic university in salatiga revealed that students prefer to use asynchronous apps due to their low cost. according to the findings of the two classes from different universities, it has been found that whatsapp group helps students communicate more effectively because it can reduce miscommunication and facilitate the delivery of ideas (suriyah & lina, 2022). in the context of blended learning, as stated by barhoumi (2020) about the use of whatsapp in mixed lectures, it supports online discussions between schools (teachers) and homes (students). in addition, students can be anywhere (independently) to learn and engage with other students and the lecturer too (singh & thurman, 2019). the findings show that it is not bounded by place and time in certain online learning situations. compared to students who studied primarily in asynchronous settings, students who studied predominantly in synchronous settings reported more peer-centered activities such as feedback. as stated by fabriz et al. (2021), teachers, on the other hand, saw fewer distinctions in synchronous and asynchronous teaching approaches, particularly when it came to feedback activities. the discussion forums such as whatsapp group are that collaboration and sharing of ideas can be done within a certain period of time, more time for reflection on discussion topics and easy to shape and control participation (lim, 2017). on the other hand, from the same research source, there are obstacles such as causing misinterpretation of other people's ideas and it may take longer to get feedback. meanwhile, from the results of this research, some students can understand the lesson well, if someone does not understand they write it down at the end of the lesson as a reflection for the teacher. in addition, the misunderstanding actually comes from the students’ low background knowledge of english before joining the english course. furthermore, nirgude and naik (2016) complain about wa having some limitations in terms of file size and internet availability. the example is when uploading a large video. it takes a very long time to load for those who have poor signal. meanwhile, in some cases, wa supports online learning for those with limited signal and internet access (low cost). then, whatsapp groups provide pedagogical, social, and technological affordability, allowing users to share announcements, exchange ideas, and participate in online discussions. in the findings of this research, the 3 aspects (pedagogy, social and technology) have also been found through online learning. in delivering pedagogical values at the state islamic university, for example, the lecturer provides a structured presentation model from warming up to closing. meanwhile, in terms of social interaction and technology, it has been presented in the previous findings section. the students interact synchronously only once a month and they integrate two learning technologies namely whatsapp groups and google meet. the private university in surakarta applies the technology according to the context of materials being discussed in one semester. indeed, the lecturer also gives the students to select the most appropriate technology of online communication by themselves. in this case, the students know better the quality of the internet connection in their area. the lecturer then prepares the material in accordance with the students’ choice of online communication. by doing so, the social interaction runs well during the teaching and learning process. the results of the study between the two classes above support other studies that using google meet for teaching allows students to interact face-to-face in class even though it is done online (aswir et al., 2021). it allows us to communicate more clearly by using facial expressions, body language, and tone. in the state islamic university, the lecturer also asks the students to do their own presentation via whatsapp group and google meet. according to the finding above, many students can handle online learning well by using google meet. the audiences also feel clearer about the material explanations since the presenters and the audiences can interact directly and can deliver questions directly. this is also supported by previous research such as from lim (2017) and littlefield, (2018) on the benefits of using synchronous communication tools include the ability to collaborate in real time, where students and teachers can connect spontaneously, and participants can receive quick responses from one another. there are many other things to discover with this google meet feature, such as the ease of recording meetings, which can only be done by the link owner, and the ability to add an artistic touch to the display screen with many interesting virtual background options. however, lim (2017) points out some of google meet's drawbacks, including the fact that the quality depends on bandwidth and there may be a short time lag between speaking and receiving a response, which can disrupt the flow of the conversation; documents and other presentations can only be shared via the presenter camera. in this case, the video conference format is google meet, which allows all gmeet members to share screens as needed. in connection with the research findings described, branon and essex (2001) recommend tips on using synchronous and asynchronous learning media. using synchronous learning media should fit smaller student groups online, provide intensive chat time, and allow elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 286 students to 'hide in'. from the findings of this research, for synchronous learning in the form of google meet and for the users are quite a lot of around 1 class (almost 40 students). the chat is in the form of lecturer/presenter interactions with students, for example about learning pronunciation in english, so they can practice and check directly, so that it is more intensive than asynchronous learning. then, it is true that when joining gmeet teachers and participants can freely 'hide themselves' by clicking 'mute' (turning off the microphone) and also turning off the camera. on the other hand, asynchronous learning media makes students work in teams, provides feedback in summary form, rather than trying to respond to each individual post, provides students with clear communication, asks for peerstudent feedback, provides clear requirements for sharing screens or learning materials. this is also reinforced by the results of this study that in the state islamic university the lecturer asks a group of students were given the task of creating and presenting learning materials through whatsapp group and gmeet. they learn to respond to their friends’ responses to questions about materials and assignments. therefore, the advantages of mixing synchronous and asynchronous communication tools in virtual learning designs should be considered to be combined together rather than being carried out individually (skylar, 2009). additionally, this study fills in several gaps that have been identified by cahyani et al. (2021), specifically on the drawbacks of synchronous learning, such as a weak internet connection network. the state islamic university avoids this issue as a result by using google meet to host online classes just once a month. then, although there are connectivity issues at the private university, students can still follow the course material. this study attempts to address the lack of critical thinking development by having students at state islamic university complete a students' group presentation (sgp). students are inspired to think critically and creatively while creating and presenting their presentations as a result of this practice. students who take on the role of the audience are also more engaged and critical when one of the presenters is a buddy. in private universities, students watch their friends' video presentations. the video is posted by the students to google class, where anybody can view it. when synchronous learning was used, a large number of students in both universities reported to understand the material presented (cahyani, et al., 2021). classes that are not enjoyable are one of the synchronous learning's drawbacks that are highlighted. this research has also provided an answer when lecturers at private and state islamic universities start out by making learning enjoyable. students are really content and encouraged to participate fully in their education. the first of the asynchronous learning's limitations, however, is the lack of interaction (bailey, et al., 2021). the findings of this study reveal that this is different. according to evidence in appendix 2, state islamic university students continue to actively participate in whatsapp group, even those who are unable to join gmeet due to signal issues. their participation in each online meeting contributes to the attendance points and evaluation of student participation. low understanding of the issue discussed (bailey et al., 2021; sulha & harahap, 2021) has also been addressed, with the response that practically all students at both universities are thought to comprehend the subject matter being taught. this study's findings do not support the notion that learning is boring (friska, 2021). many students at the two universities are content and like their studies. finally, it appears that a solution has been found for the seven issues. in the preceding conversation, it was also addressed that signal issues are solved at state islamic university by holding gmeet once a month. the two campuses under study appear to not have unreasonable homework requirements or a bad learning environment. the question of whether or not students grasp the course has also been addressed by both universities, and the conclusion is that the majority of them do. avoid asking or responding to questions or quizzes; it has also been mentioned that at state islamic university, active involvement in class is needed due to the fulfilment of assessment requirements. collecting participation points and having students meet attendance criteria by the lecturers will help students overcome their lack of english practice. because if they do it that way, the students will participate in synchronous and asynchronous questions, answers, and comments. given everything that has been said so far, this study does in fact have certain drawbacks. one of them is the limited number of meetings where the whatsapp and google meet platforms can combine. because the faculty regulation, which does not want to burden the students, is the real source of this. thus, further research is recommended to explain the completeness of the data from english class sessions that are carried out optimally by merging the two platforms, namely whatsapp and google meet. 6. conclusion this research gives the readers new insights about the synchronous and asynchronous learning tool, especially whatsapp group and google meet. instead of theoretical reviews about those applications, the example and application of both tools are also provided in this article. whatsapp group is an effective platform to share information and task instructions related to the lecture. the use of google meet in scheduled online learning gives a good effect for most students’ understanding toward the topic discussed. on the other hand, the google meet application is helpful when having a face-to-face online discussion or presentation. ultimately, fun activities are needed when implementing technology in the classroom to reduce students' boredom at each online meeting. dealing elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 287 with the use of whatsapp and google meet in teaching, the lecturers could create fun activities by giving the students a quiz. this research results can be adopted or adepted other researcher to be implemented in their class by other lecturers or teacher when teaching online using whatsapp group and gmeet, especially during this pandemic. we hope that the contribution of this research can add the readers and researchers’ insight who look for intermezzo in online learning. references al-idrus, s. w., & rahmawati, r. (2021). analisis proses pembelajaran daring selama pandemi covid-19 pada mahasiswa program studi pendidikan kimia fkip unram. pensa, 3(1), 139-148. aswir, a., hadi, m. s., & dewi, f. r. 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[dissertation]. graduate school of universitas negeri malang. http://dx.doi.org/10.17977/jptpp.v5i6.13670 https://doi.org/https:/doi.org/10.12669/pjms.36.covid19-s4.2785 https://doi.org/10.3991/ijim.v14i13.14121 http://dx.doi.org/10.17977/jptpp.v5i6.13670 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 276-289 https://doi.org/10.31849/elsya.v4i2.9787 how to cite this article: lina, m. f., & hidayati, d. n. (2022). using whatsapp group & google meet during online class, why not? elsya : journal of english language studies, 4(3), 280-289. 289 appendix 1 https://docs.google.com/spreadsheets/d/1g4ptnz8agaqn_ arc0ncifazjpekqqd3qalbizut6-wi/edit?usp=sharing here is a raw questionnaire from an islamic university in salatiga. this is the first questionnaire for students (in the first meeting of the semester) to know students' opinions about what appropriate learning platform to teach them bahasa inggris 2 course and the use of synchronous learning (google meet) once a month. appendix 2 https://docs.google.com/spreadsheets/d/1uqo4gwvygpggs y7lppwuyj5bakwvkgcw_si2da5_se/edit?usp=sharing here is a raw questionnaire from an islamic university in salatiga. this is the second-type questionnaire (6 questionnaires from 6 meetings: meeting 1, 3, 4, 5, 7 and 8) of english learning which use whatsapp group and google meet (the combination method of asynchronous and synchronous learning). it includes students' understanding of the topic learned as well as comments and suggestions from students about the learning platform used. the students fills out the questionnaires every at the end of the meeting. thus, the number of students are different. if all students come, it will be 32 students, if no, it will be less than 32. elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 150 learning by doing intervention: addressing phonological difficulties of children through audiolingual method and total physical response edgar lester romupal, carla marie rubio, & cathy mae toquero mindanao state university, general santos city, philippines cathymaetoquero@gmail.com article history received : 12 may 2021 revised : 21 may 2021 accepted : 14 september 2021 keywords phonological awareness audiolingual method total physical response alphabetic principles learning by doing abstract phonological awareness is a critical skill that children must master during the early foundations of literacy. it is considered a highly accurate predictor of a child’s success in learning to read. however, at the expected age, there are cases in which children have not developed phonological awareness that consequently result in poor reading skills. this case study sought to determine the alphabet knowledge of two seven-year-old children and address their difficulties in phonological awareness through the alphabetic code. the researchers conducted ten sessions of phonological interventions to children with identified language learning difficulties in reading. the data analysis and collection process included curriculum document reviews, diagnostic assessments, phonological interventions, and evaluation. diagnostic results indicated that the children have difficulties in letter recognition of consonant-vowel-consonant (cvc) patterns, blending, and segmentation of phonemes. however, anchoring on the principles of learning-by-doing delivered through oral-situational as a core language approach, the interventions in this case study were found effective for phonics instruction. the audiolingual method and the total physical response in learning phonics, or letter sounds, activated children’s basic phonological skills. repetition, drilling, memorisation and performing language or vocabulary concepts using physical movement to react to verbal input can lessen the phonological difficulties of children. in light of the current global situation, no previous studies have applied a case study utilizing both audiolingualism and total physical response to address the phonological issues of non-readers. hence, this study offers scientific and pedagogical implications. 1. introduction the ability to read is deemed as one of the important indicators to academic success. in early literacy, reading is the foundational skill that children must develop. however, there are cases where children have struggles in reading due to developmental delays in language (wolk, 2015; choo, 2019), including phonological awareness. phonological awareness is a critical skill that children need to master as it is a predictor of children’s success in learning to read (moats & tolman, 2009). therefore, phonological difficulties should be addressed through appropriate language interventions. according to the released global education monitoring report (unesco, 2014), 250 million children worldwide cannot read, with 130 million of them in primary school and these prevailing reading problems (vilsack, 2014) on reading are attributed to the learners’ lack of mastery of the alphabetic principles and phonological awareness. lonigan et al. (2000) verified the role of alphabet knowledge and phonological awareness in forecasting subsequent reading achievement in children. these two domains have been verified as a vital component of children's emergent literacy proficiency (coursin, 2012). the assessment of these domains plays an important role in the management of children at-risk for poor reading outcomes. focusing on alphabetic principles along with phonological awareness is crucial to address the reading problems in later life of the children. the ability of a child to recognize and name letters is referred to as alphabet knowledge (kleeck, 1990). the alphabetic principle holds that letters and groups of letters represent spoken language sounds. readers gain access to the alphabetic principle through phonics when they apply their knowledge of sound and letter relationships to familiar or unfamiliar words. likewise, phonological knowledge as a central phenomenon plays a critical role in the growth of reading and writing capacities and processes of the children (grofčíková & máčajová, 2017). phonological awareness indicates that the area of oral language relates to the ability to think about the sounds in a word (the word’s phonological structure) rather than just the meaning of the word (mohammed, 2014). these concepts are foundational skills for children’s ability to read. through an oral-situation approach in language teaching for struggling readers, it is a plausibility to address the issues on the two domains. it is deemed to be the feasible and effective approach since children are expected to respond in situations provided to them. active response and input are http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 151 perceived when children are engaged in situations where they can connect and relate. oral-situation approach was pioneered by british applied linguists in the 1920s and into the 1960s (smith & loewen, 2018). the oral-situational approach is called for structuring systems around situations that allow the learner to practice the target language with maximum opportunity (murcia, 2014). in addition, unicef (2018) strengthened the claim that play is one of the most important ways in which young children gain essential knowledge and skills. for this reason, play opportunities and environments that promote play, exploration, and hands-on learning are at the core of effective pre and during primary programmes. according to the organisation, six to eight years old are often considered the early grades of primary school. play-based learning continues to be critical, but it is often neglected in favour of academic-focused education approaches. however, in this period, active, play-based learning approaches can transform the educational experiences of children in the early primary grades and strengthen learning motivation and outcomes. a game-like approach to teaching a foreign language (english) may improve the workings of the mind rather than a clearcut teaching methodology (cook, 2008). this study is anchored on the theory of john dewey about activity-based learning and child-centred instruction and his famous educational mantra “learning by doing” (sadi & cakiroglu, 2011). learning by doing is the process whereby people make sense of their experiences, especially those experiences in which they actively engage in making things and exploring the world (bruce & bloch, 2012). consequently, physical response and audiolingual method are mainly used in the study. these language methods elicit participation and responses from the children to engage in an active learning process and environment. through these approaches, children are the main actors of learning, activating their senses to learn by doing. specifically, one known language technique is the total physical response (tpr). total physical response, as a teaching technique, allows learners to respond physically to instructor’s directives, teach language by physical (motor) movement, and proper setting and going right into the exercises section that improve student comprehension in reading procedure text (zulpan, 2018). it was originated by james asher in the 1960s and managed to create instructional methods in the 1990s (shi & ariza, 2018). hence, explicit phonics instruction coupled with extensive practise are pertinent to children's mastery of alphabetic principles and phonological awareness. another possible method is the audiolingual method. the founders of the audiolingual method (fries & lado, 1958) wrote that language learning is a mechanical habitforming mechanism. imitation and repetition allow this development. therefore, this method emphasises aural training, followed by pronunciation training, listening, reading, and writing (mei, 2018). audiolingual method focuses on language learning by listening to and repeating (speaking) dialogues and exercises in the target language, which is often specified by an idealised native-speaker standard (rilling, 2018). as previously stated, reading is a crucial ability for children to succeed academically. children can develop their capacity to read at an early age if they are provided with reading opportunities. however, the situation of the children in this case study is not true for all children, since only certain children experience delays and difficulties, including phonological difficulties. well-developed methods and interventions should be employed to address the difficulties of these children and prevent more complex and pressing developmental and academic issues. in the philippines, the findings of a 2019 study conducted by the department of education (deped) reported that more than 70,000 elementary students in bicol cannot read in both english and filipino (jaucian, 2020). moreover, filipino students manifested signs of academic performance problems in the 2019 programme for international student assessment (pisa) results. specifically, the philippines was ranked at the bottom in reading literacy with 340 points out of 79 countries that were assessed (oecd, 2018). the results strongly suggest that filipino learners confront challenges in their early schooling years, especially in reading skills that affect their academic performance in the latter years. to render remediation to the existing issues, this study sought to determine the phonological awareness of filipino children and create language learning interventions to address their difficulties in mastering alphabetic principles and phonological awareness. before the emergence of the covid-19 pandemic, related studies on tpr investigated it as a language learning tool to concentrate on vocabulary mastery (ekawati, 2017; khakim, & anwar, 2020) and teaching listening (englishtina, 2019). previous studies on alm, on the other hand, discussed how it can address students’ speaking skills (aprianto, ritonga, marlius, & nusyur, 2020), grammar (maaliah, widodo, & aziz, 2017; vidhiasi & lengari, 2018), and second language acquisition (tassev, 2019). likewise, recent studies (aprianto et al., 2020; wullur et al., 2021) on alm and tpr were applied separately as language learning and vocabulary learning interventions through a quasi-experiment on college and senior high students. corollary, the researchers have found out the existing gap that no studies regarding the combination of total physical response (tpr) and audiolingual method (alm) as language learning interventions were done during the pandemic as distance learning is implemented in schools. the aforementioned studies on the two language learning methods also lack data on phonological difficulties, which are deemed crucial in the early literacy of children. this study therefore addresses the missing link between theory and practice in the fusion of tpr and alm to address phonological difficulties among children, especially at the time of a global health crisis. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 152 this research also characterizes originality since we combined two strategies as applied through a case study with elementary learners who are struggling readers. since we wanted to conduct an in-depth examination and provide phases of interventions to address the phonological difficulties of the said learners, then we deemed case study as suitable for the investigation. 2. literature review there have been a number of definitions of phonological awareness proposed, each with well-developed theoretical underpinnings and empirical evidence. phonological awareness is distinguished by the task performed and the size of the unit of sound that is the focus of the task. blending sounds together, breaking (segmenting) words into their constituent sounds, recombining sounds of words, and assessing if two words have certain sounds in common are examples of diverse phonological awareness capabilities that are defined by the type of task done (anthony & francis, 2005). phonological awareness is a broad term that spans a wide range of abilities. some skills show simple, shallowlevel phonological awareness, while others show complicated, deep-level phonological awareness (justice & schuele, 2004). all of these abilities, however, appear to be based on the same information foundation (anthony & lonigan, 2004; anthony et al., 2002; schatschneider, francis, foorman, fletcher, & mehta, 1999). simple phonological awareness activities, such as breaking words into syllables, finding and producing rhymes, and matching words with the same initial sound, are examples of shallowlevel knowledge. at a higher degree of phonological awareness, the capacity to identify and manipulate particular sounds or phonemes is required; this talent is known as phonemic awareness. this higher degree of phonological awareness, or phonemic awareness, has been found to be directly associated to early word decoding ability (anthony & lonigan, 2004; ball & blachman, 1991; torgesen, morgan, & davis, 1992; wagner & torgesen, 1987; wagner, torgesen, laughon, simmons, & rashotte, 1993). phonological awareness testing in preschool and kindergarten gives crucial information on the strategies that children use to learn to read (adams, 1990). when compared to several other predictors of later reading, lonigan, burgess, and anthony (2000) found that phonological awareness was the steadiest and most robust indication of later reading in a cohort of children tracked from late preschool to kindergarten and first grade. moreover, total physical response (tpr) is based on a combination of speech and action that focuses on teaching language through physical exercise (wang, 2017). according to asher (1982), the one who developed the method, tpr is based on the premise that the human brain is naturally conditioned to learn every natural language within interaction. the process of learning a second or foreign language is internalised as the process of learning a first language, allowing for a lengthy period of listening and gaining understanding prior to processing. errors are allowed at the outset of the learning process. along with deepening language skills, the instructor can gradually interfere and correct learner’s errors so that learners can make more fine-tuned phrases (qian, 2014). tpr also aids students' memory growth in speech development since a word is easier to understand and use (recalled) if the learner has direct experience with it (nasution, 2009). sayd (2018) also added that the method can enhance children's speaking and language skills as it uses simple language, incorporates elements of game movement, and provides a facilitative learning environment. foreign language learning is analogous to first language learning and reflects comparable naturalistic processes, according to asher (1977). tpr exercises, according to him, have an interaction efficacy in the realistic classroom between teacher-student and student-student. learners' anxiety levels may also be reduced to those of a more natural situation, allowing them to feel less threatened in the language classroom (asher, 1981). tpr also creates a stimulating environment by enabling children to join and become involved in activity, which boosts their excitement by allowing them to move freely. tpr students learn the language in a friendly and pleasant setting (larsen-freeman, 2000). a study of shan-shan (2017) compared the tpr and traditional teaching method in teaching primary english. results revealed the advantages of tpr as it stimulates pupils’ enthusiasm for english class, improves the efficiency of english teaching, increases pupils’ english interest, motivates their creativity, and provides a relaxing atmosphere. lewis's recent study (2020) examined how physical motions may help first-graders improve their letter-sound identification for short vowels. total physical response was employed in the study. the teacher demonstrated the letter motions, which the pupils subsequently practiced and utilized in other tasks. as a result, the use of physical movements and phonics training for letter-sound identification for short vowels increased the scores of four out of five students, demonstrating a favorable link between the use of physical movements and phonics training for letter-sound recognition for short vowels. one student did not improve on his assessment, portraying that this strategy did not correlate to an improvement in letter-sound correspondence for short vowels. focusing on concept of audiolingual method, lado (1978) coined the word "mim-mem'' to describe the audiolingual method, which he described mimicry and memorisation as methods to improve language automaticity. based on structural linguistics and behavioural psychology, audiolingual method follows different kinds of drills (chunsuvimol & charoenpanit, 2017). the audiolingual method helps students react correctly and rapidly in exchanges of conversations both within and outside of the http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 153 classroom (harmer, 2001). the approach is focused on the idea that learning the english language through speech is more successful than learning it through text. dialogue has an imperative role in the method as it enables students to practise memorising, mimicking, and speaking english (bagheri, hadian, & vaez-dalili, 2019). as supported by butzkamm and caldwell (2009), dialogues harness learner's language fluency and agility. the use of ways to develop learners' speaking skills is not separate from the use of techniques (taufiq, 2018). according to effendy (2009), using audiolingual methods of language learning will improve students' ability to recite letters, increase their ability to create sentence patterns, improve their speech, and make the classroom environment more alive because students are actively responding to learning materials. drilling is a method that involves repeating vocal patterns and structures (kartikasari & salam, 2015). drills are regarded as a fundamental aspect in the learning process in systems based on a behaviourist perspective of learning, such as audiolingualism. drills are utilized to support the establishment of beneficial habits in this method, which focuses primarily on the presentation and practice of structures. the most basic exercise for acquiring linguistic patterns is repetition. it is utilized right at the start of a language class. learners just repeat what the teacher says or what the tape recorder records (kakunta & kamanga, 2020). last but not the least, a recent study of sidabutar (2021) investigated the effect of the audiolingual method on speaking achievement of second grade students focusing on dialogue, speaking, vocabulary, fluency, and comprehension. results revealed the students’ speaking ability by using the audiolingual method shows better results compared to those who did not teach by using the said method. 3. method 3.1 research design this study strives to determine the phonological awareness of children and create language learning interventions to address their difficulties in alphabet knowledge and phonological awareness. hence, the researchers employed a single case study. case studies explore and investigate contemporary real-life phenomenon through detailed contextual analysis of a limited number of events or conditions, and their relationships when a holistic and in-depth investigation is required (zainal, 2007). 3.2 case participants and ethical consideration with respect to the rules and to maintain the confidentiality of the subjects, the children are named as brigh (pseudonym) and sofianne. brigh (male) and sofianne (female) are both seven-year-old grade two students who came from two public schools in general santos city, mindanao, philippines. they both have difficulty in reading and weaknesses in alphabet knowledge and phonological awareness. in terms of the process of intervention, the researchers asked for the permission of the guardians of the children to allow them to choose their children for the case study. they were told of the nature of the study and its purpose. the children showed willingness to learn to read together with the researchers. the researchers’ served as facilitators to the teaching and learning intervention process. 3.2 case description brigh is under the custody of his grandparents due to family issues. brigh is continuing his studies despite the pandemic. he is under modular classes or with the utilisation of the modules provided by the school as learning modality. brigh grew up in a community that can be considered a “suburban” community. he is an active child who loves to play with his friends. based on the conversation with his grandparents, brigh has been doing and answering his modules rarely. his grandparents are not able to teach him and offer assistance regularly because they are busy making a living. brigh lack support when it comes to his learning. additionally, the grandparents stated that they were unable to devote their full attention to brigh's studies due to a lack of time and that they were unsure how to teach him the mod ules' lessons because they do not understand how they shoul d be taught properly or how to provide the answers. in the case of sofianne (pseudonym), she is already delayed in the progression since she still has the difficulties in identifying the sounds of the letters that is a contributory factor to her difficulty in reading. sofianne is a seven-yearold grade two student. she is the eldest among her two siblings (three-year old boy and eight months newborn baby). both her parents are businesspeople. based on the researcher’s observation, sofianne is a jolly and outgoing child. she loves to watch vlogs and nursery rhymes through youtube. grounded on her mother’s narratives, she does not usually spend time playing with physical toys and enjoys more of her attention on mobile phone and tablet. she is currently on a distant learning setup with modular activities. 3.3 digital and non-digital interventions both digital and non-digital teaching methods and instructional resources were used to assess the complexity of the lessons. in addition, the tools are being modified and dependant on the current instructional resources. in terms of multimedia educational content, video presentations such as those featuring letter sounds or phonics, as well as videos containing explanations about rhyming words and nursery rhyme videos were utilised in testing the difficulty. the researchers included non-digital teaching resources or objects such as worksheets with simple consonant-vowelconsonant (cvc) words, a worksheet with poetry and lyrics to songs with rhyming words, and a writing board. also, the researchers as facilitators used real objects (i.e., rhyming pairs objects), rhyming sort task cards template, and a big table template where the child posted the cut-outs from the template based on their answers on the rhyming sort task cards. the researchers made the task of separating rhyming words from non-rhyming words more playful by http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 154 incorporating it into an active play using the materials described above. the researchers applied a combination of learning tools to create the process for intervention in addressing the difficulties of the children in alphabet knowledge and phonological awareness. 3.4 collection and analysis protocol the researchers’ conducted a field observation to gather the data. observation and scaffolding for the children were also evident in the course of this case study. the researchers utilised field memo strategy to keep track of the learning process and things needed for the improvement of the children. an outline learning plan was created as a blueprint for the flow interventions utilised for the entire sessions. document critical analysis, participant observation, pretest, posttest, and triangulation of multiple sources allowed interpretations for data analysis. the researchers started to interview the guardians of the children to have a background about the life of the children. the researchers made an observation of the situation of each child. the researchers first established a relationship with the children so that they would be comfortable during the entire learning process. the researchers and the children started the process by having interaction with each other. figure 1. stages of collection and analysis figure 1 shows the stages of collection and analysis of this case study. a review of the curriculum competencies was done followed by a diagnostic assessment of the phonological-related competencies of the children. to address the difficulties of the children based on the assessment results, an intervention was done employing both the audiolingual method and total physical response. thereafter, a post-assessment was carried out to test the progress of the children and whether the learning-by-doing intervention was effective. 3.5 curriculum document review two of the content domains in the k to 12 curriculum guide of the department of education in english are alphabet knowledge and phonological awareness. the specific areas or english lessons tested on this case study were based on the english curriculum guide and those were to identify sounds, recognise rhyming of words in nursery rhymes, poems, songs heard, and distinguish rhyming words from non-rhyming words. in grade 2 content standard under alphabet knowledge, it states the learner demonstrates understanding of the alphabets in english in comparison to the alphabets of filipino and mother tongue. under phonological awareness, the content standard states that the learner demonstrates understanding of the letter-sound relationship between mother tongue and english for effective transfer of learning. table 1. objectives of the learning plan for this study objective 1 reads the alphabets of english; objective 2 recognises names of people, objects, things, and places; objective 3 produces speech sounds (sounds and letter names); and objective 4 reads words with short sound in c-v-c pattern. table 1 shows the objectives under the domain and the grade level based on the curriculum guide of english duly issued by the department of education. the researchers identified the letter and sound of the names of people, objects, things and places (noun) in c-v-c patterns. 3.6 language approach and language learning methods the researchers used the oral-situational approach complemented with audiolingualism. before learning how to write the content, learners must first learn how to read it. the core approach was appropriate in the case study since the children were able to learn first the letter sounds which were performed orally before learning how to read words and how to eventually write words. systematic teaching using this approach is crucial to learning since language teaching is based on expression, structures, and an emphasis on a selection of common vocabulary items (rhalmi, 2009). http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 155 moreover, the use of scenarios and repetition were evident in teaching reading. the researchers made a connection between the circumstances that might represent and resemble the lesson accompanied with various materials. furthermore, the children learnt by repetition. the researchers believed that to enable the child to improve and to learn, situation presentation and practice of words are both necessary. the approach was delivered through audiolingual method and total physical response as interventions. 4. results 4.1 preliminary investigation protocol based upon the conducted preliminary observation of the researchers with the children, it showed that sofianne did well in comprehending a story if it is presented with visuals and videos. the facilitators gave assistance through giving questions. the facilitators also found out that the brigh did well when it comes to comprehending a story if it is presented with visual presentation and when the facilitators offered assistance on stimulating the mind of the learner by asking what happened in the story. they can understand what is happening in the story with the scaffolding strategy. however, with the use of variety of instructional materials, the facilitators discovered that brigh and sofianne did not know how to read. the children cannot utter a single word from the passages, stories, or even from short phrases. when it comes to reading a sentence, cvc word, story, or a short passage, both children were not able to read and utter even a single word. the children did not know how to read words. they had difficulty in reading the phonemes. both children were not able to read because they cannot identify letters and pronounce the sounds of the letters. they lack mastery of alphabetic knowledge and phonological awareness. 4.2 diagnosing phase during the administering of the pre-test which was conducted during the first session (phase 1), the researchers utilised an oral test in which the children were asked to identify the letter, produce the sound, and read c-v-c word patterns (figure 2). after administering the pre-test and determining the current english language standing of both children, it can be diagnosed that their weaknesses on english language skills were on alphabet knowledge and phonological awareness. they cannot read words with three letters (c-v-c patterns) at the age of seven. they have difficulty in identifying letters and the sounds that consequently contributed to their reading difficulty. figure 2. alphabet chart and cvc word bank used in pretest the results revealed that the children have generally poor alphabet knowledge and phonological awareness. in the first test, they have very few correct responses out of twenty-six alphabets. the second test, on the other hand, showed their inability to read an entire word. they can only produce the sounds of the beginning letters, but not all and only with the guidance of the tutors. sofianne and brigh also mistakenly produced the name of the beginning letter, instead of the sound. the researchers discovered that both children did not know how to properly utter the sounds of the letters. they lack phonemic awareness and cannot produce the sound patterns to produce words. since the children have poor alphabet knowledge and phonological awareness, they need to identify the letters by naming it and producing the sound. in such method, they can grasp the recognition of letter and sound with the help of their first-hand execution aided by interactive instructional materials and active play. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 156 4.3 experimenting phase children must have phonological knowledge in order to find a solution to their trouble reading in the english language. the children must return to recognising and understanding letter sounds, or phonics, to recognise rhyming of words in nursery rhymes, poetry, and songs heard, and to differentiate rhyming words from non-rhyming words. gradually, the children must return to knowing and understanding the letter sounds. figure 3. phonics and alphabet songs for children the researchers presented videos with the help of digital learning materials, the videos contained tutorials about the sound of the letters or the phonics (figure 3). the researchers and the children watched the videos repetitively so that the children can familiarise and recognise the sounds of the letters. then, the facilitators uttered the letters and let each child speak for letter sounds. in phase 2, the facilitators utilised several and varying interventions towards the children to experiment and test their learning styles and preferences. first, the facilitators employed a “teacher-led instruction” in which a facilitator leads and talks more, rather than the child. second, the facilitators utilised the aid of technology by letting the child watch educational videos (specifically nursery rhymes, alphabet songs, c-v-c reading, etc.). third, the facilitators created flashcards in which the children can manipulate the objects while practising the alphabet identification and speech sounds. the facilitators found out that sofianne and brigh respond actively to visual cues in which they can have the verdict to manipulate the objects. sofianne also enjoyed talking during the instruction since she is an outgoing child. 4.4 implementing phase after the experimenting phase and diagnosing the learning preferences of the children, the facilitators implemented three tools that were suited to the learning styles of sofianne and brigh. figure 4. interactive board the first tool that the facilitators used was the interactive board (figure 4). the board consisted of the english alphabet letters (uppercase and lowercase) in order. there will be a colour code in each letter and a coloured letter. the facilitator reads a specific letter and the child needs to match the uppercase and lowercase letter on the board by referring to the colour code and cover it by the coloured letter. after matching and covering the letter, the child must name the letter and produce its sound. figure 5. visual cue on blending and segmenting the second tool that the facilitators used in the course of observation was the word family spinner (figure 5) that helped the children recognise patterns among words (specifically the c-v-c), which may increase their alphabet knowledge, including the phonological awareness and accuracy. the facilitator spins the wheel and let the child: (1) determine each letter of the word; (2) perform the individual sounds of the word; and (3) read the entire word. figure 6. visual cue on blending and segmenting http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 157 the third tool was a visual cue on blending and segmenting the sounds (figure 6). the cards have pictures of the word and the letter that forms the word separated each by a block. when blending, the facilitators showed the children how to say the sounds closer and closer together to make a word. when segmenting, the facilitator showed how to stretch the sounds out so they can hear each sound. after the modelling, the children can perform it through repetitions. in the third phase, the facilitators presented a variety of instructional materials such as presenting short stories in the form of a video with the help of digital learning resources. they were also presented with plain texts, passages, short phrases, and stories to help in determining the strengths and weaknesses of the child. 4.5 evaluating phase after the 10-session observation and intervention, the facilitators evaluated the progress or regression of the children’s english skills specifically on alphabet knowledge and phonological awareness. similar tests were given from the pre-test to the post-test. the facilitators evaluated the performance of the children if they improved or only retained their previous situations. additionally, the facilitators took note of critical aspects and observations that must be taken into account as the children's learning process continues. figure 7. rhyming words worksheet in the last phase, the facilitators also gave some worksheets containing the basic cvc words (figure 7). the facilitators assisted the child in reading one by one the various cvc words, then, each facilitator asked questions to the child about their observations regarding the presented cvc words. figure 8. rhyming words 3d nursery rhymes for kids and children eventually, the children recognised some rhyming words that were present in the cvc worksheet. the facilitators also presented videos that explain the rhyming words (figure 8). after that, the facilitators elaborated and explained it to the children. in the last phase, the children can recognise rhyming words. the facilitators provided videos (nursery rhyme videos), songs, and poems that contain rhyming words and asked the child to determine the rhyming words on the presented videos, songs, or poems. the facilitators also provided an active play about distinguishing rhyming words from non-rhyming words. after giving various instructional materials through the application of audiolingual and total physical response interventions to the children, they were able to recognise phonemes. sofianne was able to recognise the sounds of the letters little by little as the days passed. brigh was able to recognise the letters of the sounds. eventually, he was able to read basic cvc words by incorporating the sounds of the letters. with the assistance of the facilitators and through teaching children to utter the sound of the letters then connect it to the sounds of the other letters in the words, they were able to decode phonemes. each child was able to read simple and basic cvc words. as the sessions passed, the children identified the rhyming words from the instructional materials presented (digital and non-digital) and eventually they can distinguish the rhyming words from the non-rhyming words. the facilitators made some realisations along the process of the interventions. facing some difficulties and situations together with the children also helped the facilitators to realise possible ways to make the interventions work according to the learning styles of the struggling readers. moreover, after 10 sessions of intensive intervention, the children showed a positive outcome as they were able to recognise basic sounds of the letters and read simple and basic cvc words. they can recognise the rhyming words from the cvc words presented and from the audio-visual media that was shown. the children can distinguish the rhyming words from non-rhyming words. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 158 5. discussion after the rigorous implementation of the interventions and tools, a noticeable improvement can be explicitly seen in letter and sound identification. both children in this case study can identify the letters and sounds. in the first test, the children manifested signs of improvement from few correct responses in the pre-test to fourteen and more correct responses in the post-test out of twenty-six alphabets. in the second test, the children still cannot read the entire word since they need continuous modelling and guidance. however, their errors in stating the name of the beginning letters were minimised. both children need the guidance of older peers, teacher, cousin, etc., to read and model the sounds. both of them need the utilisation of mimicry to perform the speech sounds. with that, it only demonstrates that both learners need support or assistance during their learning process. this support or assistance is referred to as scaffolding. scaffolding is a form of support that is contingent, fading, and intended to transfer the responsibility of a learning performance or task to the learners (van dae pol aet al. 2010). the emergence of scaffolding as an effective instructional tool has highlighted its critical role in assisting students in achieving academic success (hong & nguyen, 2019). with that, providing a supportive learning environment or assistance for the children will allow them to absorb knowledge, have continuous learning progress, and eventually obtain the desired objectives. after the reflected results in the post-test, the audiolingual and total physical response methods applied through the interactive board, word family spin, visual cues on blending and segmenting, and digital tools are effective with slight changes and improvement in the alphabet knowledge and phonological awareness of the children. the audiolingual and total physical response methods are responsive as phonological awareness intervention specifically in learning phonemes or letter sounds. the audiolingual and the total physical response methods provide a significant contribution to english instruction. these two approaches are a set of strategies that can be combined with other methods to provide effective instruction (wang, 2017). initially, since the children did not know how to read and were unable to utter a single word, the researchers decided to begin teaching the children with the letter sounds or phonics. phonics is an integral aspect of language learning because it allows learners to understand the connection between letter type and speech tone, which leads to language literacy (ren & ma, 2017). also, learning more about phonics assists learners to read more quickly and recite what they've just read out (carley, 2018). moreover, learning phonics or the letter sounds is being applied with the audiolingual method since it provides repetitions, memorisations, and drills using audio-visual media. in audiolingual method, skills are in sequence: listening, speaking, reading, and writing. along the process, the children were taught first of sounds of phonemes, and the facilitators assisted the children recognise the phonemes. the audiolingual method posits that students can overlearn the language to communicate using exercises and mim-mem tasks. the audiolingual method attempts to improve students' communicative skill through conversations (mart, 2018). for audiolingualists, the most critical outcome of the teaching-learning process is to assist learners in understanding the grammatical forms of the target language, which will enable them to use the language more automatically and therefore more effectively (saricoban, 2004). the facilitators played an important and constructive part in the audiolingual method, so a collaborative effort occurred between facilitators and learners. they manage content, learn at a regular pace, and keep track of students' progress (richards & rodgers, 2001). teachers are highly urged to support and assist students who are learning english by repeatedly repeating the right vocabulary, phrases, and sentences (harmer, 2007). on the other hand, total physical response is also used since it is a method wherein the child is a listener and a performer. "total physical response (tpr) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity" (richards & rodgers, 2001, p. 87). in this method, the child is not only a listener or a receiver of the information. instead, the child learns through listening and at the same time through performing. additionally, total physical response aids children's cognitive development by stimulating all of their senses, as well as their imagination and creativity (hounhanou, 2020). nuraeni (2019) found that after using the total physical response (tpr) method, pupils' vocabulary and comprehension scores improved. the method promotes self-confidence, imagination, interest, and motivation in students. it encourages learners to be engaged, focused, and interactive in the learning activities. also, the total physical response (tpr) method made the teaching and learning process more flexible and entertaining. as a result, the study demonstrates that using the total physical response method is effective. furthermore, the methods employed by the researchers were based on the idea of "learning by doing" by john dewey. it involves active play while learning. active play or play-based learning allowed the both children to participate in activities that will enable them to simulate situations they are likely to experience (ali et al., 2018). at the age of seven, children have a limited attention span. catching and recapturing a child's attention continuously throughout a lesson is a constant challenge for people who work with young learners, especially those aged 5 to 7 years (millares, 2012). as a response, the activities given to children must be interactive. over the course of 10 sessions, the children did not feel a sense of fear and anxiety which fully enabled them to identify the names and sounds of the letters and read the entire word. moreover, the active play reduced the stress and pressure on the subjects which improved their alphabet knowledge and phonological awareness. while playing, the children were learning consciously and unconsciously. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 150-162 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 159 in addition, the interventions were effective because the instruction was not teacher-dominated. both methods helped the children practise the identification of letters and utterance of sounds as first-hand experiences. intimidation and superiority are also lessened because the facilitators encouraged the children to participate and execute without the fear of committing mistakes and errors. in entirety, the methods are effective because these are learner-centred. in learner-centred teaching, students are in control of their learning. it encourages students to engage actively in the teaching and learning process rather than the more conventional passive role (darsih, 2019). negative conceptions, including fear, anxiety, and intimidation, are minimised since the participants are deemed to be the protagonist of the process. the researchers acted as facilitators. in reroute, the learners were not passive receivers of information; instead, they were active enablers of their learning. the research novelty of this work is the mixture of phonological interventions, specifically the audiolingual method (alm) and the total physical response (tpr), via a case study on elementary learners, to address non-reader challenges during the pandemic. recent studies on the aforementioned teaching strategies were applied separately as language learning and vocabulary learning interventions. studies (aprianto et al., 2020; wullur et al., 2021) have examined the audiolingual method's effectiveness in boosting the vocabulary of english-first language learners and in raising the learners' willingness to learn english. on the other hand, santika et al. (2020) intended to ascertain the effect of the total physical response (tpr) strategy on senior high school students' speaking abilities. nonetheless, these studies placed more importance on a single method as applied to speaking or vocabulary learning rather than on reading instruction. thus, this study is unique as it integrates two teaching strategies, namely the audiolingual method (alm) and the total physical response (tpr), to address the children's phonological difficulties. additionally, this study applied stages and phases in the data gathering, analysis, and intervention processes, to arrive at a more detailed and systematic investigation. 6. conclusion this study has shown that the primary approach which is oral-situational complemented with audiolingual method (alm) and total physical response (tpr) interventions can help the children in coping up with their difficulty in phonology. this mixture of phonological interventions on a case study on elementary learns is the uniqueness of the study, especially since it addresses non-reader challenges during the pandemic. the methods that were used and applied have played a critical role on the learning of the children. with the use of the audiolingual method together given in accordance with their learning circumstances, the children learnt without experiencing boredom. likewise, the use of total physical response helped the children achieve meaningful learning. they were focused and attentive to what they were learning since they were also entertained. they were able to learn through repetition, drilling, and memorisation. although slightly effective, the methods that have been utilised showed effectivity since positive results are observed based on short weeks of intervention. results revealed that improvement can be seen in children’s letter and sound identification along with the ability to produce letter sounds. negative feelings to learning, including fear, anxiety, and intimidation were minimised as the children enjoyed the play-based activities. likewise, assistive language interventions can strengthen language learning. hence, teachers should incorporate “learning by doing” interventions as part of the alphabetic code: (1) audiolingual method and (2) total physical response to address phonological difficulties of struggling readers. despite these results, this study has its limitations and cannot be generalised to other children due to varying reasons. since there is a time constraint, full results were not identified and consolidated so the children only showed slight improvements. likewise, this study only involved two children with unique circumstances to which the interventions may be limited to their context. nevertheless, the interventions can be administered and sustained by the children’s family members and/or personal tutor to scaffold the reading abilities of the learners. utilisation of various instructional materials considering the oral-situational approach and applied using learning-by-doing principles may attract attention and encourage children to engage in the learning process. most importantly, a systematic approach to phonics instruction is strongly recommended for teaching children alphabetic knowledge and phonological awareness, with an emphasis on segmenting and blending. references adams, m. j. 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of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i1/11804 vol. 5, no. 1, 2023, pp. 85-106 journal homepage: https://journal.unilak.ac.id/index.php/elsya 85 original research a need analysis on developing english interactive multimodal e-book oriented to 21st century skills adhan kholis, ulul azmi universitas nahdlatul ulama yogyakarta, yogyakarta, indonesia article info abstract article history: received 13 november 2022 revised 11 january 2023 accepted 19 feb 2023 the need toward availability of online and electronic textbooks (e-books) in language teaching and learning in digital age and 21st century is very considerable. to design and develop an electronic book, teachers should consider all students’ needs. this study aimed to investigate and explore students’ english learning needs, wants, and difficulties of primary education on developing english interactive multimodal e-book integrated with the skills of 21st century including communication, collaboration, critical thinking, and creativity. the case study research design was used to deeply investigate and describe the students’ needs on development of english e-book. to collect data on the students’ necessities, difficulties, and wants for a primary english course design and skills, the researchers used interview and questionnaire. . the researcher interviewed one teacher and three students. for questionnaire, there were three main aspects asked: students’ necessity, wants, and difficulties totally consisting of sixteen questions. documentation of the teaching and learning activities photos was collected and the data were analysed using qualitative and quantitative analysis. the results included (1) the students’ english skill was considered poor; they had little vocabulary mastery and low motivation toward learning english materials (2) the needs toward the 21st century skills to be included in e-book were very necessary to promote communication, critical thinking, and problem solving skills; (3) inserting various multimodal materials in each task of e-book was needed to increase students’ references, reading comprehension, and digital literacy, and (4) inclusion of various online activities like synchronous and asynchronous mode was highly demanded. keywords: 21st century learning design 21st century skills electronic books multimodal technology need analysis corresponding author: kholis, adhan@unu-jogja.ac.id 1. introduction the covid-19 pandemic has changed and modified teachers’ paradigms on teaching and learning in all levels of education starting from primary education to higher education even on the roles of teachers in supporting and mediating students’ course comprehension. many schools and institutions apply some policies such as full online (work from home) and blended learning as well to reduce spread of virus. for almost two years, this implementation of online learning in every school is happening. several polemics are arisen from any parties like students’ guardian especially of primary students who feels worried on this mode since their children face some difficulties when entering online meeting. for instance, they get troubles with internet connection in their area. most teachers utilize videoconference method in reaching students’ presence and transferring materials. also, many tasks are shared immediately on whatsapp group to be downloaded and read on students’ device. with limited instructions and assistance by teachers, students only need to open and read materials given based on their comprehension. principally, a successful learning should include any feedbacks and scaffolding from teachers to facilitate learners in understanding materials. in practice, it was found that interaction and communication both teacher and students are deficient. this https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 86 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills evidence is confirmed by parents’ responses toward children’s assignments which stress on just submitting tasks and exercises on whatsapp media. students are mostly charged with the online assignments rather than more direct feedbacks. here, the parents’ roles and involvement are very dominant. consequently, students more depend on their parents in executing learning process than on their teachers. this case should be a significant concern by teachers to find out several solutions. somehow, teachers should have adequate digital literacy to comply the model of innovative education for the future (li & yu, 2022). some can be undertaken by designing blended and fun materials which can reach students’ engagement and awareness. for instance, teachers should decide to develop online or electronic materials or books than paper books or textbooks. in today’s digital age, electronic or online materials are very necessary to facilitate learners in comprehending online subjects. teaching material is one of key aspects or elements in the process of learning in the classroom. it helps teachers in transferring knowledge and achieving learning objectives. the term of online is identic to digital term. effective online education comprise of online teaching and learning increasing concentrations on standard online course design, teaching, and learning (hodges et al., 2020). digital technologies have influenced diverse aspects of language learning including management systems of modern learning, collaborative learning, and language acquisition targeted on socio-constructivist (alakrash & razak, 2021). for teachers, technology is used to augment language classes due to very limited time for using a real language in typical language classes (tomlinson, 2011). while paper books are still relevant and useful for mediating learning in the classroom, factors such as its limited content and heavy weight made books seem outdated for generation z students who grew up with smartphones that have ever-expanding storage space and light portability (al musawi et al., 2017). the emergence of covid-19 and the disruption of industrial revolution 4.0 designated by internet of thing (iot) and digital technology enable teachers to reform their method in teaching such as developing materials, assessing, and evaluating learning by online. for instance, the use of e-book to mediate learners in virtual activities. electronic books or e-books display interactive multimodal information such as written texts, spoken readings, music, illustrations, animations, which can be used with touch and pressure on the screen (touch screen) to produce sound and animation (lópez-escribano et al., 2021). e-books contribute to the development of reading skills through digital reading because they contain designs that attract the characteristics of diverse learners (ozturk, 2021). several benefits offered by e-books include (1) accessibility (woody et al., 2010); (2) portability, and (3) less space for storage (kang et al., 2009). some studies related to e-books for children result that it can escalate motivation and support in language development especially reading and writing skills (korat & shamir, 2007). in addition, e-books can assist children to learn meaning of new words, recognition of words, and words’ reading (korat & or, 2010). according to the term of multimodality, it presents platforms for students learning in diverse disciplines like semiotics, linguistics, media studies, new literacy studies, sociology and psychology, and education (jewitt et al., 2016). this term is not recent. this multimodal concept was introduced by the new london group in 1996 which changed what is called literacy pedagogy which includes six elements in the meaning process, namely linguistics, visuals, audio, gestures, spatial meaning, and multimodal interaction (lotherington & jenson, 2011). actually, communication refers to multimodal because several semiotic resources are involved and all assist the process to make meaning in a given situational context in order to interpret message entirely (bonsignori, 2018). various types of multimodal technologies include massive open online courses (moocs), serious games, artificial intelligence (ai), learning management systems (lms), mobile applications and e-books, augmented/virtual reality (vr), and classroom technologies (qushem et al., 2021). multimodal e-books encourage students to develop literacy where teachers can provide guidance through the use of tools in a reading text. also, it presents several visual words that can help students understand vocabulary, repetition of text, animations, and at the same time sounds that make students focus on meaning. moreover, multimodal e-books also provide lots of benefits for students' reading comprehension, including aspects of pronunciation, vocabulary, and narration. the use of e-books in children's learning also has an impact on autonomous learning, where students can get a lot of new vocabulary that has not been known before (morgan, 2013). furthermore, e-books tend to be more flexible than their predecessors due to the enriched aesthetic multimedia effects they offer and the many options for personalization and customization (qushem et al., 2021). for achieving the goal or objectives of learning, the content of a book should be embodied the students’ needs and wants even activities to support english students’ proficiency. indeed, the needs toward the 21st century skills and learning design should be surveyed by english teachers to provide students skills to face future like digitalization and globalization. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 87 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills the skills oriented to 21st century should be considered and put in the english curriculum in indonesia. the world is more global and complex. it offers lots of challenges such as the use of technology in everyday life. the today’s learning outcome is supposed to orient on how students can survive and live together with society even gain comfortable positions in their work. this is harmonious with the vision and mission of indonesian government pointed to result superior and competent human resources. the 21st century skills including communication, collaboration, critical thinking, and creativity (laar et al., 2020) enable students to improve and build their capacity in life and working. besides the four skills mentioned, the term of digital literacy is also included and should be strengthened to students (tohara et al., 2021). indeed, the 21st century is also marked by the rapidly growing use of technology (chu et al., 2017) such as networking and the internet (farias-gaytan et al., 2022). digital literacy refers to a set of competencies related to skills in using computers, digital media, and information technology (leaning, 2019). in the world of education, this term has begun to be widely used in the development of electronic-based textbooks (e-books). there are three elements in children's digital literacy: operational, cultural, and critical. the operational element refers to the ability to write and read in various media. some literacy educators also argue that the success of today's millennial students (generation z) and future workers is linked to mastery of digital literacy (kustini et al., 2020). this study aims to explore the students’ needs on developing english interactive multimodal e-book oriented to the skills of 21st century. this is the preliminary phase on designing and developing english primary e-book. indeed, it refers to formulate current needs in developing friendly and contextual books. the whole content of book should representatively contain the students’ needs in learning english well and fluently. by knowing their perceptions, needs, wants, and lacks toward learning english, hopefully, this analysis of needs can result well-structured english e-book. in a course and textbook development, the term of need analysis becomes an inseparable part in helping teachers design and finish desired products like e-book. it mainly refers to contents and the goal of a course which examine what learners already know and need to know (nation & macalister, 2010). indeed, it is the fundamental of curriculum practices including syllabus designs, material development, and instructional design (renandya & widodo, 2016). in many cases, there were some available electronic books whose contents do not represent and support what students’ needs and the students’ ability. they are only in the form of pdf which is static and not interactive. in today’s digital era, lots of multimodal interactive e-book are very significant supporting students in learning due to some combination among audio, visual, animation, attached link like youtube and so on. this study is very important to be organized to obtain the model of material development mainly for electronic books using some multimodal interactive tools. detail and more comprehensive analysis of students’ needs are necessarily established to result good electronic book. hopefully, after conducting this study, the researcher can give some models or references in developing english interactive multimodal ebook for elementary students. 2. literature review 2.1 multimodal technology digital technology enables for the framing of multimodal texts consolidating various modes of making meanings including language, images, sounds, gesture, and space. also, it is an approach to address expanding learners’ needs and it has been used in language class for purposes of diverse learning (hafner & ho, 2020). in english language teaching context, it has been used to encourage learners’ autonomy and assessment modes. some merits of using multimodality in learning english have been declared, such as (1) offering various modes for effective communication; (2) increasing semiotic consciousness; and (3) promoting self-monitoring in the process of multimodality design (yeh, 2018). furthermore, based on (bradley, joff p. n. et al., 2017) report, there are some benefits of digital multimodal for language students: it gives teachers independence to inquire what may seem probably at first glance a tangential relationship to the content of materials. indeed, for students, it can add students’ abilities to draw maps and to think for the target language. 2.2 electronic books elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 88 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills electronic book or e-book is a book designed and developed electronically or digitally using multimodal tools like combination between audio and visual materials. it not only displays texts but also beyond texts such as audio and visual parts in contents. furthermore, the terminology of electronic materials refers to material digitally designed which enables the user can access it through a single source, mostly a computer. in addition, e-books display interactive multimodal information such as written texts, spoken readings, music, illustrations, animations, which can be used with touch and pressure on the screen (touch screen) to produce sound and animation (lópez-escribano et al., 2021). there are three major dimensions beneficial to second language learning including hypermedia, multimedia, and communication media (tomlinson, 2014). hypermedia naturally ‘hypertext’ points to the capacity to make links between some information. it means that hypermedia does not only contain text, but also photos, audio and video and computer graphics related to certain topics. multimedia contains various media like static, animated, sound, voice, graphics (including diagrams, icons, maps, illustrations, photos), animated graphics, and video. communication media refers to communication taking some forms: e-mail, discussion lists, bulletin boards, chat rooms, and video conferencing. e-book has also a positive influence on listening and reading comprehension. this is due to the effects of multimedia combination provided. regarding to reading skills, the e-book interference generates in higher test scores contrasted to print book (hsieh & huang, 2019). based on (shamir et al., 2017) research on effectiveness of e-book on language retention among children, they show evidence that ebook offers long-term effects on language memory for children who have learning difficulties. children are able to retain lots of new english words since e-book contains texts illustrated by some animations and sounds. 2.3 digital literacy today’s english teachers and learners need to upgrade their skills specially to adopt the 21st century skills such as digital literacy. to define it more detail, the term of digital competence becomes preceded term should be elaborated. digital competences are coinciding processes of what lots of authors understand as an information and communication technology (ict) and as a skill of information literacy. it is not only about the abilities to access, store, and regain information about knowledge but also capacity development to sufficiently use this information and alter it into knowledge (sánchez-cruzado et al., 2021). based on (van laar et al., 2017) term, they define digital competencies as assembly of cognitive, social, and emotional skills, critical effective learning with technology of digital in educational settings, workplaces, and in lifelong learning. indeed, literacy refers to ability to read, understand, and reflect on written text critically. since growing of digital technology, the needs toward literacy are also increased. some competencies include abilities to think critically to information, to develop knowledge from various resources, to communicate, and to collaborate with fellow (silber‐varod et al., 2019). furthermore, transformation of digital and education 4.0 contrast with conventional education since they are supported by technology such as artificial intelligence, management of data, robots, cloud system, and sustainable technologies (gonzález-pérez & ramírez-montoya, 2022). 2.4 21st century skills the 21st century skills are the main focus for increasing human resource capacity in every country including indonesia. these competencies become guidelines for forming human beings who have the ability to compete in the world of work. various warnings like globalization, liberalization, and the development of ict address to this issue as well (sulaiman & ismail, 2020). to realize the fulfilment of these competencies to solve problems, it is necessary to be applied in the 21st century learning. also, these skills are characterized by the dispersion of technology (chu et al., 2017). it consists of three main domains of knowledge: (1) innovative thinking; (2) information, media, and ict (collectively as a digital literacy), and (3) life and career skills. based on the centre of curriculum redesign (ccr) framework organized by (fadel et al., 2015) visualised in figure one, there are four dimensions of education offered when they redesigned curriculum including knowledge, skills, character, and meta-learning. knowledge refers to topics of teaching that denote the traditional and modern subjects. skills here comprise of ability that espouse self-regulation, communication, and reflection. all are expected to construct communication, collaboration, critical thinking, and creativity. the third dimension is character which designates to character education to establish the foundation for long life learning, community, and workplace. this character includes mindfulness, curiosity, resilience, courage, ethics, and leadership. the last dimension is meta-learning which concerns on higher-level thinking processes and growth mindset internalization (gonzález-pérez & ramírez-montoya, 2022). in addition, (chalkiadaki, 2018) on her research focusing on the systematic literature review of the 21st century skills and competencies in primary education investigates and concludes elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 89 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills meta-learning knowledge (math, language, robotics, entrepreneursh ip) character (mindfulness, curiousity, courage, resilience, ethics, leadership skills (creativity, critical thinking, communicati on, collaboration the four categories of these skills namely personal skills, social skills, information and knowledge, and digital literacy. this study also addresses to four skills illustrated in figure two: communication, critical thinking, collaboration, and creativity to be integrated on english e-book (laar et al., 2020). figure 1. the ccr framework of meta-learning figure 2. the 21st century skills 2.4.1 communication communication is the ability to express thoughts and opinions clearly and persuasively in oral and written form. communication skills are also embedded in information, media, and information and communication technology expertise. nowadays, communication skills are very notable and of high value. it is supported by increasingly sophisticated technological advances. good and clear communication, of course, will produce a good understanding as well. 2.4.2 collaboration collaboration is needed for everyone to realize good team performance. with increasingly sophisticated digital technology, it will change the way teams work from face to face to remote collaboration or virtual meetings. many digital media such as google meet, zoom, cisco webex are often used as communication media virtually. work is becoming more knowledge-based, interdisciplinary and specialized, so the role of collaboration is very significant (laar et al., 2020). 2.4.3 critical thinking the third is critical thinking skills. it is the ability to access, analyse, and synthesize information. also, it is known as the skill of conceptualizing, applying, analysing, synthesizing, and evaluating information resulting from observation, experience, thinking, consideration, and communication (fadel et al., 2015). also, the core of critical thinking skills is to strengthen learners to accomplish problems relate to processes of learning (warsah et al., 2021). 2.4.4 creativity creativity is defined as the ability to generate new ideas and solutions, express new opinions, and produce unexpected answers. it is also considered as a business or work that is closely related to artistic fields such as art and music (fadel et al., 2015). in the context of global competition and task automation, individual capacity to innovate and get creative is viewed as a requirement for one's success. creativity will greatly depend on one's creative thinking, namely the process of one's mind in creating new ideas. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 90 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills 2.5 the 21st century learning design all the 21st century skills have been discussed. now, as a teacher should have strategies needed to realize these competencies in teaching and learning. the 21st century learning is defined as a pedagogical concept underlining skills and knowledge required by students in order to succeed life, work, and citizenship (the partnership for 21st century learning, 2015). it also covers the way teachers construct their teaching known as multiliteracy pedagogy (barrot, 2018). this learning model combines three 21st century competencies, namely learning skills, literacy skills, and life skills. for teachers, for instance, it is time to reform their models of learning by adapting more to digital technology. the notion of technology contributes and possess great impact for 21st century learning, especially when the pandemic covid-19 has interrupted the existence of traditional learning. all teachers are forced to conduct online learning using various digital tools to help their teaching. indeed, materials shared to students entails online such as pdf, power point (ppt), google docs, even electronic book (e-book). curriculum should be clear and aligned to the principles of pedagogical 21st learning. 2.6 need analysis on course design basically, to design and develop learning materials, as a teacher or educator should notice the term of instructional design. there are several theories regarding with material development such as addie model, thomlinson, assure, borg & gall, 4-d, hannafin & peck, dick & carey, and gagne & briggs. from these theories, all differ in the form of steps in explaining the processes preceded by need analysis to evaluation. however, in this study, the researchers use thomlinson theory to develop english e-book. the most important step is analysing students’ needs where teachers require their learning needs, wants, even lacks as a framework to develop courses or materials. it principally refers to contents and the goal of a course which verifies what learners already know and need to know (nation & macalister, 2010). the purpose of need analysis is to recognize the potential causes for a performance gap including (1) validating a performance gap (2) specifying instructional goals (3) analysing students (4) checking available resources, and (5) arranging plan of project management (branch, 2009). assessing learners’ needs should be conducted by teachers otherwise they fail to produce valid materials. the materials designed by teachers should assess students’ engagement, linguistics needs, motivation, aptitude, learning style, learning strategies, age, culture, and local needs (zeraatpishe et al., 2016). 3. method this study employed qualitative approach with the content analysis design in describing, exploring, and analyzing the primary students’ needs as a preliminary stage on development of english interactive multimodal e-book oriented to 21st century skills: communication, collaboration, critical thinking, and creativity. the researcher assigned the class five of public primary school at percobaan 2 depok yogyakarta as a respondent due to several benefits: more conducive and practice in distributing questionnaire and convenience in taking samples and also preliminary object to be defined. data collection techniques like interview and questionnaire were established to obtain detail information. for primary data, the researcher used deep interview technique. the researcher interviewed one english teacher in relation with english teaching and learning during in the class, the students’ english proficiency, and the students’ motivation toward english learning. also, the teacher’s explanation and description toward the teaching and learning methods used in the daily class was very important to be gained. indeed, the researcher interviewed three students related their motivation and engagement in learning english in the classroom. then, the questionnaire was made by the researchers which contains lots of questions in relation with the needs on developing e-book was administered and distributed to about 30 students of class five as a supplementary data. it contained three main aspects asked namely the students’ needs, wants, and difficulties in learning english. the total number of questions were sixteen questions. furthermore, several english books and materials from teachers were checked as well as a supplementary data. then, all obtained data was analyzed using both qualitative and quantitative analysis. in qualitative analysis, the researcher explored data qualitatively by describing any data from respondents, whereas for quantitative analysis, the researcher examined the data taken from questionnaire. the following is the details of questions’ lists (appendix 1) interrogated including (1) the instruction or guidance of questionnaire and (2) the questions linked to students’ profile and demography, necessities, wants, and lacks. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 91 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills 4. results this part discussed the findings in relation with the need analysis on development of english interactive multimodal e-book oriented to the 21st century skills. these results were obtained from interview and questionnaire toward students’ perceptions and needs. quantitative and qualitative data were examined and analysed. the main data included four needs: the students’ english profile and demographic, the students’ necessities, the students’ wants, and the students’ lacks. for the first needs, the researcher inquired some students’ profile like name, date of birth, age, gender, parents’ education, parent's work, and parents' monthly income. also, the students’ english proficiency in chart three was examined to figure out their skills in using english in daily life and other matters. . the following was the figure of students’ demographic data. table 1. students’ demographic data variable category frequency percentage age < 15 years old > 15 years old 19 gender boys girls 6 13 parent’s education sd smp sma diploma bachelor master doctor 1 6 2 6 2 2 parent’s work civil servant entrepreneur soldier police salesmen farmer businessman banker teacher driver doctor 2 7 1 1 3 2 1 1 1 parent’s income a. <500.000 b. 500.000 – 1.000.000 c. 1.000.000 – 3.000.000 d. 3.000.000 – 5.000.000 e. > 5.000.000 1 9 4 5 the second results pertained to the students’ necessities in learning english mainly about their preference to english skills: also, topics to be included and studied in electronic book. the following are the english students’ figure of skills’ representation. based on the figure three, there were three levels of english proficiency including beginner, intermediate, and advanced. the picture showed that mostly the students were in the beginner level in the range 80%. the rest about 10% took place in both intermediate and advanced rank. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 92 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills figure 3. students’ english skill proficiency then, based on the figure four regarding with the students’ daily english use, it included degree in likert scale using four words: frequently, occasionally, rarely, and never. the diagram showed us that about 70%, the students never used english language in their daily conversation. in the range 20%, sometimes, the students spoke with others using english. the remains in the range 5%, the students often and rarely used english. figure 4. a daily english use in the figure five, the researchers focused on the students’ preferences toward english learning skills like listening, speaking, reading, writing, vocabulary, and grammar. in accordance with the chart, the most decided skills by the students were both reading in the range 30% and vocabulary in the range 30%. then, about 20%, the students chose speaking ability in their learning. the writing skill placed the next in the range 10%. the rest was about 5%, the students preferred to both listening and grammar. figure 5. the skills’ preferences in learning 80% 10% 10% beginner intermediate advanced 5% 20% 5% 70% frequently occasionally rarely never 5% 20% 30%10% 30% 5% 0 listening speaking reading writing vocabulary grammar elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 93 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills the third finding was the students’ wants. here, students were asked about their learning activities and teachers’ learning method implemented illustrated in figure six including teacher's lecture, individual assignment, group discussion, group presentation, games, simulations, role-plays, project-based learning (e.g., creating short stories, etc), problem-based learning, jigsaw, and telling stories. according to the chart, learning english by using games occupied the top position about 70%. then, group discussion method took the second rank. figure 6. learning method preferences moreover, criteria of learning materials for students figured out in picture seven were carried out such as aspects of contents and appearance of materials that can support students in learning english well. the other one was also discussed like the online media integrated in teaching and learning, the kinds of materials used, the contents of e-book, and the references or resources integrated. some preferences had been provided in the questionnaire by the researchers like textbook, pictures, videos, youtube, colourful, and animation. based on the chart, both videos and youtube were favourite option. the second rank was pictures as students’ choice. the third rank was animation as a good alternative. figure 7. criteria of e-book design the next finding related to themes and topics learnt by the students to be included in e-book. some decided topics illustrated in the figure eight were animals, vegetables, fruits, places, family, clothes, foods and drinks, pets, time, transportation, and profession. most students chose the topic places, vegetables, and foods and drinks. 0 10 20 30 40 50 60 70 80 0 10 20 30 40 50 60 70 80 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 94 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills figure 8. the topics of english courses the fourth finding was the students’ lack or deficiency in studying english. the likert scale was administered to draw their whole english skills like listening, speaking, reading, and writing. some learning difficulties visualised in figure nine included vocabulary, grammar, language use, diction, word meaning, semantic meaning, language structures, sentence structures, and language contents. the term of word meaning dominated the students’ incompetence. also, it connected with students’ vocabulary mastery and semantic meaning. the lowest component was the term of structure which focused on sentence structures. figure 9. students’ difficulties on english all having mentioned were data from questionnaire. now the other was data resulted from interview using some questions with the topics including (1) the students’ motivation in learning english (2) the english learning difficulties (3) the criteria of english materials learnt (4) the media used in learning, and (5) learning methods applied. the following were students’ responses having been elaborated by the researcher based on the questions given in interview. the researcher: what did you think about learning english in the classroom? “i think for me english was difficult course that i studied beside others. i had little and limited vocabularies, so that i did not understand english given by my teacher both spoken and written language.” student 1 “english was my unpleasant lesson in my classroom due to more difficult vocabularies, different pronunciation between word and soundings. i got trouble in sounding english words well and correctly.” student 2 0 10 20 30 40 50 60 70 80 0 10 20 30 40 50 60 70 80 90 100 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 95 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills “for me, english was one of my difficult courses in the class. i very rarely read english books in my home after school. my environment and family were not native speakers.” student 3 the researcher: how teacher facilitate you in english language classroom? “in teaching and learning english, mostly, my teacher used bilingualism language. she combined both english and indonesian. she preferred to use lecturing method just reading english book and i listened to what teacher said in front of class.” student 1 “my teacher never utilized any digital tools in explaining english course. i just listen to what my teacher said in front of class. sometimes, there were lots of exercise activities like answering the questions in pocket book given (lks). after doing the exercise, my teacher asked me to come forward to write down the answers in white board.” student 2 “in explaining the course, my teacher asked me to read first the text in book and then answered the questions.” student 3 the researcher: what kinds of english materials used by your teacher in the classroom? “my teacher used english pocket book from school (lks).” student 1 “i more studied english in the form of vocabularies taken from pocket books.” student 2 “my english activities were mostly done in the classroom taken from pocket book such as reading the texts, answering the questions, and sometime practicing english in front of class.” student 3 were poor. this evidence was taken from interview transcripts. in the language classroom, the teacher more focused on explaining materials using talking model addressing on reading paper books in front of class then the students listened based on whatever the teacher said. limited practices on speaking and reading activities enabled the students to be passive learners. there was no innovation in learning such as using or integrating online media. the second topic of interview related with the english learning difficulties. it was dominated with the monotonous teacher method used. moreover, for the students’ perceptions, they assumed that learning english was difficult in terms of vocabulary mastery, understanding the words’ meaning, the speech sound, the contents of texts, and writing activities. regarding with the vocabulary, most students were poor in remembering meaning of english words. the limitation of english habituation in class led students complicated in receiving new words or dictions. furthermore, the teacher’s domination in using english in front of class did not provide opportunities them to try to use english fluently. the teacher just explained materials on paper books more and asked the students to do some exercises. there were also limited feedback and scaffolding activities to support them in learning. the following was the transcript of the second interview. the researcher: in your opinion, what makes learning english difficult? “i think english was difficult due to some factors including i never used english language in my daily life activities. i used it only when i studied english in the classroom with my teacher. secondly, both words and sounds were different in pronouncing.” student 1 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 96 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills “i got troubles in pronouncing english words well. also, i had limited english vocabularies so that when i read english texts, i don’t know the meaning.” student 2 “when i spoke english, i was rather shy to express my idea. i had a hard time pronouncing english words. indeed, i rarely read english text just in the classroom.” student 3 the third one was the criteria of english materials included and learned. it related with the content of paper and electronic books served and applied. as we knew that it contained written texts and pictures or figures as well. the power of writing enabled students to more read and understand meanings word by word. based on the interview transcript, there were some responses: (1) the students preferred to learn english with the combination of texts and pictures even audio-visual media. (2) the students selected visual materials like pictures and animation. the following was the transcript of the third interview: the researcher: what kind of english learning and materials you want in classroom? “i need fun english learning connected to native speaker for instance so that i was not bored in the classroom.” student 1 “maybe my teacher can give some english games to me in order that my friend and me can enjoyed in learning english not just doing exercise from book.” student 2 “my teacher can support english teaching with some online or digital tools like software or maybe electronic books containing more diverse media like audio and visual. i like watching movie in youtube platform at home.” student 3 the fourth part was the media used by the teacher in the classroom. the students said that the teacher used whiteboard as a media for explaining topics in the classroom. there was no projector as supporting media to show some materials. combination both paper books and whiteboard seemed to be not effective and efficient for comprehending new language. the students sometimes wanted the teacher use online materials like video of youtube. the following was the transcript of the fourth interview: the researcher: what were media used by your teacher in the classroom? “my teacher used english textbooks and whiteboard in explaining materials.” student 1 “sometimes, my teacher opened laptop to share some materials, but mostly just used english textbooks.” student 2 “everyday my teacher uses english textbooks in delivering materials, no supporting online media for instance to engage me in language classroom.” student 3 the last topic asked to the students was learning method implemented by their teacher. the students said that the teacher always used lecturing method where the teacher just spoke up in front of class reading a book and the students just listened the materials. after reading a book, the teacher asked the students to practice in doing some exercise like answering questions in the form of matching words, multiple choices, filled in blanks, etc. there was no working group discussion. individual project dominated in students’ tasks. the next interview was addressed to one english teacher. here, some questions related to the students’ motivation and engagement during learning english in the classroom were inquired. also, the teaching and learning processes were asked. the following was the transcript summary of the interview: elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 97 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills the researcher: can you tell me how you facilitate your students in learning english in the classroom? “okay, thanks for this question. firstly, i really taught english to my students using both language english and indonesian due to students’ understanding toward materials. everyday i used english textbook to facilitate students in learning english. there were lots of activities including doing written exercise, answering the questions given, and reading aloud. the book contained many vocabularies and activities. indeed, in speaking activities, i ask students to come forward to make conversation in a group.” teacher the researcher: can you tell me how exactly students' perceptions of learning english in the classroom? “actually, most of students are still in basic level due to any factors like lacks of vocabulary mastery and their motivation in learning english. sometimes, i give several online materials containing visual and audio or youtube materials to engage them in joining fun learning. they need combination materials not only paper book but also maybe electronic books that can invite them in fun english learning.” teacher the researcher: can you describe your students’ ability toward reading comprehension? “mostly students have low motivation in reading english texts or books. i often asked to them in early teaching about this condition that they infrequently read english books at home. their answers were short enough. they are difficult to remembering english vocabularies. they did not know the meaning and lazy to open or search in dictionary. activities that they did more at home were watching television, playing games and playing gadget.” teacher 5. discussion this part examined and analysed the findings related with the four outlines including students’ needs, wants, and difficulties on developing english e-book oriented to the 21st century skills. for the first aspect was the students’ english skills level. based on the figure three, it can be concluded that most students were still beginner in english mastery in the range 80%. about 10% the students were in intermediate and advanced level. this connected to the results of teacher’s interview declaring that the students’ english ability was poor or basic due to any factors like little mastery about vocabularies and low motivation toward learning english. also, this case indicated that there were some factors influenced on language mastery especially in indonesia learning contexts where english was seen as foreign language or even second language. also, the learners’ background and demographic were interference in learning processes. the second finding was about the students’ daily english use. the responses showed that about 70%, the students never behaved to use english language in their daily life: for communication, for making transactions, for interacting others, and so on. this data was supported by the reason that english was not their mother tongue. only about 20%, they periodically tried to use english in their family environment. some were from bilingual and prosperous family so that they can acquire lots of english language from their father and mother. the rest data indicated about 5% students often used english and even infrequently spoke english. the third part visualized about the students’ preferences on learning english in the classroom. according to the picture, they equally preferred to learn all skills: listening, speaking, reading, and writing. however, the data revealed that the students preferred to reading comprehension, vocabulary mastery, and speaking activities. then, in the range 10%, they choose to learn more listening comprehension and writing skills. this indicated that they needed to increase english literacy. this also correlated with the results of teacher’s interview stating that students’ ability regarding with reading comprehension and vocabulary mastery was still poor. the students were mostly lazy to open english book. they were difficult in remembering lots of english diction. programme for international student assessment (pisa) 2018 declared that indonesian scores of literacies were still poor. this fact was a good perspective for the promotion of the quality of education in indonesia. through a different perspective, indonesia was invited to see how other people, other countries saw the education system in indonesia, as well as provided objective input on improvements that needed to be made in the future. indeed, to facilitate elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 98 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills then, referring to the figure six in relation with the students’ learning method preferences including teacher's lecture, individual assignment, group discussion, group presentation, games, simulations, roleplays, project-based learning (e.g., creating short stories, etc). based on the findings, the most learning method preferred by the students were by using games, role-plays, simulations, telling stories, and problembased learning. for the games, this corresponded with the students’ interview result stating that students needed fun english more in the classroom than just listening lectures from teacher only. teaching elementary school level was seen as teaching english for young learners. the teacher should recognize lots of young leaners’ factors when they learned english. some related to psychology how the teacher supposed to know deeply the students’ learning styles and characteristics. there were kinds of learning styles based on (knoll et al., 2017) research. this division was based on that learning style referred to an individual preference for how materials were conveyed including visual, auditory, or kinaesthetic presentation. based on the early finding, the term of “games” became the first students’ preference. today’s learners were in z and alpha generation where the element of playing digital tools in any online devices was so advanced. the game offered visual context to teach meanings of vocabulary (cheng et al., 2017). the next finding related to criteria of electronic book of english served for learning. based on the early results, there were seven criteria simplified into two main aspects including both the content and book’s appearance. the students mostly preferred to use video and youtube to be integrated in materials. there was no doubt that video contributed to learning. combination both visual and audio enabled learners to engage in learning activities. the development of video in education has been expedited due to comprehensive use of portable devices and the raise of numbers of internet users and massive online open course (mooc) (sablić et al., 2020). also, the application of video enabled learners to process information obtained over both auditory and visual channel (lange & costley, 2020). in addition, nowadays the use of video youtube in any activities including teaching and learning should be considered due to some benefits. some made youtube as a worth learning resource for students to invite them into meaningful learning and work everyday life with cheap and high smoothness in time and location (zhou et al., 2020). moreover, the frequency of using youtube in online learning increased significantly. it suited with the (sutanto et al., 2022) research which resulted that youtube provided positive impacts and developed english literacy skills for students of junior high school during online learning. teachers were more enthusiastic as well. for increasing the students’ vocabulary, video youtube can be alternatively used to engage them in learning (hariyono, 2020). the finding regarding with the topic selection to be included in e-book offered diversity. a learning topic was seen a vital aspect because it contained knowledge and insight. also, it was drawn from curriculum and syllabus. techers should accurately determine some topics which were associated with the learners’ level of education. today’s curriculum of english in indonesia’s context was based on the scientific approach consisting of five stages in learning processes including observing, questioning, associating, experimenting, and networking. unlike the predecessor curriculum like genre-based approach in english stressing on understanding the text types, curriculum 2013 or scientific approach tried to engage students in problem solving learning and even critical thinking. there was no specific genre in english, but it served more themes and topics in each unit like sports, vegetables, animals, profession, etc. the last finding was the students’ difficulties toward learning english. this part was so important since it was used for screening the students’ needs. each student differed in understanding materials. based on the previous result, the term of word meaning, and vocabulary mastery became the most obstacles when learners understood english texts. this response equally has correlation with the previous finding declaring that the students’ skill was in beginner level. the students had limited english words in nature. because english was not as a mandatory language in daily life and school environment, it was clear that they did not have retention toward english vocabulary. this result was also similar to the research conducted by (alkhawaldeh & khasawneh, 2021) declared that challenges to master english were reading comprehension where there was necessary skills to be elaborated such as rapid recognition of words and abundance of linguistic vocabulary. furthermore, several students assumed english as the most difficult course at school than others. the utterance of spoken english which differed from written words made the students seemed difficult to pronounce each word. in addition, they rarely behaved to use english in daily life conversation. the other skill like reading including literacy may seemed to be more attention by teachers. there was limited time for students in school to increase literacy skills like reading books, magazines, mapping, etc. they preferred to spend their time only for playing with friends in or outside of class during pause. some studies in relation with literacy showed that literacy culture of indonesian has been in an extremely frighten condition. this case was due to some factors: limited time for reading lots of books at home and in spare time. the research elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 99 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills conducted by (juliah et al., 2021) in regard with home literacy environment to promote english teaching for class four, five, and six of primary school resulted about 31,68%, the students frequently practicing some activities of literacy with their parents at home tended to make active, cheerful, and enthusiastic learning. this result can be a model to support students’ literacy. this study still has limitations related to the design of research. the researchers could interview only with three students. future researchers should explore this or other context in more depth to explore more about the students’ 21st skills. 6. conclusion clearly, this study has shown that there are lots of the students’ needs, wants, and difficulties regarding with the development of english interactive multimodal e-book for primary education. for the need, it includes: (1) the needs on providing integrated skills in language learning especially for increasing reading, vocabulary, and speaking competences; (2) the needs to appropriate criteria of english learning which can encompass the students’ necessity like fun appearance of e-book containing more colourful pictures, animations, and link of youtube; (3) the needs toward learning methods applied by the teacher like using games, group discussion, and role play; and (4) the needs to integrate any digital tools and the 21st century skills into electronic book as a supplementary features. furthermore, for the students’ difficulties in learning english include (1) most students are in beginner level shown by limited vocabulary mastery and poor pronunciation toward english words; (2) the students rarely even never use english in daily life communication; (3) mostly students do not know about meaning in each english word even sentence. for a future research and improvement, the needs on digital materials in supporting language learning should be considered by many parties like schools, stakeholders, and certainly teachers to facilitate learners in comprehending online or even blended learning. moreover, teachers should concern students’ literacy skills like reading a lot of information from diverse resources such as online like e-journals, e-books, and others. millennial young students’ generation is identic with the frequency on how they play gadget and search anything on online media in every daily life. electronic book here is not just pdf in the form but real digital books that contains combination multimodal interactive form like audio, visual, animation, attached link, video, and so on. consequently, they can learn more resources and enjoy learning english even from native speakers. the example of real electronic book would be in the form of digital. the teacher can use some digital platform like bookcreator.com and flip pdf professional in creating digital books. furthermore, the most matters addressed are teachers should know the students’ needs, wants, and difficulties before conducting teaching and learning and creating online materials. also, teachers should be familiar with the online materials. furthermore, english interactive multimodal e-book can increase students’ digital literacy, reading comprehension, and technical skills even engage them in meaningful english learning. also, it can facilitate and covering students’ needs appropriated with their era that is millennial generation identically doing some online activities toward their device and digital platforms. acknowledgment this article is based on research grant from ministry of education, culture, research, and technology, the 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7. in what situations do you usually communicate in english? students’ necessities 1. in your opinion, how important are your english language skills to support your studies? put a tick (√) in the column provided. language skills very important important quite important listening speaking reading writing vocabulary grammar pronunciation 2. among the criteria for the following textbooks (e-books), which ones do you need most to support your english language learning skills effectively? choose according to the criteria by writing a sequence of numbers 1-5 (1-really need, 2-need, 3-need enough, etc.) according to the priority scale of your needs. a. have clear objectives, indicators, structure and scope of learning (…..) b. using a communicative learning approach (…..) elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 104 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills c. based on the 21st century skills (communication, collaboration, critical thinking, creativity) (…..) d. integrating the use of digital tools (like kahoot, padlet, flipgrid, prezi, etc.) (……) e. have an effective target language model and input (…..) f. containing various types of activities or learning activities (…..) g. have attractiveness in terms of content and visuals (…..) h. displaying lots of practice examples in each unit/theme (…..) i. displaying lots of pictures and colors (…..) 3. among the following english learning topics, which do you think are the most important and interesting to learn? circle 5 numbers of your choice. give a sequence of numbers 1-5 (1-very important, 2important, 3-moderately important, etc.) on choices a-k according to your priority scale. a. animals b. vegetables c. fruits d. places e. family f. clothes g. foods and drinks h. pets i. time j. transportation k. profession l. other ____________ students’ wants 1. among the following forms of learning activities, which do you think are the most effective for learning english? select 5 activities by ticking (√) in the column provided. if there is still an effective way that is not available in option a, write it in option g. a. teacher's lecture (…..) b. individual assignment (…..) c. group discussion (…..) d. group presentation (…..) e. games, simulations, role-plays, etc. (…..) f. project-based learning (e.g. creating short stories, etc) (…..) g. others (write down) ……. 2. among the following learning material criteria, which one do you want the most to support your language skills? choose 3 aspects in the following options a-f by ticking (√) in the column provided. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 105 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills a. interesting learning material in terms of appearance and content (…..) b. contextual and communicative learning materials (…..) c. learning materials that can stimulate learning interactions (…..) d. learning materials that motivate students to develop learning strategies (…..) e. learning materials that do not only focus on grammatical structure (form), but also on its use in communication (function) (…..) f. learning materials that provide opportunities for students to use the four language skills in an integrated manner (listening, speaking, reading, and writing) (…..) g. learning material containing visual images and audio/sound (…..) students’ difficulties listening skills always often occasionally never difficult to understand or capture the main idea of an oral conversation difficult to understand long oral explanations difficult to record oral learning materials reading skills always often occasionally never difficult to understand a written text as a whole difficult to read a written text quickly to determine main ideas (skimming) difficult to read a written text quickly and carefully to find certain information (scanning) difficult to guess the meaning of special words/terms in a written text difficult to understand text to be able to respond critically difficult to understand main ideas/ideas from various types of reading texts writing skills always often occasionally never difficult to develop ideas for writing difficult to put ideas into a written text clearly elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 106 a need analysis on developing english interactive multimodal ebook oriented to 21st century skills difficult to maintain coherence between sentences and paragraphs difficult to use proper grammar it's hard to find the right choice of vocabulary to write inconsistent in the use of punctuation in writing speaking skills always often occasionally never difficult to give oral presentations it's hard to say quickly what you want to convey. worried about making mistakes when speaking english. don't know how to convey an idea in english. difficult to pronounce words in english correctly. difficult to participate in group discussions. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 131 interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability frans sayogie *, & muhammad fadhli adbaka universitas islam negeri (uin) syarif hidayatullah jakarta, jakarta, indonesia * frans.sayogie@uinjkt.ac.id article history received : 22 march 2022 revised : 17 may 2022 accepted : 22 june 2022 keywords interlingual errors minimal pairs pronunciation speaking ability consonants abstract the majority of previous research observed phonemes produced individually to examine errors. as a result, based on the concept of minimum pairings, this study offered a novel way of assessing interlingual errors based on the concept of minimal pairings. this study examines the interlingual errors in consonant minimal pairs to see the correlation between the errors and the speaking ability that happened to high school students. there are several consonants which are being used such as /v/, /θ̠/, /ð̠/, /ʃ/, /t̠ʃ/, /ʤ/, /f/, /t/, /d/, /z/, and /s/ as indicators to find the interlingual errors. this study is descriptive qualitative research that examines the interlingual errors produced by high school students when utilizing english minimal pairs of consonants. all of the consonants acted as the test tool for the 19 selected students in the form of 10 minimal pairs. the research found that students did have difficulties when they were pronouncing the consonant minimal pairs such as /d/ & /ð/, /f/ & /v/, and /ʃ/ & /t̠ʃ/. thus, the difficulties that occurred in the students’ pronunciation also generate speaking ability between students based on the interlingual errors. the findings showed that high school students mostly struggled with their pronunciation when uttering consonants that do not exist in the indonesian language. in conclusion, interlingual errors play an important role as a method in teaching a foreign language to see the consonant errors happen in high school students when pronouncing the english language. 1. introduction learning how to pronounce words in foreign language is difficult since a foreign language may have a different sound systems from the mother tongue’s system (sokip, 2020). according to a study performed by pardede (2018), pronunciation of a language is difficult since its l1 strongly impacts the speakers in the l1 in various characteristics, such as accent, rhythm, intonation, and, of course, the language spoken every day. as a result, it is reasonable to conclude that learning how to pronounce the sounds of other languages is difficult. it takes longer to memorize new or unknown vocabulary, which is problematic because learners may memorize all of the sound systems of vocabularies. first to speak fluently, it can also influence students to feel fear of being evaluated by others when speaking in a foreign language, or the fear of not being able to use all of the vocabulary that has previously been memorized. the faults or inaccuracies in pronouncing the english language are caused by learners producing vowels, diphthongs, and, consonants in english (ramasari, 2017). these mistakes or errors might be caused by a variety of factors. first, most english language teachers ignore the pronunciation aspect in order to focus on the grammatical aspects of the language (pourhosein gilakjani & sabouri, 2016). interference/interlingual errors are the next element that might cause a departure from appropriate english language pronunciation, which refers to errors that occur when the mother tongue or native language has a negative impact on the second language. in interlingual or interference errors, the individual speaking the foreign language tends to follow the way he or she pronounces his or her native language (sari, 2016). another significant barrier is that the majority of english foreign learners are unable to distinguish consonants in the form of minimal pairs (rahman, 2018). many studies looked at the pronouncing minimal pairs when learning a second language. this study is being undertaken to investigate pronunciation errors made by english language learners in indonesia and to raise awareness about the importance of pronunciation for anyone who wishes to learn another language, particularly english as a foreign language. the majority of previous studies examined phonemes that are produced separately in studies aimed at examining errors. as a result, this study proposed a novel method for examining interlingual mistakes based on the notion of minimum pairings. this study proposed using the idea of minimal pairs to evaluate and examine interlingual mistakes. the reason is to make it easier to distinguish and categorize mistakes amongst minimal pairings. as a result, its categorization is simpler and easier https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 132 to identify. in the dental consonants, for example, minimum pairs / θ ̠/ & / ð̠ / when the students pronounce the word “thin” and ‘them”. if the students pronounce them incorrectly, the interlingual error analysis will focus on dental consonants. this notion is further supported by research, which shows that when students use minimum pairs as the source of learning, they learn more about how to pronounce english consonants (rahman, 2018). this study proposes a new research question for evaluating interlingual mistakes: ‘is there any relationship between interlingual errors and the pronunciation skill ability for indonesian efl learners?’ because the level of pronunciation of the eleventh grade in smkn 47 south jakarta is poor in pronouncing the english consonants, the use of minimum pairs is appropriate to investigate whether interlingual errors contribute to the deviations of the english consonant minimal pairs. the importance of studying english language phonology benefits for everyone (namaziandost & esfahani, 2019). students also need phonological knowledge since the more accurately someone pronounces the sounds in english, the better their communication skills (ape, 2014). the objective of this research is to investigate phonological awareness among students when pronouncing english words. 2. literature review pronunciation in communication is an important component in conveying the meaning of language (pratiwi & indrayani, 2021). in learning, pronunciation should not be ignored by language teachers. language learners should always try to improve language skills in the pronunciation of the target language (yusriati & hasibuan, 2019). there are two factors that cause errors in learning foreign languages, namely internal factors and external factors (fadhillah & miftakh, 2020). internal factors refer to students' motivation in learning english, while external factors are related to students' learning environment (lestari et al., 2020). errors are defined as a failure to use the language system correctly. language learners should be aware that speaking like a native speaker requires them to improve their organ of speech to the tense articulations of english words (martanti, 2022). phonological intervention in learning english is very important in improving critical skills in identifying sounds in language (romupal et al., 2021). phonological decoding in learning to speak english is proven to be effective in improving initial ability to identify phonological sounds in english (yeung et al., 2013; huo & wang, 2017). when you pronounce words in english, you must be conscious of specific characteristics, such as the sound of the phonemes, the rhythm, or even the form of the phonemes. speakers must be aware of these things (hu, 2019). the phonological awareness can be expanded to include the capacity to differentiate phonemes (syllable, prefix, suffix), the ability to create sounds of words or phonemes, whether consonant or vowel, and the ability to express things properly (khan & khan, 2021). the need to increase awareness of phonemics as a form of the ability to pronounce sounds and analyze sounds as meaningful units is necessary (bunce, 2020). phonemic awareness, which is the same as phonological awareness, consists of three sub-skills that language users and learners, particularly language learners, must master in order to survive when learning and communicating in a language (rokhman et al., 2020; alhumsi, 2020). with this awareness implemented in the classroom, students can avoid some barriers when uttering sounds in english (daud & salamah, 2016). the language errors may occur when language learners accept the rules of the l1 and apply them when learning the l2 (zhu, 2019). errors are common in all areas of language that we are aware of, such as phonological features, grammatical aspects as in writing or reading, and so on (crystal, 2008, p.173). phonemes such as /v/, /z/ are frequently mispronounced by indonesian english language learners since all of the phonemes stated above are not used on a daily basis by indonesian language learners because they do not exist as indonesian phonemes or consonants (james, 2013, p.179). the investigation of language errors must be conducted as a preliminary step before teaching english language (mubarok & nur’aisyah, 2020). 3. method this study is descriptive and qualitative because it aims to examine, identify, analyze, and describe one specific case that the researcher finds interesting to investigate (kim et al., 2017), in this case, the interlingual errors caused by high school students when utilizing english minimal pairs consonants. the research purpose of this study is to determine the relationship between interlingual errors and the pronunciation skill ability in order to achieve the desired outcome, 11 consonants will be employed in this study. these consonants are /f/, /v/, /θ/, /ð/, /ʤ/ /t/, /d/, /z/, /t̠ʃ/, /ʃ/ and /s/, and this study will investigate 10 minimal pairs for this study which will be displayed in 10 tables, which are minimal pairs /f/ & /v/, minimal pairs /f/ & /θ/, minimal pairs /d/ & /ð/, minimal pairs /d / & /ʤ/, minimal pairs /t̠/ & /t̠ʃ/, minimal pairs /t/ and /θ/, minimal pairs /ʃ/ & /t̠ʃ/, minimal pairs /s/ & /ʃ/, minimal pairs /s/ and /z/, and minimal pairs /z/ & / ð̠/. this study was conducted on the smkn 47 in south jakarta. the sampling data for this study are 19 students of smkn 47 south jakarta, as the main data for this research. nonetheless, if no procedures are used to check the mistakes, the aforementioned source data would be squandered. the researcher employed two data gathering techniques. the first technique is a survey, which is used to https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 133 collect information from students such as their names, class, and desire to have their data evaluated by the researchers. after the researchers have gathered the raw data from the students, an interview approach will be used to collect data on interlingual errors of minimal pairs consonants, the interview technique has been conducted utilizing google meet and whatsapp voice notes due to the restrictions of covid-19 pandemic. the use of the received pronunciation style, which is the mainstream english language speaking style that originated in england, or as other people may know it, the bbc's english (cao & jin, 2018). table 1. the cefr phonological scale of overall phonological control user’s proficiency common reference levels: global scale c2 able to use all phonological features and prosodic features perfectly, no interference from any other features of accent from other languages c1 able to use all phonological features and prosodic features perfectly, a little interference from any other features of accent from other language, but still clear b2 able to use all phonological features and prosodic in an a good way, influenced by other languages’ accents, but still clear enough b1 able to use all phonological features and prosodic features in an adequate manner, influenced by other languages’ accents, but still clear enough a2 not able to use all phonological features and prosodic, heavily influenced by other languages’ accents, but still clear enough a1 not able to use all phonological features and prosodic, heavily influenced by other languages’ accents, needs repetition, some clear enough and some are not the data analysis method is content analysis, which is a way of evaluating data that is highly reliant on recorded and written material, and to expose what is under previously obtained data (bengtsson, 2016). the cefr (the common european framework of reference for languages: learning, teaching and assessment) phonological scale was used to analyze and examine errors in order to obtain a conclusions and explanation. it is the most comprehensive pronunciation and language utilizing scaling that can be converted into many languages; and this phonological scale is separated into three branches: overall phonological control, sound articulation, and prosodic characteristics (piccardo et al., 2018, p.136). 4. results this study discovered that the concept of minimal pairs may be used to identify interlingual errors among students at smkn 47 jakarta for a variety of reasons. the first reason is because the minimal pairs approach has been adequately tested to be an instrument tool for teaching english language pronunciation abilities to students, particularly teaching consonants, vowels, or diphthongs that are not included in the l1 of english language learners. the second reason why minimal pairs can be used to analyze interlingual errors among students is that certain pairings in the method of minimal pairs are made up of one consonant from the l1 and one consonant from the l2. for example, minimum pairs such as /s/ & /z/, /t/ &/d/, /f/ & /v/, and many more can be regarded as pairs consisting of consonants familiar in the l1, such as /s/, /f/, and /d/. l2 consonants such as /t/ &/d/ can also be found with l1 consonants. table 2. the interlingual errors of consonants minimal pairs /f/ & /v/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error fan – van /fæn/ /væn/ /v/ → /f/ all students except student 7, 8, 16. surfer – server /sɜːfə/ /sɜːvə/ /v/ → /f/ all students except sample 7, 8, 16. proof prove /pruːf/ /pruːv/ /v/ → /f/ all students except sample 7, 8, 16. ferry – very /ferɪ/ /verɪ/ /v/ → /f/ all students except sample 7, 8, 16. /v/ → /p/ /perɪ/ sample 18 define – divine /dɪˈfaɪn/ /dɪˈvaɪn/ /v/ → /f/ all students except sample 7, 8, 16. save safe /seɪv/ /seɪf/ /v/ → /f/ all students except sample 7, 8, 16. https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 134 fast – vast /fɑːst/ /vɑːst/ /v/ →/f/ all students except sample 7, 8, 16. /v/ → /p/ /pɑːst/ sample 18 surface-service /sɜːfɪs/ /sɜːvɪs/ /v/ → /f/ all students except sample 7, 8, 16. waif waive /weɪf/ /weɪv/ /v/ → /f/ all students except sample 7, 8, 16. fat – vat /fæt/ /væt/ /v/ → /f/ all students except sample 7, 8, 16. /v/ → /b/ /bæt/ sample 18 wafer waver /weɪfə/ /weɪvə/ /v/ → /f/ all students except sample 7, 8, 16. relief relieve /rɪˈliːf/ /rɪˈliːv/ /v/ → /f/ all students except sample 7, 8, 16. table 2 above shows the minimal pairings that are being assessed of the participants of this study. the words that contain the consonant /v/ do not exist from the pronunciation of the majority of the minimal pairs. only three of the 19 students examined excelled in pronouncing the consonant minimum pairs for this minimal pair, particularly the sound /v/. all of the consonant /v/ changes into /f/ whenever they are pronouncing it, such as the vast or /vst/, and server as in /sv/ changes into /sf/, which is incorrect, turning the consonant /v/ into the consonant /f/ is not the only error that students make during the interview section when pronouncing the minimal pairs in table one; there are also other errors that a student made when pronouncing the consonant /v/ in the minimal pairs above, particularly in the initial position. the first is that she alters the pronunciation of consonant /v/ in the terms extremely and vast into consonant /p/, as seen in the table. the second problem she made when committing this error was that she altered the consonant /v/ in the word vat into the sound /b/, which is unusual for faults in pronouncing the consonant /v/. table 3. the interlingual errors of consonants minimal pairs /f/ & /θ/̠ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error fought thought /fɔːt/ /θɔːt/ /θ̠/ → /d/ /dɔːt/ sample 1 /θ̠/ → /t/ sample 9 /θ̠/ → /f/ sample 11,12 author offer /ɔːθər/ /ɔːfər/ /θ̠/ → /t+h/ /ɔːthər/ sample 2, 3, 9, 10, 13, 14, 15, 17, 18. /θ̠/ → /f/ sample 11 /θ̠/ → /s/ sample 12 /θ̠/ → /t/ sample 1, 9 deaf death /def/ /deθ/ /θ̠/ → /t+h/ /deth/ sample 2, 3, 9, 10, 13, 14, 15, 17, 18. /θ̠/ → /t/ sample 1, 9 /θ̠/ → /f/ sample 11 fin thin /fɪn/ /θɪn/ /θ̠/ → /t̠ʃ/ / t̠ʃɪn/ sample 1 /θ̠/ → /t/ sample 9 /θ̠/ → /f/ sample 11, 12 ruths roofs /ruːθs/ /ruːfs/ /θ̠/ → /t+h/ /ruːths/ sample 2, 3, 9, 10, 13, 14, 15, 17, 18. /θ̠/ → /t/ sample 1, 9 /θ̠/ → /s/ sample 12 duff doth /dʌf/ /dʌθ/ /θ̠/ → /t+h/ /dʌth/ sample 2, 3, 9, 10, 13, 14, 15, 17, 18. /θ̠/ → /t/ sample 1, 9 /θ̠/ → /f/ sample 11 /θ̠/ → /s/ sample 12 free three /friː/ /θriː/ /θ̠/ → /t/ sample 9 /θ̠/ → /f/ wreaths reefs /riːθs/ /riːfs/ /θ̠/ → /t+h/ /riːths/ sample 2, 3, 9, 10, 13, 14, 15, 17, 18. https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 135 sample 11,12 /θ̠/ → /t/ sample 1, 9 /θ̠/ → /f/ sample 11 /θ̠/ → /s/ sample 12 frill thrill /frɪl/ /θrɪl/ /θ/ → /t/ sample 9 /θ̠/ → /f/ sample 11,12 in table 3, students made a lot of mistakes when pronouncing the dental fricative consonants, which are /θ/. mistakes can be noticed, such as converting the dental fricative in the starting position to /d/, /c/, /f/, and /t/. the second step is to change the / in the medial position to t+h, /t/, /f/, and /s/. finally, the students changed the dental fricative / into t+h, /t/, /f/, and /s/ in the final position of the minimal pairs. only a few interviewees from the whole sample succeed in pronouncing this minimum pair, which are samples 4, 5, 6, 7, 8, 16, and 19, and the pronunciation of the dental fricative consonant /θ/ is acceptable from samples 4, 5, 6, and 19. samples 7, 8, and 16, on the other hand, pronounced the dental fricative consonant / almost as well as a native speaker, which is a plus. table 4. the interlingual errors of consonants minimal pairs /d/ & /ð̠/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error day they /deɪ/ /ðeɪ/ /ð/ → /d/ sample 1, 19 /ð/ → /θ/ sample 8 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 breather breeder /briːðə/ /briːdə/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /θ/ sample 7, 16, 17 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 read wreath /riːd/ /riːθ/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /θ/ sample 7, 16, 17 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 dine thine /daɪn/ /ðaɪn/ /ð/ → /d/ sample 1, 19 /ð/ → /θ/ sample 8 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 header heather /ˈhedə/ /ˈheðə/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /θ/ sample 7, 16, 17 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 lied lithe /ˈlaɪd/ /laɪð/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /θ/ sample 7, 16, 17 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 den then /den/ /ðen/ /ð/ → /d/ sample 1, 19 /ð/ → /θ/ sample 8 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 wordy worthy /ˈwɜːdɪ/ /ˈwɜːðɪ/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /θ/ sample 7, 16, 17 /ð/ → /t/ sample 1 /ð/ → /t+h/ load loathe /ləʊd/ /ləʊð/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /θ/ sample 7, 16, 17 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 136 sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 dough though /dəʊ/ /ðəʊ/ /ð/ → /d/ sample 1, 19 /ð/ → /θ/ sample 8 /ð/ → /t/ sample 5, 6 /ð/ → /t+h/ sample 2, 3, 4, 9, 11, 12, 13, 14, 15, 18 feder feather /ˈfedə/ /ˈfeðə/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 had hath /hæd/ /hæθ/ /ð/ → /d/ sample 1, 10, 11, 19 /ð/ → /θ/ sample 7, 16, 17 /ð/ → /t+h/ sample 2, 3, 4, 5, 6, 9, 11, 12, 13, 14, 15, 18 the mistakes in table 4 are nearly identical to the errors in the preceding table since the consonants presented in both tables come from the same way and place of articulation, which is dental fricative consonants. the table shows four sorts of deviations made by students throughout the interview: converting /ð/ into /d/, /ð/ into /t/, /ð/ into /θ/, and the last is turning /ð/ into t+h. let's start with the first mistake, which is converting the /ð/ to /d/ and /t/. essentially, the reasons that causes the occurrence of the interlingual mistake in the consonant / is the inability of the majority of the students to place their tongue in the appropriate position, which is in our mouth's rabbit teeth. the students who created this erroneously positioned their tongue in the alveolar ridge rather than behind the incisors, resulting in the alveolar consonants /d/ and /t/. in indonesian students or individuals, the deviation of /ð/ is typically linked with the consonant /d/ because it is simpler to pronounce the consonant /d/ rather than putting the tongue in the correct place behind in the center of the incisors, which is rather difficult to follow (irianto, imranuddin, & syafrizal s, 2018). the second error discovered during the interview section with the students was mispronouncing the voiced dental fricative consonant / as the voiceless dental fricative consonant / due to their knowledge limitation of the issue that there is also the voiced dental fricative in the english language that is shaped by the combination of the consonants /t/ and /h/ in the words. table 5. the interlingual errors of consonants minimal pairs /d / & /ʤ/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error deep jeep /diːp/ /ʤiːp/ /ʤ/ → /g/ sample 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 murder merger /ˈmɜːdə/ /ˈmɜːʤə/ /ʤ/ → /g/ sample 1, 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 bad badge /bæd/ /bæʤ/ /ʤ/ → /g/ sample 1, 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 dog jog /dɒg/ /ʤɒg/ /ʤ/ → /g/ sample 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 raiding raging /ˈreɪdɪŋ/ /ˈreɪʤɪŋ/ /ʤ/ → /g/ sample 1, 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 paid page /peɪd/ /peɪʤ/ /ʤ/ → /g/ sample 1, 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 dent gent /dent/ /ʤent/ /ʤ/ → /g/ sample 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 aiding aging /ˈeɪdɪŋ/ /ˈeɪʤɪŋ/ /ʤ/ → /g/ sample 1, 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 seed siege /siːd/ /siːʤ/ /ʤ/ → /g/ sample 1, 3 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 doused joust /daʊst/ /ʤaʊst/ /ʤ/ → /g/ sample 3 header hedger /ˈhedə/ /ˈheʤə/ /ʤ/ → /g/ sample 1, 3 bud budge /bʌd/ /bʌʤ/ /ʤ/ → /g/ sample 1, 3 https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 137 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 /ʤ/ → /j/ sample 2, 4, 5, 9, 10, 11, 12, 13, 14, 15, 18, 19 according to table 5 above, there are two major errors identified in the minimum pair above that were made by the students throughout my interview with them. let's start with the first error in the minimum pair above: changing the palato-alveolar consonant /ʤ/ to the velar consonant /g/. because of the similarity between the consonants, it makes sense if the pronunciation of the consonant /ʤ/ is turning into the consonant /g/ because the students were confused about how to place the tongue clearly and, of course, the english language knowledge limitation, particularly in this consonant (maiza, 2020). the second error in this basic pair, which is already becoming the most prevalent, is changing the voiced palate-alveolar consonant /ʤ/ to one of the consonants in indonesian, which is the consonant /j/. this occurs due to the absence of the voiced palate-alveolar consonant in the indonesian language, and the closest /ʤ/ that the indonesian people have in their language is the palatal and plosive consonant /j/ with the exception of a small amount of air coming out of the mouth when pronouncing it (ma’arif & robayanah, 2021). table 6. the interlingual errors of consonants minimal pairs /t̠/ & /t̠ʃ/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error till chill /tɪl/ /ʧɪl/ /ʧ/ → /c/ sample 18 witter witcher /ˈwɪtə/ /ˈwɪʧə/ /ʧ/ → /c/ sample 18 /ʧ/ → /j/ sample 1 bent bench /bent/ /benʧ/ /ʧ/ → /c/ sample 18 time chime /taɪm/ /ʧaɪm/ /ʧ/ → /c/ sample 18 hitting hitching /ˈhɪtɪŋ/ /ˈhɪʧɪŋ/ /ʧ/ → /c/ sample 18 beat beach /biːt/ /biːʧ/ /ʧ/ → /c/ sample 18 taste chased /teɪst/ /ʧeɪst/ /ʧ/ → /c/ sample 18 kitten kitchen /ˈkɪtn/ /ˈkɪʧɪn/ /ʧ/ → /c/ sample 18 port porch /pɔːt/ /pɔːʧ/ /ʧ/ → /c/ sample 18 /ʧ/ → /ʃ/ sample 1 turps chirps /tɜːps/ /ʧɜːps/ /ʧ/ → /c/ sample 18 renting wrenching /ˈrentɪŋ/ /ˈrenʧɪŋ/ /ʧ/ → /c/ sample 18 lint lynch /lɪnt/ /lɪnʧ/ /ʧ/ → /c/ sample 18 as seen in table 6, only two students made the error for this minimum pair, which is converting the consonant /ʧ/ into the sound /j/ in indonesian and the consonant /ʃ/ in english. the following student, sample 18, made a mistake by changing all of the consonants /ʧ/ to the consonant /c/ in indonesian. let us begin with the pronunciation variation of the consonant /ʧ/, which becomes the consonants /j/ and /c/ in the indonesian language. i presume that the reason for turning the consonants /j/ and /c/ is the same as in the preceding table, where the consonant/ʧ/ is being replaced by both of the consonants in the indonesian language, which are /j/ and /c/, owing to the absence of the consonant /ʧ/ in the indonesian language. for the next error, which is turning the consonant /ʧ/ into the consonant /ʃ/, i seem to be unable to find the correlation of why the voiceless palate-alveolar consonant /ʧ/ is turning into the consonant /ʃ/ in the final position, which is quite random, and more in-depth research is required to determine the exact factor of why this occurred to the student. https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 138 table 7. the interlingual errors of consonants minimal pairs /t/ and /θ/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error tank thank /tæŋk/ /θæŋk/ /θ/ → /t/ sample 1, 17 /θ/ → /t+h/ sample 2, 3, 5, 9, 10, 11, 13, 15, 19 eater ether /ˈiːtə/ /ˈiːθə/ /θ/ → /t/ sample 1, 6, 17 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 girt girth /gɜːt/ /gɜːθ/ /θ/ → /t/ sample 1 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 tree three /triː/ /θriː/ /θ/ → /t/ sample 1, 17 /θ/ → /t+h/ sample 2, 3, 5, 9, 10, 11, 13, 15, 19 looter luther /ˈluːtə/ /ˈluːθə/ /θ/ → /t/ sample 1, 6, 17 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 part path /pɑːt/ /pɑːθ/ /θ/ → /t/ sample 1 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 trill thrill /trɪl/ /θrɪl/ /θ/ → /t/ sample 1, 17 /θ/ → /t+h/ sample 2, 3, 5, 9, 10, 11, 13, 15, 19 nutting nothing /ˈnʌtɪŋ/ /ˈnʌθɪŋ/ /θ/ → /t/ sample 1, 6, 17 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 debt death /det/ /deθ/ /θ/ → /t/ sample 1 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 tread thread /tred/ /θred/ /θ/ → /t/ sample 1, 17 /θ/ → /t+h/ sample 2, 3, 5, 9, 10, 11, 13, 15, 19 rootless ruthless /ˈruːtlɪs/ /ˈruːθlɪs/ /θ/ → /t/ sample 1, 6, 17 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 fate faith /feɪt/ /feɪθ/ /θ/ → /t/ sample 1 /θ/ → /t+h/ sample 2, 3, 4, 5, 9, 10, 11, 12, 13, 15, 19 this study also observed the variants of error consonants minimal pairs /t/ and /θ/ in table 7, which only contains two varieties of mistake, which are the change of voiceless dental fricative consonant /θ/ into voiceless alveolar plosive consonant /t/ and the deviation of consonant /θ/ into the consonant /t+h/. before performing the research on this minimum pair, i assumed that most of the students would make the mistake of pronouncing the voiceless dental fricative consonant /θ/ as the consonant /t/, which is a common mistake made by indonesians when pronouncing this sort of minimal pair. for the time being, the specific elements for why students pronounce the consonant /θ/ as /t+h/ is the students' lack of pronunciation knowledge of this consonant. nonetheless, further study on this subject may expand the number of triggering reasons for the variation in the pronunciation of dental fricatives consonants. table 8. the interlingual errors of consonants minimal pairs /ʃ/ & /t̠ʃ/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error share chair /ʃeə/ /ʧeə/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 washer watcher /ˈwɒʃə/ /ˈwɒʧə/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 wash watch /wɒʃ/ /wɒʧ/ /ʃ/ → /s/ sample 1, 3, 5, 17, 18, 19 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 shoes choose /ʃuːz/ /ʧuːz/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15 cashing catching /ˈkæʃɪŋ/ /ˈkæʧɪŋ/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 swish switch /swɪʃ/ /swɪʧ /ʃ/ → /s/ https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 139 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 /ʃ/ → /z/ sample 17 /ʃ/ → /k/ sample 15 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 shop chop /ʃɒp/ /ʧɒp/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 /ʃ/ → /z/ sample 17 busher butcher /ˈbʊʃə/ /ˈbʊʧə/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 leash leach /liːʃ/ /liːʧ/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 cheer sheer /ʧɪə/ /ʃɪə/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 racial rachel /reɪʃəl/ /reɪtʃəl/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 crush crutch /krʌʃ/ /krʌʧ/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /ʧ/ → /c/ sample 1, 3, 5, 13, 14, 15 the mistakes arise when the voiceless palate-alveolar fricative sound /ʃ/ is converted into the consonants /s/, /z/, and /k/ (table 8). not only that, but the voiceless palatealveolar affricate consonant /ʧ/ is being changed to the consonant /c/ in indonesian. this might be due to the absence of the consonant /ʧ/ in indonesian, and the students substituted it with the closest consonant that closely matches the consonant /ʧ/ in english, which is the palatal plosive consonant /c/. the consonant /ʃ/ may be changed into the consonant /k/ because the consonant /k/ is a plosive consonant and the sound /ʃ/ is a fricative consonant, which is the same, thus the change makes sense. nonetheless, additional research on this topic is required by closely examining the transitions of the consonant /ʃ/ into the sound /k/. for the error of converting the consonant /ʃ/ to the consonant /z/, it can be seen that both the consonants /ʃ/ and /z/ share the same method of articulation and the location of articulation for both of them is adjacent to each other, but the consonant /z/ is voiced, thus it is an odd one. table 9. the interlingual errors of consonants minimal pairs /s/ & /ʃ/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error sea she /siː/ /ʃiː/ /ʃ/ → /s/ sample 1, 3, 5, 10, 14, 15 /s / → / ʃ / sample 13 dissing dishing /ˈdɪsɪŋ/ /ˈdɪʃɪŋ/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /s / → / ʃ / sample 10 crass crash /kræs/ /kræʃ/ /ʃ/ → /s/ sample 1, 3, 5, 14, 15, 17, 18, 19 save shave /seɪv/ /ʃeɪv/ /ʃ/ → /s/ sample 1, 3, 5, 10, 13, 14, 15 /s / → / ʃ / sample 13 messing meshing /ˈmesɪŋ/ /ˈmeʃɪŋ/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /s / → / ʃ / sample 10 mass mash /mæs/ /mæʃ/ /ʃ/ → /s/ sample 1, 3, 5, 14, 15, 17, 18, 19 said shed /sed/ /ʃed/ /ʃ/ → /s/ least leashed /liːst/ /liːʃt/ /ʃ/ → /s/ puss push /pʊs/ /pʊʃ/ /ʃ/ → /s/ https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 140 sample 1, 3, 5, 10, 13, 14, 15 /s / → / ʃ / sample 13 sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /s / → / ʃ / sample 10 sample 1, 3, 5, 14, 15, 17, 18, 19 sake shake /seɪk/ /ʃeɪk/ /ʃ/ → /s/ sample 1, 3, 5, 10, 14, 15 /s / → / ʃ / sample 13 fist fished /fɪst/ /fɪʃt/ /ʃ/ → /s/ sample 1, 3, 5, 13, 14, 15, 17, 18, 19 /s / → / ʃ / sample 10 bass bash /bæs/ /bæʃ/ /ʃ/ → /s/ sample 1, 3, 5, 14, 15, 17, 18, 19 total 30 total 40 total 32 table 9 is an extension of the mistakes in table 8 where the voiceless palate-alveolar fricative consonant /ʃ/ transforms into the consonant /s/, and it happens again in this table. the next error in the table above is the deviation of the consonant /s/ into the c let us begin with the first mistake, which is the substitution of the consonant /ʃ/ for the sound /s/. students are likely to be perplexed as to which articulatory component is correct for pronouncing the consonant /ʃ/, and if they cannot get it correctly, they will default to the sound /s/, which they are already familiar with and employ in indonesian. for the following error, which is converting the sound /s/ to the consonant /ʃ. the researchers believe it is simply because the students became confused about how to pronounce the words presented in the table. table 10. the interlingual errors of consonants minimal pairs /s/ and /z/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error facing phasing /ˈfeɪsɪŋ/ /ˈfeɪzɪŋ/ /z/ → /s/ sample 1, 3, 4, 5, 6, 7, 9, 11, 13, 14, 15, 17, 18, 19 /z/ → /ʃ/ sample 10, 12, ice eyes /aɪs/ /ˈaɪz/ /z/ → /s/ sample 1, 3, 4, 5, 6, 7, 9, 11, 13, 14, 15, 17, 18, 19 /z/ → /ʃ/ sample 10 rices rises /ˈraɪsɪz/ /ˈraɪzɪz/ /z/ → /s/ sample 1, 3, 4, 5, 6, 7, 9, 11, 13, 14, 15, 17, 18, 19 /z/ → /ʃ/ sample 10 price prize /praɪs/ /praɪz/ /z/ → /s/ sample 1, 3, 4, 5, 6, 7, 9, 11, 13, 14, 15, 17, 18, 19 /z/ → /ʃ/ sample 10 sauce saws /sɔːs/ /sɔːz/ /z/ → /s/ sample 1, 3, 4, 5, 6, 7, 9, 11, 13, 14, 15, 17, 18, 19 /z/ → /ʃ/ sample 10 gross grows /grəʊs/ /grəʊz/ /z/ → /s/ sample 1, 3, 4, 5, 6, 7, 9, 11, 13, 14, 15, 17, 18, 19 /z/ → /ʃ/ sample 10 as can be seen in table 10, the start portion of the minimum pair of the consonants /z/ and /s/ does not occur in english, thus this table only contains the medial and final positions. despite the lack of beginning position in this basic pair, we can observe that virtually every student who serves as the study's sample makes the error of changing the consonant /z/ to the consonant /s/. the second error in the table above is the translation of the consonant /z/ into the consonant /ʃ/, which is only done by two students, sample numbers 10 and 12. the absence of use of the sound /z/ in https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 141 our daily lives was the cause for the students' difficulty pronouncing it. it is true that there are certain terms in indonesian such as zakat, ziarah, zamzam, and many more, however there are no words in indonesian that contain the consonant /z/ in the medial or final position, only in the starting position. these terms are not often used by indonesians on a daily basis, but rather when a specific event or series of events has occurred. table 11. the interlingual errors of consonants minimal pairs /z/ & / ð̠/ initial medial final mp and transcript students’ error mp and transcript students’ error mp and transcript students’ error zen then /zen/ /ðen/ /z/ → /s/ /ð → /t/ sample 1, 5, 11 /ð/ → /d/ sample 9, 12, 13 /ð/ → /t+h/ sample 15 teasing teething /ˈtiːzɪŋ/ /ˈtiːðɪŋ/ /z/ → /s/ /ð/ → /t+h/ sample 2, 3, 4, 10, 12, 13, 14, 18, 19 /ð/ → /t/ sample 9 /ð/ → /t+h/ sample 13 whizz with /wɪz/ /wɪð/ /z/ → /s/ sample 9, 17, 18, 19 /ð/ → /t+h/ sample 2, 3, 4, 9, 10, 12, 13, 14, 17, 18, 19 zee thee /ziː/ /ðiː/ /z/ → /s/ /ð → /t/ sample 1, 5, 11 /ð/ → /d/ sample 9, 12, 13 /ð/ → /t+h/ sample 15 closing clothing /ˈkləʊzɪŋ/ /ˈkləʊðɪŋ/ /z/ → /s/ /ð/ → /t+h/ sample 2, 3, 4, 10, 12, 13, 14, 18, 19 /ð/ → /t/ sample 9 /ð/ → /t+h/ sample 13 close clothe /kləʊs/ /kləʊð/ /z/ → /s/ sample 9, 17, 18, 19 /ð/ → /t+h/ sample 2, 3, 4, 9, 10, 12, 13, 14, 17, 18, 19 closed clothed /kləʊzd/ /kləʊðd/ /z/ → /s/ /ð/ → /t+h/ sample 2, 3, 4, 10, 12, 13, 14, 18, 19 /ð/ → /t/ sample 9 /ð/ → /t+h/ sample 13 bays bathe /ˈbeɪz/ /beɪð/ /z/ → /s/ sample 9, 17, 18, 19 /ð/ → /t+h/ sample 2, 3, 4, 9, 10, 12, 13, 14, 17, 18, 19 wizard withered /ˈwɪzəd/ /ˈwɪðəd/ /z/ → /s/ /ð/ → /t+h/ sample 2, 3, 4, 10, 12, 13, 14, 18, 19 /ð/ → /t/ sample 9 /ð/ → /t+h/ sample 13 lies lithe /ˈlaɪz/ /laɪð/ /z/ → /s/ sample 9, 17, 18, 19 /ð/ → /t+h/ sample 2, 3, 4, 9, 10, 12, 13, 14, 17, 18, 19 this table contains four errors, which are the errors of converting the /ð/ to the consonants /d/, /t/, and /t+h/. there is just one mistake for the consonant /z/, which is the transformation of the sound /z/ into the consonant /s/. all of these errors occurred in the previous table, and we can see the pattern or errors that the students committed in this table. the interlingual mistake for the consonant /z/ would be the transformation of /z/ into /s/. the errors in the voiced dental fricative consonant /ð/ would be around the consonants /t/ and /t+h/. after knowing about the triggering variables, the researchers can certainly identify which students are engaged https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 142 in creating the errors in this research, which students make the most errors, and which students excel at pronouncing the minimum pairings given in question 1. as a result, in question 1, this research can identify that the students who are poor at pronouncing the minimal pairs and create more interlingual mistakes, as well as the students who are good at pronouncing the minimal pairs and generate less interlingual errors. the graph is shown in figure 1. figure 1. chart of number of interlingual errors in every student the students who are always making interlingual errors in question 1 may be classified into four groups based on the amount of interlingual errors and the cefr phonological scale for pronunciation abilities. the first group is not able to use all phonological features, which are at the a1 level on the cefr phonological scale. i discovered some resemblance among all of the students in this pronunciation group with the a1 level. for starters, it is well known that all of them violated the majority of the consonants in the minimum pairs provided. this already violates one requirement of phonological awareness, which states that language users must understand the distinctions between vowels, consonants, and diphthongs. all of the students in the severe pronunciation group struggled with the pronunciation of the minimal pairings supplied. most of them are unable to distinguish between consonants, vowels, and diphthongs; nevertheless, the mistakes with vowels and diphthongs are not as bad as the problems with minimum pairs. the clear articulation for consonant minimum pairs is the second criterion they violate. the articulation for the consonants when they were uttered by the severe category is not distinct enough to be used in communication since they occasionally said one consonant and then stated another consonant. hence, the students in this group continue to talk haltingly during the pronunciation of the words, as if they are truly thinking and attempting to grasp the words in the table, but fail to do it correctly. moreover, the pronunciation category is significantly affected by the indonesian language, students in this category do not use a native-like manner while pronouncing these consonants. the next category is the poor category, or the a2 level on the cefr phonological scale. overall, students in this group are almost identical to students in the severe pronunciation category since the number of errors they made is nearly identical to the number of errors in the severe pronunciation category, albeit not as many as the severe pronunciation category. nonetheless, despite the similarities with the severe group, students in this category can distinguish the vowels, consonants, and diphthongs listed in the tables. they can distinguish them, but only in terms of basic skill. sample 6 represents the middle category or b2 level in the cefr phonological scale, where students have made significant progress. during the interview and her voice messages of the consonants, she was able to distinguish the vowels, consonants, and diphthongs and pronounce them correctly, despite the indonesian accent still influencing her pronunciation. most importantly, there was no hesitancy when pronouncing the consonants, which is beneficial for future communication with speakers and learners of other languages. sample 6 represents the middle category or b2 level in the cefr phonological scale, where students have made significant progress. during the interview and her voice messages of the consonants, she was able to distinguish the vowels, consonants, and diphthongs and pronounce them correctly, despite the indonesian accent still influencing her pronunciation. most importantly, there was no hesitancy when pronouncing the consonants, which is beneficial for future communication with speakers and learners of other languages. the final category in which students can be found is outstanding, or c1 on the cefr phonological scale. they all spoke english at an extremely high degree in this category. they can already distinguish between vowels, consonants, and diphthongs, and they did it admirably. 5. discussion this study explored the interlingual errors of consonants produced by indonesian high school students when using english minimal pairs in the initial, medial, and final positions. ambalegin and arianto (2018) performed a study that supports the concept that the consonant /v/ is an anomaly for english language learners to the indonesian people since we indonesians do not use the consonant /v/. this study also indicated that the change from /v/ to /f/ by indonesian efl 0 50 100 150 s 1 s 2 s 3 s 4 s 5 s 6 s 7 s 8 s 9 s 1 0 s 1 1 s 1 2 s 1 3 s 1 4 s 1 5 s 1 6 s 1 7 s 1 8 s 1 9in t e r li n g u a l e r r o r s excellent good bad severe https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 143 learners in initial postion is very common (purba, 2018; andi-pallawa & alam, 2013). the transition from consonant /v/ to consonants /p/ and /b/ is common among indonesians because we utilize the other labial consonants in our daily lives as indonesians, which are consonants /p/ and /b/ (hasyim, 2020). untoro & rustipa (2020) also claimed that the start position for the consonant /v/ is more difficult to speak than the medial and final positions since the first sound in the word is always difficult to pronounce another interlingual error happened in english pronunciation because the students presume that the sounds of consonants in english like in bahasa (irianto, imranuddin, & sabaruddin, 2018). when it comes to the mistakes that the students made, each one had its own cause and elements for why the dental fricative /θ/ transformed into different consonants, and we can already detect a pattern in it. to pronounce both of these dental fricatives, we must additionally narrow our airway from the vocal chords, which happens spontaneously when we place our tongue behind our incisors. as a result, we already have our first answer as to why the majority of students struggle to pronounce the voiceless dental fricative, which is that they are unable to produce a breath of air from the air passage in the vocal chords when they place their tongue behind the incisors (wafi et al., 2020), and this occurrence is typical of people who are pronouncing the voiceless dental fricative (fauzi, 2020). when the point of articulation to pronounce the dental fricative consonant /θ/ is incorrect, the consonant /θ/ is also put as the consonant /f/ in by the students (putra, 2019). this occurrence is also seen in slovakian students (metruk, 2017), and it appears that in this study, the percentage of students who chose consonant /f/ as a replacement for / θ/ is greater since both are in the form of a minimum pair. the consonants /d/ and /s/ have the same place of articulation, which is in the alveolar ridge in the mouth (the area where you can feel a slight non-flat thing behind your rabbit teeth) (fuchs & birkholz, 2019), and this is the tricky part for english language learners, because the place of articulation between the two is the same. however, additional study is required to determine why the deviation of the dental fricative consonant /θ/ can be changed into the alveolar consonants /d/ and /s/ (puspandari, 2013). not only that, but the mistake of the palato-alveolar consonant /t/ is surprising to exist since the place and manner of articulation are already distinct from the dental fricative consonants (situmeang & lubis, 2020). the most prevalent error discovered during the interview part with the students was that they separated the pronunciation of the consonant /t/ and the sound /h/. they follow their native consonant sounds when producing english consonant sounds (silalahi, 2017). to pronounce the dental fricative consonant /θ/, we can observe that the consonant is produced by the consonants /t/ and /h/ in the words. this may be attributed to a lack of knowledge of how the dental fricative consonant /θ/ functions in the english language, as the dental fricative consonant /θ/ does not exist in indonesian (trisnawati et al., 2020). the pronunciation of voiceless dental fricative sounds /θ/ in the initial position is often pronounced /t/ by students (merrita, 2021). meanwhile, the pronunciation of /θ/ in the middle of a word is often produced using the sound /t/, /ð/, /d/ followed by the alveolar /s/ (firdaus et al., 2020). the low motivation of students in learning english is due to weakness in the correct pronunciation of english words. this actually makes difficult for students to practice articulating consonant sounds that are not found in indonesian. the inappropriate pronunciation in efl students are caused by the incomprehensive prior instruction on the sounds by teachers (bui, 2016). another factor that can influence someone’s perception is ear’s perception. indonesian efl learners sometimes ignore the production of consonant sounds in english (fadillah, 2020). efl students have lack of phonological and phonetical awareness of the phonetic differences between their own native pronunciations and english sound consonants (plailek & al, 2021). this research is far from ideal in terms of mistake analysis and interlingual errors, therefore we have a few suggestions for future researchers. first, because it is still new, the newly proposed approach of assessing interlingual mistakes, which uses minimum pairings, requires additional research and development. second, the novel research topic of determining the relationship between interlingual mistakes and speaking skill in english language learners requires more development and future research since the results of one successful study do not guarantee the same results in another. third, numerous random mistakes were discovered in this study, and further research will be required to determine the unknown components that cause the random errors or unknown errors. finally, the economic element is likely to occur since students in the c1 level of outstanding category stated that they learned english on their own, which is noteworthy because typically, someone who self-taught themselves english has enough or suitable facilities. nonetheless, additional study will be required in this area. 6. conclusion by using the cefr phonological scale of overall phonological control as a method, this study concludes that the consonant minimum pairings /d/ & /ð/ are the most often deviated minimal pair used by students in this study. the minimum pair of /f/ & /v/ comes the second, and the minimal pair of /ʃ/ & /t̠ʃ/ comes the third in the most interlingual errors in this study. the minimal pairs of /d / & /ʤ/ are in the fourth place, and the minimal pairings of /t/ and /θ/ are in the fifth place. if the consonants do not sound comparable to indonesian consonants, students will have a difficult time pronouncing them. third, for the remaining consonants that do not exist in the indonesian language, the difficulty in determining the appropriate location of articulation and manner of articulation while pronouncing https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 131-146 https://doi.org/10.31849/elsya.v4i2.9693 how to cite this article: sayogie, f., & adbaka, m. f. (2022). interlingual errors in indonesian efl learners' pronunciation: from minimal pairs to speaking ability. elsya : journal of english language studies, 4(2) 131-146. 144 the english consonants minimum pairs is the primary effect of their absence in the indonesian language. furthermore, despite the fact that consonants such as /z/ exist in the indonesian language, the students found it difficult to pronounce it since indonesians do not typically use the sound /z/ in everyday speech, but only to signify something specific. as a result, it may be inferred that students with lower or higher scores in the good (b2) and outstanding (c1) categories have good speaking ability since their phonological and phonemic awareness are in place. meanwhile, students in the poor (a2) and severe (a1) categories do not have strong speaking ability due to a lack of phonological and phonemic awareness while uttering the consonant minimum pairs supplied. this demonstrates that interlingual mistakes are connected with students' speaking ability, the greater their speaking ability owing to the fulfillment of the norms in phonological and phonemic awareness. references ambalegin, a., & arianto, t. 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(2019). the analysis of english pronunciation errors by english education students of fkip umsu. journal of english education and teaching, 3(2), 230–248. https://doi.org/10.33369/jeet.3.2.230-248 zhu, m. (2019). the important part of error analysis in second language acquisition. 254–258. https://doi.org/10.2991/hsmet-19.2019.45 https://doi.org/10.31849/elsya.v4i2.9693 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 109 vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme nor ashikin ab manan * & noraziah azizan 1 universiti teknologi mara (uitm) cawangan perak, perak darul ridzuan, malaysia *noras914@uitm.edu.my article history received : 17 october 2021 revised : 5 april 2022 accepted : 9 may 2022 keywords distance learning adult learners vlogging speaking anxiety speaking confidence abstract the study was conducted to address the problem of english language speaking anxiety among adult esl learners by introducing vlogging as one of the learning activities and as an assessment of speaking skills. the main objective of this action research was to establish whether vlogging assignments could assist in alleviating speaking anxiety among adult learners and in determining whether the students' vlogs posted in the class's facebook group could be used as part of the course's speaking assessment to replace face-to-face presentation. a qualitative research design was adopted in this study. the study employed purposeful sampling, and the participants chosen came from an intact group of thirty adult learners who enrolled in a distance learning programme at a public university in malaysia. the study was conducted in the students’ ‘english for communication’ class over a study period of fourteen weeks. the data was collected at the end of the study period through focused group interviews and analysed using the thematic analysis method, and presented descriptively. it was found that vlogging is effective in increasing the students’ english talk time outside class which consequently contributes to increasing their self-confidence and alleviating speaking anxiety. thus, it can be concluded that vlogging is effective in lessening language speaking anxiety among the participants and can effectively be used as an assessment tool to reduce test-taking anxiety. facebook group is also found to be a suitable platform for group interactions as it provides a non-threatening learning environment for the learners. the findings of the study have potential implications for english language teaching among adult learners. 1. introduction many public and private universities in malaysia are offering diploma and degree programmes on a part-time basis to encourage the general population to embark on lifelong knowledge-seeking as advocated by the ministry of higher education to enculturate lifelong learning within the community (ministry of higher education, 2011). the students who enrolled in these programmes are adults who are already part of the workforce from diverse economic sectors. they are pursuing higher education for various reasons and are referred to as ‘adult learners’. the definition of ‘adult learners’ in this study is based on the classification made by kahu et al. (2013). they used the term ‘adult learners’ in reference to young and older adults who continue their education by balancing their family and work and are generally older than 22 years old. adult learners are found to be motivated and high in self-efficacy (kahu et al., 2013). although these characteristics provide adult learners with some advantages in educational processes compared to traditional learners, they also lead to various challenges. adult learners bring with them a wide range of learning, social, vocational as well as professional experience and needs. thus, it is challenging not only to motivate them to join a certain educational programme but also to retain them until they graduate (kapur, 2015). in malaysia, bahasa malaysia is the national language and is used in government sectors as well as during most official functions. on the other hand, english is considered a second language and is widely used in institutions of higher learning and business sectors (saleh & murtaza, 2018). both bahasa malaysia and english are taught in all government schools in malaysia (kementerian pendidikan malaysia, 2014). english is also taught at tertiary levels, and all undergraduates in public universities have to take up english courses as part of the universities' graduation requirement, irrespective of the programmes they enrolled in. despite learning english for about 11 years in school, many malaysians still encounter difficulty in using english effectively (rusli et al., 2018). of the two productive language skills, speaking is found to be more difficult to https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 110 acquire compared to writing. many english as a second language (esl) learners are able to perform well in reading, writing and listening but find it difficult to speak the target language confidently (badrasawi et al., 2020). in malaysia, the inability to speak english confidently is not only faced by young but also adult learners. it is difficult for esl learners, especially adults, to speak the target language fluently and appropriately (ab rashid et al., 2017). in order to provide effective guidance in developing competence in english, it is necessary to address the contributing factors which hinder them from acquiring the said skill. anxiety has been found to be one of the many factors that hinder second language learners from acquiring the target language, especially speaking skills (ab rashid et al., 2017; boonkit, 2010; humphries, 2011; hewitt & stephenson, 2012; zhang & rahimi, 2014). although adult learners are more independent and mature as well as have a more positive attitude toward language learning, they often lack selfconfidence and are insecure in the esl classrooms (ab latif, 2015). adult esl learners attending distance learning programmes often lack practice and motivation to use the target language in their daily activities (fadilah, 2016). they have few occasions where they can practise english outside of the classroom (samaranayake, 2016). since face-to-face class time is limited, esl teachers are not able to provide opportunities for real practice in speaking (derakhshan et al., 2015). due to these reasons, they lack the confidence to speak english. many researchers have investigated the relationship between anxiety and language learning (gardner et al.,1997; sahari et al., 2016; abdul latif, 2015). gardner et al. (1997) investigated the relationship between anxiety and proficiency in the second language and found a high correlation between the two variables. thus, they concluded that learners who succeed in second language learning usually have low anxiety. sahari et al. (2016) conducted a study on a group of adult learners to determine their anxiety levels in different situations. the researchers concluded that adult learners in their study experienced high levels of language anxiety in most of the situations being studied. in addition, the study found that the participants did not experience much anxiety in group discussions or while conversing among themselves, but most of them experienced high levels of anxiety while doing presentations and roleplay in front of the class. the group of adult learners in the study confessed that they felt intimidated talking to someone whom they thought spoke better english compared to them or conversing with an english speaker. these activities affect their anxiety level greatly. another study conducted among adult learners (ab latif, 2015) concluded that motivation and self-confidence are important to enhance the second language learning environment. therefore, it was recommended that the lecturers carry out the students’ evaluations in a more indirect manner so that the students would not feel anxious about learning english. the study implied that traditional speaking assessments such as public speaking and role-play could be substituted with the less intimidating type of speaking assessments. thus, many english language educators have turned to the use of technology in language classrooms to make english language learning less intimidating. the use of technology in language teaching to facilitate learning has been widely accepted, and many language educators have been incorporating the use of technology in their language classrooms. integrating technology in language teaching can solve limited class time and encourage the learners to be more independent. since many studies conducted on the use of technology in english language teaching (elt) have found that it provides many benefits, this study was conducted following the action research guidelines provided by clark et al. (2020) to determine whether incorporating vlogging as part of teaching and learning could increase students’ english talk time outside the classroom. in this study, vlogging assignment was used as part of teaching and learning as well as speaking assessment in the hope of lessening the students’ speaking anxiety and increasing their self-confidence. throughout the study period, the students prepared their presentations in the form of vlogs and posted them in their closed/private facebook group to be assessed instead of presenting them in front of the class. the study hopes to provide a nonthreatening environment for the students to prepare, practise and present their work. the objectives of the study were: a. to determine whether vlogging assignments can lessen english language speaking anxiety and increase students’ speaking confidence. b. to establish whether vlogging can be used as an assessment tool to lessen the participants’ test-taking anxiety. c. to understand the participants' views on the use of the facebook group as a platform for group interaction. three research questions were formulated for this study which are: a. how can vlogging assignments lessen the participants’ english language speaking anxiety and increase their speaking confidence? b. can vlogs posted by the students in their facebook group be used as speaking assessments to lessen test-taking anxiety? c. what are the participants’ views on the use of the facebook group as a platform for group interactions? 2. literature review as mentioned before, english is the second language in malaysia which is taught at primary, secondary and tertiary levels. however, despite learning english for more than 11 https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 111 years in school, many malaysian undergraduates still face difficulty in expressing themselves effectively in english. one of the factors which hinder them from acquiring the speaking skill is anxiety. 2.1 speaking confidence and speaking anxiety according to bygate (2009), esl/efl learners found speaking challenging because it involves a complex cognitive process. in addition, there are some psychological factors that contribute to the difficulty in acquiring speaking skills, such as self-confidence and anxiety (pasaribu & harendita, 2018). saint-leger (2009) proposed that language educators should assign the learners tasks which could promote a sense of achievement to lessen the learners’ speaking anxiety, which in due course would lead to the improvement of their self-confidence. one of the contributing factors to esl learners’ inability to speak confidently is a lack of practice. in esl/efl situations, learners can only practise speaking the target language in the classroom (savaşçı, 2014), and the opportunity to use the target language outside the classroom is very limited. thus, it is up to language educators to provide the learners with a learning environment where they can practise the target language outside the classroom. as stressed by o’malley and valdez (1996), language educators should be creative and innovative in choosing a medium which can offer the learners more opportunities to practise the language extensively outside the class so that they can gain more exposure, rather than depending solely on the in-class speaking practices. 2.2 sources of anxiety for adult learners a study conducted by cubukcu (2007) which examined the students’ level of anxiety and its relationship to second language learning, found that there are several factors which contribute to anxiety among them. among the factors were the fear of making mistakes, the fear of losing face, the fear of failure and the fear of not being able to achieve a certain standard. thus, it was concluded that students’ poor performance in language assessments may not be due solely to their lack of ability or inadequate background or poor motivation but may also be due to language anxiety. in a similar study conducted among adult learners from a public university in malaysia, it was concluded that doing presentations and role-play in front of the class contributed to high levels of anxiety among them (sahari et al., 2016). since most of these students are working and some of them hold important positions at their workplace, they are very conscious of their performance and anxious about making mistakes in front of their classmates. many adult learners are fearful of others' evaluation of their abilities, especially in the classroom (baran-lucarz, 2014; sabbah, 2018). therefore, language educators should find a way to alleviate their anxiety by providing them with a non-threatening environment for them to practise speaking the target language. 2.2.1 test-taking anxiety most language learners would experience a certain level of anxiety when sitting for examinations and doing assessments (zeng & cheng, 2018). test-takers would experience differential levels of anxiety in different testing situations because language anxiety is situation-oriented anxiety. according to zeng and cheng (2018), even students who considered themselves to be experienced testtakers and were adept at test-taking expressed their anxiety about speaking in english. this finding contradicts the findings of hewitt and stephenson (2012) on the effects of anxiety and speaking test results. hewitt and stephenson (2012) found that there is a moderate inverse relationship between language anxiety and performance, which implies that students who express more foreign language anxiety tend to receive lower exam grades compared to students who are less anxious. 2.3 the use of social media platforms in elt studies have observed that the use of technology in english language teaching (elt) fosters autonomous learning and decreases students' anxiety about the learning process. many researchers have explored the use of social media platforms in elt, such as twitter (upadhyay & upadhyay, 2020), instagram (wulandari, 2019), youtube channel (saed et al., 2021; sari, 2017), facebook group (ab manan, 2012; mabuan & ebron, 2016; ong et al., 2020). all these studies have concluded that incorporating the use of social media in elt is able to promote autonomous learning among esl learners. 2.3.1 the use of vlogs in language teaching vlog is an acronym for a video blog, a form of blogging which uses videos and audio as its main content instead of pictures and texts (vlog, 2021). vlog is supported by several social media platforms such as facebook, youtube, and instagram. the growing interest in vlogging has aroused the interest of esl/efl teachers, who see vlogging as a simple and inexpensive way of giving students the opportunities to share their own videos on the internet as part of esl learning. many studies (anggraeni et al., 2020; madzlan et al., 2020; mandasari & aminatun, 2020; saputro et al., 2020; ong et al., 2020) have explored the use of vlogging as a tool to improve speaking and other skills in elt. anggraeni et al. (2020) conducted a study among forty students who enrolled in the english language study programme. the participants formed 13 groups, and each group developed a vlog with a tourism theme. their vlogs were then uploaded onto youtube channels where their peers could watch the videos and leave comments. their vlogs were used as part of the english language speaking assessment for the course. https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 112 the assessment criteria used by the lecturer include introduction, body, conclusion, eye contact, use of language, body language, clarity, topic and visual aids. the study concluded that vlogging could be used in language learning to promote speaking skills and develop learners’ multimodal literacy. it was also found that the students perceived vlogmediated speaking assessment and activities as beneficial. next, forty english education majors from an indonesian university participated in a study by mandasari and aminatun (2020) to determine whether vlogging used as an intervention can improve students’ speaking performance. at the beginning of the study, the participants sat for a pretest. they were then assigned to watch vlogs on youtube as supplementary materials to improve their speaking skill. in addition, the participants took a trip to bali and yogyakarta and created their own vlogs on tourist attractions and traditional cuisines from both places. they conceptualised, brainstormed, articulated, monitored, evaluated, reported and finally uploaded their vlogs on the internet. at the end of the study period, the participants sat for a post-test to measure their speaking performance. a statistical analysis of the results showed a significant difference between the mean of the pre-test and the post-test, which implied that there was a significant improvement in the participants’ speaking performance. the researchers concluded that vlogs could be used as an alternative tool to support english language teaching and learning. another intervention study was conducted by madzlan et al. (2020) among fifty-four first-year undergraduates from a public university in malaysia to determine whether vlogs could be used to alleviate speaking anxiety. the objective of the study was to determine the impact of an intervention on the learners’ speaking ability. the intervention in the study was the use of vlogs to deliver a public speech. two intact groups of 30 and 24 participants were assigned as a treatment and control group, respectively. the treatment group was required to produce three thematic video blog entries per week based on proposed topics obtained from the listening and speaking workbook by oxford press (earle-carlin et al., 2011), or they could choose other topics. the treatment group was required to keep reflection journals of their vlogging activities. the participants in the treatment group reflected that their public speaking anxiety decreased significantly after conducting vlogging activity compared with the control group. the study concluded that vlogging could significantly alleviate public speaking anxiety among esl learners and could potentially increase their public speaking confidence. saputro et al. (2020) examined the use of vlogs to improve students’ oral language production. the participants in the case study were three male and three female students from the english language education department at a private university in indonesia. the participants recorded several vlogs throughout the study period. since the participants were under training to be english language teachers, the contents of their vlogs were related to language teaching issues. the objectives of the case study were to investigate the effects of vlogs on the complexity, accuracy and fluency of students’ oral language production and to determine the students’ perception of the use of vlogs in their language learning. the study found that the use of vlogs positively affected the participants’ accuracy while negatively affecting their complexity and fluency. however, as a whole, the researchers concluded that the benefit offered by vlogging outweighs its drawback as it provides bountiful learning opportunities for the students. another case study was conducted among teacher trainees by ong et al. (2020). the participants were thirteen pre-service teaching of english as a second language (tesl) teachers from the faculty of education at universiti malaysia sabah. the study was carried out during the second phase of their practicum, which lasted for 12 weeks. the participants were trained to use vlogs and a reflective model to reflect on their lessons as they recorded themselves. their vlogs were then uploaded onto a private facebook group. it was observed that the vlogs contents posted were able to promote sharing of ideas on teaching methods in the classrooms and create a positive environment for learning. non-judgemental and supportive learning environment offered by the private facebook group enables the participants to post encouraging comments to each other. however, there were technical issues that were raised related to vlogs production. although these pre-service teachers were savvy in the use of the internet, social media and online platforms, not all of them were able to solve technical problems faced during their vlogs production and would require additional training. all the studies discussed in this section utilised vlogging to provide esl speaking practice outside the classrooms. the vlogs were uploaded on social media platforms such as facebook and youtube to alleviate the students' anxiety and improve their speaking confidence. vlogs created by the students were also used as assessments for speaking (anggraeni et al., 2020). the advantages offered by vlogging seem to be abundant, and it is up to esl educators to tailor its application to suit their students’ needs. the current study envisages validating the use of vlogging in elt and as an assessment tool among adult learners. it was also conducted to determine whether the claims that vlogging can alleviate speaking anxiety are justified. 3. method a qualitative research design which is considered the most suitable for the study of l2 classroom teaching, as proposed by nassaji (2015), was adopted in this study. the data for this study came from focused group interviews. the data collected were analysed thematically and presented descriptively. https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 113 3.1 the participants the present study involved thirty (30) adult learners attending a distance learning programme on a part-time basis at a public university in malaysia. the study was carried out during april-july 2019 semester before the covid 19 pandemic started in malaysia. the participants were secondyear bachelor of art in public administration students who were enrolled in the english for communication course. the participants’ demographic is presented in table 1. table 1. participants’ demographic details gender number male 18 female 12 age range 20-25 5 26-30 6 31-35 7 36-40 6 41-50 6 occupation categories jobs number public defence policemen 7 firemen 5 office workers school offices 4 banks 4 local council 3 broadcasting 1 insurance 2 business owners bakery 1 computer shop 1 printing shop 2 total 30 based on table 1, the participants in the study came from diverse backgrounds. eighteen males and twelve females participated in the study. their age ranged from twenty (20) to fifty (50) years old. the participants' occupational background can be divided into three categories which are public defence, office workers and business owners. twelve (12) of them worked as public defence personnel, seven (7) of them were police officers, and five (5) of them were firefighters. fourteen (14) of them were office workers, four (4) students worked in school offices, four (4) worked in banks, three (3) worked with the local council, one (1) person worked at a broadcasting station, and two (2) people worked at insurance companies. another four (4) participants were business owners. one participant was the owner of a bakery, another was a computer shop proprietor, and two (2) participants were printing shop vendors. 3.2 english for communication course english for communication course is one of the university's requirements, and it carries three (3) credit hours. classes were conducted once a month which means the students only had face-to-face meetings with the lecturer four (4) times throughout the 14-week semester. each meeting lasted for four (4) hours. the english for communication course was a proficiency level course which focused on teaching the four language skills. the students were provided with thematic modules which cover the four skills; ‘reading comprehension’, ‘listening comprehension’, ‘writing’ and ‘speaking’. for listening practice, the students were provided with audio recording materials. the fourth hour for every face-to-face meeting was allocated for assessments. table 2. assessment weightage for each skill language skills assessment weightage reading comprehension 1 test (10%) 40% 1 final exam (30%) listening comprehension 1 test 20% writing 1 test (10%) 20% 1 final exam (10%) speaking 1 role play (10%) 20% 1 vlog (10%) table 2 shows the assessment weightage for each language skill. 'reading comprehension' had the highest weightage, which was forty per cent (40%), while ‘listening comprehension’, ‘writing’ and ‘speaking’ were allocated twenty per cent (20%) each. the first ‘reading comprehension’ and ‘writing’ tests which were ten per cent (10%) each, were conducted during class. the other thirty (30%) for ‘reading’ and ten per cent (10%) for ‘writing’ were allocated for the final examination. 'listening' test, which was twenty per cent (20%) and 'role play', which was ten per cent (10%), were conducted during class. the assessment weightage for each skill is shown in table 1. based on table 1, it can be seen that vlog assignment was allocated only ten per cent (10%) out of the total assessment weightage. https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 114 table 3. assessment criteria for vlogging weightage for vlog assignment assessment criteria marks content informative 10 marks interesting 10 marks language grammar 20 marks pronunciation 20 marks delivery fluency 20 marks body language 10 marks video overall recording 10 marks total 100 marks weightage 100 marks/ 10 = 10 % table 3 shows the assessment criteria for vlogging assessment. twenty (20) marks were allocated for ‘content’, forty (40) marks were allocated for ‘language’, thirty (30) marks were allocated for delivery, and ten (10) marks were allocated for ‘video’. since the objective of the assignment was to improve speaking skills, higher weightage was given to ‘language’, ‘pronunciation’ and ‘fluency’. the total marks given were one hundred (100), which was then converted to ten per cent (10%) of the total assessment marks. 3.3 the scheme of work for the study table 4. scheme of work for vlog assignment period stage activity week 1-3 planning forming groups choosing themes writing scripts editing scripts week 4-10 practising practise script reading recording script reading practice posting practice script reading videos on the facebook group week 11-13 recording recording the final vlogs editing the vlogs week 14 posting posting the final vlogs on the class facebook group table 4 shows the scheme of work for the vlog assignment. week one to week three was 'planning stage', week four to week ten was 'practising' stage, week eleven to thirteen was 'recording', and finally, week fourteen 14 was for 'posting' the final vlogs on the class facebook group. 3.3.1 planning stage during the first face-to-face meeting, the lecturer instructed the class representative to create a ‘closed/private’ facebook group for the class by inviting all the students registered for the class, including the lecturer. figure 1 shows a snippet of the facebook group. although anyone could request to join the group, only the moderator (the class representative) had the authority to approve their requests, and only those who were in the group could view the updates. this was to create a non-threatening learning environment for the students. figure 1. the closed/private class facebook the next step was for the participants to form their vlog groups. they were instructed to work in pairs, and each pair was required to select a topic based on themes given in their modules. table 5 shows the themes chosen by the participants and some examples of their vlog topics. table 5. themes for the vlogs chosen by the participants themes number of groups examples of vlogs title for each theme travel 6 cycling adventure from alor setar to pattani. cooking 2 how to cook a delicious meal using a pressure cooker. personal diary 4 a day in the life of a policeman. gardening 1 how to cultivate vegetables in your backyard. health 2 a gym on my porch. the duration of the vlogs should be between seven (7) to ten (10) minutes long, and the narration in the video should be at least five (5) minutes long. the students were given two weeks to decide on the topics for their vlogs and to post them in the class facebook group. the students were encouraged to post comments (in english) on their classmates’ topics and negotiate with each other if their topics overlapped. the participants worked with their partners outside class to come out with the theme and storyline for their vlogs and posted each milestone on their class facebook group. the lecturer would provide feedback on their scripts which were posted on facebook. based on the lecturer’s and their classmates’ feedback, the participants would edit and improve their scripts. https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 115 3.1.2 practising stage during the next stage, the participants would practice reading the scripts. they would record their script reading practice sessions and post the videos on the class facebook group. the lecturer would provide feedback on the participants' delivery, such as their pronunciation and facial expressions. 3.1.3 recording and posting stages the final vlogs were recorded between week eleven (11) and week fourteen (14). meanwhile, the participants were encouraged to post their activities in the form of pictures or videos on the facebook group to keep the lecturer and other classmates informed of their progress. ultimately, the participants posted their final vlogs in their class facebook group at the end of week fourteen (14) to be assessed. 3.2 data collection at the end of the study period, the participants were divided into three focus groups of ten participants. the focus group interviews were conducted during the last class of the semester. before the interview was carried out, an interview protocol, as proposed by cresswell (2008), was prepared. figure 2 shows the interview protocol that was used as a guide in the study. all the three groups were interviewed on the same day, and each group took about 30 minutes. the interviews were conducted by the researcher (the class lecturer) and assisted by her colleague from a different class. both lecturers acted as moderators to encourage and prompt the participants to express themselves freely. the interview was semistructured, and the participants were allowed to express themselves in either english or bahasa malaysia. the main objective of the interview was to elicit the participants’ opinions on the vlogging assignment, which was used as part of the course’s speaking assessment, to address the research questions for the current study. in addition, the interview also envisioned seeking out the participants’ views on the use of the facebook group as a platform for group interaction. before the interview started, the participants' consent was sought, and assurance was given that the information gathered during the interview would be treated as confidential and would not have adverse effects on their grades. the interview sessions, which were labelled a, b and c, were audio-recorded. for ease of data analysis, the participants were given identification codes. for example, the first participants from interview sessions a, b and c were labelled as p1a, p1b and p1c, respectively, and the last participants from the three sessions were labelled as p10a, p10b and p10c, respectively. table 6 shows samples of how labels were assigned to the participants. figure 2. interview protocol table 6. participants’ labelling interview session participants label a 1 p1a 2 p2a b 1 p1b 2 p2b c 1 p1c 2 p2c the participants were given the freedom to express themselves in either english or bahasa malaysia during the interview; however, all of them tried to communicate in english. although not all participants were proficient in english and made some grammatical and pronunciation errors, they were legible, and the audio recordings for all sessions were audible, which made data analysis less troublesome. https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 116 4. results the audio recordings from the interviews were transcribed, coded and analysed thematically based on the thematic analysis method proposed by clarke and braun (2013). based on the interview transcriptions, the participants’ comments were first sorted according to whether they were in relation to the vlogging assignment (interview questions 1 and 2) or the use of the facebook group as the platform for class interaction (interview questions 3 and 4). then, the comments were further sorted based on whether they were positive or negative comments. the results are diagrammatically presented in the form of a thematic analysis network. figure 3. the thematic analysis network figure 3 shows five sub-themes which have emerged from the positive comments related to the vlogging assignment, which are a) 'improve self-confidence', which was coded as [1]; b) 'less stressful', which was coded as [2]; c) ‘provide an opportunity for practice’ which was coded as [3]; e) ‘useful for people who want to be content developer’ which was coded as [4] and finally f) ‘vlogging is better than role-play’ which was coded as [5]. sub-themes which have emerged from the negative comments are; a) 'it takes too much time', which was coded as [6]; b) 'unfair for students who are not tech-savvy, which was coded as [7] and c) 'not valid' which was coded as [8]. table 7 shows the sub-themes for vlogging which have emerged from the data analysis. the participants’ opinions in relation to the use of vlogging were coded as shown in table 7, and the frequency of the sub-themes being mentioned in the course of the interviews was tabulated in the form of a matrix (refer to tables 8 and 9). table 8 shows the positive versus negative opinion matrix for vlogging. table 7. sub-themes for vlogging codes positive sub-themes [1] improve self-confidence [2] less stressful [3] opportunity for practice [4] can use knowledge to develop content [5] vlogging better than role-play negative sub-themes [6] takes too much time [7] unfair for students who are not techno-savvy [8] not valid based on table 8, the number of times the positive subthemes emerged from the data outnumbered the negative sub-themes. sub-theme [1] was mentioned 17 times, subtheme [2] was mentioned 11 times, sub-theme [3] was mentioned 8 times, while sub-themes [4] and [5] were mentioned 4 and 7 times, respectively. the total number of mentions for the positive sub-theme is 47. on the other hand, the total number of negative sub-themes being mentioned was 29. sub-theme [6] was mentioned 15 times, while subthemes [7] and [8] were mentioned 6 and 8 times, respectively. meanwhile, the summary for the positive and negative opinion matrix are displayed in table 9. table 8. positive vs negative opinion matrix opinion matrix positive negative 3,1,2,1,1,3,4,5,1,3,1,5,2, 5,5,1,5,1,4,3,5,2,1,1,1,5, 4,3,4,1,1,2,1,2,1,2,3,3,1, 2,2,2,3,1,1,2,2 6,6,7,8,6,7,8,7,6,6,6,6,6,6, 6,7,6,6,6,6,7,7,6 table 9. positive vs negative opinion matrix summary opinion matrix positive theme number of mentions negative themes number of mentions [1] 17 [6] 15 [2] 11 [7] 6 [3] 8 [8] 8 [4] 4 [5] 7 total 47 19 meanwhile, as shown in table 10, three positive subthemes have emerged from the comments related to the use of teh facebook group as the platform for group interaction as well as for posting their vlogs assignment/ assessments. https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 117 table 10. sub-themes for the use of facebook codes sub-themes [9] give/receive feedback, motivation and encouragement [10] feel comfortable due to privacy provided by facebook group [11] can practise writing in english the sub-themes are a) ‘give/receive feedback, motivation and encouragement', which was coded as [9]; b) ‘feel comfortable due to privacy provided by the facebook group', which was coded as [10]; c) ‘can practise writing in english’ which was coded as [11]. there were no negative comments related to the use of facebook in the study. tables 11 and 12 show opinion matrices for the use of facebook and its summary, respectively. as mentioned in the previous section, there is no negative comment on the use of the facebook group as a platform for class interaction. all the participants had positive opinions about the use of the facebook group. sub-theme [9] was mentioned 16 times, sub-theme [10] was mentioned 10 times, while sub-theme [11] was mentioned 13 times. table 11. opinion matrix for the use of facebook opinion matrix positive opinion 9,9,9,10,9,11,11,10,9,9,9,10,10,9,9,9,9,9,11,11,10,11, 10,10,10,11,11,11,11,9,10,11,11,10,9,9,9,9,11,11 table 12. summary of opinion matrix for the use of facebook opinion matrix sub-theme number of mentions [9] 16 [10] 10 [11] 13 the majority of the participants agreed that utilising the facebook group as the platform for class interaction is beneficial. the following section deals with the findings of the study as the sub-themes that have emerged are discussed descriptively with samples of coded interview excerpts from the transcribed data. the excerpts are the transcriptions of real audio from the recorded interview sessions. they have not been corrected for grammatical errors to preserve the authenticity of the data. 4.1 participants’ views on vlogging assignment this section will describe the positive sub-themes which have emerged from the data related to vlogging assignments. table 13 shows samples of the coded transcriptions with positive sub-themes. table 13. samples of coded transcriptions (positive) participants’ label sample of participants’ coded quotes p2a after a lot of practice reading the script [3], i more confident [1] to speak, if make mistake when do the recording i can repeat so less stress [2] p4a although take a lot of time, i enjoy because i can become youtuber in future [4] p8a role play caused me heart attack …(laugh) [5]… vlog less stress [2] p1b in my opinion, vlogging good because before this i don’t know how to do recording…i learnt new thing and improve my speaking…pronunciation …more confident [1] …i interested to become youtuber [4] …overall i enjoy. p3b i also don’t like to present in front of the class, role play cause me cannot sleep …vlog better [5] [2], i am more confident [1] p8b i become more confident [1] to speak because i practice the script many times [3] like more than ten times. p1c i agree with my friend…i most stress… when do role play [2]. vlogging much better[5] … more confident. p5c i more confident [1] to speak, not too shy because not face-to-face… less stress [2] p7c i got many practice…practice makes perfect…[3] so i more confident[1]. it can be observed from table 13 that many participants believed that vlogging assignments were able to improve their self-confidence. their feelings can be detected by examining the sample excerpts p2a, p1b, p3c and p1c. the participants who came from varied occupational backgrounds indirectly admitted during the interviews that they were anxious by saying that they "cannot sleep", were "most stressed", and it caused them "heart attack" present in english. in addition, it was found that many participants believed that vlogging assignments had helped them in improving their self-confidence, as stated by the participants in the sample excerpts p2a, p8b and p7c. before the actual vlog recording, they had recorded their script reading practice sessions which required several rounds of rehearsals. since the participants did not use english in their daily lives, the script reading practices and rehearsals that they did before the actual vlog recording had indirectly increased their english talk time, which is imperative in enhancing speaking ability. the next finding is directly related to speaking anxiety. all the participants, like many esl learners, are anxious about speaking in english. although their anxiety level varies, the fact that the vlog assignment was part of their overall assessment for the course made them more concerned and anxious. however, many of them emphasised that the vlog assignment was less stressful because they could repeat https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 118 the recording if they were not satisfied or if they made mistakes, thus, decreasing their anxiety level. another reason being mentioned was the fact that vlogging did not require them to present face-to-face. from the sample excerpts, it can be seen that p2a, p8a and p5c directly mentioned that vlogging was less stressful. it was also observed that a few participants preferred vlogging assessment compared to role-play. performing role-play in front of the class predictably brought about a lot of concerns and tensions among the participants. p8a, p3b and p1c implied that they found vlogging better than roleplay due to these reasons. it was similarly brought to the researcher's attention that a few participants (p1b & p4a) who envisaged becoming content developers in the future found vlogging assignments beneficial to them. although their motivation was probably different from the main objectives of this study, these students not only expressed their satisfaction with the assignment but also put a lot of effort into it. it can be concluded based on the positive sub-themes that have emerged from data analysis that a large number of participants were of the opinion that vlogging improves their self-confidence because they were able to practise in advance and repeat their presentations until they were satisfied. thus, vlogging assessment was found to be less stressful than role-playing. a few participants mentioned that the assignment was beneficial because they envisaged being content developers in the future. however, there were also several negative sub-themes which have emerged. table 14 shows samples of negative sub-themes that have emerged from the data analysis. table 14. samples of coded transcriptions (negative) participants’ label sample of participants’ coded quotes p1a i waste time doing vlog…but marks for vlog very little [6] p4a i’m not good at making video so i worried affect my marks [7] p4b not fair because some students ask other people to write script [8] p10b i only spent short time writing script…and practice…about two to three hours but edit video like ten hours [6] p3c i think not suitable for part-time students because…we very busy, no time [6] p9c although madam said the delivery more important than video quality but if video beautiful, better quality, of course affect our mark, right? other group used drone… my group used cheap hand phone …sure his group high marks…not fair… because marks not for language [7] [8] the first negative sub-theme that emerged was that vlogging assignments took too much time to complete, as stressed by p10b and p3c. since the participants had enrolled in the programme on a part-time basis, they faced many constraints in juggling their full-time job and part-time studies. p3c felt that vlogging assignment was not suitable for part-time students. meanwhile, p1a felt that vlogging assignment had taken up an inordinate amount of time, considering it only contributed a small percentage to the overall assessment. another participant (p10b) lamented that he actually spent more time on the technical part of vlogging, such as video editing, instead of spending time on speaking practice. additionally, the participants who were not techno-savvy and unfamiliar with vlogging found themselves to be disadvantaged and thus, felt that the vlogging assessment was biased and unfair towards them, as stressed by p4a and p9c. as discussed in the earlier section, the participants in the study were all working adults from various economic sectors. for example, the participant who worked in broadcasting owned a drone which he usually used to hone his craft, while another participant owned a computer shop which also supplied electronic devices for personal computers. thus, these two participants were more familiar with the technical side of vlogging compared to the others, which consequently caused the less technically informed to feel intimidated. this has led to the issue of validity and reliability of the assessment being raised by some participants. although the assessment criteria for vlogging were provided and explained to the participants (refer to table 3) at the beginning of the study, a few participants felt that the vlogging assessment lacked validity. p9c pointed out that the assessment was seen as evaluating the quality of the vlogs instead of assessing the participants' english-speaking ability. since the vlogging assignment was done outside class hours, p4b claimed that there were participants who had assigned other people to write the scripts for their vlog assignment, thus considering the assessment invalid. p4b and p9c expressed their dissatisfaction with the vlogging assignment being used as one of the assessments for the course. suffice to say that although vlogging assignment allowed the participants to practise and repeat their presentations, the time spent on recording and editing the videos was much longer than the time spent on speaking practices. the participants who were not tech-savvy found themselves to be disadvantaged and thus, felt that the vlogging assessment was biased and unfair towards them. 4.2 participants’ views on the use of facebook this section will describe the sub-themes which have emerged from the data related to the use of facebook groups as a platform for class interactions. three positive subhttps://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 119 themes related to facebook have emerged, and there is no negative sub-theme. table 15 shows samples of coded interview excerpts for comments related to the use of facebook. similar to tables 13 and 14, the excerpts are the transcriptions of real audio from the recorded interview sessions. they have not been corrected for grammatical errors to preserve the authenticity of the data. table 15. samples of coded interview transcriptions participants’ label sample of participants’ coded quotes p3a i am happy when my classmates give feedback. i get a lot of motivation [9]. p5b comment by madam, i don’t feel bad at all because our group is private [10]. p8c i not confident to give feedback because my english not perfect so i just cheer my friend [9]. p9a i don’t use english for my personal fb only in group fb i comment in english, can practise writing [11]. p10b sometimes my classmate joke in the group, i feel happy and want to reply but my english not good, so just enjoy [9]. p1c i very careful when write my comment. i afraid of making mistakes with grammar. but i’m more confident to write comment in english now [11]. i very comfortable to chat in the class fb group because only us [10]. p5a if i make grammar mistake, i won’t be too embarrassed…(laugh) because the group is private [10]. as mentioned earlier, three sub-themes have emerged for the use of facebook groups as a platform for group interaction. firstly, it allows the participants to give and receive feedback freely while motivating and encouraging their classmates as stressed by p3a, p8c and p10b. it can be seen from the excerpts that the participants were pleased to give and receive feedback. although some of them mentioned that they were not confident to give useful feedback, they encouraged and motivated each other by leaving positive comments in their facebook group. for example, p9a felt that she could practise writing in english when she posted comments in the facebook group, while p1c felt that the exercise had made her more confident in writing in english. in short, the majority of the participants felt comfortable interacting in the facebook group because of the privacy it provided. in addition, they did not feel embarrassed even if they received negative feedback knowing that only the group members could see the comments. it can also be inferred that the students were comfortable interacting with each other in the class facebook group due to its 'private' setting. 5. discussion based on the findings in the previous sections, the three research questions formulated for this study will be discussed in turn. the first research question is how vlogging assignments can lessen the participants’ english language speaking anxiety and increase their speaking confidence. although adult learners are said to be more motivated and driven (kahu et al., 2013), many participants in the study revealed that they lacked self-confidence and were insecure when it comes to speaking in english, which is consistent with the observation made by ab latif (2015). due to the constraints posed by distance learning, the students often lacked practice and motivation to use english in their communication outside the classrooms. this finding is in agreement with the finding reported by fadilah (2016). it was found that vlogging activities in the study were able to lessen the participants’ anxiety. this finding is in line with previous studies, which reported that speaking anxiety among the participants decreased significantly after conducting vlogging activities (anil, 2016; madzlan et al., 2020; mandasari & aminatun, 2020). the vlogging assignment in the current study was able to provide more opportunities for the participants to practise speaking in english outside class hours. for many l2 learners, the classroom is the only place where they can practise the language they are learning (savaşçı, 2014). due to limited face-to-face class time, their esl lecturer was not able to provide the occasions for real practice in speaking during the class, which is a common problem faced by distance learners, as pointed out by derakhshan et al. (2015). since english is not their language of choice and is rarely used in their daily lives, the script reading practices and rehearsals that they did before the actual vlog recordings had indirectly increased their english talk time, which is essential in enhancing speaking ability, as stressed by mohammed et al. (2020). a similar finding was reported by anil (2016) and watkins (2012), who found that vlogging activities conducted by the participants in their studies were able to increase the students' talk time. the practise sessions that the participants had during the preparation of their vlogs became an effective strategy to lessen their anxiety and consequently improve their speaking confidence. this finding is also consistent with the finding reported by madzlan et al. (2020), who attributed the participants’ increase in confidence level to the practices that they had in the process of recording the vlogs. next, the second research question on whether vlogs posted by the students in their facebook group can be used as speaking assessment to lessen the participants’ test-taking anxiety will be addressed. as stated by zeng and cheng (2018), most language learners would experience a certain level of anxiety when sitting for examinations and doing assessments. test-takers would experience differential levels of anxiety in different testing situations because language https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 120 anxiety is situation-oriented anxiety. thus, it is impossible to totally eliminate the students’ test-taking anxiety. based on the findings, it can be concluded that posting their vlogs in the facebook group instead of presenting in front of the class was able to alleviate their test-taking anxiety, which makes it a suitable assessment tool. this finding is consistent with the finding reported by anggraeni et al. (2020) that students perceived vlog-mediated speaking assessment and activities as beneficial and, thus, can be a good assessment tool. in addition, similar to the finding by sahari et al.(2016), this study also discovered that presentations and role-plays in front of the class contributed to high levels of anxiety among the participants. since they were anxious about their speaking performance, vlogging provided them with an environment where they felt less threatened. however, there are some downsides to using the vlog as an assessment tool which has emerged from the findings. firstly, the issues of reliability and validity of using vlogs the participants posted in the facebook group as part of their speaking assessment were raised. there were a few participants who claimed that some of their classmates had assigned other people to prepare the scripts for their vlogs. as highlighted by arnold (2012), computer-mediated speaking assessment is akin to a take-home or open-book test. therefore, it is difficult to gauge who or how many are working on the assessment, and esl lecturers should be aware of this drawback when planning the scheme of work and test specifications. a good assessment not only requires content and construct validity but also face validity. an assessment is said to have face validity if it looks as if it measures what it is supposed to measure (li, 2011). another concern raised in this study is whether vlogging assignment used as part of the speaking assessment is seen as measuring what it intends to measure. some of the participants were of the opinion that the assessment was measuring the participants' vlogging skills instead of speaking skills. similar issues were raised by participants in the study conducted by ong et al. (2020). this is not unexpected as many adult learners are advanced in age compared to the conventional university students who are younger and are more exposed to technology. some participants in the current study were not techno-savvy and thus, found it difficult to adapt to multimodal teaching and learning and were not ready to embrace the challenges posed by it. a study by nasir (2020), conducted among adult distance learners in a malaysian institution of higher learning, confirmed that one of the many aspects of readiness they lacked was technical readiness. in the current study, the researcher had assumed that all the participants would be able to produce vlogs even without any training since most of them were familiar with the use of social media and online platforms. in reality, not all of them were capable of solving technical problems related to vlogs production, and this has become the bone of contention. a similar issue was highlighted by taqwa et al. (2019), who found the participants in their study were facing problems in the editing process of vlogging. watkins (2012) stressed that vlogging could be successfully employed to improve oral communication only if the technology is accessible, the class size is optimal, and the students are ready and willing to engage in the activity. both students and lecturers should have some knowledge of the technical requirements for vlogs production, such as the hardware, software and video hosting websites (watkins, 2012). otherwise, it can be very challenging for both parties. thus, it is recommended that some adjustments be made to the scheme of work for the course in the present study. training on basic vlogging skills should be included in the scheme of work so that the objective of the course to improve speaking skills can be achieved without being overshadowed by the students' lack of technical skills in vlogging. in addition, speaking assessment, whether face-to-face or virtual, is subjective in nature, as it involves human judgement. as stressed by ockey et al. (2019), the construct of speaking ability is multidimensional, but computer-mediated oral assessment can only assess certain aspects of this ability. thus, appropriate measures should be taken to increase its reliability, such as providing detailed rubrics and the use of two assessors or raters. finally, the third research question, which seeks to determine the participants’ views on the use of the facebook group as a platform for group interaction, is addressed. based on the findings, it can be concluded that the majority of the participants were comfortable interacting with each other in the class’s facebook group due to its 'private' setting. the facebook group was able to provide the participants with a supportive and non-threatening learning environment, as concurred by other studies which had used this facebook feature (ab manan et al., 2012; andini, 2019). in short, the majority of the participants felt comfortable interacting in the facebook group because of the privacy it provided. in the current study, the participants stated that they did not feel embarrassed even if they received negative feedback, knowing that only the group members could see the comments, unlike the participants in ong’s et al. (2020) study who expressed their fears of being judged despite the facebook group’s ‘private’ setting. however, ong et al. (2020) still concluded that overall, the facebook group provides the participants with a supportive learning environment. similarly, the current study found that the participants were comfortable interacting with each other in the class facebook group since it enables them to post encouraging and motivating comments. andini (2019) shares the same opinion, as the participants in her study also stated that they felt comfortable expressing their ideas through facebook groups. from these findings, it can be inferred that ‘confidentiality’ feature offered by the social media platforms is important and should be considered when deciding which platform to use for vlogging activities. in a similar study, wulandari (2019) had chosen to use a private https://doi.org/10.31849/elsya.v4i2.8160 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 109-123 https://doi.org/10.31849/elsya.v4i2.8160 how to cite this article: ab manan, n. a., & azizan, n. (2022). vlogging as an assessment tool in elt: a study among adult learners in a distance learning programme. elsya : journal of english language studies, 4(2), 109-123. 121 class instagram account for her students to upload their vlogs for the same reason, to provide the students with an unthreatening learning environment. however, in another study by sari (2017), the students' vlogs uploaded on the youtube channel were set as 'public'. she reported that incorporating vlogging into her teaching had helped improve her students’ motivation and confidence to communicate in english since the youtube channel has provided them with an 'audience’. the participants in sari's (2017) study were young adults and were more comfortable with technology. thus, the sense of having the ‘audience’ encouraged and motivated them to produce interesting vlogs. in contrast, if the participants’ vlog posts in the present study were made public, it may cause distress among the participants simply because adult learners are fearful of making mistakes and being judged (cubukcu, 2007). thus, the decision to utilise the facebook group as the platform for posting the vlogs and for the group discussions in the study is appropriate. there are three significant findings from this study that can be added to the body of literature related to vlogging and to provide more evidence to support the conclusions made by previous studies. firstly, vlogging can alleviate esl learners’ anxiety by providing them with the opportunities to use the language outside their classrooms, which corresponds to the findings reported by anggraeni et al. (2020), madzlan et al. (2020), mandasari and aminatun (2020), saputro et al. (2020) and ong et al. (2020). secondly, with proper planning and supportive infrastructure, students’ vlogs uploaded on social media platforms can be used as part of or totally replace face-to-face speaking assessments for distance learners. however, further research and careful planning are required to ensure that the assessment meets the principles of a successful assessment strategy which are validity, reliability and fairness, as stressed by akimov et al. (2020). finally, the availability of ‘confidentiality’ feature should be the main consideration when deciding which social media platform to choose for the class vlogging activities, especially when dealing with adult learners. 6. conclusion based on the findings and discussions, it can be concluded that incorporating vlogging and facebook group as part of esl instruction is viable, and if properly planned, they can become powerful teaching and learning as well as assessment tools, especially among adult learners. however, esl educators should be cautious when evaluating the student's vlogs to ensure that the marks awarded are based on the students' speaking performance and not on their vlogging skills. esl educators should work towards striking a balance between the issues of validity/reliability and practicality. an implication of this study for educational institutions is the call for better preparation for the world's post-pandemic new form of education, online distance learning (odl). face-to-face interactions will still be predictably minimised to adhere to certain standard operating procedures (sop) imposed by institutions of higher learning to ensure the safety of their students and staff; thus, incorporating the use of social media in elt is becoming more important to compensate for the loss of faceto-face teaching and learning time. 7. acknowledgement the researchers expressed their gratitude to all the participants in the study who, despite their busy schedules, were willing to spare some of their valuable time to share their inner thoughts with the interviewers. without their kind cooperation, this study would not have been possible. references ab latif, n.a. 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(2014). why are some students reluctant to use l2 in efl speaking classes? an action research at tertiary level. procedia social and behavioral sciences, 116, 2682 – 2686. taqwa, a. & sandi, v. n. (2019). students’ experiences of using vlogs to learn english. journal of foreign language teaching & learning, 4(1), 1-13. https://doi.org/10.18196/ftl.4134 upadhyay,s. & upadhyay, n.(2020). incorporating twitter for second language acquisition: framework and evidence. asian efl journal research articles, 27(3), 387-398. vlog. (2021). in cambridge business english dictionary. cambridge university press. https://dictionary.cambridge.org/dictionary/english/v log watkins, j. (2012). increasing student talk time through vlogging. language education in asia, 3(2), 196-203. https://doi.org/10.5746/leia/12/v3/i2/a08/watkins wulandari, m. (2019). improving efl learners’ speaking proficiency through instagram vlog. llt journal: a journal on language and language teaching, 22(1), 111-125. zheng and cheng. (2018). how does anxiety influence language performance? from the perspectives of foreign language classroom anxiety and cognitive test anxiety. language testing in asia, 8(13), 1-19. https://doi.org/10.1186/s40468-018-0065-4 zhang, l. j., & rahimi, m. (2014). efl learner’s anxiety level and their beliefs about corrective feedback in oral communication classes. system, 42, 429–4. https://doi.org/10.31849/elsya.v4i2.8160 https://doi.org/10.1016/j.heliyon.2021.e07543 https://doi.org/10.1186/s40468-018-0065-4 elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i2/13148 vol. 5, no. 2, 2023, pp. 204-223 journal homepage: https://journal.unilak.ac.id/index.php/elsya 204 original research efl high school students’ satisfaction in online learning and expectations towards blended learning: an investigation putu sri suci ningsih, made hery santosa, i putu indra kusuma ganesha university of education, bali, indonesia article info abstract article history: received 19 february 2023 revised 24 march 2023 accepted 26 sept 201x this study aims to identify students' satisfaction with online learning and their expectations of blended learning in the post-pandemic era in a senior high public school in north bali, indonesia. the research employed an explanatory sequential mixed-method design using questionnaires and interviews, to gather data from 179 grade 12 senior high school students. the questionnaire and interview guide were validated with face, content, empirical validity, and reliability. the interview session involved 5 students with high satisfaction scores and 5 students with low satisfaction scores from the result of the questionnaire. the results showed that students had a mode score of 4, indicating students feel satisfied with online learning during covid-19. based on the four factors, the result of students’ satisfaction in online learning such as the teacher factor having neutral scores, the interaction factor having satisfied scores, the technology factor having satisfied scores, and the course management factor having satisfied scores. the interview session shows that students expressed their expectations for direct interaction with teachers and classmates and had expectations for factors, such as teaching methods, ease of materials, direct communication with teachers, interaction with classmates, technology use, and variety in learning resources. this research provides insights for teachers to improve student satisfaction with online learning and blended learning practices. keywords: blended learning efl students expectations online learning satisfaction corresponding author: ningsih, sri.suci@undiksha.ac.id 1. introduction schools temporarily suspended face-to-face classes in the education sector, leading to a shift toward online learning in the wake of the 2019 pandemic (pokhrel & chhetri, 2021). also, the emergence of a pandemic can quickly change the teaching and learning process using technology (santosa et al., 2021). technology has important roles in human life, such as using technology effectively and efficiently (santosa, 2017). online learning involves the use of technology and the internet for education and teachers are expected to provide digital materials that are accessible to students. also, it requires students to be selfdirected and manage their learning individually or as a group. however, challenges existed for efl students, such as unstable connections, lack of material knowledge, and teacher inexperience with online learning (melvina et al., 2021). this learning method is being utilised in many schools in bali that have embraced online learning. pratiwi et al. (2022) found that efl senior high school students in 9 schools in badung regency, bali engage in synchronous and asynchronous learning using video conferencing tools like zoom meeting and google meet. to evaluate the success of online efl learning during the pandemic, student satisfaction is used as a gauge of their positive experience. satisfaction is defined that an individual's feelings and needs regarding a process or outcome that meet their expectations (saif, 2014). the satisfaction of students with online learning https://doi.org/10.31849 mailto:sri.suci@undiksha.ac.id elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 205 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation is also crucial for the smooth running of the learning process. bolliger and martindale (2004) mention that teacher, interaction, technology, and course management are key factors that contribute to student satisfaction and impact the effectiveness of online learning. additionally, after experiencing online learning during the covid-19 pandemic, students will continue to participate in blended learning during the postpandemic era. the government requires in-person learning at schools in indonesia. this means teachers will still utilise technology in face-to-face learning, which is referred to as blended learning. blended learning combines in-person and technology-based learning (naaj et al., 2012). as blended learning is new in indonesia post-pandemic, students likely have expectations for their learning. these expectations play a crucial role in determining the success of blended learning and can help institutions and teachers improve the quality and effectiveness of blended learning. expectations are assumptions about an event that are often shaped by personal experience, the experiences of others such as family and friends, and established habits (pinto & anderson, 2013). thus, students’ experiences with online learning may influence their expectations for blended learning. previous studies have explored the satisfaction of senior high school students with online learning and blended learning, and the factors that influence their experience. faize & nawaz (2020) evaluated university students' satisfaction with online learning during the covid-19 pandemic, ngafif (2021) analysed students' perceptions of online learning during the pandemic, while cakrawati (2017) examined students' views on the use of online learning platforms in efl classrooms. krstić and radulović (2021) evaluated online learning during covid-19 using platforms such as google classroom, whatsapp, and google meet. prasetya et al. (2020) studied students' satisfaction with e-learning, ataizi and komur (2021) investigated the impact of blended learning at a high school in turkey. sakina et al. (2020) examined the use of technology in blended learning by efl students in a private senior high school in bandung. despite these studies, there is limited research on efl students' satisfaction with online learning and expectation of blended learning with the role of factors such as teachers, interaction, course management, and technology by using mixed-method. therefore, this study aims to fill that gap by exploring efl students' online learning satisfaction during the covid-19 pandemic and their expectations for blended learning post-pandemic at sma negeri 4 singaraja. 2. literature review 2.1 students satisfaction according to saif (2014) satisfaction is a positive feeling someone experiences based on their expectations of the process and outcome of something. in education, student satisfaction is essential to ensure a successful learning process. according to bolliger and martindale (2004) several crucial factors contribute to students' satisfaction, including teacher, interaction, technology, and course management. including the quality of teachers, interaction between students and content, instructors, and other students, technology, and course management. the teacher must have pedagogical knowledge and skills in using technology effectively, as outlined in the tpack framework (puentedura, 2006). however, power distance can exist between teachers and students, but the teacher's ability to accept criticism is important for student satisfaction (hofstede, 1986). interactions, including learner-content, learner-instructor, and learner-learner, can enhance student understanding and foster meaningful knowledge (moore & anderson 2003). technology provides access to learning resources and facilitates flexible assignment completion anywhere and everywhere. effective course management also supports online learning by providing resources and technical support (moore & kearsley 1996). it is important to consider these factors to ensure student satisfaction with online learning as they play a significant role in determining the quality of education and measuring students' satisfaction. student satisfaction is something that needs to be considered for online learning to take place in the era of the covid-19 pandemic. students' positive attitudes and feelings regarding online learning are referred to as their level of satisfaction (topala & tomozii, 2014). students should learn individually online during the covid-19 pandemic period rather than immediately interacting with one another in discussions, questions about the curriculum, remarks, etc. by employing technology, students may develop their critical thinking skills and get a deeper understanding of the subject matter. similarly to this, one benefit of online learning is that there are no time or location limits, which can raise the standard of higher education (geith & vignare, 2008). elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 206 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation the performance of the educational process system itself, including factors like teachers, interaction, technology, and course management, represents what is meant when students think they were satisfied with their learning experiences. based on each contributing aspect that may be used to determine student satisfaction with learning, students rate their level of satisfaction, indicating whether they were satisfied or dissatisfied. the learning process will proceed easily if the students are happy with the learning environment. in contrast, learning does not go easily if students are not happy with the learning process since they will feel slow during the process. 2.2 online learning in efl context online learning is a method of education that utilises technology such as computers, laptops, tablets, and mobile phones (arthur-nyarko et al., 2020; shaid et al., 2021). this mode of learning offers students and teachers the flexibility to learn from any location and at any time as they are not required to physically attend school. rigo and mikus (2021) classified online learning into two categories: asynchronous and synchronous. asynchronous online learning allows for any-time participation in discussion sessions through technology platforms such as google classroom, whatsapp, moodle, and schoology. this type of online learning is flexible, allowing students to log in and access documents at their own pace (faize & nawaz, 2020). rigo and mikus (2021) also stated that synchronous online learning involves direct interaction between teachers and students through video conferencing platforms such as zoom and google meet. in this type of learning, students can ask and receive answers to questions in real-time, promoting focus and engagement in the learning process. therefore, to support the learning process, technology needs to be utilised. examples of this include learning platforms or applications like google classroom, schoology, zoom meeting, google meet, quizizz, and kahoot. these learning tools are convenient to use and contain intriguing features. since students can connect through learning applications, online learning has become crucial to a successful learning process. students in indonesia studying english as a foreign language (efl) have also employed online learning. one of the languages learned in indonesia is english (alrajafi, 2021). it is well-recognised that english classes can use technology in the classroom that is prepared by teachers (aşık et al., 2020). moreover, efl students rarely communicate or use english in their daily lives. that is because of the student’s residence in a non-english speaking nation. as a result, the learning environment differs greatly from that of esl or native-language students. on the other hand, tended to be quiet or passive and less motivated and disciplined. due to those phenomena and the attitudes of the students, the learning process in class did not provide satisfactory results. efl students are required to take a variety of classes in school, including english. in indonesia, high school english courses are divided into two categories: specialty and required english courses. also, there is a language department class at the senior high school (shs) level that mandates learning english. as part of the online learning process, english was learned during the covid-19 pandemic. moreover, speaking, listening, reading, and writing are the four skills that students should be proficient in when learning english. besides, when english learning process, efl students also use a variety of platforms for their online coursework, including whatsapp, google translate, edmodo, google classroom, and learning management systems (lms) (ariawan, 2021; famularsih, 2020; hendrawaty et al., 2021; manurung et al., 2020; saroh & arifmiboy, 2022; wirantaka & fijanah, 2022). 2.3 blended learning in post pandemic era in the post-pandemic era, blended learning is implemented. post pandemic era is the new normal era after passing the covid-19 pandemic (cahapay, 2020). in terms of the education aspect, teachers and students implement blended learning activities at the school. blended learning is a combination of face-toface learning and using technology (naaj et al., 2012). in further depth, blended learning substitutes some class sessions and face-to-face meetings for online learning. however, blended learning is not usually faceto-face learning but also can take place at home and online learning (wagiono et al., 2021). students can perform the learning process on a flexible, effective platform with blended learning (stein & graham, 2020). in addition, the interaction between the teacher and the students is well-known and accessible in blended learning. blended learning is crucial for students to successfully master the content presented at online meetings in the post-pandemic era. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 207 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation the learning process is also enhanced by blended learning in a variety of ways. students desire to learn and think critically grows with blended learning. to avoid boring learning, students learn autonomously using a variety of learning strategies. with online connections outside of the classroom as well as in-person interactions in the classroom, blended learning encourages student interaction (zainuddin & keumala, 2018). technology is used to facilitate the learning process in blended learning, which involves both the teacher and the students. with the use of learning tools like quizizz and kahoot, the teacher may instruct the class in detail and make learning enjoyable (fuad et al., 2020; yapici & akbayin, 2012). besides, the teacher has plenty of time to provide feedback to students outside of class and to inspire them to learn. moreover, blended learning presents difficulties for the learning process. where the teachers are required to generate educational materials for the lms from various sources, such as websites and videos. also, not all teachers and students are aware of how to use technology to enhance learning. the majority of students use technology as a form of pleasure rather than as a tool for learning (rusli et al., 2019). not all students comprehend the curriculum because they quit watching videos or reading articles on the lms because they find them uninteresting and unattractive (woo et al., 2008). all the situations can be increasing students’ expectations of blended learning for better learning. 2.4 student’s expectations in blended learning blended learning combines aspects of online and face-to-face learning, and its efficiency can be measured by student satisfaction. student satisfaction is directly tied to the expectations and perceptions of the students, and the degree of student satisfaction is assessed by contrasting the expectations students have before class with the perceptions they have afterward. expectations play a significant role in how well students learn and how successful they are in their studies (gustriani & hamzah, 2021). according to press (2006), expectations are presumptions about an occurrence that are typically brought on by three factors: one's own experiences, those of others, such as family or friends, and what is seen as a habit (pinto & anderson, 2013). also, they described the differences between preconceived and informed expectations, two sorts of student expectations. students will bring with them prior information and opinions into the learning environment. these expectations can then evolve when students learn more updated information which will become educated expectations. students will have preconceived expectations, for instance, if they have previously engaged in blended learning or been impacted by the experiences of friends or family. students will then have expectations or perceptions when they learn new information through blended learning, whether it comes from their own experiences or those of others. moreover, pinto & anderson (2013) study revealed that expectations of students for online learning about four factors, such as teacher, technology, interaction, and course management were always met. when students first begin learning, they have some of these expectations, but as they learn more about the activities in class, some of those expectations shift. institutions and teachers can enhance the learning experience by paying attention to what students want to prevent them from being dissatisfied with blended learning. 3. method the design of this study used explanatory sequential mixed-method, which involves gathering data through both quantitative and qualitative methods. purposive sampling is a technique to determine the participants that must be involved by setting various criteria and being willing to provide information based on knowledge and experiences (tongco, 2007). this study has criteria such as students have experienced in participating in online and blended learning during the pandemic era which in sma negeri 4 singaraja with a total of 368 efl students in xii grade in the academic year 2022/2023. this study used a questionnaire which is a method of gathering data in a quantitative method, and it will be used in this study to assess the students' satisfaction. the questionnaire will be in the form of an online survey, distributed to 12th-grade students at sma negeri 4 singaraja, and will be created using the google forms application. the questionnaire has closed-ended 5-point-scale questions; very dissatisfied (1), dissatisfied (2), neutral (3), satisfied (4), and very satisfied (5). the items in the questionnaire were developed from previous research. besides, the interview will be used for 10 of which 5 students who have high satisfaction levels, and 5 students who have low satisfaction levels. the interview will be conducted using a smartphone voice recorder and will be used to collect new information and further clarify information gathered from the questionnaire. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 208 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation furthermore, the researcher conducted face validity to assess the appearance of the measurement instrument's items to determine if they accurately measure what they are intended to measure (taherdoost, 2017). the result of face validity shows that two expert judges said “relevant” means all items of the questionnaire are valid. besides, the result of content validity checks which were tested by having two expert judges evaluate 25 questionnaires and 19 questions in the interview guide using cross-tabulation from gregory’s formula (2014) which evaluates relevant items. also, the empirical validity of the survey instrument using pearson correlation analysis using spss version 26 in which all items of the questionnaire are valid which sig. 0.00 was less than 0.05 (sig.0.00 < 0.05). also, the reliability of the questionnaire and interview instruments was determined by conducting a reliability test using spss version 26. the results of the reliability test indicate that the questionnaire has a very high level of reliability with a cronbach's alpha score of 0.970 > 0.80. the students' satisfaction level was assessed by analysing the mean, median, and mode scores from a questionnaire but, the mode scores were used to determine the interpretation which was adapted from sözen and güven (2019). the scores were categorized based on the range of each item. table 1. students satisfaction categories based on each item adapted from (sözen & güven, 2019) level value range very dissatisfied 1 1.00-1.80 dissatisfied 2 1.81-2.60 neutral 3 2.61-3.40 satisfied 4 3.41-4.20 very satisfied 5 4.21-5.00 for the qualitative data analysis steps using interviews to get information details about efl senior high school students’ expectations in blended learning at sman 4 singaraja. the steps were explained by miles and huberman (1994) such as data collection, data reduction, data display, and conclusion drawing or verification. figure 1. component of data analysis: interactive model by miles and huberman (1994) 4. results 4.1 efl senior high school students’ satisfaction in online learning during covid-19 pandemic in general the results of the students' satisfaction from questionnaires had 179 grade 12 students at sman 4 singaraja. the general results of the students' satisfaction levels in table 2 show a mean score was 3.40, indicating a neutral level. the median score was 3, also indicating a neutral level. however, the most frequently occurring value or mode score was 4, indicating that most of the students were satisfied with online learning. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 209 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation table 2. students’ satisfaction with online learning during covid-19 in general mean score median score mode score interpretation 3.40 3 4 satisfied the study analysed students' satisfaction levels based on four factors: teacher, interaction, technology, and course management. the results were focused on the mode score because meaning the value which appears a lot for the results of the questionnaires. 4.1.1 students satisfaction based on teachers factors the result shows that students feel neutral with teachers factor which mean score of 3.19, median score of 3, and mode score of 3 mean neutral with teachers factor in online learning. table 3. result of students satisfaction based on teachers’ factors items mean score median score mode score interpretation 1. the teacher's ways of dealing with the problems you experience during online learning. 3.10 3 3 neutral 2. the teacher’s ways of managing the learning process in a structured manner during online learning. 3.30 3 3 neutral 3. the teacher's way of building a pleasant classroom atmosphere during online learning. 3.16 3 3 neutral 4. the method used by the teacher. 3.20 3 3 neutral 5. the teacher's variety of learning methods (project-based learning, lecture methods, discussions, and others) during online learning. 3.21 3 3 neutral total 3.19 3 3 neutral more detail, on item number 1 which has a mean score of 3.10, a median score is 3, and a mode score is 3 which all mean that students feel neutral with the teacher's ways of dealing with the problems they experience during online learning. furthermore, on item number 2 where the mean score is 3.30, the median score is 3 and the mode score is 3 which all mean that students feel neutral with the teacher's ways of managing the learning process in a structured manner during online learning. furthermore, on item number 3 where the mean score is 3.16, the median score is 3 and the mode score is 3 which all mean that students feel neutral with the teacher's way of building a pleasant classroom atmosphere during online learning. besides that, on item number 4 where the mean score is 3.20, the median score is 3 and the mode score is 3 which all mean that students feel neutral with the method used by the teacher. finally, on item number 5 where the mean score is 3.21, the median score is 3 and the mode score is 3 which all mean that students feel neutral about the teacher's variety of learning methods (project-based learning, lecture methods, discussions, and others) during online learning. 4.1.2 students satisfaction based on interaction factors results show that students feel satisfied with the interaction factor which a mean score of 3.29, and a median score of 3, but the mode score of 4 which appears a lot means students are satisfied with interaction factors in online learning. table 4. result of students satisfaction based on interaction factors items mean score median score mode score interpretation interaction between students – materials 6. the ease of access to learning materials during online learning 3.45 4 4 satisfied elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 210 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation items mean score median score mode score interpretation 7. the opportunity to explore material further during online learning (based on your interests) 3.40 3 4 satisfied 8. students’ new understanding after studying the material during online learning. 3.25 3 4 satisfied interaction between students – the teacher 9. students’ opportunity to consult with the teacher about problems during online learning. 3.08 3 3 neutral 10. the suggestions and input given by the teacher regarding assignments during online learning. 3.27 3 4 satisfied 11. the enthusiasm and motivation given by the teacher in online learning. 3.35 3 4 satisfied interaction between students – students 12. communication such as exchanging information and knowledge between fellow students in online learning. 3.45 4 4 satisfied 13. the opportunity to work and have group discussions in online learning. 3.12 3 3 neutral 14. the opportunity to interact personally with other students in online learning. 3.21 3 3 neutral total 3.29 3 4 satisfied on the interaction between students and material, on item number 6 which has a mean score of 3.45, a median score of 4, and a mode score of 4 which all means that students feel satisfied with the ease of access to learning materials during online learning. on item number 7 where the mean score is 3.40, the median score is 3 which means neutral, but the results that appear the most or the mode score is 4 means that students are satisfied with the opportunity to explore material further during online learning (based on your interests). finally, on item number 8 where the mean score is 3.25, the median score is 3 which means neutral, but the result that appears the most or the mode score is 4 means that students are satisfied with their new understanding after studying the material during online learning. besides that, students-teacher interaction number 9’s mean score is 3.08, median 3 and mode 3, which all means students feel neutral about their opportunity to consult with the teacher about problems. in number 10 where the mean score is 3.27, the median score is 3 which means neutral, but the results that appear the most or the mode score is 4 means that students are satisfied with the suggestions and input given by the teacher regarding assignments during online learning. finally, at number 11 where the mean score is 3.35, the median score is 3 which means neutral, but the result that appears the most or the mode score is 4 means that students are satisfied with the enthusiasm and motivation given by the teacher in online learning. furthermore, in interactions between students – students, on item number 12 which has a mean score of 3.45, a median score of 4, and a mode score of 4 which all means that students feel satisfied with the communication such as exchanging information and knowledge between fellow students in online learning. furthermore, on item number 13 the mean score is 3.12, the median score is 3 and the mode score is 3 which all means that students feel neutral with the opportunity to work and have group discussions in online learning. finally, on item number 14 the mean score is 3.21, the median score is 3 and the mode score is 3 which all means that students feel neutral with the opportunity to interact personally with other students in online learning. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 211 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation 4.1.3 students satisfaction based on technology factors the students feel satisfied with the interactions factor which a mean score of 3.60, a median score of 4, and a mode score of 4 mean students are satisfied with technology factors in online learning. table 5. result of students satisfaction based on technology factors items mean score median score mode score interpretation 15. the use of technology during synchronous and asynchronous learning processes. 3.42 3 4 satisfied 16. the flexibility of the technology used (can be used anywhere and anytime). 3.70 4 4 satisfied 17. the ease of use of the features of the technology used. 3.70 4 4 satisfied 18. the availability of tutorials when using the technology used. 3.59 4 4 satisfied 19. the existing access when using technology. 3.64 4 4 satisfied 20. the speed of access in using the technology used. 3.58 4 4 satisfied total 3.60 4 4 satisfied in more detail, item number 15 which mean score of 3.42, a median score of 4, and the mode score of 4 means students are satisfied with the use of technology during synchronous and asynchronous learning processes in online learning. furthermore, on item number 16 where the mean score is 3.70, the median score is 4, and the mode score is 4, the mean students are satisfied with the flexibility of the technology used (can be used anywhere and anytime). besides that, on item number 17 where the mean score is 3.70, the median score is 4, and the mode score is 4 mean students are satisfied with the ease of use of the features of the technology used. furthermore, on item number 18 where the mean score is 3.59, the median score is 4, and the mode score is 4 mean students are satisfied with the availability of tutorials when using the technology used. next, on item number 19 where the mean score is 3.64, the median score is 4, and the mode score is 4 means students are satisfied with the existing access when using technology. finally, on item number 20 where the mean score is 3.58, the median score is 4, and the mode score is 4 mean students are satisfied with the speed of access in using the technology used. 4.1.4 students satisfaction based on course management factors students feel satisfied with the interactions factor which a mean score of 3.59, a median score of 4, and the mode score of 4 means students are satisfied with course management factors in online learning. table 6. result of students satisfaction based on course management factors items mean score median score mode score interpretation 21. the availability of access to online learning. 3.62 4 4 satisfied 22. the ease of access to learning resources. 3.61 4 4 satisfied 23. the usefulness of learning resources during online learning. 3.53 4 4 satisfied 24. the variety of learning resources during online learning. 3.46 4 4 satisfied 25. the flexibility of learning resources during online learning (can be accessed anywhere and anytime). 3.72 4 4 satisfied total 3.59 4 4 satisfied elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 212 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation item number 21 which has a mean score of 3.62, a median score of 4, and the mode score is 4 means students are satisfied with the availability of access to online learning. next, on item number 22 which means the score is 3.61, the median score is 4, and the mode score is 4 means students are satisfied with the ease of access to learning resources. furthermore, on item number 23, the mean score is 3.53, the median score is 4, and the mode score is 4 means students are satisfied with the usefulness of learning resources during online learning. besides that, on item number 24, the mean score is 3.46, the median score is 4, and the mode score is 4 meaning students are satisfied with the variety of learning resources during online learning. finally, on item number 25, the mean score is 3.72, the median score is 4, and the mode score is 4 meaning students are satisfied with the flexibility of learning resources during online learning (which can be accessed anywhere and anytime). 4.2 efl senior high school students’ expectations towards blended learning seen from students’ satisfaction factors the students’ expectations towards blended learning were analysed through interviews about their online learning experiences and their satisfaction, which provides insight into their expectations for blended learning. during the interview, students shared their online learning experiences and blended learning expectations effectively. the results of the student interviews, based on their satisfaction factors, can be seen in the following explanation. 4.2.1 students’ experience of online learning in general the first question of the interview contains students’ experience in online learning. the situation in online learning, students feel online learning gives flexibility. this is supported by a statement from sh4 (the student who has a high satisfaction score) who states that ‘i can understand learning english and i am very satisfied with online learning because it is more flexible anywhere and anytime.’ this is different from the student who has low satisfaction scores (sl2), who found ‘the lack of direct teacher supervision’ made the learning ‘very boring’. the flexibility of online learning allows students to learn whenever and wherever they choose, so long as they don't miss their deadlines for assignments or learning. however, because online learning takes place remotely, students cannot immediately experience the teacher's instruction or supervision. the lack of faceto-face interaction with the teacher leads students with low satisfaction scores to believe that online learning is dull. 4.2.2 students’ expectations in blended learning based on teacher’s factor evidenced by sh1 (high satisfaction score), students are satisfied with the arrangement because the teacher always helps and keeps monitor on them from a distance, ‘allowing students to ask questions during learning.’ in the context of that situation, students have expectations for blended learning, where they expect that the teacher will raise the standard of instruction. this is supported by a statement from sh1 (the student who has a high satisfaction score) which states: “i hope that in direct learning the teacher is better at teaching so that students can more easily understand the material.” –sh1 this is different from students who have low satisfaction scores. they believe that the instructor lacks to engage students in online learning. this is supported by a statement from sl1 (the student who has a low satisfaction score) which states: “i was not satisfied because the teacher at that time taught using google meet which only talked continuously and was not interesting which made students bored listening to the teacher and also the teacher did not monitor students directly so students could be free.” –sl1 because of the blended learning environment, the student expects that the teacher will meet their needs for learning to improve their english language proficiency. specifically, they hope that ‘teachers teach more creatively and innovatively’ to keep their enthusiasm (sl1; a low satisfaction score). elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 213 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation teachers continued to fulfil their professional obligations to teach in any setting, including remotely. the teacher continues to keep monitor the students, asking for materials and giving them the chance to learn independently using the materials provided in files and videos. however, students feel more independent since the instructor cannot observe their academic progress in person. some students struggled with comprehension. thus, students need detailed explanations from the teacher directly. 4.2.3 students’ expectations in blended learning based on interaction between students and materials when students interact with the materials during online learning, they initially do not understand the materials but always try to study them. sh1 (high satisfaction) admitted that they ‘did not understand it’ at first, but later ‘have no difficulty accessing the material’ upon careful reading. due to the circumstances surrounding online learning, students expect that the materials will continue to be simple so they ‘can be learned easily […] useful when talking to foreigners,’ (sh1). students who have low satisfaction score (sl1) reported feeling confused when reading englishlanguage content. in a blended learning environment, sl1 expect to learn the information and materials in a file document before being taught directly by the teacher. “i am not satisfied because it is more confusing and makes me less understand the material because the words in english are complicated and the teacher does not explain it directly. […] i hope that teachers should provide material that does not just lead to videos because if the videos are students do not watch them or just watch them without understanding. so, the teacher should give files to students and immediately explain in class” –sl1 student interaction with this material during online learning for covid-19 is less than optimal because find it challenging to comprehend the subject given by the teacher. students expect that the materials are simple, and that the teacher can teach students while using files or documents. 4.2.4 students’ expectations in blended learning based on interaction between students and teacher students and teachers interact in whatsapp groups to introduce themselves, provide materials, and offer homework. this is supported by a statement from sh2 (high satisfaction score): “very satisfied because the internet is smooth so that the interaction between me and the teacher is easy. the teacher explained through the whatsapp group in detail and fast response when asking questions in the group.” – sh2 sh2 expects ‘that students should be more active’ in interacting with the teacher, but sl2 (low satisfaction score) find it difficult to interact with the teacher. this is proven by sl2’s statement about how ‘the teacher rarely interacts […] they were only absent, greeted, and gave assignments only in the whatsapp group and rarely used google meet.’ 4.2.5 students’ expectations in blended learning based on interaction between students and other students students can easily be in long-distance groups with their classmates when interacting with other students during online learning. this is supported by a statement from sh 4 (the student who has a high satisfaction score) which states: “satisfied. during online learning, usually, my friends and i interact if we have an interest. for example, when working in groups, the interaction is very good, where we work remotely, but it just goes smoothly.” –sh4 the student expects the blended learning environment, they would be able to actively communicate with their friends in english. this is supported by a statement from sh 4 (the student who has a high satisfaction score) which states: “i hope that the interaction between fellow students prioritizes speaking english directly with other friends.” –sh4 students who have low scores find it challenging to communicate with other students online. this is supported by a statement from sl 5 (the student who has a low satisfaction score) which states: “not satisfied. because of online learning, we cannot see friends and cannot meet face to face. sometimes, if you chat with friends, you do not reply and if you ask questions, friends do not understand their assignments either because most friends are less active in online learning.” –sl5 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 214 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation given the conditions surrounding online learning, students have expectations that they will share their information and express their perspectives. this is supported by a statement from sl5 (the student who has a low satisfaction score) which states: “i hope that during group work if there are friends who do not understand, we should explain and tell each other. discuss with each other.” –sl5 online learning has benefits in student-student interaction particularly when it comes to working in groups to complete assignments smoothly and long-distance communication. however, students find it challenging to maintain long-distance with friends in online learning. students expect to participate more actively in discussions about english subjects and be able to speak english frequently in today's blended learning environment. 4.2.6 students’ expectations in blended learning based on technology factor during online learning, the teacher and students use technology to facilitate learning including the google classroom, google meet, and whatsapp groups that are utilised by students and teachers at sman 4 singaraja. because students at the school are efl students, google translate can aid when students are confused about the meaning of the english language (sh5). sh5 also has expectations that the use of technology will be maintained which technology can help students in blended learning. in contrast, other students tend to struggle when a slow internet connection and their smartphone memory is full which makes it difficult for them to study. this is supported by a statement from sl4 (the student who has a low satisfaction score) which states: “dissatisfied because my cell phone’s memory fills up quickly which during online learning the teacher sends lots of files such as powerpoint and material documents. also, the internet network is not smooth so if google meet is usually disconnected and the voice is not clear when the teacher is explaining.” –sl4 due to the current state of blended learning, students expect that technology will continue to be used since it helps the learning process become more easily. this is supported by a statement from sl4 (the student who has a low satisfaction score) which states: “i hope teachers will continue to use technology efficiently, such as continuing to show material on a more effective by using lcd.” –sl4 students who use technology during online learning believe that whatsapp, google classroom, and google meet can make learning better and easier. google translate can help students learn vocabulary which improves their writing skills. meanwhile, other students think that the technology utilised for online learning is not optimal because of technical problems that prevent them from learning well. students expect that continuing the use of technology and adding more interesting learning like games and quizzes can make students not bored in learning. 4.2.7 students’ expectations in blended learning based on course management factor students use printed books, electronic books, google, and articles as learning resources to comprehend materials and to get more knowledge beyond what has been taught by the teacher. this is supported by a statement from sh5 (high satisfaction score) which states: “i am satisfied because the learning resources are very complete by providing learning materials that can help us in doing our english assignments.” –sh5 given the situation in online learning, students expect that teachers will continue to permit students to use learning tools in the classroom to further their understanding of the subjects covered in this type of blended learning. this is supported by a statement from sh5 (the student who has a high satisfaction score) which states: “i hope that by learning english in blended learning, we can continue to use these learning resources because they help us in learning which can know the material even deeper. i also hope that the teacher will continue to give permission or allow students to access these learning resources.” –sh5 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 215 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation other students think that course management on the internet used a data internet that makes students should prepare it. sl4 preferred books ‘because they are easier to understand’ in comparison to youtube’s data requirement. sh5 further added their hope for blended learning to only use ‘one source of learning, namely printed books, so as to not confuse students.’ there is a lot of information in the learning resources that students can read and study that can feel extremely helpful in learning resources. also, it is easier for students to understand the subject and complete the assignments set by the teacher. however, other students believe that managing courses in books is easier than doing it online using more data. both have distinct standards, with students preferring to continue utilising a range of course management systems in the classroom. 5. discussion 5.1 the students’ satisfaction with online learning during covid-19 pandemic based on the result of the questionnaire, most high school students were satisfied with the online learning provided during the covid-19 pandemic, and this is in line with previous research examining the satisfaction of senior high school students with online learning during the pandemic. the studies indicated that students experienced positive outcomes and that learning had a positive impact on their academic performance (basith et al., 2020; ngo et al., 2021). it can be predicted that online learning allows students to learn on their own and encourages self-discipline (dastidar, 2021; guo et al., 2022). students are neutral about the teacher's ability to manage online learning effectively, including their method of teaching, their approach to problem-solving, and their ability to create a positive learning environment. this is consistent with other research showing that students are neutral about teacher performance in online education (afrilyasanti, 2017). it is expected that students do not brave to evaluate teacher performance in online learning, as same with hofstede (1986) teachers never accepts opinion or criticism from students. the students expressed their satisfaction with how easily they could access learning materials in online education. this is consistent with prasetya et al. (2020) study also showed students were satisfied with the materials and accessibility of online learning. which predicts that online education facilitated smooth learning for students (febrianto et al., 2020). additionally, students are satisfied with the opportunity to explore materials themselves during online education which is in line with how online learning allowed students to learn and progress at their own pace (muthuprasad et al., 2021). moreover, students are satisfied with their new understanding after studying material during online learning which is consistent with gopal et al. (2021). it can be predicted that they could learn independently and effectively through online learning (hermawan, 2021). students are neutral about interaction with teachers in online learning, including opportunities to ask for help, receive feedback and guidance, and feel motivated by the teacher. consistent with anwar and wahid (2021) that students are neutral about teachers’ consultation, assessment, and communication in online learning, which affects student enthusiasm. it's suggested that teacher interaction and guidance are necessary for student learning success (moore & anderson, 2003). however, students are satisfied with the suggestions and input given by the teacher regarding assignments during online learning and the enthusiasm and motivation given by the teacher in online learning which is consistent with (giatman et al., 2020). it can be predicted that students learned autonomously, and the teacher's involvement in the process was essential in enhancing student achievement by providing guidance, motivation, and support (moore & anderson, 2003; zhong, 2018). in the interaction between students and their peer factor, students are satisfied with the communication and exchanging information which is consistent with kanık (2021) who found students satisfied with interaction among students. easy communication and sharing of information are predicted (rapanta et al., 2020). however, students are neutral about opportunities to work in groups and interact personally with other students. consistent with anwar and wahid (2021) students neutral interact with peers during group work and discussions. it is predicted that students need support in group learning as they find it less engaging than online learning (pham and nguyen 2021). elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 216 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation the technology factor in online learning received satisfaction from students, with students pleased with technology use in both synchronous and asynchronous methods, flexibility, ease of use, availability of tutorials, access, and speed of access. basuony et al. (2020) found similar results, with students feeling that the technological tools. students also found the internet connection to be satisfactory and easy to access, same with prasetya et al. (2020). it is expected that the use of technology makes the learning process smoother and more efficient (shaid et al., 2021). the course management factor in online learning, students are satisfied with the availability of course management, including easy access to learning resources, the usefulness of resources, variety of resources, and flexibility of resources. studies by baloran et al. (2021); faize and nawaz (2020) have found students are satisfied with learning resources that are easily accessible and useful. 5.2 the students’ expectations in blended learning during post-pandemic era based on the result from the interview session, students’ satisfaction aligns with their expectations for the new learning method (saif, 2014). students believe online learning offers flexibility to learn anywhere, anytime. studies confirm this, showing students learn and do assignments at any place and time (aji et al., 2020; rawashdeh et al., 2021). however, students report boredom due to monotonous teaching by teachers in online classes (fuad et al., 2020; simatupang & peter, 2020). students expect teachers to make learning interesting and enjoyable, same with (fuad et al., 2020). regarding the teacher factor, students are satisfied with their teacher's performance which teaches in detailed ways and provides english materials in online learning. this is consistent with churiyah et al. (2020) the teacher is competent in the teaching process. meanwhile, students found it hard to understand the material and preferred direct teaching which same as the study from cakrawati (2017). thus, the expectations for teachers in blended learning are to teach in detail, use easy-to-understand methods, and make the learning process engaging with quizzes or games (fuad et al. 2020). it can be predicted that teachers play a crucial role in controlling students' online learning experience (risten & pustika, 2021). in interaction between students and materials, students try to understand the materials independently in online learning which facing difficulties in understanding the materials due to limited monitoring by the teacher using whatsapp and google classroom, consistent with (faize & nawaz, 2020; ngafif, 2021). students learn the materials autonomously (risten & pustika 2021). for blended learning, students expect the teacher to explain directly to save learning time, and consistent simamora (2020). in the interaction between students and teachers, students reported positive experiences, such as the teacher being responsive to their questions via whatsapp groups and providing materials and assignments. consistent with balasubramanian et al. (2014) students have easy communication with teachers in online learning. however, students feel that interaction in whatsapp groups could not see each other. the lack of face-to-face interaction was also noted by salam et al. (2022). students expect face-to-face interactions, to make them easily interact in learning, as noted in the studies of meşe and sevilen (2021). the interaction between students and students, students the interaction with others in online learning is still smooth when working in a group, even though long-distance communication which consistent (taufik & alam, 2022). however, students who reported that interaction with peers was less optimal due to slow response times and lack of active participation in online learning which is consistent with (famularsih, 2020; kimura & farrer, 2020). students expected that it can be easier to work in groups that respond quickly to learning, facilitating more active interactions and discussions among students (ataizi & komur, 2021). in the satisfaction of technology in online learning, students noted the use of whatsapp, google classroom, and google meet made communication and learning easy, even while apart. this aligns with the study by krstić & radulović (2021) students easy to communicate via these tools. google translate also helps students improve their english skills, as seen in the study by wirantaka & fijanah (2022). however, students have technical issues such as limited phone capacity and unstable networks, same with previous studies (melvina et al., 2021). students expect to use interesting technology in blended learning, such as games and quizzes, as noted in the study by sakina et al. (2020). in the course management factor, most students have access to a variety of learning resources such as books, e-books, articles, google, youtube, and more which same as sulisworo et al. (2021). however, other elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 217 efl high school students’ satisfaction in online learning and expectations toward blended learning: an investigation students prefer only using books due to internet data constraints, as seen in previous studies in which students want to continue using various learning resources including printed books (olbata et al., 2022). this study highlights students’ satisfaction with online learning and students’ expectations in blended learning where teacher performance during online learning takes place. also, it is hoped that teachers can teach in a variety of ways online and blended learning so that students do not get bored easily learning. in addition, students and teachers can interact and actively discuss with each other so that learning can run smoothly. teachers must be able to take advantage of increasingly sophisticated technology in learning so that learning is not monotonous, and students are more enthusiastic about learning. while students can also take advantage of technology in learning to make it easier for students to study remotely or nearby. finally, students can take advantage of course management, which searches for materials in various learning sources to gain broader knowledge. teachers and students are expected to complement each other so that learning is more meaningful. 6. conclusion student satisfaction with online learning and blended learning expectations is based on 4 factors: teacher, interactions (student-material, student-teacher, and student-student), technology, and course management in sma negeri 4 singaraja. students have neutral feelings towards teacher performance assessment during online learning but prefer direct teaching or blended learning for easier understanding. they expect interesting and varied teaching methods. students feel satisfied with student-materials interaction but found it challenging at first but improved with further study. they expect easier materials in blended learning. student-teacher interactions during covid-19 were neutral, but students expect more direct interaction in blended learning. students feel satisfied with student-student interactions which were smooth despite distance, and students expect active discussions in blended learning. students are satisfied with technological factors but expect more interesting use of technology in blended learning. finally, students are satisfied with course management in online learning and expect blended learning to continue to provide diverse learning resources. therefore, the suggestion for the students, students should actively ask teachers and classmates about any unclear material. this leads to a better understanding of the subject matter and fosters an interactive class discussion environment. besides the suggestion, the teacher can improve student engagement by fostering closeness through open discussion and providing feedback and motivation. this study has a weakness in the teacher satisfaction data, as many students chose "neutral" or a midrange option on the 3-point scale. to overcome this, future research could use a 4-point scale. for other researchers, this research can be used as a reference and guide for research in almost the same field of education, especially regarding student satisfaction and student expectations with one english proficiency in online or blended learning. besides, for the teacher, this research is expected that english teachers will gain insight into students' levels of satisfaction with online learning from reading this research. additionally, students’ expectations can increase their comfort levels during blended learning. teachers can use this information to adjust their teaching methods to better suit students' needs in which improving teaching quality. these findings can also as a reference for becoming more proficient in blended teaching in the postpandemic. references afrilyasanti, r., cahyono, b. y., & astuti, u. p. 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(2018). the evolution of learner autonomy in online environments: a case study in a new zealand context. studies in self-access learning journal, 9, 71–85. https://doi.org/10.37237/090106 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 17-22 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 17 “umm you know…” speaking or writing?: examining efl students’ writing style in argumentative essays nina setyaningsih and anisa larassati universitas dian nuswantoro, semarang, indonesia. nina.setyaningsih@dsn.dinus.ac.id article history received : 29 december 2020 revised : 9 january 2021 accepted : 27 january 2021 keywords english as a foreign language (efl) academic argumentative writing style abstract writing in english has always been a difficult skill to be mastered by indonesian students. in the english department of universitas dian nuswantoro, students often face challenges in writing concerning grammatical rules and using suitable style in various text types. this research is aimed at investigating whether the students have applied formal academic style in their academic argumentative essays. the method used to analyse the data was descriptive qualitative. the findings demonstrate that there are still some significant errors made by students in their writing. of the nine types of academic writing style errors proposed by yakhontova (2003), there are eight types found in the data. these include contraction, addressing the reader directly, direct question, adverb in initial or final position, interjection and hesitation filler, short form of the word or slang, inappropriate negative form, and figures at the beginning of the sentence. furthermore, the data also reveal a novel finding that there are two other kinds of error that cannot be categorised under yakhontova’s framework, namely the use of spoken form and emoticon. this research suggests that students’ need to be specifically taught the differences between formal and informal styles of language in speaking and writing classes. they also need to be exposed to english academic texts more so as to be accustomed to formal or academic style. 1. introduction the first year of university life usually gives students new challenges and experience. for english as a foreign language (efl) students, the first year also requires them to adjust with the courses which comprise not only language skills but also theories. students who do not have basic knowledge and skills in english will face more difficulties than those who do (wafi & ratnawati, 2020; syahdan & putri, 2019). although english is taught from junior high school level (even in several elementary schools and playgroups), many indonesian students still find obstacles in using the language. the form of language is generally broken down into speech (spoken language) and writing (written language). in addition, another form of language is sign language used by deaf communities. simply put, regarding speech and writing, the former is spoken and heard, whereas the latter is written and read (derin et al., 2020). the ability to use the spoken and written form of english to communicate is one of the objectives of learning english. writing in english is known to be one of the most difficult skills to be mastered by indonesian students even in the university level. writing is commonly regarded as a challenging, difficult, and frustrating aspect in teaching english as second language (esl) and english as foreign language (efl) students (ado & alsheyab, 2019). one’s competence in writing can be directly proportional to their reading skill due to how closely related these two skills are (nation & macalister, 2020; wallace & wray, 2021). reading can help students learn the language and the structure of a text and then they can learn the pattern to be applied in writing. therefore, the ability to understand texts (reading comprehension) and to write various types of texts is highly essential especially when studying in university. students will have to accomplish tasks in most courses and this requires good reading comprehension and writing skills. many of them will also be expected to read scientific journals and textbooks and write scientific articles and thesis. this kind of academic discourse naturally has different styles and features from other types of discourse. cai (2013) conducted a small-scale need analysis whose result indicates that 70% of the participants have never taken academic writing course and they found difficulties with skills that are less frequently taught. another research was done by birhan (2015) on the assessment of the qualities of academic writing skills in senior essays of esl students in ethiopia. the study found that the main problem students face in writing academic senior essays is the lack of necessary skills and using good command of english in producing academic papers sufficiently. these studies imply that writing academic texts become a significant problem for esl students, not only in indonesia but also in other countries. in the english department of universitas dian nuswantoro semarang, indonesia, students frequently face elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 17-22 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 18 various challenges in writing, ranging from grammatical rules to applying appropriate style in different text types. furthermore, as students in the first year (first and second semester) have not had advanced knowledge of english, they often have difficulties in using certain style of language in different contexts. as a case in point, when asked to create a formal writing, they use variations commonly found in spoken language. considering the above issue, this research will look further into the way students of english department of universitas dian nuswantoro write texts. this research will focus on whether the students’ texts comply with the style of formal academic writings. 2. literature review language is generally articulated into spoken and written modes. another mode is the sign language, which is commonly used by the deaf communities. regarding the differences between spoken and written language, halliday (1989) identifies three aspects of speech and writing as follows: a. writing leaves out the prosodic and paralinguistic contributions. in contrast, speech does not show sentence or paragraph boundaries. b. speech and writing are used in different contexts and for different purposes. thus, application form and office memorandum are usually in the form of written language. the meanings expressed in contexts in which writing is used are typically not translated into talk. as halliday illustrates, we do not read aloud the regulations in the airline ticket, nor do we write down service encounters in daily life. c. speech and writing impose different grids of experience. writing creates a world of things, while speech creates a world of happening. efl students usually have difficulties in writing academic texts. these difficulties mostly deal with vocabulary, grammar, and sentence structure. that is why, compared to l1 students, efl students usually put more efforts to write an academic text (wirantaka, 2016). different types of writing also have different characteristics. it is essential that students know how to develop a paragraph in academic writing. students need to make sure that the language used in developing the paragraph is correct, formal, systematic, and suitable with academic nature (wirantaka, 2016). they should arrange the sentences so as to give results in good comprehension to the readers. in the context of english formal writing, according to jordan in suharno (2001) the language of scientific english typically does not use styles of contractions, hesitation fillers, verb phrases or prepositional verbs and personal pronouns. the students’ academic writings must always show an engaging and appropriate academic style. formal academic english will commonly avoid the following items (yakhontova, 2003): a. contractions the research won’t be continued until appropriate funding is secured. b. interjections and hesitation fillers well, we will now consider the influence of sex hormones on stress response. c. addressing the reader directly. you can see the data in table 3. d. phrasal verbs (although not always) researchers have found out that many mental illnesses are based on molecular defects. e. direct questions (although not always) what can be done to improve the state of our economy? f. adverbs in initial or final positions then it will be shown how teachers can utilize this method. g. inappropriate negative forms. (not…any  no, not…many  few, not…much  little) the government won’t do much to support universities in the near future. h. short forms of the words or slang this booklet describes the requirements and content of the university graduation exams. i. figures at the beginning of the sentence. 97 people visited the museum last week. furthermore, other stylistic issues that also need to be considered in an academic writing (murray, 2012) such as humor, the format of the writing, and emotive language. murray (2012) argues that attempts to add humor in an academic writing can easily backfire and eventually causing the text to sound naïve and immature. he adds that undergraduate students rarely have the ability to adopt a tone and sophistication that will go some way to ensuring that it is well received by the reader. in terms of formatting the writing, murray (2012) suggests several rules including organising the text using headings and subheadings, justifying the text, numbering pages and figures, and avoiding casual fonts and multiple colors. it is also essential to be cautious of emotive language since in academic writing a writer needs to appear fair and objective in discussing and evaluating the ideas. emotive language is commonly indicated by some of emotive words such as terrible, amazing, fantastic, crazy, awesome. according to fitzgerald in suharno (2001) in scientific writing, comments and interpretations are expressed in an objective and personal way by using the following structure: a. modal adjuncts, i.e, expression of speakers’ judgment about the relevance of the message (unfortunately). elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 17-22 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 19 b. modal auxiliaries (can, could, may, etc.) which reflect the author’s judgement on how likely or how usual something is or is not and on what should or should not be done and lexical items in the form of adjectives expressing the author’s attitude. c. verbs projecting the author’s opinion, feeling, seeing, thinking, and saying. the mastery of speaking and writing in esl has been of an important issue to be discussed by teachers and researchers. studies on language styles of both spoken and written language have also been conducted by several researchers. sinaga & husein (2018) analyses the language styles used by male and female teachers in teaching english in a classroom. they found that male and female teachers mostly used formal style. the teachers also used informal, colloquial, and slang. the choices of different styles were due to several factors, such as the teachers’ effort in explaining the material and the classroom condition since they had to control the classroom atmosphere. a research conducted by amiri & puteh (2017) examines errors found in the academic writing of international postgraduate students of a malaysian public university. the researchers analysed term papers related to thesis topic written by the iranian postgraduate students. the findings of this research demonstrate that the postgraduate students commonly commit errors that deal with sentence structure, articles, punctuation, and capitalization. the errors are influenced by the students’ first language and their lack of experience in writing academic texts. using similar framework by corder (1967), mohammed & abdalhussein (2015) conducted an grammatical error analysis of iraqi postgraduate students. their study indicates that the students have competence in basic rules of the target language but there is also interference from their first language. while sinaga & husein (2018) look at the use of certain language style on the teacher side, amiri & puteh (2017) and mohammed & abdalhussein (2015) concern on the formal writing style of students’ texts emphasising on the errors made by iranian and iraqi postgraduate students. meanwhile, this research was conducted to fill the gap by focusing on the style of academic argumentative essays written by undergraduate indonesian students. 3. method the study employed a qualitative descriptive method in the data analysis. qualitative research concerns with an inductive investigation of the data to recognize repeating themes, patterns, or concepts and then those categories are described and interpreted (nassaji, 2015). this research is aimed at analysing essays written by students by describing how formal academic writing style is implemented in the essays. the data of this research were taken from 28 essays written by students in the advanced genre based writing course. this course introduces students to texts that commonly use academic and formal writing in english. the essays used in this research are all categorised as argumentative text in which the students wrote about covid-19 as the main topic. the sub-topic includes the live before and after covid-19, online class versus offline class, and the country lockdown system. after the essays were gathered, they were analysed by examining the elements in the essay especially in terms of words, phrases, and sentences. these elements were then classified based on whether they follow the characteristics of academic writing style. the main framework used in this research is the classification of academic writing style error by yakhontova (2003). in analysing the data, the researchers focus more on the style rather than the grammatical error of the text. 4. results & discussion the results show that most of the students seem to be relatively unfamiliar with academic writing style as there are still some significant errors in their writing in the form of words, phrases, and sentences. among nine types of academic writing style errors proposed by yakhontova (2003), there are eight types found in the data. in addition, a closer look on the data reveals that there are also two other types of error that cannot be categorised under yakhontova’s label, namely the use of spoken form and emoticon. the numbers of each error are shown in table 1. table 1. types of writing style error no style error category number of error 1 contraction 100 2 the use of spoken form 65 3 addressing the reader directly 45 4 direct question 15 5 adverb in initial or final position 6 6 interjection and hesitation filler 4 7 short form of the word or slang 2 8 inappropriate negative form 2 9 figures at the beginning of the sentence 1 10 the use of emoticon 1 table 1 shows that contraction is the most common style error. among all the 28 students, there are only 3 students who do not use any contraction in their texts. elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 17-22 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 20 contractions of the negative forms such as don’t, doesn’t, can’t, aren’t, isn’t, won’t occur relatively often followed by other form such as they’re, we’ll, and it’s. the examples can be seen in the following excerpts: “[…] it’s getting worst in january 2020.” excerpt 1, data no.23 “students don’t need to be in the same physical place…” excerpt 2, data no.7 interestingly, the second most common error is the use of spoken form with a total of 65 occurrences. although yakhontova has listed interjection and hesitation fillers, direct question, and addressing the reader directly which can also be categorised as spoken form as academic writing style error, the researchers found more types of spoken forms which cannot be listed under those three categories. therefore, the researchers categorised the errors under the use of spoken form category as it can cover larger error types. in the use of spoken form category, personal pronoun i and the phrase i think occurs frequently. this might be because the students are required to write an argumentative text to express their opinion and believes. however, it is also known that argumentative essay pictures the writers’ thought. thus, using first person pronoun is not necessary. the students also make their writing voice weaker and personal rather than academic by using the phrase i think. although some researchers argue that the use of firstperson pronoun, i is acceptable in academic writing to show the writer stance (hyland, 2002), this study argues that the i used by the students are more spoken and informal in terms of form. some of the examples are shown in the following excerpts: “i think it is not applicable in my life…” excerpt 3, data no. 15 “i think that’s it…” excerpt 4, data no. 17 “i totally agree with this "lockdown"…” excerpt 5, data no. 22 “and i will tell how the condition after covid…” excerpt 6, data no. 12 in addition, some students also adopt spoken forms in their writing by using informal greetings and selfintroduction. these make the essays sound repetitive as the students have written their names, student number, and group at the beginning of their essay. thus, selfintroduction is not necessary. some of the examples can be found in the following excerpts: “hello, i will tell a little story about life before and after covid.” excerpt 7, data no. 12 “hi guys, my name is [censored] and you can call me...” excerpt 8, data no. 15 not only begin the essay with greetings, some students also close the text with gratitude instead of giving concluding remarks. it makes their writings stylistically like informal speech draft instead of argumentative essay. the following excerpts show how some students give closing statement in their essay: “[…] so it does not cause many more adverse human impacts. thank you.” excerpt 9, data no. 3 “stay at home, stay healthy and stay positive for you guys. thank you.” excerpt 10, data no. 15 furthermore, students tend to address the reader directly by using personal pronoun you. there are six students who use a total of 45 personal pronoun you to address the reader as seen in the excerpts below: “usually, you go outside not wear a masks, now you must wear it.” excerpt 11, data no. 11 direct questions also occur frequently for 15 times throughout the data from eight students. the examples can be seen in excerpts below: “nothing is different, right?” excerpt 12, data no. 4 “work from home or work in the office?” excerpt 13, data no. 14 “you don’t need to leave your home if you don’t really need to.” excerpt 14, data no. 24 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 17-22 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 21 there are also 6 other types of errors with minimum occurrences. the use of adverbs in initial position occurs 6 times from 5 essays, while interjection and hesitation fillers are used 4 times by 2 students. each of these error categories are presented in the following excerpts. excerpt 15 displays how student place an adverb in the beginning of a sentence. excerpt 16 indicates that the student uses interjection while excerpt 17 and 18 show that they also use hesitation fillers in their sentences as if they are talking to their reader directly. furthermore, there is also one student who uses short form pros and cons in her essay as seen in excerpt 19. “actually this virus doesn’t last long when flying in the air or attached to objects.” excerpt 15, data no. 22 “oh, this topic is excludes people who are doing thesis and the others.” excerpt 16, data no. 4 “yeah everyone know it…” excerpt 17, data no. 9 “at life before pandemic everything was free umm you know…” excerpt 18, data no. 9 “[…] both online learning and its traditional counterpart have pros and cons.” excerpt 19, data no. 7 another finding that cannot be categorized under yakhtova’s categorization of error is the use of emoticon in academic writing. although the occurrence of this emoticon is not significant in the data, in which only one student who uses one smiley emoticon, it is still an interesting finding. “but it’s okay, we hope this soon passes. 😊” excerpt 20, data no. 12 since the university employed online class system during the covid-19 pandemic, the students are required to submit the essays in a form of softcopy online. it enables them to insert other characters such as emoticon in their writings, as seen in excerpt 20, which in turn makes their writing tone unacademic. 5. conclusion the findings suggest that the students writing style is strongly influenced by spoken forms which are mostly informal, and possibly also their frequent use of social media and text messaging. students’ exposure to informal spoken style in the media, although in the form of text, may contribute to the lack of their ability to employ academic writing style. this research is expected to help both the students and the lecturer to give more attention on writing style rather than just grammatical error. it is hoped that the research can help them to pinpoint the most common error in academic writing, specifically in argumentative essay. further research is needed to explore more types of essay such as comparison and contrast text which may result in different findings, and to look at how social media and text messaging influence students’ writing style. references ado, m. a. & alsheyab, m. o. a. (2019). level of knowledge awareness and use of planning as writing strategy by efl international students in uum english intensive course. jeltl (journal of english language teaching and linguistics) amiri, f., & puteh, m. (2017). error analysis in academic writing: a case of international postgraduate students in malaysia. advances in language and literary studies, 8(4), 141-145. birhan, y. 2015. assessment of the qualities of academic writing in senior essays of english graduates: the case of dire dawa university. international journal of english and literature vol.8 (8), pp. 102-114, october 2017 cai, l. j. (2013). students’ perceptions of academic writing: a needs analysis of eap in china. language education in asia, 4(1), 5-22. http://dx.doi.org/10.5746/leia/13/v4/i1/a2/cai corder, s. p. (1967). the significance of learners’ errors. international review of applied linguistics, 5(4), 161-169. derin, t., nursafira, m. s., yudar, r. s., gowasa, n. s., & hamuddin, b. (2020). persuasive communication: what do existing literature tells us about persuasive communication among students?. utamax: journal of ultimate research and trends in education, 2(1), 12-18. halliday, m. a. k. (1989). spoken and written language. oxford: oxford university press. hyland, k. (2002). authority and invisibility: authorial identity in academic writing. journal of pragmatics, 34, 1091-1112. mohammed, m. s., & abdalhussein, h. f. (2015). grammatical error analysis of iraqi postgraduate students’ academic writing: the case of iraqi students in ukm. international journal of education and research, 3(6), 283-294. murray, n. (2012). writing essays in english language and linguistics: principles, tips and strategies for undergraduates. cambridge university press. nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. sage publications. nation, i. s., & macalister, j. (2020). teaching esl/efl reading and writing. routledge. sinaga, m., & husein, r. (2018, december). teachers’ language style with reference to sex differences in teaching english. in 3rd annual international elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 17-22 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 22 seminar on transformative education and educational leadership (aisteel 2018) (pp. 566569). atlantis press. https://doi.org/10.2991/aisteel18.2018.123 suharno. (2001). language in scientific writing. retrieved from http://eprints.undip.ac.id/3708/2/language_in_ scientific_writing(3).pdf, retrieved 2 april 2020. syahdan, s., & putri, e. u. (2019). applying possessive pronoun in writing sentences: exploring students’ ability and problems in a mixed method study. reila: journal of research and innovation in language, 1(3), 89-93. wafi, a., & ratnawati, r. (2020). error analysis on voicing sounds uttered by english department students at state islamic institute of madura. panyonara: journal of english education, 2(2), 81-96. wallace, m., & wray, a. (2021). critical reading and writing for postgraduates. sage publications limited. wirantaka, a. (2016). paragraph writing of academic texts in an efl context. journal of foreign language teaching and learning, 1(2), 34-45. yakhontova, t. v. (2003). english academic writing: for students and researchers. new york: longman. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 252 avoiding plagiarism of students' scientific writing by using the quillbot paraphraser tira nur fitria * institut teknologi bisnis aas indonesia, sukoharjo, indonesia *tiranurfitria@gmail.com article history received : 21 april 2022 revised : 26 september 2022 accepted : 23 october 2022 keywords paraphrasing plagiarism quillbot quillbot rephraser scientific writing abstract this research reviews the use of quillbot to paraphrase the students' scientific writing in avoiding plagiarism. this research is descriptive qualitative. observation is used as the main instrument to collect data. the data uses the app of quillbot as an object of research. the analysis data use three ways of qualitative analysis, namely reducing data, displaying data, and conclusions. the analysis shows that several ways quillbot in paraphrasing includes changing the word/phrase/ clause order, using synonyms, changing the sentence structure from active to passive voice, and vice versa, also separating the information into separate sentences. quillbot premium contains different modes of paraphrasing depending on writing needs, such as standard, fluency, formal, simple, creative, expand, and shorten. standard mode rewrites text reliably to maintain meaning, fluency mode sure text is readable and free of errors; formal mode presents the text in a more sophisticated and professional way; simple mode makes writing more readable and accessible; creative mode presents the text in a way most people can understand; expand mode adds more detail and depth to increase sentence length; and shorten mode strips away extra words to provide a clear message. quillbot can be used by students to rewrite any writings or as an alternative tool when they cannot paraphrase manually. however, the site is a product of technology. of course, human intelligence remains the main. students need to understand in-depth and re-check their writing to get better or higher-quality paraphrasing. 1. introduction it is undeniable that technological developments have made it easier to access information without the barriers of space and time. wherever, whenever we can obtain the information needed, including obtaining references in writing scientific papers. however, this convenience has not been accompanied by good literacy awareness. the ethics of copy-pasting or citing sources of information has not become a matter of concern in academic culture. as a result, not a few are careless in doing copy-paste, especially those from the internet. copy-paste culture seems to have become an open secret among students (widodo et al., 2020). they also add that most difficulties faced by students in writing are difficulties in finding references and not knowing writing techniques. with easy access to information, it is not difficult to get material or references to complete academic assignments/writings. writing takes time. in addition, writing requires the ability to compose sentences in english. most students will get assignments to write scientific papers such as papers, final assignments, or theses. whether the students are writing a scientific article or a personal essay, they may require assistance in rephrasing their subject or expressing themselves differently. they could do this manually to achieve a higher standard of quality, but if they are pressed for time, a paraphrasing tool can assist them. not only can paraphrasing tools assist us in improving our overall writing tone and avoiding repetition, but they also assist us in avoiding plagiarism, which is especially important if we want to utilize the same content online. writing is one of the english language competencies that must be possessed by students. many people may judge writing english as a "challenge". writing is a component of language that is inextricably linked to other components of language writing. this element conveys the author's ideas in conveying facts through his works or the mass media. a writer must understand how to choose an organized language, paraphrase, and vocabulary during the writing process. this suggests that writing is a skill that demands the use of all of one's abilities. compilation of concepts to be delivered to the reader. choosing the appropriate words following the prepared paragraphs. sentences are required to create coherent material in compilation paragraphs. then, paragraphs must be regulated by syntax and vocabulary rules, as well as mastery of proper diction. additionally, a paragraph must be produced with the expression of thoughts generated by the author's creativity and creation. https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 253 writing english utilizing the paraphrasing technique is an alternative method of expressing the same topic using the students' words. apart from making concepts more understandable, paraphrasing can also be utilized to retain the cohesion and coherence of their writing's flow. one of the difficulties encountered by students when writing or composing writings in english is plagiarism or the inability to rewrite the materials in their own words (fitria, 2021). as a result, students should be familiar with proper paraphrasing techniques to prevent these difficulties. paraphrasing is a technique for conveying an idea or notion in another language without diluting or exaggerating the original material. paraphrasing is utilized in a variety of different genres of writing, from essays, paragraphs, articles, journals, and news, to several other types of literature. in writing, paraphrasing is used in place of quoting. additionally, the objective of paraphrasing is to avoid the danger of plagiarism, particularly in texts that incorporate a large number of reference materials. as a result, students can use quillbot in place of paraphrasing text. in a writing, a scientific work, citing is very important because the thesis is a scientific work and should not be plagiarized. that's why they have to learn the correct way of citing so that later when quoting from literature review sources or other sources it is correct and not confusing. in scientific works, quotations have ethics and guidelines in including other people's ideas, ideas, and/or theories in a scientific paper that we compose. this needs to be done to avoid cheating authors in the form of plagiarism that often occurs. paraphrasing is an important skill for students to learn since it allows them to gather information from a variety of sources and present it in their own words, rather than relying on multiple and long direct quotes (brown et al., 1993). students usually write scientific writings as a part of assignments in their studies. the purpose of scientific work is to solve the problem of an existing problem. the scientific work must contain data, facts, and solutions regarding the problems raised. so, when making scientific papers, students must obey the important parts of the rules of writing scientific papers, such as using formal, standard language, according to theory, and facts in the field. several types of popular scientific writings include papers, theses, reports, and dissertations. they also need to know the correct citations and systematics. in the world of writing, the authenticity of the manuscript is very important. this will affect the originality of an article, whether it is our work or plagiarism from other people's work. this usually happens because writing cannot be separated from quotations from other people's ideas, ideas, and/or theories that have been published in advance to support the opinions we build in our writing. one of the legal requirements for a scientific resource is that there is no plagiarism in it, aka the written work is not the result of copy-pasting the work of others. plagiarism refers to the stealing of other people's ideas or words and using them as our own (dang et al., 2005; wong, 2011). this is intellectual theft and is a significant academic infraction. the most prevalent kind of plagiarism is "copy and paste". so, students who are working on scientific papers must check their writing. because as is well known, generally every institution has a certain limit for plagiarism. bloch (2012) states that plagiarism has become one of the most serious problems in society, especially at the institution. there are many reasons why people plagiarism including being lazy, not having time, being busy, and even wanting to find it easy without the need to rack our brains and sweat. there are many ways to avoid plagiarism. one of them is using paraphrasing or paraphrasing techniques. according to doe & tsedryk (2019), paraphrasing ability is important in such academic tasks as essay writing, text editing, or summarizing. mabbett (2016) states that paraphrasing what somebody else has said is not an exercise in expressing our thought. a paraphrase is a process of taking an idea from another source and reorganizing it using one's own words and style (arun et al., 2019). as a result, he/she preserves the core of the source text. however, he/she did not replicate the source text's vocabulary or style. without adequate reference, paraphrasing is also regarded as a kind of plagiarism. if we borrow someone's concept and express it in our own words and manner, we must ensure that we include accurate information about the source in our work. not only does this provide appropriate information about the original text, but it also retains the source text's concept and meaning. a person's ability to paraphrase enables him or her to avoid plagiarism (madani & ardianti, 2021). paraphrasing activities themselves are often carried out by students who are working on their final project or thesis. because the thesis is required that every content in it is not subject to plagiarism. paraphrasing online is one way to paraphrase for free or paid. there are lots of websites that provide free paraphrasing services. however, only a few give good results and are easy to read. most of the other websites just paraphrase without paying attention to whether the paraphrase results are following the meaning of the initial sentence or not. there are at least two main techniques for paraphrasing. first, changing the sentence structure, start paraphrasing by changing the position of the words in the sentence. second, change the words used, use synonyms or look for substitute words that have the same meaning. but, the most important thing to do is to understand the sentence to be paraphrased. the trick is to read it in its entirety, not in pieces because this will increase your understanding of the sentence. https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 254 nowadays, the ease of access to internet paraphrase tools allows students to submit work that they did not directly produce and to rework already available content to avoid plagiarism (rogerson & mccarthy, 2017) instead of using an automatic paraphrasing site, we can take advantage of a free plagiarism checker website and then manually change the sentences indicated by plagiarism. many online paraphrasing sites can help us to paraphrase. however, the site is a product of technology. of course, human intelligence remains the main. so, we still have to re-examine the results of the paraphrase. prentice & kinden (2018) state that the free online automatic paraphrase tools mostly depend on synonym replacement without changing the general syntax of the text, resulting in unidiomatic language. one of the paraphrasing tools available on the internet both in free and paid versions. quillbot is an ai application that makes it very easy for many people to paraphrase. paraphrasing is the re-expression of an utterance from one level or type of language into another speech without changing the meaning. this is done to avoid plagiarism. this is paraphrasing as a tool to avoid plagiarism (bairagi & munot, 2019). it is supported by lina & supriyono (2021) that the paraphrasing technique is very important for students and is needed to reduce the percentage of plagiarism check results. several previous studies have been implemented related to paraphrasing. first, sunarko (2012) states that the application of the technique of paraphrasing dialogue discourse can improve narrative writing skills in fifth-grade students of sd negeri karangpelem sragen. second, juniastuti (2014) states that the application of paraphrasing techniques to drama scripts can improve the ability to write short stories for students of ix d smp negeri 5 amlapura which is marked by an increase in the average score of students' short stories writing. third, usman (2015) states that the paraphrasing method can increase the second-grade students, ability in paraphrasing poetry to prose at smp alittihat pekanbaru. fourth, waningyun et al. (2018) state that the paraphrasing technique can enhance the skill of writing a short story, with the improvement percentage of the writing skill being 70% for the pre-cycle, and 76% for the first cycle, and 80% for the second cycle. fifth, murti (2021) the use of paraphrasing techniques (nggancarake tembang) can be used to improve student learning outcomes in expressing tembang poetry). the previous studies above are similar with this research, such as in using the technique/method of paraphrasing manually. the first research focuses on the paraphrasing dialogue course, the second research focuses on paraphrasing drama script, the third research focuses on paraphrasing poetry, the fourth research focuses on paraphrasing short stories, and the fifth research focuses on paraphrasing javanese songs or tembang. meanwhile, this research focuses on using an online paraphrasing tool for the student as an effort to avoid plagiarism in citing or writing scientific papers by using quillbot rephraser. therefore, the objective of this research is to simulate the use of quillbot paraphraser in paraphrasing the students' scientific writing avoiding plagiarism. 2. literature review 2.1 paraphrasing paraphrasing is a technique used to rewrite a sentence or paragraph in its style but does not change the meaning of the original sentence. it paraphrases word by word with apparent synonyms, but some have different meanings (williams & davis, 2017). ceo-difrancesco et al. (2019) state that paraphrasing is stating in our own words the meaning of a text or passage. a paraphrasing tool is a tool that aims to rewrite a certain article and produce text that does not change from the original meaning. this tool is designed to replace specific words, phrases, sentences, and even entire paragraphs with alternative versions of the content without changing the overall meaning of the text. the purpose of this tool is to produce an updated version of the previous post and be free from the elements of plagiarism. it is not an easy thing to paraphrase a sentence into a new sentence that has a similar purpose. various efforts in changing vocabulary are needed so that the objectives of the previous statement can be achieved and avoid plagiarism. many aspects need to be learned before being proficient in paraphrasing a sentence, ranging from insight into language, understanding language, and understanding the statement itself. 2.2 quillbot paraphraser quillbot is a paraphrasing and summarizing tool that enables millions of students and professionals to significantly reduce their writing time by rewriting any sentence, paragraph, or article using state-of-the-art artificial intelligence. this tool has advantages such as 1) saving time during writing. quillbot's paraphrase tool utilizes cutting-edge artificial intelligence to rewrite a sentence, paragraph, or article. quillbot can rapidly enhance our writing by removing superfluous words and assisting users in delivering a coherent message. 2) finding the appropriate synonym. quillbot assists users in finding the correct word every time by including a built-in thesaurus feature that allows for easy substitution of particular words. 3) increasing meaning and clarity. quillbot's writing styles enable users to express themselves freely. whether they require grammar fixes, brevity, or inventiveness, you will receive the results they require immediately. 4) enhancing vocabulary. quillbot's synonym slider enables users to immediately edit more (or less) of their text. 5) embedding in our workflow. quillbot is fully integrated with microsoft® office, google docs, and https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 255 chrome. 6) having millions of users' trust. students, authors, bloggers, and business executives worldwide rely on quillbot. join the over 50 million people who use quillbot to write better, quicker, and more clearly. premium quillbot. quillbot premium adds even more functions to assist in making writing easier. without a character restriction, access to five extra paraphrase types (standard, fluency, formal, simple, creative, expand, and shorten), and the ability to use the highest level on the synonym slider, we will save time and quickly enhance our work. quillbot possesses three tools: 1) the rephraser: this tool rephrases our sentences and provides options for synonyms and rephrasing. 2) the summarizer: this tool condenses your text by rephrasing it. essentially, it assists us in eliminating non-essential stuff from the message we wish to portray. 3) the grammar checker: this tool ensures that our work is free of grammatical errors. quillbot premium contains different modes we can use depending on our writing needs. these include: standard, formal, fluency, creative and creative+, formal, shorten, and expand. 1) standard mode rewrites text reliably to maintain meaning. 2) fluency mode makes the fewest modifications to your writing, resulting in a more natural and grammatically accurate language. furthermore, the word flipper setting will be kept as low as possible in this fluency option. it ensures text is readable and free of errors. 3) formal mode related to writing in a corporate or academic environment, this mode is ideal. this mode modifies our writing to suit our formal audience. it presents the text in a more sophisticated and professional way. 4) simple mode makes our writing more readable and accessible. creative. this mode causes the most significant alterations to the text, resulting in an altogether new appearance and tone. it presents the text in a way most people can understand. 5) creative mode focuses on making as many modifications to the text as possible to produce text that is different from the original. it expresses ideas in a completely new way that may change the meaning. while creative+ is an improved version of creative mode ai that makes modifications more intuitive and better understand certain things like phrases and frequent speeches. 6) expand mode related to the system dubbed “extend mode.” this mode tries to insert as many words as possible into the text to increase the word count. it adds more detail and depth to increase sentence length. 7) shorten mode shortens the length of our content, this mode will come in handy because “short mode” will shorten our content without affecting its meaning. it strips away extra words to provide a clear message. 3. method as this study deals with data that are in the form of words or pictures or other visuals and artifacts rather than numbers and statistics, it takes on a qualitative nature (ary et al., 2018), although it is primarily descriptive and focused on reviewing the application’s usage. process and meaning (subject perspective) are utilised to make a description of the use of an online paraphrasing tool quillbot. the researcher aims to simulate the use of quillbot in paraphrasing english writing to avoid plagiarism. in this paper, the collection method uses observation. phillips & stawarski (2016) states that one of the methods available for capturing qualitative data. observation is an activity of observing an object directly and in detail to obtain correct information regarding the object. the data uses the app of quillbot as an object of research. this researcher observes the app of quillbot in paraphrasing scientific writing. in this research, the researcher observes the simulation of an online paraphrasing tool quillbot in rephrasing the writing. in this research, the researcher took some sentences (about the definition of paraphrasing from several sources from the books to be paraphrased. there are several definitions of paraphrasing from wette (2020), hogan (2012), harris (2017), and hathaway (2016). the researcher simulates the use of quillbot paraphraser to paraphrase the definitions of paraphrasing theory. in this research, the analysis data use three ways of qualitative analysis, they are reducing data, displaying data, and conclusions (miles et al., 2013; miles & huberman, 1994). in data reduction, data obtained from the field through observation is reduced by summarizing, selecting, and focusing the data on appropriate matters. the researcher only limits the sentences and uses several sentences related to the paraphrasing theory from several sourcebooks. the presentation of the data is done after it has been reduced or summarized. the data obtained from the observations were analyzed and then presented in the form of images. the researcher displays the result of paraphrasing sentences by using quillbot paraphraser in the form of a table to make it easier to be analyzed. the researcher also categorizes each result of paraphrasing from a different mode of quillbot such as standard, fluency, simple, creative, expand, and shorten mode to know the similarity and difference result in each mode. in the last step, the researcher makes conclusions that are supported by strong evidence at the data display stage. 4. results the objective of this research is to simulate the use of quillbot paraphraser in paraphrasing the students' scientific writing avoiding plagiarism. below, is the view of the quillbot premium version as seen as follows: https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 256 figure 1. view of quillbot premium version we can open the browser, then in the search field type https://quillbot.com/. in the application, several options will appear, for example, paraphraser, grammar checker, plagiarism checker, co-writer, summarizer, and citation generator. we can choose "paraphraser". we can choose standard, fluency, simple, creative, expand, and shorten modes. copy or write the sentence or paragraph that we will paraphrase. then wait until the sentence paraphrasing process is complete, usually, this process takes less than 1 minute. the underlined sentence is a sentence that has been paraphrased from the previous sentence, click the copy icon to start copying the sentence that has been successfully paraphrased. if we still feel that we are not satisfied with the results of sentences that have been paraphrased, we can click on one of the vocabularies words from the collection of sentences until several options are provided and of course, are synonyms with that vocabulary. below is the simulation of using quillbot paraphraser in rephrasing or paraphrasing the texts as seen in the following examples in tables. data 1. the sentence “paraphrasing is a reference by taking the main idea from a source, although different sentence structures are still required to mention the source of reference (wette, 2020). if this sentence is paraphrased, it can be seen below: table 1. 1st example of paraphrased sentence using quillbot paraphraser original text paraphrasing is a reference by taking the main idea from a source, although different sentence structures are still required to mention the source of reference. quillbot mode standard although distinct sentence patterns are still necessary to specify the source of reference, paraphrasing is a reference that takes the primary concept from a source. fluency although different sentence patterns are necessary to specify the source of reference, paraphrasing is a reference by extracting the primary concept from a source. formal although distinct phrase patterns are necessary to indicate the source of reference, paraphrasing is a reference that takes the primary concept from a source. simple there are still rules about how to say who the source is, but the main idea is still taken from the source when paraphrasing. creative when a source's primary concept is taken from another source and rephrased, the source is still referenced, but in a new sentence form. https://doi.org/10.31849/elsya.v4i2.9917 https://quillbot.com/ elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 257 expand even if distinct sentence patterns are necessary to mention the source of reference, paraphrasing is still considered a kind of reference since it takes the primary concept from a text. shorten paraphrasing is a reference that takes the primary concept from a source and changes the sentence form to indicate the source. based on the 1st sentence above, it shows that an original text is rephrased/paraphrased by quillbot by using several modes including standard, formal, fluency, creative and creative+, formal, shorten, and expand. the original text is written, “paraphrasing is a reference by taking the main idea from a source, although different sentence structures are still required to mention the source of reference”. it is rephrased into standard, fluency, and formal mode. these modes have a similarity to paraphrasing techniques. there is changing the word, phrase, or clause order. the original sentences which consist of dependent clause (subject + verb) + independent clause (signed by the conjunction “although” + subject verb) changed the order into independent clause (signed by the conjunction “although” + subject verb) + dependent clause (subject + verb). standard mode reliably rewrites text to maintain meaning, fluency mode ensures text is readable and free of errors, and formal mode presents the text in a more sophisticated and professional way. besides, standard, formal, fluency, and simple modes also have similarities in using synonym words as in the original text, the word “mention” is changed to “specify”, “indicate” and “say” with similar meanings. the simple mode makes the writing more readable and accessible. creative mode presents the text in a way most people can understand. creative mode expresses ideas in a completely new way that may change the meaning. expand mode adds more detail and depth to increase sentence length. while in shorten mode strips away extra words to provide a clear message. these modes of simple, creative, expand, and shorten paraphrasing use the technique of using word synonyms (words or phrases that have the same meaning) and changing the sentence structure from active to passive voice and vice versa. data 2. the sentence “paraphrasing can be interpreted that paraphrasing is a form of restating a grammar, sentence, or statement by using a simpler diction without changing the meaning of the language” (hogan, 2012). if this sentence is paraphrased, it can be seen below: table 2. 2nd example of paraphrased sentence using quillbot paraphraser original text paraphrasing can be interpreted that paraphrasing is a form of restating a grammar, sentence, or statement by using a simpler diction without changing the meaning of the language. quillbot mode standard paraphrasing may be defined as a method of restating a grammar, sentence, or statement in a simpler manner without compromising the meaning of the language. fluency paraphrasing may be defined as the process of restating a grammar, sentence, or statement using a simpler diction without affecting the sense of the language. formal paraphrasing can be defined as the process of restating a grammar, sentence, or statement in a simpler diction without altering the sense of the language. simple there are many ways to say that paraphrasing is a way to say the same thing in a different way without changing the meaning of the language. creative simply put, paraphrase may be defined as restarting a sentence or a remark in a simpler diction while maintaining the original content. expand it is possible to consider paraphrase as a type of restating a grammar, sentence, or statement by employing a simpler diction without altering the meaning of the language used to make the declaration or statement. shorten paraphrasing is a way of restating a grammar, sentence, or statement using simpler language without affecting the meaning. based on the 2nd sentence above, shows that an original text is rephrased/paraphrased by quillbot by using several modes including standard, formal, fluency, creative and creative+, formal, shorten, and expand. the original text is written, “it can be interpreted that paraphrasing is a form of restating a grammar, sentence, or statement by using a simpler diction without changing the meaning of the language”. it is rephrased into standard, fluency, and formal mode. these modes have similarities to paraphrasing techniques. there is changing the word, phrase, or clause order. the original sentences which consist of dependent clause (subject + verb) + independent clause (signed by the conjunction “that” + subject verb) is changed the order into independent clause (signed by the https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 258 conjunction “that” + subject verb) + dependent clause (subject + verb). in standard, fluency modes also have similarities in using synonym words in the original text, the word “can be” is changed to be “maybe” as a similar meaning, but in formal mode, the word “can be” is still the same with the original sentence. it remains not rephrased. the simple mode makes the writing more readable and accessible. creative mode presents the text in a way most people can understand. creative mode expresses ideas in a completely new way that may change the meaning. expand mode adds more detail and depth to increase sentence length. while in shorten mode strips away extra words to provide a clear message. data 3. the sentence “the purpose of paraphrasing is to prevent the author from plagiarism. in addition, it makes ideas easier for readers to understand (harris, 2017). if this sentence is paraphrased, it can be seen below: table 3. 3rd example of paraphrased sentence using quillbot paraphraser original text the purpose of paraphrasing is to prevent the author from plagiarism. in addition, it makes ideas easier for readers to understand. quillbot mode standard the goal of paraphrasing is to keep the author from plagiarizing his or her work. it also makes it easier for readers to comprehend ideas. fluency the goal of paraphrasing is to keep the author from plagiarizing. furthermore, it facilitates the comprehension of concepts by readers. formal paraphrasing is used to protect the author against plagiarism. additionally, it simplifies the comprehension of ideas for readers. simple the goal of paraphrasing is to keep the author from plagiarizing. as a benefit, this makes it easier for people to understand what you are saying. creative paraphrasing serves to protect the author from being accused of plagiarism. additionally, it aids in the comprehension of concepts by the audience. expand the goal of paraphrasing is to keep the author from being accused of plagiarism. this further facilitates reader comprehension by simplifying topics for them. shorten paraphrasing is used to avoid plagiarism. it also helps readers grasp ideas. based on the 3rd sentence above, shows that an original text is rephrased/paraphrased by quillbot by using several modes including standard, formal, fluency, creative and creative+, formal, shorten, and expand. the original text is written, “the purpose of paraphrasing is to prevent the author from plagiarism. in addition, it makes ideas easier for readers to understand”. standard, fluency, and simple modes also have similarities in using synonym words such as in the original text, the word “purpose” is rephrased into “goal” to show a similar meaning. the simple mode makes the writing more readable and accessible. in the next example, the word “in addition” is rephrased differently in fluency, formal, simple, expand mode into “furthermore, additionally, as a benefit, this further”, but the word “in addition” is rephrased similarly to be “it also” in standard and shorten mode. creative mode presents the text in a way most people can understand. creative mode expresses ideas in a completely new way that may change the meaning. expand mode adds more detail and depth to increase sentence length. while in shorten mode strips away extra words to provide a clear message. data 4. the sentence “paraphrasing is an effort to simplify writing to make it simpler and easier for readers to source information in easy language so that it can be understood by many people (hathaway, 2016). if this sentence is paraphrased, it can be seen below: table 4. 4th example of paraphrased sentence using quillbot paraphraser original text paraphrasing is an effort to simplify writing to make it simpler and easier for readers to source information in easy language so that it can be understood by many people. standard paraphrasing is an attempt to simplify writing in order to make it easier for readers to find information in plain language that can be comprehended by a wide range of individuals. fluency paraphrasing is an attempt to simplify writing in order to make it simpler and easier for readers to obtain information in plain language that many people can understand. formal paraphrasing is an attempt to simplify writing in order to make it simpler and easier for readers https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 259 quillbot mode to obtain information in plain language that is understandable to a wide audience. simple paraphrasing is a way for people to make writing easier for people to read and make it easier for them to get information in a way that can be understood by many people. creative to simplify writing, paraphrasing is used to convey information in a way that is understandable to a wider audience. expand when you paraphrase, you are making an effort to reduce your work so that it is simpler and easier for readers to understand. you are also attempting to source information in simple language so that it can be comprehended by many individuals. shorten paraphrasing is an effort to simplify text so that it may be understood by many people. based on the 1st sentence above, it shows that an original text is rephrased/paraphrased by quillbot by using several modes including standard, formal, fluency, creative and creative+, formal, shorten, and expand. the original text is written, “paraphrasing is an effort to simplify writing to make it simpler and easier for readers to source information in easy language so that it can be understood by many people”. it is rephrased into standard and simple mode. these modes use the paraphrasing technique of using word synonyms (words or phrases that have the same meaning). for example, in the original text “can be understood” is rephrased into “can be comprehended”. the original sentence is rephrased into fluency and formal mode. these modes use the paraphrasing technique of changing the sentence structure from active to passive voice and vice versa. for example, in the original text “can be understood” is rephrased into “can understand” and “is understandable”. standard mode reliably rewrites text to maintain meaning, fluency mode ensures text is readable and free of errors, and formal mode presents the text in a more sophisticated and professional way. besides, standard, formal, fluency, and simple modes also have similarities in using a synonym word such as in the original text, the word “find” is changed to be “obtain” and “get” as similar meanings. the simple mode makes the writing more readable and accessible, the creative mode presents the text in a way most people can understand, expand mode adds more detail and depth to increase sentence length. while in shorten mode strips away extra words to provide a clear message. 5. discussion quillbot is a free online paraphrasing tool that offers five modes of fluency, standard, suggestive, creative, and consistent for creating new text. for instance, we may wish to improve the material by adding additional synonyms to spice it up a bit and make it more distinctive. rather than repeating the same words throughout our writing, quillbot will automatically substitute new terms and rephrase some sentences. additionally, it will provide us with extra paraphrase suggestions that are not included automatically but may be added with the press of a button. the best feature of this tool is that it paraphrases the sequence of sentences along with the words. the benefit of paraphrasing text in writing is avoiding plagiarism. plagiarism is the transfer of part or all of the text without mentioning the main source. paraphrasing reduces long sentences. we do not copy all the text in the paragraphs, just the main idea according to the context of the scientific work being made. paragraphs are hard to reach and become easy to digest. rewriting, summarizing, and abbreviating the text make our writing easy for readers to read. according to adams & chuah (2022), studies examine quillbot’s effectiveness and usefulness for writers and researchers. based on findings, this research result is in line with fitria (2021) that writing english by using the paraphrasing technique is an alternative that uses the students’ words to express the same idea. besides, in making ideas easier to understand, paraphrasing can also be used to maintain coherence and coherence in the flow of their writing. teaching students how to paraphrase is a difficult undertaking, not just for the students but also for the teachers. it is an additional degree of difficulty, beyond the knowledge of grammar, vocabulary, and even writing (inayah & sulistyaningrum, 2021). therefore, they should adapt and enhance their teaching and learning practices to eliminate linguistic obstacles. in addition, students typically have a lower level of english understanding than other students because they engage in more practical activities than theoretical ones. it is supported by lawelai et al. (2022) that a student must have strong paraphrasing ability. however, students have not studied the paraphrasing approach right. this talent can be developed by using free or paid internet applications. the issue of plagiarism and the writing challenges of efl students looked to be a challenge for teachers. diverse initiatives to enhance students' ability to produce quality writing remain interesting to the present day (ariyanti & anam, 2021). it is considered that a solution should be offered to assist students in strengthening their writing skills through paraphrasing. nisa et al. (2022) also support that paraphrasing must be done in writing scientific papers to avoid plagiarism. so, this is important for all students. the availability of paraphrasing tools might be an excellent option for efl students in writing classes. these technologies facilitate the process of teaching and learning english as a second language for both teachers and students. quillbot may be a very functional tool, but it also has some drawbacks. sometimes the resulting sentences are not as expected, not even following the rules of language, https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 260 punctuation, and good spelling. so we need to correct the grammar, punctuation, and spelling of the paraphrased result ourselves when your draft is finished and we have worked out all of the kinks in our material, use our new grammar checker to swiftly and effortlessly polish our written work. quillbot will analyze our work and notify us of any issues in grammar, spelling, punctuation, word misuse, and more with a single click, allowing us to simply understand what's wrong and change it quickly. based on the analysis, there are several advantages of quillbot. quillbot is automatically removing, adding, and modifying words to create new paraphrased content. quillbot paraphrasing online and creating unique content, of good quality and value. quillbot generating paraphrases results in less than a minute. quillbot has a 'quill' option, which eliminates the need to enter a captcha every time you have to reorder content. this helps in saving a lot of time and repeated efforts. quillbot uses native ai to drive the paraphrasing process. so we can paraphrase articles at the sentence or paragraph level. however, the weakness of quillbot is that it only provides paraphrasing services in english, so for those of us who want to paraphrase in indonesian, users cannot use this online paraphrasing application. there are several ways quillbot paraphraser in paraphrasing the texts: first, starting the first sentence is different from the original sentence. important information can be listed in very different order. second, changing the word, phrase, or clause order, third, selecting words according to synonyms (words or phrases that have the same meaning). fourth, changing the sentence structure. we can do it if the original sentence uses active voice, and change it to passive. an active sentence is when the sentence is preceded by the subject (the thing that acts). when the object (a thing that receives the action) is at the beginning of the sentence, the sentence is written in a passive voice. fifth separating the information into separate sentences. in this case, one long sentence is split into two. it could also be the other way around, i.e. if the original quote consisted of two sentences, we might be able to combine the information into one. besides using quillbot paraphraser, users (students) also can paraphrase manually (fitria, 2021). we first read a sentence that we want to paraphrase and then write it with a new sentence without changing the meaning. this method is indeed very good, but manual paraphrasing is not an easy matter, because sometimes we will find dead ends and a large number of pages is also very draining. therefore, many people hire paraphrasing services because they don't want to bother. in addition to using paraphrasing services, you can also take advantage of online paraphrasing applications. according to fitria (2021), there are various methods for manually paraphrasing, such as: 1. rephrasing sing equations or synonyms. synonyms are words that have the same or a similar meaning. for example, in indonesian, the terms and can have the same meaning yet are two distinct words. it is possible to modify the meaning of a phrase by changing a few words. this is the simplest technique of paraphrasing. the critical point to remember is to choose the appropriate synonyms since two words may appear to have similar meanings but are quite different. when paraphrasing, certain vocabulary must be changed, but not all. 2. rephrasing sentences by rearranging the words. when rearranging words such that the phrase continues to fulfill the applicable criteria, occasional additions or deletions of words are necessary. the simplest technique to alter the word order of a complex phrase is to rearrange the clauses. additionally, paraphrasing can be a mix of rearranging the order of the words in a statement and combining word equations or synonyms. 3. rephrasing by altering the word's form. the form of the word referred to in this section refers to the word's kind, such as verb, adjective, or adverb. to maintain the sentence's meaning while adhering to grammatical standards, more words may need to be modified, added, or eliminated. 4. rephrasing by using active or passive sentences. sentences with subjects, verbs, and objects can be converted to active or passive sentences or vice versa. both teachers and students can try it themselves to see how the paraphrasing results generated by the website. in addition, quillbot.com has also been equipped with an ai program that makes paraphrasing results more readable and able to summarize sentences and is able to change the structure of deductive sentences to inductive ones and vice versa without changing the meaning of the sentence. 6. conclusion quillbot paraphraser has two main modes of paraphrasing: 1) retaining the meaning of the original sentence while only changing certain words, and 2) changing the word order so the sentences sound more natural. quillbot is one type of online paraphrasing which consists of free and paid (premium) versions. however, the accuracy of paraphrasing results may still have shortcomings and weaknesses, so sometimes it can produce sentences that are meaningless or difficult to understand. therefore, the writing must still be read and understood indepth, then rewritten in their own words. paraphrasing manually can also be considered and carried out by students or with the help of human assistance. however, the site is a product of technology. of course, human intelligence remains the main, so we still have to re-examine the results of the paraphrase. using a paraphrasing website also is not entirely effective because, sometimes there are words that https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 261 are changed and produce meaningless sentences to get the best results, paraphrasing it manually is another option for paraphrasing. it is hoped that this example of paraphrasing results, can be used as teaching material for teaching students or as a reference for students themselves so that they can use the application to avoid plagiarism. so, later on, students can try paraphrasing, for example, paraphrasing a theoretical definition from several books/reading sources. further studies on quillbot rephraser are still possible to do next, considering that an online paraphrasing application certainly has advantages and disadvantages, both in terms of grammar, accuracy, and readability. the main drawback of quillbot is that it does not support indonesian. quillbot only supports english. so, this application is only limited to text or writing in english. improvements at least do need to be done. references adams, d., & chuah, k.-m. 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(2016). writing history essays. macmillan international higher education. madani, m. u., & ardianti, r. (2021). teknik parafrase dalam ketrampilan menulis untuk menghindari plagiarisme. prosiding seminar nasional pembelajaran bahasa dan sastra indonesia (semnas pbsi) 3, 343–344. miles, m. b., & huberman, a. m. (1994). qualitative data analysis: an expanded sourcebook (second edition). sage publication. miles, m. b., huberman, a. m., & saldana, j. (2013). qualitative data analysis: a methods sourcebook. sage publications. murti, s. h. (2021). peningkatan kemampuan siswa memahami isi puisi bahasa jawa (tembang) melalui teknik parafrase (nggancarake tembang) pada siswa kelas viiia smp negeri 3 baureno kabupaten bojonegoro tahun pelajaran 2019/ 2020. jurnal pendidikan tambusai, 5(3), 7534–7538. nisa, k., syafitri, e., saragih, s. r. d., aryni, y., & rahmadani, e. (2022). penggunaan aplikasi parafrasa untuk menurunkan plagiarisme pada mahasiswa fkip universitas asahan dalam menyelesaikan skripsi | warta pengabdian andalas. warta pengabdian andalas, 29(1). http://wartaandalas.lppm.unand.ac.id/index.php/jwa/ article/view/527 https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 252-262 https://doi.org/10.31849/elsya.v4i2.9917 how to cite this article: fitria, t. n. (2022). avoiding plagiarism of students’ scientific writing by using the quillbot paraphraser. elsya : journal of english language studies, 4(3). 262 phillips, p. p., & stawarski, c. a. (2016). data collection: planning for and collecting all types of data. john wiley & sons. prentice, f. m., & kinden, c. e. 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(2018). pembelajaran menulis teks cerpen melalui teknik parafrase lagu populer di sekolah menengah atas. scholaria: jurnal pendidikan dan kebudayaan, 8(2), 180–188. https://doi.org/10.24246/j.js.2018.v8.i2.p180-188 wette, r. (2020). writing using sources for academic purposes: theory, research and practice. routledge. widodo, a., jaelani, a. k., novitasari, s., sutisna, d., & erfan, m. (2020). analisis kemampuan menulis makalah mahasiswa baru pgsd universitas mataram. jurnal didika: wahana ilmiah pendidikan dasar, 6(1), 77–91. https://doi.org/10.29408/didika.v6i1.1946 williams, k., & davis, m. (2017). referencing and understanding plagiarism. macmillan international higher education. wong, d. k. k. (2011). avoiding plagiarism: write better papers in apa, chicago, and harvard citation styles. iuniverse. https://doi.org/10.31849/elsya.v4i2.9917 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 32-37 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 32 laying foundation to advertisement genre: an analysis of job advertisement discourse made by the royal civil service commission of bhutan pema dendup yadi central school, yadi, bhutan peeedendup@gmail.com article history received : 30 december 2020 revised : 19 january 2021 accepted : 22 february 2021 keywords genre analysis job advertisement announcement discourse community abstract to lay foundation in the literature related to the genre of advertisements, this paper is a synchronic approach to study the job advertisements made by the royal civil service commission (rcsc) of bhutan. rcsc is the major recruiting agency of civil servants into a government job. as mandated, rcsc recruits thousands of fresh employees annually. rcsc features its job-related announcements in the media, mainly the bhutan broadcasting service, the mainstream media and also in its official website. the data of this study was the ‘vacancy announcement’ dated january 8, 2020, featured in rcsc website and the analysis of the data was based on swale’s (1990) six defining characteristics of discourse community. the results showcased bhutan as a bilingual society for informing the citizens as the job advertisements were delivered in both dzongkha and english. rcsc’s format of job advertisement employed the common format used by most of the organisations. this study points that there is a need to look into some elements used by other organisations. therefore, this study recommends rcsc, as the major recruiting agency in bhutan, to incorporate other missing elements of job advertisement. 1. introduction the abbreviation rcsc stands for royal civil service commission (henceforth rcsc). bhutan civil service rules (henceforth bcsr) (2012) states that it was instituted in pursuance of article 26 of the constitution of the kingdom of bhutan, the royal charter of the royal civil service commission in 1982. its vision is “a dynamic and professional civil service committed to promoting good governance in pursuit of gross national happiness.” as the vision states, it is the commission that takes charge of all the civil servants in the country, promoting good governance. this divulges the common public goals, which swales (1990) considers as one of the important characteristics. according to the civil service act of bhutan (2010), civil service values are accountability, honesty, impartiality, integrity, leadership, loyalty, openness, professionalism and selflessness. as stated above, rcsc has certain goals and values which the discourse community works collaboratively towards achieving its goals. to achieve their common goals, the commission has professionals, working under it. its organogram shows the chairman, the four commissioners, and a director, to mention a few, as the members in the discourse community.this clearly shows that the discourse community member is varied; and the success or the failure of the community will depend on their collaboration. in the process of conducting this study, it was revealed that there had been hardly any research attempt related to this genre, which indicates that the particular genre is not considered as an important genre. much of the literature is understandably more focused on the contents or trends of job advertisements (askehave, 2010; gerek & efeoglu, 2015; kaba, 2017; walker et al., 2008). the qualifications and skills that are specifically sought within certain professions have been explored (brooks, greer, & morris, 2018; choi & rasmussen, 2009), as well as analysing the employability chances of graduates from a particular university program (omar et al., 2012; sari et al., 2018). therefore, this study will lay some foundation in providing some contributions to the literature related to advertisement genre and aid in conducting further research in the future. this analysis of job advertisement, commonly known as ‘vacancy announcement’ in bhutan, is one important aspect of genre used by the commission, which is considered as a discourse community. the genre is used as a tool to recruit new memberships into the community as discourse participants never stay the same. it is dynamic, so the analysis of the findings is based on its purpose, structure, language features, discourse community, as well as psychological and sociological features. 2. literature review a genre is a recognizable communicative event that is characterized by a set of communicative purposes. according to bhatia (1993), these purposes are mutually http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 32-37 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 33 understood by the regular members of the community. most often it is highly structured and conventionalized with constraints on allowable contributions in terms of their intent, positioning, form and functional value. although, these constraints are often exploited by the expert members of the discourse community to achieve their personal desires. similarly, “a genre comprises a class of communicative events, the members of which must share some set of communicative purposes. these purposes are recognized by the expert members of the parent discourse community, and thereby constitute the rationale for the genre. the rationale shapes the schematic structure of the discourse and influences and constraints choice of content and style” (swales, 1990, p. 58). fairclough (1995) defines the genre as “a use of language associated with and constituting part of some particular social practice, such as interviewing people (interview genre) or advertising commodities (advertising genre).” a genre can be described in terms of its organizational properties-an interview, for instance, is structured in a quite different way from an advertisement. berkenkotter & huckin (1993) had proposed five general principles that characterises genre: a. dynamism. genre is not static, but dynamic rhetorical forms that develop from responses to recurrent situations and serve to stabilize experience and give it coherence and meaning. genres change over time in response to their users’ socio-cognitive needs.in other words, genre is constantly transforming or it evolves with time as per the requirement of the society.some genres occur frequently, but there are genres with few occurences. b. situatedness. current knowledge of the genre is derived from and embedded in the participation in the communicative activities of daily and professional life. c. form and content. genre knowledge includes a sense of what content is appropriate to a particular purpose in a particular situation at a particular point in time. genres vary in their form and content. a job advertisement as a genre differs in both form and content from other genres.there is a allowable variation between different examples of a genre. some moves of a genre are obligatory while others are optional. d. duality of structure. as we use genre rules to engage in professional activities, we constitute social structures and simultaneously reproduce these structures. like language, which comprises two sets of structure, genres also have duality in their structure. the ways genres are formed are affected by the social occasion and the goals and purposes of the participants. in other words, the producers and consumers of the discourse community affects the structure. e. community ownership. genre conventions signal a discourse community’s norms, ways of knowing, etc. genre analysis on ‘danish job advertisements: increasing in complexity’ by walters & fage-butler (2014) state that within human resource management literature, job advertisements are not tackled as a generic unit, meaning that one rarely finds information about all the sections that are included in a job advertisement. rafaeli & oliver (1998) identified a “skeleton” that most job advertisements have in common. the skeleton consists of four elements: 1) an organizational identity, 2) its human resources needs, 3) information about what is required to fulfill these needs, and 4) information about how to contact the organization. these elements, according to rafaeli & oliver (1998), form the basis of employment advertisements. job advertisements can, of course, be enriched with additional information about the organization doing the hiring, such as its values/culture. according to bratton & gold (2007) a typical format for a job description contains seven elements which are: 1) job title, 2) department, 3) responsible to, 4) relationships, 5) purpose of job/overall objectives, 6) specific duties and responsibilities and 7) physical/economic conditions (p. 253-254). marchington & wilkinson’s (2007) format for job descriptions shares some of the same elements found in bratton and gold’s format but with some differences. their format includes nine elements which are: “1) job title, 2) location, 3) responsible to, 4) responsible for, 5) the main purpose of the job, 6) responsibilities/duties, 7) working conditions, 8) other matters and 9) any other duties” the review of various works of literature highlights the variations in the format of a job advertisement. the variation is significantly observed in the discourse structure. 3. method this study is a synchronic approach, looking at job announcement of the year 2018, made by the rcsc, on january 8, 2020. patton’s (2002) criterion sampling was used to select the job announcements. the data for this study was collected by employing two criteria.the two criteria used during the criterion sampling phase were to consider only the job announcements made by the rcsc and to give a job announcement for a full-time position only. 4. results the analysis was performed for data collected from the rcsc website (www.rcsc.gov.bt.) by employing swales (1990) six defining features of a discourse community. 4.1 the communicative purpose of the genre according to swales (1990), a genre comprises a class of communicative events, the members of which must share some set of communicative purposes. this purpose is recognized by the expert members of the parent discourse community, and thereby constitutes the rationale for the genre. the rationale shapes the schematic structure of the discourse and influences and constraints choice of content and style,” (p. 58). bhatia (1993) explains a genre as a http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 32-37 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 34 recognizable communicative event characterized by a set of communicative purpose(s) identified and mutually understood by members of the professional or academic community in which it regularly occurs. most often it is highly structured and conventionalized with constraints on allowable contributions in terms of their intent, positioning, form and functional value. these constraints, however, are often exploited by the expert members of the discourse community to achieve private intentions within the framework of socially recognized purpose(s) (p. 13). rcsc/hrcs-appointment (01)2020/245 january 8, 2020 vacancy announcement the royal civil service commission is pleased to announce the vacancy for the following post for in-service recruitment: post position level no. of slot qualification agency/place of posting chief hr officer p1a 2 bachelor's degree human resource development division (hrdd), rcsc dy. chief hr officer p2a 1 bachelor's degree human resource audit division (hrad), rcsc dy. chief hr officer p2a 1 bachelor's degree civil service examination division, (csed), rcsc interested in-service civil servants who meet the eligibility criteria may apply. for the eligibility criteria, please refer to section 13.7.4 of the promotion rules & regulations, bcsr 2018, available on the rcsc website. applicants with relevant qualifications/training and work experience shall be given preference for the purpose of shortlisting. application along with curriculum vitae (cv) must reach hr coordination services, rcsc secretariat latest by 24th january 2020. note: applicants will be shortlisted based on the eligibility as per the super structure group. rcsc, thimphu bhutan, post box no. 163. telephone: pabx: 00975-2-322491, 322956, 322954, fax no. 323086, 325980. director: 332475, hrmd: 332476, hrdd: 336270, ppd: 336131, misd: 332473, ls: 332471, hras: 329993, afs: 332472. exam service: 339237 www.rcsc.gov.bt figure 1. rcsc vacancy announcement on january 8, 2020 figure 1 shows a vacancy was announced by the royal civil service commission of bhutan on 8 january 2020 to communicate the availability of vacancies under the commission. this genre’s communicative purpose is to notify those eligible in-service civil servants about the availability of slots 4.2 the discourse community rcsc is the producer and the consumers are the eligible in-service civil servants. the relationship is an employeremployee relationship because it happens between the organization which provides job and the other, who are looking for jobs. the job vacancy announcement was featured online on the website www.rcsc.gov.bt on january 8, 2020. the commission’s purpose was to get the right candidates for the vacant posts, without which, the community would be deprived of an adequate number of members. rcsc consists of varied professional members in terms of qualification, work experience, novices and experts working under it. its organogram shows a range from legal services, administration and finance services, and hr audit service and directors, other commissioners till the chairman. swales (1990) states that a discourse community has a common set of public goals and goals may be formally inscribed in documents. in this context, the rcsc of bhutan also works towards achieving its common goals as inscribed in the bcsr. its members are guided by its rules and regulations. in the foreword to bcsr (2012), it states that rcsc will provide even more fair, transparent, accountable and effective uniform rules and regulations in managing the civil service of bhutan. its vision states that “a dynamic and professional civil service committed to promoting good governance in pursuit of gross national happiness.” therefore, there is a common goal they strive to achieve. a discourse community has mechanisms of intercommunication among its members. the participatory mechanisms will vary according to the community (swales, 1990, p. 25). the participatory mechanism mostly happens at meetings, correspondences, notices, and telecommunications. http://ojs.journal.unilak.ac.id/index.php/elsya http://www.rcsc.gov.bt/ elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 32-37 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 35 table 1. discourse structure of the vacancy announcement no moves move descriptions 1 logo the logo of rcsc is well printed, showing the identity of the agency. its name has been inscribed in both english and dzongkha. the move is obligatory. 2 date the date of the announcement (january 8, 2020) is an obligatory move here, so that, the eligible candidates know about the time of the announcement. 3 title the title “vacancy announcement” is very important here as it gives quick information on the genre. it is an obligatory move. 4 details of announcement details include post, position level, number of the slot, qualification, and agency/place of posting. it is an obligatory move because it gives the main information about the vacancy. 5 intertextual reference here, it gives an inter-textual reference (section 13.7.4 of bcsr 2018) to the eligibility criteria which will make the announcement more reliable and accurate. therefore, it is an obligatory move. 6 required documents information on the requirement of necessary documents (for example, a cv) is very important and the move here should be obligatory. 7 contact details the genre mentions the website, the office telephone number for the eligible candidates to clarify and seek further clarifications. 4.3 the discourse structure the vacancy announcement contained many information, all of which can be described as moves within the discourse structure. 4.4 important language features fisk (1987, cited in candler, 2000) sees the genre as a means of constructing both the audience and reading subject. in this genre, the rcsc after constructing the type of audience has used a common sense that is 'is pleased' which is used in formal writing. it shows that this is a formal job announcement. a word choice like 'pleased' has a great impact on the readers because it is pleasing to ears, so that, the applicants would firstly love to read the announcement and wish to apply for the posts. this announcement also specifies by using the adjective ‘interested’ in-service civil servants. its aim to attract only the right candidates for the post and not all civil servants are eligible for application. in doing this, the discourse community also employs abbreviations such as rcsc, hrc, hrdd, hr, hrmd, bcsr, etc. 4.5 sociological features this genre is set in a bilingual society as depicted by the use of dzongkha and english in its logo, and a bilingual statement of the name royal civil service commission. the genre has used english as a medium of communication to the eligible candidates, showing a type of society where english is mostly used and the dominance of the english language as the language of official communication. dzongkha, the national language is used very little compared to english. it gives a vivid picture of a language that the discourse community uses. it also talks about a close-knit society, which is an it literate modern society, because the announcement was made online and the interested applicants were asked to have access to the website www.rcsc.gov.bt to get more information. it also shows that telecommunication facilities are well developed. 4.6 psychological features the genre has firstly used its attractive logo, with the name written both in dzongkha and english, using capital letters in bold. as the aforementioned says, the use of the phrase 'is pleased' sounds so formal and pleasing. the emphasis has been made by making the title in bold letters and by underlining it. the next is the use of a graphic organizer, putting down sub-headings about the vacant posts by mentioning them in table format, categorizing them into different columns, which can be easily read and understood by the readers. one tactic, like in the above, is bolding the main topics such as sl.no, ministry/agency, position title and position level. these are the main pieces of information, the applicants must know about the posts. likewise, section 13.7.4 has been bolded so that, the eligible candidates can see the inter-textual reference made and the most important point worthy of note is the ‘date of submission’ which has been bolded, letting to feel the importance of the timely application. to make the candidates know about the post in detail, they are provided with the website and telephone number, which the applicants can get connect and make inquiries about the job vacancy. 5. discussion to rafaeli & oliver (1998), an organizational identity, its human resources needs, information about what is required to fulfill these needs and information about how to contact the organization are the common skeleton of job announcements. does rcsc follow a similar format? based on the analysis, rcsc uses the logo on both top corners. beautiful logos are attractively designed both in dzongkha and english with its organisational identity, which showcases bhutan as a bilingual society. it has the date and the title which are the mandatory moves. the details of the announcement include the post, position level, no. of the slot, qualification, and agency/place of posting). it has the human resource needs, required documents, intertextual reference and its contact details. in light of the http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 32-37 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 36 common format, rcsc uses the similar format which most of the organizations use. there is no mentioning of intertextual reference by rafaeli & oliver which rcsc takes it as a mandatory move in the announcement. the common format followed by rcsc is deprived of 3 elements given by bratton and gold (2007). rcsc considers 1) relationships, 2) purpose of job/overall objectives, 3) specific duties and responsibilities and 4) physical/economic conditions, which bratton & gold (2007) treat as mandatory move as optional move. the purpose of job/overall objectives is not explicitly stated though it is implied in the job position and similarly, specific duties and responsibilities are also not clearly stated. a ‘physical/economic condition’ related to the position announced is one element worthy of note, as it is far from the mentioning in the announcement. marchington & wilkinson’s (2007) put this as ‘working conditions’. should rcsc mention ‘the physical and economic conditions, the job seeker of relevant qualification and aptitude’ it will understand the reality of the work environment and their earning which will also determine their interest at the very initial stage. rcsc does not incorporate two elements from marchington & wilkinson’s (2007) format. the format encompasses 9 elements. ‘other matters’ and ‘any other duties’ are two optional moves from marchington & wilkinson’s format which rcsc should look into the requirement of the elements in the job announcement hereafter. 6. conclusion this synchronic approach to analysis of genre the ‘job advertisement’ concluded that a genre has form, content, and language features employed to fulfill the communicative purpose. this genre uses formal language, which is suitable to the readers of the related community and this shows that a genre constructs its audience and the reading subject. the job advertisement genre focuses on the use of only the main and necessary information. in other words, the moves in the genre are mostly obligatory, showing its characteristics as a different genre. a genre can be described in terms of organization properties. a vacancy announcement is certainly a typical type of genre. it has different structures and properties which depend on its communicative purposes. the main purpose of this genre, to restate, is to convey information about the availability of job vacancies in the discourse community. the findings of this paper are based on synchronic analysis of a single format of job announcement; therefore, the findings of this research cannot be generalized. a bigger sampling and comparative analysis could have been undertaken for the reliability or a diachronic approach of analysis could have initiated for a larger sampling. this study suggests a study on a larger scale to study employing both synchronic and diachronic approaches. however, this study provides a varying components of a job advertisement format and suggests for a unananimous and a comprehensive format. references askehave, i. 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(2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 240 being real on instagram reels: an authentic tool to enhance english speaking skills ni putu purnama dewi *, ni putu era marsakawati, i nyoman adi jaya putra, & ni komang arie suwastini universitas pendidikan ganesha, bali, indonesia *purnama.dewi.4@undiksha.ac.id article history received : 23 may 2022 revised : 11 august 2022 accepted : 2 sept 2022 keywords authentic tool instagram reeels learning media perception speaking skills abstract as technology rapidly develops new features, empirical testing of their capability to assist in educational purposes are always needed. this study takes a look at instagram reels, which is seldom explored as a language teaching tool, especially for vocational high school students. this study aims at describing students’ perceptions, challenges, and strategies in using instagram reels as an authentic tool for improving speaking skills. the research used descriptive qualitative research methods. the subjects of the study were five eleventh-grade students from one of the public vocational high schools in bali, indonesia. they were selected by conducting a purposive sampling technique. the observation and interview were conducted to collect data. the findings show that a) the perceptions of students on the implementation of instagram reels to improve speaking skills were favorable. most students agreed that implementing instagram reels as an authentic tool in speaking was adaptable, effective, and authentic. it also increased the students’ speaking abilities, which were referred to as positive attitudes. instagram reels boosted students’ consciousness, motivation, and enhancing their vocabulary, grammar, pronunciation, accent, and cultural knowledge. b) students faced a variety of challenges when using instagram reels as a learning medium, such as limited internet access and a lack of digital literacy. to overcome the challenges, students used some strategies, namely using wifi facilities at school or other public places, practicing a lot, and seeking additional information to improve digital literacy skills using instagram reels. 1. introduction mastery of language skills is one of the targets of learning english for students to communicate effectively in both oral and written forms. oral communication or speaking is one of the language skills that students must master. students’ speaking ability can be defined as the ability to deliver, express, or describe students’ thoughts through the spoken form, allowing them to be imaginative and creative when interacting with others to achieve specific goals (mart in saputri et al., 2022). this ability is needed for language learning and comprehension (mandasari & aminatun, 2020). it is used in verbal utterances to express thoughts. as a human interaction used to share information with others, it is composed of a series of verbal utterances that convey meaning (wulandari & ashadi, 2021). it has become an important part of everyday interaction because a person’s ability to speak fluently and comprehensibly is frequently based on his or her first impression. furthermore, speaking entails communicative performance as well as some elements such as grammar, intonation, pronunciation, vocabulary, and so on (afrilliani et al., 2020). however, some issues arise for students to improve their public speaking skills (brilianti & fauzi, 2020). students’ speaking performance can be affected by performance conditions (such as the amount of support, planning, time pressure, and standard of performance), affective factors (such as anxiety, confidence, and motivation), listening skills, and feedback in speaking (saputri et al., 2022). performance conditions (such as the amount of support, planning, time pressure, and standard of performance) can have an impact on students’ speaking performance, as can effective factors (such as anxiety, confidence, and motivation), listening skills, and feedback in speaking. anggraeni et al. (2020) also agreed that many students struggle to express themselves in english as required by the curriculum, especially when online learning is done during this pandemic condition. they continued to communicate in english class using a second or even first language. furthermore, they frequently struggle to find motivation and confidence in speaking english in their classrooms and in their society. according to the researcher’s preliminary observations for the current study in one of the vocational high schools in bali, students’ speaking skills still needed to be improved. when students were asked to speak in front of the class, they faced several critical issues. first, there was a lack of selfconfidence caused by various factors such as a lack of vocabulary mastery, a lack of knowledge about proper word pronunciation, and a fear of speaking in front of large groups. https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 241 the second issue was that students feared of making mistakes while speaking and receiving negative feedback from teachers and classmates. this issue also affected their low learning motivation. it is necessary to provide motivation and learning innovation to overcome these obstacles. furthermore, it will help students restore their learning motivation by creating a pleasant learning environment, providing space for students to overcome their fears and anxiety, and being supported by using appropriate media to overcome student problems. considering the inherent issues, teachers should use effective teaching techniques to provide students with appropriate materials and opportunities to improve their speaking skills and solve problems through positive activities (brilianti & fauzi, 2020). teachers can use instagram to help students with their speaking difficulties. instagram is one of the social media platforms that nowadays is already used as a teaching and learning medium. in this day and age of globalization, instagram also has had a significant impact on education. many features and tools of instagram can assist teachers and students in achieving their goals in teaching-learning, and they can also motivate students to learn (afrilliani et al., 2020). furthermore, it offers authentic content with students’ collaboration, improving the students’ awareness, self-confidence, and motivation for learning (erarslan, 2019). many previous studies describe instagram as one of the social media platforms that can be used to learn english. spencer, as cited in handayani (2016), stated that instagram could be used for a variety of activities in english learning. telling stories, making short presentations, making vlogs, making video tutorials, reading news, singing songs in english in collaboration with the original singer, then looking for figurative elements in songs, and so on are examples of learning activities done using instagram reels for speaking skills. numerous other learning activities incorporate each other’s language skills. students will be more motivated and active in the learning process since they can access the various features available on instagram. learning activities on instagram can indirectly include the 4c skills required for global competition. furthermore, many studies have investigated the effectiveness of using instagram to enhance speaking skills. pratiwi (2020), who investigated the impact of using instagram to improve speaking skills, discovered that by using the social media platform instagram as the learning media, the students had better speaking skills than those who were taught using the traditional method. this was proven by the results of pre-and post-test scores of the experimental group. this result is also supported by apriyanti et al., 2018; nurhikmah, 2020; aini, 2020 who concluded that students were given positive responses and they had developed their speaking skills as a result of applying instagram as a medium for learning english. nurhikmah (2020) carried out two cycles of classroom action research (car). 27 students from the institute sunan kalijogo malang attended it while studying islamic preaching and communication. the students were asked to create videos on various topics during the treatment. students were asked to complete questionnaires regarding instagram implementation. according to the data analysis finding, the students’ speaking skills were improved and the positive responses from students were received using instagram as a learning media. in addition, devana & afifah (2021) conducted their research with the participation of 36 students from the english education study program at fkip baturaja university, who were randomly selected. they also discovered that the treatment of using instagram improved both students’ speaking skills and motivation when compared to the experimental and control classes. previous research had also found that instagram could boost students’ consciousness and motivation. according to rahmah, 2018; febriyati & utami, 2021 the students felt confident if they were speaking on instagram. they also provided some strategies that could be used in using instagram to learn speaking skills. rahmah (2018) founded that instagram could boost students’ confidence by sharing photographs in speaking a foreign language. she also explained that guided activities could integrate instagram into a language class through. some insightful suggestions and implications were received for teaching english as a foreign language, particularly for speaking ability. in addition, gunantar et al. (2019) found that instagram had been shown to increase student’s motivation to learn english. their studies concluded that approximately 25 students responded that photo-based media made learning fun and motivating; hence it could help enhance students’ english skills. on the other hand, only a few studies on instagram’s use describe the potential drawbacks. in her previous studies, rinda et al. (2018) described some of the challenges students face when using instagram to learn english. the difficulties include the fear of accepting too many negative comments as feedback on their work and a slow internet connection. to address this, the authors suggest that the students better prepare themselves when creating student assignments. moreover, the teachers should also motivate the students that the feedback provided by the viewer is used as selfreflection to improve their ability and make the best use of personal internet quotas to avoid any problems. hence, knowing the various benefits and challenges students face when using instagram is essential for improving the following learning process that also uses instagram as a learning medium. as previously stated, the current study is being conducted to obtain detailed information on students’ speaking skills. the instagram reel is one of the instagram features that can be used to improve speaking skills. in addition, most of those https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 242 previous studies are conducted for university students. however, fewer studies have dealt with using instagram reels as the new features on instagram in teaching speaking, especially for vocational high school students. this gap is also explicitly stated by ramadoni (2019), who suggested that future researchers conduct a study in qualitative research to complete the data that are not obtained in quantitative research. thus, to answer this calling and the need to fill in the identified empirical gap, the researchers conducted a study focusing on eleventh-grade vocational high school students to dig deeper into the students’ perceptions of instagram reels to improve speaking skills. this research was conducted to answer two research questions: 1) how are students’ perceptions of instagram reels improve their speaking skills? 2) what are the student’s challenges and strategies for using instagram reels to improve their speaking ability? this research is expected to be very useful for readers, particularly those who are interested in using social media as a technology-based learning media to teach english by utilising instagram reels, the most recent feature from instagram. 2. literature review 2.1 students’ perception perception is an opinion or point of view expressed by someone who has had firsthand experience with something. according to saleh (2021), the definition of students’ perception is a type of student observation about how the class and learning process is carried out during teachinglearning activities. it’s crucial for the next stage of learning. as a result, assessing and analyzing student views and opinions is solely to complete evaluations. from these statements, students’ perceptions of the learning process are critical for improving learning quality. it can serve as an evaluation and reflection tool for all stakeholders before the creation of the next piece of content (kale, 2020). furthermore, teachers or instructors must consider students’ abilities during the learning process. this procedure is similar to how a teacher, lecturer, or tutor would set questions in papers. they must thoroughly understand the lesson’s goal to determine which subject matter contributed to the test’s validity (erarslan, 2019). students have different perceptions when teachers use various approaches and methods in the class. the perception of students during the learning process, mainly when using learning media, is an essential factor that teachers must consider (ironsi, 2021; zhi & liu, 2021). teachers can determine which learning media are effective, efficient, and enjoyable for students, allowing them to improve their ability and achieve learning objectives. the existence of various studies that highlight student perceptions will encourage teachers to select appropriate learning media. 2.2 instagram reels as an english teaching tool since the official release of instagram reels in indonesia, this feature has attracted many instagram users (silalahi et al., 2021). instagram reels, like tiktok, is based on the concept of short video content. instagram reels, which debuted on august 5, 2020, allows users to create short videos with the background of a trending or favorite song. this feature is also helpful for educational content creators to gain followers and engagement by creating various creative content. as a result, teachers should take advantage of this advancement. it is a fantastic idea to start with instagram reels in the classroom. instagram reels can be an effective educational tool, elevating the learning experience and making it more meaningful and insightful (carpenter et al., 2020). instagram reels in the classroom can be implemented for a variety of activities. students can use this tool to share their thoughts and opinions on various topics (ramadoni, 2019). as a result, they can share their knowledge with their classmates and teachers. as a photo-sharing website, instagram encourages students to be spatially and linguistically aware by taking and editing photographs, captions, and feedback options (azlan et al., 2019). according to erarslan (2019), for the reasons listed below, instagram reels appear to be an ideal tool for assisting with english learning. first, it provides a wide range of contextualized visual data that can be used to supplement language classroom instruction. second, because the tool allows students to communicate and socialize with one another outside of the classroom, using instagram reels in the classroom can start to enhance a socially connected community of learners. third, instagram reels are a frequently used social media source that young learners are almost deeply involved in and easily adapted to. integrating it into their learning process can be seen as a way of applying topics learned in class in a real-life setting. fourth, this media can be used for online and offline learning to teach all english language skills. finally, the ease of use of instagram and its availability on most of commonly used devices make it more appealing to consider using this platform in a language classroom. teachers can apply social media as the learning media to teach english on various platforms. according to apriyanti et al. (2018), they were implementing social media to make learning activities more fun and enjoyable. however, only few teachers use it, and a few of them use it inappropriately. technology alters the teaching and learning environment can provide many of decisions and options (agustin & ayu, 2021). students account for a disproportionate share of social media network users. instagram is one of the most popular social media platforms worldwide, appealing to students’ interest in learning by promoting their language productions (ariantini, 2021; pratiwi, 2020). instagram provides student assignments in english language teaching (putri, 2022; https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 243 agustin & ayu, 2021; aini, 2020). they learn how to construct the content or message they want to deliver and practice how to deliver the message well, using familiar topic. they do not feel rushed when performing the speaking task because they have plenty of time to prepare before uploading it on instagram. according to tiurma et al. (2021), instagram can be used to teach public speaking in a variety of ways. the steps for teaching speaking through instagram reels are as follows: (1) requiring students to access their instagram accounts and allowing them to observe some videos on instagram. (2) instruct the students to give a response to the video they watched. for example, if students watch a video about sharing ideas, they should also speak about their thoughts and feelings and be given limited time to speak. (3) give students necessary adjustments on how to pronounce words correctly. (4) assign to make a group consisting of three students, then the teacher provides them time to plan what they will say about their perspective. (5) record a video and upload it to instagram. however, the students should prepare a script based on their discussion before creating the video. in addition, febriyati & utami (2021) mention that there are two types of learning strategies for speaking on instagram: partially interactive strategies and non-interactive strategies. based on their findings, students prefer to use the partial strategy because it is the strategy used to speak in front of a live audience which can be done through a live feature on instagram. this strategy can also be applied to instagram’s new feature, instagram reels. unlike the live feature, which can only be viewed during a live broadcast, instagram reels can be watched for an extended period. it can also be used as a student portfolio. hence, students can reflect on their learning outcomes. 3. method 3.1 participants the participants of this research were 5 students from the eleventh grade (three males and two females) of one of the public vocational high schools in bali, indonesia. the five students were selected by using purposeful sampling techniques. there are reasons for choosing these participants. first, those students were active users of instagram for two years and applied instagram reels for learning english during their study in the eleventh grade for three months. we gained this information by interviewing the students and following their instagram accounts. the year was identified from their first instagram feed in 2020. second, the participants performed well at english speaking and had improvement on their speaking performance during the implementation of instagram reels third, they consented to be participants. the categorization of participants is shown in table 1. table 1. the participants’ category no participants gender 1. p1 male 2. p2 male 3. p3 male 4. p4 female 5. p5 female 3.2 data collection the researchers collected two types of data to achieve the study’s goals: student interviews and observations. in-depth interviews were conducted entirely in indonesian, and then the data were translated into english. according to devi et al. (2020), interviews in qualitative research can give more insightful information, and the researchers can have a better chance to ask participants for more detailed information. in this scenario, students must respond to ten questions adapted from soraya & sugianto (2022) about speaking and instagram reels in one-on-one interviews. table 2 shows a list of interview questions used by the researchers as one of their research instruments. observation was used to collect secondary data. the observation was conducted by observing students’ use of instagram reels via their instagram accounts. some samples of students’ instagram reels are shown in the figure 1. figure 1. students’ activity in using instagram reels table 2. question list for interview no interview questions 1 based on your perception, what do you think about your speaking skill? https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 244 2 what do you think about your pronunciation, vocabulary, and grammar mastery? 3 what are the challenges you face in speaking in english? 4 what is your opinion about using instagram reels to improve your speaking skill? 5 what are the advantages of using instagram reels for your speaking based on your experience? 6 what are the disadvantages of using instagram reels for your speaking based on your experience? 7 how effective instagram reels in developing your speaking skill? and what do you think about your improvement? 8 what are the threats you face when using instagram reels? 9 what is your solution or strategy to solve those challenges? 10 what is your opinion if your teacher continues to use this media for teaching speaking? 3.3 data analysis the results of interview transcripts and observations were processed using the qualitative method of data analysis. the researchers identified the data using mckernan’s five data analysis steps , as cited by safitri & khoiriyah (2017). these steps are as follows: 1) gathering the data, 2) coding the data, 3) comparing the data, 4) developing interpretation, and 5) communicating the results. the following is the data analysis process: 1) the researchers gathered data by using in-depth interviews and observations. 2) the researchers classified the data. to condense the data, the researchers focused on two research questions: students’ perceptions of instagram reels for improving speaking skills and students’ challenges and strategies for using instagram reels for improving speaking skills. the information was organized into themes and coded. 3) the researchers identified the data to find the differences and similarities. the information is presented in a table format. 4) after the previous stage, the researchers interpreted the data, classified it into themes, and analyzed student perception toward instagram reels to improve speaking skills, student challenges, and strategies in using instagram reels to improve speaking skills. 5) the study’s findings were presented and concluded to answer the research questions. 4. results this study highlighted several significant findings. this study’s findings were divided into the following discussions. they were 1) the student’s perception of using instagram reels to improve speaking skills and 2) the students’ challenges and strategies for using instagram reels to improve speaking skills. each discussion was explained in detail below. table 3. the code of interview and description code description p1 participant 1 p2 participant 2 p3 participant 3 p4 participant 4 p5 participant 5 intv interview sp speaking problems chl.str challenge and strategy adv.dsv advantages and disadvantages s.exp students experience 4.1 students’ perception of using instagram reels the students’ experiences with instagram reels for english learning were diverse. it ha an impact on their responses to the interview questions. as a result, their perspectives on instagram reels differed, as did the benefits, drawbacks, challenges they encountered, and the strategy they employed. in addition, the results of this interview are also supported by the researcher’s observations. 4.1.1 students’ speaking problems regarding the purpose of using instagram reels as a medium to improve students’ speaking skills, each student had their own set of speaking issues and purposes that directed them to use instagram reels to improve their speaking skills. p1 and p2 both mentioned having a lack of vocabulary, making it difficult to express themselves orally. i believe my speaking ability is limited due to my limited vocabulary. (intv/p1/sp) i believe that the most significant speaking issue is a lack of vocabulary and pronunciation. it can be difficult for me to know what to say in class about a particular topic. as a result, i am unable to respond quickly to my teacher’s questions because i need time to translate the words into english. (intv/p2/sp) furthermore, p3 mentioned that, beside a lack of vocabulary, using correct grammar was a significant challenge for him when speaking english. https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 245 i am afraid to speak english because i am unfamiliar with some words and do not understand the grammar. it is difficult to decide which tenses should be used in this utterance. (intv/p3/sp) on the other hand, p4 and p5 said that speaking english is difficult for them because of their anxiety. i get nervous and anxious when the teacher asks me to speak in front of the class. it is tough for me to maintain control when speaking in front of the class. furthermore, i sometimes have difficulty pronouncing certain words correctly. (intv/p4/sp) the reason for my anxiety is the fear if i make a mistake while speaking, my friends will bully me. all of this makes me feel down and afraid to speak. as a result, i require a space in which i can improve my speaking skills while also reducing my anxiety. (intv/p5/sp) based on the findings of the observations, the researcher discovered that in addition to limited vocabulary mastery, correct grammar use, and anxiety when speaking in front of the class, students also struggled with pronouncing words correctly. p1, p2, p3, p4, and p5 appeared nervous and anxious when asked to give presentations in front of the class. p1 stammered and delivered very little content. p2 made numerous mispronunciations. when asked to make a presentation in front of the class, p3 was nervous and got stuck several times. at the same time, p4 and p5 stated that they were unprepared and could not do the presentation. both of them became more silent and smiled during their presentation. 4.1.2 students’ experiences during the implementation of instagram reels students’ experiences in using instagram reels are pretty diverse. p1, p2, p3, p4, and p5 stated that they prefer to use video, such as creating instagram reels because they are visual learners, and the use of instagram reels s authentic and natural. i prefer to learn english visually. i would rather make a video than give a presentation in front of a class. (intv/p1, p2, p3, p4, p5/s.exp) i believe learning from my friends’ videos will be easier because i can watch them whenever i want. (intv/p1/s.exp) the use of instagram reels also can improve students’ pronunciation, vocabulary, and grammar, as stated by p2 and p4. the instagram reel is a kind of social media used by people all around the world… so, it is one of the best ways to learn english through this media because it can automatically develop our pronunciation, grammar, new vocabulary, and so on. (intv/p2/s.exp) i want to learn more about vocabulary and pronunciation so that i can use them in daily communication, such as making a video on instagram reels to help improve my grammar comprehension. (intv/p4/s.exp) in addition, p3 feels that instagram reels is easy to use and access through one’s device. while for p5, her purpose of using instagram reels was to help reduce her anxiety and improve her confidence to speak. using instagram reels and applying them as learning media is extremely simple. since we spend so much time scrolling through social media, it could be an alternative learning media for learning the english language. so, to make it more useful for us, we can incorporate it into our learning process. (intv/p3/s.exp) this media is one of the best media ever for me to help me reduce my anxiety when speaking in front of people or my friends. (intv/p5/s.exp) the findings of the researchers’ observations also support this. the five participants improved significantly in pronunciation, fluency, content delivered, and participants’ self-confidence while implementing instagram reels. advantages and disadvantages of instagram reels according to the most participants, the advantages of using instagram reels were similar. p1 agreed that, instagram reels were authentic media that could help native speakers improve their vocabulary and pronunciation. instagram reels can be a medium for learning as well as sharing. we can learn from others by watching their videos, increasing our vocabulary, and then practicing how to use and pronounce the words. following that, we could share our video and invite viewers to provide feedback. we can learn and improve our speaking skills. (intv/p1/adv.dsv) according to p2 and p3, one of the benefits of watching instagram reels was the fastest way to improve speaking skills and learn broader native speaker accents such as british, australian, and so on. i think instagram reels are very fast when used to improve speaking. for example, it helps our pronunciation, and we can learn accents such as american, british, australian, and so on. i discovered new vocabulary that i had never used or heard before. i regularly follow instagram accounts such as @gurukumrd and @aarons.english. both discuss pronouncing words correctly with the appropriate accent. (intv/p2/adv.dsv) https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 246 the advantages of pronunciation and grammar are that we can pronounce the word correctly. furthermore, by watching the instagram reels of the educational content creator, we can learn a lot about grammar. by typing in the comments, we can ask and share about something we do not know. if we create content about speaking, we can also learn from the viewers’ comments. i believe it works. (intv/p3/adv.dsv) furthermore, p4 and p5 had the same perceptions of the benefits of using instagram reels to reduce anxiety, improve motivation, and boost speaking confidence. furthermore, the short duration of instagram reels forced them to speak directly to the point and prepare themselves before recording the video. instagram reels help me to be braver in speaking. because the duration of instagram reels is short, i should prepare myself before recording the reels to speak the essential points. (intv/p4/adv.dsv) it is preferable to speak in instagram clips than to present in front of a classroom. i do not have to worry about being bullied by my friends or becoming nervous when i get stuck. it is highly appropriate if we use it as a student assignment. (intv/p5/adv.dsv) otherwise, the disadvantages of implementing instagram reels, according to p1, p4, and p5, were that the duration of instagram reels was too short or limited, and they could not speak as much as they would like. as a result, students should speak directly to the point, or they could record some parts separately and then upload them to the reels. the disadvantage may be that the duration of instagram reels is too short. (intv/p1/adv.dsv) you must speak faster or emphasize the point because you have limited time. (intv/p4/adv.dsv) i think it is better if we can speak as much as we want since the purpose is to improve our speaking skills. if we use instagram reels, it is like we cannot share our thoughts freely. (int/r5/adv.dsv) in addition, p3 stated that the implementation of instagram reels was less interactive than in the classroom. i believe it is less interactive. (intv/p3/adv.dsv) unlike the others, p2 did not believe that this media was suitable for offline or face-to-face learning. instagram reels were better suited for online learning or as a medium to conduct an assignment to improve speaking skills. i am not sure, but i think it is better if we use it for online learning and as a student assignment. (intv/p2/adv.dsv) 4.1.3 challenges faced by students using instagram reels as mentioned in the disadvantages above, the students also faced some challenges. first, most of them agreed that the duration of instagram reels was too short, so they could not speak as much as they wanted. the duration is too short, can you imagine how fast i should speak? (int/r2/chl.str) it is challenging when we should speak only for one minute. (int/r4/chl.str) second, the others found that they had to prepare many things before making instagram reels since they did not know how to edit the video on instagram reels. it identified in the interview: the challenge is editing the video because i do not know how to edit my video on instagram reels. it differs from the other application. (int/r3/chl.str) it is hard to make a short video in one take, so i have prepared myself. (int/r5/chl.str) in addition, the students should have the supporting facilities to make instagram reels such as gadgets, internet connection, the best signal, and so on. it identified in the interview: sometimes, the internet connection is unstable or my phone storage is full, so i cannot upload the video on instagram reels. (int/r2/chl.str) the researchers discovered that the five participants had the necessary equipment to use the instagram reels feature, including devices with 4g internet connections and personal instagram accounts. participants frequently complained about unstable signals and internet connections during the implementation of instagram reels. 4.1.4 students’ strategies in using instagram reels according to participants, some solutions for using instagram reels to overcome those challenges. these issues could be resolved by having a solid understanding of digital literacy to use the application correctly, and preparing materials and other items before recording the video. then, taking several other short videos or dividing the video into several separate parts, watching other instagram reels to gain more insight or inspiration, and seeking free wifi to deal with the limited internet connection. as stated by the second participant in the interview: https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 247 in my opinion, by profoundly understanding how to use the technology appropriately. so, if our knowledge of using or making instagram reels is limited, we will automatically become confused in making instagram reels. (intv/p2/chl.str) i think i need to prepare many things before recording.” (intv/p3/chl.str) based on my experience, i see other content creators divide their video into several parts so they can still speak as much as they want.” (intv/p4/chl.str) i use the school wifi when making the reels.” (intv/p1/chl.str) students used a variety of strategies to improve their speaking skills by using instagram reels, according to the findings of this study. each student had a strategy for dealing with it. the p1 took notes to figure out what should be said. i have to note about the important point that i should present, including how to pronounce the words correctly. (intv/p1/chl.str) p2 employed the same strategy, writing a script and enlisting the help of a friend. i ask my friends to guide me speak as i write the script. it will be less complicated for me to deliver the presentation in the correct order. (intv/p2/chl.str) in the case of p3, the strategy entailed reading the script, identifying the difficult word, practicing how to pronounce it, and finally comprehending the topic. if i am not familiar with a word at first, i will figure out how to pronounce it. (intv/p3/chl.str) unlike the p3, the p4 records multiple videos before starting the instagram reels. i practice it a few times before recording it in the instagram reels when i am more confident. (intv/p4/chl.str) p5 followed a strategy similar to p4, where she practiced in front of the mirror for several minutes before recording it. if i am not ready yet, i will practice in front of the mirror. so i can feel more confident and less anxious. (intv/p5/chl.str) 5. discussion 5.1 perception of instagram reels to improve speaking skill speaking is still one of the students’ most challenging aspects of learning english for students (aini, 2020). most students continue to struggle with their speaking abilities due to a variety of obstacles. according to researchers’ interviews and observations, almost all participants face the same challenges in speaking assessment. these obstacles include excessive anxiety when speaking in front of the class, students lack of preparation, fear of being disturbed by their friends, a lack of vocabulary, and the ability to pronounce words correctly. as a result, when giving presentations, most students will appear anxious, stutter, and even become stuck (qisthi & arifani, 2020). this challenge also causes students to lack self-confidence and motivation to learn (rakhmanina & yuneva, 2018; rohaizat et al., 2021). using appropriate media will reduce or even eliminate a variety of obstacles encountered by students (rinda et al., 2018). video-based media is ideal for reducing students’ anxiety and fear of speaking in front of the class (soraya et al., 2022). several researchers have also acknowledged that video-based media can be implemented in social media as a medium for learning english (himmah et al., 2020). social media has been widely adopted to improve students’ abilities, overcoming the students’ challenges, and providing a fun and meaningful learning experience (jamshidian & salehi, 2020). in addition, social media can also be used as a fun learning medium for students, with one example being the use of instagram. previous research found that instagram can help students improve their speaking skills (apriyanti et al., 2018; awaliyah, 2020; devana & afifah, 2021). however, the research participants are diverse. a few researchers examined junior and senior high school students’ perceptions of using instagram to improve speaking skills, specifically qisthi (2020) and febriyati & utami (2021). while the rest of them mainly investigated university students. however, their research did not mention the instagram features used to improve students’ speaking skills. therefore, this current study is necessary to grasp about the perceptions of vocational high school students regarding using instagram reels. the other experts have studied students’ perceptions of the use of instagram in improving english speaking skills, as well as its supporting aspects such as vocabulary mastery, pronunciation, and motivation. putri (2022) conducted a previous study that focused on students’ perceptions of increasing vocabulary, and the results of her research with university students as the subject revealed that instagram could increase english vocabulary. furthermore, students’ vocabulary can be expanded by following various instagram accounts that focus on learning english, watching videos of them that provide english tutorials, and reading the captions below the videos. rasyiid & maulina (2021) agree https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. (2022). being real on instagram reels: an authentic tool to enhance english speaking skills. elsya : journal of english language studies, 4(3). 248 that using instagram can help with vocabulary development. they also suggest some strategies for increasing students’ vocabulary. students can search for instagram accounts that provide vocabulary learning tutorials, then follow these accounts and learn vocabulary material based on their needs. however, agustin & ayu (2021) found that only 30% of participants strongly agreed that igtv as an instagram feature could increase vocabulary, while the remaining 35% were neutral. despite many neutral opinions, it is reasonable to conclude that many students remain unconvinced of the effectiveness of implementing igtv to increase their vocabulary. in contrast to the current study’s findings in which participants of the study acknowledged that watching instagram reels from other english-speaking users could increase their vocabulary and convey their ideas more easily. moreover, it is also important to use proper pronunciation when speaking. participants in the current study also stated that they could improve their correct pronunciation of vocabulary after watching videos presented by native speakers on instagram reels. furthermore, properly preparing themselves can avoid mispronunciation when speaking on instagram reels. previous research has also found that instagram can help students with their pronunciation. azlan et al. (2019) also stated that based on the results of the interviews, it was discovered that participants had a favorable view of using instagram to improve pronunciation. furthermore, in terms of motivation, they discovered that instagram was very influential in increasing students’ learning motivation. previous researchers observed the same thing. devana & afifah (2021); paneerselvam & mohamad(2019); devi et al. (2020); and nurhikmah (2020) also concluded that using instagram increased students’ motivation while also improving their speaking skills. rakhmanina & yuneva (2018) proved that motivation and speaking skills had a very close relationship based on their research findings. students at one of the universities in indonesia become more motivated to learn by using instagram. this is also consistent with the current study’s findings. this current research addresses the gap at previous research universities’ student-centered class level, which shows that using instagram builds motivation for both university students and vocational high school students. aside from the significant benefits of using instagram to improve speaking skills, students face some challenges. this research found that students face obstacles such as limited time to speak, an inadequate internet network, and other technical factors. previous research findings support this. rinda et al. (2018) also stated that one of the issues when using instagram media is the presence of a bad internet connection. they also emphasised that the authorities can provide the necessary learning facilities to ensure the learning process runs smoothly. furthermore, based on the findings of this current study, students can do several things to avoid challenges when using instagram reels, including 1) improving digital literacy, 2) finding the best signal to occur a stable connection, 3) taking a note, 4) preparing well and practising a lot, and 5) taking the videos several times to find the best one. this study only focused on investigating students’ perceptions of using instagram reels to improve their speaking skills. to expand this research, further studies can be done to examine the implementation of instagram reels in different levels of students, using different methods, or applying in other english skills such as writing, reading, and listening. furthermore, instagram reels, the most recent instagram feature, provide a remix feature (duets) with other users that can be used as teaching strategies or media, which can provide opportunities for other researchers to choose these topics in future research. the researchers also recommends that teachers use instagram reels to reduce students’ speaking problems and improve students’ speaking skills at other education or college levels because it increases students’ confidence to speak and produce more sentences. in addition, this media can be an authentic medium by providing project-based learning methods with practical activities. 6. conclusion based on the research findings, it can be: first, vocational high schools students perceived the use of instagram reels as the new feature on instagram for speaking activity positively. hence, their speaking skills were improved. however, the study focusing on instagram reels has not been widely discussed, particularly among vocational high school students. second, even though they encountered some challenges, they could find solutions, such as create the reels, then saving them in the drafts. the video can be uploaded when the connection is good. moreover, to overcome the limited time to perform in instagram reels, the students can take videos for different parts, and combine them by editing in the reels. in addition, using instagram reels can improve students’ self-esteem and motivation to learn, allowing them to achieve better learning outcomes. those results are because instagram reels offer an authentic learning experience that can be applied in real life to make learning more meaningful. this current study has supplemented previous research by providing new insights for teachers and students in teaching and learning english through the most recent instagram feature, instagram reels. furthermore, it discusses the advantages and disadvantages of using instagram reels as a factor to be considered when implementing it. 7. acknowledgement the researchers would like to express their gratitude to the research participants who willingly participated in the conduct of this study. the researchers are also very thankful for the (anonymous) peer reviewers who have provided their https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 240-251 https://doi.org/10.31849/elsya.v4i2.10075 how to cite this article: dewi, n. p. p., marsakawati, n. p. e., putra, i. n. a. j., & suwastini, n. k. a. 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(2021). a study of high school students’ english learning enjoyment (ele) in china. utamax : journal of ultimate research and trends in education, 3(3), 142–153. https://doi.org/10.31849/utamax.v3i3.7282 https://doi.org/10.31849/elsya.v4i2.10075 elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i1.9812 vol. 5, no. 1, 2023, pp. 1-17 journal homepage: https://journal.unilak.ac.id/index.php/elsya 1 original research english pronunciation by korean efl learners on hilokal language educational application aulya cahyaningrum universitas tidar, magelang, indonesia article info abstract article history: received 5 april 2022 revised 4 aug 2022 accepted 7 jan 2023 english is being learned for several purposes by people globally embody some different accents; therefore, this study analyse the english pronunciation by korean learners on english learning application classes since korea is still having lack of perfect english standard pronunciation with its identity of developed industry country. consequently, this study aims to investigates korean-english phenomenon on hilokal application as most english learners there by comparing the differences between original english sounds and korean using descriptive qualitative from the audio recordings has been collected. the result shows that all 7 korean learners (age range of 20-35) still produce some different sounds from the standard english ones noted as international phonetic alphabet (ipa) because of the differences in the writing systems of the two languages and the alphabet of korean itself. there are five places of articulations: labiodental, alveolar, post-alveolar, bilabial, and palatal seized from some processes such as replacement, addition, and omission in producing the word sounds. furthermore, the dominant difference in sounds is in sound addition /ə/ or /ɪ/ with 27 items and 17 items from loan words. the implications of this study are fresh data focus on phonology analysis and can be useful in english teaching practice for foreign languages in order to have close resemblance english pronunciation to have more intelligibility with the standard patented. keywords: hilokal intercultural communication korean english phonetic phonology pronunciation corresponding author: cahyaningrum, aulyacahyaningrum32@gmail.com 1. introduction without language means, people are ready to live without communication since language is a human communication tool to deliver information, ideas, and thoughts, and even portray personality or people’s backgrounds explicitly and implicitly in most human life aspects such as economics, education, politics, cultures, and many more (cahyaningrum, 2021; rabiah, 2018; wijaya & nasution, 2018). therefore, language is one of the most massive spreading things worldwide. almost all people compete to be able to speak more than one language with native speakers alike ability, especially the main focus here is english as lingua franca that dominates most pieces of stuff (lauer, 2021). nevertheless, the real native personality and culture should be imitated consciously or unconsciously in the language learning process (forrest, 2022), making most learners find it challenging lauer (2021) then asserts that people cannot take any advantage of intellectual power if they are not able to use english. in light of this phenomenon, language, particularly english, is recognised as an essential component of human life. it means that english learners should be able to acquire and then know the authentic pronunciation, accent, intonation, rhythm, and expression of their native language (khusna & indriani, 2021; sayogie & adbaka, 2022). technologies are emerging to address the issue that not all countries have people with rich dialects and accents who can acquire this requirement of speaking skills. in particular, language learning applications purchased for over 24 million u.s. dollars in april 2021 (lauer, 2021) are https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 2 english pronunciation by korean efl learners on hilokal language educational application ready to help language learners all over the world. initially, it can help minimise or even solve the problem of acquiring english with more sophistication. according to the un conference on trade and development (unctad), south korea has viewed english as essential to realising international status demanding globalization and has made a concerted effort to provide a source and native english teacher (fayzrakhmanova, 2016; gil, 2021). that is why most people compete to master english since their education and job requirements are under english ability standards. otherwise, english is still taught as a foreign language in korea, making it difficult for korean to learn it effectively, especially without the assistance of technology which provides authentic material, tools, sources, and techniques until tutors as most language learners need to improve better (prayudi et al., 2021; tosuncuoglu, 2017; wahyuni & afrianti, 2021). therefore, technology with its group of language learning applications is recommended. in this study, an application that gives global advantages in english learning is hilokal. it was only in beta around january 2021, and the full version was released in may 2021 (nugraha, 2021). initially, this application was intended for korean learners; however, at the beginning of 2022, some english teachers arrived to open the class—as stated by david woodworth as an owner in our private chatting, the tutor would be paid based on the beans from their students, but outside of the class, users were freely accessing the application. tutors are native speakers of a specific language, particularly english, and they are hired with such a common requirement after applying to the application. in order to show some verified tutors, there will be a green tick/bandage on the tutor profile. nevertheless, some users in particular native language also could help with simply practicing with any topic conversation voluntarily. in addition, the latest update requires limiting verified class access by using bean before entering the class. for instance, as an audio-based language application, this application could bring several preferences that provide any language learners needs as listed below: 1) café, a community made to gather people with the same purpose, beliefs, interests, and nationalities (nugraha, 2021). it could be an effective indicator for a certain class being conducted since woodworth (2022) stated that some users, especially the new ones, feel confused about finding the right table or class. 2) language identification, stated that some users, especially the new ones, feel confused about finding the right table or class. 3) chatting, stated that some users, especially the new ones, feel confused about finding the right table or class. 4) notebook, this feature can save materials from others to be used privately or publicly later on. 5) auto-correct and translation, this feature can save materials from others to be used privately or publicly later on. 6) language progress (a new beta version that only given for the premium users), it indicates the user’s language level-especially related to users’ native and target language-from the conversation in the table. furthermore, hilokal brings other advantages taken from the use of audio-based language applications to help interact with the tutor or language exchange partner, make a practicing habit, ask for correction or do self-correction by ai, access another language with a translation feature, make international cycle— korean, japan, spain, french, germany, philippine, indonesia, malaysia, india, etc.—in an active way, etc (hilokal, 2022). the app’s active audio interacting feature signals that the learners primarily practice their speaking and listening skills. while challenging to teach both speaking and listening; this kind of interaction deals with a real-life context in the target language in various patterns and structures that are important in bringing the best output. with the flow, the learners unconsciously can learn the proper pronunciation, stress, intonation, and rhythm while considering the context. amna & christina (2021) also stated that the existence of english-speaking and listening media is needed to increase those skills as well. take the case of south korea, a developing country that assesses english for special purposes, especially professional ones. in addition, interestingly, they have 20.000 pieces, or 90% of loanwords from english spread in media (television programs, newspapers, magazines, advertisements), sports, tourism, songs, until drama (fayzrakhmanova, 2016; sohn, 1999). english loanwords make up 5% of other native korean and sino-korean words and 28% of the 4144 words listed in the oxford picture dictionary of english/korean elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 3 english pronunciation by korean efl learners on hilokal language educational application (rüdiger, 2018). it is believed to increase learners’ english speaking when korean people know more vocabulary with their phonological process. nevertheless, they merge those words with korean pronunciation, such as leader /’ li:dər/ becomes /’lidͻ:/ the same for the word member /’ membər/ becomes /’ membͻ:/. the reason is that koreans cannot pronounce stop consonants at the end of the word, from those examples using the /r/ sound. then, sometimes it becomes two different problems when they forget the actual korean word and pronounce it wrong in the english context, hindering their initial intention. according to park (2009), english is not just a foreign language but has a common set of rules and expressions with korean nuance. in this case, korean speakers in english mix both languages’ words insert even do code-switch between korean and english until they combine both cultures (park, 2009). take the term culture, and here english is one of the alternatives to intercultural communication as a multicultural community interaction worldwide in various activities (allwood, 1985; baker & ishikawa, 2021). that is why there are still different things, even if they are interchangeable with what natives in the target language usually do, as stated before from the same source that linguistics is included in influences communication continuity. here, the term phonetic and phonology compares real english with what most korean people as english learners accomplish. carr (1993) and kelly (2000) stated that this kind of terminology is about language pronunciation, which is different from speech sounds study (phonetics) and system or sound patterns study (phonology). this case happens to koreans who speak in english because they have not gotten a chance to touch abroad area; it means that those people mostly experience english spoken by korean. forrest (2022) supports that a higher korean level derives people from having affected english with korean. several studies were conducted korean-english, like what hermastuti & isti’anah(2018) did through consonant change by korean singers with some english borrowed words for the song. using the phonological approach, this study found that korean singers still have mispronunciation in english singing since some consonants are absent in their own korean language. the next study is from huiwen (2021), which focus on student pronouncing /r/ consonant when it depends on the location of the speakers. take seoul as the capital city on the north side of the han river, daegu as an inland city, and busan as a port city on the southern side of the korean peninsula. not only that, when the impact of travel abroad and meeting native speakers are essential to building the students’ prior knowledge even though they are from daegu or busan with higher mispronunciation leeway. here some methods to reach students’ proficiency in pronouncing /r/ sound are conducted to make korean students break the bane of being unable to speak another language in different alphabetical order. after looking at the studies above, this study connects language under digital online learning as one of the technology’s benefits with the use of a previously unexplored application called hilokal. those two studies, hermastuti & isti’anah (2018) and huiwen (2021), have related results as the most irritating thing for korean speakers in trying another language is the consonant difference, especially the/r/ sound changed to be /l/ sound. nonetheless, the first study observed the consonant only using song lyrics, while the second one, more specifically, only looked for /r/ sound mispronunciation from the students’ utterances. besides, the source of this kind of study is still limited, which makes this current study a significant advantage in providing the newest data as the theoretical benefit for the following researchers or readers. moreover, this study will look at more different pronunciations or accents by korean english learners and standard english found in learning applications, which is different from the previous study, to contribute more to english learning and teaching practice. this novel research is expected to contribute to the researchers in a similar field—phonetics and phonology—and to teachers and learners interested in the current area and region using technology to enhance the learning atmosphere. focusing on korean learners who learn english; this study aims to answer the following questions: 1) what is the difference between the standard english and english produced by korean learners on hilokal application? 2) what are the dominant differences produced by korean learners on hilokal application?learning and teaching practice. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 4 english pronunciation by korean efl learners on hilokal language educational application 2. literature review 2.1 phonetics and phonology there are so many languages worldwide with various aspects; one of them is about linguistic study that focus to the speech sounds. it is clear from the different alphabets used by different languages worldwide, which pronounce differently. furthermore, the world decided on english as a lingua franca or language for vernacular communication with less collective intelligence in language use affected by trade circulation (mufwene, 2010). moreover, it has a standard accent pointed in phonetic and phonology terms. in sequence, phonetics works with sounds differently because of the different ways to produce the sound from speech organs and muscles. at the same time, phonology deals with its pattern as each language have different sound structures (fromkin et al., 2011). in brief, phonology has a segmental aspect simplified to phonetic with two familiar terms: vowels and consonants. it appears between english and korean with even different in alphabetical; certainly, the pronunciation has a unique difference. dealing with cultural differences, both languages defined by roach (2009) would produce different styles because of their geographical place, social classes, age, and educational background. muhassin et al. (2018), nurlaili & susanti (2019), and khusna & indriani (2021) proved how educational background between university and high school students also geographical place affect the sound of a particular language, and even the place is near one region— indonesia. firstly, the english phoneme has 20 vowel and 24 consonant sounds that differ in different ways to produce the sounds. adopted from roach (2009) books about phonetics and phonology, some english standard sounds are described. in theory, both are hard to define, yet roach (2009) stated that vowel's distribution of sound from free air passing the larynx to the lips while consonant has significant obstruction that makes air sometimes impossible to pass the same track. there are some differences between english and korean from the same source mentioned above about how different languages treat the sound, either vowel or consonant. secondly is korean sounds with 19 consonants, 10 vowels, and some semivowels (sounds between vowel and consonant). based on the place of articulation, english and korean consonants have differences in bilabial, dental, palatal, velar, and glottal. but here, more specifically, english has labiodental, interdental, alveolar, and postalveolar as differentiators when korean only have dental. then, in the manner of articulation, there are voiced and voiceless sounds, nasal and oral sounds, stop and continuant, fricatives and sibilants, affricative, and approximants for english sounds. korean sounds only have fricative and nasal as the same as english yet have other like stops and laterals. for vowels, english sounds depend on the lips rounded, tongue height, backness, tenseness, and diphthongs, while korean sounds deal with the distribution of vowel or consonant combinations. there are simple words, diphthongs, and semivowels only. furthermore, there is a phonological process when foreigners speak another language, such as sound addition, sound replacement, and sound omission (crystal, 2003). korean here has more limited sounds than english, making korean speakers who learn english or english speakers who learn korea feel the strenuous effort to find the right point. 2.2 digital online learning in line with technology development to celebrate the era of the 4.0 industry, several scholars appear to investigate various aspects. supported by roztocki et al. (2019), technology has a role in easing human life aspects through social, economic or business, political, health, and education, which elevate the standard of living improvements. one of the pieces of evidence is the emersion of digital online learning as the combination of technology and internet communication for teaching and learning activities (kulal & nayak, 2020). when a language has an essential position for information and communication requisites, digital online learning can adjust this kind of activity to language learning applications. the easiness of learning a language not only through conventional learning yet online with internet networks synchronous and asynchronously makes people mostly prefer using language digital online learning as a language learning activity. digital online learning in language area is proven can assess all four basic language skills such as speaking, listening, writing, and reading. according to rosario et al. (2018), there are many approaches to web conferencing to deal with speaking, listening, and writing skills under teachers' control; online forum discussion (ofd) website creation for writing and reading skills with commenting or giving opinion with elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 5 english pronunciation by korean efl learners on hilokal language educational application teachers' evaluation. in another application, speaking and listening skills in the package can be assessed from a podcast with comprehend assessing information, predicting, and identifying the sounds (syahabuddin et al., 2021). then, writing with a broader range has more digital online learning applications such as through social media-based messages apps (lestari, 2019; hicham & bachir, 2020). 3. method this study used a descriptive qualitative methods as it is the most frequently used to analyse the phenomenon of humans, conditions, objects, or systems (nazir, 2005) with extensive data collection from many different sources (nassaji, 2015). since using korean english is a unique phenomenon in phonetic and phonology study with the reason of different special fragments with english standard making only native korean defined as people who cannot pronounce some english sounds. it is supported by some researches about korean and english that english used in korean sometimes created for their own purpose to communicate easily by their own taste (fayzrakhmanova, 2016; kiaer & bordilovskaya, 2017). here the researcher then used hilokal as a bridge to investigate korean who learn english from native english speakers. the researcher collected data by audio recording from some english classes. the researcher also interviewed 7 participants from various backgrounds, including a college student and 6 workers—with different jobs—as native koreans. the interview was conducted on the way to obtaining permission to use data and background or general information of the learners, the researcher contacted those participants for about two weeks via hilokal application to minimise the coercive level if the researcher delivered the purpose too quickly. the data analysis method to contrast and compare followed the crystal (2003) theory to differ phonetics under international phonetic alphabet (ipa) and korean english pronunciation. further, the researcher used several procedures to analyse the different accents that korean learners produced in speaking english. firstly, the researcher transcribed 7 audio recordings before comparing the recording sounds with international phonetic alphabet (ipa). then, there is data reduction with coded some words inductively to become themes differed as omission, replacement, addition, and combination. the researcher repeated audio several times while matching it with standard english phonetics to obtain valid data. to avoid the bias, the researcher asked to some experts from native english teachers and native koreans with certified english proficient—korean people here are english teachers in korean—to value the recordings as well. the third procedure was data display by identifying the differences, determining and classifying the types, and calculating the different phonetics between korean english accents and standard english. 4. results from this study, the researcher found eight different pronunciation processes between standard english and korean pronunciation using international phonetic alphabet (ipa) guidance based on crystal (2003) theory, including replacement, addition, omission, and the combination. from 7 audio recordings of 7 korean learners, the researcher found in a total of 86 words with different pronunciations in the phonological process. it can be seen that there are many unique differences because of each language's different sounds. the result shows that at least there are eight different phonological processes by korean learners while produce english utterance on the class. firstly, replacement from /ð/ to /d/, /θ/ to /t/ in initial situation while will be /θ/ to /ʃ/ in last position, /t/ to /tʃ/ or /tʃ/ to /t/, /f/ /v/ to /p/ /b/, /b/ to /p/, /z/ to /dʒ/, and /l/ to /r/ or /r/ to /l/. secondly, korean speakers mostly use sound addition because of consonant stop absence in korean use. here, the result showed that korean would add the sound /ə/ or /ɪ/ through that sitauation. while the third about sounds omission practiced in loan words adopted by korean from english with more than one consonant of vowel changed. from table 1, it shows /ð/ sounds as a consonant in interdental where the tongue still inside the mouth yet stand between the teeth. yet, because of absence of that consonant in korean sounds, then most of korean learners pronounced it as /d/ sounds included in alveolar with tongue comes to alveolar ridge make airstream escape from the gap of tongue (roach, 2009) rather than make it smooth. the results show that it can happen either in initial in /ðen/ to /den/ or middle in /’ꓥðər/ to /’ꓥdər/. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 6 english pronunciation by korean efl learners on hilokal language educational application table 1. consonant replacement from /ð/ to /d/ words ipa korean phonetic other /’ꓥðər/ /’ꓥdər/ that /ðæt/ /dæt/ the /ðe/ /de/ their /ðer/ /der/ there /ðer/ /der/ then /ðen/ /den/ those /ðəʊz/ /təʊz/ they /ðeɪ/ /deɪ/ taken from korean alphabet, it is true that no /ð/ sound includes there yet that sound is pretty close with the plain sound of ㄷ (di-geut) that sometimes sounds like /d/ or /t/ depends on the word arrangement. for example, the word 대학 (dae-hak) and 고맙다 (gomapta) that have ㄷ sounds yet pronounced differently with /d/ and /t/ sound. therefore, there is another unusual different pronunciation when /ð/ sound changes to be /t/ sound with the only one word /ðəʊz/ to /təʊz/ consist in it. in total, there are 8 different pronunciations from the real standard english sound altered by korean learners. table 2. consonant replacement /θ/ to /t/ and /θ/ to /ʃ/ words ipa korean phonetic health /helθ/ /helʃ/ thank /θæŋk/ /tæŋk/ think /θɪŋk/ /tɪŋk/ three /θri:/ /tri:/ still in the same family of interdental consonant yet in this case, table 2 shows the sound /θ/ is lighter than the previous consonant. it means that the pressure to produce the sounds is different. that is why the sound /θ/ is possible to be changed with /t/ if it is located in initial position or /ʃ/ if it comes in the final position. here the /ʃ/ sound is post-alveolar consonant that is almost same with /t/ as alveolar consonant. here the tongue is more backward rather than the alveolar sounds (roach, 2009). the example is /θɪŋk/ to /tɪŋk/ in initial and /helθ/ to /helʃ/ in the final position. in korean alphabet, the result sound produced all are exist as ㅌ (tie-eut) since the source sound does not exist in korean list. for example, in the word 태국 (tae-guk), 탁구 (tennis table), and many others that do not sound /θ/ at all but purely /t/ sound. related with the stop consonant pronunciation inability, ㅅ (si-eut) sound uses in the final position that is also unusual in korean pronunciation when mostly even they have that consonant in a word yet the pronunciation will turn to ㅌ sound instead such as 맛 (mat). in total, there are only 4 different pronunciations found with this kind consonant replacement. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 7 english pronunciation by korean efl learners on hilokal language educational application table 3. consonant replacement /t/ to /tʃ/ or /tʃ/ to /t/ words ipa korean phonetic actually /’æktʃuəli/ /’æktuəli/ time /taɪm/ /tʃaɪm/ try /traɪ/ /tʃraɪ/ question /’kwestʃən/ /’kwestən/ in line, there is a unique phenomenon here when in the previous statement the sound of /θ/ changed to be /t/ but result in table 3 shows /t/ sometimes changed to be /tʃ/ sound and vice versa. in this case, there is a replacement action from alveolar to be post-alveolar which is close sound replacement. based on roach (2009) that post-alveolar is more backward rather than the alveolar sounds when the tongue gets alveolar ridge and hard palate. in another word, korean sounds has palatal consonant such as /c/, /cc/, and /ch/ sounds (song, 2005) similar with /tʃ/. can be seen there that /t/ to /tʃ/ happens when it is in initial position but get the opposite if the consonant come in the middle position. it is not because inexistence yet lack knowledge of korean who utter it with that way. in total, there are 4 different pronunciations from this case. table 4. consonant replacement /f/ to /p/ and /v/ to /b/ words ipa korean phonetic abroad /ə’brͻ:d/ /ə’prͻ:d/ been /bɪn/ /pɪn/ brave /breɪv/ /brepə/ careful /’kerfl/ /’kerpl/ drive /draɪv/ /draɪb/ every /’evri/ /’ebri/ half /hæf/ /hæp/ have /həv/ /həpe/ if /ɪf/ /ɪp/ of /əv/ /əb/ perfect /’pɜ:rfɪkt/ /’pɜ:rpɪktə/ self /self/ /seləf/ very /’veri/ /’beri/ table 4 shows consonant replacement from /f/ to /p/ and /v/ to /b/ as indicated that the original english sounds are members of labiodental with different emphasis as /f/ is voiceless than /v/ is voiced. it happens to /p/ and /b/ as bilabial with each as voiceless and voiced. bilabial itself is sound when lips meet together (roach, 2009). this replacement action is because of the absence of /f/ and /v/ sounds in korean sounds. rather than that, korean alphabet includes the result pronunciation as ㅍ(pi-eup) that could sounds like /p/ or /ph/ and ㅂ(bi-eup) that sometimes could be /b/ or /p/ sound depends on the word and position. it can be seen from the words 바람 (baram) with the voiced sound then 입 (ip) as unvoiced sound because of the /b/ lack in voice as /p/ mostly because of the different position. not only that, the researcher also met with /b/ changed to be /p/ in /bɪn/ to /pɪn/. from the result, it can be seen that this kind consonant elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 8 english pronunciation by korean efl learners on hilokal language educational application replacement could happen in initial, middle, and end even sometimes make addition action like in /həv/ to be /həpe/. in total, there are 13 different pronunciations between the korean and standard english one. table 5. consonant replacement /z/ to /dʒ/ words ipa korean phonetic easy /’i:zi/ /’i:dʒi/ noisy /’nͻɪzi/ /’nͻɪdʒi/ reason /’ri:zn/ /’ri:dʒn/ here in table 5, the differences of the result and source sounds are still in place and manner of articulation like alveolar and palatal. palatal is produced front tongue comes to hard palate which exist in korean sounds yet alveolar consonant /z/ is unavailable. three results above preceded by /ɪ/ or /i/ sounds that signals some similar word construction will produce the same sounds under of lack in knowledge of english sound by korean learners. it will actually happen to the word ‘noise’ pronounced as /nͻɪz/ yet because of the stop consonant /z/ doesn’t exist in korean alphabet. so, most korean will pronounce it as /’nͻɪdʒi/ or /’nͻɪdʒə/ with consonant replacement plus sound addition would be described further. the uniqueness here is that rather than use /s/ as lighter sound of /z/, they chose /dʒ/ instead since the ㅅ (sieut) as mentioned before would be ㅌ(ti-eut) sound in the final position in korean. it means that /s/ and /z/ sounds have possibility to turn into /dʒ/ pronunciation for korean learners. table 6. consonant replacement from /l/ to /r/ and /r/ to /l/ words ipa korean phonetic always /’ͻ:lweɪz/ /’ͻ:rweɪz/ basically /’beɪsɪkli/ /’besɪkri/ else /els/ /ers/ example /ɪg’zæmpl/ /ɪg’zæmpr/ people /’pi:pl/ /’pi:pr/ pollution /pə’lu:ʃn/ /pə’ru:ʃn/ public /’pꓥblɪk/ /’pꓥbrɪk/ rule /ru:l/ /lu:l/ usually /’ju:ʒuəli/ /’ju:ʒuəri/ vocabulary /və’kæbjəleri/ /və’kæbjəreri/ as mostly observed by some previous researchers, /l/ or /r/ sounds is korean’s lack sounds. this study found 10 words pronounced with either of change the /l/ or /r/ sound. event both organed from the same place and manner of articulation, but /l/ is from lateral and /r/ is non lateral which absence from korean sound. both sounds only exist with a consonant from korean alphabet which is ㄹ (li-eut) that could be either /r/ or /l/ depends on the word and its position. for example, if it is between two vowels then a case like 구름 (gureum) happens, yet when the consonant is in the initial or final position a case like 라면 (lamyeon) and 말 (mal) appear. people said that it is so tricky, the evidence pops up when mostly ramyeon uses /r/ but korean people pronounce it with /l/ sound. based on the interview, that kind a tricky thing for korean speakers differs both consonant sounds, especially when speaking in english. table 6 shows 10 different pronunciations found for this consonant replacement issue compared with the real standard english. from the result, they elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 9 english pronunciation by korean efl learners on hilokal language educational application are confuse what kind consonant they should produce like /’ͻ:lweɪz/ to be /’ͻ:rweɪz/ even /ru:l/ becomes /lu:l/ since in that case mostly initial /r/ becomes /l/ sound then middle /r/ always sounds as it is. table 7. sound addition /ə/ or /ɪ/ words ipa korean phonetic agent /’eɪdʒənt/ /’eɪdʒəntə/ arrange /ə’reɪndʒ/ /ə’reindʒi/ attend /ə’tend/ /ə’tendə/ automatically /,ͻ:tə’mætɪkli/ /,ͻ:tə’mætɪkəli/ best /best/ /bestə/ brave /breɪv/ /brebə/ different /’dɪfrənt/ /’dɪfrəntə/ english /ɪŋglɪʃ/ /ɪŋgəlɪʃ/ environment /ɪn’vaɪrənmənt/ /ɪn’vaɪrənməntə/ found /faʊnd/ /faʊndə/ hard /ha:rd/ /ha:rdə/ heard /hɜ:rd/ /hɜ:rdə/ just /dʒᴧst/ /dʒᴧstə/ like /laɪk/ /laɪkə/ loud /laʊd/ /laʊdə/ mind /maɪnd/ /maɪndə/ most /məʊst/ /məʊstə/ move /mu:v/ /mu:bə/ much /mꓥtʃ/ /mꓥtʃi/ normal /’nͻ:rml/ /’nͻ:rməl/ perfect /’pɜ:rfɪkt/ /’pɜ:rpɪktə/ post /pəʊst/ /pəʊstə/ self /self/ /seləf/ student /’stu:dnt/ /’stu:dntə/ uncertain /ꓥn’sɜ:rtn/ /ꓥn’sɜ:rtntə/ waste /weɪst/ /weɪstə/ yes /jes/ /jesə/ from table 7, the unique phonological process of korean learners being conducted appeared. the result shows /t/, /d/, /v/, /tʃ/, /k/, /dʒ/, and /m/ as stop consonants with /ə/ and /ɪ/ vowel addition right after those consonants. it can happen in the end or middle position like showed by /pəʊst/ to /pəʊstə/ and /ɪŋglɪʃ/ become /ɪŋgəlɪʃ/. connected with the previous case, point 27 shows that not always /s/ stop consonant changes to be /t/ or /dʒ/ sounds. it is because of certain english words are familiar between korean people as an example ‘yes’ word. but does not close the possibility that sometimes korean will pronounce it as other consonant sound. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 10 english pronunciation by korean efl learners on hilokal language educational application however, korean had decided the stop consonants or 받침 (bad-chim) that mostly will not cause of addition sound like in this case. take an example from a word ‘self’ from /self/ as source phonetic yet pronounced as /seləf/ without another sound addition at the final position after addition in the middle one. before, because of the absence of /f/ in korean alphabet that makes /p/ sound in result pronunciation creates a new way here since the sound exist as 받침 (bad-chim) like how they pronounce 앞 (ap). then, why did they still make mistakes in pronouncing /v/, /t/, and /k/ stop consonants? in total, there are 27 different pronunciations compared with the standard english. table 8. korean english/loanwords list words ipa korean phonetic brave /breɪv/ /brepə/ bus /bꓥs/ /bɑsə/ business /’bɪznəs/ /’bɪdʒənɪdʒə/ change /tʃeɪndʒ/ /tʃeɪndʒi/ founder /faʊndər/ /faʊndͻr/ have /həv/ /həpe/ junior /’dʒu:niər/ /’dʒu:niͻ:/ manage /’mænɪdʒ/ /’mænidʒi/ move /mu:v/ /mu:bə/ perfect /’pɜ:rfɪkt/ /’pɜ:rpɪktə/ seller /’selər/ /’selͻ:/ service /’sɜ:rvɪs/ /’sɜ:bɪdʒə/ transportation /,trænspər’teɪʃn/ /,tra:nspɒr’teɪʃɪͻn/ uncertainty /ꓥn’sɜ:rtnti/ /ɒn’sɜ:rteɪnti/ use /ju:z/ /ju:dʒə/ user /’ju:zər/ /’ju:zͻ:/ year /jɪr/ /jɪͻ:r/ the researcher also found the unique phenomenon of korean english and loanwords that added or even deleted more than one consonant or vowel to adapt the source words with korean standard pronunciation. it can be seen that most of the result have more than one consonant or vowel replaced, added, or deleted. for example, /,trænspər’teɪʃn/ becomes /,tra:nspɒr’teɪʃɪͻn/ with three replacement vowel sounds, /’sɜ:rvɪs/ becomes /’sɜ:bɪdʒə/ with replacement consonant even vowel addition, /’dʒu:niər/ becomes /’dʒu:niͻ:r/ with /ər/ to /ͻ:r/ as korean special characteristic in the same cases to avoid /r/ sound. not only in korean, loanwords that develop periodically happens to some other languages which also confound people to differ their own words from their own languages. some examples in words ‘junior/주니어’ that should be 후배 (hu-bae), ‘service/서비스’ should be 봉사 (bong-sa), and ‘seller/셀러’ must be 판매자 (panme-ja). nevertheless, korean people especially youth generation are more familiar with the use of either korean english or loanwords. in the same way, this criterion appears as the second most dominant after sound addition /ə/ or /ɪ/ with 17 items compared with 27 items. not only that, but the researcher also found another unique phenomenon after analysed the transcription from the class recording. the speaker, whoever tastes abroad, lives with more advanced pronunciation than the learners who always stay in korea. so, some wrong words for most common korean speakers were repaired by the koreans who ever lived abroad. even so, the longer the learners talk with the tutor, the more elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 11 english pronunciation by korean efl learners on hilokal language educational application tutor control makes the learners correct themselves. it can be seen from the less mistake produced. the second fact is the exact different structure between english and korean, which is constructed as i prefer public transportation (subject + verb + object) and i public transportation prefer (subject + object + verb). then, taken from the interview result, some participants who learn english in the adult phase will have lower english proficiency than some who learn it intensively in the young phase. that statement is supported by steber & rossi (2021) about infants and children's effortlessness yet difficulty for adults to learn a new language, even less with a different language system. the last thing is that some learners' anxiety produces code-switching action, or they prefer to ask the tutors about the right pronunciation, mix korean words before uttering the english ones, and many more. based on jocelin & tryana (2019), code-switching combines more than one language into one sentence or utterance by bilinguals people. this case is the most frequent in bilingual learners combine their own language while confusing the target language as a nonnative language. 5. discussion language and culture develop massively in line with technology, which helps them more combative than without it (bashori et al., 2020; isbell, 2018). nevertheless, even so the congenital nature of each region's language or culture cannot be changed in the blink of an eye by others. ahn’s (2014) research says a lot about how english evolves to new englishes on a global scale, taking into account each person's characteristics from various areas. notably, tirtayasa tirtayasa (2019) stated in the study about korean people who want to utter english probably have difficulty with that different phonological system. that is why, according to the same source, korean people generalise the pronunciation even in english-speaking action. in this study, the researcher found 8 differences between english and korean sounds produced by the english learners in the speaking classes taken from hilokal application. online language learning was chosen because it is thought to benefit new learners more by providing an informal or formal environment, a more flexible atmosphere, meaning-focused activities, a variety of sources, and a variety of other benefits (golonka et al., 2014; isbell, 2018; kukulska-hulme & lee, 2019). nonetheless, a lack of sources and facilitators would impact language learning progress flaws, such as speaking skills (cahyaningrum, 2022; demi̇rezen, 2022), which occur in some non-native english-speaking countries. therefore, appropriate technology use that fits students' needs and adapts to the modern era is suggested for some language learners, as one of them applied from hilokal. lee (2022) performed research that supports korean lack of pronunciation in english, specifically from /ð/ to /d/. furthermore, this interdental fricative consonant is also tricky to be pronounced by non-native speakers who do not includes it in their mother tongue languages like indonesian, turkish, ghana, arabic, african, french, spanish, chinese, russian, pakistan, indian, bangladeshi (asante et al., 2022; demi̇rezen, 2022; mazharul islam, 2020; sayogie & adbaka, 2022) and more other countries aside of inner circle. mostly they pronounce it as /d/, /t/, and even /z/ sound, depending on their territory. further, this research shows that /t/ sound in korean originates from /θ/ sound and is lighter than /ð/, which is also produced by most non-native english speakers (nemati et al., 2020). however, in some cases, the resultant pronunciation of /t/ here could be a /tʃ/ sound or even reversed. the most common differences in pronunciation between korean and standard english is /f/ to /p/ and /v/ to /b/, with the same case as before when a fricative sound change to plosive sound. lee (2017) supported with his report by looking for a korean writing system with a complete guide comparing between english and korean. the unavailability of sounds makes the learner unfamiliar since there are only on hand with /p/ and /b/. it happens to arabic as well, with their inability to swap either /b/ or /p/ in the initial position; plus /f/ and /v/ substitution since they only have /b/ and /f/ sounds yet change the consonant pronunciation means changes the meaning (al-zoubi, 2019; alshalaan, 2020). not only that, based on the theory and history of korean consonants from seventeen pieces, there is a transformation of the unusual recent consonant ㅿsound /z/ absorbed to be /dʒ/ sound or ㅈ (ji-eut) in the korean native alphabet (lee, 2017). as a result, the korean natural pronunciation habit cannot be avoided here, as found lee & hwang (2016), who discovered that /z/ sound confusion affects 43 percent of speakers when they are on the right track and confuse it with /dʒ/. additionally, the study by .oyinloye et al. (2020) and wheelock (2016) also stated that /z/ pronunciation errors possibly happen in different languages, like in italian until nigerian language (yoruba) is confused by /s/ sound instead since they actually do not have the original consonant /z/ there. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 12 english pronunciation by korean efl learners on hilokal language educational application as observed mainly by researchers such as huiwen (2021) the signals of koreans lack /l/ or /r/ sounds depending on geographical location, as do those of japanese and chinese. it is not about the absence of the korean alphabet list, yet because of syllable position confusion that brings korean commonly mispronounce it with the english system. korea causes this phenomenon own phonological rules, such as sound changing when certain consonants or vowels meet until because of different position matters (choi & sim, 2019). korean has double consonants until the bottom consonant that shapes to another consonant; if the bottom consonant meets with an empty sound, then they will emerge (e.g., 준비 sounds jum-bi rather than jun-bi). furthermore, the beginning consonant will sound voiceless and aspirated, whereas the middle and end consonants will be voiced (e.g., 라디오 would sound ladio and 카메라 rather has to sound like kamera). according to lee & hwang (2016) in their research with english proficiency level identification that start from most upper intermediate level korean learners can differ the use of /r/ and /l/ sounds even better than japanese learners. this research confirms also that either /r/ changes to be /l/ or /l/ becomes /r/ are possible or even interchangeable since, especially, korean alphabet only have ㄹ(ri-eut) for it. cho and park (2006) in halimah (2019) then proposed that korean allows only one consonant in the onset and coda positions. the fact continues that english has a maximum of three consonants, two more than korean. that is why korean who always communicate in korean will have a hard situation here if the word has the stop sounds since they have their own language systems like how 받침 (bad-chim) or the final consonant system works (jeong, 2020). based on lee (2017), this type of pronunciation is unreleased with the real consonant sound but with seven single consonants such as ㄱ/gi-yeok (ㄱ, ㅋ, ㄲ, ㄳ, ㄺ), ㄴ/ni-eun (ㄴ, ㄶ, ㄵ), ㄷ (ㄷ,ㅌ, ㅅ, ㅆ, ㅈ, ㅊ, ㅎ), ㅁ/mi-eun (ㅁ and ㄻ), ㅂ/bi-eut (ㅂ,ㅍ, ㄿ, ㅄ), ㅇ/ieung, and ㄹ/ri-eul (ㄹ, ㄽ, ㄼ, ㄾ, ㅀ). therefore, this research shows some results that korean learners being observed as unable to pronounce the final consonant like /t/, /d/, /v/, /tʃ/, /k/, /dʒ/, and /m/. again, because of the confusion about when they should use the consonant or not, it cannot hinder them from producing different pronunciations of stop consonants/d/ and /m/. in brief, there are differences that both korean and english have, supported by kwon (2017) hat inserting the epenthetic vowel /ə/ or /ɪ/ is a true phenomenon. for instance, cho (2001) and kiaer & bordilovskaya (2017) stated the existence of korean english and loanwords, which has some disadvantages: most could not tell which were the actual korean words or not because excessive borrowing sometimes affected the quality and resulted in local words blending. most media in daily use until youth people’s self-identity expression (h. ahn, 2014) cause more confusion, as produced by english learners who know those are real korean words with different meanings than what it sounds like. otherwise, this phenomenon happens with high adjustment to korean syllable structure rules and pronunciation with guidance from the original 항글 (han-geul) or the korean alphabet (rüdiger, 2018), yet it is defined as incorrect institutional with empirical verification needed (h. ahn, 2014). in theory, korean english is a creative meaning of changed words as a result of the educational system, less daily habit environment, and the range of function in those specific areas (e.g., 아파트 (apateu) that comes from apartment in english, 에어컨 (eokeon) or air conditioner in english); , whereas a loanword is a word with the same exact meaning as it is that could ease an english speaker in learning a different language, which creates loanwords (e.g., 바나나 (banana), 콜라 (cola), 초콜릿 (chocolate)) (90daykorean, 2022; h. ahn, 2014; fayzrakhmanova, 2016; kiaer & bordilovskaya, 2017; lawrence, 2012). nonetheless, many parties, particularly english teachers who are native korean speakers, stated that this englishification result should not be fully taught in class because a large number of students will be determined by a real english standard test (h. ahn, 2014). instead of it, it would be better to make an approach in order to ease the students while learning english (e.g, rather than teach non-standard english pronunciation, the teacher could uses korean sound to make student familiar with certain english sound such as ‘magnificent’ /mæɡˈnɪfɪsnt/ with 치맥 (chi-maek = 치킨 소맥/chicken and beer) to show /mæɡ/ sound since mostly learners would pronunce it /mag/ instead. ahn (2020) also believes that using the mother tongue as a pronunciation hint could enrich linguistic, especially for beginners, yet most teachers are unwilling to do so because they lack knowledge and confidence. based on rüdiger (2018), loanwords can elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 13 english pronunciation by korean efl learners on hilokal language educational application appear because of the inexistence of english sounds in the own korean inventory. added by kim (2012) about the loanword process, the result shows a straightforward process only since the learners observed were in english classes while speaking english. it means that most learners unconsciously produce the loanwords that still exist in the present day while still consciously thinking that they are in an english class context. this phenomenon surely does not only happens to korean; almost every country experiences foreign language absorption, yet some european languages like greek, latin, and french influence english instead (al-jarf, 2021; fayzrakhmanova, 2016; kiaer & bordilovskaya, 2017; soto-corominas et al., 2018; xiao, 2021). following up on those facts, inappropriate consonant pronunciation could give a crucial impact on english communication since it could refer to different meanings, contexts, and even misunderstanding while communicating with each other. in classroom activity, a new term or variety of english even confounds the learners of the first language or second language speakers, which makes a habit of continuing; for example, with the wrong pronunciation or language use. even the government, according to kim (2016), cannot change what people use in their daily activities; thus, a professional and competent teacher is required in establishing output (ahn, 2014). 6. conclusion in a nutshell, there are some differences between english and korean sounds as both have different writing systems and alphabet when something is absent each. it makes korean learners feel harder to comprehend native-alike english pronunciation. there are three phonological processes such as sound replacement, addition, and deletion in this case. from those cases, labiodental, alveolar, post-alveolar, bilabial, and palatal are discussed. then for addition, there are two unique vowel addition such as /ə/ and /ɪ/ sounds after stop consonants like /t/, /d/, /v/, /tʃ/, /k/, /dʒ/, and /m/. and the last is about korean english loanwords as the evidence of all phonological process replacement, addition, and deletion. the result shows that the dominant difference between standard english sounds and korean is adding/ə/ or /ɪ/ with 27 items, followed by loan words or korean english with 17 items. it can be concluded that both are the characteristic of korean people in producing the english sound. this study shows that the mother tongue can influence the following language that people want to produce. it affects many different aspects like language structure, sounds, and confidence, which can influence hard or easy people to learn a particular language. in that case, using an online learning application with professional tutors in a particular language would be expected help korean english learners acquire english more quickly. nevertheless, not many research comes along with the korean english pronunciation phenomenon. that is why this recent study could contribute to phonology analysis, the newest data, and possibly to the english teaching practice to korean learners. moreover, the following study could include more in-depth analysis such as focusing on a particular aspect of the study like either loan word, addition, omission, replacement of either consonant or vocal differences. then, on the same hand could contribute to further solutions like how english can be taught effectively to korean english learners either by native english teachers or native korean. acknowledgment the researcher would like to express the sincere thanks to all the participants who helped this paper from the initial process of collecting the data until the researcher finished the research. the researcher realised this paper could not be done without their contributions. lastly, i want to extend my thanks towards the reviewers and editors for their valuable comments as well as for their feedback on how the article can be improved. references 90daykorean. 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especially in efl classes. also, it not only gives students pleasure to learn but also can make students more active and comfortable in the learning process. besides, the teacher, as a model, must also know how to deliver excellent material using kahoot online application. moreover, before using this online application as a medium for teaching, teachers must have a step by step plan of what the teacher must do during teaching and learning. this result has been proven around the globe by many scholars that teaching english using media such as kahoot is one effective strategy that makes students enjoy the teaching and learning process. 1. introduction the purpose of learning english is to equip students who can communicate with a sufficient level of skill in listening, speaking, reading and writing. according to balla (2017), teaching english in schools is essential not only academically but also in practical aspects of learning, such as using the language for various purposes including but not limited to business goals, communication, reading foreign literature or other types. there many factors that indicate that english instruction is vital in communication and use throughout the world (wekke, yandra, & hamuddin, 2017). muhammad (2018) mentions the function of english as a vehicle for interaction and communication tools. furthermore, english language teachers and students in schools can implement strategies so that teaching and learning english will be natural and straightforward. learning as a planner and the process of implementing teaching and learning has a broad understanding that addresses the development of existing science and technology. the reason for the low quality of education is the inappropriate method of use, the inadequate evaluation tools the material provided is not per the level of thinking of students. the use of appropriate learning media will have a positive impact on the learning process and increase student learning achievement. there is no single group that is considered the best, and there is no single media that is suitable for all types of learning material. demands for teachers can master a variety of teaching media and can determine which media are suitable for use in learning. according to buckingham (2007), media education is an essential dimension of technology in education. it can help bridge the new digital divide between students experiences of technology outside of school and their experiences in the classroom. the study also found focuses on three ways in which using media can respond to new digital media, by applying and extending existing conceptual approaches to the objects of this new study, addressing the creative possibilities of digital technology, and the pedagogical challenges it represents and can explore the potential forms of participatory media culture that emerge. ahmad (2012) claims that the response of efl students to media technology can have an impact that can improve accent patterns in individual english words and can improve students writing skills. furthermore, english teachers strive to be able to integrate media technology in the elt class to increase student motivation, integrated language skills and an independent learning environment for students (sari, putri, herdi, & hamuddin, 2018). moreover, lee (2016) mentions that using it through new media technology students are highly motivated and can express great interest in the media literacy curriculum. furthermore, students can use laptop, computers and ipads to explore and discuss media problems in the classroom. they can also strengthen their 4c skills (critical thinking, creativity, communication and collaboration). using new information technology to teach educational media is very useful because the new curriculum can create "meaning" and "relevance" for students. elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 11-15 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 12 learning media must be adapted to environmental conditions, subject matter, infrastructure and learning objectives. the use of appropriate learning media can be seen from the effectiveness and efficiency of the media in achieving learning objectives. furthermore, this study will explore the application of learning strategy using kahoot. in order to improve english learning, many approaches, strategies, media and learning models have been applied. according to al-hadithy (2018), kahoot is an online learning game that can grow students’ intrinsic motivation. he revealed that there was a marked increase in active learning, student involvement, self-efficacy, independent learning and an increase in the results of summative assessment after integrating kahoot. medina (2017) considered kahoot as a tool for vocabulary teaching and learning in english classes. then in the study also provides further evidence that the use of kahoot in the learning process can increase student learning motivation and increase student vocabulary. students’ satisfaction shows that efl learners enjoy using kahoot in the classroom learning process, and this media is easy to use by students. furthermore, it was revealed that students generally had a positive view of using kahoot in the learning process and preferred learning using technology. budiati (2017) pointed out that the study of kahoot, designed as a combination of the use of ict in education and games, is very applicable in english classes to improve student learning. after using kahoot in the learning process, students are very interested in joining the class, they are more eager to come to class, they are more attentive in the world of english and they are interested in learning more about what they have learned and can convey to others what they have learned using kahoot in the classroom. bicen (2018) claims the kahoot application can be used effectively for the gamification of lessons, giving an impact on students which makes them more ambitious and motivated to learn. using kahoot online media in the learning process can enrich the quality of student learning in the classroom, with the highest influences reporting on class dynamics, involvement, motivation and improving learning experiences. finally, implementing kahoot shows that the use of educational games in the classroom is likely to minimize disruption, thereby improving the quality of teaching and learning beyond what is provided in conventional classrooms. 2. method this study was designed as a qualitative descriptive research. the data was collected from several related works of literature on the application of the kahoot online media in english classrooms. as researchers know, kahoot online media application is a popular app that is always used by many people in this world. this app is mainly used in assisting the teaching process by teachers or lecturers in the elt class to help the learning process run efficiently. the method used in this research is qualitative. referring to leavy (2014) and luttrell (2019), this study understands that words as the qualitative data can be derived from numbers or concepts to reveal detailed descriptions of phenomena. the research subjects were students and also saw responses from students when the teacher provided learning with the help of kahoot online application. the teachers were involved because they wanted to know how effective the use of kahoot was in teaching english courses in the elt class. the steps of data analysis are using observations and interviews of several students. finally, the researchers made the conclusions based on the results. 3. results & discussion the results of this study after looking at several studies related to using kahoot online-based applications as a medium of teaching and learning are that kahoot has many advantages such as free learning platform-based games, as educational technology. by playing kahoot, this learning becomes very fun and makes students not bored following learning which is very difficult to understand. using kahoot aims as a formative assessment for teachers, it can help teachers monitor each student's progress towards learning goals, identify strengths and weaknesses, and to identify areas where students will benefit from more than one teaching, more challenging learning opportunities, or reviews of basic knowledge for the subject. more experienced users also integrate kahoot into their curriculum to introduce new topics, improve retention of new facts, revise before exams, challenge classes around the world, opinion surveys, gather insights, facilitate discussion, or to reward and restore learners energy in the study. besides, the teacher designs learning activities that can make students in active learner mode. in this case, the teachers are challenged to involve students actively during teaching and learning activities using kahoot. preparation is one of the main ways to make the use of kahoot as a powerful tool during teaching and learning activities more meaningful before applying several other ways to encourage students to become active learners. there are several techniques that can be applied when using media in elt classrooms, such as licorish, george, owen, & daniel (2017) stated that higher education institutions have begun to use learning technology, to present lecture content in new ways, to encourage students to participate in classes anonymously and to give them more meaningful revision methods. teachers and course coordinators integrate into the classroom with the intention of increasing motivation, involvement and students, in turn, learning more deeply. beyond such interventions, with maturity in learning technology, mobile devices and everywhere are becoming widespread in contemporary classes of settings and are being integrated into many aspects of classroom teaching to encourage brandford's elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 11-15 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 13 involvement, motivation, and student learning (2013). this confirmation shows that kahoot, and the use of games and gamification in general, have a positive influence on the dynamics of classrooms, student involvement and motivation, and ultimately, their learning. while our evidence here positively informs pedagogy, and specifically in terms of identifying appropriate contexts that benefit the use of games and gamification, challenges still tend to remain in terms of the time needed to study and regulate this technology, create appropriate content, and provide students with feedback useful and timely feedback. indeed, time constraints for kahoot sessions in lectures are reflected in some negative feedback from students, who feel that kahoot recreational use! limit the scope of content and waste valuable college time. therefore, it is important for the teacher to arrange the lecture carefully, so kahoot time allocated correctly. educators are encouraged to balance these challenges in introducing games on an ongoing basis, especially given the potential benefits that can be gained through the use of games during learning sessions. the future research will involve deploying kahoot on a large scale to check the efficacy of this tool in improving student learning outcomes, using design and explore teacher experiences using kahoot in improving their teaching effectiveness. kahoot was used during the pre-test before entering the new material, training, post-test, strengthening material, remedial, enrichment and others, which is sure to be a variation in delivering material so that students stay focused and interested in learning. the equipment that must be prepared in playing kahoot is the main laptop, used to open the teachers' questions and controls. second is the projector, is used to display the question display on the laptop to the screen so that it can be seen by many students. third students devices can be laptops, smartphones or tablets, used to answer choice questions. fourth is the internet network. the first step is to go to https://getkahot.com and click sign in in the menu on the top right. then we will be directed to the sign-in page. figure 1. sign in page of kahoot website the second step is to enter using the account that was created by entering the email and password. click on the menu located on the top left. the fourth step is the display of the next page in the list of quizzes that have been made, then select which quiz will be played by clicking the play button. the fifth step we will be directed to the choice of how to play, namely classic or team mode. playing the classic way is chosen if each student has a device to access the quiz. but if not all students have a device, then it should be made into several groups adjusting to the number of available devices and select the team mode menu. figure 2. choosing between the classic and team mode if you choose classic, one student’s name will appear. for the team mode option, the teacher can enter the names of students in one group. after that, the sixth step is inputting the pin number that students will use to access kahoot. through the device each student is directed to access https://kahoot.it and enter the pin number to access this quiz game. we are ready to start playing the quiz with the number of questions that have been taken. figure 3. type the students’ names elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 11-15 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 14 display of the teacher's laptop to control the course of the quiz, while on the student's device, only the answer choices will appear. the choice of students' answers will automatically change according to the number question being displayed. each one of the questions answered by students will immediately appear an analysis of how many students choose each answer choice. this session can also be used to directly discuss the answers to these questions. discussion of questions can also be done by asking the reason for students who choose the wrong answer. of course, this will make the discussion interesting, and students will indirectly learn to express their opinions according to their mindset. figure 4. obtain the analysis results the teacher can also know the extent of the development of the mindset of his students. if it is, then proceed to the question of the next number by selecting the next button in the upper right corner. the next step before continuing on the question to be addressed will be displayed the temporary value of each student on the question that has been done according to the rank. repeat the steps until the end of the question. at the end of the session, the names of students with the highest scores will appear. this value is based on the correct score and speed score in answering. for analysis of multiple options, click the get result menu. the next step for analyzing the item about the double choice, please click save result, then select direct download and click save to my computer. the downloaded file is an excel for the problem item. all the steps we have passed, it's time to apply to students to make learning more interesting, creative and of course, increase student participation. this finding is related to that can be applied when using media in elt classrooms, such as kahoot. licorish, george, owen, & daniel (2017) stated that higher education institutions have begun to use learning technology, to present lecture content in new ways, to encourage students to participate in classes anonymously and to give them more meaningful revision methods. furthermore, the use of kahoot can help the effectiveness of learning in elt classroom. based on the previous research, the use of kahoot is very effective and helps the learning process in the elt classroom. according to bicen (2018), kahoot application can be used effectively for gamification lessons. by applying gamification using this media can have an impact on students which makes them more ambitious and motivated to learn. using kahoot online media in the learning process can enrich the quality of student learning in the classroom, with the highest influences reporting on class dynamics, involvement, motivation and improving learning experiences. in relation to these findings, it has to be committed to them, to be better than before to get an understanding of the material instructions or assignments given by the teacher. so, it can be more effective by using kahoot in elt classroom learning. 4. conclusion the strategy using kahoot online based application media can increase students learning motivation evidence that the results of learning english can experience a significant increase. with the media, kahoot can improve student learning achievement as evidence that the results of learning english experience a significant increase in value. it is very helpful for students in addition to understanding english subject matter. students can also understand ict delivered by the teacher in the learning process. based on the results of these studies, there are findings of research related to learning english with kahoot online based application strategy as an effort to increase student motivation and learning achievement. there are several suggestions that need to be conveyed, namely to implement kahoot as a learning media that requires proper preparation, so that teachers implement teaching and learning activities are able and truly master the material to be delivered to students. then the teachers' role is very important in the continuity of student teaching and learning activities, therefore it is not enough just to teach the material taught, but also the teacher can provide or insert lessons that are character or affective in nature, so as to influence students in increasing motivation. furthermore, for teachers to always develop their personal cognitive abilities, in order to improve the personal quality of the teacher, so that teaching the teacher easily teaches or implements strategies using kahoot to support student achievement improvement, especially english subjects and in general other subject matter. then, there is a need for continuous follow-up because it can provide knowledge on the extent of good quality and achievement results and can find out the mistakes that need to be addressed. then, when teaching and learning activities, teachers need to invite a competent teacher to provide meaningful inputs, so that the teacher knows the elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 11-15 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 15 shortcomings that must be addressed in the process of teaching and learning activities. 5. acknowledgement this research was supported by applied linguistic center at fkip universitas lancang kuning, pekanbaru. indonesia. therefore, the authors would like to express their sincere gratitude. any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the respected institution. references ahmad, j. (2012). english language teaching (elt) and integration of media technology. procedia-social and behavioral sciences, 47, 924-929. al-hadithy, t., & ali, s. (2018). gamification in learning english for academic purposes: designing assessment for language using kahoot with uae undergraduate law students. in proceedings of 110th iastem international conference, toronto, canada. balla, e. (2017). english language and its importance of learning it in albanian schools. academic journal of interdisciplinary studies, 6(s2), 109-114. bicen, h., & kocakoyun, s. (2018). perceptions of students for gamification approach: kahoot as a case study. international journal of emerging technologies in learning (ijet), 13(02), 72-93. buckingham, d. (2007). media education goes digital: an introduction. learning, media and technology, 32(2), 111-119. budiati, b. (2017, june). ict (information and communication technology) use: kahoot program for english students’ learning booster. in proceedings education and language international conference (vol. 1, no. 1). leavy, p. (2014). the oxford handbook of qualitative research. oxford university press, usa. lee, a. y. (2016). media education in the school 2.0 era: teaching media literacy through laptop computers and ipads. global media and china, 1(4), 435-449. licorish, s. a., george, j. l., owen, h. e., & daniel, b. (2017). go kahoot!” enriching classroom engagement, motivation and learning experience with games. in proceedings of the 25th international conference on computers in education (pp. 755-764). luttrell, w. (2019). reflexive qualitative research. in oxford research encyclopedia of education. medina, e. g. l., & hurtado, c. p. r. (2017). kahoot! a digital tool for learning vocabulary in a language classroom. revista publicando, 4(12 (1)), 441-449. muhammad, h. a., ya'u, s., aliyu, u. i., & hassan, m. (2018). teaching and learning english language in nigerian schools: importance and challenges. teacher education and curriculum studies, 3(1), 10-13. sari, r., putri, s. e., herdi, h., & hamuddin, b. (2018). bridging critical discourse analysis in media discourse studies. indonesian efl journal, 4(2), 8089. wekke, i. s., yandra, a., & hamuddin, b. (2017, december). learning strategy in class management: a reflection from manado case. in iop conference series: earth and environmental science (vol. 97, no. 1, p. 012053). iop publishing. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 227 incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry sri wahyuningsih 1* & muhamad afandi 2 1 institut agama islam negeri kudus, kudus, indonesia 2 universitas islam sultan agung, semarang, indonesia *wahyuningsih@iainkudus.ac.id article history received : 18 april 2022 revised : 4 august 2022 accepted : 27 september 2022 keywords covid-19 english skills narrative inquiry blended learning indonesian higher education abstract the present study mainly attempts to explore the experiences of the two english language lecturers in incorporating english skills in blended learning during the covid-19 pandemic and its effects on teaching professionalism considering that few studies discuss the ways of incorporating english skills in blended learning in more detail. to investigate the lecturers’ experiences, a narrative inquiry was employed in this study. data were collected through narrative interviews with two english language lecturers at one of the indonesian higher educations. the findings reveal that blended learning can be a better solution for learning activities amidst the covid-19 pandemic. regarding english skills incorporation in blended learning, it was found that the english lecturers used a number of ways of teaching english. first, creating a fun class in blended learning by using some applications like youtube, video, instagram, facebook, and others in incorporating english skills. second, asking students to have presentations and explain the materials. third, reviewing books or observing videos. fourth, providing games in the efl classroom. fifth, making use of digital technology and application in teaching english in blended learning such as kahoot, quizzes, google workspace, jam board, pear deck, and so on. finally, the english lecturers are interested in making use of blended learning in incorporating english skills, particularly during this pandemic. further, they intend to provide suitable materials for blended learning in efl classrooms. the findings of this study have offered the need of developing professionalism among the english lecturers in implementing blended learning that can be realized by taking part in training on the application of blended learning and providing appropriate english materials in incorporating english skills for creating meaningful and successful learnings. 1. introduction the world health organization (who) has highlighted the covid-19 virus as a pandemic globally in the world. currently, the existence of corona virus had impacts on various fields particularly in education. to minimize its spread, a number of public sectors especially universities have limited their educational programs on site (davis & phillips, 2021). in responding to it, schools and universities are urged to conduct face-to-face activities of teaching and learning because of social distancing policies. the emergence of the covid-19 pandemic had frustrated people around the world including the indonesian people. in responding to this case, the indonesian government has declared several prevention efforts, as initial steps to break the chain of the covid-19 spread including asking people to avoid crowds, keeping cleanliness and immunity, maintaining health protocols, making use of masks and other prevention efforts. the covid-19 pandemic has had the main effects on the educational sector. the minister of education and culture of the republic of indonesia has produced a number of guidelines to organize teaching and learning activities during the covid-19 pandemic. in this sense, many indonesian educational institutions are required to carry out online learning relying on technology use. in fact, online learning is merely dependent on technological instruments and internet connections (adedoyin, o. b; soykan, 2020). recently, the new normal era has just started in indonesia. the ministry of education and culture permits green zone institutions to conduct education teaching and learning activities under conditions, such as always keeping health protocols. in such situations, blended learning is considerably needed for the sake of meeting both teachers’ and students’ needs in the teaching and learning process. furthermore, the concept of blended learning has been in line with this era, as it is in accordance with technology development. the term blended learning is described as the integration of face-to-face learning experiences in the classroom with online learning experiences (garrison & kanuka, 2004). although in most developing countries, the implementation of mixed learning has several challenges, it https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 228 is merely considered as one of the most effective learning approaches (kintu et al., 2017). this is in line with dziuban et al., (2018) emphasizing that blended learning has offered successful and effective learning conditions. as a result, the mixture of technological gadgets and the supply of interplay among teachers and college students need more powerful studying process. regarding the implementation of blended learning, a number of indonesian higher educations have conducted it since college students are considerably able to adapt it, make use of technology, and attend lecture on campus. in the efl classroom, for instance, many english lecturers had conducted blended learning in teaching english. further, they have completely carried out both offline and online learning in the efl classroom. nevertheless, they are required to keep incorporating english skills in this blended learning. numerous studies in accordance with blended learning have had been previously conducted by some scholars. many studies highlight the implementation of blended learning viewed from certain perspectives like teachers and students, curriculum field, teaching experiences and so on. in addition, a lot of studies emphasize the study of blended learning viewed from one perspective. the study conducted by andujar & nadif (2020) for instance, highlighted the experience of using blended learning viewed from students’ perspectives. furthermore, another study conducted by mendieta and barkhuizen (2020) emphasized that the implementation of blended language learning in the columbian context is viewed from one’s perspective particularly by two english language teachers regarding blended learning curriculum. in more detail, dahmash (2020) reports his study related to the benefits of using blended learning for efl learners in writing class during the covid-19 pandemic viewed from students’ perspectives particularly in enhancing the students’ writing skills and fostering them to get online. the above elaborations showed that some previous studies had emphasized the study of blended learning viewed from the student’s or teacher’s perspectives. in addition, the study of certain fields especially the ways of incorporating english skills including listening, speaking, reading, and writing has not yet been explored by previous scholars particularly using a narrative inquiry approach. due to the few studies of incorporating english skills in blended learning using a narrative inquiry approach, the purpose of the present study is to explore more the ways of incorporating english skills in blended learning classes at one of the indonesian higher educations viewed from the perspectives of lecturers during the covid-19 pandemic. hopefully, the present study presents pedagogical contributions to the educational field especially in english language teaching using blended learning. as we have already known that incorporating english in an offline meeting has already been practiced by some english language teachers through a set of teaching and learning activities. meanwhile, the practice of incorporating english in blended learning classes has not been explored yet. thus, the ways of incorporating english in blended learning classes have been beneficial for english language teachers, especially they will have fruitful insight on how to instil english skills including listening, speaking, reading, and writing in blended learning class. moreover, it benefits the students in enriching their knowledge of technology utilization, teaching media, and methods in english language teaching, particularly in blended learning classes. more importantly, english language teachers are now demanded to make use of technology in the digital era including in english language teaching. indeed, they can improve their quality of teaching with the help of technology. in this context, for instance, they can implement blended learning classes due to their effectiveness. moreover, they can explore their creativity by providing meaningful english classes and learn numerous sources of english materials from the internet and other sources. interestingly, this study employed a narrative inquiry approach by which the writers could engage the participants of the study more deeply in uncovering their experiences in incorporating english skills amidst the covid-19 pandemic. it is in accordance with dayal et al., (2021) asserting that through the narrative inquiry, we could provide an opportunity to have individual experiences among teachers and students as professional and intellectual knowledge. in fact, the study of narrative inquiry was undertaken by some scholars viewed from one perspective especially teachers’ perspectives. for example, a study conducted by some scholars reported a number of ways in fostering curriculum making in higher education and explored teachers’ experiences and attitudes towards blended learning using narrative inquiry (farani, 2021; kükner & orr, 2013; xiaoxiao, 2020). indeed, the study of narrative inquiry in blended learning classes particularly the ways of incorporating english skills viewed by teachers has not been investigated. in response to the fewer studies highlighting the study of narrative inquiry in blended learning classes particularly in incorporating english skills, the purpose of the present study is to explore more the teaching experiences of lecturers at one of the indonesian higher educations in incorporating english skills including listening, speaking, reading and writing in blended learning classes using a narrative inquiry approach amidst the covid-19 pandemic. 2. literature review 2.1 blended learning blended learning can be defined as a learning method using two approaches both e-learning and face-to-face learning. smartphones and computers generally usually https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 229 used to enhance the e-learning process. in this context, blended learning has urged us to comprehend the technology characteristics and information communication technologies (dziuban et al., 2018). it has been utilized with hybrid instruction and technology (howard, 2020). in this pandemic era, blended learning is considered as one solution to encourage students in teaching and learning activities (george-walker & keeffe, 2010). further, blended learning is rampantly used in higher education since students are able to access information and technologies independently. these descriptions indicate that blended learning has offered both students and teachers to communicate in face-to-face instruction and daring learning. besides, it offers a chance for collaboration and learning communities (yang, 2012). on the contrary, blended learning has some challenges. these include lack of sufficient materials, lack of classroom involvement, lack of supporting infrastructure, lack of skill in using technology, and lack of technological skills (namyssova et al., 2019; yang & kuo, 2021). in accordance with the implementation of blended learning, it is actually has been implemented by the educators’ long time before the pandemic. in addition, blended learning has been rampantly used by the educators amidst the covid-19 pandemic. in indonesia, a number of schools particularly high schools have made a policy for teachers to utilize blended learning in teaching and learning process considering the covid-19 pandemic. further, students in high schools are considered as those who were able to make use of technology and online learning platform by themselves. therefore, in online meeting, they could learn from various platforms such as google classroom, google meet, zoom, whatsapp, youtube, edmodo, and so on. meanwhile, teachers could provide feedbacks and evaluation in accordance with the materials they delivered in face-toface learning to meet the students’ need. this has been highlighted by (namyssova et al., 2019) that teachers should focus on both technical and teaching material points in implementing blended learning especially in meeting the need and expectations of students before and after the class. 2.2 teaching english using blended learning blended learning can be used by educators to teach many subjects including english. in the context of teaching english, in the online learning process, teachers need some application and learning media to support the online class. they can make use of some applications in delivering the lesson. these include whatsapp group, google classroom, youtube, and zoom (wahyuningsih, 2021). these applications have some own benefits to help distance learning activities (arkorful & abaidoo, 2015). the whatsapp group was used to convey the material through voice notes and video calls. furthermore, giving assignments to students must be conveyed by oral speaking through voice notes as well. the google classroom application is used to join classes, create daily assignments, and do other written assignments. then, the youtube application is used to facilitate understanding of the material because it contains videos with explanations. the last application is zoom meeting; it is used for virtual communication via video conference. meanwhile, in offline learning, teachers can provide feedback and evaluation regarding english materials delivered previously. in efl classes, blended learning has been utilized by some scholars. for instance, the study conducted by yang & kuo(2021) reported that using blended learning in efl class could prompt the efl students in developing literacy since they were got involved in cross-cultural communication by building online interactions with english teachers from different backgrounds. another study conducted by purnawarman et al.(2016) investigating the use of edmodo in blended learning especially in teaching writing. the result revealed that edmodo could facilitate the participation among students in writing. in terms of teaching reading skills, the study conducted by yang (2012) reported that blended learning could be used to teach reading for college students with english difficulties since blended learning can help them control their reading. the above elaborations reveal that blended learning could be used as a media to teach english depending on how teachers and students manage the teaching and learning process. 2.3 using a narrative inquiry in uncovering teachers’ and students’ experiences narrative inquiry is one of the qualitative research approaches investigating individual human’s experiences. as we have already known that people have a story to tell. further, story humanizes experience for other people and each person has an innate need to describe (ford, 2020). referring to it, the narrative inquiry is considerably suitable to uncover or tell the experiences of people in certain fields. likewise, in education field, the approach of narrative inquiry could be used as a way to explore more the data about experiences of teachers and students in teaching and learning activities. recent studies in line with a narrative inquiry have been undertaken by some scholars. the study of narrative inquiry about the experiences in working with trauma of counsellor trainees conducted by dayal et al(2021) was to comprehend how their experiences within and outside and the process of counselling programs and uncovering their opinions of trauma works. another study conducted by mendieta & barkhuizen (2020) investigating the experiences of teachers in implementing a blended learning curriculum. the findings reveal that blended learning is a complex thing depending on the teachers’ beliefs and views. further, it highlights that the need of being aware of ways to help teachers apply blended learning properly. https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 230 in addition, another study regarding a narrative study examines the experience of english language learning was built through some alternatives to certain cultural aspects and narrative ways (coffey & street, 2008). importantly, their study offers contribution to the research area utilizing language learning experiences. on the contrary, the present study more emphasizes on the ways of incorporating all english skills in blended learning class viewed from teachers’ stories and experiences using a narrative inquiry approach amidst the covid-19 outbreak. it was employed by considering the existence of data in the form of stratified experiences. in this matter, it explores individual and garner data from human’s story and experience (creswell, 2012). in conclusion, blended learning has already been adapted by some scholars in various disciplines including english. unfortunately, the ways of incorporating some english skills in blended learning have not been explored yet. therefore, the present study would like to investigate lecturers’ experiences in their blended learning classes in english language teaching. in more detail, the ways of incorporating several english skills including listening, speaking, reading, and writing are explored through a set of activities with the help of technology. to obtain further insight successfully, a narrative inquiry is utilized to uncover the lecturers’ experiences and stories in teaching english using blended learning. method this study mainly explores the experiences of english language lecturers in incorporating english skills during the covid-19 pandemic in blended learning. the narrative inquiry method is utilized because of the nature of the data in the form of stratified experiences. as a research design, narrative research focuses on studying one person and collecting data from individual experiences and stories (creswell, 2012). narrative inquiry also offers researchers to give space to make the personal experiences of lecturers as professional knowledge and intellectual knowledge for others (dayal et al., 2021). this kind of design has also provided the insight of how personal and social aspects are explored in the lives of lecturers, how these experiences are fostered by the larger social and institutional narratives in which they live (clandinin, 2006). moreover, the writers engage with the life experiences of lecturers and interpret these experiences. the participating lecturers have shared their experiences in incorporating english skills during the covid-19 pandemic in blended learning. to gain more insight regarding the lecturers’ stories and experiences of using blended learning in english language teaching, we employed a qualitative approach using narrative interviews. after building intensive personal communication, the writers decided to take two lecturers teaching english in one of indonesian higher educations during the covid-19 outbreak in blended learning as participants of this study. these lecturers consisted of a male english lecturer (categorized as l1) and a female english lecturer (l2). the writers conducted narrative interviews to get views and practices on the ways of incorporating english skills in blended learning during the covid-19 pandemic. regarding the teaching experiences, lecturer 1 has been teaching english in higher education for about six years. meanwhile, lecturer 2 has been teaching english for ten years. they were chosen for the rationales of accessibility, openness, and availability. further, they were considered as the participants who were able to provide data in detail regarding their experiences in incorporating english skills in blended learning class amidst the covid-19 pandemic. in this matter, their names were in pseudonyms in for maintaining confidentiality. the data of this study were gained through narrative interviews with lecturers about their professional experiences in incorporating english skills in blended learning. the data were gathered since 10th to 12th of december 2021. in addition, the writers had made sure the confidentiality of the participants’ identities by convincing that all names were anonymized. in gaining the data, the writers made an appointment with the participants on campus to carry out interviews regarding the identity of the lecturers and their experiences of teaching english during the pandemic. this is in line with the design and ways of incorporating english skills in blended learning. it does so through record their stories. consequently, the writers asked for further needed information via whatsapp to obtain more data. in analysing the data, the writers transcribed the recorded data of interviews to enhance the process of data reduction and coding. in the process of having a deeper analysis, the writers read the transcription of the interview data repeatedly to obtain the main finding. additionally, the data analysis procedure made use of some procedures proposed by widodo (2014) including listening to a recording for several times, transcribing in proper format by having multiple readings of interview transcripts to obtain a comprehensive insight of the participants' stories, interpreting the data by interpreting each participant's words, having communication whether the data fix the participant's intent; and engaging data credibility by provoking some feedback on interpreting data from participants.. 3. results 3.1 english language lecturers’ experiences in incorporating english skills in blended learning during the covid-19 pandemic experiences and stories from english lecturers provided insight into practices of blended learning in english language teaching. regarding it, the analysis of the study presented themes including the lecturers’ experiences in incorporating english skills in blended learning classes and evolving https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 231 effects on teaching professionalism among the lecturers. in educational field, the indonesian government has just begun to take policies allowing the learning process to be conducted through face-to-face in certain educational institutions especially for green zone areas. nevertheless, in implementing educational interests, several requirements like keeping health protocols are needed to be able to carry out face-to-face learning on campus. therefore, blended learning could be considered as the possible teaching concept implemented by educational institutions categorized as green zona areas including one of the indonesian higher educations. regarding the experiences of incorporating english skills in blended learning, the two lecturers (l1, l2) had the same points that blended learning is not something new for them, it is an old teaching concept by combining conventional (offline) learning and online learning. they highlight that incorporating the english skills in blended learning can be achieved through a number of ways. firstly, creating a fun class in blended learning by using some applications like youtube, video, instagram, facebook and others in incorporating english skills. secondly, asking students to have a presentation and explaining materials. thirdly, reviewing books or observing videos. fourthly, providing games in efl classroom. fifthly, making use of digital technology in teaching english in blended learning. for the sake of clarity. the following explanations in line with the ways in incorporating english skills in blended learning were elaborated below. a. creating a fun class in blended learning by using some applications like youtube, video, instagram, facebook, and others in incorporating english skills. the students will achieve the expected ability if they are eager to learn and encourage themselves to keep practicing speaking, writing, reading, and listening skills. in this sense, the role of lecturers and active participations from the students will provide the great learning process. further, the lecturers can briefly provide information, instruction, and commands while the students independently work on using their most effort to learn and practice until they feel they have made it through the goal. additionally, the lecturers may order them to be in group and have some discussion to present what they have discussed about or separate them in pair. as has been asserted by l1 that he had the strategy of online learning with the way each of the first meeting up to twelve performed with the online class. meanwhile, the rest was made to review material that has already been described through face-to-face meeting. in the online class, he used youtube to teach speaking rather than using apps like zoom, google meet, and others. it is intended that the students can replay the video of the learning on youtube. it was proven by the following excerpt: in teaching english, i need some strategies particularly amidst the covid-19 pandemic. one of the strategies is creating a fun class in blended learning. besides, i also used some online learning platforms like youtube, facebook, instagram and others to enhance students’ practices in english skills (lecturer 1, 2021). excerpt 1 likewise, the same thing was revealed by l2 that she made use of technology in teaching english during the covid-19 pandemic. for instance, she used social media like facebook and instagram as media to teach english. further, she asked their students to create videos of speaking english and upload them in social media. this was done to arouse the students’ interest and avoid boredom among them. it was proven by the following excerpt: having a fun class in english class is crucial in blended learning especially during the covid-19 outbreak. in terms of incorporating english skills in blended learning, it can be achieved by providing interesting class to avoid the boredom among the students. i also asked my students to create videos of speaking english or other english contents uploaded in social media. (lecturer 2, 2021). excerpt 2 b. asking students to have a presentation and explaining materials. the lecturers are encouraged to explain the lesson they have told the students about the theme before. further, they can let the students have a presentation. to make such a great presentation, it can be achieved by dropping intuitive pictures, music, and video in it. it is considerably simple to make use of them and incorporate into web-based media and youtube. meanwhile, the other students will enjoy the time and they can also participate it by giving an argument about it or have a comment on what issue is displayed on the screen. they will have the turn of their part. in addition, elaborating something to students will allow them to understand more about their tasks and how it works. for instance, the lecturers can provide some theme as references including grammar, describing people and place, type of reading methods, how to deliver a speech and so forth. this has been evidenced by the following excerpt: as a lecturer, i need to explore some activities that could arouse the students’ motivation in learning english. for example: in order to incorporate the speaking skill, students were asked to have a presentation through a video. they can modify it using pictures, music to attract others. then they can upload it in youtube or other social media (lecturer 1, 2021). excerpt 3 https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 232 similarly, l2 advocated that she had strategies in blended learning classes. this was achieved by combining a set of activities of english language teaching in an offline meeting and an online meeting. in incorporating speaking skills, for instance, she internalized critical thinking skills in speaking class. this was done by provoking students to present their opinions about several topics by creating videos in english in online class. meanwhile, she gave an encouragement to students to give comments and arguments towards the videos made by other students. it was highlighted by the following excerpt: in fostering students’ skills especially in speaking skill and critical thinking, students can be involved in creating activities in english class. students were asked to present their opinions about certain topics by making a video. then, in offline class, other students were asked to give comments and arguments towards the presentations of others (lecturer 2, 2021). excerpt 4 c. reviewing books or observing videos the lecturers ask the students to watch the movie or video or read books at home first until they meet in the next term. in addition, the preview can be displayed on screen then asking each student about the observation by provoking some questions like what opinion they got after watching the video, what messages can be concluded from the video, who the main characters are, where the setting of the movie is and so forth. regarding the assignment of reading a book or an article, the lecturers merely give some questions to the students like who the main character is, how they can get out from the problem, where it is, why they commit such action and so on. the practice on using video in incorporating english skills is explored by l1 and l2 who had some preparations in blended learning. they distributed materials through whatsapp and asked students to study by themselves. then, they re-explained the material in face-toface class. in addition, if students have difficulties, they can have a discussion in face-to-face classes. it has been proved by the following excerpt: i share material in the form of videos and ppt and even text to students via whatsapp groups. then at in a face-to-face meeting, i re-explain the material. furthermore, students' difficulties or learning objectives that have not been achieved can be discussed and resolved during face-to-face meetings. (lecturer 1, 2021) excerpt 5 in addition, l2 explained that she had better ways of teaching reading in blended learning classes. moreover, she pursued the students to have reading skills through extensive and intensive reading encouragement. in more detail, in fostering extensive reading in an online class, the students were asked to read magazine, newspaper, comics and other sources of english from the internet. meanwhile, in fostering the students’ intensive reading skills, l2 gave english reading including english texts associated with various topics. then, in an offline meeting, l2 provided meaningful feedback associated with the reading sources that the students accessed and read both intensive and extensive readings. dealing with teaching speaking, l2 provided some videos sent through whatsapp. then, students were asked to watch the videos and elaborate the content of videos including the participants, settings and stories. it was proven by the following excerpt: i teach reading through asking students to read any kind of english book, magazine, newspaper, comics and so on in online class. then, i can ask some questions and feedback regarding the content of book, setting and others in face-to-face meetings. in teaching speaking, i ask the students to watch videos. then, they are asked to describe the content of video and others. (lecturer 2, 2021) excerpt 6 d. providing games in efl classroom providing games in efl class especially in blended learning can build students’ interest in studying english. further, playing games while learning can help the students learn english better and develop teaching and learning process (al-jarrah et al., 2019; dewi, r.s, kultsum, u. armadi, 2017; farid & yansyah, 2019; lin et al., 2018; townsend, 2009; utami & bharati, 2020). the use of game in efl classroom is strengthened by some scholars. young & wang (2014) integrate game strategies with automatic speech recognition technologies to give learners with individual opportunities for english pronunciation learning. in teaching grammar, the utilization of educational games is considerably able to develop english grammar achievement among students in east jerusalem (al-jarrah et al., 2019). additionally, the use of poster game can enhance students’ motivation in learning vocabulary (wahyuningsih & novita, 2021). based on the interviews, the two participants advocate that games can be used in incorporating english skills, for instance, speaking skills. in this sense, the lecturers can make use of role play in which students can explore their speaking skill. another example of game used by the lecturers in incorporating listening skill is guessing lyric in english. furthermore, in incorporating reading skill, the lecturers provide games by guessing the story, the character and the plot of the book or article. meanwhile, in incorporating writing skill, the lecturers ask the students to write their own experience and story by providing a number of themes particularly related to covid-19 pandemic such as health, education, economic, technology and so on. moreover, the blended learning has opportunities for students to exchange in writing based on its diverse learning activities. additionally, through blended learning, students https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 233 can exchange and explain written information and clarify feedback about their learning tasks. in order to make the writing perfectly magnificent, it is needed to search on the web or english book to get an idea. for this reason, the role of lecturers is so crucial in motivating students in enhancing english skills. they can ask their students to focus on the theme and make a sequence how it is going to be like. as a matter of fact, reading and writing are just like sideto-side skills. reading is considered as perceptive skill while writing is as productive skill. to write something, students need to read for some time to make sure the understanding in the topic that they will be written. for reading something, the lecturers have ensured that reading english book or text can help students improve their writing skill. moreover, in order to enhance the reading skill among university students, the lecturers gave a recommendation of finding literature like biography, novel, short story, folklore story, current news, and so forth. meanwhile, in order to motivate students in incorporating listening and speaking skills, the students were asked to train pronunciations and conversations, practice speaking through applications like tiktok, youtube, live streaming, and discussions. in the session of face-to-face learning, the lecturers had made a discussion of grammar, vocabulary use, and pronunciation. during training, students practiced communicating in english with friends and teachers. this will start a speaking class activity that will improve their speaking skills. in this matter, the lecturers took into account the abilities of the students, explained why these learning materials are important to be achieved, guided students to study the materials on the internet, and prepared them for learning. thus, the role of lecturers is to monitor and explain when students ask questions and encounter difficulties in teaching and learning. e. making use of digital technology in teaching english in blended learning based on the interviews, it was found that english lecturers have made use of technology in teaching english particularly in blended learning. as has been reported by l1 emphasizing that she used google meet and whatsapp to teach english in online class. meanwhile, l2 preferred creating videos containing english materials uploaded in youtube. in addition, in offline class, they merely provided feedback and more explanations regarding english materials as an enrichment for the students. the importance of integrating digital technology like video and youtube in educational settings particularly in efl classroom is in line with (wahyuningsih & dewi, 2019; yamauchi, 2009) emphasizing that youtube and video could be used as media to teach english particularly speaking skills. in this sense, the lecturers (l1 and l2) had integrated both virtual and physical landscape to promote more flexible chances in teaching english. this has been evidenced by the following excerpt: i used digital technology in blended learning. i used to google meet and whatsapp to teach english particularly writing skills in online class. meanwhile, i gave feedback and evaluation regarding the materials in offline class. therefore, blended learning can be one of the alternative teaching methods during the covid-19 pandemic (lecturer 1, 2021). excerpt 7 the description above shows that l1 agreed that blended learning could be one of the alternative teaching methods in teaching english during the covid-19 pandemic. indeed, she used technology like google meet and whatsapp as a media to teach writing in online class. further, she provided more explanation and feedback to encourage students’ writing skills in offline class. similarly, l2 also used technology in teaching english particularly reading skills. he particularly made use of whatsapp group and zoom in teaching reading skills. this has been proved by the following excerpt: in reading class, i gave material in face-to-face meetings and provide practices or assignments in online classes. for example, when the material for scanning text for the specific context is conducted by face-to-face, i explained what scanning is and what are the tips and tricks for working on long text questions using scanning techniques. then at the next meeting in the online class, i discussed the previous topic and i also asked for feedback or feedback from students by doing assignments. so that my students can better understand the concepts of the material i convey. (lecturer 2, 2021). excerpt 8 additionally, l1 added that in teaching writing, she encouraged her students to use digital technology to enhance their academic writing skills. this can be achieved by the utilizing reference management software like mendeley and zotero. the need of integrating technology like mendeley or zotero in teaching writing is crucial considering that it eases the users in the process of maintaining references. as we have already known that references have played a pivotal role in the process of writing (wahyuningsih, 2020). interestingly, it benefits in incorporating writing skill among the students. the benefits of using mendeley or zotero include allowing the users to save some files from databases, have a standalone bibliography based on their preferred citation styles quickly. in addition, it can enhance the instruction of library. regarding its practice in blended learning, l1 provided some guidelines in the use of mendeley in writing class through youtube in online class. moreover, she asked the students to practice and helped them in their practices during the offline or face-to -face meetings. https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 234 the need of integrating and using reference management software in writing has been highlighted by some scholars (sujit kamar basak, 2014; sujit kumar basak, 2014). the use of reference management software in teaching writing has been proved by the following excerpt: in this digital era, i integrated technology in teaching writing. i used reference management software in writing class. this becomes crucial since it has a lot of benefits in fostering students’ writing skill. indeed, it encourages students in writing. i gave guidelines of using mendeley through youtube in online class. then, i asked students to practice using mendeley in offline meetings (lecturer 1, 2021). excerpt 9 therefore, the application of blended learning can be a variation in the learning activities so that students are not only grounded in the classroom physically. basically, blended learning approach of the mixture, namely the meeting of the offline and the online meeting. the application of blended learning in the learning can be done through the utilization of digital technology with developing e-learning content in the form of teaching materials, learning videos, assignments, discussion forums and an online exam. further, the innovation of blended learning is badly needed to promote more meaningful learning. one of examples of such innovation is the teaching materials can be visualized in a variety of formats by utilizing the applications like kahoot, quizzes, google workspace, jam board, pear deck, and so on. 3.2 effects of incorporating english skills using blended learning on lecturers’ teaching professionalism in this digital era, the use of technology in educational field cannot be neglected. the existence of covid-19 pandemic has altered the educational field including teaching methods, media, and others. to reduce the spread of covid-19 amidst the pandemic, blended learning was adapted by educators including lecturers in english language teaching. as mentioned earlier, the lecturers (l1 and l2) have adapted blended learning in incorporating english skills (listening, speaking, reading, and writing). based on the results of interviews, both of l1 and l2 had to provide some strategies or ways of incorporating english skills in a blended learning class. more importantly, the effects of incorporating english skills in blended learning include they had to improve their teaching quality and professionalism since the practice of blended learning is different from the offline classes they had before the pandemic. in blended learning, both l1 and l2 had to foster themselves in encouraging their teaching professionalism. it was achieved by upgrading their teaching competence through participation on seminars, training, workshop related to english language teaching. moreover, they learned a lot the utilization of technology, teaching media, materials design, assessment in english language teaching using technology. indeed, they admitted that they kept encouraging themselves to be literate on integrating technology like social media in english language teaching for the sake of empowering a meaningful teaching quality. more importantly, the rapid advancement of technology has led to bring several chances and challenges to processes of teaching and learning. therefore, it is a must for the lecturers to stay up to date with technology utilization in english language teaching. another effect experienced by the two lecturers (l1 and l2) in teaching english using blended learning is they felt that it is a must for them to improve their academic literacy to gain more insightful perspectives on english language teaching and teacher professionalism. further, they spent their time reading academic papers from reputable journals and books and accessing numerous sources of academic papers from the internet. interestingly, they were motivated to write their pedagogical experiences in teaching english and publish it into journals to share their ideas, report the findings and share it to others. it was proven by the following excerpt advocated by l1 and l2: honestly, i was challenged by teaching english using blended learning amidst the covid-19 pandemic. some preparations including teaching materials, teaching media and the utilization of technology in efl classrooms are needed particularly in blended learning in which it has offline and online meetings. for instance, in an online meeting, i had to provide online learning platforms like google meet. i also accessed some applications to support my english class like using kahoot, quizzes and others. at first, i am not too familiar with the use of kahoot in elt. during the pandemic, i forced myself to learn a lot of technology utilization. more importantly, i enrich my knowledge through advanced reading and writing from many sources. excerpt 10 in more detail, l2 admitted that she was encouraged to improve her teaching quality and professionalism particularly in blended learning amidst the covid-19 pandemic. further, she motivated herself to participate on some leading academic forums like seminar, training and workshop related to technology utilization, teaching media, material design and sources. as she asserted in the following excerpt: the rapid development of technology has impacted on the practices of english language teaching especially during the pandemic. the use of blended learning amidst the covid-19 pandemic has forced me to stay up to date with the technology utilization in efl classrooms. i pursued myself to join academic forum such as workshop and seminar in elt and technology https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 235 utilization. interestingly, online seminars during the covid-19 has been provided by some scholars freely. thus, i can join some workshops effectively through zoom, google meet and others. such workshops are beneficial for me in encouraging my teaching professionalism and quality. besides, i also improve my english competence by enriching advanced literacy both in reading and writing. i did a research, reported and published it in some journals. excerpt 11 4. discussion the purpose of the present study was to investigate how the lecturers at one of the indonesian higher educational institutions incorporate english skills using blended learning amidst the covid-19 pandemic and its effects on their teaching professionalism. as elaborated earlier, some studies in accordance with blended learning especially in english language teaching have been undertaken by some scholars. however, they did not discuss english skills comprehensively. in other words, the study about the ways in incorporating all english skills including listening, speaking, reading and writing in blended learning has not been explored yet comprehensively. therefore, this study has tried to explore the ways in integrating all english skills in blended learning. based on the interviews with the two lecturers, it revealed that there are several ways in incorporating english skills in blended learning class amidst the covid-19 pandemic. as mentioned before, those include creating a fun class in blended learning using online learning platforms, asking students to have presentation, and explaining materials, reviewing book or observing videos, providing games in efl classroom, and making use of digital technology in english language teaching. in terms of creating a fun class in blended learning, lecturers could integrate english skills. for instance, in fostering writing skills in online class, students were asked to write something based on the given topic and upload it in social media like facebook or instagram. then, in face-to-face learning, other students were asked to give comment or opinions regarding their peer’s works. further, this could arouse critical thinking among students. finally, the lecturers have provided feedback and evaluations towards students’ writing. another example is in incorporating speaking skill, students were asked to create videos of english conversation and upload in social media such as youtube, tiktok and others. in this matter, they were freely using innovation like animation, picture and so on. meanwhile, their peers were asked to give comments regarding the video. to arouse students’ motivation, the lecturers could give appreciation towards the videos made by the students. as asserted by miles et al., (2018) that giving an appreciation towards students’ works is meaningful for the students. dealing with incorporating reading skills, the students were assigned to have reading activities from some sources that they want like book, magazine, comic, internet and so forth. then, they were asked to deliver messages and content from their reading through writing in whatsapp group consisting of the lecturer and students. then, in face-to-face learning, the students could tell the content of their reading in front of their friends. finally, the lecturers provided feedbacks towards the students’ reading. in short, teachers could integrate a few english skills in several teaching and learning activities with the same topic in blended learning. this indicates that providing feedback in fostering the english skills among students is badly needed (dore et al., 2021; zhai & gao, 2018). in accordance with incorporating listening skill in blended learning, the lecturers provided videos or movies containing english materials in online learning through whatsapp group. then, the students were asked to listen by themselves at home and analyse about the content about the video or movie. in addition, in face-to-face learning, they were asked to tell something they have learned from the videos or movies in front of the class. in this context, they could practice their speaking skills. therefore, in this blended learning, the students could practice english skills at the same time. beside incorporating english skills, english lecturers can promote character values in blended learning. indeed, integrating character values in educational setting is crucial in this era (almerico, 2014; sa’diyah, 2018; wahyuningsih, 2017). based on the interviews, it was found that l1 highlights that the character values can be integrated in blended learning through a number of learning activities. firstly, discipline values can be realized by making a deal at the beginning of the lecture. the lecturer made contract in line with the implementation of blended learning. secondly, responsibility values can be realized through the tasks given. thirdly, honesty values can be realized through observation in face to-face meeting and tasks. fourthly, cooperation values can be seen through solidity of teamwork and interaction with friends. finally, tolerance and empathy values can be observed through the attitude and behaviour of students during teaching and learning process. from the above elaborations, it could be deduced that the lecturers could integrate several english skills through the same topic in blended learning particularly amidst the covid-19 pandemic. from the above-mentioned studies, it revealed that incorporating english skills in efl classroom could be implemented in blended learning particularly amidst the covid-19 pandemic. this finding, surely, sharpens the beliefs that teaching english could be practiced not only in offline class but also in online class. interestingly, it also strengthens the beliefs that english language teachers should adjust the ways, strategies and methods in english language https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. (2022). incorporating english skills in blended learning during the covid-19 pandemic: a narrative inquiry. elsya : journal of english language studies, 4(3). 236 teaching in every situation especially during the covid-19 pandemic. in some cases, several teachers felt doubt about the ways in incorporating english skills in online class since they were accustomed to use offline learning before the pandemic. moreover, they should have well preparation, implementation, and evaluation in online class. in terms of preparation, for instance, they should design english materials like sending videos, power point, links from internet and others that can be accessed and learned by the students in flexible ways. meanwhile, in terms of implementation, the teachers should ensure that the students can learn by themselves using clear and comprehensive instructions made by the teachers. finally, in terms of evaluation, the teachers should provide a comprehensive evaluation regarding the process of english language teaching in blended learning class. in addition, they should find out the shortcomings when teaching english in blended learning and proposing some solutions to overcome them. importantly, this finding also reflect that they are supposed to develop innovation in english language teaching and their teaching professional development both in offline and online learning for the sake meeting the students’ need in acquiring english skills comprehensively. in accordance with the effects of incorporating english skills using blended learning on the lecturers’ teaching professionalism, both l1 and l2 realized that the role of technology is badly crucial to enhance the quality of teaching english particularly in blended learning classes. indeed, it a must for them to get up to date towards the online platforms used as teaching media. furthermore, the role of technology can benefit them in accessing several sources of english materials from the internet. referring to interviews, both l1 and l2 admitted that they were eager to develop their teaching professionalism through learning and acquiring the utilization of technology in english language teaching. they learned many things about online platforms from the internet, participating on seminar, training, and workshop. further, they tried to share their idea and experiences of teaching published in journals. however, they felt challenges in practicing blended learning in their english classes. these include both l1 and l2 had to arouse their creativity in preparing interesting materials design, accessible and wonderful teaching media, and encouraging students to be more active in blended learning classes. in addition, some students found problems with poor internet connection so that they could not access the materials fluently. this finding is in line with the study conducted by dahmash(2020) that poor internet connection could be the challenge for students in blended learning classes. in summary, lecturers nowadays have been challenged to stay up to date with technology utilization in enhancing a better teaching quality. in this context, both l1 and l2 had shared their stories and experiences in practicing blended learning in their english classes. they explained that well preparations such as teaching media, teaching materials, and learning tools are required to gain successful learning in blended learning classes especially in incorporating english skills. both l1 and l2 were demanded to encourage creativity in designing english materials, accessing appropriate online platforms, and finding relevant sources of materials from the internet including journals and motivating their students during blended learning classes. in addition, they were challenged by the problem encountered by their students like poor internet connection. in this matter, both l1 and l2 had found strategies to overcome this problem. one of them is by choosing accessible and reachable online platforms used in blended learning especially in incorporating english skills as elaborated above. finally, these findings promote a pedagogical implication that english skills could be incorporated in blended learning classes with the help of technology utilization. lecturers were suggested to improve their teaching quality and professionalism along with technology utilization. moreover, students need supports and encouragements from lecturers, practitioners, and policy makers in educational field. 5. conclusion in summary, english language lecturers were supposed to adjust the implementation of english language teaching amidst the covid-19 pandemic. as reported in the interviews, there was a belief that english language lecturers had rarely used blended learning in english language teaching before the pandemic particularly the ways in incorporating all english skills comprehensively. to fill the gap, they should adopt blended learning in incorporating english skills particularly amidst the covid-19 pandemic. in addition, they should have well preparation in blended learning especially in integrating english language skills starting from designing english materials, using various methods and strategies by making use of technology, and evaluating the english language teaching in blended learning. this study reflected that the need of adopting blended learning in english language teaching including the curriculum content and other components needed in blended learning. it is recommended that future scholars conduct studies of blended learning in other fields from various disciplines. by conducting this study, some fruitful information on how to english skills were incorporated comprehensively in blended learning. 6. acknowledgement we are so grateful to the lecturers of english education department at one of the indonesian higher educations with whom we have accomplished the research. they have given us data and insights about the ways of incorporating english skills in blended learning during the covid-19 pandemic in the indonesian higher education context. https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 227-239 https://doi.org/10.31849/elsya.v4i2.9902 how to cite this article: wahyuningsih, s. & afandi, m. 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(2018). effects of corrective feedback on efl speaking task complexity in china’s university classroom. cogent education, 5(1), 1–13. https://doi.org/10.1080/2331186x.2018.1485472 https://doi.org/10.31849/elsya.v4i2.9902 elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 1-7 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 1 shift of english literature learning from classroom to online: preferences and attitude of bangladeshi undergraduate students md. zohorul islam green university of bangladesh, dhaka, bangladesh zohorul@eng.green.edu.bd article history received : 8 january 2021 revised : 19 january 2021 accepted : 30 january 2021 keywords online class literature covid-19 students’ preferences attitude abstract this paper explores the english literature classes that are taught online in bangladeshi universities and the attitude of the students towards these classes. the new-normal after the covid-19 outbreak forced the students to attend classes online and their experience about the english literature classes are investigated in this research. the total number of participants for this study was ninety-seven. the research was conducted on the students of the department of english in four private universities in bangladesh. a survey questionnaire was prepared consisting of twenty questions to collect the data online. the data was analysed with quantitative method of research. digital statistical software microsoft excel used for the data analysis. the research finding shows that the students find poetry and short story classes effective and engaging in online classes but showed unfavorable attitude towards novel and drama classes. the results also show that the students want more opportunity to share their opinion in the class and preferred visual aids in online classes. this study implies that while the instructors and the students are going through an unprecedented challenge of learning english literature in online classrooms, the obstacles can be mitigated through increasing interactive classroom discussion and precise use of multimedia tools while teaching different genres of english literature. 1. introduction education at all levels faced the greatest challenge because of covid-19 pandemic and institutions ceased faceto-face classes and relied on online classes using technology (daniel, 2020; aristovnik et al., 2020). the challenge of adapting the new methods of e-learning is relatively new to the larger portion of the teachers and students in bangladesh (sultana & khan, 2020). institutions have given priority to the health issue but have tried to continue the learning through online teaching to keep the students engaged and motivated when social distancing became an irreplaceable norm (ferdeus & shifat, 2020; marinoni et al., 2020). the connection between the students and the teachers in a literature class is significant because, for the students, literary text “represents authentic feelings of their authors and this produces a strong motivation in the learners,” (babaee & yahya, 2014, p. 82). the previous researches reflect that the success of the recent phenomenon of online class depends on the attitude and satisfaction of the students. a study by sultana & khan (2020) shows that positive attitude of the students about the online class can create an effective teaching learning atmosphere where decisive factors of the students’ satisfaction can be the e-learning platforms and instructor’s teaching method. it is important to mention that the instructors are also facing difficulties adapting to the online teaching methods. a case study about online teaching learning in bangladesh by rony & awal (2019) shows that, although, the teachers are changing their perception of their negative views about online classes, their teaching is being troubled by many external factors too. nonetheless, there are still several aspects of online classes that need to be addressed and students’ feedback can be a crucial factor. english literature or literature in general is a diverse field and different forms of literary texts have their own peculiarities where the learners need to approach the text differently (savvidou, 2004). a student from the department of english gets to explore several genres of the english literature (e.g., poetry, short story, novel, drama, literary criticism, etc.), which means the student’s involvement in the lecture is a crucial factor in the teaching learning process (van, 2009). in an online class, teaching this diverse field can get difficult for the instructor as certain genres require special setting and active involvement from the students in the lesson. for example, reading william shakespeare’s (15641616) hamlet, charles dickens’s (1812-1870) great expectation, reading the poem stopping by woods on a snowy evening by robert frost (1874-1963) or the essay of study by francis bacon (1561-1626) require different approaches from the teacher as well as the learner. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 1-7 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 2 although previous researches have been conducted on the complex nature of the teaching-learning process in the online classroom in general, the field of teaching english literature online has not been explored. the unique discipline of english literature needs to find out the best possible ways of conducting the teaching-learning process in an online classroom. furthermore, students’ attitude and their preferences in the english literature classes is important to take adequate actions which can be used for an effective online classroom environment. echoing the previous studies above, this study aims at exploring features that influence the attitude of the student about online english literature classes in bangladesh and expectations of the students in literature classes from the instructors. the study intends to find out whether the students of english literature in bangladesh have a healthy attitude about the online classes that started after the covid-19 pandemic. this study also aims at finding out the preferences of the students of their instructor’s way of delivering lectures and classroom materials. this study only focused on the students’ attitude and opinion about the online english literature classes in selected private universities of bangladesh. the entire research does not include the opinion of the instructors from the selected universities. other important aspects that were not considered in this study are the external factors (e.g., internet connection, device) which can shape the attitude of the students toward online classes. moreover, the study focused on the students’ attitude and expectation from the classroom but the research did not include the students’ attitude on online assessment methods. the researcher moved forward with two central research questions to understand the attitude of the students about literature classes conducted online. the followings are the research questions of this study: a. what is the attitude of the students in the process of online english literature classes in bangladesh? b. how do students react towards different approaches of the instructors in online english literature classes? 2. literature review recent studies have interpreted that the rapid spread of covid-19 has forced institutions to conduct online classes shifting from the onsite/face-to-face classes (mpungose, 2020). covid-19 fetched massive changes in the world and the field of education had to acclimatise to the existing situation. after the world health organization (who) declared covid-19 as a pandemic in march 2020 (spinelli & pellino, 2020), initially, “this situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching-learning,” (dhawan, 2020, p. 5). dhawan (2020) also predicts that the students face difficulty to fully absorb the meaning of a particular topic because most of the online classes are conducted based on one-way interaction (teacher to student). the study recommended that personal attention can be a way to establish an effective learning environment. similar research conducted by mondol and mohiuddin (2020, p.242) found that there are several external factors that affects the teaching learning process in an online classroom, for example, “teaching learning process gets hampered resulting in the motivation swing and less participation,”. reading (1989) argues that while teaching literature, partaking dialogues with the students in a classroom are indispensable because, “this is a subject whose disciplinary landscape and characteristic forms of inquiry have been formed in the classroom and in dialogue with students”. in his book reading literature, reading (1989) suggests that a literature syllabus includes a vast number of contents and learning happens when “students actually are in terms of knowledge, skills, and motivation…and must seek genuine response and engagement from other students, leading to new knowledge and understanding,” (p. 35). online classes have often been regarded by the student as passive where the ‘spontaneous exchange’ of ideas does not happen between the teacher and the students in real time (shenoy et al., 2020). bertea (2009) puts emphasis on the efficiency in communication between the teacher and students while conducting classes online. the author presents that the ‘lack of human interaction’ may cause the performance and attitude deficiency in the online classroom. a study by bertea (2009) also shows that the students may feel ‘socially isolated’ because of the lack of human interaction in an online classroom. attitude often refers to an expression or preference of a person through which attributes of a certain aspect are judged (ramdhani et al., 2012). according to sumarwan (2004), attitude can be measured through cognitive (knowledge), affective (emotional) and conative (behavioral tendencies) components of a person (ramdhani et al. 2012). another research about measuring the attitude of the students in online classes by bertea (2009) shows that the previous research has proved that ‘attitude indicates a certain degree of possibility of adopting certain behavior’. motivation and positive attitude can play an important role in the learning of the students. ghazali et al. (2009) suggests that the students with a positive attitude in a literature class “will spend more effort to learn by using strategies such as asking questions, volunteering information and answering questions,” (p. 51). ghazali et al. (2009) research shows that the students “felt upset when they did not get enough opportunity to share their views during the literature lessons,” (p. 54). it elaborates that the lecture in a class is not as significant as having sufficient time to discuss a topic because “teacher’s explanation and notes was ranked as the fifth most important strategy in teaching literature, followed by using audio visual in literature classes,” (p. 55). http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 1-7 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 3 3. method 3.1 participants the data for this research was collected from the students who are in their 6th or upper trimester of the department of english of four private universities in bangladesh. three of the universities are located in dhaka city and another one is located outside the city. it is important to mention that in private universities of bangladesh, the curriculum is designed in a way where a student usually requires to complete four years (12 trimesters) of study to complete their graduation. the research participants were selected from the groups who had the chance to attend face-to-face literature classes as well as online literature classes. students who got enrolled in the universities after the covid-19 pandemic or had the opportunity to attend the onsite literature classes for a short period of time before the social-distancing was imposed, were not considered for this study. hence, the students attending university in their first and second year were not considered for the study. this study is based on convenience and purposeful sampling of the participants. 3.2 instrument this study follows the quantitative research approach to find out the student’s attitude about the online literature classes. the data was collected online as the researcher followed the social-distancing while collecting the data. a survey questionnaire was prepared for the students and sent to the current students using e-mails and two social media, namely facebook and whatsapp. the survey questionnaire was designed following the similar research conducted by the other researchers, for instance, shorna and suchona (2020) and lee (2008). it is important to mention that the survey questionnaire was significantly modified for the purpose of this study. the researcher used the five point likert scale to set the range of the responses and quantify the data. the ranges were set from always to never and for some questions strongly agree to strongly disagree. the point values of the responses were always=5, usually=4, sometimes=3, occasionally=2, never=1; strongly agree=5, agree=4, neutral=3, disagree=2 and strongly disagree=1. the questionnaire required a closed-ended answer from the participants. the questionnaire was divided into three sections: a. section 1: instruction b. section 2: classroom practices in online english literature classes 1) sub-section 1: communication 2) sub-section 2: digital contents (e.g., e-book, pdf files, powerpoint/google slides) 3) sub-section 3: lecture delivery c. section 3: attitudes 1) sub-section 1: expectations 2) sub-section 2: effectiveness of different genres and digital contents 3) sub-section 3: preferences table 1. student’s involvement in the english literature classes statements total responses always (%) often (%) sometimes (%) rarely (%) never (%) instructors ask me questions in the online english literature classes. 96 14% 59% 19% 6% 2% instructors ask me to read aloud from the literary texts in the online class 97 24% 64% 5% 7% 0% instructors ask me to give my opinion about a topic in our online literature classes. 97 27% 58% 11% 4% 0% instructors encourage me to unmute and share opinions during a lecture. 97 27% 59% 9% 4% 1% instructors check my understanding on a topic by asking questions at the end of the lecture. 96 27% 48% 15% 7% 3% 4. results the analysis of the collected data from the survey questionnaire is presented in the following tables and figures. 4.1 communication table 1 shows that 14% of the participants agreed that the instructor asked questions during the class lecture. while responding about reading aloud texts in the classroom, 24% of the research participants say that the instructor always practices this norm in the classroom. however, the response about the questions regarding check for understanding at the end of the lecture, sharing opinion when the teacher invites the participants and instructor’s motivation about unmuting and sharing opinion during a lecture, 27% students indicate these practices take place in the classroom. the analysis shows that most of the students do not have direct involvement in the classroom. the larger portion of the students fails to have effective dialogues with the instructor during a literature class. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 1-7 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 4 4.2 digital class materials figure 1 is the response of the student to subsection 2 and 58% of the students appreciate the teacher when whole class discussion is conducted rather than discussing texts and digital study materials. the analysis also shows that 45% feels disappointed when they read digital e-books in the class through screen sharing, rather than reading from the printed text books. figure 1 also illustrates that 48% students do not like lectures that involve lots of digital presentation tools such as powerpoint/google slides. the analysis shows that the students are yet to be habitat with the digital contents of the online literature classes. the teacher’s approach to conduct the whole class discussion is appreciated by the majority of the students. figure 1. students’ attitude about digital contents in an online literature class table 2. students’ perception about lecture delivery by the instructor using technology. statements strongly agree agree neutral disagree strongly disagree i want the teacher to give me significant time to think and share my thoughts. 28% 54% 13% 2% 3% i do not understand the instructors when they write comments using the computer mouse. 3% 11% 34% 37% 14% i understand lines from a text when the instructor provides explanation in footnotes of the slides. 21% 57% 18% 4% 1% 4.3 lecture delivery table 2 shows the students preferences about the lecture delivery of an instructor in the class. the analysis shows that 54% of students want the instructor to invest more time on the students to let them think about a topic and then share their thoughts. while sharing their opinion about using a computer mouse to write comments on the pages 37% of the students are in favor of this technique used by teachers. the table also reveals that 57% students want footnotes in the slides to understand the explanation of the lines quoted from the text. 4.4 effectiveness of different genres and digital contents in online classes table 3 shows the attitude of the students about the effectiveness of the different genres of english literature and the digital contents shared by the teachers in online classes. the analysis shows that 39% students believe that the online classes are effective for poetry lectures and 45% students believe that the short story lectures are effective for online classes. the analysis shows a significant decline 2 4 % 2 3 % 5 8 % 1 1 % 2 0 % 9 % 4 5 % 4 3 % 2 7 % 8 % 5 % 3 % 1 1 % 9 % 3 % i f e e l d i s a p p o i n t e d w h e n i r e a d e b o o k s r a t h e r t h a n p r i n t e d p a p e r b o o k s . i d o n ’ t l i k e t h e l e c t u r e w h e n i t h a s l o t s o f s l i d e s c o n s i s t i n g l o t s o f l i n e s f r o m t h e t e x t . i a p p r e c i a t e i n s t r u c t o r s w h e n t h e y u s e l e s s d i g i t a l m a t e r i a l s t o t e a c h a n d h a v e w h o l e c l a s s d i s c u s s i o n always often sometimes rarely never http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 1-7 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 5 while opined on the effectiveness of the online classes of novels and drama classes. table 3 shows that 33% of students find the lectures on english novels classes are effective online. however, only 27% of students opined that the drama classes are effective in the online classes. in addition, table 3 shows that 47% students find the use of presentation slides helpful while learning english literature in online classes and 40% students think that the presentation slides make the lectures attractive. table 3. students’ perception about lecture delivery by the instructor using technology statements strongly agree agree neutral disagree strongly disagree i find online classes effective for poetry lectures 9% 39% 22% 21% 9% i find online classes effective for short story lectures 15% 45% 22% 11% 6% i find online classes effective for novel lectures 7% 33% 22% 25% 13% i find online classes effective for drama lectures 7% 27% 27% 25% 14% powerpoint/google slides are helpful in literature classes 34% 47% 9% 5% 4% i find the use of technology in literature classes attractive. 22% 40% 24% 13% 2% i enjoy and feel comfortable in online english literature classes. 13% 24% 33% 16% 13% 4.5 preferences the analysis of table 4 shows that 35% students show disagreement in using visual aids (pdf, ppt, google slides, etc.) by the teacher in an online english literature class. on the other hand, 38% of the respondents opined that the teacher should bring the summary of the long text instead of larger volumes of books. finally, while giving a verdict about their attitude towards english literature classes in the future, 29% students agreed that in the future online classes should always be conducted online. table 4. students’ perception about lecture delivery by the instructor using technology statements strongly agree agree neutral disagree strongly disagree teachers should conduct lecture-based classes without visual aids (e.g., pdf, ppt, slides, etc.) 6% 22% 13% 35% 24% teachers should bring a summary of a long text in online classes. 38% 42% 10% 6% 3% teachers should always conduct english literature classes online in the future. 10% 22% 29% 21% 19% 5. discussion the results of this study, which are displayed in the figures and tables above, shows that the students are still getting familiar with the online classes of english literature in selected bangladeshi private universities. the finding reveals that the students prefer poetry and short stories which are short in nature to study in the online classes. on the other hand, novels and drama classes are still preferred in the face-to-face classes by the students. the students have given emphasis on the classroom discussion rather than the ‘digital content based’ lectures. the research also reveals that the majority of the students find the use of digital contents attractive, however, the students want the instructor to keep a significant portion of time for discussion in the classroom. the findings can help us to answer the research questions that were asked at the beginning of this research. 5.1 students attitude towards learning english literature in online classrooms the research reveals that the students in selected private universities in bangladesh show little enthusiasm towards online classes of english literature. the students expect to have more discussion with the teacher about certain topics. hence, the majority of the students want the instructor to allocate a significant amount of time to have discussion with their peers as well as the instructors. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 1-7 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 6 therefore, to further assess the findings from the previous researches (bertea, 2009; mondol & mohiuddin. 2020; aristovnik et al., 2020), this study reveals that english literature classes need unique attention from the instructors regarding classroom discussion. when the students are contributing in the online classrooms and the teacher encourages them to participate in the discussion, the harmony of the enthusiastic literature classroom can be achieved even in the online classes (dixson, 2010). it has been observed that some students tend to stay quiet in the online classroom, they are hoping to get encouragement from the instructors to share the views about the contents of the classroom. the attitude of the students towards the use of technology and digital contents (e.g., e-books, pdf materials) are neutral and majority of them have a negative attitude towards the novel or drama classes that are being conducted online. this study also shows that the students find poetry and short story classes effective on online platforms. hence, the instructors need to find out ways means to engage the students in an online classroom and conduct classes of novels and drama to bring back the effectiveness of the contents. the effectiveness of an online english literature class will largely depend on how enthusiastically the students are sharing their knowledge, just like the students used to do in the onsite classroom. 5.2 students’ preferences in online english literature classes the study reveals that the students in the selected private universities in bangladesh do not enjoy lectures that contain a lot of slides and majority of them think that the electronic books-based classes make them often disappointed. the results also demonstrate that they want the instructor’s use of digital contents extensively should not be followed in the english literature classes. previous researches show that the online classes during the covid-19 pandemic of using a lot of multimedia tools in the classroom (mpungose 2020; marinoni et al., 2020). this study shows that the peculiarity of the literature classes demands less use of multimedia tools such as powerpoint slides in an online literature class. majority of the students disagreed with the notion that the teacher should prepare powerpoint slides or other digital contents for english literature classes. students has shown interest in having more online discussions in online english literature classes. considering the findings of this study, this paper suggests instructors bring digital content responsibly and address the needs of the students in their lesson plans to accommodate the feedbacks of the students. however, when the instructors are teaching short genres such as poetry or short stories, using the digital contents are encouraged. this study notes a significant aspect of online classes regarding english literature that the students of the 21st century are still focusing on the human interaction in the classroom to discuss and share ideas with the teachers and their peers to make it a meaningful experience. 6. conclusion the effect of covid-19 has pushed the bangladeshi universities to continue their programs in online platforms. this research was conducted to find out the perception and attitude of the students towards effectiveness of new classroom practices of english literature classes by the instructors from the department of english in selected private universities of bangladesh. the results of the research shows that the students are eager to get back to the physical classrooms to learn english literature. the study also reveals that the students want the instructors to focus on the discussion rather than the use of different digital features that are being commonly used by the other disciplines. to recapitulate the first research questions of this study, the attitude of the students of bangladeshi undergraduate students about online english literature classroom is changing from negative to positive. the possibilities of continuing english literature classes online have enormous potentiality given that the students are getting enough opportunity to contribute in the classroom. on the other hand, regarding the second research question, the use of digital contents and instructor’s approaches have been viewed positively for shorter genres of english literature but approaches about the longer genres of english literature needs new focuses to be more effective. hence, a strategy needs to be developed by the policy makers to find a way to engage the students in more online discussions. one important aspect that should be noted is the limited amount of time the instructors and students got to get familiarised with the situation created by covid-19 is a defining factor in shaping the attitude of the students in online classes. moreover, this research was designed in a way that did not consider the external factor that might shape the attitude of the students about online english literature classes. further research can be done to find out the solutions of this study’s limitations and investigate external factors that can shape the attitude of the students regarding online english literature classes. references aristovnik, a., keržič, d., ravšelj, d., tomaževič, n., & umek, l. (2020). impacts of the covid-19 pandemic on life of higher education students: a global perspective. sustainability, 12(20), 1-34. https://doi.org/10.3390/su12208438 babaee, r., & yahya, w. r. b. w. (2014). significance of literature in foreign language teaching. international education studies, 7(4), 80-85. bacon, f. (1908). the essays of francis bacon. c. scribner's sons. bertea, p. (2009). measuring students’attitude towards elearning. a case study. in conference proceedings of» elearning and software for education «(else) (no. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 1-7 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 7 01, pp. 417-424). ” carol i” national defence university publishing house. daniel, s. j. (2020). education and the covid-19 pandemic. prospects, 49(1), 91-96. https://doi.org/10.1007/s11125-020-09464-3 dhawan, s. (2020). online learning: a panacea in the time of covid-19 crisis. journal of educational technology systems, 49(1), 5-22. https://doi.org/10.1177%2f0047239520934018 dickens, c. (1861). great expectations (vol. 1). jb peterson & bros. dixson, m. d. (2010). creating effective student engagement in online courses: what do students find engaging?. journal of the scholarship of teaching and learning, 10(2), 1–13 ferdous, a. u., & shifat, n. f. (2020). dealing with mental health in online learning: a retrospect on elt teachers and efl learners during covid-19 pandemic. reila : journal of research and innovation in language, 2(3), 101-107. https://doi.org/10.31849/reila.v2i3.5217 frost, r. (1998). stopping by woods on a snowy evening. literature: an introduction to fiction, poetry, drama, and writing, 5, 775-76. ghazali, s. n., setia, r., muthusamy, c., & jusoff, k. (2009). esl students' attitude towards texts and teaching methods used in literature classes. english language teaching, 2(4), 51-56. lee, i. (2008). student reactions to teacher feedback in two hong kong secondary classrooms. journal of second language writing, 17(3), 144-164. marinoni, g., van’t land, h., & jensen, t. (2020). the impact of covid-19 on higher education around the world. iau global survey report. https://www.unibasq.eus/wpcontent/uploads/2020/06/iau_covid19_and_he_survey _report_final_may_2020.pdf mondol, m. s., & mohiuddin, m. g. (2020). confronting covid-19 with a paradigm shift in teaching and learning: a study on online classes. international journal of social, political and economic research, 7(2), 231-247. https://doi.org/10.46291/ijospervol7iss2pp231-247 mpungose, c. b. (2020). emergent transition from face-toface to online learning in a south african university in the context of the coronavirus pandemic. humanities and social sciences communications, 7(1), 1-9. https://doi.org/10.1057/s41599-020-00603-x ramdhani, a., alamanda, d. t., & sudrajat, h. (2012). analysis of consumer attitude using fishbein multiattributes approach. international journal of basic and applied science, 1(1), 33-39. reading, a. (1989). teaching literature. longman. londres. rony, h. a. z., & awal, s. t. (2019). university teachers’ training on online teaching-learning using online platform during covid-19: a case study. bangladesh education journal, 18(2), 57-64. savvidou, c. (2004). an integrated approach to teaching literature in the efl classroom. the internet tesl journal, 10(12), 1-6. shakespeare, w. (1905). hamlet. ep dutton. shenoy, v., mahendra, s., & vijay, n. (2020). covid 19 lockdown technology adaption, teaching, learning, students’ engagement and faculty experience. mukt shabd journal, 9(4), 698-702. shorna, s. a, & suchona i. j. (2020). bangladeshi undergraduates’ attitude towards teachers’ feedback on midterm scripts. crossings: a journal of english studies. 11(1), 261-271 spinelli, a., & pellino, g. (2020). covid-19 pandemic: perspectives on an unfolding crisis. journal of british surgery, 107(7), 785-787. https://doi.org/10.1002/bjs.11627 sultana, t., & khan, r. h. (2019). investigating university students‟ satisfaction on online class: bangladesh perspective. bangladesh educational journal, 18(2), 23-32. van, t. t. m. (2009). the relevance of literary analysis to teaching literature in the efl classroom. english teaching forum english teaching forum, 47(3), 2-9 http://ojs.journal.unilak.ac.id/index.php/elsya https://doi.org/10.1057/s41599-020-00603-x elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 28-32 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 28 sociolinguistic influence in the use of english as a second language (esl) classroom: seeing from ogo’s perspective lana hasanah 1 , siska pradina 2 , almira hadita 3 , and wella cisilya putri 4 1,2,3 state high school 3, pekanbaru, indonesia 4 state high school 7, pekanbaru, indonesia lanahasanah12@gmail.com article history received : 3 may 2019 revised : 26 may 2019 accepted : 27 may 2019 keywords sociolinguistics perspective parents’ occupation article review english as a second language (esl) abstract this paper aims to provide a brief overview and review of the research conducted by ofodu graceful onovughe (ogo) under the title sociolinguistic input and english as second language classrooms published by the canadian center for science and education. this article also intended to provide a brief review of the sociolinguistic influences of the use of the second most significant language in the class. using qualitative descriptive analysis, this study managed to see that ogo‘s research used survey within a population of all middle school students in the akure ondo regional government, nigeria (n= 240 students). of the five existing hypotheses, the findings revealed that parents‘ occupation is a significant sociolinguistic influence on the use of english among middle school students, followed by gender, age, religion, and classes. this current paper evaluated how ogo‘s research is represented in his article. results reveal the strengeths, weaknesses, and the flaws of the article. 1. introduction ofodu graceful onovughe (henceforth: ogo) starts his 2012 article introduction by mentioning that nigeria is a federal republic in west africa, bordering niger in the north, chad in the northeast, cameroon in the east, and benin in the west. nigeria is a place of language in all social structures that cannot be covered up. in the 2004 national policy the nigerian federal government on education states that in appreciating language places as a means of promoting social interaction, national cohesion and preserving culture, every child must learn the language of the closest environment and one of three languages in nigeria, besides english and france which is recognized as the second official language (ofodu, 2009). this shows that students are burdened with many advantages of language which they must indirectly master. then, he continues in giving an explanation regarding language is an arbitrary sound-symbol system, which is used by all people or community members to cooperate, interact, and identify themselves in the form of good conversations, good behaviour, and good manners (ofodu & adeniyi, 2008). what is meant by arbitrary language ogu mentioned ―as the nature of sound, manuka or there is no logical relationship between the word which is used as a symbol or sign with what it symbolizes‖. for example, like a yellow flag, in yellow the flag is a yellow flag, while arbitrarily the yellow flag is a symbol of grief or death. descriptive studies of the influence of each and all aspects of society, including cultural norms, expectations, and contexts, on the way language, is used are called sociolinguistics. and sociolinguistics is very influential in the use of english as a second language in the classroom. this is also the overall effect of society on language use. ethnicity, religion, status, gender, education level, and age are different varieties of languages. when it comes to language, humans have learned it from their birth. that starts from learning mother tongue, which is a natural and usual thing, but it's different from learning a second language or a foreign language. briefly littlewood (1984) distinguishes these two terms. a ‗second‘ language has social functions within the community where it is learned (e.g., as a lingua franca or as the language of another social group), whereas a ‗foreign' language is learned primarily for contact outside of one's community" (sari, putri, herdi, & hamuddin, 2018). quirk (1972) also argues that the second language is ―a language is necessary for certain official, social, commercial or educational activities within their own country,‖ whereas foreign languages is ―a language used for communication across frontier or with others who are not from their country.‖ the second language referred to here is a foreign language that is generally studied by students in a formal school or other similar educational institutions. then he continues to explain the position of english by mentioning, ―nowadays, language is something important and very much needed, especially for english. with learning english, a person can talk to other people from different countries due to the fact that english has been recognized as an international language used by people in the world. it is impossible if the indonesian people meet japanese people and they speak their language. that is elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 28-32 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 29 certainly impossible, precisely what will happen, not the occurrence of good communication because of each other by understanding the language used. well, english is the solution to overcome this. which is means for promoting social interaction, national cohesion, and preserving culture are the contents of national policies on education proposed by the nigerian federal government. this is what makes all children have to learn the language in their immediate environment. so students become burdened with the demands of many languages to learn. english is the most widely spoken language in the world. as is known, english has become the second official language in several countries such as singapore, new zealand, etc. but for britain and the united states, which are the two main qibla countries, did not make english the official language law, but only in public recognition. english is an important factor in national unity. this makes people expect students at all levels to speak english well because english is also a mandatory requirement that must be fulfilled by all students before being accepted at the university. also, the world of work today also prioritizes english as its priority. that's why english has become a language that determines student progress that can be done to obtain higher education and prestigious work. therefore english has the advantage of all languages in the country this present study believe his main message that can be found in the article. somehow, when it refers to sociolinguistics, ogo mentioned in the next step of his explanation that the branch of linguistics that examines the relationship between language and its people. this science is a contextual study of variations in the use of community language in natural communication. the term sociolinguistics itself has been used by haver c. currie in an article published in 1952, the title of which is "a projection of sociolinguistics: the relationship of speech to social status" which contains problems related to the variety of languages a person has social status in society (currie, 1980). different groups of professions or positions in society tend to use a variety of different languages, and sociolinguistics is the branch of linguistics that studies the social factors that play a role in the use of language and which play a role in the association (booij, 2013). the sociolinguistic background of a child influences the use of children's language in their daily lives—likewise, children's understanding of english in the classroom and the school environment. for example, a child from a high social class whose parents often use english to interact does not have a problem in using english as a second language in the classroom compared to children from low social classes whose parents are rarely or never using english in interacting makes using english as a second language in the classroom the biggest problem for the child, because the child has never or rarely heard the foreign language in his family environment. family is the first learning for a child, they learned words from them. this makes children feel difficult and unpleasant speaking english in class situations during the teaching-learning process. family is an essential thing that is very important and influential for the development of english linguistics in students. social stratification and social mobility of parents is very helpful to encourage or inhibit the communication skills and classes of student students, especially in the teaching and learning process in schools. the child's ability to use the language in class cannot be separated from the background of the language he has because the family is the first agent to socialize the language to children. the child's socio-economic background also influences the learning process for them. this is evidenced that children from low socio-economics do not have the same access to learning as children from high socio-economic backgrounds. children from high socio-economics have complete learning facilities at homes such as computers, televisions, gadgets, and other technologies that can help them in the learning process. this also makes high socioeconomic children smarter than children with low socioeconomic. age is also a factor in the use of the second language; research has revealed that age is an important factor in language use. because the sooner a child starts learning a second language the better. also, this can be proven that children have fast to capture the power and strong memories compared to parents due to age factors. the place of gender in language learning as a second language cannot be ignored either because the research has supported the female students primarily use systems based on memorizing words and associations between them, while male students rely more on systems that govern language rules (melville, 2006). religion is also a factor in l2 learning because it is an integral part of the learners‘ identity. many school-age children sometimes encounter blocks during their education because they often adopt the western culture to the point that they can even forgot their mother tongue. the most interesting part this study seen from ogu‘s introduction is when he mentioned ―there are times when you also need to be able to understand the difference between british and american so that you don't get confused if you encounter these differences. because between english and american have different accents, therefore, the importance of learning english in our lives is very useful as well as in the world of education‖. ogo‘s ‗hook‘ is his smooth delivery of ideas to the audience. ogu mentioned that his study was conducted ―to claim the influence of sociolinguist, which had the most significant influence in the use of english as a second language in the classroom with several hypotheses, namely the work of parents, gender, students' social class, ages, and religion‖ which this study sees as its main purpose in his article. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 28-32 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 30 2. method this article review uses a qualitative approach to explain articles entitled "sociolinguistics inputs and english as second language classrooms" published by canadian center of science and education which consists of 7 pages and is reinforced with 26 references in vol. 5 no. 8; 2012 in journal of english language teaching. in this review-based article written by ofodu graceful onovughe, from the institute of education, the faculty of education, ekiti state university, revealed the existence of 5 hypotheses, namely the work of parents, gender, and social class of students, age, and also religion in vol. five no.8. the data in this article was taken from schools in nigeria with a sample of 240 high school students selected from 6 schools randomly. this review-based study aims to obtain data on the most significant effects of the five hypotheses in nigeria. this article also tries to see the strengths and weaknesses of the research with the aim of contributing ideas to academia. the findings of this study will also provide an overview of whether the article "sociolinguistics inputs and english as second language classrooms" published by canadian center of science and education written by ofodu graceful onovughe can be replicated in the same field or merely as a reference reading in the field sociolinguistics. 3. results 3.1 strengths this journal article has various advantages. namely, the thesis statement is clear and the author used words that are commonly used so that readers can more easily understand the contents of the journal. the material outlined in this article is very good and interesting, besides language that is easy to understand, the opinions expressed are also reinforced by experts. these can be seen in the pages 159160. the title is synchronized well with the abstract (p. 157), which is written as a perfect summary of the entire article. the abstract includes the overall info in the article very well so that when the reader does not want to read the entire article, by reading the abstract itself the reader can understand the entire contents of the article. that is what is called a good abstract. this article contains 26 references (p. 162-163), this is very good because of the more references used by the author, the more weight the article will be made. but unfortunately, the author does not write the website which is the main topic in this article so readers are troubled to explore further about it. besides having a lot of good references and abstracts, this article also uses a language that is easily understood by the reader; the sentence is also not complicated so that it becomes one of the attractions for the reader. besides that, the author also does not forget to include the expert name in each statement (p. 159), and this will also make the readers more confident about the statement. 3.2 weaknesses judging from the title, this article has the title "sociolinguistic inputs and english as second language". this title is a bit confusing because the word "sociolinguistic inputs" if interpreted as a sociolinguistic input here is not reflected in what is meant (p. 157). this research articles must be clear in their purpose rather than relying on the intelligence of a fast reader. the keywords in this article are available, except that they are less synchronous with the content because in this article there are five hypotheses that become keywords, namely parents 'work, gender, students' social class, age, and also a religion (p. 157). however, the keyword only mentions three hypotheses and does not mention religion and gender, even though the two are also important discussions in this article. and also ‗input' which is one of the keywords here, it is very rare to see the word in this article, if it has become a keyword, it will often appear automatically. this journal is quite clear the coherent writing pattern so that the reader is not confused. but unfortunately, the word selection is sometimes still ambiguous which results in different reasoning from each reader. this happens to the keyword 'age' and 'class levels' (p. 157). after reading it in its entirety, this article does not reveal what its exact age is, but only says 'age', it should be better to mention the specific age, so that readers become aware and more confident with the articles they read. then the problem of 'class level', not all readers can immediately guess or think that the class level intended in this article is a social class of students, maybe there is one reader who thinks that the class level in question is class 1, 2, or 3. this will also lead to ambiguity or misperception when the reader does not read the entire article and is only based on the abstract. the first three pages are taken by the author to explain the introduction (p. 157-159). in this section, the information conveyed is quite complete but rather confusing because, in the introduction, there is another hypothesis that is expressed namely the notion of neurophysiology (p. 159). and the hypothesis is only in the introduction, but it doesn't matter, because this introduction is supported by the opinions of experts who strengthen it. 3.3 flaws this review-based article looks at the striking problems contained in the article entitled "sociolinguistics inputs and english as second language classrooms" published by canadian center of science and education which consists of 7 pages and is reinforced with 26 references in vol. 5 no. 8; 2012 in journal of english language teaching written by ofodu graceful onovughe is how this research in pouring data in the result of hypothesis contained in pages 161-162. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 28-32 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 31 this study also found that the article contained glaring obstacles for readability. particularly in the table figure, there are many abbreviations written such as ‗n‗ ‗ss' ‗df' ‗ms' ‗sd' df 'fcal' ftable 'and many more. this should be avoided, because as a an author whose work is aimed for readership, there should be clear explanations for the codes that are used to make it easier for readers to understand the article and readers can also analyze the data. even though this study managed to get the results of the research, it should be evaluated because not everyone can immediately understand the abbreviations authors make. 4. discussion in this review-based article, the authors reveal the existence of 5 hypotheses that have become sociolinguistic influences in using english as a second language in the classroom. these hypotheses include the work of parents, gender, students' social class, age, and also religion found on vol.5 no.8. in this case, the authors conducted a study to find out what was the most significant effect of using english as a second language in the classroom. the study was conducted with an adoption survey research design, in which the study population consisted of all secondary school students in the ondo district akure regional government. the sample from this study amounted to 240 students in the middle school class who were randomly selected from 6 secondary schools. the author chooses a high school class because students in high school have internalized the basics of english for the most part. the author provides a questionnaire for data collection and this relates to the demographic and sociolinguistic background of students. the findings have revealed that parental work has input that will have a significant effect on students' use of english in the classroom. this shows that parents who are highly educated or can be categorized as parents whose middleclass economic life is above the possibility of using english as the language of everyday conversation at home since society is a microcosm of the big world, the effect will be clearly visible on the performance of their children because children are a reflection of parents. parents must take advantage of the findings of the results of this study talking and interact more frequently with students. parents whose middle and upper economies are certainly able to meet their children's needs in improving their english skills. they have wide enough access to buy all educational materials such as televisions, computers, gadgets, and other technologies that can support students in the process of learning their language (adeyemi & kalane, 2011). this parental action translated into adequate use in the classroom. this finding supports the view of bamisaye (2006) who says that the middle class shows complex linguistic codes, facilitates verbal development of subjective intentions and sensitivity to the implications of separateness and differences, provide complex conceptual hierarchies for finite codes of lower working classes distinguished by rigidity the syntax. the sociolinguistic background is family. because it is in the family that students first get learning. furthermore, ogu sees that it is very important for children to always be able to learn and make great progress whether in language acquisition and development. it was also revealed that gender and the use of english by students did not have a strong relationship. the implication is that english students both men and women have the same opportunity to learn and get language tools. both male and female students must try and be encouraged to use english at home and in the classroom, this, of course, must begin with itself. students' class, religion, and age were also revealed to have no significant effect on students' use of english in high school classrooms. although there are studies that reveal that age is an important factor in language learning, language acquisition here depends on several hypotheses. religion is a major factor in education. sometimes many school children lose education because of the belief that western culture will culminate in learning a foreign language. because psychologically, children's language mastery is not only influenced by their ability to reason and involvement in intellectual activities, but also motivation and effective factors. and children are more motivated to learn first and second languages than parents because this can be influenced by age factors. among the findings, it was also revealed that the age of students did not have a significant impact on the use of english in middle school students. one possible reason for this result can be seen in the fact that middle school students are no longer young. this supports the findings of matsuoka & smith (2008). this research shows the fact that religion has nothing to do with language acquisition and learning because religion is a major factor in education. religion is a tool of peace, stability, and security. in this case, parents must give them the freedom to learn whatever language they choose to learn. for the teaching and learning process, there is no element of compulsion so the lessons are also easier to accept. 5. conclusion it can be concluded from the findings of this study that the failure of a student in english between high school students is not due to gender, age, religion, age or anything, but because these failures occur because of other factors such as 'parents of students' in terms of work and their socio-economic background. therefore, it is very important for all parents to help their environment by providing learning materials, time and other resources that can help their children's language skills in learning english. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 28-32 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 32 it is recommended that parents and all people who care about children's education should give all the best and adequate to pay attention to the needs of children so that they can be the best when learning. and not only material support, but students also really need moral support from their parents to increase their willingness to learn. so with this article, hopefully, it can be a reference for readers and also become a replica in the real world. 6. acknowledgement the authors would like to express their sincere gratitude to the members of unilak-research advancement for intellectual and scientific empowerment (u-raise) academy who contribute in the discussion and consultation process of this paper. references adeyemi, d. a., & kalane, m. s. (2011). english in botswana junior secondary curriculum. international journal of educational sciences, 3(2), 119-127. bamisaye, e. t. o. (2006). the english language in nigeria. booij, g. e. (2013). morphology in construction grammar. in the oxford handbook of construction grammar. currie, h. (1980). on the proposal of sociolinguistics as a discipline of research. language in society, 9(3), 407-411. currie, h. c. (1952). a projection of sociolinguistics: the relationship of speech to social status. southern speech journal 18:28–37. littlewood, w., & william, l. (1984). foreign and second language learning: language acquisition research and its implications for the classroom. cambridge university press. matsuoka, r., & smith, i. (2008). age effects in second language acquisition: overview. j nurs studies ncnj, 7(1), 33-40. melville, k. (2006). big gender differences in language learning. georgetown university medical center recuperado de internet el, 18. ofodu, g. o. (2009). comparative effects of two cooperative instructional methods on reading performance of secondary school students in ekiti state, nigeria (doctoral dissertation, university of ilorin). ofodu, g. o., & adeniyi, f. a. (2008). impact of personality and environmental variables on learners‘ reading abilities. journal of educational foundations and management, 6(1), 195-201. onovughe, o. g. (2012). sociolinguistics inputs and english as second language classrooms. english language teaching, 5(8), 157-163. sari, r., putri, s. e., herdi, h., & hamuddin, b. (2018). bridging critical discourse analysis in media discourse studies. indonesian efl journal, 4(2), 8089. elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i1/9990 vol. 5, no. 1, 2023, pp. 45-53 journal homepage: https://journal.unilak.ac.id/index.php/elsya 45 academic essay a critical analysis comparing the role of l1 in clil and translanguaging chen ling university of cambridge, cambridge, united kingdom article info abstract article history: received 11 oct 2022 revised 5 dec 2022 accepted 10 feb 2023 mother tongue use in the classroom is an emerging practice combatting the old idea of achieving bilingualism through parallel monolingualism. as the discussion of the first language’s (l1) role within pedagogical contexts is still in its relative infancy, a critical analysis which compares how the pedagogical affordances of two recent l2 pedagogical approaches, content and language integrated learning (clil) and translanguaging, influence language teachers’ pedagogical choices will contribute to the current understanding of how educators clarify the role of l1. besides its recency, both pedagogies are also chosen as the scope of this discussion because their aims are not solely to gain knowledge of the target language (tl). funnelling the discussion with two empirical studies which represents the typical application of these pedagogies, this essay found that l1 has three types of facilitating roles, namely class and task management, scaffolding the target language production, and conceptual clarification. a clear distinction between these two pedagogies is established: while clil teachers always prioritise tl and treats l1 as a compensatory measure, translanguaging teachers are authorised to mobilise a wider range of communicative resources rooted in the learners’ mother tongue. this essay recommends further exploration on the role of l1 across other pedagogies to better empower educators in actively and judiciously employing the inevitability of students’ l1 in the classroom to their advantage. keywords: bilingualism clil l1 linguistic repertoire pedagogy translanguaging corresponding author: li, cl905@cam.ac.uk 1. introduction one contentious issue concerning additional language learning is the practice of excluding learners’ l1 from the foreign language classroom, which is heavily influenced by the monolingual ideology (shin et al., 2020). imposed by such official discourse, “bilingualism through parallel monolingualism” becomes a pedagogical straitjacket in the l2 classroom, which fully eliminates the role of l1 and seeks to develop students into bilinguals through monolingual immersion (lin, 2015). proponents of target language exclusivity claim that the language is made authentic through the exclusive use of the tl whereas switching to the l1 would disrupt the language learning process, and thus maximising the exposure as well as comprehensible input of l2 should be the language educators’ priorities (krashen, 1985; macaro, 2001; macdonald, 1993). however, the late 20th century witnessed “a shift in the pendulum” where the mother tongue was given renewed importance in the foreign language classroom (lasagabaster, 2013, p. 3). scholars have questioned whether a larger quantity of l2 input can necessarily lead to greater learner intake and have further challenged that the l2 exclusivity model can be detrimental to l2 development, because of low quality of l2 input (dickson, 1996; macaro, 2001). a relatively consistent finding in the recent literature is that l1 is https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 46 a critical analysis comparing the role of l1 in clil and translanguaging considered a beneficial and useful resource for l2 learning (garcía & hidalgo, 2017; lin, 2015; martínezadrián, 2020). from the pedagogical perspective, however, while the majority of teachers do employ l1 in their language classroom, they adopt a paradoxical view of its use as necessary but “unfortunate and regrettable” (macaro, 2005, p. 68), perhaps due to concerns about being divergent from the communicative approach. thus, a question ensues: if l1 indeed plays a role in additional language learning, what specific roles does it have in different pedagogical contexts? in this essay i argue that the role of l1 in additional language learning requires clarification so that educators can be trained and empowered as active agents to make judicious and pedagogically intentional uses of l1 to enhance l2 learning. two relatively recent l2 pedagogical approaches, clil and translanguaging, are chosen as the focus of exploration, which will be analysed in detail in the following sections. i am going to first summarise some of the key features of clil and translanguaging, then move on to elaborate and compare the two strategies, discuss some of the common themes found in the two empirical studies regarding the role of l1, and explore how the different affordance of pedagogical approaches can influence teachers’ pedagogical choice. 2. contextualising clil and translanguaging pedagogy 2.1 clil pedagogy: questions that remain content and language integrated learning (clil) was coined in 1994 by marsh as an “umbrella term” to refer to a range of educational practices in which “an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels” (marsh, 2013, p. 2). it is thus evident that the central feature of clil pedagogy lies in its dual-focused nature that aims at fusing both content and language learning goals (dalton-puffer et al., 2010). while the implementation of clil pedagogy can impart a new educational context that differs from that of the traditional fl classroom, it also poses a salient question for teaching practitioners on how to merge the content and language in a balanced way and reach the desired outcome for both. noteworthily, despite its advertised dual-focus, clil class’s subject-content-driven nature lead teaching practitioners to focus on the “c” aspect of teaching, whereas the majority of the clil research singularly draws upon the “l” attainment and overlooks the “c” aspect of learning outcome (dalton-puffer, 2011, p. 186). in terms of the language dimension of clil, scholars identify clil as a relatively spontaneous approach of acquiring a language and view it as renewing potential to address drawbacks inherent in fl instruction, such as insufficient tl exposure and scarcity of meaningful content input (coyle, 2007; garcía mayo & hidalgo, 2017). dalton-puffer (2011) has thus interpreted clil as “a foreign language enrichment measure packaged into content teaching” (p. 184). moreover, the field has started to move towards the idea that strategic application of l1 can be acceptable due to its support for language production (gonzález ardeo, 2013). evidence has been found in a number of clil studies that moderate and contextually appropriate use of l1 can have beneficial impacts on learner’s language development at the primary, secondary, and tertiary levels (gonzález & barbero, 2013; lin, 2015; storch & aldosari, 2010). therefore, even though the question of whether and how l1 use in clil classrooms may enhance l2 acquisition remains to be resolved, the scenario of l1 use in clil has gained empirical researchers’ attention (martínez-adrián et al., 2019). 2.2 translanguaging pedagogy: l1’s evident role while in clil pedagogy, the role of l1 is a newly emerged area of research and its findings remain inconclusive and unstraightforward; in translanguaging pedagogy, the role of l1 is rather strong and evident. by definition, translanguaging can be understood as a pedagogical attitude that encourages both teachers and students to exploit “all of their linguistic and semiotic resources” in the process of language learning and teaching (mazak, 2016, p. 5). l1 (l1s) occupies a prominent place in one’s encompassing linguistic repertoire and is thus viewed as a significant resource in translanguaging pedagogy. the concept “repertoire” refers to “the totality of an individual’s language knowledge”, which counters the binary notion of competence or incompetence (hall, 2019, p. 86). scholars have identified that translanguaging evolved from the welsh term trawsieithu, which has its origin in a welsh bilingual classroom in the 1980s, where a elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 47 a critical analysis comparing the role of l1 in clil and translanguaging systematic alternation of welsh and english was pedagogically designed and applied to enhance proficiency in both languages (carroll & sambolín-morales, 2016; cenoz & gorter, 2020). despite its manifestation as alternating between languages, translanguaging contrasts with code-switching in that it is not merely a shuttle between designated languages, but an attempt to soften the rigid boundaries between languages. translanguaging takes a holistic view of the speaker’s construction of “complex interrelated discursive practices” that are not readily attributable to one or another conventional definition of named language (garcía & wei, 2013, p. 22). therefore, in a translanguaging pedagogical space, boundaries between the target language and l1 can be viewed as soft and fluid. wei (2018) goes on to argue that through an intentional dismantling of “the artificial and ideological divides” between mother tongue versus target languages, translanguaging centralises the “teaching and learning process on making meaning, enhancing experience, and developing identity” (p. 15). 2.3 clil and translanguaging in empirical research clil and translanguaging share the similarity that both of their pedagogical aims are not solely to gain knowledge of the l2. as mentioned above, clil has a dual-focused objective and translanguaging aims at developing “the interactional repertoires across all languages” (lo, 2021, p. 21). however, the l1’s role in the clil classroom remains ambiguous while in translanguaging classroom is evident. based on the traits of these two pedagogical spaces, teachers tend to make different decisions of language use. in order to inform educators about their language choice in the classroom to optimally enhance students’ language acquisition, it can be meaningful to compare these two pedagogical approaches. in order to explore and compare the role of l1 in additional language learning in clil and translanguaging pedagogical space, i will focus here on two research papers conducted respectively by gierlinger (2015) and zhou (2021). the longitudinal research carried out by gierlinger (2015) was situated within the context of austrian secondary school’s clil classrooms with student participants aged from 14to17year-old, who all shared german as their l1. unlike in other european schools, there is no rigid ordinance in austrian on the set time that teachers should use the tl. therefore, the five teacher participants in the study had full flexibility in language choice and could resort to l1 in either a spontaneous or principled manner whenever they feel necessary. the focus of the study was on teachers’ code-switching behaviour and the data was collected through using classroom recordings to inform reflective teacher interviews, combined with classroom observation to identify a range of scenarios in which l1 might effectively come into play. meanwhile, the translanguaging research conducted by zhou (2021) is contextualised in a shanghai secondary school’s efl classroom with 40 student participants aged from 15to 16year-old. it is worth noting that the researcher, who was simultaneously the teacher participant in this study, shared the mother tongue languages of mandarin and shanghai dialect with the students. the data was collected through audio-assisted class recordings with the aim of depicting pedagogical moments of classroom translanguaging interactions. in the clil classroom, gierlinger (2015) identified two main objectives of the teacher’s codeswitching to l1: regulative purpose and instructive purpose, which respectively refer to the management of “the classroom’s social world” and the communication of “the academic content and skills being learnt” (p. 350). in the efl classroom that focuses on translanguaging practices, zhou (2021) extracted four typical translanguaging instances that utilised four types of linguistic and semiotic resources: multimodal translanguaging with pictures, emojis, mime, and dialects. to compare these two studies and draw particular attention to the role of l1 in target language learning, in this instance both are english, i categorise l1’s role as follows: task management, scaffolding tl production, and conceptual clarification. the following paragraphs will explore these roles in more detail. 3. the role of l1 in task management l1 comes into play when class and task management goals take precedence over the teacher’s tl delivery aim. when the pedagogical intention is to effectively fulfil task management needs, teachers’ language use tends to become more focused on efficacy than l2 input. yet at the same time, as can be discerned from elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 48 a critical analysis comparing the role of l1 in clil and translanguaging both studies, the l1 use in this context, albeit not aimed at furthering l2 learning, can implicitly support students’ lexical acquisition of the target language. in gierlinger’s (2015) study, the data reveals that clil teachers frequently codeswitch to l1 for regulative purposes. as reported by teacher participants in the interview, their use of l1 for the class regulative objective is pedagogically planned on account of the “authenticity and forcefulness” brought by l1 (gierlinger, 2015, p. 356). l1’s authentic power enables it to have the “appeal to attentiveness” effect in clil classrooms, redirecting students’ attention back to the content and linguistic aspects of the class. this resembles to what bobadilla-pérez & galán-rodríguez (2020) point out as the affective role attached to l1, where teachers intentionally switch to the mother tongue to manage disciplinary issues and create a positive learning environment. for example, as shown in the interview extract, one of teacher uttered “it is very necessary that you work alone, wichtig, important, it’s important, it’s very important to work alone now for three minutes” (gierlinger, 2015, p. 355). the teacher emphasised the instruction “work alone” by reiterating the word “important” several times and also utilising the l1 equivalent “wichtig” to further capture students’ attention. drawing on the language development dimension of this type of l1 usage occasion, teachers frame the class management utterance into an “l2-l1-l2 sandwich pattern”, which potentially opens the possibility for tl learning and lexical acquisition (gierlinger, 2015, p. 356). such sandwich pattern of teaching echoes to the “sandwich technique” advocated by butzkamm & caldwell (2009) in traditional fl teaching, which is designed to facilitate tl acquisition by providing the mother tongue equivalent whenever teachers identify an unknown word or expression. however, compared to the deliberate use of the sandwich technique in traditional fl classrooms, the sandwich model in clil can work more effectively because it happens naturally. as coyle (2007) states, clil provides learners a more natural language acquisition setting because it affords a substantial amount of “real and meaningful input to learners” (p. 548). clil teachers’ l2-l1-l2 pattern occurs naturally in real situations with the goal of recapturing students’ attentiveness in the classroom, during which they provide students with the context for l2 expressions by using l2 in authentic and meaningful scenarios. figure 1. excerpt of transcripts from classroom interaction (zhou, 2021, p. 7) such implicit language learning furthered through the l2-l1-l2 sandwich pattern is also observable in the translanguaging classroom, though manifested in a slightly different way. l1’s involvement in the illustrative excerpt provided by zhou (2021) has the primary pedagogical function of managing the classroom tasks and, more specifically, eliciting more student voice in group discussions. as demonstrated by the excerpt, the student participant is presumably unable to identify the most suitable expression in either elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 49 a critical analysis comparing the role of l1 in clil and translanguaging l2 english or l1 mandarin, and thus resorts to the other l1 shanghai dialect to get their desired message across. as multilingual speakers, they navigate between languages and use resources from those different languages to construct multilingual discourses depending on the communicative situation (cenoz & gorter, 2020). as can be observed from the teacher’s response, instead of discouraging students’ non-tl output, the teacher valued the accuracy of the expression 搓克 cuoke ‘sinister’ and integrated this shanghai dialectical expression in her intermixing discourse as well. such intermingled construction of discourse is very tenable under the translanguaging lens, which viewed languages as “not compartmentalized in a diglossic situation, but rather they overlap, intersect, and interconnect.” (garcía et al., 2008, p. 217). in the example, due to the principled pedagogical aim of evoking more opinions from students, the teacher repeated the shanghai dialect and combinedly utilised it with the other l1 mandarin to maintain the flow of the conversation, while simultaneously, the l2 translation of 搓克, sinister, is also provided by the teacher, thus forming the whole multilingual discourse. in this translanguaging space, the boundaries between distinctive languages are considered soft, and linguistic resources from diverse languages are combined to form the “composite language resource” for both the teacher and students in the pedagogical space (mauranen, 2018, p. 113). moreover, implicit language acquisition is achieved in this scenario, as can be discerned from the last line of the excerpt, student 2, who initially resorted to l1 expression 搓克, picked up the l2 equivalent word “sinister” as the conversation progressed, which signifies her acquisition of a new l2 vocabulary. however, doubts need to be raised as to whether language learners without sufficient linguistic resources in the multilingual classroom can exploit the benefits of translanguaging to the fullest (nijhawan, 2022). here in this instance, not all of the students speak the shanghai dialect to the same level, which can lead to issues of translanguaging practice. as introduced by zhou (2021), most of the student participants were “born and raised in shanghai”. by assumption, the wording “most” signifies that not all of the students have a high-enough shanghai dialect proficiency for communicative purposes. the researcher did not offer further clarification of each student’s linguistic proficiency in their shanghai dialects. when the translanguaging moment of shanghai dialect’s pedagogical involvement is under analysis, the researcher failed to take participants’ distinctive linguistic level into account. since each student individuals have different languages and linguistic resources in their repertoire, not all the students receive the same chance to engage in classroom translanguaging and the non-shanghai dialect speakers will become “minority in classroom environment” (galante, 2020, p. 9). 4. the role of l1 in scaffolding tl production: sufficient or limited? l1 can be utilised as a scaffolding tool to complete an utterance when faced with the linguistic deficiency in the l2. some of the clil teachers in the study were providing opportunities for “a rich and joint learning potential” because they serve as exemplars of language learning and engage in collaborative language development with their students. extracting from gierlinger’s data, when teachers have a struggle with the target expression, indicated by “pauses and repeated hesitation marks”, they switch to l1, and such incidents are initiated either by students engaging in the construction of the whole sentence and providing the l1 word or students directly saying, “you can speak german if you like,” (gierlinger, 2015, p. 362). teachers then resorted to l1 as a scaffolding tool to effectively get the desired message communicated. simultaneously, an in-class foreign language learning model is demonstrated by teachers searching for the corresponding tl words in an online dictionary and students following the learning process by looking at the projector. the learning of the target word is further enhanced through the teacher “repeating it, writing it on the board, and telling them to look for it in their handouts,” (gierlinger, 2015, p. 362). with the scaffolding role played by l1, the whole process of such tl learning conversation takes no longer than ninety seconds. in this scenario, the educators act both as subject knowledge facilitators and language learners who involve their students in the additional language learning process. however, l1’s effective scaffolding role demonstrated in this study is context-dependent because the teachers and students share the same l1 german. it may not function as elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 50 a critical analysis comparing the role of l1 in clil and translanguaging effectively in other contexts where students’ linguistic background is more diverse and do not have a shared l1. it is evident that l1 can play a role in scaffolding teachers’ and learner’s tl production (pladevallballester & vraciu, 2017), however, the scaffolding effect brought by l1 can be limited and one may need to resort to other semiotic tools to further aid the target language learning. as exhibited in the translanguaging classroom in zhou’s (2021) study, apart from linguistic resources, multisemiotic tools such as visual aids and body language can also be mobilised for the aim of sense-making. garcia & wei (2013) has proposed that translanguaging perceives the communicative repertoire of a multilingual speaker as constituted by both language and other semiotic resources, which should be viewed holistically. zhou (2021) demonstrated a pedagogical moment when the teacher initially tried to explain the word “gable” in english (tl) and realised that students failed to understand the meaning, so she immediately provided the literal translation “sanjiaoqiang (三角墙)” in l1 mandarin. however, afterwards she realised that the scaffolding role played by l1 was not effective enough because students remained looking puzzled, so her translanguaging practice went beyond utilising linguistic resources to leveraging semiotic tools, which was manifested by her using the chalk to draw the picture of the gable to provide the visual aids to enhance students’ understanding. the translanguaging happening here transcends the code-switching that took place in the clil classroom because it reconceptualises language as a multimodal semiotic system that demolishes the conventional divide between what is perceived as “linguistic and non-linguistic” (wei, 2018, p. 20). moreover, the mobilisation of semiotic resources in the translanguaging class served a dual purpose of explaining both the target language term “gable” and the l1 equivalent, which improved students’ l1 ability as well. this is in line with the principle of translanguaging pedagogy, which seeks to deepen the comprehension of the meaning and enhance proficiency in both the stronger and weaker language rather than focusing exclusively on the weaker ones (cenoz & gorter, 2020). as elaborated by wei (2018, p. 16), the translanguaging pedagogy helps to re-examine the actual purpose of additional language learning, which is to grow from monolingual to multilingual, rather than to “replace the learner’s l1 to become another monolingual”. therefore, the translanguaging pedagogy deeply impugns the target-languageonly monolingual ideology and revitalises the neglected role of l1 and semiotic resources in language development. 5. the role of l1 in conceptual clarification informed by data of gierlinger’s (2015) study, clil teachers code-switch to l1 when they either notice or foresee the comprehension problem of a concept. such type of l1 use is mainly manifested in quick clarification checks such as “what does x mean?” or “briefly in german so that we have understood it” (gierlinger, 2015, p. 358). in such incidents, l1 plays a conceptual clarification role because the mother tongue allows for discursive flexibility and helps teachers avoid exclusively resorting to their “smaller stock of discursive devices” in l2 to explain things in potentially misleading manners (dalton-puffer et al., 2010, p. 280). in line with clil teachers’ overreaching commitment to their subject teacher role, gierlinger (2015) has argued that l1 use in this context is pedagogically designed for enhancing conceptual understanding rather than supporting tl learning. however, despite these teacher’s initial intention of l1 use and their “unanimous rejection of doing deliberate vocabulary work”, the dual-focused nature of the clil enables the happening of implicit “lexical acquisition of the target language word” (gierlinger, 2015, p. 360-361). moreover, the interview data suggests that the l1 usage is decided based on teachers’ constant monitoring and evaluation of the comprehension difficulty, which is largely reliant on their prior knowledge of each student’s linguistic competence. this reveals that for optimal learning results and for the teacher to ensure that each student is able to improve both content and language skills, clil class cohorts cannot be too large so that the teacher can use l1 in the classroom in the most efficient way. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 51 a critical analysis comparing the role of l1 in clil and translanguaging the l1 use for clarifying concepts in clil classrooms is pedagogically planned based on teachers’ monitoring and evaluation of the level of conceptual complication. the principal aim is successful content delivery and the l1 utilisation in this context can be understood as “a use of last resort”. in translanguaging classroom, on the other hand, attributable to the judicious space it provides for l1 usage, the students themselves are actively engaged in the translanguaging process for the purpose of the conceptual clarification. the l1 is mobilised proactively rather than unavoidably. in zhou’s (2021) study, during a pedagogical moment when the teacher explicated the complex phenomenon of people crying and laughing simultaneously, the students proactively bring up the concept “笑 cry”, which they can more easily relate to and comprehend. translanguaging space provides a legitimate territory for students to not feel pressured to use l2-only but mobilise their l1 to do the meta-thinking, reducing the cognitive load and saving time (lo, 2021). the combination of l1 and l2 can accurately explain the complex concept that the teacher was trying to expound on. this classroom translanguaging incident happens serendipitously rather than pre-planned, owing to the organic space offered by translanguaging (goodman & tastanbek, 2021). 6. conclusion in light of the empirical findings from gierlinger (2015) and zhou (2021), this essay has endorsed the positive role played by l1 in language learning and identified three types of facilitating roles, namely class and task management, scaffolding the target language production, and conceptual clarification. though l1 has an active involvement in both of the teaching practices, the two pedagogical approaches provide different affordances for the l1 involvement, and thereby influencing teachers’ pedagogical choice. for clil teachers, the use of l2 (tl) is always prioritised in the class and the switching to l1 serves as a compensatory measure; contrariwise, translanguaging teachers are authorised to mobilise a range of communicative resources. the code-switching to l1 that occurred in the clil classroom was previously perceived as a sign of pedagogical deficiency, and despite being under gradual modification, such negative association persisted; whereas translanguaging is by definition more positively associated with the l1 use because the l1 is framed as part of the indispensable resource in the whole linguistic repertoire (cenoz & gorter, 2014). by comparing these two pedagogical approaches, translanguaging sheds lights on clil that the l1 use should be justified as to better forward both the language dimension and content dimension of leaning. moreover, it would be essential for teaching practitioners to acquire a thorough understanding of the concepts and theories and how to implement these in their context-specific educational settings (liu et al., 2020). regrettably, the aim of leveraging l1’s facilitative power in additional language learning still has a long way to go due to the confines imposed by the monolingual education policy and the lack of counter-official discourse that justifies linguistically inclusive practices such as translanguaging (carroll, 2016; liu et al., 2020, p. 4; galante, 2020). more empirical research should explore the role of l1 in a more diversified pedagogical context to provide groundings for teachers’ l1 use in the classroom, informing educators to design their l1 use more purposefully and strategically. 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(2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 290 recount text in efl vocational school: a thematic structure analysis dini amartya *, sidik indra nugraha, & iwan ridwan universitas singaperbangsa karawang, karawang, indonesia *diniamartya10@gmail.com article history received : 3 may 2022 revised : 1 july 2022 accepted : 4 august 2022 keywords vocational school recount text systemic functional linguistics textual meaning thematic structure abstract recount text is a staple material taught in the first year of indonesian secondary schools yet research on this dominant elt unit is limited despite the common observation of many students struggling to produce a well-written recount text. to address this research gap and problem, this study conducted a textual meaning analysis in the texts written by tenthgrade vocational school. this study aimed to figure out the types of themes shown in 14 recount texts written by 14 students from two different vocational schools with other majors. the approach used the content analysis method and belonged to descriptive qualitative research. content analysis is used as the technique to analyse the data considering eggins’ 1994 systemic functional linguistics (sfl) theory. the analysis revealed that most of the themes used are unmarked topical themes. every student has a different way of delivering messages in the recount text that they made. moreover, the researchers found marked topical theme, mood adjunct interpersonal theme, conjunction textual theme, conjunctive textual theme, continuative textual theme, and multiple theme. the result of the present study is hoped to provide insights, gained from observing patterns of theme and rheme relations, for secondary english teachers’ endeavours to help improve students’ cohesion. 1. introduction writing skill embraces all knowledge and abilities related to addressing the ideas through the written word. as a language student, to convey ideas in the form of writing, usually using a text. delivering the ideas through reports is essential to students in the vocational school before entering any industry. writing skills is challenging for english as a foreign language (efl) students because of the complication in the writing practice (meiarista & widhiyanto, 2020). students need to regard any aspects to write a good composition. many students from the tenthgrade vocational school in indonesia still have a problem achieving the minimum score because of their limited knowledge regarding the target language, english, especially in writing skills (vernanda, listia, & febrianti, 2020). many students deal with several difficulties in the beginning. to write a text, for example, the students face the problem of considering what context they will write first (qomariah, 2021). moreover, the problem is the word choice they should use in their work because they cannot get the topic immediately. also, there are a lot of errors or mistakes in their writing. the other problem in starting an essay is to correspond every clause into a cohesive and coherent text (meiarista & widhiyanto, 2020). furthermore, the students face the problem of writing recount text in terms of content, organization, grammar, mechanic, and generic structure in orientation and re-orientation (husna & multazim, 2019). it occurs because the students do not understand the theme and rheme enough. thus, it becomes the teacher’s job to help their students to make a good text so they can communicate their idea effectively. furthermore, the students should exercise regularly in making a text to produce a good reader. english at every level of education is very different. english in vocational school belongs to english for specific purposes (esp), which represents an approach to language teaching that combines the necessary of the learners (muliyah & aminatun, 2020). the level of vocational is dissimilar from occupational it means that the teachers and the students should learn not only certain disciplinary but also specialist knowledge. vocational students in tenth grade expect english material to support their future work, as highly recommended in the era of global competition (asrifan et al., 2020). before studying english, according to a specialist, it is essential to learn basic skills. the english subject syllabus in indonesia was designed to develop english competency in written and spoken language through four language skills: reading, listening, speaking, and writing. systemic functional linguistics (sfl) approach is expanded by m.a.k. halliday and his followers throughout the 1960s in the united kingdom and later in australia (o’donnell in almurashi, 2016). this approach influenced by sociologists such as malinowski and bernstein. systemic functional linguistics (sfl) is an extension of https://doi.org/10.31849/elsya.v4i2.9983 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 290-297 https://doi.org/10.31849/elsya.v4i2.9983 how to cite this article: amartya, d., nugraha, s. i., & ridwan, i. (2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 291 the work in systemics by halliday’s mentor, j.r. firth. furthermore, this approach refers to meaning-based theory of language that sees language as the realization of meaning in context (de oliveira & smith, 2019). systemic functional linguistics (sfl) has been used as a framework for implementing pedagogy in the classroom, especially in writing classroom. in the field of education, systemic functional linguistics (sfl) strongly influences the conception of language as social semiotic, in the analysis of texts in context, and in the understanding of language learning as a social process of learning (thompson et al., 2019). formerly, the english curriculum in indonesia was supported by systemic functional linguistics (sfl) and genre based approach (gba) to reinforce the correlation between the language and the function in social arrangement (sayukti & kurniawan, 2018). genre-based approaches have a social and linguistic value in that the students learn the language and social context (fatmawati, irdiansyah & sofyan, 2022). sfl strongly influences the field of education in the conception of language as social semiotic, in the analysis of texts in context, and in the understanding of language learning as a social process of learning (thompson et al., 2019). the theory of sfl focuses on the language has three meanings of metafunctions: interpersonal meaning, ideational or experiential meaning, and textual meaning (cakrawati, 2018). one of the writing texts that vocational students must produce is recount text, which is a variety of text that retells an event or writer’s impression in the past. recount text is one of the more accessible types of text that students can make. this is one of the reasons why the recount text is learned for students in both junior and senior high school levels of education. there are still many students who cannot make the text well. the researcher wants to analyse the recount text of vocational students by using textual meaning. this meaning deals with the context of the text and how language is connected and coherent. using textual meaning can help the teacher analyse the competence of vocational students in making recount text and know how the meaning is delivered based on the text. considering the explanation above, the thematic structure in paragraph is necessary for the success of students’ writing recount text. as far as the researchers could found, only a few studies were conducted on the thematic structure analysis in students’ writing recount text. qomariah (2021) found that from 35 students’ recount text in one of senior high school the most theme frequently used was the topical theme, and the often element of topical theme was the nominal group, and the student starts their recount text with a word or phrase as a subject and adjunct. another study, meiarista & widhiyanto (2020), reported that unmarked topical theme was frequently use in university students’ recount text. triggered by the scarcity of academic research onto this staple unit of english language teaching material, the researchers found it interesting to explore the theme and rheme in recount texts of vocational students. this research aims to observe patterns of theme and rheme in students’ writing recount text to help improve cohesion in the text. after analysing the theme and rheme, we know the form of the organization of the clause as a message. in addition, we know how the students deliver the message in a text. therefore, in realizing the need for further research on vocational students’ recount text analysis of thematic structure. accordingly, the research question is formulated below: 1. what is the theme realized in the recount text of tenthgrade vocational school? 2. how does the use of theme in clause of tenth grade vocational students recount text? 2. literature review people use language to communicate each other in everyday life. they convey meaning in communication with spoken or written in the field of grammar and meaning. the study of language is learned as systemic functional linguistics (sfl). thompson et al. (2019) stated that the systemic functional approach looks at how the language purposes of making meaning in the context of the situation. the systemic functional grammar has three kinds of meaning that can be mentioned as metafunctions. meaning is shown paradigmatically in terms of systems of choice related to what is being talked about, called ideational, how those interacting relates to one another through what they say is called interpersonal, and how ideational and interpersonal meanings are turned into discourse called textual. textual meaning is the decision of a speaker or writer to produce by mixing ideas and reality that the author hopes to express, along with the relationship that they wish to project and develop (bartlett & o’grady, 2017). textual meaning is conveying the message in a text relevant to context (sitanggang, 2018). halliday (1977) in bartlett & o’grady (2017) stated that the function of the textual meaning is producing a text difference between language in the abstract in use with other words, through the semantic of textual component that language comes to be relevant. textual meaning includes factors of coherence and cohesion responsible for producing a linguistic utterance (pereira, 2022). hanafiah et al. (2017) pointed out textual meaning is understanding the clause as a message realized through theme and rheme. the theme is the first element of the clause. the rest of the clause in which the theme is developed is rheme. a clause should have two parts based on textual meaning. the first is a theme, whereas the second is a rheme. the element that marks the beginning of a clause, https://doi.org/10.31849/elsya.v4i2.9983 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 290-297 https://doi.org/10.31849/elsya.v4i2.9983 how to cite this article: amartya, d., nugraha, s. i., & ridwan, i. (2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 292 the theme, is what the clause is about. following theme, rheme elaborates on what theme is about to say to complete the clause's structure. as a result, the order always expresses the thematic structure of a clause. in particular, the theme is presented first. people are also used to conversing with others, whether about well-known topics. the speakers and listeners are already familiar with the theme because it serves as the message's first point. rheme can communicate new knowledge based on this. finally, the clause can convey the whole meaning. from this point on, it can be assumed that a clause's thematic structure will help the dialogue move without any problems. ideational or topical themes are related to students' understanding of background information regarding the topic (nagao, 2020). the topical theme is divided into two types, and they have a marked theme and an unmarked theme. the marked theme is a more noticeable thing. this theme makes the subject and theme different. an unmarked theme is an element that has usual, ordinary, and neutral meanings. this theme makes the subject and theme the same. table 1. example of marked theme theme rheme on sunday night, last week, once upon a time, i went to the hospital with my parents my uncle visited me there lived a rich merchant who had a daughter table 2. example of unmarked theme theme rheme rachel sean queen has a good book ran around the yard has given my neighbor the prize the interpersonal theme is a type of theme that occurs in clause construction, modal adjuncts, vocative, finite, or wh-questions (pasaribu, sinambela & manik, 2020). interpersonal theme functions as interpersonal elements preceding the topical theme (mustika, nurdin & sakina, 2021). modal adjunct or comment adjuncts consist of the speaker or writer's judgment on attitude to the content of the message. vocative typically a personal name used to address. finite is an auxiliary verb in a sentence. in whquestions, the wh-element is theme. in addition, in interpersonal theme, a theme shows yes or no in the act called polarity adjunct. table 3. example of modal adjunct theme rheme probably, unfortunately, thankfully, she will pass the exam the popcorn didn’t explode goldilocks escaped from three bears table 4. example of vocatives theme rheme mia, solomon, you must read novel that title is harry potter do you want more soup? table 5. example of finite theme rheme could do can she passes the exam? you give the blood? you take my bag for me? table 6. example of wh-element theme rheme did you where sleep on the bed last night? are you heading to? table 7. example of polarity adjunct theme rheme yes, no, he is my youngest brother he is not. he is a teacher there are three types of textual themes: continuative, conjunctive adjunct, conjunction, and multiple theme. the textual theme usually shows at the beginning of a clause and precedes the interpersonal theme (mustika, nurdin & sakina, 2021). the continuative theme used in spoken dialogue relates to what a previous speaker said. moreover, conjunctive adjunct is an adverbial group of prepositional phrases that relates the clause to the preceding text by providing a logical link. the conjunction is a word that occurs structurally to another clause. furthermore, multiple themes when in a sentence, there is two or more kind of themes. https://doi.org/10.31849/elsya.v4i2.9983 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 290-297 https://doi.org/10.31849/elsya.v4i2.9983 how to cite this article: amartya, d., nugraha, s. i., & ridwan, i. (2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 293 table 8. example of continuative theme rheme well, oh, he did a great job she gives you a cup of tea table 9. example of conjunctive adjunct theme rheme nevertheless, moreover, he is still part of the group the new students also agrees that this regulation should be erased for good table 10. example of conjunction theme rheme so, but, since we came to the garden no one was there you called her table 11. example of multiple theme theme rheme but maria, i think he no, well i mean they did not know how to drive are going to be away this study uses the systemic functional approach recount text to understand the textual meaning conveyed in the themes and rhemes of the recount text. recount is a genre text type that refers to experience to inform or amuse the readers. in recount text, students tell some story or matters that have been finished in the past, such as vacation, weekend activities, or previous experiences (qomariah, 2021). moreover, the other types of recount text are personal, factual, autobiographical, biographical, historical, and literary (derewianka & jones, 2016). the purpose of a personal recount is to give some details of a unique experience. while factual recount report on events not experienced personally by the writer. the autobiographical recount is aimed at recounting someone’s life. differently, a biographical recount is telling another person’s life. the other types are historical recounts that explain important events in the society’s past and literary recounts that retell a factual event with aesthetic features. the structure of recount text consists of orientation, series of events, and re-orientation. (cakrawati, 2018). in the orientation section, the author presents the details about who was involved, where it happened, and when it happened in the story. in this section, the author must introduce the participant that is shown in the story, the time and place of the story to the readers. the following structure is a series of events telling the story's happened. in this part, the author needs to advise the readers about the events that occurred in their past, from the beginning to the last, ordered in a chronological sequence. the last part is re-orientation to conclude the story's result. it generally contains the writer’s feelings or opinion about the story. 3. method this study uses qualitative research to explore how vocational students’ writing recount text is analysed by textual meaning through the perspectives of systemic functional linguistics. the object of the study is the students’ recount texts, including content analysis. bengtsson (2016) stated that content analysis is a method for objectively and methodically describing the manifest substance of the communication. using content analysis, the researchers can analyse the presence of certain words or themes within some given qualitative data. the content analysis approach was used to analyse the thematic structure. as a result, we can see how the form recounted text made by students and what types of theme showed often. the researchers used the qualitative method in this research because this research should be investigated inductively. in addition, in this recent research, the researcher utilized a qualitative approach that is content analysis because it focuses on describing the data of textual meaning discovered in students’ recount writings. shortly, this research design explained explicitly how the first year of vocational students’ competence in building textual meaning in writing recount text. in this recent study, the researcher will investigate the recount text of an efl student from the tenth grade of vocational school in indonesia. for the relevance of the data needed, the researcher collected 14 recount texts written by two different vocational students. the text was deliberately chosen from 11 female students and 3 male students. the participants are representative from each major so that valid data is obtained. from the first vocational school, there were 2 students from major food and horticulture crops agribusiness, motorcycle engineering and business, agribusiness processing and agricultural products, and a student from major computer network engineering. moreover, from the second vocational school, the researchers collect the 7 recount texts from modeling design and building information. 4. results this section describes the results of the analysis of vocational students’ recount text. the data showed the results of the theme that ushered in the text. moreover, the researchers analysed every student’s text based on content analysis. https://doi.org/10.31849/elsya.v4i2.9983 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 290-297 https://doi.org/10.31849/elsya.v4i2.9983 how to cite this article: amartya, d., nugraha, s. i., & ridwan, i. (2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 294 table 12. kind of theme kind of theme sum of analysed theme percentage marked topical 32 16% unmarked topical 93 46% comment adjunct interpersonal 5 2% mood adjunct interpersonal 1 1% finite interpersonal 1 1% conjuction textual 25 11% conjunctive textual 1 1% continuative textual 4 2% multiple themes 41 20% regarding table 12 shows that types of theme which occurs in the students’ recount text are topical theme, interpersonal theme, and textual theme.the topical (unmarked and marked) theme is dominant in the text. the dominant used of topical theme interpret that the students are less imaginative in presenting their ideas (anwar & amri, 2020). there are 93 themes (46%) that are the unmarked theme. it indicates that most students mention the topic in earlier text using a noun. in addition, the students use complex sentences in their recount text. this is evidenced by the use of multiple themes, around 41 (20%). besides, the students give a good transition for their writing organization and emphasis a part of the clause. the table shows that 25 themes (11%) are conjunction. furthermore, the students rarely used interpersonal themes. it means they are not focusing on the interaction between the speaker, the writer, and the listener or the reader. the most dominant used of theme in students’ recount text is unmarked theme. the used of unmarked theme in the students’ text indicates that the students need to pay attention to construct grammatically correct clauses in their text (putri & rosa, 2020). the unmarked theme appears when the theme conflates with the mood structure constituent that typically occurs in the first position in the clause of that mood class (hanafiah, yusuf & aswani, 2018). the example of transitivity analysis of unmarked theme consists of pronoun is explicated the following excerpt. “i watched tutorial videos and read many art blogs.” excerpt 1 i watched tutorial videos and read many art blogs actor pr: material goal topical theme rheme as illustrated in excerpt 1, the word “i” as the theme of the clause. in this clause, the unmarked theme is the pronoun as the head. in functional grammar theory, the pronoun in the first element in the clause belongs to a nominal group. “sewing used clothes and towels very fun.” excerpt 2 sewing used clothes and towels very fun actor pr: material noun adj: conjunction noun circ topical theme rheme another example of transitivity analysis of unmarked theme consists of common noun is shown in excerpt 2. the word “sewing” in the second clause as the theme of the clause. the second clause used common noun as a head to be theme. the theme has a function of being a subject in the clause. furthermore, the second topical theme that appeared in the students’ recount text is marked theme. this theme is unusual and uncommon expected to find as the theme to catch attention (anggraeni & mahdi, 2020). the example of transitivity analysis of marked theme consists of adverb is explicated in excerpt 3 as follows: “there i and several other classes also participated in the competition.” excerpt 3 there i and several other classes also participated in the competition adverb actor (noun) pr: material goal topical topical theme rheme https://doi.org/10.31849/elsya.v4i2.9983 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 290-297 https://doi.org/10.31849/elsya.v4i2.9983 how to cite this article: amartya, d., nugraha, s. i., & ridwan, i. (2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 295 as illustrated in excerpt 3, it can be seen that the clause is categorised as marked theme because it is composed of an adverb. the word “there” in the first clause is the adverb that function as the adjunct in the clause. 5. discussion identifying textual meaning is essential to clearly distinguish between the theme and rheme (yunita, 2018). theme explains what the writer wants taking about, and rheme tells what the writer was saying (ananda, ginting & hasibuan, 2019). the theme realized in the students’ recount text is the unmarked theme. in other words, an unmarked topical theme appears when the theme conflates with the mood structure constituent that typically occurs in the first position in the clause of that mood class (hanafiah, yusuf & aswani, 2018). mostly, the theme that appears is nominal. it means that when the elements of transitivity that is either participant, circumstance, or process can be assigned occur in the first position in the clause (febriyana, et al., 2018). in that clause, the theme also has a function of being subject. the theme is not always the subject of a sentence but the left-most important constituent of the sentence (sayukti & kurniawan, 2018). the second topical theme that finds was the marked theme. the students explain the chronological time of their story or activities using the adverb time. the most common marked theme is the adverbial group, which functions as an adjunct and complement to the clause (mustika, nurdin & sakina, 2021). the theme gives a transition in writing organization. the analysis of markedness becomes essential since it can affect readers’ interpretation (supriani, et al., 2018). the interpersonal theme in the clause above explained the writer’s judgment or attitude to the content of the message. moreover, interpersonal meaning represents the speaker’s meaning potential that takes into account the nature of the relation between the addresser (speaker) and the addressee (listener) (qomariah, 2021). the interpersonal theme may consist of finite in the form of auxiliary verb, wh-element, vocative, or adjunct, generally in the form of adverb (mubarak, 2021). from the clauses above, the textual theme realized is a conjunction, continuative and textual theme. continuative is the expression of sound, word, or phrases, creating one meaning and context (sitanggang, 2018). using conjunctions is the easy way to link a clause to another element (meiarista & widhiyanto, 2020). their frequent use of the textual theme indicates the writer’s ability to develop the logical relationship between clauses that make their texts more cohesive and coherent (susilowati, faridi & sakhiyya, 2022). according to the recount text that was analyzed before, the quality of the recount text is medium. students still make errors in making their recount text. error plays an essential role in english language learning because it points out that a language learner is not successfully grasping the target language (mustafa, 2021). some aspects of errors made by students are generic structures. many students have a problem with the generic structure of recount text due to online and video learning in the covid-19 pandemic era (utami, hadi & aswir, 2022). the generic analysis structure of recount text conducted by maryam, mustika & yugafiati (2020) showed that students find a problem organizing the idea at any stage of recount text. the previous research from sartika, khairinisaak & asmara (2022) reported that 15 students (68.18%) were significantly less in the organizational structure of recount text. this problem also appears in the results of vocational students’ recount text. furthermore, the recount text is written by participant 8, participant 10, and participant 11, and participant 13 did not register re-orientation. they focus only on the orientation and events of the story. in the last paragraph, students just ended the story and did not tell their feelings or opinion about their story. the essential elements in writing recount text are orientation and the events (yulianawati, 2018). some people said that the part of reorientation in recount text is optional (cakrawati, 2018). it would be better if students write recount text in a structured way. after identifying the generic structure of the recount text made by students can increase their vocabulary and knowledge about the place, time, and participant in the recount text (aiman & fitrawati, 2019). the researcher also finds that students have a problem with their vocabulary. the students were not fully aware of grammar and the choice of words. vocabulary is an essential thing in writing activities. a good writer needs a comprehensive knowledge of vocabulary to increase the clarity and accuracy of his writing (barus & panjaitan, 2022). students need to learn the specific purpose of english to improve their speaking and writing skills, followed by listening, reading, grammar, and vocabulary (sari & wirza, 2021). in addition, other aspects also affect the text to be not cohesive. recount texts made by students were not cohesive, did not follow a particular pattern, and did not have thematic progression (anggini & kurniawan, 2020). therefore, it becomes a big challenge for teachers to teach writing. in vocational school, the teacher used genre based approach to teach recount text in class. systemic functional linguistics represents how language works and performs as the expression of meaning involving ideas (siregar, 2019). teacher plays an essential role in the success of learning writing in the classroom. the teacher, as the teaching designer in the class, should have enough knowledge of the teaching approach and method to conduct the class, reach the lesson goal, and control students' different characteristics (fatmawati, irdiyansyah & sofyan, https://doi.org/10.31849/elsya.v4i2.9983 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 290-297 https://doi.org/10.31849/elsya.v4i2.9983 how to cite this article: amartya, d., nugraha, s. i., & ridwan, i. (2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 296 2022). the materials, concepts, and teaching and learning processes must be planned according to the students’ level of english mastery (salam, putri & gustiani, 2022). the results of this study can be used as evaluation material for teachers to improve the quality of writing classes in the classroom. the teacher can analyze and evaluate the student’s work at the discourse level, beyond the prescriptive instruction on orthography and syntax at the sentence level (hanh, 2021). besides the teacher, students also must improve their writing performance by practicing. little practices to produce a coherent text can start with making coherent sentences, short paragraphs, and a text (priyatmojo, 2021). in that way, a successful writing class will be created. 6. conclusion this study was conducted since the previous research analysed the text of senior high school and university students. the researchers analysed the textual meaning in recount text of the tenth-grade vocational school. it investigates thematic structure that is shown in the students’ text. the researchers revealed two critical findings related to the theme and generic structure of recount text, which is that students tend to produce an unmarked theme, where they placed the subject, the noun, at the beginning of the clause. textual theme is the second highest dominant theme, indicating that the students made sufficient use of complex sentences to tell their stories, and interpersonal theme is rarely used for a recount text. in general, they displayed enough competence in producing written texts, although the researchers have observed instances of misunderstanding in reorientation and the language structure and english-indonesian translation issues, which can be addressed by the teacher in the future. references aiman, u., & fitrawati, f. (2019). an analysis on the second year students’ difficulties in comprehending recount text at smpn 27 padang. journal of english language teaching, 8(3), 317326. analysis of textual meaning on students writing of recount texts. in elt forum: journal of english language teaching, 7 (2), pp. 54-62. ananda, t., ginting, s. a., & hasibuan, j. r. (2019). theme and rheme on students’ writing with different objects. genre journal of applied linguistics of fbs unimed, 8(1). doi: 10.24114/genre.v8i1.19644 anggini, c. p., & kurniawan, e. (2020). pedagogical implication based on students’ writing analysis. asrifan, a., vargheese, k. j., syamsu, t., & amir, m. (2020). esp course design: the need analysis on tourism department in indonesia vocational high schools. journal of advanced english studies, 3(2), 69-77. bartlett, t., & o'grady, g. (eds.). (2017). the routledge handbook of systemic functional linguistics. taylor & francis. barus, k. h. b. b., & panjaitan, n. b. 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(2018). theme markedness in efl students recount texts: a systemic functional analysis. saltel journal (southeast asia language teaching and learning), 1(1), 14-20. https://doi.org/10.35307/saltel.v1i1.3 hanh, n. t. (2021). an investigation on thematic patterns and progression in two short stories. language, 15(6). husna, a., & multazim, a. (2019). students’ difficulties in writing recount text at inclusion classes. let: linguistics, literature and english teaching journal, 9(1), 52-76. doi: 10.18592/let.v9i1.3077 maryam, s., mustika, n., & yugafiati, r. (2020). the analysis of recount text written by expert and students. project (professional journal of english education), 3(2), 202-209. meiarista, k., & widhiyanto, w. (2020). theme-rheme configuration in recount texts produced by indonesian efl students. in elt forum: journal of https://doi.org/10.31849/elsya.v4i2.9983 https://doi.org/10.24114/genre.v8i1.19644 https://doi.org/10.24114/genre.v8i1.19644 https://doi.org/10.18592/let.v9i1.3077 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 290-297 https://doi.org/10.31849/elsya.v4i2.9983 how to cite this article: amartya, d., nugraha, s. i., & ridwan, i. (2022). recount text in efl vocational school: a thematic structure analysis. elsya : journal of english language studies, 4(3), 290-297. 297 english language teaching, 9 (1), 55-64. doi: 10.15294/elt.v9i1.37148 mubarak, h. z. (2021). theme and thematic progression of undergraduate theses. eeal journal (english education and applied linguistics journal), 4(1), 11-19. muliyah, p., & aminatun, d. 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(2020). the contributions of systemic functional linguistics to literary text analysis. international journal of linguistics, literature and translation, 3(9), 81-86. https://doi.org/10.32996/ijllt.2020.3.9.8 pedagogical implication based on student’s writing analysis. register journal, 11(2), 210-227. https://doi.org/10.18326/rgt.v11i2.210-227 pereira, b. g. (2022). systemic-functional linguistics and linguistic literacy: theoretical foundations and contributions to teaching. south florida journal of development, 3(3), 3446-3453. https://doi.org/10.46932/sfjdv3n3-033 priyatmojo, a. s. (2021). cohesion and coherence of students recount texts in indonesia. language circle: journal of language and literature, 15(2), 361-374. https://doi.org/10.15294/lc.v15i2.29003 qomariah, n. (2021). theme and rheme in students' writing. kne social sciences, 502-515. . https://doi.org/10.18502/kss.v5i4.8707 salam, n., putri, a. n., & gustiani, s. (2022). developing esp teaching materials for vocational students. in uicell conference proceeding (pp. 92-101). sari, f. p., & wirza, y. (2021). needs analysis of english for specific purposes in vocational high school level. in thirteenth conference on applied linguistics (conaplin 2020) (pp. 188-194). atlantis press. sartika, d., khairinisaak, k., & asmara, r. the analysis of students’ difficulties in writing recount text. journal of english education program, 3(1). sayukti, n. k. h., & kurniawan, e. (2018). an analysis of student’s recount text in systemic functional linguistic perspectives. retorika: jurnal ilmu bahasa, 4(1), 53-59. https://doi.org/10.22225/jr.4.1.466.53-59 siregar, s. r. (2019). the students’ ability in analyzing metafunction. english education: english journal for teaching and learning, 7(01), 81-94. sitanggang, a. (2018). analysis of students‟ writing based on textual meaning. journal of english teaching as a foreign language, 4(2), 7 15. supriani, r., rama, e. n., sulhaida, s., & aswani, a. (2018). the realization of markedness in grade xi students’ recount texts in binjai: systemic functional perspective. joall (journal of applied linguistics and literature), 3(2), 1-10. 10.33369/joall.v3i2.5998 susilowati, e., faridi, a., & sakhiyya, z. (2022). thematic structure and thematic progression in research articles published in scopus-indexed international journals. english education journal, 54-65. https://doi.org/10.15294/eej.v12i1.53229 thompson, g., bowcher, w. l., fontaine, l., & schönthal, utami, n. a. r., hadi, m. s., & aswir, a. (2022). analysis of generic structure and recount text understanding in eighth grade students. jurnal studi guru dan pembelajaran, 5(1), 101-105. vernanda, f., listia, r., & febrianti, e. r. (2020). indonesian efl students’ problems in writing recount text. lingua educatia, 2(1), 38-49. yulianawati, i. (2018). an analysis of students' difficulties in writing recount text (a case study at a senior high school in indramayu). english focus: journal of english language education, 2(1), 46-59. yunita, s. (2018). theme and thematic progression in students’ recount texts. indonesian journal of applied linguistics, 7(3), 524-530. https://doi.org/10.17509/ijal.v7i3.9797 https://doi.org/10.31849/elsya.v4i2.9983 https://doi.org/10.2991/assehr.k.210312.030 https://doi.org/10.18326/rgt.v11i2.210-227 https://doi.org/10.46932/sfjdv3n3-033 https://doi.org/10.15294/lc.v15i2.29003 https://doi.org/10.18502/kss.v5i4.8707 https://doi.org/10.22225/jr.4.1.466.53-59 https://doi.org/10.15294/eej.v12i1.53229 elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 134-140 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 134 using wh-questions method in pantomime video via zoom: improving students’ writing skill in narrative text raymond willinsky, cindy liana, vontricia velora, and sri ninta tarigan universitas prima indonesia, medan, indonesia cindyliana394@gmail.com article history received :19 february 2021 revised : 20 february 2021 accepted : 30 march 2021 keywords narrative text writing pantomime video wh-questions classroom action research online learning abstract the purpose of this research is to find out whether pantomime videos of wh-questions, i.e., who, what, when, where, why, which and how, are able to improve students’ narrative text writing ability. involving students from 10th grade computer network engineering (x tkj1) of smk swasta imelda medan, the method used in this research is classroom action research. the action research was conducted in two cycles and analysed two types of data, namely qualitative and quantitative, obtained with instruments of writing test and open ended questionnaire. the results of the research show that the obvious improvement is, by using pantomime video as guided, students were able to create a variety of better ways to start a story or narrative. besides, the students could make sure that they used the appropriate verb tense in their writing. moreover, the students could widen their vocabulary in describing the action of the mimes in pantomime video. remembering the online teachinglearning process held in this pandemic era is hindering students’ engagement with most english skills, the researchers proved that watching pantomime video via zoom can significantly heighten students’ enthusiasm in learning online and push them to figure out ways, thus using more words, in describing pantomimes than they usually would with traditional lesson instrument of books or written materials. 1. introduction the upgraded form of the education system is used in order that students behave properly and become active in learning, in which a teacher will only be a facilitator in the learning process. basically, this system requires teachers to replace the old learning processes that tend to be monotonous becoming more creative by adding media to support the learning process, such as adding the visual media like a tape recorder, short video, picture, graph, slide, illustration, chart, etc. (junaidi et al., 2020; rahim, 2019). video is a media that can be used to teach english writing. by using video as media support in classroom activities, students can be guided to study with high levels of engagement (yudar, aditomo, & silalahi, 2020). “video provides information about the eyes and ears, so students can see the actual communication,” (edge, 1993, p. 58). video can also express language actively, by using video it can seeing language-in-use because students not only hearing the language but also can understand the massage from the expression, emotion, or gestures. it can give most advantages for the teacher who want teach language in class (harmer, 2001). in this study, the researcher will apply the pantomime video as teaching media. the reason why researchers choose pantomime video as media support is that pantomime is a unique resource that urges students’ participation and knowledge into writing because it drags down the basic ideas of communication; a symbolic movement that everyone has (aubert, 2005; derin et al., 2020). this uniqueness is of significant value for the learning process which has been less than optimal due to the covid-19 pandemic forcing an abrupt change of learning format for students’ worldwide (syafiq et al., 2021). this study primarily cited and compared with three other researchers who have conducted a similar research in the past to strengthen this research. the first researcher, deta (2018), conducted a pantomime video in his research give positive feedback in teaching writing the tenth-grade students, by compared the average score of students she gets the score increase 1.24 point. by applying pantomime video as teaching media, it can give positive impact to develop the students’ ability in writing, more ever this media can be suitable to teach any kind of text because it will drive students to creative thinking and more imaginative in writing. the second researcher, raharja (2016), conducted a research by using pantomime video as a means of improving a student's potential in writing ability, especially in narrative text. the researchers found that the pantomime video helps students to organize an idea, which is the hardest part of writing. because the students just follow the chronology from video as guidance in the writing process. the third researcher, puspitasari (2017), conducted a research of whquestions method on writing narrative text resulting in the improvement of students’ narrative writing skills in which the average score of students increased from 58.13 (bad to http://ojs.journal.unilak.ac.id/index.php/elsya mailto:cindyliana394@gmail.com elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 134-140 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 135 average) in the first cycle to 78.39 (average to good) in the second cycle. the classroom action research is conducted in two cycles, including four stages: planning, action, observation and reflection. by reflecting on the success of these three previous studies, the researchers feel challenged to try research by applying this method in a different way, by considering the learning system that must be online at this pandemic era. the researchers wanted to find out whether the method of watching pantomime video with wh-questions as guided could provide an increase in students' ability to write narrative text when applied using zoom. where students are expected to get motivation and high enthusiasm from themselves to improve writing skills, without being directly monitored. students ought to master one of the four language skills of listening, speaking, reading and writing. writing is one of the four basic language skills that is considered essential to students' language learning. by writing, students will be able to express ideas and concepts, improve vocabulary and expand knowledge. according to richards & renandya (2002). the writing skill is the most difficult for students because the writing skill is not only about writing down ideas, but it's also about how to explain ideas then generate them into an acceptable text. in teaching theories, the teacher has a leading role in improving the potential of students in writing. however, teachers in reality do not have a certain method of teaching writing, which causes students to have a thought of learning. it is just like studying with a textbook making the students feel uninterested in studying. therefore, the researchers try to find an attractive method that involves students to be more active. in this research, the researchers will apply whquestions method by using pantomime video to improve students’ writing skills in narrative text. in the writing process, many texts will produce such as expository, descriptive, persuasive, narrative, recount, report, argumentative, etc. in this study, the researchers expected students to be able to deepen their understanding about narrative writing skill. the reason why the researchers choose narrative text in this study is because narrative text is a genre that describes the chronology of a story about experience in different ways problematically which turns into a resolution. being easy to study and focusing on developing an idea in the writing process can make students enjoy and be interested in studying. according to (derwianka, 1995, pp.40), written that “the main function of a narrative text is to entertain, but it is also to teach or nourish and extend the readers imagination” furthermore, according to (scanlan, 2003), narrative text is chronologically structured by a beginning, middle and end of a story. this conveys an attractive message for the reason readers keep reading. it may attract readers in an emotional way by allowing them to interact with obvious things, sometimes conveying unfamiliar plots and characters, with recognizably identified details. based on research observation at smk swasta imelda 2020/2021, most issues faced by the students are students’ lack of motivation to use english in writing practice, limited vocabulary thus blocking students' creativity, monotonous using of present tense, poorly written structure of text, continuous interpretation word by word, trivial understanding of punctuation, and lack of feedback from the teachers. the reasons why this research is important are, (1) in general, students from smk swasta imelda cannot write english properly, even the students who get high scores in english examination are unable to write in good sentences and take too long time to start expressing their idea into sentences, (2) by watching pantomime video, students may be able to learn. beside from being fun, pantomime video can increase motivation and can give a great opportunity for developing imagination or an idea in the writing process, (3) wh-question is very effective strategy for students to categorize some idea into the main idea in writing. 2. method this classroom action research (car) was conducted in two cycles, the first cycle has 3 (three) meetings, and the second cycle also designed to have 3 (three) meetings. it uses both qualitative and quantitative data to measure students' narrative writing through the wh-questions method. the classroom action research is carried out for the online classroom teaching process to solve the problems encountered by students in writing narrative texts. this research is conducted in smk swasta imelda medan. the school is located at jalan bilal no.52 medan. the subject in doing this research is tenth-grade computer network engineering (x tkj1) of smk swasta imelda medan which has 38 (thirty-eight) numbers of students. the researchers choose this school because this school gives priority in academic knowledge making the researchers become interested in conducting research in this school. this research uses 3 (three) procedures, such as identifying the problem, implementing the action research and doing evaluation. in identifying the problems, the researchers observe the teaching-learning process and provide students with pre-writing tests. when implementing the action research, this research conduct based on the (kemmis & mctaggart, 1988) is following four steps i.e., plan, action, observation and reflection. planning activities which include: (1) teaching material, (2) students’ personal data (name and scoring), (3) teaching media (pantomime video entitled “mime first love”), (4) open-ended questionnaires (google form), and (5) writing tests. action activities which include: (1) giving writing test i, (2) teaching wh-questions by using zoom and google classroom (during coronavirus pandemic), (3) giving chance to the students to ask and discuss the poorly understood explanation, (4) explaining students’ tests and http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 134-140 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 136 guiding students in doing their tasks, (5) giving writing test ii, and (6) giving open-ended questionnaires. observation activity which is observing students’ activities in teaching learning process. lastly, reflection activity which is deciding whether cycle ii needs to be carried out according to the analysis of the tests and the satisfaction from the researchers. at the end of the car, the researchers conducted an evaluation by collecting data from the writing tests and openended questionnaires to show whether classroom action research is successfully applied or not. the instruments used by researchers in this research are openended questionnaires and writing tests. open-ended questionnaires consist of a few questions which are freely answered by the students about their feeling, opinion, and perception about the situation in teaching-learning process. writing tests consist of pre-writing test, conducted at the beginning of cycle i, to show students’ genuine writing skills; writing test i, conducted at the end of cycle i; and writing test ii, conducted at the end of cycle ii, to measure students’ writing skill improvement. table 1. the scoring writing narrative rubric aspects 06-oct nov-15 16-20 21-25 reasoning only a few simple ideas use simple ideas developed ideas well developed, interesting ideas very few supporting details some supporting details sufficient supporting details many descriptive details communication unclear purpose the purpose is somewhat clear clear purpose clear purpose and engaged the reader limited vocabulary some vocabulary a wide variety of vocabulary extensive vocabulary simple sentences a limited variety of sentences a variety of sentences a wide variety of sentences organization no clear beginning, middle or end some evidence showing the beginning, middle and end have a clear beginning, middle and end flow smoothly, from the beginning to the middle and then to the end. irrelevant ideas and details, no paragraph structure contains ideas and details that are somewhat related to the paragraph sentences are linked together in paragraphs sentences are clearly organized in paragraphs convention several grammar, spelling and punctuation errors or omissions several minor grammar, spelling or punctuation errors and omissions only a few grammar, spelling or punctuation errors or omissions practically no grammar, spelling or punctuation errors or omissions unsatisfactory visual presentation satisfactory visual presentation good visual presentation excellent visual presentation the technique used by researchers to analyse data in this research are qualitative and quantitative technique. in qualitative technique, the researchers analyse data through open-ended questionnaires because the questionnaires consist of students’ feeling, opinion, and perception about the situation in teaching-learning process. in quantitative technique, the researchers analyse data through writing tests, by getting the average score of each writing test i and writing test ii compared to pre-writing test through the formula and scoring rubric below. the formula used to calculate the average score is: 𝑥 = 𝛴𝑥 𝑁 in which: 𝑥 = the mean score in the pre-writing test, writing test i, and writing test ii n = the number of samples 3. results 3.1 quantitative data this research was conducted in two cycles, and it was found that students’ writing potential improved in cycle 2. this can be seen from the indicators of the pantomime video by using the wh-questions method that was successfully used. the first writing test (pre-writing test) was done to obtain the students’ genuine writing skills for narrative text writing before applying the wh-questions method through pantomime video. table 2. pre-writing test, cycle i and cycle ii scores no participant pre-test test 1 test 2 1 a1 68,2 76,3 90,2 2 a2 49.1 50.0 76,5 3 a3 56.6 68.3 87,7 4 a4 43.8 49.7 90,2 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 134-140 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 137 5 a5 44.6 50.0 76,5 6 a6 47.6 50.0 76,5 7 a7 62.3 72.8 91,2 8 a8 70.1 71.0 100,0 9 b1 45.5 50.0 76,5 10 b2 47.7 49.5 76,5 11 b3 41.9 50.0 76,5 12 c1 49.2 50.0 76,5 13 d1 73.5 77.3 99,7 14 d2 41.0 50.0 76,5 15 d3 46.0 50.0 76,5 16 d4 46.3 50.0 76,5 17 d5 46.8 50.0 92,7 18 f1 46.6 50.0 92,7 19 g1 60.0 71.8 90,2 20 i1 43.6 50.0 100,0 21 i2 40.5 50.0 76,5 22 m1 46.7 50.5 87,7 23 m2 46.9 50.0 76,5 24 m3 46.5 50.0 87.7 25 m4 48.6 51.0 75.0 26 n1 46.6 50.0 76.5 27 n2 46.2 50.0 76.5 28 n3 60.5 63.3 92.7 29 n4 46.6 50.0 76.5 30 p1 46.5 50.0 77.5 the students’ score was calculated as follows: pre-writing test score: 𝑥 = 𝛴𝑥 𝑁 = 1893,5 38 = 49,8 in which: 𝑥 = mean of pre-writing test n = numbers of samples in the second writing test (writing test i) in the first cycle, the researchers found that most students could not write narrative text well. the reason was that the students’ found it hard to start writing and to brainstorm to get the appropriate ideas. furthermore, students still did not have a good grasp of grammatical patterns when arranging their text. it turned out that researchers still found grammatical errors in their writing. to overcome this problem, the researcher planned to guide the students by giving whquestions to ease their brainstorming to find the ideas. students were also required to remember the narrative text structure and intrinsic elements to have better writing skills. finally, the researcher assisted students in writing after watching the pantomime video. after the researcher has applied that method, the researchers re-conduct the cycle 1 test resulting in better results. the calculation of the results are as follows: writing test, i score (cycle i): 𝑥 = 𝛴𝑥 𝑁 = 2095 38 = 55,1 in which: 𝑥 = mean of cycle one score n = number of samples then, the third writing test (writing test ii) in the second cycle showed that the mean score of students’ writing narrative text also increased. the results calculation are as follows: writing test ii score (cycle ii): 𝑥 = 𝛴𝑦 𝑁 = 3161 38 = 83,2 in which: 𝑥 = mean of cycle 2 scores n = the number of samples the final scores have greatly increased in the second cycle, showcasing the students’ improvement from the first cycle. this result is and displayed in figure 1. it shows that the average score calculated in test cycle 1 is higher than the average score in test cycle 2. figure 1. students’ scoring diagram the graph showed the students' average score in each writing test improved. in the pre-writing test, the total score reached 1893,5 with a average score 49,8. then, in the writing test i, the total score reached 2095.3 with a main score 55,1. the score was less significantly improved compared to writing test ii with total score 3161.2 and main score 83.2. these results showed an obvious improvement in students’ narrative writing ability. students who initially needed a lot of time writing now need less time to write their http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 134-140 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 138 narratives. the students’ significantly improved writing abilities are also shown by how they can provide more detailed information, students can afford to write longer paragraphs and provide sufficient supporting details, students can afford to organize their stories from beginning to the end, students can afford to complete their stories before the given deadline, students can afford to create variously better ways to start a story, students can afford to create variously better to understand grammar better than before, in which they became more cautious in constructing past sentences and capable to correctly recognize the conjugation verbs as well as to use vocabulary appropriately. in short, students were able to write narrative text very well. 3.2 qualitative data to find the problems in smk swasta imelda medan, the researchers conducted pre-writing test for tenth-grade computer network engineering (x tkj1) students. the problems found by the researchers were students needed much time to generate an idea for writing, students didn’t really understand writing narrative text for the example the generic structure and the language features of the text, and students had many grammatical mistakes. those problems should be solved and students’ writing skill should be improved by implementing a teaching method which were by wh-questions method through pantomime video. the target of this research was the improvement of students’ writing skill especially in generating ideas and organizing text. 3.2.1 plan after finding the problems by the pre-writing test, the researchers made a plan to teach writing class by preparing materials such as explanation video about narrative text, pantomime video titled “mime first love” with the duration about 4 minutes, and wh-questions instruction to prepare for the writing test i. 3.2.2 action the researchers implemented the teaching method starting by sending the explanation video about narrative text to the online class. then the researchers posted the wh questions to guide the students in preparing the writing test i. the researchers also posted the pantomine video. the researchers then provided time for students to understand the narrative text explanation and for students who have questions about the lesson, ask the researchers directly via whatsapp. after no question was given, the researchers then gave time for students to prepare for the writing test i until the next meeting. in the next meeting, students were given writing test i which was by writing down the narrative text in the pantomime video helped by the wh-questions prepared. 3.2.3 observation some students participated in this research well, even though at first, most of the students were late, some of the students didn’t really pay attention to the video but then the students invite the other students creating a memorable moment. 3.2.4 reflection after analyzing the observation, the researchers found some improvement achieved by the students after doing the action. the mean score of the students was increasing, shown by the comparison of results in pre-writing test and writing test i. the mean score of the writing test i was 55,1. it was better than the mean score of pre-writing test which was 49,8. however, the researchers still identified some weaknesses in writing a story. taking a long time to generate ideas and grammatical mistakes in tenses were the main problems faced by the students. then the researchers planned to deepen the students’ brainstorming skills by having a grammar exercise in the next meeting. the researchers then implemented the plan by giving a grammar exercise and planning to have writing test ii which resulted in the significant improvement shown which the mean score of writing test ii was increased by 28,1. the mean score in writing test ii resulted in 83,2. after all the lessons and writing test ii ended, the researchers gave the open-ended questionnaires to the students about their experience, feeling, thought, etc. about the lesson given. based on the questionnaires filled in by the tenth-grade computer network engineering (x tkj1) of smk swasta imelda medan, the researchers found that there are 33,33% students found it very fun studying the lesson, 20% students finding it beneficial to study the lesson, 26,67% students being neutral about the lesson, 13,33% students finding it hard to understand the lesson, and 6,67% students feeling very boring studying the lesson. 17,65% students felt very interested studying by zoom, 29,41% students finding it easy to understand studying by zoom, 23,53% students feeling fine studying by zoom, 5,88% students feeling so-so studying by zoom, and 23,53% students feeling and finding it very hard studying by zoom. additionally, 50% students felt very satisfied with the teaching-learning process, 18,75% students feeling satisfied with the teaching-learning process, 18,75% students feeling neutral with the teaching-learning process, and 12,5% students feeling dissatisfied with the teaching-learning process. moreover, 18,75% students found the lesson very clear, 12,5% students having difficulty in english language, 18,75% students feeling poorly understand the lesson, 18,75% students having difficulty in analyzing the video, and 31,25% students finding the lesson very confusing. there are 18,75 students who are able to make narrative text from studying in online class, 37,5% students getting slight knowledge about the lesson, 6,25% students understanding about pantomime, 6,25% students able to understand the lesson better, and 31,25% getting nothing from the lesson. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 134-140 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 139 from the data above, it could be seen that most students find it very fun studying the lesson, easy to understand studying from zoom, very satisfied with the teaching learning process, very confused about the lesson, and get slight knowledge about the lesson. 4. discussion remembering the online teaching-learning process held in this pandemic era, teachers’ role is very needed nowadays, where teachers are demanded to be able to use enthusiastically active and fun learning method to hook up students’ interest in teaching-learning process. because of that, researchers find out that watching pantomime video by zoom is proven to improve students’ enthusiasm in teachinglearning process. from one questionnaire filled in by the students, they state that teaching-learning method by using pantomime video make it feel as if they are watching a video with their friends. thus, they do not want to miss that moment. compared to deta (2018) who found the mean score compared in students’ tests (pre-test and post-test) was only improved 13,5 points, this research was found out that the improvement between test in cycle i and cycle ii was 28,1 points. the previous researchers conducted her research by using pantomime video directly in the class to improve descriptive writing skill, meanwhile, in this research the researchers conducted the research by using pantomime video in online learning by using zoom to improve narrative writing skill. and both of the results showed a successful application. so, it can be concluded that teaching-learning method by using pantomime video can be applied directly in the class as well as in online learning. the method is very compatible to improve students’ writing skill in narrative and descriptive text. compared to puspitasari (2017), the teachers paid attention to the students' behavior in direct learning tends to be passive. in that situation, teachers were expected to provide regularly-good monitoring to students. that was known as teacher-centered learning approach, meanwhile, in this research, the researchers used the wh-questions method and pantomime video as the media to raise enthusiasm in online learning, in which the teachers' roles were only as facilitator in the teaching-learning process. this was known as student-centered learning approach. moreover, comparing to the situations and the score improvements, students-centered learning was considered successful in improving students' writing skills. overall, the research result appears that there were some improvements. from the findings, it showed the students’ writing skill improvements. by conducting more exercise in writing through video, students’ writing ability had improved. they can afford to get ideas and give sufficient details. they can afford to organize the text structure from the orientation, complication to the resolution clearly, and they were able to connect ideas as well as details with the text. the video contained a love story similarly relatable with the student's love life making the students easily write the text. besides, the students could make sure that they used the appropriate tense in their writing. additionally, the students could widen their vocabulary in describing the action of the mimes in pantomime video. the test results also showed good improvements, in which the average score in the end of cycle 2 was 83.2. it increased 28.1 points from the average score at the end of cycle 1. it could be stated that there was an improvement in students’ writing ability. 5. conclusion after doing the classroom action research in two cycles, it can be concluded that the use of wh-questions method through pantomime video had been effective and had successfully improved the students’ writing ability of narrative text. the usage of pantomime video encourages the students to creative in learning and increase their imaginative level. moreover, this unique type of video will allow teachers to detect the extend of the student’s vocabulary mastery, how the students pour their idea to the text with their own language, improve students’ critical thinking skill by identifying movement into language, and it will a novel media that support teachers to increase students’ motivation and engagement which has been at low levels during the covid-19 online learning. future studies should look into more unique types of media or develop much more innovate media in order to address the serious issue of low learning motivation caused by the pandemic. references aubert, c. (2005). arts of pantomime. henry holt and company. burns, a. (1999). collaborative action research for english language teachers. cambridge university press. derwianka, b. (1995). exploring how texts works. australia print group. deta, m. (2018). the use of pantomime video in teaching writing descriptive text in sman 1 siantar. jurnal pendidikan dan pembelajaran khatulistiwa, 7(9). edge, j. (1993). essentials of english language teaching. longman. harmer, j. (2001). the practice of english language teaching (3rd edition). longman group ltd. hopkins, d. (1985). a teacher's guide to classroom research. open university press. junaidi, j., hamuddin, b., julita, k., rahman, f., & derin, t. (2020). artificial intelligence in efl context: rising students’ speaking performance with lyra virtual assistance. international journal of advanced science and technology rehabilitation, 29(5), 6735-6741. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 134-140 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 140 kemmis, s., & mctaggart, r. (1988). the action research planner. deakin university press. puspitasari, h. (2017). improving students' narrative writing by using wh-question as a guide. jurnal pendidikan dan pembelajaran untan, 6(11). raharja, e. s. (2016). the use of pantomime video in teaching narrative paragraph writing. jurnal pendidikan dan pembelajaran khatulistiwa 5(3). rahim, m. n. (2019). the use of blended learning approach in efl education. international journal of engineering and advanced technology, 8(5), 11651168. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. syafiq, a. n., rahmawati, a., anwari, a., & oktaviana, t. (2021). increasing speaking skill through youtube video as english learning material during online learning in pandemic covid-19. elsya : journal of english language studies, 3(1), 50-55. https://doi.org/10.31849/elsya.v3i1.6206 yudar, r. s., aditomo, d. t., & silalahi, n. s. (2020). movie as a helper for students' pronunciation in speaking skill class. elsya: journal of english language studies, 2(1), 15-19. http://ojs.journal.unilak.ac.id/index.php/elsya https://doi.org/10.31849/elsya.v3i1.6206 elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 50-55 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 50 increasing speaking skill through youtube video as english learning material during online learning in pandemic covid-19 ahmad nur syafiq, amalia rahmawati, anwari, and tyas oktaviana universitas muhammadiyah kudus, kudus, indonesia ahmadnursyafiq@umkudus.ac.id article history received : 19 february 2021 revised : 20 february 2021 accepted : 26 february 2021 keywords youtube video speaking skill online learning abstract youtube video is one alternative solution in teaching speaking during pandemic. this study attempts to find the use of youtube videos to improve speaking skill of students and how teaching and learning process using youtube videos are implemented in the class. a classroom action research was conducted to first semester college students of muhammadiyah university of kudus in 2020. the population of this study was all nonenglish program and the samples were 85 students in redundant class chosen using purposive sampling. the data were obtained from speaking assessment and interview and later analyzed by using constant comparative method and descriptive statistic. this study showed that youtube video as english learning material improved speaking skill of students including fluency, vocabulary, pronunciation, grammar, and content. therefore, it can be concluded that the use of youtube video is able to improve the students‟ speaking skill during online learning in pandemic covid-19. further study may concern on the use of youtube video to teach other english skills like reading and writing. 1. introduction the spread out of the novel coronavirus (covid-19) affects to the educational system in our country (indonesia). moreover, ministry of education and culture, the government issued a policy package, which is distance learning for all levels of education (abidah et al., 2020).online teaching system is the alternative solution to teach english especially speaking skill. spoken language is extremely different from written one in the way that it deals with vocabulary, pronunciation, grammar and fluency. in fact, students have problems communicating actively and spontaneously in english even though they have sufficient vocabulary to express their ideas and feelings, they still do not know how to say them. moreover, students say speaking is more difficult than reading, writing or listening for two reasons. first, speaking is valid in the real world. usually that person, with whom we are chatting, is waiting for us to chat at that time. second, when we speak, we cannot edit and revise what we want to say, as we can do in writing. some of the problems in the teaching and learning process in the language class are: 1) some students are afraid to make mistakes in front of their classmates. 2) a number of students kept asking their friends about english vocabulary to make verses. 3) students face difficulties to express their opinion orally. 4) students need a long time to compose and recite a verse. 5) some students are not sure what they are talking about. the bragging findings concluded that other problems in english language proficiency were grammar, fluency, and pronunciation. sayuri (2016) had encountered these problems. in his investigation, students face problems in english dealing pronunciation, fluency, grammar, and vocabulary. students also show other problems that are obtained than students' personal information, namely lack of self-confidence, fear of making mistakes, embarrassment of others, nervousness, staying in english, never practicing, and there is nothing to say (sayuri, 2016). the same case argues that students have problems expressing themselves in speaking because they are reluctant, hesitant, and afraid of making mistakes, lack of sufficient vocabulary, and lack of practice that makes students find it difficult to pronounce sounds in english fluently. the students appeared somewhat and were reluctant to speak because they had nothing to say. even though they have something in mind, they are prevented by being unsure because they are afraid of making mistakes in grammar and they hesitate if other students laugh at them when they make mistakes (meinawati et al., 2020). following the objectives and conditions mentioned above, it is very urgent and necessary for the speech class teacher to make every effort to turn some of these situations into positive states. therefore, from the needs of teaching, youtube can be used as a strategy in teaching speech. youtube was chosen because this web page contributes a lot to the teaching and learning process. it provides a lot of video content which can be utilized for classroom use. youtube as a medium is used by teachers to solve this problem in the first step. khalid (2012) defined youtube as a video partnership web page where users can upload, share and view videos (riswandi, 2016). according to burke (2009) youtube is a public access web-based platform that allows people to easily upload, view, and share video clips elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 50-55 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 51 via the internet via www.youtube.com, other web pages, mobile devices, blogs, and email (burke & snyder, 2008). the education system in our country had to adapt to the situation during pandemic in the way that teaching usually done face-to-face was changed to online teaching. there are many techniques for teaching speaking, both in offline teaching and in online teaching during pandemic (tristiana1 & p. swondo, 2020). distance learning causes many problems, such as miscommunication between teacher and students (abidah et al., 2020). distance learning is learning without face to face, distance learning can use applications in the form of youtube, facebook, whatsapp, twitter, etc. there are so many advantages of distance learning, one of which is very convenient, tests could be passed any time, and in any place, it helps to improve the knowledge of english, nafisah (2017) conducted a study to determine the effect of computer-assisted language learning (call) on students‟ achievement. the result was that students who used call got higher scores. the study proved that there was a positive effect in using online media on students‟ achievement (al-nafisah & al-domi, 2017). moreover, rizki (2020) did a research to find out students' perspectives on online tools it called quiz let, online websites on speaking development of turkish efl learners. the results of this study were that some students felt motivated. students said that activities using online tools were fun and enjoyable, but some students also felt difficult since online tools cannot provide enough examples for students to learn (rizky setiawan & wiedarti, 2020). youtube is considered as an alternative strategy for improving student-speaking proficiency. after watching videos based on youtube, it is hoped that students can get ideas for speaking from the real environment of speakers so that students have the opportunity to make speech offerings that are imitating, intensive, responsive, intensive, interactive and broad. students can also get new vocabulary words and examples of pronunciation which give them the opportunity to make improvements. speaking proficiency would be better if it was supported by the actual environment or valid material as a student scheme (wael abdulrahaman, 2016). the implementation of this strategy includes the phases based on the prior task, the task cycle, and the focus language phases. this strategy is expected to help students solve problems and improve student pronunciation achievement. youtube belongs to online resource, which is very important in the teaching and learning field. this webpage can provide students with daily videos of valid situations that can help them improve their understanding and achievement in english lessons (riswandi, 2016). as many investigators have noted, students can get positive cues when they watch clips that are valid and real (anwar et al., 2017). using youtube videos to teach english classes as additional material will give students a good understanding and knowledge of their course. on the other hand, it may make the learning process more harmonious and meaningful. in addition, it gives students the opportunity to memorize their lessons more easily. based on the observations in the first grade of nonenglish study program in the academic year of 2019-2020 when the author taught in the classroom, there are many reasons that students do not speak. this is because learner's shyness or lack of confidence to speak english. in the preview, their study of english was not optimal. they do not use english in their daily life even though they are grateful and meet. sometimes students do not pay attention while they are studying in the classroom. they are sleepy, do not really understand the material but are embarrassed to ask the teacher, and do not usually use a dictionary. they consider that learning english is difficult and not their daily language, so their studies of english are not interested. furthermore, covid-19 deeply affected the state of english teaching and learning in which the class is not able to be done by face-to-face learning or they must conduct virtual learning by using online applications. this condition of course has impact on university students to learn english therefore this study aims to examine the use of youtube videos to improve students' speaking skill and how the teaching and learning process using youtube videos is carried out in the classroom during pandemic covid-19. 2. literature review 2.1 speaking speaking is one of four language skills in which for many students learning to speak fluently in english is a priority. it is because they use speaking skill to keep up rapport in relationship, influence people, and win or lose negotiations as parts of communication (breene, 2012). there are some methods that can be used to develop students‟ speaking ability. planning, rehearsal, repetition are some of the methods which play important role in related to enhancing speaking skill (harmer, 2011). related to give the clear description about how to improve the students‟ speaking skill, it is also important to discuss the type of skills in speaking. according to brown (2004), there are some differences of micro skills and macro skills of speaking. the micro skills are skills related to production of the smaller chunks of language units such as phonemes, morphemes, words, collocations, and phrasal units. on the other hand, the macro skills are skills related to the mastery on the larger elements of language units, for examples, fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. 2.2 assessing speaking thornburry (2005) claims that there are two main ways to assess speaking. they are holistic scoring and analytic scoring. holistic scoring uses a single score as the basis of an overall impression, while analytic scoring uses a elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 50-55 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 52 separate score for different aspect of the task. each of those has its own advantages where holistic way is quick and suitable for informally assessing progress. meanwhile, analytic scoring takes longer since it requires the teacher to take a variety of factors into account and is probably fairer and more reliable. this study employs analytic system based on pandiya (2013) which is divided into six components to be assessed such as fluency, grammatical accuracy, pronunciation of sentences, pronunciation of words and sounds, interactive communication, and vocabulary resources. 2.3 youtube internet is media supporting the educational process and has a big influence for student‟s achievement in the way that videos in the internet are very effective in the world of education (apuke & iyendo, 2018). moreover, teachers are able to use video as a means of teaching and learning in english class and it produces interactivity between students that supports social pedagogy (wael abdulrahaman, 2016). according to (kabooha & elyas, 2018), youtube is an internet medium that greatly contributes to education in general. furthermore, it offers instant access to teaching, culture-based videos, and languages from around the world. youtube video plays vital role of language teaching in college classrooms (fleck et al., 2014). youtube videos are a relatively simple strategy for making teaching materials relevant and specific to learning english because it contains videos from great scientists, writers, tv news broadcasts, politicians, and other tv programs (pratama et al., 2020). 2.4 online learning online learning is a teaching and learning process that utilizes an internet connection and learning platforms. ade kusuma in la ode anhusadar described that online learning is a learning process that utilizes an information technology, in this case utilizing the internet as a method of information delivery, interaction, and facilitation. on the other hand, adijaya & lestanto also explained that online learning can be done in an easy way because it only relies on applications that are connected to the internet (swari, 2020). to continue the learning process during this pandemic, many online platforms that can be used, such as zoom, goggle classroom, goggle meet, moodle, etc. the online platforms promote both inquiry based learning and independent learning since the online platforms facilitate interactions between teacher and students although they are not in the same room (nartiningrum, n.d.2019). 3. method this study employed an action research. the use action research in this study was to see how youtube video improve students‟ speaking skill during online learning in the pandemic covid-19. this action study began with observation in which researcher discussed the problem in the english speaking classroom during online learning due to pandemic covid-19 and chose youtube video as the english speaking material. later, researcher implemented youtube vides as material in teaching speaking class observed the students„activities while teaching and learning process occur. the result of the observation was recorded. furthermore, after carrying out the teaching process, the researcher recites the occurrence in classroom as the reflection of the action. the researcher evaluates the process and the result of the implementation of youtube video in english teaching. the population were first grades of all students of nonenglish program of universitas muhammadiyah kudus in the academic year of 2019-2020 including 205 students meanwhile the total samples were 85 students taken by purposive sampling because researcher had access to teach those samples. to collect the data, this study used some instruments including observation, which provide total concern to research object of the sense, which aims to explain the situation in class activities, individual involvement in some activities and the relation between situation, activity and individual. documentation is done to get information explicitly and test which is in the form multiple-choice question. after data were collected, they were later analyzed into qualitative and quantitative analysis to explain the result of observation and test. 4. results to include excerpts or quotations from literature, make the transcripts in font size 9 and the code or label aligned to the right. based on the result in every cycle, the use of youtube video had increased speaking skill of aspect even though it is not quite significant. the average score of all speaking aspects in every cycle can be seen in the following table. table 3.1 average score of all speaking indicators average score of all speaking indicators test fluency vocab pronun gram content total (1-20) (1-20) (1-20) (1-20) (1-20) pre 10.3 11.7 11.4 12.1 13.3 58.8 post 1 13.2 12.8 12.7 14.2 14.6 67.5 post 2 15 16.2 15 16.3 16.2 78.7 post 3 17.3 18.1 17.4 18 19 89.8 in the pretest, the average score of the students‟ speaking test was 58.8 from 85 students, while the maximum score was 68. later on, the average score of speaking in cycle 1 (posttest 1) was 67.5 from 85 students while the maximum score is 72. the average score of speaking in cycle 2 (posttest 2) was 78.7 while the maximum score 82 and the average score of speaking in cycle 3 (posttest 3) was 89.8 while the maximum score 92. therefore, it can be said that based on the result of the speaking test, there was an increasing of students‟ speaking achievement. elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 50-55 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 53 4.1 observation results 4.2.1 cycle one cycle one ran for three meetings. in the pre-assignment phase, begin with a speech, check the student attendance list, and inform the learning objectives and assigned tasks. in addition, the proliferation of ideas and the activation of background and contextual knowledge are done before undergoing speech training. several pictures and videos related to the lesson were used and students were asked to read words and sentences for speaking exercises as a warmup activity. in the task cycle, the activity is divided into three stages, namely tasks, planning and reporting. in the first stage, students must be paired to watch youtube videos and they are allowed to make notes. in the second stage, students create a script or text to have a conversation and in the last stage, then, they have a conversation in pairs in front of the class. third, language focus, during this phase, all students provide comments or suggestions on their peers' performance. after students comment, it is the teacher's turn to provide feedback and comments. after the comments and suggestions given by students and teachers, it is time for teachers to make an assessment of today's teaching and learning. based on the results of the observations, most of the students observed the screen carefully. it was found that an average of 75% 92% of students watched the video at the first, second and third meetings. these findings indicate that there is an increase in terms of motivation and interest of students in this speaking class. as they watched the video, students wrote the information obtained from the video on a worksheet. however, when they are on time to talk to their partner, the students seem to be still passive. probably due to lack of vocabulary possessed by students. searching for vocabulary in the dictionary is often done by students during discussions. 4.2.2 revision cycle 1 proved activity of the learning and teaching using youtube-based videos is great. however, it is still found that the students‟ speaking improvement was not so significant. therefore, there were still some points which need to be improved by the teacher. several points need to improve. first, the students in cycle two and three were set up in group 3 – 4. second, the youtube-based videos used by the teacher itself. in cycle one, the teacher only showed the videos in offline mode and play them only twice in the task cycle phase. however, in the cycle two and three, the teacher asked students to bring minimum bring one laptop per group. the students then had chances to play the videos from youtube in online mode and they can watch it for many time in the task cycle phase. in addition, the revision in cycle 2 and 3 also focused on how to help students enrich their vocabulary, improve their pronunciation and improve the students‟ idea by developing material, teaching instruction. this based on the result of students' speaking skills score in the cycle one which showed that their vocabulary, pronunciation, and content are still not so good. for enriching and improving vocabulary and pronunciation, in the pre-task phase, the new vocabulary with the meaning related to the topic was shown. in cycle two and three, the students also had a longer time for memorizing vocabulary and practicing pronunciation. the meaning of the words was also explained in the native language of the students (bahasa indonesia). to stimulate the students' idea, the worksheet was completed with more detailed questions related to the content of the video. the questions about the content of the video were also displayed on the video before the students watched it. students in this cycle two and three had more time to watch youtube-based video and they can find out the appropriate and similar videos on youtube by themselves. 4.2.3 cycle 2 and 3 the teaching method in cycles two and three are the same as in cycles one. a significant difference in this cycle to the previous one is the youtube-based video game mode. in these cycle, students are allowed to watch videos in online mode and use their own devices. the number of groups also varies; they are in this cycle in groups 3 4. therefore, time allocation for student performance is also increased. like the first cycle, the results of activities in cycle two are also taken by teachers through observations, tests, questionnaires, and interviews as follows: first, based on the teacher's observations when the video is played, most students pay attention to the screen and video they watch. it was found that an average of 95% 100% of students watched the video at the first and second meetings. classroom conditions are also more conducive as all students take the class seriously. these findings indicate that there is a significant increase in the motivation and interest of students in this speaking class compared to the initial study and first cycle. while watching the video, students write the information obtained from the video on a worksheet. students seem to be more active when it comes time to discuss those materials with their peers. 5. discussion based on the research results, youtube as a teaching material can improve student achievement in learning english, especially speaking. this is in line with study conducted by (meinawati et al., 2020) which stated that youtube is effective to teach speaking class during pandemic covid-19. in this case, youtube videos are a combination of visual context with spoken language and develop students' ability to enjoy and understand english lessons so that students are more happy and motivated to learn english. moreover, youtube video was used effectively; it enhanced students‟ speaking skill, and classroom climate during online learning. in conclusion, youtube video can be applied as an alternative media in elsya : journal of english language studies vol. 3, no. 1, february 2021 , pp. 50-55 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 54 language-teaching process include for teaching speaking (wael abdulrahaman, 2016). by using youtube videos, students are able to remember lessons and make it easier for them to discuss topics that are studied about english material with their classmates and teachers actively so that youtube makes students more creative and innovative in the field of learning english in virtual class. later on, using youtube as learning material during pandemic also helps students improve their speaking skill and attract student‟s attention when learning in the way that students are more interesting in learning when the situation and condition in the class is different than usual thus it makes them enthusiast and feel more ease. youtube was very effective because it allowed students to speak with more confidence and expression and they also did not have to worry about the phrases they used when speaking because they were able to see how foreigners speak english properly and correctly (fleck et al., 2014). furthermore, youtube videos as teaching material make students are more motivated and less bored in the class and can be used to study groups in doing assignments that make students more active in class during pandemic. the finding also states youtube videos help students learn about speaking in terms of how to speak (fluency), vocabulary, pronunciation, grammar, and what content will be spoken is better where after learning from the video, students get ideas to speak and continue to discuss in groups so that each student has the opportunity to exchange information verbally with group members. this is in line with study conducted by (ariyanto et al., 2018) which stated youtube helps some students to speak actively in class and increase their motivation to speak based on the results of observations, it is stated that the successful of learning speaking is determined by several factors, including the appropriate learning materials and media. youtube as an effective tool that can enhance the learning experience if the video is indeed relevant to the subject at hand (meinawati et al., 2020). students are more confident to speak english because using youtube videos means students do not meet directly when speak english. this finding is supported by tarigan's theory (2008) speaking is the ability of a person to express her knowledge, convey ideas of words, and convey thoughts in front of people. most of the statements above indicate that using youtube videos can make a sense of confidence to speak english. moreover, the use of youtube videos can be used as an alternative to teaching speaking in english classes where the topics given in the form of youtube videos make it easier for students to elaborate the understanding of the material and improve your speaking skills in class. students also feel enjoyable learning interpersonal speaking by usingyoutube video. these findings are like the theory of herrman (2016), by using youtube in teaching english can improve students' understanding and students‟ skill. in addition, youtube can be an alternative learning clinical skills based on video, as a teaching tool to create an active and enjoyable. 6. conclusion it can be concluded that the application of youtube videos in teaching english really improves students' speaking skills and motivation during online learning in the pandemic covid-19, which can be seen from the results of speaking test development in each cycle. moreover, the use of youtube videos in learning speaking increases students' learning motivation in speaking class in the way that youtube videos provide images and audio thus it can help students practice pronunciation, enrich their vocabulary and make it easier for them to find ideas in producing sentences while speaking. in addition, watching videos also subconsciously helps students learn grammar automatically. also, youtube could be great material to teach speaking and it helps the students to understand the lesson as well during online learning. therefore, the use of youtube can be an effective method in dealing with students‟ difficulties and barriers in understanding english especially speaking along virtual class. future study may concern on the use of youtube videos in teaching other english skills during online learning in the pandemic covid19. 7. acknowledgement this research was supported/partially supported by muhammadiyah university of kudus, especially the head of research and publication department of umku for the assistance with the particulars of research technique, methodology. the authors also appreciate the reviewers for the comments that greatly improved the manuscript‟s quality. references abidah, a., hidaayatullaah, h. n., 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(2016). the effective use of youtube videos for teaching english. international journal of english language and linguistics research, 4(3), 32–47. http://www.eajournals.org/wp-content/uploads/theeffective-use-of-youtube-videos-for-teachingenglish-language-in-classrooms-as-supplementarymaterial-at-taibah-university-in-alula.pdf elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 56 investigating efl students’ perceptions on e-learning paradigm-shift during covid-19 pandemic mohammad naim rahim 1 and shanti sandaran chandran 2 1 kunduz university, kunduz, afghanistan 2 universiti teknologi malaysia, johor bahru, malaysia mnaim.rahim@gmail.com article history received : 18 january 2021 revised : 28 january 2021 accepted : 14 march 2021 keywords efl students covid-19 pandemic perceptions e-learning paradigm-shift abstract the purpose of this research article is to investigate the perceptions of efl students during the covid-19 pandemic on implementing e-learning at university-level education in the efl context of afghanistan. the covid-19 pandemic has globally led the universities towards a paradigm-shift. as well as the instant development of ict has restructured the content and the context of education particularly teaching and learning efl. to determine the barriers and opportunities of implementing e-learning in efl education, a qualitative method with semi-structured interview are applied to perceive the perceptions of efl students. the study purposefully selected efl students (n= 21 male and female) from afghanistan universities as respondents. the data from the semi-structured interview is analyzed thematically. results show that efl students perceive e-learning approach as a better alternative to traditional face-to-face classrooms. despite being regarded as an interactive method for efl education, the lack of regular electricity connection, low internet bandwidth, high costs of ict tools, lack of infrastructures, and lack of ict knowledge of the teachers and students are perceived to be the barriers to implementing elearning in afghanistan higher education. in brief, the study contributes to establishing an in-depth understanding of the e-learning implementation and efl instructions in afghanistan higher education during the covid-19 pandemic. 1. introduction due to the rapid advancement of technology, a revolution has erupted on all surfaces of educational life, particularly in teaching and learning a foreign language. the twenty-first century is the age of intelligence where academic tasks are designed based on the influence of technology and educational innovations. according to rahim (2019), teaching and learning a foreign language is now surrounded by many technological trends that have gained the interest of language educators as well as learners. considering this, the need for today’s education requires the teachers and the educational instantiations to restructure the strategies for effective educational practices and upgrade their teaching and learning platforms to meet the global needs. these transformations especially during the covid-19 pandemic need to be based on the authentic investigations of the e-learning approaches. however, many scholars have investigated the potential of applying e-learning in education to help students in improving their learning performance. according to guragain (2016), the instructors can upload and present teaching content, track learners’ activities, assess learners’ knowledge, and keep students updated about the course. rahim & sandaran (2020), also stated that technological approaches will benefit both teachers and learners. despite of this, when this paradigm-shift is discussed in the context of afghanistan, there is a basic understanding of information and communication technology’s (ict) potentials and its retractions. though like other new terminologies of learning in the age of digitalization, elearning does not have an acceptable definition among educators in afghanistan, still, there is an intent that how technological innovations enhance english as foreign language (efl) education. firstly, e-learning can be an online approach that makes the knowledge or language output available to the students and removes time restrictions or geographic proximity which is commonly called anytime and anywhere education. from this, it can be concluded that e-learning refers to the conveyance of education with the assistance of interactive electronic technology. according to rahim (2021), the internet, social media, computers, smartphones, tablets, and innovative educational gadgets are recently designed for in-class and out-class effective language practices. it is assumed that they have a lot to offer if educators integrate them into education, particularly in foreign language teaching and learning context. therefore, the current study investigates the perceptions of efl students to highlight the potentials and restrictions of applying e-learning in efl education to motivate institutions to benefit from its contributions. mailto:mnaim.rahim@gmail.com elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 57 secondly, the term english as a foreign language itself is not focused on any particular class or very structured course anymore. many people learn language through the influence of technological tools and communicate proficiently. whereas, vygotsky (1978) theorized that language learning comes from social interactions. therefore, when all these technological trends come to foreign language teaching and learning, still there are challenges in terms of their alignment and integrations into efl classrooms. paradigm-shifting in educational approaches, specialization in the context of languages itself such as elt, efl, esl, and integration of technology into teaching and learning, all motivate this study to investigate more on e-learning and efl education, particularly in the context of afghanistan. in this study, in addition to the review of the previous literature on barriers and opportunities for e-learning implementation in teaching and learning efl, the main focus is the perceptions of efl students at university-level education in the efl context of afghanistan. a demonstration of the analysis of the findings is extended by recommendations hindering credible and practical results to facilitate the effectiveness of e-learning implementation in efl education. based on the best of the investigator's knowledge and available studies, this area of research is unexplored in afghanistan's context, particularly in higher education institutions. since e-learning integration is a new educational experience at all public and private universities of afghanistan. accordingly, the study followed the objectives of the ministry of higher education to support the new policies (helms) developing for e-learning implementation in the higher education of afghanistan. since 2013, mohe is conducting several phase of training for academic members in all public and private universities all over afghanistan to achieve their professional goals toward the implementation of e-learning. similarly, the quality assurance committee is another branch in mohe intending to develop the quality of teaching and learning at universities. therefore, the efforts in the current study are aligned with the potentials that the higher education attempted to the use of e-learning and the objectives aiming to continue further practical steps toward the educational advancements. in addition, reviewing previous studies (jebreen, 2017; hussain et al., 2018; al-azawei, et al., 2016; o’doherty et al., 2018; rajaee, 2015; rahim & sandaran, 2020; rahim & sandaran, 2021; and lakbala, 2015), this study identified research gaps. most of the studies that investigated efl education and e-learning approaches have applied quantitative research methodology and very few used mixed methods or qualitative approaches. since education, particularly teaching and learning efl is closely related to social sciences, therefore, the current study attempts to do a qualitative study to obtain an in-depth understanding of the issue as well as to fulfill the research gaps. the research objectives include investigating the perceptions of efl students towards the current status of e-learning implementation at university-level education in afghanistan, the barriers and opportunities of implementing it, as well as the available potentials for implementing elearning in this context. to achieve these objectives, the following research questions are addressed: a. how do efl students perceive the implementation of elearning at university-level education in the efl context of afghanistan? b. what are the barriers and opportunities of implementing e-learning at university-level education in the efl context of afghanistan? c. what are the potentials for e-learning implantation at university-level education in the efl context of afghanistan? 2. literature review 2.1 conceptual framework the background, literature review, theories, and principles led to the formulation of the following conceptual framework in this study to demonstrate the relations and conceptual indications of the topics. figure 1. conceptual framework of the study e-learning is the fundamental concept that the study investigates. since it is implemented as an approach in teaching and learning efl, there is a relationship between the efl students and e-learning. to investigates this relationship, efl students’ perception is considered. therefore, the study determines the statues of e-learning implementation and focuses on efl students’ perceptions to highlight the barriers and opportunities which enhances the efl education. 2.2 barriers of implementing e-learning based on the studies (jebreen, 2017; hussain et al., 2018; al-azawei et al., 2016; o’doherty et al., 2018; rajaee, 2015; rahim & sandaran, 2020; rahim & sandaran, 2021; and lakbala, 2015), the barriers are commonly related to the students' anxiety within an unfamiliar e-learning platform, new e-learning modules, and the alignment of e-learning within the contexts of teaching and learning. besides, lack of ict skills, technical e-learning efl students perceptions barriers/ opportunities enhancing efl education elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 58 supports, and lack of infrastructure is considered to be the major barriers to e-learning implantation. according to gutiérrez et al. (2016), the problems that the students face while using e-learning may be psychological, such as anxiety about the use of new methods or problems in communication between coursemates or professors. the study recommended a solution to this barrier that professors have to know the obstacles facing by students and do maximize efforts and investments involved in making high-quality courses to reduce the obstacles within the online communications. aligned with the study above, jebreen (2017) also stated that there is a relationship between the academic years and the transition from traditional education to e-learning. the study resulted in a strong positive correlation between the year that students move from the first years to the top years of their education. therefore, it is highlighted that transition from traditional approaches to technology-generated methods can be considered as a barrier for efl education. based on this study, we can conclude that the more the students’ awareness increases towards the use of technology in language practices, the more they are willing to use the e-learning modules. besides, a study in the uk by ali et al. (2018), listed 68 unique barriers which are thematically grouped into four conceptual categories, i.e. technology (t), individual (i), pedagogy (p), and enabling conditions (ec). as a solution, it is proposed to give training to new students on the use of technology and e-learning. this indicates the similarity between the barriers in different regions. we can conclude that it's not only because of the traditional approaches but also there are inter-connected factors such as the advancement of technology and its influences on education which can be listed as the barriers for implementing elearning globally. in sum, the key barriers of implementing e-learning identified by several studies in different contexts of education are students’ anxiety within the unfamiliar elearning platforms, inadequate awareness of e-learning approaches by learners, lack of e-learning literacy of both teachers and students, and un-alignment of the contents and e-learning approaches. according to lakbala (2015), to overcome these barriers, e-learning training has to be provided for teachers and administrators as well as financial and technical support should be considered. 2.3 opportunities for implementing e-learning reviewing the literature, the study highlighted some of the major opportunities for implementing e-learning which has the main influence on teaching and learning efl. for instance, language learners can have a variety of integrated tasks and flexible foreign language learning approaches in line with their inclinations and needs. according to kisanga & ireson (2015), successful elearning implementation is a means to solve the authentic concerns of teaching and learning. this affirmation supports the idea that empowering e-learning implementations particularly in efl education in afghanistan is also a means. in line with the studies in different countries on e-learning, the current study also highlighted research that has been done in afghanistan. shahnaz et al. (2014) developed an e-learning model called lives (learning through interactive voice educational system). these efforts are the evidence that verifies the attempts in afghanistan for e-learning implementation and motivates the researchers to extend the studies. however, like many other asian countries, e-learning has become a fundamental issue for afghanistan’s higher education since e-learning has a major influence on teaching and learning efl (rahim & sandaran, 2020). today, not only personal-life but even educational-life is affected by ict trends. education particularly teaching and learning efl is a core fragment in these technological revolutions. therefore, relying on the available literature, the current study is encouraged to indicate efforts on exploring barriers and opportunities for e-learning implementation. prior studies investigated that there is a positive attitude toward e-learning implementation by academic members, undergraduate students, and organizational staff. according to hussain et al. (2018), tracking student engagement in different educational learning activities, e-learning encourages high-quality learning and comprehensive analysis of student engagement can help to minimize course dropout rates. technology most particularly e-learning provides this opportunity for foreign language learners to have a flexible learning platform. in the context of afghanistan, traditional approaches for teaching and learning efl led efl education to teacherdominated classrooms (rahim & sandaran, 2020), whereas technology attempts to transform this atmosphere into a more dynamic context. according to rajaee (2015), learners’ requirements changed since they are involved in these new technological innovations. besides this, paradigm-shifting in language teaching methodology is an issue for teachers. as domingo & garganté (2016) stated that pedagogy is transformed from a teacher-centered to a student-centered approach. finally, when personalized learning is discussed, students can decide what to learn and how to learn. also, elearning as an educational approach currently provides the opportunity for both efl teachers and the learners to decide on the most appropriate contexts and the accurate contents to teach and learn. gillett-swan (2017) stated that educational policy developers are becoming increasingly aware of the diversity of their current potential. according to rahim & sandaran (2020), e-learning functions as an effective approach for foreign language elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 59 learning which integrates cooperation, collaboration, creativity, and critical thinking skills. whereas, twentyfirst-century education particularly efl is more on promoting cooperation, collaboration, creativity, and critical thinking. this is not effectively possible without the enhancement of e-learning as an approach to pave the way for effective learning. 2.4 teaching and learning efl in afghanistan for decades, efl is a core skill not only for afghanistan higher education but also as a global requirement for employment or communicative competencies. however, efl is a subject taught in afghanistan's schools and universities as a compulsory subject. according to rahim & sandaran (2021), the importance of the english language in afghanistan indicated a need that it is taught as a subject from fourth grade until high school. besides, english as a foreign language is a compulsory university subject that is offered for another two years at the undergraduate level in every field of studies in afghanistan universities. therefore, efl is one of the major priorities besides ict skills for moe and mohe in afghanistan. according to rahim & sandaran (2021), the educational curriculum of ministry of education was revised during the 2003s. the upgraded curriculum concentrates more on new teaching and learning trends. it is more student-centered in the content of efl education. thus, these indications motivate further investigation on the integration of the language teaching approaches and highlighting the major needs for the implementation of e-learning in efl education. in terms of higher education, the national educational curriculum is revised during 2012s. the new curriculum is focusing on enabling the students to be competent in the english language. the core objectives are to help the learners to have enough communicative competence as well as be proficient in the school subjects and enhancing their communicative proficiency. these efforts are also aligned with the private sector in the country. according to noori et al. (2017), efl has developed as a dynamic skill in both academic and non-academic platforms. to conclude, a paradigm-shifting happened toward learning and teaching efl in afghanistan. based on (mohe, 2011), efl is being the medium of instruction in most institutions and universities, particularly in medical science. also, the mohe commits to transform the language of instruction from persian to english for the majority of the fields. since it is believed that it will open the areas for research and international academic communications. therefore, this paradigm shift in higher education requires the institutions to transform their traditional approaches of efl teaching and learning to technology-integrated instructions. 3. method the study applied a qualitative approach with a semistructured interview. as creswell (2017) stated that the purpose of the qualitative approach is to understand, from within, the subjective reality of the research participants. this will not be accomplished with superficial knowledge about a large, representative sample of individuals. rather this research aims to reach people within the study area who can share their unique slice of reality so that all slices together will demonstrate the range of variation within the study context. hence, the qualitative approach and the semi-structured interview are suitable for the current study. a semi-structured qualitative study offers topics and questions to the interviewee, but they are carefully designed to elicit the interviewee's ideas and opinions on the topic of interest, as opposed to leading the interviewee toward preconceived choices. they rely on the interviewer following up with probes to get in-depth information on topics of interest. similarly, blandford (2013) stated that a semi-structured qualitative study involves systematic, iterative coding of verbal data, often supplemented by data in other modalities. therefore, it suits the best for the current research. figure 3. gender of respondents the respondents of the study are efl students of particular universities in afghanistan. according to blandford (2013), recruiting respondents for a study, it is important to consider their motivations for participation. therefore, the researchers selected the respondents of the study from the discipline practitioners purposefully because this technique led to spending more time and extracting accurate information. the respondents include a total of 21 male and female efl students of public and private universities of afghanistan who voluntarily participated in this study. the small sample size, according to elmusharaf (2012), adds credibility to the sample when a potential purposeful sample is larger than one can handle. within the current study, one of the researchers himself is an academic 0 2 4 6 8 10 12 14 male female gen d er elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 60 member in one of the universities in afghanistan, therefore, the researcher used direct contact to recruit the samples. the study used a semi-structured interview which is adapted based on the objectives and the main research questions of the study as the data collection tool. interviews are best suited for understanding people’s perceptions and experiences. as flick (2009) stated that practices are only accessible through observation, interviews and narratives merely make the accounts of practices accessible. therefore, a semi-structured interview can uncover rich descriptive data on the personal experiences of participants. also, the semi-structured interview can provide an indepth description as well as detailed perceptions generated by the respondents of the study, as it seeks to investigate and recognize the personal performances, experiences, and perceptions of the participants. as stated earlier, a semistructured interview uses open-ended questions to get lengthy and descriptive answers rather than close-ended questions. accordingly, newton (2010) stated that a semistructured interview compromises the opportunity to make the data-rich. therefore, this best suits the objectives of the study and leads to systematic data collection. the data is transcribed from the interviews to easily identify the themes and get an understanding of the data gathered. therefore, the method for data analysis is thematic. according to braun & clarke (2013), thematic analysis is the process of identifying patterns or themes within qualitative data. in addition, data from the different respondents will validate through a triangulation process (miles & huberman, 1994). the themes were based on the research questions which were thematically-divided into sub-themes to give the ball to the interviewees to get an indepth understanding of the issue. as arthur & nazroo (2003), emphasize the need for appropriate interview development, introduction, opening questions, core indepth questions, and closure. the researchers also identified sub-themes from the main research questions of the study to prepare the verbatim of the semi-structured interview. since the data analysis in qualitative research involves identifying, coding and categorizing patterns or themes found in the collected data (vaismoradi et al. 2016), therefore, the researchers encoded the transcribed data from the interviews to find out the patterns. then, the encoded data is grouped into sub-themes, which is later categorized into themes that were found in the data. based on the data analyzed, the thematic investigation is provided to address the gaps. identifying the patterns in a semi-structured interview involves some sort of coding the data. blandford (2013), clarifies the process as creating useful descriptors of the units, such as single words, phrases, extended utterances, objects featuring in photographs, actions noted in videos, etc., and then comparing and contrasting coded units to construct an analytical narrative based on the data. for the current study, thematic analysis is applied as braun & clarke (2006) also stated that thematizing is a generic skill across the qualitative approaches and the thematic analysis builds directly on this skill. 4. results & discussion based on the objectives of the study, the researchers transcribed the data, coded the patterns, and recognized the co-related themes of the findings from the semi-structured interview to investigate the perceptions of undergraduate students’ thematically into the main themes in this section which are e-learning awareness among efl students in afghanistan, efl education would be different by implementing e-learning, e-learning as an ideal approach for efl learners, lack of infrastructures and technical supports, and potentials to contribute e-learning implementations. therefore, the findings of the study in this section are thematically discussed and presented through the analysis of the following. figure 4. e-learning experience of respondents elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 61 4.1 e-learning awareness among efl students in afghanistan based on the efl students’ perceptions, the study highlighted that there are basic understandings of the elearning approaches among the students. as undergraduate students stated that “e-learning is utilized for electronic technology that helps us to access educational purposes easily through using the computer, internet, media, and other technological devices”. they also added that “by applying e-learning, we access to good resources, finding information, creating communication with each other, learning about how these devices work and become aware of other cultures and language aspects”. this finding of the study is aligned with a study done in a different context by yacob et al. (2012), who studied student awareness concerning e-learning, and the results presented that males and females students both have the awareness of e-learning. based on the objectives of the currents study, students’ awareness of the use of e-learning will best motivate the e-learning implementation at university-level education in the efl context of afghanistan. besides, the findings of the study also highlighted that undergraduate students benefited from the potential contributions of e-learning in their language learning circumstances. as an efl student stated, “e-learning means to use technology for educational purposes. it involves the use of digital tools for teaching and learning”. the efl students also added, “e-learning makes use of technological tools to enable learners to study anytime and anywhere. it also involves the training, delivery of knowledge and motivates students to interact with each other, as well as exchange and respect”. similarly, the findings of a study by alkharang & ghinea (2013) also stated that e-learning has emerged as a necessity to meet the challenges posed by the development of information technology and its potential for greater access to knowledge. this illustrates the potentials of using e-learning and its contributions to university-level education in the efl context of afghanistan. on the other hand, the findings of the study highlighted that the efl students already registered for e-learning courses beyond the university classes and get benefit from its potential. as an efl undergraduate student stated, “i registered a single course through e-learning. the course was about (how to be a fluent speaker). it was an online course for about three months”. the efl student also added that “after successfully finishing the course, they gave a certificate. the main purpose of this course is to enable the learners to communicate fluently in the target language”. the findings highlighted that there are enough potentials and awareness of using e-learning among undergraduate students which motivates the potentials for the implementation of e-learning at university-level education in the efl context of afghanistan. a similar study intended that there is no resistance to change by learners while they are involved in these new technological innovations (rajaee, 2015). however, successful e-learning implementation depends on the self-motivation of individuals to study effectively. in short, the findings illustrate the students’ awareness of the use of e-learning in efl education. it also indicates the influence and effectiveness of e-learning in efl education that the students’ attempted to benefit it. considering the level of the students’, e-learning content is also an issue for e-learning developers. as the findings of a similar study by allen & seaman (2014) also stated that policymakers and e-learning developers should distinguish the characteristics of the learners, recognize developmental tasks in line with the learners' age while learners are one of the most important factors in education. 4.2 efl education would be different by implementing e-learning initially, the findings of the study highlighted that efl students at universities have already performed well in elearning platforms available online. as one of the efl students stated, “i have registered only one course through e-learning. that was improve your vocabulary fast”. the efl student also added, “it was a website and they send me a list of words every day. the words were easy and everyday words that we need to know in daily conversation”. hence, students' e-learning experience is evaluated very well. as the student stated, “it was very useful. i learned a lot of new words and i improved my speaking ability as well”. efl students also stated that going to courses costs too much, but with e-learning, we can learn different things with little cost. it reduces learners’ anxiety and stress during a conversation. as one of the efl students stated, “somehow, i am very comfortable with elearning”. despite the findings of a previous study done by gutiérrez et al. (2016) which indicated the problem that the students face while using e-learning may be psychological, such as anxiety about the use of new methods or problems in communication between course-mates or professors, the current study highlights that students are more comfortable while using e-learning. the findings also confirmed that efl students evaluate e-learning well. as an efl student stated, “my elearning experience is very good and useful to me because i learn a lot of things in the english language when i learned english online”. similarly, the student added, “i know a lot about structures, tenses and how we can speak english so they are my e-learning experience”. in this regard, the finding of a study by hussain et al (2018) also stated that student engagement in e-learning encourages high-quality learning. elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 62 furthermore, it is exposed that efl education would be different by implementing e-learning because of its potentials to provide practices for all four skills of language learning. efl students also explained their e-learning interactions with teachers quite positively. as an efl student stated, “e-learning support interaction and this interaction with our teacher include; personal response system when facing a problem, our teacher gives us to answer directly and always try to have assessed learning and all the time consults their students individually”. the student also added, “all interactions among teacher and learners have instructional purposes and focus on meaningful learning”. this indicates that implementing e-learning, efl education would be more effective. students would learn the language faster and they would be able to communicate in any situation. the level of the knowledge of students would be high if they learn through e-learning. since elearning provides authentic tasks based on situated contexts. kisanga & ireson (2015) also demonstrated that successful e-learning implementation is a means to solve the authentic concerns of teaching and learning. in brief, the findings of the current study reveal that students’ engagement in teaching and learning is quite high through the use of e-learning. as an efl student stated about the interactions with the teachers through elearning, “in our educational technology class, our teacher uses a projector for presenting the lesson. i like the lesson very much because i learned all the parts of the lesson. the teacher is very comfortable with the lesson as well”. the students also added, “by using e-leaning tools in the class, the teacher explains every section explicitly and completely. in our class, there is a good connection between students and teachers through the use of elearning”. this indicates how efl classrooms enhanced using e-learning approaches. 4.3 e-learning as an ideal approach for efl learners the findings of the study also demonstrated that efl students consider the e-learning approach as an ideal method for their language learning. however, there are no single methods of teaching and learning in language pedagogy and the existence of various methods make language education different from other fields (rahim & sandaran, 2020). as an efl student stated, “as we know, efl education involves many methods and techniques”. the student also added, “that is the reason that efl education would be different by implementing elearning”. similarly, the findings of a study by solangi, et al. (2018) also stated that e-learning is the ideal form of delivery for higher education students. initially, the findings of the study clarify that efl learners practice the language interactively while using elearning platforms. e-learning engages the student in learning a foreign language authentically, however, it depends on students' and teachers’ motivation. as an efl student stated, “in e-learning, students come online for learning and there may not be such courses to get without using devices and it is somehow good especially to expand our knowledge also another benefit in e-learning is the accessibility of them anywhere and anytime”. the student also added, “e-learning avoid time-consuming and reduces the costs also at the same time we achieve our needs”. similarly, the findings of the study rahim (2021) also evaluated that e-learning provides anytime and anywhere education and increases the student’s interaction, motivation, and engagement. the efl students also reflected that e-learning provides visual language learning tasks which enhance language proficiency. as an efl student stated, “through elearning, i see charts, videos, or listen to different audios and use the computer for searching materials”. this indicates how efl students are engaged in the e-learning platform. also, these variations in terms of visualizations and attractiveness as well as accessibility make e-learning students’ ideal form of language learning. as an efl student stated, “i would have more access to educational materials through e-learning. for this reason, i learn very quickly and easily through e-learning”. these are aligned with the studies that have been done by kisanga & ireson (2015), hussain et al. (2018), domingo & garganté (2016), gillett-swan (2017), rahim & sandaran (2020), rahim (2021), solangi et al. (2018) and ahmad et al. (2020) that using e-learning, language learners can have a variety of integrated tasks and flexible foreign language learning approaches. e-learning approaches facilitate foreign language learners with a set of interactive tasks through which the learners are involved in every stage of learning. therefore, efl learners consider it as an ideal approach for their language practices. 4.4 lack of infrastructure and technical support in general, efl students perceived that before the barriers of e-learning implementation, there is a wide range of opportunities extending the implementations of elearning, particularly at university-level education in the efl context of afghanistan. the findings illustrate that while using e-learning, efl students faced some unanticipated events which make students frustrated. based on the findings, these barriers are technical challenges, most of the time, poor internet connection, and lack of infrastructure. whereas, in terms of the opportunities, the findings illustrate that there are more chances for completing the e-learning course successfully. in terms of lack of infrastructure and technical supports, an efl student stated that “e-learning needs tools, in our country, most people do not have access to the internet and ict tools”. the findings also demonstrate that most of the efl students face challenges of using e-learning due to the poor internet connection and lack of ict tools. as an efl student stated, “i had registered a course for improving my elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 63 vocabulary but most of the time i was not able to download the content due to poor internet connection”. this indicates how the lack of infrastructure and technical support affects the use of e-learning in efl education. the findings of the study identified that there is no specific pedagogical challenge against the e-learning implementation by efl students for teaching and learning efl at universities, but there is a lack of infrastructure and technical challenges that may affect to unsuccessful implementation of e-learning. besides, lack of technical support to integrate the traditional content with technology is also a barrier to implement e-learning. aligned with the finding in the current study, there is a similar study determined lack of infrastructure as the most highlighted barriers of e-learning implementation (shirkhani et al., 2016). efl students also stated that “failures of electricity, lack of computers and technical problems are the barriers happen in e-learning”. there are still potentials to implement e-learning approaches as an efl student stated, “there are many chances for completing an elearning course successfully. however, it depends on the learners if they want to use or no”. similarly, the findings of a study by jebreen (2017) and junaidi et al. (2020) also showed that there is a relationship between the academic years and the transition from traditional education to elearning. overall, lack of infrastructure and technical support are considered barriers to implementing e-learning based on the students’ perceptions in this study. in brief, learners stated that most of the barriers while using e-learning relate to technical issues. as one of the efl students stated, "the first time that i registered for an e-learning course, i was stressed then i get used to it. being irresponsible and being busy at the time of course. weak and not suitable internet is another factor and barriers of elearning". therefore, the findings demonstrate that lack of infrastructure is an issue. as an efl student also stated, “i as an efl learner does not have e-learning devices, but some of our teachers bring their own electronic devices like computer and through them conduct us to the e-learning programs for having meaningful learning”. it indicates that in terms of technical supports, students also lack the elearning tools. 4.5 potentials to contribute e-learning implementations based on the efl students’ perceptions, the investigations indicate that there are still limited opportunities for implementing e-learning at universitylevel education in the efl context of afghanistan. elearning needs the tools and also students’ awareness of elearning. as one of the efl students stated, “the only opportunity that i can mention is the internet. last year, all classes were equipped with the internet and now students can use it”. this identifies that there are steps for improving e-learning implementation at universities. however, students’ awareness of e-learning technology should also be considered. besides, efl students also perceived that the classrooms are equipped with the internet but the internet is slow. it is also stated that e-learning needs high-speed internet and facilitated classrooms. however, e-learning literacy is a factor for both teachers and students. similarly, a study done by kisanga & ireson (2015), suggested a pretraining of the students and teachers on e-learning skills and educational innovations. however, as one of the primary findings of the study, most of the efl students stated that they are techno-literate. many of them can use technology for educational purposes by themselves. therefore, the barriers to implementing e-learning for teaching and learning efl at universities are considered as technical issues and lack of infrastructures while there are optimisms that indicate e-learning implementation at universities is still an opportunity for efl education. as elearning potentials provide the freedom for language learners to decide on their learning content. in e-learning classes, learning is not limited. the findings also declare that by using e-learning, students feel free of stress and anxiety. all these contributions are considered as the practical contributions to implement e-learning in efl education. finally, efl students perceived that that e-learning benefits their learning circumstances. unlike the traditional classroom, e-learning can provide access to the content an unlimited number of times. it also enables learners to access updated content anytime and anywhere (putri, 2019; putri et al., 2020). also, e-learning is a way to provide quick delivery of the lesson and also reduces costs. optimistically, efl students registered for e-learning courses. the findings also highlight that efl students have already performed well in e-learning platforms available online and they are more comfortable while using elearning platforms. 5. conclusion the study aimed to investigate the perceptions of efl students towards the current status of e-learning implementation at university-level education in the efl context of afghanistan. therefore, a semi-structured qualitative study is applied to investigate the perceptions of efl students. the study included a total of (n=21 male and female) respondents from particular universities of afghanistan. the data from the semi-structured interview are thematically analyzed, discussed, and presented. the findings based on the respondents’ perceptions indicate that the integration of technology in education is springing up. it motivates both teachers and the students to practice the language authentically and visualizes the learning tasks. according to the results, efl students are using e-learning objectives. the study examines that e-learning is considered as an applicable approach in efl education that enhances reliable language practices, motivates the learners elsya : journal of english language studies vol. 3, no. 1, february 2021, pp. 56-66 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 64 and teachers, provides the opportunity of anywhere and anytime education, and reduces the students’ anxiety and costs. lack of infrastructures such as computer labs, e-learning classrooms, and unavailability of the ict tools as well as technical supports such as poor internet connections, failures of electricity, high costs of ict tools and internet, and curriculum alignment with technology is also considered as the major barriers of e-learning implementation. the results indicate that there are also potentials by the efl students that benefiting the contributions of the use of e-learning within the language learning platforms. 6. acknowledgement for this research paper, the researchers express their sincere appreciation to their colleagues and undergraduate students at kunduz university as well as fellow friends at utm malaysia for their guidance, advice, and motivation. references afghanistan, ministry of education. 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(2012). student awareness towards e-learning in education. procedia social and behavioral sciences, 67, 93-101. http://doi: 10.1016/j.sbspro.2012.11.310. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 24 factors influencing the use of ict for english language learning of indonesian efl university students tubagus zam zam al arif *, & reli handayani universitas jambi, jambi, indonesia *zamzam@unja.ac.id article history received : 27 may 2021 revised : 4 october 2021 accepted : 9 november 2021 keywords information and communication technology (ict) indonesia structural equation modelling technology acceptance model (tam) university students abstract this study examines the factors of the technology acceptance model (tam) that influence the acceptance of ict use for english language learning of efl university students. this study also addresses the possible obstacles that affect and limit the use of ict by adding motivation and ict skills as extended tam variables. this area of research topic is unexplored in the indonesian context, especially in higher education institution. an analysis of these factors can assist instructors to understand how students learn using ict and in providing useful advice to them during the learning process. the quantitative method was applied in this study, which included 303 students' teachers of english education at a state university in jambi, indonesia. the instrument used in collecting the data was an online questionnaire. data collected were analyzed by using structural equation modeling (sem) with smartpls3 program to analyze the proposed hypotheses formed in order to meet the study objectives. the sem result indicated that the factors of the technology acceptance model are the main factors affecting the ict use. the study concluded that the influence of motivation and skills for ict usage was mediated by three main tam variables, namely perceived ease of use, perceived usefulness, and attitudes. 1. introduction the technological advances have had a major effect on the field of education, especially in the study of english as a foreign language. the ict use in learning english can help students improve their language skills, and also, ict use can inspire and encourage students in english language learning. ict usage can offer opportunities for collaboration and participation in the english learning process, however, those opportunities must be scaffolded for learners to take benefit from those opportunities (murray, 2005). literacy in ict is not a new notion. indeed, computer literacy claims may be traced back to the 1980s. however, the phrase "computer literacy" is frequently inadequately defined and delimited, both in terms of its general goals and what it really involves. computer literacy rationales are frequently founded on questionable assumptions on the occupational relevance of technology skills or the intrinsic benefit of learning with technology, which have been broadly disputed. in everyday use, computer literacy appears to be a minimal set of abilities that will allow the user to function efficiently with technology devices or execute basic information retrieval activities. this is basically a functional definition, it describes the fundamental abilities necessary to carry out specific activities, but it does not go very far beyond that. the majority of discussions about digital literacy remain focused on information and communication technologies (ict). as a result, they tend to overlook some of the larger cultural uses of the internet (particularly among teenagers), which are not just about information retrieval, but also about entertainment, play, personal conversation – and even online commerce. to a great part, the goal here is to encourage more efficient uses of ict – for instance, by developing sophisticated search abilities that will make it simpler to discover relevant resources on the internet. in recent decades, information and communication technology (ict) has been more widely used in language teaching and learning. ict refers to computer-based and internet-based technologies that are used to create, store, view, and share information. ict offers a system for knowledge processing, display, distribution, and exchange, as well as a context for human-human and human-machine communication. in the sense of efl, ict may provide opportunities for english language learners to communicate with native speakers through ict resources such as e-mail, social networking, and video-based communication such as skype, zoom, and google meet. both teachers and students will benefit from the use of ict in english language learning. ict has been used in schools ranging from primary to higher education. students may use ict to find out about new learning materials and practice their english language skills. furthermore, ict can https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 25 be used to draw and increase students' attention and optimistic attitudes toward english learning, and it is proposed that ict can be used more often in the classroom to maximize language teaching and learning. the use of ict will provide students with opportunities to learn their english in real-world contexts (kramsch & thorne, 2002). the students may use zoom or skype to interact with a native speaker (dalton, 2011). in addition, teachers should use video resources in the classroom to improve english language learning (boutonglang & flores, 2011). ict can be used to help students enhance their english language skills (listening, speaking, reading, writing) (jakob & afdaliah, 2019). in the english language teaching method, the use of ict will assist english language learners in improving their english language skills. when teachers use ict in the english language teaching process, university students are more involved in studying the language. students become more involved and embrace classroom experiences as a result of the impact of technology use in the classroom. the introduction of ict also enhances students' enthusiasm in the sense of efl (ilter, 2009). in the indonesian context, especially in the english study program of a state university in jambi, the students believe that ict is useful to be implemented in english language learning. they used ict only for the presentation media in teaching and learning process in the classroom (oktalia et al., 2018). furthermore, the students used ict to enrich their knowledge related to the topic given by the lecturer. meanwhile, the lecturer used the ict for displaying content and as a media for presentation in the teaching and learning process. therefore, ict integration needs to be explored further in order to identify the factors of the technology acceptance model affecting the ict use for english language learning inside and outside the classroom. the focus of this study is to explore the students’ acceptance towards the use of ict in english language learning by using technology acceptance model (tam) in order to know the effects of each construct in this model. the analysis of findings is extended by using structural equation modeling (sem) to explore the determinants of ict use for learning english by efl university students. different from the previous studies (alfarwan, 2019; scherer et al., 2019; tri & nguyen, 2014; wang & hsu, 2020), this current study investigated the attitudes of students towards technology use in learning english by employing tam which is more comprehensive. sabti & chaichan (2014) also employs tam model, yet they limited the variables involved. thus, the novelty of this study is the extension of the basic tam with adding motivation and ict skills as variables of tam to explore the determinants of ict use in learning english. moreover, this area of research covers indonesian context, especially in higher education institution which haven’t been explored. thus, this study issue has yet to be addressed in indonesian setting. analysis of these variables might help, specifically indonesian teachers to understand how students learn english using ict and provide them with valuable suggestions during the learning process. this study can inform both teachers and students on the importance of incorporating technology in english language learning and teaching. as a result, the aim of this study is to examine the determinants of tam that affect the acceptance of ict usage for english language learning. this study attempts to analyze the relationship of students’ attitudes towards the use of ict with determined constructs namely motivation and ict skills to use ict for english language learning. 2. literature review 2.1 information and communication technology information and communication technology (ict) refers to technologies that are used to create, display, store, manipulate, and share information (meleisea, 2007). ict refers to computer-based technologies and network-based technologies that provide a context for information production, delivery, and sharing (murray, 2005). generally, ict relates to computers, laptops, smartphones, gadgets, networks, the internet and other computer-based technologies. ict has brought great changes to all fields of our lives, and it plays an important part in education. in the last decade, ict use has made a significant contribution to english language learning. ict covers all parts of computers, internet, networks, and specific other devices with information storage and processing capacities such as tv, mobile phones, and automatic control devices (kennewell, 2004). in this current study, ict refers to computer-based technologies and internet based-technologies such as computers, laptops, smartphones, social networking, website, and software related to english language learning and teaching (davies & hewer, 2009). the ict integration in english language learning will attract the students’ interest and motivation. the students are more interested when english language learning is taught by using technology in the classroom. the technology integration will affect the students’ attitudes and motivation. the students will enjoy the english language learning activities and they will become active learners in english language learning process. 2.2 ict in english language learning and teaching with the first appearance of ict use in education in the last few decades, considerable investment in technology facilities and training has been made in indonesian universities. as in other nations, the use of ict in education https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 26 in indonesia focuses on the possible contribution of computer technologies in teaching and learning process. ict enables students to actively participating in training and learning experiences. as ict is used in english language teaching and learning, students have a good understanding and outlook towards technology integration in the classroom (boutonglang & flores, 2011). the ict integration in the classrooms has a great potential for english language learning. it can provide active learning experiences and motivate the students. technological devices such as computer, tv, laptop, projector, and interactive learning video will affect the students' attitudes in english language learning and teaching process. the students can improve their english language skills and provide a sense of mobility and encouragement using kinds of technological devices (krista & jay, 2001). in this digital era, both teachers and students are demanded to have digital literacy. it means that mastering the ict skills is a must for teachers and students. they should have the resources and knowledge necessary to use ict in english language learning. the ict skills will drive both teachers and students to gain the benefit of ict use for english language learning. 2.3 the benefits of ict for english language learning and teaching many results of studies are made about the benefits of ict integration in english language learning and teaching. technological devices, including the internet and applications, makes the process of teaching and learning more comfortable and easier, but it also increases the students' motivation and engagement (fatiha et al., 2014; ilter, 2009). the ict integration brings many benefits to students. the students may have the opportunity to search for a variety of authentic materials. the benefits of using ict in elt, such as developing social networking services (sns), social interaction (discussion and forum for students to interact with supervisors or instructors), learning motivation, and experience supports (habibi et al., 2018). the implementation of ict in elt will help both teachers and students. technology devices have been recognized as important and useful resources, especially in the teaching of english. the use of ict in elt assists students in improving their attitudes toward learning english (idowu & gbadebo, 2017; sabti & chaichan, 2014). the implementation of ict in the classroom may result in positive attitudes among both teachers and learners (benghalem, 2015; rahim & chandran, 2021). furthermore, other studies were undertaken to affirm the effects of ict integration in english language learning and teaching often rely on bringing learners to new computers, apps, and websites for learning and practicing english. (zhang et al., 2011). learners may use a wide variety of computers, apps, and websites to help them develop their english skills. internet-based technologies provide learners with access to authentic materials, allowing them to experience english language learning in the real context (shevchenko, 2018). these devices enable students to interact, collaborate, and experience learning in authentic environments. sabti & chaichan (2014) reported their study which focuses on investigating the students' attitudes and barriers. this study involved 30 saudi arabia students from a high school in kuala lumpur, malaysia. the result of this study revealed gender differences affects the students’ attitudes towards the use of technologies in learning english. female students showed high and positive attitudes than males. alfarwan (2019) investigated ict roles in learning and using english among efl university students. this study surveyed 138 saudi english and business students at a saudi university. the findings indicated that the smartphone has the most significant potential for further exploitation concerning english, followed by the laptop and tablet. tri & nguyen (2014) explored the perceptions among teachers and students of ict usage. it undertook 149 efl students at a university in vietnam who responded to the questionnaire survey. the findings indicated that the learners spent more time using ict for private purposes than for english learning purposes. specifically, 88,4% of them using ict for general purposes, and 12.6% of them used ict for english learning purposes. 2.4 technology acceptance model the technology acceptance model (tam) is a valid model which includes the perceived usefulness (pu) and perceived ease of use (peou) as beliefs on a new technology that affect attitude on the use of that technology (davis et al., 1989). the tam has been applied in the context of language learner’s behavior (alfarwan, 2019; sabti & chaichan, 2014; scherer et al., 2019; wang & hsu, 2020). furthermore, multiple studies have provided empirical evidence for the tam concept (venkatesh and davis, 2000). despite widespread acceptance for the tam, researchers urge others to investigate whether the tam's belief variables are mediators of the effect of external variables and, if so, which external variables are essential (venkatesh, 2000; venkatesh and brown, 2001). there is no previous literature research has included collectively motivation and ict skills in a single tam model, even though these variables are relevant in the context of exploring ict use for english language learning. also, while previous research shows that access barriers, such as cost, could influence the use of personal technology (venkatesh and davies, 2000), perceived of motivation and ict skills have not been included as an additional belief variable in previous applications of the tam. https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 27 therefore, we addressed this gap on the research body by extending the tam with adding perceived motivation and ict skills constructs among the key beliefs on ict use for english language learning as external variables of tam. our model suggests that the tam's external variables are relevant to learners with different demographic profiles and serve to mediate the relationships between attitude and actual usage of ict for english language learning. 3. method the current study employed a quantitative method to explore the impact of ict use for english language learning purposes. furthermore, it investigates the students' practices towards the use of ict for general purposes and english language learning purposes. the questionnaire was distributed randomly to 303 students of the english department of jambi university. the respondents had learned english formally for approximately three years in secondary school, and three years in high school, also additional english education classes at university. two hundred thirty-seven respondents are female, while sixty-six respondents are male. the two-section of the questionnaire was designed in a close-ended format. background information was gathered in the first section. the second section covered the tam variables in using ict for english language learning which are motivation (mo), skills (sk), perceived ease of use (peou), perceived usefulness (pu), attitude (at), and actual use (au) with four rating scales ranging from agree to disagree. before the instrument administrated for data collection, it was piloted on a diverse sample of respondents who were not included in the main study, allowing the researchers to classify and modify the instrument to ensure its validity and reliability. the instrument also was translated into the indonesian language to ensure the respondents' comprehension of the items. the data were analyzed quantitatively by using structural equation modeling with smartpls3 program was used to analyze the participants responses. confirmatory factor analysis was performed to examine the impact of tam factors that influence the ict usage for english learning purposes. based on the study objectives and previous literature studies, this study tested the following hypotheses: figure 1. proposed research hypothesis the researchers used the extended technology acceptance model (tam) to investigate factors influencing the ict use in english language learning. tam is a valid model which was developed to understand technology acceptance and usage process (davies, 1989; venkatesh et al, 2003). the original tam model included perceived ease of use (peou), perceived usefulness (pu), attitude (at), and actual use (au). in tam model, the behavioral intention to use technology is determined by peou, pu and at, while peou and pu mediate the effect of external variables (e.g., social norms, affording or constraining factors in the environment) in this current study, the researchers added motivation and ict skills as external variables of tam. motivation and ict skills were predicted to mediate peou and pu, and determined attitude and actual ict use in english language learning. hence, this study has six constructs to investigate https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 28 factors influencing the use of ict for english language learning by efl university students. from these six constructs (motivation, ict skills, perceived ease of use, perceived usefulness, attitude, and actual use), eight hypotheses emerge to be tested in this study. the hypotheses are presented in table 1. table 1. hypotheses no. hypotheses h1 h0 there is no a significant effect of motivation on perceived usefulness ha there is a significant effect of motivation on perceived usefulness h2 h0 there is no a significant effect of motivation and perceived ease of use ha there is a significant effect of motivation and perceived ease of use h3 h0 there is no a significant effect of ict skills on perceived usefulness ha there is a significant effect of ict skills on perceived usefulness h4 h0 there is no a significant effect of ict skills on perceived ease of use ha there is a significant effect of ict skills on perceived ease of use h5 h0 there is no a significant effect of perceived ease of use on perceived usefulness ha there is a significant effect of perceived ease of use on perceived usefulness h6 h0 there is no a significant effect of perceived usefulness on attitude ha there is a significant effect of perceived usefulness on attitude h7 h0 there is no a significant effect of perceived ease of use on attitude ha there is a significant effect of perceived ease of use on attitude h8 h0 there is no a significant effect of attitude on actual use ha there is a significant effect of attitude on actual use 4. results this section describes the findings, statistical descriptive, significance, validity, reliability, and hypothesis testing. table 2. statistic descriptive constructs items mean median min max standard deviation excess kurtosis skewness motivation mot1 3.558 4 2 4 0.503 -1.714 -0.312 mot2 3.426 3 2 4 0.514 -1.48 0.081 ict skills skill1 3.683 4 2 4 0.472 -0.966 -0.886 skill2 3.502 4 2 4 0.532 -1.185 -0.337 perceived ease of use peou1 3.347 3 1 4 0.553 -0.027 -0.194 peou2 3.323 3 1 4 0.527 0.084 -0.001 peou3 3.168 3 1 4 0.552 0.546 -0.061 peou4 3.475 3 1 4 0.544 -0.134 -0.459 peou5 3.330 3 1 4 0.577 -0.049 -0.291 perceived usefulness pu1 3.172 3 2 4 0.583 -0.267 -0.043 pu2 3.419 3 2 4 0.568 -0.8 -0.33 pu3 3.287 3 2 4 0.563 -0.532 -0.054 pu4 3.089 3 1 4 0.681 0.035 -0.365 pu5 3.119 3 1 4 0.664 0.274 -0.409 pu6 3.172 3 1 4 0.572 0.319 -0.116 pu7 3.251 3 2 4 0.588 -0.485 -0.126 pu8 3.554 4 3 4 0.497 -1.965 -0.22 attitude att1 3.574 4 2 4 0.520 -1.038 -0.583 att2 3.568 4 2 4 0.528 -0.911 -0.612 att3 3.426 3 1 4 0.563 -0.097 -0.429 att4 3.630 4 2 4 0.509 -0.62 -0.842 actual use au1 3.370 3 2 4 0.576 -0.721 -0.258 https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 29 au2 2.723 3 1 4 0.696 -0.273 -0.035 au3 3.056 3 1 4 0.699 -0.012 -0.369 table 2 above showed the statistic descriptive of six variables of this study. all items mean scores ranged from 2.723 to 3.683 which means slightly agree to above moderately agree. however, the standard deviations (sd) were relatively moderate (0.472 to 0.699), indicated that there were considerable variations among respondents. table 3. convergent validity construct items outer loading average variance extracted (ave) motivation mot1 0.867 0.786 mot2 0.906 ict skills skill1 0.835 0.772 skill2 0.921 perceived ease of use peou1 0.833 0.649 peou2 0.877 peou3 0.764 peou4 0.736 peou5 0.809 perceived usefulness pu1 0.785 0.511 pu2 0.682 pu3 0.661 pu4 0.680 pu5 0.678 pu6 0.764 pu7 0.800 pu8 0.653 attitude att1 0.814 0.653 att2 0.836 att3 0.840 att4 0.737 actual use au1 0.851 0.685 au2 0.797 au3 0.834 table 3 above shows the convergent validity. the score of outer loading of each item > 0.70 and the count of average variance extracted (ave) > 0.50, it means that the entire items are valid. table 4. discriminant validity with fornell-larcker criterion constructs actual use attitude equipment ict skills motivation perceived ease of use perceived usefulness actual use 0.828 attitude 0.536 0.808 ict skills 0.312 0.408 0.407 0.879 motivation 0.417 0.487 0.388 0.324 0.887 perceived ease of use 0.460 0.461 0.443 0.499 0.318 0.805 perceived usefulness 0.567 0.643 0.339 0.362 0.498 0.553 0.715 table 4 above shows the discriminant validity. it was done to test the discriminant validity by using the fornelllarcker criterion. the score of actual use is 0.828, attitude 0.808, ict skills 0.879, motivation 0.887, peou 0.805, and pu 0.715. each construct has a score > 0,7. it means that each construct is valid. table 5. reliability constructs cronbach's alpha rho_a composite reliability average variance extracted (ave) actual use 0.773 0.791 0.867 0.685 attitude 0.822 0.828 0.882 0.653 ict skills 0.713 0.771 0.871 0.772 motivation 0.730 0.743 0.880 0.786 https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 30 perceived ease of use 0.863 0.865 0.902 0.649 perceived usefulness 0.862 0.867 0.893 0.511 table 5 above shows the reliability of the instrument. in testing the reliability of the instrument, we used cronbach's alpha, rho_a, composite reliability, and ave. the results of data analysis indicate that the scores cronbach's alpha are > 0.70, rho_a > 0.70, composite reliability > 0.70, and ave > 0.50. it means that the entire constructs are reliable. table 6. hypothesis testing hypothesis path original sample (o) sample mean (m) standard deviation (stdev) t statistics (|o/stdev|) p values h1 motivation -> perceived usefulness 0.352 0.354 0.049 7.143 0.000 h2 motivation -> perceived ease of use 0.102 0.101 0.061 1.654 0.049 h3 ict skills -> perceived usefulness 0.037 0.037 0.056 0.663 0.254 h4 ict skills -> perceived ease of use 0.361 0.359 0.066 5.493 0.000 h5 perceived ease of use -> perceived usefulness 0.423 0.425 0.061 6.973 0.000 h6 perceived usefulness -> attitude 0.560 0.560 0.056 9.963 0.000 h7 perceived ease of use -> attitude 0.151 0.151 0.069 2.197 0.014 h8 attitude -> actual use 0.536 0.540 0.047 11.399 0.000 the findings in this study showed that hypothesis 1 (h1), the influence of motivation (mo) on percived usefulness (pu) with t-statistics = 7.143 and p-value = 0.000, it means that there was a significant positive influence of mo on pu. h2 motivation (mo) on perceived ease of use (peou) with t-statistics = 1.654 and p-value = 0.049, it means that there was no significant influence of mo on peou. h3 ict skills (sk) on perceived usefulness with t-statistics = 0.663 and pvalue = 0.254, it means that there was no significant influence of sk on pu. h4 ict skills (sk) – peou with tstatistics = 5.493 and p-value = 0.000, it means that there was a significant influence of sk on peou. h5 perceived ease of use (peou)on perceived usefulness (pu) with tstatistics = 6.973 and p-value = 0.000, it means that there was a significant influence of peou on pu. h6 perceived usefulness (pu) on attitude (at) with t-statistics = 9.963 and p-value = 0.000, it means that there was a significant influence of pu on at. h7 perceived ease of use (peou) on attitude (at) with t-statistics = 2.197 and p-value = 0.014, it means that there was a significant influence of peou on at. h8 attitude (at) on actual use (au) with t-statistics = 11.399 and p-value = 0.000, it means that there was a significant influence of at on au. from the findings above, we can conclude that h1, h4, h5, h6, h7, h8, have t-statistics > 1.96 and p-value < 0.05. so that ho is rejected and ha is accepted. it means that there is a significant effect between variables. the variables have significant effect namely, motivation on perceived usefulness, ict skills on peou, peou on pu, pu on at, peou on at, and the last is at on au. on the other hand, h2 and h3 have t-statistics < 1.96 and p-value > 0.05. so that ho is accepted, and ha is rejected, it means that there is no significant effect between variables. the variables have no significant effect namely, mo on peou, and sk on pu. results of the hypothesis analysis are shown in table 5, there are six construct that have significant effect related to actual use of ict for learning english. most of the research hypotheses were strongly supported except for h2 and h3. for h1, the result indicated that motivation has a significant effect on perceived usefulness, it means that motivation has an indirect effect on the actual use through perceived usefulness. motivation on perceived ease of use has no significant effect (h2). it means that motivation has no indirect effect on actual use through perceived ease of use. not only h2, but also h3 which not support the hypotheses. h3, where ict skills on perceived usefulness has no significant effect. it means ict skills has no significant indirect effect to actual use through perceived usefulness. for h4, where ict skills has significant influence on perceived ease of use, it means that ict skills has indirect effect on actual use through perceived ease of use. h5 showed that perceived ease of use has significant effect on perceived usefulness. it means that perceived ease of use has direct and indirect effect on actual use through perceived usefulness. h6 indicated that perceived usefulness on attitude has a significant effect. it means that https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 31 perceived usefulness direct and indirect effect on actual use through attitude. hypothesis 7 (h7) showed that perceived ease of use on attitude has a significant influence. it means that perceived ease of use has direct and indirect effect on actual use through attitude. hypothesis 8 (h8) showed that students’ attitude towards ict use has a significant effect on actual use of ict in learning english. it means that students’ actual use can be predicted from the students’ attitude towards ict use in english language learning, which are affected significantly by perceived ease of use and perceived usefulness. 5. discussion the findings depart from several points that we have mentioned in the literature review. first, we employed technology acceptance model (tam) to examine determinants of ict use for english language learning. second, we extended the original tam by adding (a) motivation as a variable of using ict that explains student's attitude toward technology and (b) student’s ict skills as a variable that explains attitude toward the use of ict, due to their significance in the context of ict use for english language learning. we found that these variables of our extended tam are relevant to predict students’ attitude and mediate the relationships between attitude and actual use of ict. so, why do motivation on perceived ease of use (peou), and also ict skills on perceived usefulness (pu) have no significant effect? we found that motivation and ict skills are associated differentially with particular beliefs about the use of ict, and these beliefs mediate students’ attitude toward the use of ict, while the effect of perceived ease of use and perceived usefulness on attitude was significant. similar to other relevance studies (scherer et al., 2019; wang & hsu, 2020; weng et al., 2018) this study confirmed tam to be a helpful model to predict and explain students’ acceptance of ict use in learning english. findings of current study indicated that the model well-represented the data collection based on the result of statistical descriptive, significance, validity, and reliability. the discussion of integrating technology and education has progressed beyond the issue of basic access. the focus is increasingly on what students and young generation need to know about information and communication technology. the kind of competence and understanding they require to acquire if they intend to utilize ict critically and effectively. the discussion at the moment is about how does attitude affect the use of ict by the students in learning english. the interesting phenomenon of this study is that perceived ease of use (peou), perceived usefulness (pu), and attitude (at) play an important role in affecting actual use of ict for english language learning. in indonesia, students are encouraged to use ict in learning english. students may desire to use ict so they can have english learning experience in the real context. with the rapid advancement of technology, the majority of students' leisure-time experiences are spent utilizing ict for general purposes. ict tools are much more than information retrieval devices; they communicate pictures and imaginations, allow for imaginative self-expression and play, and facilitate as a medium for fun and entertainment. the internet technology, social media, games, youtube, smartphones, and other modern technologies offer new ways of mediating, representing, and talking with the real world. outside of classroom, students engage with these digital tools not only as digital technologies, but also as cultural forms. they do not perceive them as basic technical tools, but rather as a part of their favorite culture and their daily experience. if educators would like to integrate technology in the classroom, they cannot afford to ignore these experiences. on the other hand, educator must equip students with ways to comprehend them. students' attitudes toward using ict for english learning should be improved to make them enjoy and learn english successfully. nowadays, ict use is inextricably linked to humans. ict satisfies the need for information and may assist in accessing and distributing information. it will also enhance the quality of human life because it can be used in the field of education, health, environment, and the social sector. in the efl context, ict provides students access to opportunities and assists them in improving english language skills for handling their learning (al-rahmi et al., 2019; lai, 2013; reinders & white, 2016). consequently, the ict should be integrated in english language classroom in order to attract students’ motivation, so they can have positive attitude in using ict for english language learning. the ict integration can improve students' english language skills (oktalia et al., 2018; zhang & pérez-paredes, 2019). the students also believe that utilizing ict in the learning process makes ell more fun. the students are also enthusiastic about the use of ict in english language study (mei et al., 2018; sabti & chaichan, 2014; tri & nguyen, 2014). therefore, both teachers and students should have resources and ict skills to explore the benefits of ict for english language learning. 6. conclusion to conclude, based on the study objectives we proposed, not only does the impact of student perceptions on the use of technology in learning english have a positive effect, but also, the motivation towards the perceived usefulness (pu), and ict skills (sk) towards perceived ease of use (peou) aspect. while, there is an interesting phenomenon that there is no significant effect of the motivation factor towards students' perceived ease of use (peou), and students ict skills towards perceived usefulness (pu) of ict for learning english. https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 24-33 https://doi.org/10.31849/elsya.v4i1.6882 how to cite this article: al arif, t. b. z. z., & handayani, a. (2022). factors influencing the use of ict for english language learning of indonesian efl university students elsya : journal of english language studies, 4(1), 24-33. 32 we are all aware that ict integration has a major impact on english language learning, especially among efl school and university students. in today's digital age, the availability of ict is needed to help students whose first language is not english, so they can develop their english language skills. students in indonesia, where english is learned as a foreign language, have recognized the relevance of using ict in english learning. students use ict tools to learn english and have a positive attitude toward using ict to learn english (al arif, 2019; kessler, 2018). as a result, the findings of this research are useful to students and teachers in both schools and universities. students must prepare themselves with, ict skills, motivation, and have positive attitudes towards the use of ict in learning english. teachers should help students and inspire them to have good attitudes and inspiration when learning english using ict. teachers should also develop their ict skills so that they can have learning opportunities that meet the demands of students in today's modern world. besides, this study enables other researchers to discover useful implications for undertaking experimental studies regarding ict integration for english language learning and teaching in the future. 7. acknowledgement the authors would like to thank the sponsors of this study, the research and community service institution (lppm) of universitas jambi, indonesia. references al-rahmi, w. m., yahaya, n., aldraiweesh, a. a., alamri, m. m., aljarboa, n. a., alturki, u., & aljeraiwi, a. a. 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(2019). chinese postgraduate efl learners’ self-directed use of mobile english learning resources. computer assisted language learning, 0(0), 1–26. https://doi.org/10.1080/09588221.2019.1662455 zhang, h., song, w., & burston, j. (2011). re-examining the effectiveness of vocabulary learning via mobile phones. turkish online journal of educational technology, 10(3), 203–214. https://doi.org/10.31849/elsya.v4i1.6882 elsya : journal of english language studies vol. 3, no. 2, june 2020 , pp. 86-93 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 86 diction associative meaning: the case of men and women face wash products in indonesia riri rachmah riani, didin nuruddin hidayat, and alek alek universitas islam negeri syarif hidayatullah, tangerang selatan, indonesia riri_riani19@mhs.uinjkt.ac.id article history received : 16 february 2021 revised : 13 march 2021 accepted : 19 may 2021 keywords diction semantics associative meaning face wash products gender abstract previous studies often analysed the advertisements of products, but seldom focused on the packaging. this research compares the associative meaning of english and indonesian dictions in face wash products for men and women. the descriptions of 60 face wash products (i.e., 30 men and 30 women products from watson, century, guardian, and other beauty stores) were collected in november 2020. this research used semantic analysis to discover the associative meanings which occur in the dictions and to find out whether they correspond with the consumer’s point of view. results showed that from the five associative meanings (i.e., connotative, reflected, social, affective, and collocative), both gender-targeted products use dictions of reflection meaning. a novelty of this study is the thorough analysis of the two most common english and indonesian terms used in face wash products, namely white (e.g., flawless white and white perfect, white beauty, sakura white, rosy white, pearly white, sparkling white, white energy, power white, healthy white) and bright (e.g., glowing bright, natural bright, active bright, energy bright, healthy bright). dictions of women’s products primarily give an impression of beauty for the female facial skin (e.g., lovely, sparkling, flawless, and pearly), whereas dictions for men’s products give an impression of strengths (e.g., fighter, buster, energy, and active). this leads to the conclusion that the dictions in face wash products for women are related to ideal physical characteristics of female skin. as for men’s products, the dictions are related to general characteristics of being an active man. 1. introduction health and body shops in indonesia, such as guardian, watson, dan-dan, century, and other stores, arrange women’s products either according to their use or based on product brands. based on the researchers’ observation, these store arrangements or distribution of beauty and face care products are dominated by products for women with many kinds of variation. on the other hand, men’s products are not as varied as women’s products. in the critical discourse analysis approach, fairclough (1993) and hwai (2018) stated that language use is influenced by social identity, social relations, social knowledge, or belief. in this case, the text advertisement in beauty and facial care products needs to deal with customers’ problems by looking at discourses in society related to men or women. the choice of diction for male and female care and beauty products affects and influences buyers’ decision. as stated by pilatova (2015) and brook et al. (2020), advertisements appear in every place and have power to persuade customers by using unique words. in line with this, wulandari (2017) and alwasilah (1983) stated that associative meaning is the same as the symbol or symbol used by the language community to express other concepts which are similar to the properties, conditions, or features that exist in the concept of the origin of the word or lexeme. furthermore, lakoff (1975) did a study on language and gender issues. he found the differences between men and women language used. in his research, women tend to use more colorful words to describe something rather than men. also, eisend (2019) and yananingtyas (2018) stated that gender differences inreal life lead to things depicted in advertisements. with the development of times, stereotypes related to men and women are slowly starting to change. in advertisements, the text deals with customers’ problems first, including their needs and desire. the text is also rich in meaning. different advertisement companies will use different strategic and communicative actions to attract consumers’ attention. in this case, cosmetic companies ytry to sell their products by trying to follow this phenomenon. besides the diction selections for men and women, the selection of words also became neutral for both in several contexts. there are several overviews of word’s selection in face wash products, such as ‘active’, ‘cool’, ‘soft’, ‘smooth’, and others. based on the case above, several face wash products do not specify word selection for women and men. the choice of words on women's face wash can also be used in men's products and vice versa. in addition, beauty and facial care products vary in terms of usage. judging from its usefulness, the researchers will focus on choosing a diction for face wash products or facial cleansing soap because washing the face is a daily activity http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2020 , pp. 86-93 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 87 usually done by people around the world, especially in the worldwide pandemic. due to the covid-19 pandemic, world health organization/who (cucinotta & vanelli, 2020) made it mandatory for people to wash their hands and use a mask to prevent the viruses. therefore, people need to take care of their hygiene behaviors. this research only focuses on indonesian people because the researchers are familiar with the indonesian context. since the pandemic is currently happening, indonesians followed who command to wear a mask in everyday life. that is why cleaning the face is the same thing as washing the body or taking a shower; it becomes necessary. based on the explanation above, the researchers are interested in discussing face wash product descriptions. the uniqueness in this research is the focus of the research itself. most researchers have focused on electronic or printing advertisements rather than the packaging, while this research will focus on the diction contained on the male and female face wash packaging. another novelty of this research is the comparison of how beauty products and facial care products differentiate between men and women in terms of the diction displayed on face wash products. this research aims to discover the associative meanings in the dictions and determine whether they correspond with the consumers’ point of view. for this purpose, two research questions were formulated: (1) what are the dictions use on the face wash products for males and females?; and (2) what are associative meanings contained in the diction of face wash products? 2. literature review keraf (2010) stated that diction means choosing and composing words in speech or writing. diction is the choice of words that are right and in harmony (in use) to express ideas so that certain effects are obtained. further, lyons (1995) explained that some language expressions, both spoken and written, depend on the listener’s interpretation and the context in which these expressions appear. context is influenced by the speaker’s and listener's beliefs and culture. according to abdul (2012), associative meaning is a symbol used by a language community to express other concepts which have similarities with the properties, circumstances, or features that exist in the concept of the origin of the word or lexeme. there are five associative meanings according to leech’s theory (1990), as follows: a. connotative meaning: the communicative value possessed by an expression and has its own concept. b. social meaning: an expression that can indicate the state of the user’s social environment in using the expressions. c. affective meaning: the meaning that expresses the speaker’s feelings and shows the speaker's true emotions. the affective meaning in a sentence also involves the responses and impressions of the listener. this affective meaning depends on the choice of words used in a sentence. d. reflected meaning: the meaning appears in a dual conceptual meaning when the meaning (senses) of a word creates a response in the form of another meaning. e. collocative meaning: the meaning contains the associations in a word that tends to appear in its environment. regarding the case of diction associative meaning in face wash products for men and women, there are some previous studies related to our research. authar's (2018) study discussed the choice of words or diction in the form of printed advertisements that target both male and female readers. he established that printed advertisements are advertisements related to stereotypical gender interests with stereotypical word choices. he found the relationship between gender and diction in the printed advertisement: the word of ‘white super fresh’ continued by ‘maybe she’s born with it. maybe it’s maybelline’ has attractiveness from the customer’s point of view. he stated that it would make the customers feel fresh all the time, and the customers who use this product will always be happy. therefore, the combination of words and meaning is one strategy used by the advertiser to make the customers buy the product. additionally, this study's findings showed that diction and gender have been integrated and can convince the consumers to buy the products based on the use of gender-related language used in the advertisement. in addition, a study in indonesia’s poetry language discussed the differences about words selection for men and women. hwai (2018), examined the diction of men and women in indonesian mutahir poetry. this research explained gender, which is one factor that influences the choice of language or diction, especially in poetry. he found that the indonesian nation has a dichotomy in language selection where there are differences in the language used by men or women. he highlighted that women used stronger (more emphatic) adjectives more often than men. for example, women used ‘adorable’, ‘charming’, ‘sweet’, or ‘lovely’, more often than neutral words like ‘great’, ‘terrific’, ‘cool’, or ‘neat’. focusing on the use of language in advertisements, yananingtyas (2018) undertook a qualitative functional semantic analysis on nivea’s printed advertisements. the researcher applied leech’s theory to analyze the data. they found that there were different types of meaning in nivea’s printed advertisements, i.e., connotative meaning (44%), affective meaning (29%), reflected meaning (3%), collocative meaning (18%), and stylistic meaning (3%). based on previous studies as presented above, our study shares some similarities with them, but it also brings a new perspective to the study of the topic.. the similarities lie in the fact that our research analyzes the differences in the words used in products for men and women. the novelty of http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2020 , pp. 86-93 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 88 this research lies in the focus of the research itself. most researchers focused on electronic or printing advertisement rather than the packaging, while this research will focus on the diction contained on the male and female face wash product packaging. 3. method the main data in this study came from descriptive texts on face wash product packaging soled in several specialty beauty product stores (e.g., watson, century, guardian, and other stores). data collection were collected in november 2020. from a vast range of s facial cleansing products that are sold in stores, researchers selected 60 face wash product descriptions, consisting of 30 male products and 30 female products, to be studied based on the the language used in them. the researchers considered products which use english or a mixture of indonesian and english as the data and eliminated products that use languages other than those two, such as chinese, japanese or korean. leech (1990) theorized five associative meanings: collocative meaning, reflection meaning, connotative meaning, social meaning, and affective meaning. nonetheless, in the present study, the researchers only used the first three meaning. 4. results & discussion to display the findings of this research, the researchers tabulated the diction data on men and women face wash in the form of adjectives and verbs, as follows: table 1. classification of dictions in the face wash products this table only showed three associative meaning, such as collocative, reflected, and connotative meaning. associative meaning neutral collocative reflected connotative women men women men women men women men 1. sehat sehat none none none none none none 2. healthy, healthy glow healthy white none none none none none none 3. none none lembut none none none none none 4. halus, halus bercahaya halus none none none none none none 5. soft, beautifully soft softer none none none none none none 6. smooth smooth, smoother none none none none none none 7. none none bening none none none none none 8. none none kenyal none none none none none 9. bersih bersih none none none none none none 10. clear, super clear clearer, perfect clear none none none none none none 11. clean, super clean clean, perfectly clean, perfectly cleansed, pleasant clean, overall clean none none none none none none 12. fresh, refreshed refresh, refreshing none none none none none none 13. none none none segar none none none none 14. none none none none cerah, cerah merona, rona sehat cerah none none 15. none none none none bright, natural bright, super bright bright, brighter, cool, brightening, brightened, active bright none none 16. none none bercahaya none none none none none 17. none none none none glows, glowing, glowing bright, natural glow, healthy glow none none none 18. none none none none radiant, pinkish radiant none none none 19. none none cantik none none none none none 20. none none none none none none pure none 21. none none fair fairer none none none none 22. energized energized none none none none none none http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2020 , pp. 86-93 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 89 23. none none none none putih none none none 24. none none none none white beauty, white perfect, sparkling white, pearly white, rosy white white energy, white power none none 25. none none none none matte none none none 26. none none none none spotless none none none 27. none none none none lovely none none none 28. none none none mild none none none none 29. none none none gentle none none none none 30. none none none silky none none none none 31. none none balanced none none none none none 32. none none translucent none none none none none 33. none none refined none none none none none 34. none none none none none none none buster 35. none none none none none none none fighter 36. none none none none none none none attack 37. none none none none none none none control 38. none none none none none none moisture none total 16 10 28 6 9.6% 6% 16.8% 3.6% based on the table above, it can be concluded that the highest percentage of words is found in the reflected associative meaning category (16.8%). this result is related to the previous explanation that diction words chosen for men’s and women’s products are different. it is based on the characters and associations related to men’s and women’s needs. 4.2 diction associative meaning in face wash 4.2.1 the diction of collocative meaning on face wash product descriptions faizah (2017) and saeed (2003) stated that collocative meaning relates to certain characteristics of meaning which a word has compared to several synonymous words. the word is only suitable for use in combination with certain other words. hence, the collocative meaning must be proportional and appropriate. the word choices on men’s and women’s face wash product packaging are made differently by the manufacturers. the aim is to attract consumers by writing a diction related to product characteristics and associating them with consumers, i.e. men and women. in addition, diction can be called a neutral word when it is found in both men's and women’s face wash product descriptions, for example, clean, healthy, bright, etc. based on table 1, the researchers can conclude that most of the diction that describes men’s faces can also be found in face wash product descriptions for women, such as the word ‘energized’. in contrast to this finding, many dictions found in women’s face wash product descriptions were not found in male face wash product descriptions, such as ‘beauty’, ‘sparkling’, and others. in the diction listed on the face wash descsription, we found collocative meanings to the words on product packaging. as explained in the previous section, collocative meaning is a meaning that tends to appear in the environment or a word that has limitations in usage. in line with this, leech (1990) and authar (2018) stated that the word of beauty is also found in their collocative meaning analysis. for example, one face wash product description for female consumers uses the word ‘beautifully soft’ and the word ‘beautiful,’ which are commonly used to describe women. the diction that describes a blushing face, such as ‘pearly white, rosy white and sakura white,’ is not found on men’s face wash product description because white skin that blushes pink tends to be associated with women’s faces only. further, figurative language includes the structural elements of literary works. language functions can animate sentences and provide space for sentences and cause specific reactions that can lead to readers’ thoughts and responses (dewi et al., 2020; lyons, 1995; pradopo, 2019). hyperbole and diction that showed lights are also only found in women’s face wash product descriptions, e.g. the words of glowing, sparkling white, and so on. one description (i.e. sample no. 26) even uses the word choice ‘fair and lovely’ as their brand name, which are familiar words associated with women. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2020 , pp. 86-93 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 90 4.2.2 the diction of reflection meaning on face wash product descriptions the diction on face wash products packaging also contains a meaning of reflection: the meaning seen in a phrase that involves two words with two other concepts but still related to one another. the concept is related to men’s and women’s characteristics and associations. plume and slade (2018) stated that advertisements become a part of people’s everyday life to convey certain messages about the products and persuade customers to buy the products. coulmas (2018) stated that men and women choose different vocabulary because naturally, they are different. in line with this, men's and women's language are different in nature (biber & burges, 2000; pease & pease, 2004). coates (1986) also stated that differences in the language of men and women are also caused by culture, which is closely related to social attitudes and differences that start from birth. for instance, stevenson et al. (2019) provided an example that diet is a word that is often identified with women because the diet is done to look slimmer, which is considered a symbol of beauty. setiawati (2018) and palmer (1976) stated that women use words that have complex denotation. according to kristi (2019), women prefer to use gentle, beautiful, motherly, and emotional words. meanwhile, men are considered strong, rational, manly, and mighty. here are several examples of reflective meaning on face wash packaging, as follows: a. white the word ‘white’ on face wash product packaging describes the use and results consumers will get after using the product. the meaning of the word ‘white’ in the (oxford, n.d.) dictionary is ‘of the color of milk or fresh snow, the opposite of black’. the word ‘white’ describes a consumer’s skin that will turn white after using the product. in line with this, prabasmoro (2017) and yulianto (2017) explained a very close relationship between ‘white’ discourse that is currently very prevalent in asian countries and their ‘fascination’ for the white race. according to prabasmoro (2017) and yulianto (2017), asian people’s fascination with whiter skin cannot be separated from indonesia’s history as a colony. mcleod (2000) also said that other white nations are conceptualized as others or ‘sang liyan’, which shows the lower people because the high people have white skin. in addition, to make it interesting, the manufacturer added another word to make it a phrase. 1) flawless white and white perfect in data 22, the word ‘white’ is juxtaposed with the word ‘flawless’. besides, samples 29 and 30 used the word ‘perfect’. the word ‘flawless’ means without any blemishes or imperfections; perfect. further, the words flawless and perfect have the same meaning and when juxtaposed with the word white. the word ‘flawless’ means ‘perfect white skin without blemishes or blemishes’, and the word ‘perfect’ becomes ‘perfect white skin’. in line with this, the word white itself carries the meaning of clean, which is quoted from kbbi, which means free from dirt, and it refers to the word flawless. 2) white beauty in samples 22 and 24, the word ‘white’ is juxtaposed with the word ‘beauty’. the word beauty means a combination of qualities, such as shape, color, or form that pleases the aesthetic senses, especially the sight. the word ‘white’ shows the reflection meaning of beauty, which implies that ‘white’ means ‘beautiful,’ or by giving consumers white skin, it means that the consumer will become beautiful. 3) sakura white in sample 18, the word ‘white’ is juxtaposed with the word ‘sakura’. the literal meaning of sakura white based on the data is white (like) cherry blossoms. cherry blossoms are used as a metaphor to describe the ideal skin tone for women. based on the data obtained from the original data website, the product model tries to show the similarity of the color tone of the face and the cherry blossoms. the cherry blossoms themselves are identified as white and pinkish flowers, which is the skin condition in the product promises (white skin with a pinkish hue on the cheeks). 4) rosy white in data 24, the word ‘white’ is juxtaposed with the word ‘rosy’ and created a phrase of rosy white. the word ‘rosy’ comes from the word rose and usually describes a pinkish or rose, like the pinkish color on someone’s cheeks. furthermore, it is different from the previous one that used cherry blossoms. this product used the word of rosy white and made the rose become a metaphor to describe women’s ideal face. the word ‘white’ brings out the reflection meaning of rosy, representing a beautiful woman’s face with white skin and pink blush on their cheeks. 5) pearly white in sample 27, the word ‘white’ is juxtaposed with the word ‘pearly’, which comes from the word ‘pearl’. the word ‘white’ shows the meaning of pearly reflection to illustrate how white the product will give to consumers’ skin. contrary to sakura white and rosy white, who use flowers to describe ideal skin, data 27 used pearls as a metaphor. the phrase pearly white can be interpreted as white (which is like) pearl. 6) sparkling white in sample 28, the word ‘white’ is juxtaposed with the word ‘sparkling’. the word sparkling has the indonesian meaning berkilau or, in the (oxford, n.d.) dictionary shining brightly with flashes of light. the word ‘sparkling’ is usually used to describe something luminous and shiny. the meaning contained in the word sparkling is poetic, where when the word ‘sparkling’ is used to describe a woman’s face, even the face does not emit the light. it is also different when the word ‘sparkling’ is used to describe lights in a http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2020 , pp. 86-93 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 91 lamp, which are the objects that emit the light. in line with this, lakoff (1975) stated that women tend to use more colorful words in their narrative and have their vocabulary to describe something. the emergence of sparkling refers to a reflection meaning for the word white. therefore, the expression of sparkling white will have the meaning of shining white (putih bersinar). 7) white energy in data 36, the word ‘white’ is juxtaposed with the word ‘energy’. quoted from the (oxford, n.d.) dictionary, the word ‘energy’ means the strength and vitality required for sustained physical or mental activity. we cannot identify a person’s appearance with their energetic face. therefore, the researcher assumes that the word ‘energy’ relates to a man expected to have energy or strength. white energy is interpreted as the appearance of a man who has a white and fresh face, giving a strong impression on his face. 8) power white in sample 51, the word ‘white’ is juxtaposed with the word ‘power’, which means the capacity or ability to direct or influence others’ behavior or the course of events. the emergence of the word ‘power’ is influenced by the stereotype that men are attracted to things linked to strength and power. as a previous statement, face wash products try to provide as familiar and attractive as possible to attract consumers, especially products that are not unisex. 9) healthy white in sample 57, the word ‘white’ is juxtaposed with the word ‘healthy’. the word ‘healthy’ appears as a reflection meaning of the word ‘white’ and becomes the phrase healthy white. it describes the face of a person who is not only white but looks healthy. therefore, the word ‘healthy’ in healthy white means that the skin produced by these products will have healthy white skin and not pale. b. bright the word ‘bright’ on a face wash product packaging describes the use and results that consumers will get after using it. the word ‘bright’ as quoted from (oxford, n.d.) dictionary gives out or reflects a lot of light; shining. in addition, to make it attractive, each men’s and women’s product has its characteristics, so the manufacturer adds one more word to make it as a phrase. 1) glowing bright in sample 5, the word ‘bright’ is juxtaposed with the word ‘glowing’. as quoted from (oxford, n.d.) dictionary, ‘glowing’ have an intense color and a slight shine. judging from its meaning, the word glowing is related to ray or light. the appearance expression of glowing is as a reflection meaning from the word ‘bright’. the word of glowing bright refers to hyperbole impression in describing someone’s appearance. this is also due to word ‘glowing’, which is still related to word ‘bright’ which both words can describe as ‘light’. 2) natural bright in sample 10, the word ‘bright’ is juxtaposed with the word ‘natural’. the word ‘natural’ comes from the word ‘nature’. meanwhile, the natural word that is quoted from the (oxford, n.d.) dictionary means existing in or caused by nature, not made or caused by humankind. further, the word bright can bring out the word natural as a meaning of reflection because it is expected to naturally restore a person’s skin color. 3) active bright in sample 55, the word ‘bright’ is juxtaposed with the word ‘active,’ which is defined as engaging or ready to engage in physically energetic pursuit. active bright means are bright and active. the word active in these products is probably related to familiar things to consumers, which is in men’s products. men are expected to be active, especially in their outdoor activities. the word ‘active’ in this phrase means that men who have outdoor activities are exposed to sunlight daily but still have bright skin. 4) energy bright in sample 36, the word ‘bright’ is juxtaposed with the word ‘energy’. this word is the same as the previous language phenomenon in data 36, in which ‘white energy’ is interpreted as a man form who has a white and fresh face so that it gives a strong impression on the consumer’s face. therefore, energy bright also has the same meaning considering that the word ‘energy’ is the meaning of reflection. the word ‘white’ and ‘bright’ also talk about the skin tones of a person’s face. 5) healthy bright in sample 57, the word ‘bright’ is juxtaposed with the word ‘healthy’. this case is also similar to healthy white in sample 57, where healthy bright can be interpreted as a man image expected to have a bright, healthy face and not pale. 4.3.3 the diction of connotative meaning on face wash product descriptions based on leech's theory (1990) as described previously, the connotative meaning is the communicative value possessed by an expression and has its concept. the connotative meaning includes the physical, psychological, and social characteristics of a word. this is inversely proportional to the conceptual meaning which interprets a word as it is. further, to attract consumers’ attention in choosing diction on face wash product descriptions, manufacturers need to adjust it by looking at who the consumer is. the diction on men’s and women’s face wash product descriptions are differentiated. this causes the emergence of connotative meanings in diction: physical, psychological, and social characteristics owned by diction associated with men or women. diction on men’s face wash products uses neutral words such as words ‘clean, clear, remove and others’. besides, the word ‘buster’ is used to accompany the word ‘oil’. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2020 , pp. 86-93 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 92 therefore, in the face wash product description for male consumers, the manufacturer uses words associated with men’s characteristics. as quoted from the (oxford, n.d.) dictionary, ‘buster’ has the literal meaning of a person or thing that breaks, destroys, or overpowers something. looking at its literal meaning, the word ‘buster’ gives a harsher, more aggressive impression, and it is not as neutral as commonly used words, such as ‘clean’ or ‘clear’. the word ‘buster’ can be associated with men because men can bring up the word ‘buster’ as a connotative meaning. in addition, the word ‘fight’ or ‘fighter’ is used to accompany the words ‘oil’, ‘acne’, and others. the word fight is interpreted as taking part in a violent struggle involving physical blows or weapons. the word fight tends to be synonymous with man characteristics, considering that the word ‘fight’ involves physical activity, which refers to men. this face wash product uses the word fight to give an aggressive impression in the product description. therefore, this is what affects the word ‘fight’ as the connotative meaning for the men. another example is the word ‘attack,’ juxtaposed with the word oil in data 60. it has the same impression as the previous word fight, where the word attack also involves physical strength as its literal meaning. quoted from the (oxford, n.d.) dictionary, ‘attack’ means take aggressive action against (a place or enemy forces) with weapons or armed force, typically in a battle or war. the word ‘fight’ can appear as a connotative meaning with the word ‘man’ because things related to resistance, weapons, and warfare are synonymous with men. furthermore, the word ‘control’ is not only found in men’s face wash, but also in products for women. however, the number found was different. the word ‘control’ appeared seven times in men’s face wash product descriptions and twice ‘in descriptions of products directed at women. ‘control’ has a literal meaning as the power to influence or direct people’s behavior or the course of events. based on the meaning, the word ‘control’ is synonymous with a power related to men’s characteristics. the clinche though, the connotative dictions for women’s products are not as varied as the men’s as this study found that they always hinge on one certain physical appearance. the word ‘beauty’ in sample 12 is combined with the words ‘moisture’ and ‘serum’ which eventually forms the phrase ‘beauty moisture’ and ‘beauty serum’. the word ‘beauty’ is only a compliment, which is a characteristic of women. gender of women can bring up the word ‘beauty’ as a connotative meaning. this finding points that connotative meaning in women’s products are much simpler than men’s products. to illustrate the connotative gender of women, this study only found the word ‘beauty’, not as much as the word formations in men’s products. 5. conclusion face wash product advertisements differentiate the diction choice in men’s and women’s products. they use the diction choice according to the character of their target consumers. the diction in men’s products leaves a strong impression. in products for men, diction is associated with an active male's character, such as strength, energy, and other men’s characters. on the other hand, in women’s product descriptions, the dictions leave the impression of beauty and ideal physical characteristics of female skin. the diction is also associated with beauty, where the word of beauty can attract the attention of women. it can be seen that the use of diction on face wash products for women looks more colorful and poetic, which is in line with lakoff's (1975) statement that women tend to use more colorful words in their speech, and women like to have their vocabulary in describing something. above all, this language phenomenon was found because the primary purpose of using the word diction on face wash products is to attract target consumers’ interest based on gender needs. some limitations were present in this study; the deeper validity analysis is expected to be done in the future, so it can be more apparent to the readers to use the study as the guideline to do the next research. for the next researchers, this study suggests examining the discourse analysis of other language used in advertisements, whether on beauty care products or other products. references abdul, c. 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(2018). functional semantic analysis on nivea’s printed advertisements [doctoral dissertation, universitas islam negeri maulana malik ibrahim]. etheses. http://etheses.uin-malang.ac.id/13221/ yulianto. (2017). pesona ‘barat’: analisis kritis-historis tentang kesadaran warna kulit di indonesia. penerbit jalasutra. http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 236 comparison of translation techniques by google translate and u-dictionary: how differently does both machine translation tools perform in translating? kammer tuahman sipayung 1, novdin sianturi 2, i made dwipa arta 3, yeti rohayati 4, and diani indah 5 1 university of hkbp nommensen medan, medan, indonesia 2 universitas simalungun, pematangsiantar, indonesia 3 universitas udayana, denpasar, indonesia 4,5 universitas langlangbuana, bandung, indonesia kammertuahmansipayung@gmail.com article history received : 11 august 2021 revised : 8 september 2021 accepted : 12 october 2021 keywords machine translation computational linguistics translation techniques expository text google translate u-dictionary abstract better translation produced by computation linguistics should be evaluated through linguistics theory. this research aims to describe translation techniques between google translate and u-dictionary. the study used a qualitative research method with a descriptive design. this design was used to describe the occurrences of translation techniques in both translation machine, with the researchers serving as an instrument to compare translation techniques which is produced on machine. the data are from expository text entitled “importance of good manners in every day life”. the total data are 122 words/phrases which are pairs of translations, english as source language and indonesia as target language. the result shows that google translate apply five of molina & albir’s (2002) eighteen translation techniques, while u-dictionary apply seven techniques. google translate dominantly apply literal translation techniques (86,8%) followed by reduction translation techniques (4,9%). u-dictionary also dominantly apply literal translation techniques (75,4%), but follows with the variation translation techniques (13,1%). this study showed that both machines produced different target texts for the same source language due to different applications of techniques, with u-dictionary proven to apply more variety of translation techniques than google translate. the researcher hopes this study can be used as an evaluation for improving the performance of machine translations. 1. introduction translation is the easiest and cheapest way to share information or knowledge from one to another language. even though, it is easiest and cheapest but translation is a complicated task. generally, there are three stages in translating. the first stage is source text analysis, the next stage is transferring process, and the last is re-expressing to the target meaning. whole stages above have a complex and complicated problems. there is a need for translator to have well language competence in source text (st) and target text (tt). brković et al. (2020) states that language competence to indicate their level and type of their education. in other words, well competence on both (source and target) languages is a key for three translation stages above. in other words, translators need to produce the closest natural equivalent in the target language. translation function as a bridge (yao, 2017) to connect people from different cultures and languages. the existence of machine translation help people to connect in different culture and language. abdi (2019) states that translation plays the main role in introducing the history and in transferring the culture of a country. in this new era, digital translation has become a hot issue to investigate. computer-assisted translation and machine translation are classifications of digital translation. in this research, the researcher focus on machine translation namely google translate and u-dictionary. the evolution and evaluation of machine translation are developing rapidly in the era of 4.0. way (2018) states that machine translation is deployed by millions of people today. the researcher predicts the improvement of digital translation leads to an easy life on communication. swasthi & jayashree (2020) describes some advantages and disadvantages of some corpus-based translation like direct translation machine, interlingual machine translation, transfer-based machine translation, statistical machine translation and neural machine translation. it is a great study to reduce disadvantages on the level of corpus to google translate and u-dictionary. translation techniques is an effort to achieve better translation result or quality. it plays in the level of words, phrases, or lower level. molina & albir (2002) state that there are eighteen translation techniques. the usage of the eignteen techniques on machine translation like google translate and u-dictionary was examined in this study because knowing the variation techniques produced by each http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 237 machine will give a positive impact to the corpus data of machine translation. timeliness is arguably the strongest advantage machine translations have over human translations. we do not need a long time to translate one language to other since it perceives that target languge produced by statistical and neural translation machine categorised as post-editing (moorkens et al., 2018). however, the result of machine translation is considered as a draft of the translation (yamada, 2019). translators still need to analyse, edit and proofread to target before publishing. in other words, the human is important to achieve high translation quality. machine translation is a great instrument in translating sources to the target language, but a great machine translation need no manual improvement. objectively, the researcher assumes that every machine translation has a weakness and strength. according to sipayung (2021) state that the machine translation yandex is recommended to use in translating based on reference shifts point of view, in addition, the weakness of machine translation in producing high level (explicitation) than the source text. the study indicated that yandex lack to apply amplification translation technique and linguistic amplification translation technique. however, in this chance the researchers investigated machine translation like google translate and u-dictionary. the researcher predicts that one of them apply more translation techniques. napitupulu (2017) states that google translate is weak on verb agreement in translating english to persian, indicating that google translate lacks the application of transposition translation technique from english to persian. this weakness occurred due to the difference on grammatical point of view. in addition to that, machine translation tends to reduce target information (ahangar & rahnemoon, 2019). it means that machine translation tends to use linguistic compression and reduction translation techniques in translating. in their findings, which particular machine was not mentioned. in addition, napitupulu (2017) also figured out that google translate produce some translation error in the level of lexicosemantic, tense, preposition, word order, verb group, active and passive voice. this signals that there is a great problems on translation techniques. this research hopes to expand these findings by using different target text, namely indonesian. machine translation tends to use word-for-word translation (harper, 2018). this means that calque translation techniques and literal translation are dominant applied by machine translation. calque and literal translation are translation techniques which express the st to tt through word-for-word and phrase-to-phrase. however, the population of the previous study was too large on whole machine translation, thus this research focused on google translate and u-dictionary only. lingu et al. (2021) stated that google translate cannot replace translators since some limitations on context and cultural understanding. google translate or machine translation is a tool to help translator in doing their project or job. in fact, translators need to improve the product of machine. the researchers agreed with the previous study’s statement. by knowing the variation of translation techniques produced by machine translation can help translator in balancing the usage of translation techniques. the researchers would like to see and demonstrate how both machines (google translate and u-dictionary) apply translation techniques. there are eighteen translation techniques according to molina & albir (2002) (see table 1), and the researchers predicted that machine translation has a limitation to apply the entire list of translation techniques. in addition to that, the researchers believe that google translation and u-dictionary have a different ability in applying translation techniques. to know the dominant translation technique is important to know whether the result is oriented to the source or target language. by revealing the implementation of strategies by both machines , translators will know the weakness of a certain machine. in line to that, scholarship on computation linguistics can benefit the additional corpus on these machine translations. pre-observation indicated that there is a different result— based on translation technique point of view—in translating source (english) to target language (indonesia). it can be seen in the following preliminary: st : ....start to use marjuana... tt1:...mulai menggunakan ganja.... (literal) tt2:....mulai menggunakan marjuana...(borrowing) the first target (tt1) is produced by google translate and the second target (tt2) is produced by u-dictionary. both machines applied different techniques in translating. the first machine applied the literal translation technique (word-for-word translation) to re-express “marijuana” as “ganja”. u-dictionary did not make any changes in translating “marijuana”since the word stays the same. this means that u-dictionary applied pure borrowing in translating the st above. this clearly shows that google translation and u-dictionary have different characteristics to keep equivalence or re-express the target language. translation techniques have been explored by many researchers in the past. on poem translations, febriani (2020) found that the dominant translation technique is literal translation techniques. on subtitle translations, fitria (2020) found that the most used translation technique is transposition. sodiq et al. (2021) investigate translation techniques on texts related to cultural issues and found that pure borrowing is the translation technique that was mostly employed. anggraini et al. (2020) investigated the impact of translation techniques on translation accuracy and revealed that established equivalent is a dominant translation technique that translators used. nasution (2020) investigated the ideological impact of a text entitled “mantra jamuan laut” and found that literal translation technique is the most http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 238 used. majority, if not all, of these previous studies focused ontranslation techniques used by a human. this present study is different as it focuses on the translation techniques produced by machine translation. the novelty of this study is addressed to computation linguistics through corpus-based machine translation. more translation techniques, target orientation and focus on context information are important for computation linguistics to develop. it seems that only a few researchers are interested to conduct an investigation on translation techniques on machine translations. moreover, there exists only very few studies on u-dictionary on the field of translation. this research is presented to fill those gaps which gives contribution in computation linguistics. based on the phenomenon above, it is important to make research on machine translation based on the theory of linguistics to fill the gap of research. the purpose of such research is to achieve better translation quality produced by machine translation like google translate and u-dictionary. target text produced by a machine should be viewed based on the theory of semantics, pragmatics, and functional linguistics, etc. the translation result can be more accurate based on evaluation metrics like ble, nist, translation error rate (ter). finally, high translation quality can be achieved since the role of linguistics theory. the researcher hopes the result of this research will give a positive impact on the engineering of language derived from corpus-based machine translation. furthermore, results of this research will contribute in helping scholars of computational linguistics to reduce the consideration only on lexical words, improve the relationship among words, avoid the loss of meaning and produce an accurate meaning. as we know, there are currently eighteen translation techniques but machine translation cannot accommodate to all translation techniques. machine translation tends to omit or reduce target information (ahangar & rahnemoon, 2019). equivalence is a complex translation problem since the translator needs to choose better techniques to achieve the equivalence in source and target. in a decision on translation techniques, the translator needs to give their attention to coherence, cohesion, and contextual dimension. the social function of expository text is to persuade listener and reader to do something or do not to do something (gerot & wignel, 1994). it means that machine translation need to keep the equivalence to achieve the social function of expository text. in another point of view, bin dahmash) 2020) stated that the development of machine translation goes rapidly. both statements invite the great desire to investigate the development of machine translation by using linguistics theory or translation theory. last but not least, the contribution of this research is also addressed to users of both applications. they can choose better application in translating the source to target language. 2. literature review 2.1 translation techniques translation techniques are a way that the translators used to get the equivalence in the level of words and phrases. in other words, translation techniques play in the level words. it based on the linguistics point of view. in computation linguistics, translation techniques called neural machine translation which focus on contextual information than other machine (swasthi & jayashree, 2020). the weakness of this technique is on the usage of efficient semantic structure. the weakness of this technique can be as the new field to investigate through linguistics approaches. this research applied the translation theory of molina & albir (2002). more detail on translation techniques and description can be seen in table 1. table 1. description of translation techniques translation techniques description 1 adaptation replaces the existing cultural element in tt or replaces the equivalents on both st and tt cultures. 2 amplification adds more information in tt even though the information does not appear in st. st: the girl came on time. tt: gadis cantik itu datang tepat waktu. 3 borrowing 1. pure borrowing does not change anything in the translation. st: setting tt: setting 2. naturalised borrowing makes some changes on the level of spelling. st: panic tt: panik 4 calque literally translates from word to word or from phrase to phrase. st: she is a good teacher http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 239 tt: dia adalah seorang guru terbaik 5 compensation replaces the position of words due to tt's disability to realise the meaning with the same word positions. st: a bunch of flower tt: setangkai bunga 6 description describes the target language in the absence of meaning on tt. st: saksang is nice to eat tt: makanan tradisional batak berbahan dasar daging babi gurih rasanya. 7 discursive creation appears in cases of translating the title of novels, movie and books where the original's equivalent is far away from the tt st: the one tt: satu-satunya 8 establised equivalent translates source term to the target, generally based on the daily phrase or dictionary. st: warm regards tt: hormat kami 9 generalisation when the source language is parallel to the target, in the absence of the meaning on tt but still parallels. st: lontong tt: rice 10 linguistic amplification adds some information in the tl during interpreting or dubbing. st: everything is up to her! tt: segalanya terserah kepadanya sendiri lah! 11 linguistic compression omits some st information in the tl during interpreting or dubbing. this technique contrasts linguistic amplification. st: are you calling? tt: telepon? 12 literal translation used when the source and target can be expressed through word to word. st: the rain will come tt: hujan akan datang 13 modulation replaces the focus of cognitive meaning which appear on st lexically or structurally. st: everyone loves him tt: semua orang mengutuknya 14 particularization translate specific and concrete words. this technique contrasts generalisation. st: this rice is nice for baby to eat. tt: bubur nasi ini bagus untuk dimakan balita. 15 reduction makes source information become condense or reduces some source information in the tt. st: in the next two month is the muslim month of fasting. tt: dua bulan lagi bulan ramadhan. 16 substitution translates gestures and intonation according to tt's culture. st: shaking head tt: tidak 17 transposition used due to the difference between sl and tl on grammatical point of view. st: i have lunch with her tt: saya telah makan siang bersamanya 18 variation used for textual change for tone, style, social and dialect,etc. the influence of this technique can be seen from the linguistic variable. st: grab the bike to me now! tt: pesankan ojek sepeda motor ke gue sekarang! http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 240 2.2 machine translation machine translation is a branch of computational linguistics, defined as automatic process through system. the issues of machine translation has been existence since 1940 and a lot of improvement has been built up (kituku et al., 2016). nowadays, linguistic computational plays a significant role in translation as machine translation has moved from text-based to speech-based. it is imposible to avoid that linguistics theory plays a capital role in machine translation. this role is important to improve and develope machine in translating target language. based on the language engeenering theories, translation can be divided into three groups, they are rulebased, corpus-based, and hybrid machine (stevanović & radičević, 2012). hu (2011) in (zheng, 2015) states that machine translation methods can classify into four kinds: 1) the linguistics approach, 2) the transfer approach, 3) the interlingual approach, 4) the knowledge-based approach. this means that both of them have a different perspective on machine translation. the difference should be made as a strength to achive goal. in this research, the researcher focused on two translation machines. the first machine is google translate and the second is u-dictionary. the first is considerably more famous or popular than the latter, perhaps due to google translate being older in existence than u-dictionary (sujarwo, 2020). both of them can be used to translate one languge to other languge. however, google translate can tranlate over than 90 languages and u-dictionary can only translate over than 30 languages (septarina et al., 2019). 2.3 google translate google translate website was launched as a translation service from one into another language (bin dahmash, 2020). it is an application developed by google incorporation in april 2006 (ying et al., 2021). this application can be used with or without internet connection. the user can translate the source text in the level of words, phrases, clauses, sentences and essays because it offers instant translation based on schocket 2018 (bin dahmash, 2020). the machine uses statistical translation approach (lingu et al., 2021), so it does not rely on language skills and belongs to a rule-based group (stevanović & radičević, 2012). the result on target language may not yet be qualified in said target language (bayu, 2020), but it does not rule out the advantages and benefits of this machine. nowadays, google translate can be used as teaching media as done by bayu (2020). this media is used to improve students’ mastery of vocabulary, which is categorised as a sub-skill of language. students’ mastery of sub-skills such as vocabulary will support mastery in other language skills (speaking, writing, reading, and listening). google translate’s facilities are related to the three other skills other than writing, namely listening, speaking, and reading (bin dahmash, 2020), so the machine can be a teaching medium that can improve language learners’ listening, speaking, and reading. ying et al. (2021) stated that google rranslate can be used without having to connect to the internet by first downloading the desired translation language. the study showed how google translate play a role in translation classes by having students download it in their smartphones and use the tool as an alternative dictionary than print dictionary. 2.4 u-dictionary u-dictionary has just released in march 2016, a decade after google translate was released. this machine translation is supported with android 4.0.0 and smartphones ios 3.0.0. based on the statistics, more than 50 million people have downloaded u-dictionary and become users. this media can be used to find definitions through the dictionary of collins and wikipedia. this machine is also equipped with some tests and exercices to improve languge fluency. hongkong is the first place of u-dictionary released, but u-dictionary application has achieved the first rank in google play’s educational apps in indonesia, peru, mexico, colombia and egypt in 2019. this ranking was reportedly due to most users finding this application very useful to learn english, to translate, and to fulfil other purposes related to working and traveling. despite its recent and quick rise to popular use, studies on u-dictionary has a minimal presence. zheng (2015) states that u-dictionary helps students in translating the words or sentence by typing them, with one particularly advantageous feature of taking a picture and uploading it for the system to scan and translate the text directly. with its camera feature, users can scan the source language without typing and the target meaning will appear immediately. u-dictionary can be used as a teaching media for efl as wulandari & handayani (2020) found that it has a positive effect on training students’ english speaking skills. this is supported by akmalun (2018) who found that u-dictionary can improve students’ ability in pronunciation. the study recommends udictionary as an english teaching media because it is equipped with games, exercises, learn-from-the-androidlockscreen, and features english articles. 2.5 expository text based on functional perspectives, the social function of the expository is to persuade the reader that something should or should not be the case. the generic structure of the expository is the thesis, argument, and recommendation. in formulating the thesis, the writer announces the issue in concern. in building an argument, the writer needs to write the reason, leading to a recommendation in which the writer needs to tell what ought to or ought not to happen. in formulating a well expository text, the writer needs to consider a lexicogrammatical feature, using simple present tense and focusing on generic human and non-human participants, use of mental, material, and relational processes. http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 241 this type of text can be classified into two kinds, namely expository and narrative text. expository text are different from narrative text in terms of their goal (kristina & sujarwati, 2021). the goal of narrative is to entertain whereas the goal of expository is to inform a certain topic to the reader. the information is organised in interesting and logical manner. there are six expository text structure, namely description, listing, sequence, comparison and contrast, cause and effect and problem and solution (rani, 2019). each structure have a different purpose in formulating expository text. by knowing the text structure on expository text, university students will be more structure in their study process, especially in writing their research proposals, reports and scientific articles. 3. method to achieve the research aims, the researcher applied a qualitative descriptive research design due to the characteristics of the data (bogdan & bilken, 2007), which are pairs of translations (from english to indonesia) which is recorded in two machine translations, google translate and u-dictionary. the source data of this research is an expository translation text in english entitled “importance of good manners in every day life”, which was copied as the source text (st) into both machines. then, the researcher coded all the sentences as st (in english) and tt (in indonesian) , with results of translations from google translation being designated as tt1 and texts produced by u-dictionary as tt2. to analyse the data, the researcher used interactive data analysis. referring to miles (2014), state that there are three concurrent flows of activity: 1) data condensation, 2) data display, 3) conclusion drawing/verification. upon data completion, the researcher coded each machine translation technique based on table 1. then the researcher displayed the data to show the results of the tabulation. then, the researcher concluded which translation technique is dominant among eighteen translation techniques. 4. results both google translate and u-dictionary apply translation techniques in transferring source language to target language. table 2. usage frequency of translation techniques by google translate and u-dictionary no translation techniques machine translations google translate (tt1) u-dictionary (tt2) 1 literal 86,8% 75,4% 2 amplification 3,2% 1,6% 3 reduction 4,9% 4,0% 4 variation 3,2% 13,1% 5 ling amplification 1,6% 4,0% 6 transposition 0,8% 7 addition 0,8% table 2 shows that in translating the same type of source text, both machines choose several translation techniques. google translate uses five of eighteen translation techniques, namely literal, amplification, reduction, variation and linguistics amplification translation techniques. . meanwhile, u-dictionary uses seven of eighteen translation techniques, which include the same five techniques as google translate but alsotransposition and adaptation translation techniques in addition. for both machines, the most dominantly used technique is the literal translation. in translating the text, 86,8% was applied the literal translation technique by google translate , followed with the reduction translation technique (4,9%). similarly, though in a lesser frequency, u-dictionary used literal translation techniques for 75,4% of the text, followed by the variation translation technique. this data proves that google translate and u-dictionary have different abilities in choosing which translation techniques they apply. table 3. example of literal and linguistic amplification techniques st she will be rude all the day long tt1 dia akan bersikap kasar sepanjang hari tt lit lit amp lit tt2 dia akan kasar sepanjang hari tt lit lit lit lit based on the data analysis above, it can be seen that both machines dominantly used literal translation techniques, with the exception of google translate using a different technique to translate one part of the data. the source text of “rude” is translated by google translate to be “bersikap kasar”. this machine translates a detail which is not present in the source, in other words, google translate adds some information in target text or makes the target become explicit (higher than source text). based on this phenomenon, the researcher concludes that google translate apply the amplification translation technique. meanwhile, udictionary translate the word “rude” to become “kasar”. udictionary translated this data literally based on dictionary. table 4. example of literal and variation translation techniques. st in this article we have compiled some of the important points tt1 dalam artikel ini kami telah memenuhi beberapa poin penting tt lit lit lit http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 242 tt2 dalam artikel ini kami telah mempelajari beberapa poin penting tt lit var lit while previous data indicated that google translate used more variety than u-dictionary, table 4 shows that the opposite can happen. both machines still dominantly applied literal translation techniques, although while google translate literally translated the source text “…compiled….” to “memenuhi”, u-dictionary used variation translation technique and designated the word as “…mempelajari…”. this data shows how the machine can see the st from other variable of linguistics. table 5. example of literal and reduction translation techniques st we do not pay attention to their usage tt1 kami tidak memperhatikan penggunaannya tt lit lit red red tt2 kami tidak memperhatikan penggunaannya tt lit lit red red in table 5, both google translate and u-dictionary applied literal translation technique in translating the source text of “we” and “do not” as “kami” and “tidak”. both machines also omitted some information in translating the st “pay attention” and “to their usage” to “memperhatikan” and “penggunaannya”, demonstrating the use of reduction translation. table 6. example of literal, variation and reduction translation techniques st we teach our children the importance of of good manners tt1 kami mengajari anak-anak kami pentingnya sopan santun tt lit lit lit lit var tt2 kami mengajari anak-anak pentingnya perilaku yang baik tt lit lit red lit var table 6 shows that in translating one sentence, udictionary has more variety of translation techniques than google translate. google translate applied two techniques, namelyliteral and variation translation techniques, while udictionary (tt2) applied three different types of translation techniques, namely literal , reduction and variation translation techniques. despite the added variety, both machines continue to show that they dominantly use literal translation technique. 5. discussion based on the research findings on this study, literal translation technique is the most dominantly used technique that both google translate and u-dictionary apply in translating the english source text into the indonesian target text. this result indicates that computation linguistic of google translate and u-dictionary is rule-based machine translation with direct translation approach (kituku et al., 2016). in other words, both machines aresource textoriented. it can be said that both machines “do not care” on the situation or context while translating st to tt. swasthi & jayashree (2020) found that neural machine focused on contextual information than other machine translation. the neural approaches for machine translation or hybrid (swasthi & jayashree, 2020) should be taken into account if users need both machines to consider the contextual information case. a good translation should be oriented on the target language, not on the source language (ying et al., 2021). thus, the current models of google translate and udictionary still have room for improvement since their concepts are primarily word-for-word translation (harper, 2018). other researchers such as ahangar & rahnemoon (2019) stated that machine translations tend to omit or reduce target information, indicating a propensity to apply reduction translation technique and linguistic compression. however, this study revealed that u-dictionary actually tend to add target information. in fact, reduction translation technique is only applied to 4,0% of the text by u-dictionary. the same case applied to google translate, which only apply reduction for 4,9% of the text. however, u-dictionary’s usage of linguistic amplification is 5,6% while google translate’s 4,8%, so it seems the findings in this study support ahangar & rahnemoon (2019), but only for google translate. results of this study still shows that the role of machine translation as a tool for helping translator to translate in real time is not yet perfect, as it still need a manual development on the semantic and pragmatic aspect. human touch is still needed so that the implicated meaning (pragmatic equivalence) can be coped in translation chakrawarti (2017) also investigated machine translation with corpus-based, rule-based, direct and hybrid approaches, and her results pointed out that machine translation has great problems in the level of structural divergence, level-idiom, word-level, non-standard language. this present study showed that google translate applied five of eighteen translation techniques, while u-dictionary applied seven of eighteen translation techniques. this results slightly disagree the previous study’s statement as both machine translations since they solve problems on word level and language norm. however, considering that one technique in particular, namely the literal translation, is used at a much higher frequency that other translation strategies, the results of this study also partially agree with chakrawarti (2017). http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 236-245 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 243 in terms of the translation quality, google translate has been described as less accurate, less acceptable, and even less readable (kartika & priyatmojo, 2018). apparently, translation produced by google translate is less accurate from the aspects of morphology, semantic and syntax (citra putri, 2021). based on the findings, machine translation employed several translation techniques to achieve their goals, but the human touch is still needed to achieve a good translation. human touch can be applied in the level of structural, standard language and words equivalence to improve the translation quality (accuracy, acceptability and readability). the inclusion and usages of more types of translation techniques may be needed to improve the accuracy. this study illustrates another problematic aspect of the current model of machine translations in translating cultural terms. machine translation in instagram dominantly used the borrowing translation technique (purwaningsih et al., 2019), meaning that it translates cultural terms without any changes in translation except the changes on spelling. this contrasts the long-standing human translation which dominantly preferred the use of linguistic amplification translation technique in order to provide some additional information to encourage understanding of different cultural terminologies. machine translations still need to add some information to re-express cultural terms in the target language. 6. conclusion most scholars focused on investigating human translation, but machine translation investigation with linguistics theory are seldom achieved. this research is conducted to fill this gap to contribute to the computation linguistics by using linguistics theory as the control for machine translation evaluation. this research also addressed the scarce number of studies on u-dictionary in comparison to its decade-old counterpart, google translate. results of this study showed that u-dictionary apply more variety of translation techniques than google translate and even include more variety of functions that can be used for other purposes beyond mere translations. therefore, the researchers tentatively recommend u-dictionary for users. however, both machine translations are proven to dominantly favour literal translation technique, indicating a high orientation to source language rather than target language and neglect for situational, contextual meaning or pragmatic equivalence in translating. this study contributes to the designers of u-dictionary and google translate by pointing out the importance of developing the neuro corpus to help these machines to be more target language-oriented. additionally, this study revealed more room for research in the field of computational linguistics. linguistics theory can be as an instrument to evaluate the 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(2015). a case study of machine translation : problems and suggestions. 5(2), 92–99. https://doi.org/10.5539/ijel.v5n2p92 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i2/13447 vol. 5, no. 2, 2023, pp. 159-172 journal homepage: https://journal.unilak.ac.id/index.php/elsya 159 original research categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift lemohang tjabaka-mokapane national university of lesotho, roma, lesotho article info abstract article history: received 4 march 2023 revised 6 may 2023 accepted 18 june 2023 the development of grammatical forms and synchronic effects has captured considerable interest of researchers across the globe. the research of this phenomenon is done to understand how certain linguistic forms arise and interact with other forms. literature also discloses that a number of studies have addressed grammaticalisation of prepositions, which has somehow resulted in categorial conflict. however, there is dearth of literature that deals with /to/ to distinguish between phrasal-prepositional verbs and infinitives as a way of resolving the conflict. again, some of the l2 students confuse complementation of /to/ in the phrasal-prepositional verb look forward to with that of the infinitives. they fail to draw a line of demarcation between the two constructions. therefore, this qualitative study seeks to explore the status of /to/ in the phrasal-prepositional verb and infinitive clauses. it also identifies the category label of /to/ and describes its complementation. the study purposively and conveniently extracted data from scott’s (2022) compilation of both application and cover letters. following the minimalist program, the study reveals that /to/ in both the phrasal-prepositional verb and infinitives have gone through the process of grammaticalisation. it is noted that in the phrasal-prepositional verb, /to/ is still a preposition while in the infinitive clauses, it has gone through the great complementation shift known as decategorisation and extension, hence variation in category labelling. the study also presents that the structures of the phrasalprepositional verb and the infinitive clauses vary based on the theory and concepts adopted. as a result, it is concluded that due to grammaticalisation of /to/ in both phrasal-prepositional verb and infinitive, their complementation differs. keywords: categorial complement decategorisation great complement shift infinitive phrasal-prepositional verb corresponding author: tjabaka-mokapane, ltjabaka@gmail.com 1. introduction this paper focuses on the development of /to/. ‘to’ is commonly known as preposition, which denote direction or location; however, its function differs in context. in one context, it interacts with other linguistic elements where it precedes a noun phrase; in the other, it can interact with the linguistic elements to form structures such as, phrasal-prepositional verbs and infinitives. according to yuliastuti (2008) , verbs are divided into single-word and multi-word verbs. the latter, which is the focus in this study, is sub-categorised into phrasal verbs, prepositional verbs and phrasal-prepositional verbs, and they are sometimes termed as verb-particles, also known as two-part words/verbs and three-part words/verbs. mart (2012) sees the three classes of multi-word verbs as phrasal verbs whose meanings differ from the meanings of their separate parts. for instance, the meaning of the phrase look up to is different from look, up and to. in terms of meaning, ella and dita (2017) also note that most of the phrasal-prepositional verbs have idiomatic metaphorical meanings, which is difficult to interpret. as a result, the study adopts both mart’s (2012) and ella and dita’s (2017) explanation in relation to meaning but departs from mart’s idea that all the divisions of the multihttps://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 160 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift word verbs are labelled as phrasal verbs. to show their difference, they constitute a verb and one or more particles (aldukhayel 2014) as indicated in example (1) below. (1) a. verb + adverb (phrasal verb) go + out > go out b. verb + preposition (prepositional verb) base + on > base on c. verb + adverb + preposition (phrasal-prepositional verb) get + away + with > get away with a phrasal-prepositional verb, which is one of the key issues in this study, is a sub-division of multi-word verbs that constitute three words: a lexical verb complemented by an adverbial particle and a preposition (yuliastuti, 2008; rajković, 2017; hussein & fadhil, 2021). thus, it is the combination of both a phrasal verb and a prepositional verb. the examples include come up with, make up for, do away with and look up to. unlike the phrasal verbs that are believed to be separable, some scholars claim that the phrasal-prepositional verbs are inseparable. however, ella and dita (2017) argue that some structures are separable as illustrated in example (2). (2) verb + dp + adverb (particle) + preposition the parents vp [v keep dp [d an [n axe [adv away [p from [dp their children]]]]]]. from example (2) above, the phrasal-prepositional verb, keep away from is splitted or separated by dp an axe. on the other hand, to-infinitive is a pseudo-multi-word verb as its verb is not inflected for tense or number like the verbs in the three afore-mentioned types of the multi-word verbs. it is not a complete multiword verb because of its function in a sentence: it can function as a noun phrase, adverb and adjective, which contradicts with other multi-word verbs. however, just like the phrasal verbs and prepositional verbs, toinfinitive is a two-part word, which comprises a particle /to/ and a verb in its base form. with reference to radford (1997) and tjabaka (2021), an infinitive marker /to/ can be ellipted like other particles. nevertheless, the preposition /to/, which forms part of the phrasal-prepositional verb, does not allow its complement to be ellipted. in the last few decades ago, more attention has been given to the pitfalls of the multi-word verbs. the phenomenon has been found to be the most challenging structure, especially since it seems to be around since 2007 and still occurring in 2020. the view that it is challenging has also been supported by rajković (2017) who affirms that the verb-particle constructions is the complex constructions. kovács (2007) further notes that the multi-word verbs are the most challenging structures to both scholars and language learners of english. from the pedagogical point of view, mart (2012) also states that teaching the multi-word verbs, in particular, phrasal verbs, is quite difficult. aldukhayel (2014) also notes that there is an uncertainty that the phrasal verb structure is problematic and challenging to a number of english language learners. preposition /to/, like other prepositions, requires a complement, which is a noun or noun phrase (np)/determinative phrase (dp). such complement is sometimes known as a direct object of the preposition. the np can be in a form of a noun, pronoun or gerund, amongst others. following the aforementioned researchers, the constructions where the phrasal-prepositional verbs are complemented by gerunds (verb + ing) seem to be problematic especially to the learners of english as l2. this is because a gerund is a mixed category, that is, it profiles like a verb and like a noun (park 2001). as a verb, it can bear both objective/accusative and dative cases. this implies that its complements can be direct and indirect objects, respectively. brinton (2000, p. 107) defines a case as a sign for the function of the np in a sentence, the relationship that exists between the np and the verb, as well as other nps. this gerund, however, also functions as a noun. it is, therefore, observed that due to complexity and unfamiliarity of the multi-word verb construction, the l2 students confuse such constructions with to-infinitives. most of the time, they tend to avoid using them except for the conclusion of the application letters where they are expected to use the multi-word verbs. this is where conflict and confusion start. they sometimes complement the phrasal-prepositional verb look/looking forward to with a verb in a base form, not a gerund, assuming that /to/ always collocates with a verb in a base form. as a result, this paper seeks to describe status of both the phrasal-prepositional verb and elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 161 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift to-infinitives. it also identifies the category label and complementation of /to/ in the phrasal-prepositional verb look forward to and the infinitive marker /to/. 2. literature review in line with literature, it has been indicated earlier that there is non-consensual terminology and classification of multi-word verb (claridge, 2000). quirk et al. (1985, in blaheta & johnson, 2001) termed them as multi-word verbs and categorised them into verb + any particle, and a particle denotes both preposition and adverb. the lack of common terminology has been reflected in mccarthy and o’dell’s (2004) study as they classified the multi-word verbs into phrasal verbs signalled by verb + particle (preposition/adverb), as well as phrasal-prepositional verbs. in trying to differentiate between a particle and preposition, dekeyser (2000) and dekeyser (1990) labelled the multi-word verbs as complex verbs and classified them into particle verbs, prepositional verbs and multi-word verbs. even in 2020, there is still no consensus because shouran (2020) has his own classification just like mart (2012). he classified the phrasalpreposition verb as a category of phrasal verbs that is signalled by verb + adverb + preposition. in this study, the labels, multi-word verbs and complex verbs are considered synonymous, what is key is the classification of the multi-word verbs to enable the readers to appreciate the existence and difference between the prepositional verbs and phrasal/particle verbs having distinct syntactic features. the author in this study has observed that there is a lot of literature on phrasal and prepositional verbs, but fewer studies have extensively centred on the phrasal-prepositional verbs. basically, some scholars (kovács (2007); yuliastuti (2008); mart (2012); aldikhayel (2014); ella & dita (2017); rajković (2017); hussein & fadhil, 2021) researched on the multi-word verb but have mainly focused on the phrasal and prepositional verbs drawing from both semantic and pedagogical perceptions. on one hand, yuliastuti (2008) stemmed from the parallel perception. she paid attention on the characteristics of the phrasalprepositional verbs in the dictionary and compared their features with other types of multi-word verbs (phrasal verbs and prepositional verbs). the author highlighted that the phrasal-prepositional verbs are more complex than other two types of multi-word verbs. it is stated that the first particle in these verbs is the same as the one of the phrasal particel and second article is the same as the one of the prepositional verbs. unlike the phrasal verbs, which can be intransitive (lack object), yuliastuti revealed that the phrasal-prepositional verbs always require object complementation. this means that they are transitive. moreover, the meanings of the phrasal-prepositional verbs are derived from the combination of their elements, but this contradicts with marts’ (2012) claim since the author viewed the phrasal-prepositional verbs as part of the phrasal verbs. in yuliastuti’s results, it has also been observed that the structure of the phrasal-prepositional verbs is a verb phrase (vp). yuliastuti’s study has extended knowledge on how the phrasal-prepositional verbs differ from other multi-word verbs. it has also taken note of the notion of structure. in spite of the given structure on the phrasal-prepositional verb, nothing has been said about the categorisation of the /to/ in the phrasalprepositional verb look forward to and to-infinitive clauses, which is key in this study. on the one hand, the researchers such as rajković (2017), stem from semantic perception. in her study, rajković other than other multi-word verbs, the prepositional verbs most express notion of persuasion, and lack idiomaticity. on the other hand, scholars including shouran (2020) and hussein and fadhil (2021) focused on the phrasal verbs and phrasal-prepositional phrase, respectively drawing from pedagogical point of view. shouran’s results dwelt much on the phrasal and prepositional verbs, stating that arabic rules are different from english, which is why libyan students make errors. his study, however, did not specifically put forth anything about the phrasal-prepositional verbs. contrarily, hussein and fadhil (2021) revealed that despite the frequent use of the phrasal-prepositional verbs in conversation, the students of the college of education/ibn rushd in the department of english seemed to be hesitant to use the phrasal-prepositional verbs in their spoken and written communication. this is because such constructions rarely exist in their arabic languages; hence, the students found them ‘tedious and fuzzy’. even if these studies have commonality with the present paper with the notion of the multi-word verbs, specifically the phrasal-prepositional verbs, they did not articulate on the status of the phrasal-prepositional verbs and to-infinitive clauses. little is known about the category label of /to/ in both the phrasal-prepositional verbs and infinitive clauses. in this reviewed literature, there is no comparison between the complementation of the phrasal-prepositional verbs and infinitive clauses, and all these mark the gap for the current study. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 162 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift for those who have drawn from syntactic point of view, such as kovács (2007), they performed the tests to distinguish the types of multi-word verbs. it was even emphasised that the phrasal verbs and phrasalprepositional pose a problem to the learners in terms of meaning, grammatical form and style, as well as the words they collocate. even if the collocates or complementation of the phrasal-prepositional verbs have been identified in some studies, they did not compare the complementation of /to/ in the phrasal-prepositional verbs and infinitive clauses to mark differences or similarities. also, they did not articulate the category label of /to/ in the phrasal-prepositional verb and to-infinitives, which are the key issues in this paper. different from the phrasal-prepositional verbs, many scholars have had interest in the to-infinitive clauses in english. as a result, the phenomenon has been studied both diachronically and synchronically, and such scholars include (tanaka (1997); nakagawa (2001); jarad (2011); wurmbrand (2014); gu (2020); tjabaka (2021); tjabaka and morato-maleke (2021)). these scholars have a similar view that the toinfinitive clauses in english are marked by /to/ followed by the verb in a base form. verba (2004) emphasised that initially, the infinitives in english were verbal nouns, meaning that they possessed both the features of verbs and nouns in the old english (oe) era. however, tanaka (1997) and nakagawa (2001) noted that from the oe to the middle english (me) periods, there was a great complementation shift of the infinitive as it is now a verbal, that is, it has lost the characteristics of nouns. in addition, the infinitive marker /to/, which initially used to assign dative case, shifted from a preposition to tense category through grammaticalisation. from the synchronic perception, wurmbrand (1998), tjabaka (2021) and tjabaka morato-maleke (2021) stated that infinitive clauses complement either control or raising constructions. besides what the infinitives complement, results often seem to conflict with each other on the structure of the infinitives and categorisation of the infinitive marker /to/. this is also supported by wurmbrand (1998) and tjabaka and morato-maleke (2021) who have the same sentiments that there is no uniformity in the structure of the infinitive clauses as the structures are informed by adopted theories and concepts. for instance, tanaka (1997), nakagawa (2001), tjabaka (2021) and tjabaka and morato-maleke (2021) have agreement that the structure of the infinitives can be tense phrase (tp). nonetheless, wurmbrand (1998) has different view that the notion of restructuring and non-restructuring should be considered as not all the infinitives have the tense features. this debate raises many questions about the structure of the infinitive clauses and the categorisation of the infinitive marker /to/. this implies that this great shift has brought a lot of debate and criticism as pointed above. even though these studies have laid a good foundation for the present study on the status of infinitives, they have only dwelt on the infinitive clauses whereas the current study focuses on both the phrasal-preposition verb and to-infinitive clause. generally speaking, little is known about the categorisation of /to/ in the phrasal-prepositional verb look forward to and to-infinitive clauses. again, the status of the phrasal-verb look forward to and to-infinitive clauses and complementation of /to/ in the phrasal-prepositional verb and infinitive marker /to/ to mark their difference are seldom considered. as indicated above, this paper, therefore, seeks to describe status of both the phrasal-prepositional verb and to-infinitives. it also identifies the category label and complementation of /to/ in the phrasal-prepositional verb and infinitives marker /to/. the study is premised within the minimalist program (mp). this syntactic theory is initiated by chomsky (1995) and developed by his followers such as boeckx and hornstein (2010) and krivochen and kosta (2013), amongst others. the theory is applicable in this study because it is engaged in re-analysis of functional categories (product of grammaticalisation), which are believed to bring deeper analysis in syntax than the previous theories. according to lindfors (2003), grammaticalisation has the following processes: desemanticisation, affixation, erosion, expansion and fossilisation. from these processes, the researcher has been able to differentiate /to/ used in the phrasal-prepositional verb and to-infinitive clauses. the theory also accounts for generation of phrases, clauses and sentences, which is through operation merge (joins two syntactic elements together to form a new syntactic unit). according to radford (1997, p. 29) and roberts and roussou (2003, p. 18), all the words or lexical items in the language belong to a certain set of grammatical categories. therefore, as the syntactic elements are merged, they are also labelled based on their grammatical categories, which has enabled the researcher to determine the category label of /to/ in both the phrasal-prepositional verb and to-infinitive constructions. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 163 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift 3. method this study is qualitative in nature. words have been used instead of numbers to have deeper insights of the status of /to/ in the phrasal-prepositional verb and to-infinitive clauses. this research approach is also relevant because it allows the researcher to undertake the study contexts out of personal interest or curiosity on issues and to access ‘tacit, taken-for-granted [and] intuitive understanding of culture’ (tracy 2020, p. 7). this means that the researcher requires an explanation on how the complementation of /to/ in the phrasalprepositional verbs differs from that of the to-infinitive marker as the categorial conflict is noticed in the l2 writers’ work, especially formal (application) letters. this is due to the fact that the applicants are not aware of the great shift between the complementation of phrasal-prepositional verbs and infinitive; hence, they tend to either take the complementation of the phrasal-prepositional verbs and infinitives for granted, or they have insufficient knowledge. based on creswell and creswell (2018), qualitative research allows the researcher to use multiple forms of data collection, namely, observation, field notes, interviews, focus groups, as well as analysis of documents and materials. even though the study has been intrigued by observation from the errors of the l2 learners in concluding their application letters, the study followed unobtrusive data collection method. babbie (2021, p. 326) defines unobtrusive method as one in which data collection method and analysis does not affect the participants of the study, meaning that it is an indirect data collection method such as content analysis. in accordance with babbie, content analysis is all about documented human communication. as a result, the data were collected purposively and conveniently from both application and cover letters compiled by scott (2022), where 11 phrasal-prepositional verbs and 14 infinitive clauses were identified. this is because the researcher was interested in grammatical constructions of the phrasal-prepositional verbs and to-infinitive clauses. in addition, the researcher collected the data from the internet where it is accessible, and would not need strict ethical issues for the letters have been posted in the public domain where everyone can access them. as highlighted before, the main focus was on the phrasal-prepositional verb look forward to and to-infinitive clauses as their complementation often pose a challenge, particularly to the l2 students. these constructions were selected until the researcher was confident that the data were saturated. as was informed by the unobtrusive content analysis method, the data were subsequently coded. this is where the written communication was classified into two columns: phrasal-prepositional verb look forward to and toinfinitive clauses to extract such structures as indicated in the following section below. 4. results & discussion this section presents and discusses the findings on the phrasal-prepositional verb and to-infinitives. it has been stated that the study seeks to describe the status of both the phrasal-prepositional verb and toinfinitives. it further identifies the category labels and the complementation of /to/ in the phrasalprepositional verb look forward to and the infinitives. the collected data are, consequently, presented in table 1 below. table 1. the phrasal-preposition verb look forward to and to-infinitive constructions phrasal-preposition verb ‘look forward to’ to-infinitive clauses i look forward to [calling] you in few days’ time to arrange an interview. i appear to [be] a perfect match. i am looking forward to [meeting] you. i am well positioned to [join] your company. … very much looking forward to [attending] example university. i would very much love to [use] the experience. i am looking forward to [hearing] back from you. i am considered to [further discuss] my qualifications. i look forward to [hearing] back from you. my financial standing does not allow me to [attend] this university. i look forward to [discussing] the senior digital marketing position and my qualifications. my parents cannot afford to [pay] the current amount. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 164 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift i look forward to [a positive response]. i would like to [apply] for this job. i look forward to [speaking] with you. i would like to [enrol] in a postgraduate mba programme. i look forward to [hearing] from you. i want to [apply] for the position of housekeeping. i look forward to [your reply]. i am writing to [express] my interest in the fourth grade instructional position. i look forward to [the opportunity] to speak with you. mayflower is seeking to [expand] their cloud computing services. i proved to [be] an efficient, enthusiastic and strong leader. i was excited to [see] your job listing. i would be happy to [provide] it. source: adapted from scott (2022) table 1 presents the phrasal-prepositional verb look forward to and to-infinitive constructions. it is evidenced that the word /to/ in both constructions are identical in terms of form, pronunciation and orthography; however, their grammatical functions are different. such difference can be described by grammaticalisation within the mp as explained earlier. again, it is observed that the complements of /to/ in both constructions are highlighted to mark the difference, so the complements of /to/ in the phrasalprepositional verb look forward to are dps (nouns, pronouns) and gerunds as noted earlier while /to/ in the infinitive constructions is complemented by the verbs in their base form, that is, without any kind to inflection. having presented the results, it is worth noting that this section on the grammaticalisation of /to/ is subcategorised into the preposition /to/ in the phrasal-prepositional verb look forward to and the infinitive marker /to/. data reflect that there is a great shift, commonly known as syntactic or categorial change of the word /to/ in both the phrasal-prepositional verb look forward to and infinitives. this change is known as grammaticalisation, which deals with the category change and constituent structure. according to baybee (2011, p. 3), grammaticalisation is the re-analysis, which involves change in organisation of constituent or category membership. change in category membership is known as decategorisation (hopper (1991) cited in baybee 2011, p. 3). roberts and roussou (2003, p. 2) define grammaticalisation as creation of new functional element that entails categorial re-analysis of the lexical or functional element. in addition to decategorisation, grammaticalisation also involves expansion and desemanticisation. with reference to lindfors (2003, pp. 11-12), expansion in grammaticalisation refers to assigning ‘an existing grammatical unit and additional grammatical function’ while desemanticisation is the loss of the original semantic content. according to duffley (1992, p. 16), /to/ shows direction and location, thus assigning grammatical case (dative case the function of indirect object) (brinton, 2000, p. 131; rhee 2017). nevertheless, there is a shift from spatial sense to temporal sense, purpose in infinitives, as well as metaphorical connection, which applies to both the phrasal-prepositional verbs and infinitives. 4.1 /to/ in the phrasal-prepositional verb look forward to in this study, it has been emphasised that the inclusion of adverbial particles in the phrasal verbs, prepositions in the prepositional verbs and simultaneous inclusion of both adverbial particles and prepositions in the phrasal-prepositional verbs changes the meaning of such constructions, that is, their inclusion leads to acquisition of new meaning. for instance, phrasal-prepositional verb look forward to has acquired new meaning – idiomatic metaphorical meaning (ella & dita 2017), which has nothing to do with its components, look, forward and to as exemplified in (3) below. (3) a. i look forward to calling you in a few days. b. i am looking forward to meeting you. c. … very much looking forward to attending example university. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 165 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift in example (3), the phrasal-prepositional phrases look forward to in (3a) and looking forward to in (3b-c) mean to expect and basically hope to enjoy something that is going to happen in future, or to anticipate with pleasure (courtney 1983, p. 1). this implies that the anticipation of joy comes from calling you, meeting you and attending example university correspondingly. again, the complements of look forward to in example (3), calling, meeting and attending are gerunds as the prepositions including /to/ are always followed by either gerunds (verbs ending in –ing, which function as nouns) or noun phrases. in these examples, the preposition /to/ in look/looking forward to, does not reflect any direction or location due to its complements, which express future meaning. therefore, the study concludes that the preposition /to/ in the phrasal-prepositional verb look forward to is affected by desemanticisation. this process of grammaticalisation is influenced by its complementation gerund, through assimilation as /to/ no longer denotes direction but has something to do with futurity. the category label of /to/ in the phrasal-prepositional verb look forward to is, therefore, shown in examples (4) below. (4) the category label of /to/ in the phrasal verb look forward to tp d tˈ i t vp ø v vˈ look adv vˈ forward p gp to g vp -ing v pp hear p prn from you example (4) demonstrates the structure of the phrasal-prepositional verb look forward to hearing from you. the structure is derived from the bottom-up, which is the feature of the mp (cf. tjabaka 2021; tjabaka & morato-maleke 2021). this means that the elements were first generated from the bottom to the top through operation merge as highlighted earlier. therefore, the pronoun (prn) you has been merged with the preposition (p) from to form the prepositional phrase (pp) from you. the resultant phrase is further merged with the verb (v) hear to form the vp hear from you, which is later merged with gerund/gerundive (g) morpheme /-ing/. to form gerund phrase hearing from you, the g affix –ing is later lowered through affix hopping to be attached to the v hear to become g hearing. subsequently, the gp is further merged with an adverbial particle (adv) forward to form v-bar (vˈ) forward to hearing from you. thereafter, the vˈ is merged with the v look to form the vp look forward to hearing from you. this phrase is later joined to null tense (t) category to form t-bar. the t-bar is further merged with determiner (d) i, and the resultant phrase of the whole clause is tp i look forward to hear form. it is, therefore, indicated that the structure of the phrasalprepositional verb look forward to is vp, and this finding has also been observed in yuliastuti’s (2008) study. this is because it is headed by such phrase. in the similar structure, the category label of /to/ in the phrasalprepositional verb look forward to is identified as a member of preposition, which is complemented by a gerund. even if the structure of the phrasal-prepositional verb look forward to also changes, the category label of /to/ in such constructions is still the same preposition. in example (5) below. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 166 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift (5) the category label of the phrasal verb look forward to assuming that the phrasal-prepositional verb look forward to (transitive ergative structure) has three-place predicates: the external argument i and the internal arguments hearing and from you in example (5), ternary branching is not used to accommodate the three arguments as such branching violates merging. merging adapts binary branching. therefore, to accommodate the notion of the three-place predicates without violating the operation merge, the vp has to be splitted into outer shell and inner core, hence verbaliser phrase (vp) and vp (radford 2009, p. 292). for this reason, the structure in example (5) is vp while the category label for /to/ is still p. the sentence, i look forward to hearing form you, is still derived from the bottom using the similar operation, which is merging. the gerundive suffix /-ing/ is also lowered to be attached to the verb hear through the affix hopping. the only remarkable issue here is that, in order to interpret the subjects that are not pronounced, the researcher has used the vp-internal subject hypothesis (vish) and predication principle. on the issue of the vish, the subject originates from the vp (tjabaka 2021) and moves successively to check extended projection principle (epp) attracted by t. the subject i, also known as specifier, has moved from the specifier in lower tp [spec, tp] to higher [spec, vp] to satisfy predication principle, which states that we should consider the number of predicates place that each verb has in a sentence. therefore, looking at the example (5), the verb look has an external argument as one of the place predicates, that is, it requires someone who does the action of looking. then, the specifier i moves again successively to occupy the position of the subject of the whole sentence where it is assigned nominative case. even if assimilation (between the preposition /to/ and its complement hearing, which is in gerundive form), has occurred to change the meaning of /to/ in example (5), that has not affected the categorisation of /to/, hence it is still labelled as preposition. thus, it is affected semantically, not syntactically. in line with the complementation, the prepositions are basically followed by the dps and gerunds as highlighted before. therefore, it should be emphasised that the phrasal-prepositional verb look forward to is not an exception as it is not only complemented by the gerunds, but also the dps as illustrated in example (6) below. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 167 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift (6) a. i look forward to [a positive response]. b. i look forward to [your reply]. example (6) demonstrates the phrasal-prepositional verb look forward to and its complements. in both constructions, the complements are dps a positive response and your reply, respectively. their structures, as well as the category label of /to/ are still the same as the gerund complementation. this evidence is given in example (7) (7) dp complementation of the phrasal-prepositional verb look forward to (recorded as example (6a), but repeated here as example (7) for ease of reference). tp d tˈ i t vp ø v vˈ look adv vˈ forward p dp to d np a n n positive response in example (7), the structure of the phrasal-prepositional verb look forward to is the vp because such phrase is headed by the vp. in the same phrase, /to/ is still a member of preposition. similarly, the preposition /to/ does not implicate any meaning of direction or location. just like the phrasal-prepositional verb look forward to constructions that are complemented by the gerunds, the phrasal-prepositional verb look forward to constructions, which are followed by the dps also have idiomatic figurative meaning. for instance, the writer of that application letter anticipates that joy would come from a positive response. 4.2 the infinitive marker /to/ it has been indicated that the study also concentrates on the structure of the infinitives, the category label of the infinitive marker /to/ and its complement. this aspect has been used starting from the oe era to the present. the infinitive marker /to/ has undergone some changes and modification through various periods. it has been shown that verba (2004, p. 62) stipulates that to-infinitive in the oe was referred to as the verbal noun and had grammatical category of cases such as nominative and dative cases. according to van gelderen (1993, p. 85), initially, the infinitive marker /to/ was a preposition that expressed dative to signal direction ‘together with an ending on the infinitive’ with its idiosyncratic ended –an/-ian (miller 1902; verba 2004). for both nominative and dative cases, the infinitive was arranged as shown in (8). (8) a. verb in a base form + suffix > nominative case play + -an/ -ian > plegian/plegan b. verb in a base form + suffix > dative case play + -ne + -anne/-enne > to plegianne elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 168 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift however, during the me period, the ending of the infinitives was lost, but the infinitive marker /to/ remained. therefore, /to/ had to be re-analysed, and due to desemanticisation and grammaticalisation, its category changed from the preposition to auxiliary (van gelderen 1993, p. 86). according to van gelderen, these two processes denote gradual vicissitudes turning the preposition to into auxiliary category where the p to was also included, preceding the whole form of dative case (duffley 1993). the arrangement was, thus: (9) to + base verb + suffix -enne or –anne to + play + -anne > to pleyanne/pleyenne during the me, the literature has affirmed that the structure of the infinitives changed from nominal to verbal parts of speech, and both -an and -ne weakened to -en and -e, correspondingly. the p to had also lost its lexical meaning. both duffley (1993) and verba (2004) affirm that the dative ending –ene, which deeprooted the case-assigning prepositional status of to vanished gradually. therefore, the p to had then lost its dative case-feature acquiring a pre-infinitive particle to. it is, then, concluded that starting from the me until the present, the structures of the infinitives have changed; that is, they lost their nominal features to the verbal category thereby demising the suffixes and acquiring a pre-infinitive particle to. according to tanaka (1997), nakagawa (2001) and jarad (2011), this loss has given rise to the following: to has become a tense (t) element; passive to-infinitives; infinitive with perfective have; independently negated infinitives, exceptional case marking (ecm) or subject-to-object raising; and split infinitive constructions. in addition, the infinitive-to occurs in control infinitives; it can combine with higher complementisers for and whether; and it mainly follows an overt subject (robert & roussou 2003, p. 98) it could be inferred that the category of /to/ in the infinitives changed from the p to the t as shown in example (10) below. (10) the category of the infinitive marker /to/ tp d tˈ i t vp am d vˈ i v vp considered d vˈ i v tp considered d tˈ i t vp to adv vˈ further v dp discuss d n my qualifications elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 169 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift example (10) reflects the structure of the infinitive clause and the category label given to the infinitive marker /to/. in this example, the infinitive clause to further discuss my qualifications is the complement of the passive structure, where the passive verb considered is moved from the v position to be spelled out as the light verb or verbaliser. following runner’s (2006) view on a covert raising, same thing happens to the d i, which has been moved and deleted from the embedded clause tp i to further discuss my qualifications lower [spec, tp] and pronounced in the main clause, higher [spec, vp]. therefore, the structure of the infinitive clause is the tp. the issue that the d i originates from the embedded infinitive clause emanates from the notion of the subject-to-object raising issue raised by tanaka (1997), nakagawa (2001) and jarad (2011). again, the evidence that the structure of the infinitive clauses is the tp is also supported by tjabaka (2021) and tjabaka and morato-maleke (2021) who also have a view that the structure of the infinitives is tp. the result is influenced by the fact that the infinitive marker /to/ has acquired temporal sense, that is, ‘an event to any point in time prior to its realisation’ (duffley 1992, p. 17). this means that the infinitive markers /to/ denotes futurity and unrealised or hypothesis, also known as future irrealis (duffley 1992; wurmbrand 2014). in the example (10), there is an element of futurity where the action of discussing is expected to be done some time in future. for this reason, the infinitive marker /to/ is, indeed, a member of the tense (t) category. this finding conforms to tanaka’s (1997), nakagawa’s (2001) and jarad’s (2011) studies that the infinitive marker belongs to the t category. the categorial change of this infinitive marker is known as decategorisation: changing from the preposition to the tense. moreover, since the infinitive marker /to/ has also acquired/gained another label and grammatical function, it has undergone the process of expansion. this means that, indeed, there is a grammatical change in /to/ of the infinitive clause. besides the structure and category label, the complement of the infinitive marker in english is a verb in its base form. this means that it is not inflected for tense, gender and number. the study has depicted that from the me to the present, the infinitives allow split constructions. as a result, it is observed that in example (10), the infinitive construction is splitted by an adverb further, followed by the verb discuss, which is in its base form. earlier, the researcher has emphasised that the structures are generated from the bottom-up. therefore, this paper builds on adger’s (2002, p. 108) and tjabaka’s (2021) opinion that verbaliser (v) is an extension of the vp projection, hence the structure exemplified in (11) below. (11) the structure of the infinitive clause tp d tˈ i t vp am d vˈ i adv vˈ well v vp positioned d vˈ i v vp to d vˈ i v dp elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 170 categorial conflict between phrasal-prepositional verbs and infinitives: the great complement shift join d n your company example (11) represents the structure of the infinitive clause to join your company. unlike the structure of the infinitive clause in example (10), whose structure is tp, the structure of the infinitive clause in example (11) is vp, making the infinitive marker a member of the verbaliser. the structure of the infinitive clause and category label of the infinitive marker /to/ are also identified by čakányová and emonds (2017) and čakányová (2018) who have used denison’s (1993) negation, inversion, coda and ellipsis (nice) criteria to determine the structure of the infinitives and the category label of the infinitive marker. the present study also argues that the structure of the infinitives can also be the vp, and that the category label of the infinitive marker /to/ belongs to the verbaliser. however, this paper departs from the nice criteria and dwells on the notion of merge and the extension of the vp to describe such structure. the current study even builds on adger’s (2003:108) argument that conceptually, v and vp have relations such that whenever there is a verbaliser (v), there is also its vp complement. he further indicates that intuitively, the vp is an extension of the projection of vp. this implies that the vp to i join your company is extended from the vp i join your company. as also demonstrated in the construction of the phrasal-prepositional verb look forward to, the movement of the specifier i is also successive, and it originates from the lower vp and moved as it is attracted by the epp and has to show the predicates-place that each verb has. it is worth noting that the idea that all the multiple specifiers in the given examples are not deleted is supported by the movement theory of control of the mp, which stipulates that one argument can bear multiple roles. 6. conclusion the study has aimed at describing the status of both the phrasal-prepositional verb and to-infinitive clause. it has also sought to determine their structures and identify the category labels of /to/ in the phrasalprepositional verb look forward to and the infinitive marker /to/ and their complementation as a way of resolving their categorial conflict. the evidence has shown that /to/ in both the phrasal-prepositional verb look forward to and to-infinitive clauses have undergone a great shift known as the process of grammaticalisation. however, with the one in the phrasal-prepositional verb look forward to, syntactically, it is still categorised as the preposition. however, it has acquired idiomatic metaphorical or figurative meaning that has an element of time, particularly if it is complemented by the gerunds. this shows that it has undergone through desemanticisation. on the other hand, the category label of the infinitive marker /to/ has undergone the processes of decategorisation and expansion, which is why its category label varies depending on the theory adopted and certain concepts of the certain theory. regardless of the differences between the two (the phrasal-prepositional verb look forward to and to-infinitive clauses), there are some similarities with regard to the structures. the study concludes that this only happens if the focus lies on the transitivity of the verb look in the phrasal-prepositional verb look forward to, and when the researcher concentrates on the extension of the vp. besides this, the structures are different as look forward to is the verb phrase (multiple verb) as suggested earlier while the to-infinitives are clauses, which is why their structures even differ depending on the concepts of the theory adopted. the other difference is spotted in the complementation where the phrasal-prepositional verb look forward to is complemented by the gerunds or dps whereas the infinitive marker /to/ is complemented by the verb in a base form. it is further concluded that due to grammaticalisation of /to/ in both phrasal-prepositional verb and infinitive, their complementation differs. the study took note that the preposition /to/ in the look forward to construction does not denote direction or location but has an element of time. therefore, it is suggested that more research should be done to find out if the process of assimilation has not influenced the categorisation of /to/ in the phrasal-prepositional verb look forward to. references adger, d. 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(bachelor’s thesis, sanata dharma university). https://www.researchgate.net/publication/341119454 https://resumegenius.com/ elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849 vol. x, no. x, 201x, pp. xx-xx (in-press) journal homepage: https://journal.unilak.ac.id/index.php/elsya 1 original research breaking textbook barriers: powtoon video in engaging ict learning for young efl learners fitria minarni 1, mutmainnah mustofa 2, & mutia sari nursafira 3 1, 2 universitas islam malang, malang, indonesia 2 universitas riau, pekanbaru, indonesia article info abstract article history: received 4 july 2023 revised 24 july 2023 accepted 24 august 2023 the significant interest in the development and integration of information and communication technologies (ict) in the field of education is still marked with an unequal level of performance in many areas. this research explores the researcher-teacher collaboration of creating and using powtoon video in teaching english to achieve the mission of elevating the ict competence of teachers and students in schools, especially in areas that are underdeveloped or far from the central government. the participants of the study include the sole english teacher of sd kartika vi-7 malang and twenty students in the fifth grade. through four steps (analysing, designing, implementing, evaluating), this descriptive qualitative study collected data from classroom observation, teacher interview, expert analysis of the developed media, and short evaluation questionnaire. results from the analysis stage confirmed the preliminary results of the english class’s minimal ict usage. the design stage is where the researchers and the teacher worked together to adapt the textbook materials into interesting powtoon video for the students. the implementation stage is where the teacher used the video validated by three experts of material, media, and language. finally, the media’s effectiveness is evaluated based on the questionnaire responses given by the students. the research concludes that the validation process of the powtoon ascertained its quality for effective english instruction to motivate student engagement. although neither powtoon video nor its implementation is particularly new, they are novel, effective, and—arguably most importantly—friendly teaching media for classrooms that have yet to adapt with the rapid technological world. keywords: interactive media powtoon teaching media textbook young learners corresponding author: minarni, fminarni874@gmail.com 1. introduction the ministry of education and culture (law number 20 of 2003, 2018) decreed for the integration of education and technology to—in broad terms—increase the abilities of both students and teachers. this rule amongst other global drivers fueled a considerable interest on the development of information and communication technologies (ict) in the educational sector, and many innovative technologies have been applied both in the teaching-learning process and education administration. the concern of this study lies in the seemingly perpetual situation of uneven implementation of ict at local level. many institutions in indonesia, as well as around the world, have trained their teachers and familiarised their students with stateof-the-art technologies, such as classroom immersion virtual technologies (budiarti et al., 2023; huang et al., 2023), artificial intelligences (agustini, 2023; baskara & mukarto, 2023; ruan et al., 2021), and gamification (santosa et al., 2022; shortt et al., 2023). however, this technological progress is rather centred to particular areas, typically those in and adjacent to government centres, so there remains a huge disparity of performance gap between rural and urban schools (retnawati, 2019). mustofa & sari (2020), who recently published a study which aims to instruct teachers on how to develop and teach students’ listening skills using subtitled videos, illustrated the on-going mission to reach an equal level of technological competence as there are still some schools in indonesia which are ‘left behind’ from the rapid technological adoption. https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 2 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners this study focuses on the local context of an elementary school, sd kartika vi-7, specifically at one class year where, upon preliminary observation, the sole english teacher only taught or focused on listening and reading skills and eliminate the other two major language skills. with permission from the related participants, the english classroom condition of the school will be elaborated. conclusions gathered from the opinions of the subject teacher, teachers of other subjects, and the students pointed to a negative perception of the student body as a whole: “the students in this school are only passive english learners, not active english learners” (english teacher, personal communication, march, 15th, 2023). this condition seems to have been true for years and is apparently worse due to the limited skill and knowledge of the shortstaffed school. the students were only ever asked to read the lists of vocabulary and texts from the textbooks, and then complete the tasks in the book. this method of teaching remains throughout the year and across grades, and the monotony has made the students instinctively feel bored during the english lessons as they did not receive any opportunity to involve themselves in the lesson. the only instance of modern technological use in the classroom setting is the occasions where the teacher would begin the class with by explaining the book’s lesson materials using powerpoint slides, but the slides only showed arbitrary pictures based on the vocabulary lists in the textbook. the researchers’ preliminary observation found that the students could not comprehend the lesson well in the end and remain uninterested during the lesson. this research is motivated to help the teacher increase the students’ engagement. mayhew (2020, p. 653) states “the new generation of student often seems to respond extremely well to the delivery of information in a much more visual medium.” in this paper, the focus is on powtoon, which has been described by rioseco et al. (2017) as a powerful didactic resource for pedagogy programs because it can support activities designed for the ‘learning by doing’ paradigm. since the intention of this study is also to increase the teacher’s ict competence, introducing both the teacher and students with powtoon video-making platform is justified. while many other video-making platforms can also boast being places where beginners can easily and quickly create videos, powtoon is special because of its focus on animated presentation and the video worksheet’s design is similar to powerpoint worksheet (wu et al., 2018), making it a fitting introductory platform for the teacher participant in this study. 2. literature review there has been a considerable number of research on powtoon since this cloud-based animation software was introduced in 2012. since it allows the public to easily create animation videos with their provided template designs, educators have readily learned to use it with the aim to enhance the teaching quality of their classrooms. although this literature review is not systematic, the researchers noted that a large majority of the relevant studies come natural science teachers. many of these studies were straightforward description of the powtoon classroom application conducted in the context of elementary level education (marini et al., 2023; pratiwi et al., 2021) and secondary level education (basriyah et al., 2020; susanti et al., 2023). one study investigated their powtoon application in the mathematical teaching of children with special needs, finding that a sign language companion is needed as a communicator regarding the response of the powtoon animation media (sugilar et al., 2023). fontela & moraes (2022) found evidence that students’ video creation efforts elaborated a deepened comprehension on mathematical knowledge of areas and perimeters. in the language education area, particularly in elt context, existing studies tend to put forward the rationale of english language being a necessary skill in the increasingly globalised world (anggeraini, 2018; oktaviani & mandasari, 2020; rahmawati et al., 2021). powtoon has been applied to address teachers’ concerns about the students’ “lack” of reading skill (apsari et al., 2023; samosa et al., 2021), writing skill (anita & kardena, 2021), speaking skill (syafitri et al., 2018). overall, it seems that all these studies have reached the unanimous conclusion that powtoon has a positive impact in improving the skills that they chose to investigate. besides the impact of powtoon on disparate skills that teachers desire to nurture in students, there are also studies which have focused on powtoon’s classroom application’s effect on the teachers. according to raditya & kristiani (2022), the use of powtoon is capable of reducing the anxiety of teachers. their findings are reasoned with the common anxiety that new and inexperienced teachers have in the face of a typically silent classroom environment, but when they taught with powtoon videos the students were observed to be more “innovative” as they feel less bored. faridah et al. (2020) and gursoy & goksun (2019) respectively investigated the experiences of pre-service efl and science teachers in multimodal content development, elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 3 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners the latter specifically determining the effects of these experiences on their self-efficacy beliefs. based on all of these evidence of how powtoon can be useful for both students and teachers, babakina et al. (2021) published a practical step-by-step assistant for teachers and academic staff in creating an effective presentation using both powtoon (the “new” media) and powerpoint (the “old” media). similar to this study, many of the cited studies described the application of powtoon videos which were created and taught by the teacher. a more student-centred approach that would involve the students being the primary creators throughout a study semester is described by yuliani et al. (2021) who tasked the students’ final project to create fictional stories with powtoon. this project pushed students to create a video from scratch rather than based on a given presentation template and significantly increased the whole classroom’s collective digital competence. according to wulan et al. (2022), digital multimodal composing does not only boost the students’ digital skills, but also their english learning as the program is set in english, even in non-english majors. having reviewed these studies, the researchers are more convinced of the benefits of this researcher-teacher collaboration project. 3. method the participants this study include twenty 5th grade students and one english teacher of sd kartika malang who were taking english as a core subject. this grade level was appropriate to introduce a change in the teaching style compared to 6th year final students who were occupied with exam preparations, and the class was selected because preliminary study revealed that the class would especially benefit more technological integration in their classroom lessons. meanwhile, the teacher is the only person involved because the school only had one person as the english teacher from elementary grade one to six, who had 80 minutes of teaching time (once a week) for each class. the design of this study is mixed methods, combining qualitative and quantitative data within four steps: analysing, designing, implementing, and evaluating (lambert, 2019). table 1 details the general timeline of the steps in this research project: table 1. research steps steps activity analysing interviewed the english teacher for one hour. observed the teaching-learning process of the classroom for one lesson. designing the researchers collaborated with the teacher to design the new interactive teaching media with powtoon. implementing the researchers delivered the powtoon video to material, media, and language experts to validate their effectiveness as teaching media. the teacher taught the students using the powtoon video. evaluating the researchers delivered a questionnaire to the students. interpreted the questionnaire results. the first stage is the need analysis, which uses qualitative data obtained through two instruments: interview and observation. one-hour interview session was carried out once with the english teacher without involving the students as the purpose of this method is to obtain information about the teachinglearning process from the teacher’s perspective. observation was done by the researchers as an uninvolved outsider in the classroom to observe the students’ attitude, noting their enthusiasm levels, activities, and overall lesson comprehensibility before introducing them with the powtoon video. material explanation, teaching media, and the teacher-student communication were also of interest. the observation was done in one meeting (80 minutes). the second stage is the design, where the researchers collaborated with the english teacher to create the media. based on the teacher’s suggestion and the syllabus progress at the time, two themes were selected from the class’s official english textbook entitled ‘my next words, grade 5’ (eylc team, 2021), namely ‘chapter 1. self introduction’ and ‘chapter 2. places around town.’ in this stage, the researchers actively worked elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 4 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners with the english teacher in making the powtoon video, as the purpose of this project is to elevate not only the students’ usage of ict but also the teacher’s skills. table 2 lists the steps of how to create the powtoon videos. table 2. steps to make the powtoon video steps activity 1 visit the url www.powtoon.com to begin creating the media on the website. 2 click ‘sign up’ in the powtoon homepage for new users and register using facebook or google account. 3 click ‘create’ and choose a desired video template. 4 refer to the textbook chapters and select the necessary information needed for the lesson plan. 5 save the video and publish on youtube (or other social networking sites of the teacher’s) to allow other people, namely the students, to view the resulting media. after the powtoon video for the two book themes were finished by the teacher is the implementation stage. the teacher taught the class using the powtoon video as a new teaching method to break up the monotony of lecture and static powerpoint slides, while the researcher observed the new teaching process. before using the video in the next class, the researchers delivered the video to three expert validators that consisted of material expert (assistant principal of academic affairs and curriculum of sd kartika vi-7), media expert (principal of sd kartika vi-7), and language expert (an english teacher from a different elementary school) to validate the video as suitable media for the classroom. the three experts were recruited based on their competence in each of these three aspects of validity, following the example set by mustofa & sari (2020). they were each given three different set of questionnaires which consisted of five statements: one related to the material, the other related to media, and the other related to the language use in the powtoon video. the purpose of their validation is to review the powtoon video. the validity score was interpreted using arikunto's (2013) validation equation and score categories. table 3. expert validation analysis score category average scores category 3.75 < x ≤ 4.00 very high 3.00 < x ≤ 3.75 high 2.25 < x ≤ 3.00 moderate 1.50 < x ≤ 2.25 poor 0.00 < x ≤ 1.50 very poor equation 1. teaching media validation score equation 𝑋 = σ n description: x = average score; ∑ = the total number of answer values from the validator; n = number of validators the fourth stage is the evaluation of the teaching intervention using the powtoon video. a different questionnaire was distributed to the twenty students after the lesson. the questionnaire consisted of six statements, measured with a scale of four criteria (1 = bad, 2 = fair, 3 = good, 4 = very good). the questionnaire asked the participants to give a check (√) for the six items evaluating the lesson using powtoon video. the researchers referred to sukardi (2022) to interpret the students’ questionnaire responses and agustin (2020) for the equation to calculate the percentage score. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 5 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners table 4. student questionnaire score category percentage (%) category 85 – 100 very high 70 – 85 high 66 – 70 moderate 0 – 65 poor equation 2. questionnaire score equation 𝑃 = number of aspect answer number of students x maximum score weight 𝑥 100 4. results this study is motivated by the lack of ict usage in the classroom and the observed lack of engagement from the students due to the monotonous lecture teaching style in sd kartika vi-7. thus, it sought to increase the ict competence of a selected english teacher from an elementary level classroom through a brief but active collaboration to create multimedia content to increase the student engagement. the results will be divided based on the four stages of the research, as shown in table 1. 4.1 findings about the teaching-learning process from the analysis stage this collaboration projects begins with an interview with a need analysis to further explore the challenges in the english teaching and learning process in the school, having briefly identified the lack of advanced ict usage in the preliminary observation. the school only had one teacher to teach the english subject whom the first author interviewed. during the interview, the teacher explained that she had scarce references of teaching media, and her method is limited to teacher-centred lecture. in a routine manner, she would explain the material from the school textbook, ask the students to write the words form the available vocabulary list, and then ask the students to complete the tasks provided by the textbook. the teachers’ statements from the interview are supported by the second author’s observation of one classroom session. the situation in the class was passive, and the group of students showed no enthusiasm based on the lack of initiative to ask a question, give a comment, or focused attention. the observation results showed that there was next to no technological use, except for the use of a projector to display a powerpoint presentation. however, even the slides were not informative, including only a few pictures from selected words from the textbook’s vocabulary list of the day’s lesson unit. when the students did not initiate any action, such as asking questions, the teacher continued the lesson to the next part regardless of the students’ level of attention. overall, there was a distinct lack of student involvement, thus the engagement level of the teaching-learning process was minimal. 4.2 the researcher-teacher collaboration to create the new teaching material in the designing stage in the design stage, the researchers discussed with the english teacher on how to create the powtoon video for the next few lessons. the themes selected from the book are the earlier chapters in the book in acknowledgement of the previous classroom’s lack of student activity and interaction to practice english as a foreign language. these chapters were about ‘self introduction’ and ‘places around town.’ as detailed in table 2, the detailed procedure to create the media on powtoon is described and accompanied with screenshots of the platform. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 6 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners figure 1. powtoon user dashboard after signing up to register a new user account, the teacher was directed to the homepage of the powtoon website page. the first author, who was the most familiar with the platform, took the lead in guiding the teacher on how to create the video first by creating the self-introduction video. powtoon offers several ways to create the video in the beginning, which can be overwhelming for a novice content creator. the teacher decided to create a horizontal video as she intends for the products to be uploaded onto youtube, the world-wide free platform to share multimedia content. figure 2. powtoon template selection page powtoon offers many templates which are ready-made for novice video-makers, which includes backgrounds and animated characters with multiple voice variants. the template designs are tailored for various contexts, including ones with educational themes that the researchers and teacher chose. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 7 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners figure 3. powtoon video worksheet upon selecting a template, the video processing was undertaken within the powtoon worksheet. the user creativity came to the forefront, necessitating tasks such as editing (text, time management, colour, character motion, voice, etc.). next, the “scene” feature was used to create the intro, outro, and other specific scenes within the video. this functionality also facilitated the addition of backgrounds, properties, and characters, enabling the incorporation of images from the computer's gallery or those available within powtoon's repository. the selection of character movements was accomplished by engaging the humanoid icon. a variety of movements, including gestures such as waving hands and emotional expressions like happiness, sadness, fatigue, and others, were accessible. the process of incorporating text was initiated by activating the "text" button, while the inclusion of voiceovers or background sounds was enabled through the "sound" button. both back sounds and voiceovers could be sourced from the user's personal computer or from the sound library provided by powtoon. at this juncture, the researchers recommended the teacher to simply use the available resources from powtoon’s repository and worked with the teacher to match the selected materials from the textbook chapters with the appropriate animations. the arrangement of timing for each slide was executed by manipulating the ruler positioned at the bottom of the slide, with a maximum time allowance of three minutes. the teacher was given the opportunity to first decide on how long each scene will be, and the researchers only provided correction feedback to ensure that the scene length would be able to capture the students’ attention in the following lessons. the effectiveness of the presentation was assessed by engaging the play button located beneath the slide illustration. figure 4 shows a screencap of the video that has been created. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 8 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners figure 4. the final powtoon video 4.3 validating the newly created video as an acceptable teaching media with experts in the implementation stage although creating education-related videos may be an easy task, especially with powtoon’s ready-made templates, teaching materials ought to be checked by “a supervisor”, essentially an expert, to ensure that they are acceptable media, such as not having anything inappropriate or too controversial in its context. thus, the proposed video was consulted to three experts to test the validate the material, media, and language. figure 5. result of material expert validation the material expert was the assistant principal of academic affairs and curriculum of sd kartika vi7 who was given five statements in the questionnaire: (1) learning objectives are in accordance with the basic competence (kd) items in the syllabus, (2) learning objectives are in accordance with the school curriculum, (3) the material in the video is complete and not overly lacking, (4) the relevance of the topic with the material is clear, and (5) the video contains clear explanations. each of these items were given a high score (lowest 3.75 for statement 3; highest 3.95% for statement 1) by the expert. the material expert did not require any revisions to be done for the video, stating that it was acceptable as a new teaching media. 0.00 1.00 2.00 3.00 4.00 5.00 statement 1 statement 2 statement 3 statement 4 statement 5 p e rc e n ta g e o f v a li d a ti o n elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 9 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners figure 6. result of media expert validation the media validation of the video was done by the principal of sd kartika vi-7. the questionnaire five statements which concerns the teaching media: (1) animation and sound are in sync, (2) the content is appropriate for fifth grade students, (3) the animations are displayed well, (4) the proportion of the media is appropriate, and (5) the video is fairly easy to be understood. the media expert’s evaluation scores for each item have more variety than the material expert but are also all high scores (lowest 3.75% for statement 3; highest 3.91% for statement 1). the expert’s score shows that the media had good quality in view performance and has a high potential to grab students’ attention with its audiovisual feature. figure 7. result of language expert validation the third expert is required to validate the language in the video. as the teacher whom the researchers collaborated with in this study is the only english teacher in the school, the language expert was an english teacher recruited from another elementary school. the five statements required the expert to validate the video’s: (1) explanation, (2) diction, (3) vocabulary list, (4) comprehensibility, and (5) sequential presentation. this expert also gave high scores for each item (lowest 3.95% for statements 2, 3, 4; highest 3.99% for statement 5). the other school’s english teacher agreed that the video’s diction was using daily language which is familiar for the children, and this expert also did not suggest any revision for the final product. overall, the video created by the teacher and the researchers were well accepted by the experts in material, media, and language. the teacher taught the selected chapters’ material in two meetings which the second author observed. the video seems to be well received by the students as it provided an entertaining and audiovisual demonstration of how to ask and answer questions about their name, address, age, date of birth, hobby, idol, favourite food, and all-time best movie in english. observation of the powtoon video’s implementation also revealed a different class atmosphere from the analysis stage’s observation, as the teacher was able to refer to the video as a clear topic of discussion with the students and the students were able to copy and practice the video’s material for their own self-introductions in the first meeting. in the second meeting, this lesson unit continued with the students having peer-to-peer conversation, practicing their english by asking their friends follow-up questions and volunteering to introduce themselves in front of the class upon the teacher’s request. 4.3 students’ response to the use of powtoon video in the evaluation stage at the end of the second meeting, the researcher delivered the questionnaire to the students to obtain their response to the new method. considering that the students were unused to using technology in the 3.85 3.9 3.95 4 statement 1 statement 2 statement 3 statement 4 statement 5 p e rc e n ta g e o f v a li d a ti o n 3.92 3.94 3.96 3.98 4 statement 1 statement 2 statement 3 statement 4 statement 5 p e rc e n ta g e o f v a li d a ti o n elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 10 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners classroom, the researcher distributed the questionnaire in paper form since the instrument only consisted of six items. the paper-based questionnaire also had the advantage of capturing the students’ immediate impression of the new teacher performance with the teaching media. figure 8. student responses the questionnaire responses from 20 students contained six items. from a scale of one to five, the students were asked to rate: (1) the video display, (2) the comprehensibility of the material, (3) the arrangement of the material, (4) the relevance of the material with real objects, (5) the vocabulary list, and (6) the class activity instructed in the video. all these items received high ratings (lowest 3.90% for statement 6; highest 3.99% for statement 3). this means that the students found the powtoon video’s content effectively. observation also found their level of enjoyment in the first meeting (when the powtoon video was played) and the second meeting (when the video was not played but the activities were continued) were visibly higher than the previous classes observed in the preliminary and analysis stage. for the vocabulary memorising activity in particular, the teaching performance with the video was better than the previous powerpoint presentations because the pictures of vocabulary were presented within the narrative of introducing yourself instead of an arbitrary list of words with images. the students were more active and enthusiastic, as seen by their initiative to copy the powtoon video’s dialogue with their peers. the class ended with a positive note as the students requested the teacher to make another powtoon video for the next lesson. 5. discussion multimedia presentations are increasingly preferred as a prominent method to visually enhance the delivery of theoretical information, to the point that it is considered almost a staple in the classroom as a smartphone is to an individual around the world. the forms of teaching that lacks the use of what is currently considered as modern technology has been gained the reputation as “traditional teaching,” which current and future teachers are largely encouraged to move on from (hockly, 2022). with increasing evidence of how student performance in e-learning is superior to in-person class performance (mastour et al., 2023), there is more debate on the role of teachers. this study feels the need to first emphasise that it does not find traditional teaching method of teacher-centred lecture problematic, because any teaching method can serve the best in specific contexts. research of the classroom use of powtoon is admittedly “overdone,” and one may be critical of the benefit of replicating this type of research. but the nature of educational research ultimately calls for continuous evidence for theories as all existing research evidence “rarely provides unequivocal support [due to the] different local contexts in which teachers work” (kerr, 2022, p. 116). this study’s endeavour to help the english teacher in sd kartika vi-7 to learn and adopt more technological approach in teaching is mainly motivated from the observation of the students’ lack of engagement of the classroom’s monotonous way of english language learning. in general, when students are introduced with new methods, their interests are piqued and they show higher levels of classroom engagement (batubara et al., 2020; shortt et al., 2023). this purpose is achieved through the application of powtoon in the context selected in this study, as results from the implementation stage confirmed that the students were more enthusiastic in the classroom after the teacher started teaching with a powtoon video. during the preliminary study, the teacher taught by giving a lecture of the textbook’s material with a powerpoint presentation showing a random set of pictures to associate the vocabulary list 3.85 3.9 3.95 4 statement 1 statement 2 statement 3 statement 4 statemnet 5 statement 6 p e rc e n ta g e s c o re elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 11 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners to be memorised in a rote manner. the classroom atmosphere was subdued, and the students were described by the teacher as only ever being “passive learners” as they either could not understand or did not pay attention in the class. in comparison, when the teacher introduced the powtoon video after it was validated by three experts, the students took the chance to imitate the powtoon animated character’s example of selfintroduction. this is in line with gui et al. (2023) regarding how visual demonstrations work very well for students, especially primary level children. this study also found that the effect of the powtoon video was still profound as in the second meeting, even though the teacher did not use the same or another powtoon video, the fifth-grade students remained enthusiastic, and they continued to copy the words and phrases they practiced in the first meeting with their peers. unlike in previous classes, the students volunteered to try introducing themselves in english in front of their peers. furthermore, at the end of the second meeting, the students made a request for their teacher to make another powtoon video for the next class. this observation indicates how well-received the new teaching media is by the students. for the teacher herself, the most valuable lesson in this foray is arguably the students’ high opinion about the arrangement of the material. the students’ class performance when they were presented with an arbitrary series of images for the vocabulary list in the textbook were outperformed by their performance when the words were demonstrated within a narrative. students tend to learn information better when presented as stories (férez mora & coyle, 2023; sunderland et al., 2021), and this is not exclusive to only primary learners. however, it might be rash to assume that using powtoon videos will guarantee such an enthusiastic response from children. the researchers acknowledge that this positive impact may be attributed to the fact that the media is new technology for the students in this study. there is no definite timeline when individuals can be bored with a particular teaching, but many researchers have documented evidence of students being bored in technology-based learning because they “use technology too often” (irawan et al., 2020). when a technology loses its novelty in the eyes of the students, they will start to disengage more frequently (derakhshan et al., 2021; yazdanmehr et al., 2021) and may misbehave (hamuddin et al., 2022). therefore, the teacher in this study was advised to continue creating appropriate powtoon or animated videos for the next few lessons but should also look take some time to try incorporating different multimedia content. this initiative is likened to a “do-it-yourself” attitude, which ilyas et al. (2023) have associated to be a significant factor for digital entrepreneurship. a final point to consider is whether this particular endeavour of “transforming” the previous lecturepowerpoint-based teaching to the current powtoon-student activity-based teaching can be considered as “digital pedagogy.” many previous studies involving the use of powtoon or any other relatively recent technology in the classroom make claims of demonstrating digital pedagogy (fitriyah et al., 2022; oktaviani & mandasari, 2020; syafitri et al., 2018), usually as variational terms of for the fact that powtoon is a digital medium. however, this study agrees with hockly's (2022) assessment that simply using one or two digital tools, such as “combining” powtoon and whatsapp group (ningsih et al., 2023), is not an example of good digital pedagogy. this is because the teacher would still follow the same teaching procedure whether they use digital tools or not, which is standing at the front of the class, providing examples, and instructing students to re-create more examples—“the digital technology does not really improve the lesson” (hockly, 2022, p. 33). fontela & moraes (2022) also noted that even if the video production’s burden is onto the students rather than the teacher, the organisation of these classes involving these digital tools should be questioned if the video production is still associated with the traditional class model. a good example would be a computerised dynamic assessment which is unlikely to be done on paper (ebadi et al., 2023), the flipped classroom as learners take control over their own learning (hojeij & ozdemir-ayber, 2017), or students recording and releasing a multimodal media on social networking sites for peer-to-peer assessment (blackwood, 2019). though this study achieved its intended purpose, it does have limitations which were realised postproject. the researchers did not systematically record the students’ performance before and after the powtoon implementation, so there is no quantitative evidence of the students’ classroom performance to compliment the qualitative evidence from the field observation. following bonfim et al. (2022) who pointed out that the limitations of characterisation of powtoon characters provided in the website can impact the students’ narrative immersion, future studies may also find it valuable to investigate whether animated or live-action videos perform differently or investigate the nuance differences of teacher-made videos in comparison to student-made videos. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 12 breaking textbook barriers: powtoon video in engaging ict learning for young efl learners 6. conclusion the purpose of this study is double-fold: to increase the classroom engagement of the fifth-grade students of sd kartika vi-7 and to elevate the sole english teacher’s ict competence through a researcher-teacher collaboration of teaching with powtoon video. the results of this study showed that the students were exceedingly more motivated in their english learning as indicated by the various initiatives they have taken. since the dashboard has an aesthetic that is rather like microsoft powerpoint worksheet, this makes powtoon very friendly for the teacher in this study, as well as other educators who may also be only familiar with microsoft office products and not the popular or latest content creation platforms. this research is undoubtedly valuable in the context of the sd kartika vi-7, but it also contributes to the larger mission of compiling evidence of how specific digital tools perform. references agustin, d. a. 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(2021). powtoon animation video in introduction to literature class: students’ perception. al-ishlah: jurnal pendidikan, 13(1), article 1. https://doi.org/10.35445/alishlah.v13i1.540 elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 1 psychological analysis of fatih’s character-building in egosentris: a novel by syahid muhammad mutia sari nursafira 1 , wella cisilya putri 2 , sandra yunira 3 , nelia gari 4 , and budianto hamuddin 3 1,2,3,4 u-raise academy, pekanbaru, indonesia 5 universitas lancang kuning, pekanbaru, indonesia budihamuddin@gmail.com article history received : 26 april 2019 revised : 18 may 2019 accepted : 27 august 2019 keywords psychoanalytic characterisation psychological conflict egosentris literature analysis abstract as current era necessitates access to information technology, people of all ages are exposed to the prevalent online hate speech. this literature analysis aims to analyse the psychological characterisation of fatih, one of the characters in syahid muhammad‟s novel egosentris, to address how current social media interactions negatively affects one‟s mental health. this article described characterisation and psychological conflict using the literary psychology approach based on sigmund freud's psychoanalytic theory, in line with the characterisation theory proposed by nurgiyantoro (2007). psychoanalytic theory is a staple theory of human personality that is often used in the world of literature, which is divided into three structures of human nature, i.e., id, ego, and superego. the analysis involved several steps, such as categorisation, tabulation, interpretation, inference, and validity of the data. the results of the study revealed that fatih's personality in the egosentris novel is kind, honest, sensitive, critical, and caring. though in some situations, fatih's character was found to employ some negative characters such as being stubborn, spiteful and bad-tempered. this present article also found the psychological conflict experienced by fatih includes emotions such as anger, anxiety, fear, regret, pressure, and resentment. these kinds of psychological conflict have changed his personality to be an inclusive person. the study reflects the outcomes of psychological analysis on fatih‟s character to raise public awareness about regarding importance of noticing people‟s mental health and to diminish the spread of hate comments and harmful speech to others. . 1. introduction literary works are the results of imagination and the form of one's thoughts that are poured in such a way, and it is also meaningful for anyone who reads it. concerning the type, literary works can be divided into prose (fiction), poetry and drama. from the three types of literature, the author only focuses on fiction prose. in literature, especially novels, there are several important elements can be determined whether the work is good or not; one of them is characterization. characterization is how the author describes the characters, so the reader knows about the character‟s traits and personality (siswandarti, 2009). here, characterization has greatly influenced the content of the story, as what the readers can value how the writer develops the characters in every incident in the story. whether the writer succeeds in creating a strong character or even looks unattractive to the readers because it is considered unreasonable, when it talks about character figures, it just has the power to control the whole story in a novel. the writer can bring the character to get through many hurdles and problems in various situations. not only that, the character can be used as a bridge for the writer to convey messages and also give rise to reactions from readers either happy or sad. in literature, there is a study called literary psychology. literary psychology can be used as a way to enjoy a literary work. literary psychology is a study that sees literature as a psychological activity (endaswara, 2011). there are three ways to understand the relationship between psychology and literature, namely studying the psychology of the author as a writer, studying the psychology of the fictional characters and studying the psychology of the readers. (ratna, 2009). therefore this study seen literary psychology can be put as a study that focused on the psychology of the characters in the literature, the authors who created the work, even the audience of literary works. in analyzing the psychology of the characters in this novel, the author uses a literary psychology approach to describe the character fatih in the novel egosentris written by syahid muhammad. this descriptive analysis-based study uses two theories, psychoanalysis theory by sigmund freud and characterization theory by nurgiyantoro. in psychoanalytic theory, freud (1923) divides the structure of human personality into three sorts. there are id, ego, and superego. meanwhile, the characterization theory by nurgiyantoro will discuss fatih's character. whether he is the main character (protagonist or antagonist), additional elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 2 figure, simple character, round figure, static figure, developing character, typical character or neutral figure. talking about the novel which is going to be analyzed, egosentris is a novel by the writer syahid muhammad and published in march 2018. egosentris is syahid's first solo novel after successfully published two previous novels he wrote with stefani bella. if looking at kamus besar bahasa indonesia (kbbi), the word egosentris means making yourself as the centre of thought (deeds); self-centred (value everything from the point of yourself). this novel brings a dramatic social theme that has an impact on human personality and mental health. besides, syahid muhammad, as the author of egosentris, presents a number of beautiful poems and prose full of meanings also implied by hidden messages. egosentris tells about three psychology students who have their own problems. moreover, there are saka whose good attitude to everyone is always misunderstood, fana whose life is overseen by her parents all the time and she has spiritual abilities inherited from her grandmother and fatih who is critical in commenting on what makes him disturbed so often which becomes fun jokes by his college friends (goodreads, 2018). these characters are the reason why the author wants to analyze this novel. of the three main characters, fatih is the one going to be discussed in this paper. his strong character and the background of his life affect his attitude in interacting with people around are very clearly related to mental health issues. furthermore, fatih, who is have been known for being critical, has a habit of putting his right hand in his left armpit when he feels stressed or insecure. but not just that, at the end of the novel, it turned out surprisingly, fatih had also committed self-harm secretly since the death of his father. he kept his own sadness, he often locked himself in the room and even playing with a razor blade to slash the lower part of his left armpit. all problems came to fatih were making him very depressed and getting hurt. fatih also wanted to end his life on mount prau after he had recorded his voice of outpouring, his anxiety, and goodbye through his walkman which was accidentally discovered by saka and fana in his room. luckily at the end of the story, fatih was saved even though he had to be hospitalized. also, what makes the writer interested in discussing it is egosentris also describes the reality of the present. when it viewed from today's reality and linked to the topic raised by the egosentris novel, citizen‟s awareness about mental health is low as time goes by. people assume that mental health issues are still taboo for discussion at this time. however, out there, many people sustain it, yet they don't realize it. most of the trigger factors come from their own environment, whether it is bullying, violence, and so on. quite a few of them are stressed, depressed, and others choose to end their lives by self-injury to suicide. the world health organisation (who) has stated in 2015 that suicide was the second-highest cause of death in the world in the age range of 15-29 years. this case implies, they chose suicide as the only way to end the suffering they felt. moreover, syahid muhammad is also touched on the negative side of using social media in real life. sometimes, a person only uses social media as a show-off and only point out their happiest life as if other people think they don't have any problem at all. and the most worrying thing is the using of social media as a weapon to fight those who do not necessarily have an iron will in facing several scathing comments. hopefully, this paper can make people aware that mental awareness is essential and more care about around the others without having to become a judgmental person. 2. method in this study, the author uses a literary psychology approach to define fatih's character in the novel egosentris written by syahid muhammad. analysis based on this descriptive analysis of characterization uses two theories, namely psychoanalysis sigmund freud and the characterization theory of nurgiyantoro to add a more comprehensive explanation. in the analysis process, it takes numerous steps to collect data such as categorizing, tabulating, interpreting, inference and validating data. categorization is a grouping or sorting data based on predetermined categories according to the purpose of the analysis, character figures and psychological conflicts which is experienced by fatih in the novel egosentris. tabulation is the presentation of data in the form of a summary table that shows an indication of the problem under this analysis. interpretation is made using the literary psychology approach using sigmund freud's psychoanalytic theory and the characterization theory of nurgiyantoro. the inference is the last step in data analysis activities. this data will be more comfortable by translating it from indonesian into english. the next step is to make conclusions based on the results of the analysis and discussion. the validity of the data in this analysis is carried out through to read the novel repetitively; the previous data obtained becomes consistent. 3. results and discussion the characterization is one of the intrinsic elements, which is the primary analysis for this paper. the character who is portrayed by the writer directly or indirectly (sehandi, 2014). it refers to the traits and attitude of the characters. figures or characters can be displayed by the writer in an outward and inward form. in the inner form, it can be described from the view of his life, his behaviour, attitude, beliefs, etc. (sehandi, 2014). based on its characters and the development of conflicts might affect the characters‟ personality is unique to be analyzed. in a literary work, it will discuss the psychology literary, which is a combination of science between literature and psychology. literary psychology can be divided into three approaches. there is the textual elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 3 approach, interpreted as studying the psychology of the characters in the story. next, is a receptive-pragmatic approach that studies the psychology of the readers and finally, the expressive approach that examines the author of literature (roekhan, 1990). through the psychology literary approach, the author wants to analyze the psychology of the characters in the novel egosentris by using sigmund freud‟s psychoanalytic theory (1856-1939) which is a theory that is often used as a study to analyze the psychological elements of the characters in literary works. psychoanalytic theory is divided into three structures of human personality, namely id, ego, and superego. the id is the most basic structure of human nature and has existed since human birth. from this id, the ego and superego will appear. the ego develops from the id, which is a psychological aspect of personality and arises from awareness and decision making on human behaviour. for the last is superego that grows from the human ego. superego reflects social values and makes individuals aware of moral demands. the character of fatih in the egosentris novel is described by the author through speech, behaviour and the way he interacts with other characters through the narrative and dialogue section. the characteristics of fatih in the egosentris novel includes being kind, honest, sensitive, critical and caring. still, in some situations, fatih's character has „negative‟ characteristics such as stubbornness, vindictive, and bad-tempered. table 1. fatih‟s characteristics characteristics personality structure types page number(s) kind id 115 stubborn 290 sensitive 121 bad-tempered 311-312 critical ego 26,53 vindictive 88, 92-93 honest superego 91 attentive 43 the first focus of this analysis is fatih‟s character in the novel egosentris by syahid muhammad. as in one of the quotation marks in the novel describes the kind characteristic of fatih. “tak menghiraukan jawaban bapak tua itu, fatih mengeluarkan uang 50 ribu untuk membeli satu bungkus cireng. “kembaliannya bapak belikan sayur untuk makan,” ucap fatih sambil tersenyum.” "regardless of the old man's answer, fatih spent his 50 thousand to buy a packet of cireng. "take the change for you to buy vegetables to eat.” fatih said with a smile.” excerpt 1, p. 115 the excerpt above shows fatih is a kind person and cares about the old man who sells cireng he met at the intersection. when he saw the old man selling cireng, id encouraged fatih to do something that would please him. sigmund freud explained, it is the basic structure of personality that works according to the principle of pleasure. the purpose is the immediate fulfilment of satisfaction. therefore, fatih's ego also encouraged him to give 50 thousand rupiahs to the old man without asking for a change. when fatih saw the old man was very grateful for the sustenance he had just received, fatih looked very happy. here‟s the following excerpt from the novel. “wajah dinginnya hilang, keceriaan dan kelembutan memancar dari wajahnya. seperti bukan fatih yang sedari tadi dilihat saka.” "his cold face disappeared, joy and tenderness radiated from his face. like he‟s not fatih who had been seen by saka.” excerpt 2, p. 115 thus, when referring to the characterization theory based on its role in the storyline, fatih is a main character. the main character is a character who is prioritized in a novel (nurgiyantoro, 2007) even in certain novels, the character is constantly present at every event and does not rule out the possibility that can be found on every page. in addition, fatih is the protagonist. the protagonist is a character who supports stories, usually has a good character and is admired by the reader. the protagonist displays something is in accordance with the views and expectations of the reader. sensitive naturally can be said to be born and influenced by genes, brain work and psychological reactions of a person. there is also some indication that pschoanalytics concepts of sensitivity and those of attachment theorists relate directly to phenomena (fonagy, 1999). fatih's sensitivity can be seen from the excerpt from the dialogue fatih below. “bukan itu, ingat yang jual cireng tadi siang di perempatan? pas sampai sini, gue cuma pengin nangis gara-gara lihat mukanya waktu senyum menerima duit gue. kayak… hah, gue nggak bisa jelasinnya. pokoknya gue sedih banget, kayak nggak tega kalo harus cuma mengerti doang dia nanggung hidup yang berat. di saat yang sama, gue nggak bisa ngebantu apa-apa buat hilangin beban itu.” “not like that, do you guys remember who sold cireng this afternoon at the intersection? when i got here, i just wanted to cry because i saw his face smiled when he received my money. like ... hah, i can't explain it. anyway, i'm really sad, like, if you don't have just to understand that he has a tough life. at the same time, i can't help anything to lose the burden.” excerpt 3, p. 121 elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 4 from fatih's dialogue with his friend, saka, it can be explained that fatih has a high sense of empathy. according to daniel goleman in his book, emotional intelligence states empathy is the ability to understand the emotions or feelings of others. fatih's sense of empathy provoked him to be able to feel the happiness who is experienced by the old man as if fatih could put himself in the same position. moreover, stubborn character is also possessed by fatih. stubbornness refers to someone who does not want to listen to the advice of others given to him and only concerned with his own affairs. as mentioned from the argument between fatih and his friend, saka, below. “see, ini yang nggak pernah lu sadar! lu emang nggak pernah minta bantuan sama orang, but someone is trying to care for you! yet you never appreciate it dan malah seenak jidat.” “see, this is what you never realized! you never asked someone for help, but someone is trying to care for you! yet you never appreciate it and you just willy-nilly.” excerpt 4, p. 290 this excerpt illustrates saka got angry because fatih kept asking him to debate trivial issues during their vacation in dieng. fatih refused to go climbing mount prau with saka and fana. fatih‟s reason made saka mad at him, and they argued seriously. saka thought that fatih never appreciated his efforts to take away fatih's sadness. based on characterization theory, unlike a protagonist who shows the good side of the character, fatih turns into a stubborn and selfish figure. not all protagonists are always good. sometimes in certain situations, a character can act as antagonists and cause conflict in a story. the antagonist is a characteristic as an opponent of the story. “gue nggak pernah minta juga dipeduliin. man, kalo lo ngerasa keberatan untuk peduli sama gue, kalo gue cuma jadi beban, coba aja buat nggak peduli kayak yang pernah lu bilang. simple.” “i also never asked to be cared for. man, if you feel objected caring about me, if i just become a burden, just try it for not to care like you ever said. simple.” excerpt 5, p. 290 fatih's characteristic was very stubborn. he is excellent at debating and doesn't want to lose to fight saka's argument. id in fatih encourages him to behave like that because it is a basic, he always wants to win his argument (selfish) and insists on maintaining his opinion. fatih is a critical person, as well. he likes to comment on and think about things that bother him like his friends' social judgment on the news was discussed. here‟s the narrative below. “pertanyaan demi pernyataan mendatangi kepala fatih secara keroyokan dan membabi buta. tentang nilai-nilai kemanusiaan yang dia pikir hanya diri sendiri yang memikirkan hal itu. tentang arogansi-arogansi dalam kebebasan bertindak dan bersuara, yang tidak memedulikan perasaan orang lain. tentang kebenaran-kebenaran yang diagungkan orang-orang dan berserakan di media sosial.” "question by question came to fatih's head in a chaotic and blind manner. about human values that he thought only himself could think about it. about arrogance in freedom of action and voice, which does not concern with other feelings. about the truths that glorified by people and scattered on social media.” excerpt 6, p. 26 critical is the ability to analyzing facts, organizing ideas, defending opinions, making comparisons, picturing conclusions, evaluating arguments and solving problems (chance, 1986). fatih is a person considering human values today. he gets easily disturbed by people who arbitrarily throwing comments without thinking about people emotional state. those who casually comment on others‟ life without knowing their background and are reluctant to think about what is the adverse effects that will be received by the person. the following dialogue will show fatih commenting critically to mrs asni as a lecturer in mental health who is discussing a suicide video case which spread on social media. “kita perlu bikin solusi yang preventif, misalnya bikin iklan atau gerakan untuk mengurangi dampak besar dari kejadian-kejadian yang jarang dipikirkan mereka yang membagikan video tersebut.” “we need to make preventive solutions, such as making advertisements or movements to reduce the big impact from the actions that are rarely realized by those who share the video.” excerpt 7, p. 53 fatih is more focused on providing solutions to video spreader. this proves fatih can think critically by finding other ways using different perspectives. fatih doesn‟t judge or give a suggestion directly to the video spreader and getting punished as heavy as possible. fatih is looking for a more effective solution. fatih's ego stimulated him to think sharply in finding a way out of a problem. ego develops from the id, which is a personality system that applies as an individual influence on the world and performs its functions based on the principle of reality. revenge is one of the bad characters fatih has. revenge can arise due to many factors; one of them is actions that can hurt feelings to end up getting heartache. like fatih, he had a grudge since he was mistreated by sobirin who always humiliated and bullied him when he sold cassava at school. since his father died and his mother‟s cosmetics business went bankrupt, fatih‟s family started to run a small business of cassava chips. “tak lama fatih keluar dari warung itu. dia akhirnya bisa pulang dengan tetap dipaksakan tegap. tebal saku celananya bisa tetap dipertahankan, meski sebagian wajah fatih sedikit memar. siku tangan yang tergores dan lutut elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 5 yang berdarah, serta degup jantung yang berdebar diselimuti kancing baju seragamnya yang terlepas.” “soon fatih came out from the stall. he was finally able to go home after being forced. the thickness of his pants pocket can be maintained, although fatih's faces are slightly bruised. scratched elbows and knees, and pounding heartbeats covered with loose buttons on his uniform.” excerpt 8, p. 88 fatih was also misleadingly accused of beating sobirin until he had to deal with the bk teacher at his school. this thing adds more pain to fatih‟s heart. even when he was in high school, fatih also became ridicule from his friends for being a seller of cassava chips. here‟s the following narrative from the novel. “meski selama sma tak pernah lagi ada yang memalaknya. tapi ejekan tak pernah lepas dari keripik singkong yang melekat pada dirinya. bahkan seorang teman pernah berkata, bau keringat fatih mirip singkong yang gosong hanya karena setiap pagi fatih selalu membantu sang ibu menggoreng keripik singkong.” “even though during in high school there was never someone else who gave him a break. but ridicule never escapes from the cassava chips that are attached to him. even a friend once said the smell of fatih's sweat resembled cassava was charred just because every morning fatih always helped his mother to frying.” excerpt 9, p. 92 seeing the way some people treat fatih badly, made his grudge pile up, as explained by the following narrative below. “hingga dendam itu tak punya lahan untuk dibalaskan. dendam itu, tumbuh subur dalam dirinya. disirami oleh hatinya yang pilu. mengapa teman-temannya harus selalu mengejeknya? dendam itu masih hidup hingga kini. mungkin dada fatih begitu nyaman hingga dendam tak ingin sekali keluar dari dalam sana. sedang fatih, tak tahu bagaimana cara mengusirnya.” “until the grudge has no land to avenge. revenge thrives in him. watered by a heart that was sad. why should his friends always taunt him? revenge is still alive until now. maybe fatih's chest was so comfortable that revenge didn't want to get out of there. whereas, he doesn‟t know how to get rid of it.” excerpt 10, p. 93 “dadanya dipenuhi benci saat ini. pada masa lalunya, pada beberapa rekan fatih yang tidak disukainya. benci itu kian meluas, pada kehidupan sosial, pada setiap komentar di media sosial yang pernah dibacanya. akan semua kekacauan yang dilihatnya, tangannya tak sanggup lagi mengetik jurnal hariannya.” “his chest is filled with hatred right now. in his past, to particular of fatih's colleagues, he didn't like. the hatred is getting increasingly widespread, in social life, in every comment on social media he has ever read. for all the chaos he saw, his hand could no longer type in his daily journal.” excerpt 11, p. 212 it can be seen from two narratives which show that fatih has saved too much heartache for bullying, ridicule and physical assault by the people to him. this causes fatih's ego work conferring to the principle of reality to bring up the desire to respond to the pain he receives. fatih is eager to repay his heartache for those who had hurt him. nevertheless, fatih also has a bad-tempered characteristic. he sometimes cannot control himself when he‟s angry in certain situations. here is the following excerpt below. “bangsaaaaaaaaaat!!!” fatih memberontak, dua sahabatnya kewalahan. ditendangnya barang-barang yang berada di dekat dapur. namun dicengkram lagi tubuh itu. mata fatih tak ingin sama sekali melihat sosok yang terbungkus kain kafan di tengah kerumunan.” “bastaaard!!!” fatih rebelled, his two friends were overwhelmed to control him. he kicked all the things near the kitchen. but his body is grabbed by them again. fatih's eyes did not want to at all see the figure wrapped in a shroud in the middle of the crowd.” excerpt 12, p. 312 according to sigmund freud, emotion is one form of id system, which is a negative act. the narrative excerpt above shows that fatih really cannot control his anger over his mother‟ leaving, especially the way his mother died is fairly unfair. fatih routed his sadness, anger, and all his feelings by destroying stuff near him. anger is a reaction to express resentment in the form of words or actions. honesty is a characteristic that is in accordance with the heart, always telling the truth and the words do not mischief others. two years selling cassava chips, his mother always found her money was not always intact, but at that time fatih's mother knew the reason why their income in selling chips was always less. “fatih tengah menyenandungkan perih, saat obat merah mengalir di atas luka tangan dan kakinya. namun, hatinya senang. sudah dua tahun fatih tidak pernah bisa memberi sang ibu kado hadiah ulang tahunnya. bagi fatih, uang setoran yang tidak berkurang sedikitpun, bisa menjadi kado sang ibu.” “fatih was humming when the red medicine flowed over the wounds of his hands and feet. however, he was happy. fatih has never been able to give his mother a birthday present for two years. for fatih, the deposit money didn‟t reduce at all, can be a gift for his mother.” excerpt 13, p. 91 this characteristic is supported by a superego personality system that reflects social values and makes individuals aware of moral demands. fatih never took or used the outcomes of selling chips for his own benefit. devotion is an act of caring and affection for others that are shown in the form of attitudes or actions. fatih's elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 6 dedication is seen from his perspective talking about his girlfriend, viona on the following excerpt below. “perempuan dengan masalah di keluarganya membuatku seperti menemukan seseorang untuk ditolong. aku seperti diberi sebuah ruang akan tanggung jawab untuk membantu seseorang. sebuah ruang yang menginzinkanku membantu sesuai dengan caraku. meski tak jarang viona kerap membuatku kesal. untungnya, bukan untuk hal-hal seperti yang dikeluhkan saka.” “a girl with problems in their families make me like finding someone to help. i like being given space for responsibility to help someone. a room that allows me to help is in my way. although viona often pisses me off. fortunately, not for things like saka complained about.” excerpt 14, p. 43 superego encouragement makes fatih respect with viona's background who has broken home. fatih as viona‟s boyfriend sympathized with viona as well, he always loves listening to viona's stories every day and giving her support and advice. conflict is an essential element in plot development. conflict leads to the understanding of something unpleasant who is experienced by the characteristics of the story, if the character has the right to freedom of choice, he/she will not choose the incident to befall him/her (meredith & fitzgerald, 1972:27). conflict is something dramatic, referring to a fight between two balanced forces and implying actions and retaliatory actions (wellek & warren, 1989:285). the relation of characters and conflicts in a story has a close relationship with the psychology and psychological experience of the characters. conflict consists of three types. first, there are conflicts that occur within the character or commonly called psychological conflict. this conflict is experienced by the character is struggling with himself, so he can overcome and determine what he does later. secondly, the conflict between character and people around them or commonly referred to as social conflict. third, conflicts between character and nature and are often referred to as physical or element conflict (sayuti, 2000). in the novel egosentris, fatih's characteristic is kind, honest, sensitive, critical, and caring. from the various types of characteristic, it can cause conflict. for example, fatih has a critical characteristic, so everything he thinks too seriously can make him depressed. this can be proved that characteristic can influence conflict. the forms of psychological conflict experienced by fatih include anger, anxiety, fear, remorse, stress, recklessness, and resentment. anger is a reaction in the form of speech or action. psychic conflicts experienced by fatih are caused by many events that make him sad, depressed, and emotion alternately. fatih's anger is not enough at all. fatih‟s anger provoked once again when he overheard the conversation of his college friends about the news of his mother's death sticking out in the media. fortunately, fatih's friends did not know that the women who were raped were fatih‟s mother. then fatih who had already harboured anger immediately beat henri. “fatih tak lagi dapat menahan dirinya, ia beranjak. mengepalkan tangan sekencang-kencangnya, sekeraskerasnya. seketika kepalan tangan itu menghajar wajah henri dari belakang. bertubi-tubi hingga membiarkan henri melawan balik. urat-urat tangannya mengencang. henri yang terjatuh masih terus dipukuli olehnya dengan sangat cepat. tangannya seperti pompa tinju yang tidak bisa berhenti.” "fatih could no longer hold himself back, he stood up. clenching his fists as stiff as possible, as hard as possible. as soon as his fist struck henri's face from behind. over and over again, so he did not let henri fight him back. the veins of his hands tightened. henri who fell down was still beaten by him very quickly. his hands are like a boxing pump that can't stop.” excerpt 15, p. 327 from the excerpt above, it is clear that fatih is very hateful and angry when his friends easily talk about and judge his mother at will. id's encouragement made fatih want to vent his anger. he immediately hit henri mercilessly. and regardless of how henri was battered, fatih left the place. the ego in fatih encouraged him to take action to beat henri so his anger paid off. fear was the psychological conflict fatih felt then. fatih's fear this time when he saw a line of comments from people about suicides reported online. these comments are like confronting the suicide, but there are still good comments instead. here‟s the following narrative from the novel. “ketakutan menyelimuti diri fatih. kalimat yang dibacanya bergantian saling berteriak dalam dadanya. jauh lebih kencang dari suara teman-teman di sekitarnya, menggema dan mencabik-cabik nuraninya. amarah dan ketakutan sedang ricuh, menggelorakan kekacauan.” "fears overwhelmed fatih. the words he read alternately shouted in his chest. much louder than the sounds of friends around him, echoing and tearing his conscience. anger and fear are muddled, stirring up chaos.” excerpt 16, p. 128 fatih is a sensitive characteristic. he has high empathy and can feel what other people feel. why is it easy for people to throw negative sayings on social media, that's what burdened fatih's mind. id in fatih encourages empathy and pity with suicide because people still continue to talk and blame them. his fear arose because he could put himself in the position of suicide when people commented on what he had done. nevertheless, his fear returned when he found his mother had to be checked into a psychiatrist because she was depressed. since the death of his father, the mother has changed dramatically. his mother became elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 7 more moody and noiseless. fatih is afraid of the social justice that will be received by her mother and himself if everyone knows about the condition of his mother. “iya kalian tahu, orang lain? lu bisa rasain keselnya gimana, saat orang suka asal ngomong kalo orang yang punya gangguan kejiwaan itu berarti gila? takut gue.” "yes, you guys know it, but how about the others? you could feel how annoying it is when public like to say people who have psychiatric disorders are crazy? i'm frightened.” excerpt 17, p. 179 the excerpt above illustrates fatih's fears and worries about the response of people out there when they learned that his mother was depressed. fear is a feeling of being uneasy and feeling threatened. the ego in fatih flared up and scared of people's views about his mother. the next excerpt illustrates fatih's fear because he does not believe there are more good things out there. here‟s the excerpt. “hidup udah terlalu nakutin gue, gue udah nggak punya kepercayaan lagi untuk hal-hal baik di luar sana. gue kesel, sama wartawan. seneng banget gangguin gue kemarinkemarin. gue tertekan, orang lagi sedih banget, malah ditanya-ditanya, abis itu disebarin. gue tahu mereka lagi nyari duit, tapi dengan mengabadikan kesedihan orang lain? gue nggak paham lagi. kesel gue.” "life has been too frightening me. i have no trust in good things out there. i'm upset, with reporters. they seem pleased to disturb me yesterday. i was miserable, i was really sad, they were even asked, after that, they spread it out. i know they are looking for money, but by perpetuating the sadness of others? i don't understand anymore. i‟m mad.” excerpt 18, p. 345-346 fatih looks very depressed with all the conditions and situations that force his mind to keep thinking about things disturb his life. the life burden borne by fatih was too much, and the peak was when he lost his mother. his mother's death invited reporters to get information from fatih as if they didn't care fatih was in mourning. fatih assumes, people only think of themselves. regret is a feeling of unhappiness, disappointment and so on for doing something which is not good. the regret felt by fatih is caused by himself who did not know about the psychological condition of her mother while he himself is a psychology student. “ironis, ya. gue belajar psikologi. tapi justru kecolongan sama kondisi nyokap gue,” lanjut fatih, isakan itu masih keras tertahan. tangisnya tak ingin tumpah dengan terlalu jelas. tangan fana memeluk tangan kiri fatih. mengusapnya perlahan penuh kasih.” "ironic, right. i study psychology. but i was missed by my mother's condition,” fatih continued, his sob was still hard to hold back. the tears didn't want to spill too visibly. fana's hand embraced fatih's left hand. wipe it slowly loving.” excerpt 19, p. 178 in the narrative above, the conflict experienced by fatih, he realized that all this time he had not paid enough attention to his mother. when the ego responds to incentives from id that interrupts the superego, guilt will occur. the superego in fatih, who had the principle of moral values, encouraged guilt, he regretted it. it was seen that he was holding back tears in the excerpts of the novel indicates that he failed to fulfil his role as a child. furthermore, the psychological conflict experienced by fatih's characteristic is easily depressed. feeling depressed can lead to stress or depression. this depends on how strong a person is mentally able to control themselves in certain situations. there are many reasons that make a person easily depressed; one of them can be seen from fatih who experiences many conflicts and problems. starting from when he get bullying, his academic performance dropped due to the condition of being breadwinner since the death of his father, his mother who was depressed, could not stand the social judgement, and critical thoughts that always encircled in his head. mandracchia and pendleton (2015) said that these mental health issues preserve negative effects such as poor academic performance and also problems of health which might they can drop out of college. “tangan kanannya mulai menekan bagian bawah ketiak kirinya seperti biasa. hingga tak tahan lagi, fatih memasuki kamarnya. menutup pintu dengan kencang. di dalam sana, fatih berharap sesuatu bisa menenangkannya seperti biasa, hingga kelelahan dan akhinya tertidur.” “his right hand began to press the lower part of his left armpit as usual. until he could not stand it anymore, fatih entered his room. close the door tightly. there inside, fatih hopes something can calm him as usual, until he is exhausted and finally asleep.” excerpt 20, p. 213 when fatih felt sad, depressed or insecure, he often pressed the lower part of his left armpit with his right hand. given that the id works based on the principle of pleasure or comfort, from id appears the ego that makes fatih tries to avoid all forms of tension or discomfort. in the novel, it also discussed what fatih did had something to do with psychosomatic symptoms or something related to emotional or mental disorders. moreover, loneliness is also part of the psychological conflict that felt by fatih. the feeling ascended when he was chatting with fana about his mother's condition while enjoying tea and pisang goreng. their conversation then spread towards the reason why fatih always loves to write daily journals until the current status of fatih and viona's relationship. but in the middle of the conversation, fana received a call from zaki. fana has an appointment to meet with the company's supervisor, where she works on her essay. fatih felt his time with his friend was never enough. the following are excerpts in the novel. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 8 “harapan fatih untuk tinggal bersama fana dan saka adalah agar dia tak merasa kesepian. namun nyatanya, hidup tak pernah sesuai keinginannya sejak dulu. hampir semua hal. bagaimanapun, dirinya memaklumi bahwa kedua temannya pun punya kehidupan yang perlu dijalani secara terpisah dengan dirinya.” “fatih's hope for staying with fana and saka is to make him doesn't feel lonely. but in fact, life had never been allowing to his wishes a long time ago. almost everything. however, he understood that his two friends also had lives that needed to separate from him.” excerpt 21, p. 212 loneliness is the result of the lack of an individual's understanding of social relations, a subjective, unpleasant and depressing experience (peplau and perlman). individuals who feel lonely really need other people to communicate. loneliness is also interpreted as when someone feels no one can understand it well, feels isolated, and does not have anyone to be runaway, when needed or when stressed (santrock, 2002). the following is a snippet of the narrative shows fatih feels lonely. “fatih tidak membenci mereka karena tidak bisa selalu ada untuknya. fatih hanya membenci keadaan saat kedua temannya tidak ada disekitarnya, pikirannya akan menggerogotinya hingga titik paling rendah, amarah yang lama dipendam dan kian menumpuk setiap harinya akan membawanya pada pikiran-pikiran abnormal yang tidak diinginkan fatih.” "fatih doesn't hate them because they can't always be there for him. fatih only hates the situation when his two friends are not around him. his mind will gnaw at it to the lowest point, the long-buried anger that accumulates every day will lead him to abnormal thoughts which fatih doesn't want.” excerpt 22, p. 212 to get rid of his loneliness, the ego and id in fatih made him decide to stay with fana and saka. because fatih was convinced, only fana and saka could understand and accept him. fatih, who in fact has a critical and broad mindset, is overwhelmed by those things. at times like that, fatih needs his two friends to be able to listen to his complaints, understand and calm him. fatih also has psychological conflicts in the form of anxiety. when he chitchat with his two friends, saka and fana, fatih began to express the anxiety he felt. about the attitude of people who give comments mutually insulting and dropping as an entertaining make him scared. fatih felt alone because only he could think about it. “tahu bahwa fana akan mengerti dirinya, fatih semakin mengeluarkan keresahannya. tentang dirinya yang tak tahu bagaimana cara menerima hal-hal seperti itu. tentang kepala yang selalu terasa ditusuk-tusuk jarum setiap kali dirinya terjebak dalam keadaan serba salah. tertekan oleh hal-hal yang semakin membuatnya terpuruk, namun tak tahu bagaimana cara mengatasinya.” "knowing that fana will understand him, fatih gradually expresses his anxiety. about himself who doesn't know how to accept things like that. about his head that always feels pricked every time he is trapped in a state of wrongdoing. depressed by things that make it worse, but don't know how to deal with it.” excerpt 23, p. 141 the excerpt above clearly shows how worried fatih is when he faced with social problems that occur around him. freud was considered to be the first person to talk about concerns. generally, anxiety is an emotional experience that is not encouraging for someone when they feel afraid or threat from something that cannot be clearly determined (langgulung, 1986). the ego in fatih tried to make him unconcerned about the problem, but the id encouraged fatih to continue issuing his critical thoughts. ego tends to face a tension between the demands of the id and the superego. if these demands are not successfully addressed, the ego is threatened and anxiety arises. fatih's dark past sequence turned him into a cold person. he enjoys being alone. day by day, problem by problem came to fatih. the climax was when he heard the news about his mother had died unnaturally. fatih was devastated and went berserk. even when he was on campus, his ears continued to catch voices as if confronting and blaming his mother. although the voices will never know what they are talking about is fatih's mother. not to mention news hunters who were reluctant to care about his feelings when asked about his late mother. fatih couldn't stand it. he felt the world was too cruel to be as fragile as himself. he also planned to end his life by climbing mount prau and allowing himself died by hypothermia. “mungkin, kalo kalian lagi dengerin ini sekarang di kontrakan, kayaknya gue lagi ngedaki gunung prau. nikmatin hutannya sambil nahan dingin sekuat mungkin. maaf gue harus ke sini tanpa kalian. biar kalian nggak usah repot, ngurusin mayat gue nanti yang mati gara-gara hipotermia.” "maybe, if you‟re listening to this in the rented, it means i'm on my way climbing mount prau. enjoy the forest while keeping the cold as strong as possible. sorry i have to come here without you guys. so you don't have to bother, take care of my dead body because of hypothermia.” excerpt 24, p. 347 fatih's adherence is shown by the narrative above. fatih did not seem to think about the consequences of what he did. mandracchia and pendleton (2015) said that mental health is faced by numerous college students and it causes them to get involved in dangerous actions. id encourages fatih to desperately climb mount prau and want to end his life there. beforehand, he had recorded his voice using walkman aiwa that given by his late father. the recording included fatih's apology for his behavior and his overly critical in responding to a number of things as well as his complaints so far which continued disturbing him. further, the disappointment in fatih also arose and it starting from elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 9 seeing people around him like to disfigure one another, about the secret of his father death who had hidden by his mother for years, and so on. the following narration contains the sound of fatih's recording on his walkman found by fana and saka in their rented room. “semakin ke sini, manusia makin ketebak. besok, mungkin mayat gue udah diturunin dari puncak gunung prau. berita bakal nyebar di semua media sosial. catatan gi buku gue akan disebarin sama orang-orang yang pengin berbagi, biar beritanya diliat banyak orang. mungkin mereka mikir, gue pergi sendirian karena depresi… karena kecewa sama banyak hal.” “the more it‟s here, the more humans can be guessed. tomorrow, maybe my body has been descended from the summit of mount prau. the news will spread on all social media. the notes in my book will be shared by people who want to share it, so the news will be seen by many people. maybe they thought, i went alone because of depression ... because i was disappointed with many things.” excerpt 25, p. 348 sometimes the disappointment is caused by atmosphere and obstacles that are more related to the environment in which the person lives than himself (sehandi, 2014). sometimes the disappointment comes from the inability of a person in terms of body, mind or both to achieve his goal or satisfy his motivation. fatih keeps his disappointment related to the surrounding environment. for example, fatih was faced with the fact that his parents died. this will cause him to be deterred from getting love from his parents. fatih's ego encourages it to stick out when he remembers all the problems and conflicts that occur in his life. on the voice recording, fatih also conveyed several messages in the following below. “mungkin, pesen terakhir yang bisa gue bilang ke kalian, do not ever, underestimate someone’s pain. please, kalian nggak tahu gimana rasanya kalo masalah kalian dibecandain orang-orang. kalian nggak tahu apa yang udah dihadapi sama orang lain di hidupnya, kalian nggak tahu seberat apa mereka berusaha untuk tetep terlihat baik… dukk… zzztt… ckrekk.” “maybe, the last message i can tell you is, do not ever, underestimate someone's pain. please, you don't know how it feels if your problem is made fun by people. you don't know what other people have faced in their life, you don't know how hard they try to stay look good … dukk… zzztt… ckrekk.” excerpt 26, p. 350-351 id in fatih stimulates the ego so that he tells during recording how dangerous the effect someone will receive if they accept words that drop mentally, people who ignore someone‟s pain. the superego, which is based on good values and moral values, makes fatih say this so there would be no more such things because fatih had already experienced it and had a negative impact on his mental health and personality. he did not want the same thing happen to his friends or the people around him. if related to characterization theory, fatih is a very complex figure. abrams said that a complex character is a character who can be seen in all aspects of his life, his personality, and identity (nurgiyantoro, 2007). from the beginning until the end of the story, fatih can display various characteristics and behaviors that are even conflicting and unpredictable—seeing the background of fatih's life and the many conflicts he experienced, making him a figure that cannot be guessed by the reader. fatih can also be regarded as a developing character. the type of characterization that undergoes changes and development that is in line with the events and grooves contained in the novel. fatih actively interacts with his environment which will influence his attitudes, characteristic and behavior. for example, when fatih lost his mother, fatih turned out to be colder and love being alone. he also turned into a temperamental person and had difficulty controlling his emotions. the existence of changes that occur outside of him, and the existence of human relations that give each other influence, can touch his psychiatric and cause changes in characteristic, attitudes and his behavior. the last, based on the possibility of reflecting the characteristics of the story of (groups) of humans from real life, fatih belongs to a typical characteristic. typical figures are depictions or reflections of people, or groups of people in the real world and more representative (nurgiyantoro, 2007). for examples such as the excerpt above that shows fatih trying to convey a moral message to the reader so that they never ignore someone's feelings and are wise in commenting. 4. conclusion based on data analysis using sigmund freud's psychoanalytic theory and the characterization theory by nurgiyantoro in novel egosentris by syahid muhammad, there are some findings that this study need to share in this analysis. (1) the characterization of fatih in the egosentris novel includes being kind, honest, sensitive, critical, and caring. but in certain situations, fatih's characteristic seems turns into unpredictable such as being stubborn, vindictive, and bad-tempered. (2) psychological conflicts that happened to fatih made his personality change. the external and internal conflicts, various problems that are experienced directly or inwardly make him turned to be a cold and inclusive person with an up and down mood like a bipolar. fatih also has a habit of suppressing his left armpit when feeling depressed or insecure, this can be concluded as psychotic symptoms associated with emotional or mental disorders. from egosentris, it can be told how important it is to be kind in socializing in the real world and social media without having to hurt anyone. in addition, people should know that growing awareness of mental health is very much needed, especially paying attention to the people who are closest to them. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 1-10 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 10 5. acknowledgement this research was supported by the bk foundation pekanbaru. therefore, the authors would like to express their sincere gratitude. any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the respected institution. references bertens, k. 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(2010). analyzing the novel “to kill a mockingbird” in literature class. procediasocial and behavioral sciences, 2(2), 4387-4391 elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i2/13856 vol. 5, no. 2, 2023, pp. 185-203 journal homepage: https://journal.unilak.ac.id/index.php/elsya 185 original research vowel length variation in the pronunciation of iraqi efl learners ammar abdul wahab abed al abdely university of anbar, ramadi, iraq article info abstract article history: received 29 april 2023 revised 19 may 2023 accepted 15 june 2023 this study examined the realization of english vowel length by efl iraqi learners. the study was basically interested in identifying whether iraqi efl learners are able to realize variations in vowel length based on following sounds. to this end, 20 male and female participants with 20-37 years age range participated in a production test. before, they did so, they were asked to respond to a demographic questionnaire that aimed to ensure that all informants selected are suitable for the study aims and they well represent the population of the study. the production test included 60 english real words that provided english pure vowels (monophthongs) in different settings. the production was done using high quality smart phones. the recordings were analyzed using praat to measure vowel length. the results showed that though variations in vowel length do exist where these vowels are located in different settings, paired samples t.tests revealed that these variations were not statistically significant. moreover, numerical differences in vowel length based on gender variable were present in all vowels; however, results of independent samples t.tests indicated significant differences in closed settings only. no significant differences among vowel length means in the open setting were identified. efl learners need to be exposed to native speech and pay attention to phonetic details so as to improve their pronunciation in general and vowel length realization in particular. keywords fl pronunciation gender iraqi efl learners phonetic context vowel length corresponding author: abdely; dr.ammar1974@uoanbar.edu.iq 1. introduction acquiring the phonetic system of an fl is always described a tough task to accomplish. this task becomes more complicated when the acquisition process starts at a later stage of a learner's life (al abdely & thai, 2016). thus, learners as well as teachers are experiencing considerable difficulties in their quest to learn/ teach english in a foreign setting. these difficulties have been always the focus of so many studies, which examined these difficulties with reference to several variables such as l1 transfer, age of learning, gender, proficiency level, etc. the current study is an endeavour to examine difficulties encountered by iraqi efl learners in terms of vowel length variations resulting from variations in the phonetic context these vowels are found in. iraqi arabic (ia) also known as "mesopotamian arabic", is an arabic variant that belongs to the afroasiatic subgroup. the language spoken in iraq, according to al-ani (1970), compromises two varieties "gelet arabic" and the "qeltu arabic". these two varieties are primarily distinguished by the retention of (qaaf) letter or changing it into /g/ sound. however, some scholars such as abu-haidar (1989) and ller-kessler (2003) believe that there are three iraqi sub-dialects; baghdadi, southern, and maslawi. salman (2021, p. 5177) claims that "all spoken arabic varieties are linguistically related to standard arabic (sa)". however, their linguistic systems allow for variations among these arabic varieties. in comparison to modern standard arabic (msa), the contemporary form of standard arabic, ia "has a richer vowel system" (al abdely, 2016, p. 113). ia https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 186 vowel length variation in the pronunciation of iraqi efl learners vowel system includes nine vowels, while msa has six vowels only. alkalesi (2007) clarifies that msa includes three long vowels only (aa, oo, uu), whereas ia includes five long vowels (aa, ee, ii, oo, uu), in addition to four short ones (a, i, o, u). albazi (2006, p. 34) assumes that "there are two additional vowels in the iraqi dialects compared with those of classical arabic. they are longer than the classic sounds, though they have the same written form". moreover, ia's consonantal system includes more consonants than (msa). ia, as stated by albazi (2006), has three additional consonants and three additional vowels compared to msa. according to cahyaningrum (2022, p. 1) "english is being learned for several purposes by people globally embody some different accents". lestari and syarif (2019, p. 81) state that "communication in foreign language is a bridge to get information, knowledge and culture, and …. english is international language. so, it is important to master english language". nevertheless, far-reaching literature proposes that "native arabic speakers exhibit unique difficulty when reading in english" (alhazmi et al., 2019). the complications learners stumble upon in acquiring l2/fl sounds are obviously validated in their foreign accented pronunciation. al abdely (2016) reports that efl learners from different linguistic backgrounds show foreign accent in the pronunciation of vowels as revealed in "mandarin (rogers & dalby, 2005), korean and spanish (flege et al., 1997), german (bohn & flege, 1992), and arabic (nikolova, 2010; almbark, 2012)". one of the basic reasons for having problems in pronouncing english vowels is, according to alhabshan, and alsager (2022, p. 148) ascribed to the fact that "vowels vary from language to language according to their qualities and duration". thus, acquiring english vowels might be difficult because each one of these vowels can be actually realized in various ways (cruttenden, 2014). what made things worse is the fact that spelling in english is inconsistent with pronunciation, which is a feature not shared by other languages in general and arabic language in particular. if the learner is not able to fluently pronounce each word by looking at their spelling, then s/he would most likely mispronounce them (o’connor, 2016). moreover, several factors can add to this variation and make learning english vowels and producing them in an english like or intelligible way a difficult task for foreign leaners to accomplish. being fluent in english is more than necessary for getting a decent job and building a good personality and prestige. hence, attaining correct pronunciation of vowels is a vital step in achieving language fluency. investigations interested in l2 acquisition propose that errors committed by efl learners in pronunciation are systematic and they often show specific patterns that refer to the linguistic behaviour of learners. l2 sounds may not be pronounced in a nativelike or at least intelligible way simply due to l1 transfer. a particular sound is difficult to pronounce because it is not found in the l1 sound system of the speaker (homidan, 1984). several scholars such as al abdely (2021), o’connor (2016), major (2008), carter and nunan (2001) reported that efl learners tend to substitute english sounds which are absent in their system with the nearest ones available in their system. sometimes, errors in pronunciation are not replacement errors, they are rather related to the actual pronunciation of the sound. duration, which is a phonetic feature very much related to vowels, can be a source of problems in the pronunciation of l2 vowels. vowel length is an important prosodic feature in english and arabic as well. english vowel length varies based on context and this variation can be phonemic and non-phonemic. efl learners of english, including arab learners, might be aware or unaware of this variation. thus, this work examines iraqi speakers' ability to realize the correct duration of english vowels in different contexts. given the importance of the english language as a highly prestigious and active language, iraqi education policy lays great attention to the teaching and learning of english at all iraqi schools and many universities. english has been always an important subject taught at iraqi schools. it was assigned to students at the age of 9 starting from 5th grade. as stated by saeed (2015, p. 2) "recently and after the conflict of 2003 that iraq endured, teaching english became obligatory from the first year of schooling". nevertheless, the outcomes of such policy are not up to the ambition level. iraqi efl learners still show accented pronunciation. nativelike english pronunciation was thought to be a requirement to communicate successfully i.e., english used to be seen as a lingua franca where any deviation from the native linguistic behavior is classified as an error. english should rather be seen as a foreign language (jenkins, 2006). recently, assuming that natives are the models to be typically imitated by fl has become questionable, and the idea of "world englishes" has come to the fore (mahboob, 2010). based on the statement that communication goes further than nativelike pronunciation, neither iraqi educational institutions nor the researcher in this study adopt the viewpoint that nativelike pronunciation is a prerequisite for successful communication. however, intelligible english pronunciation should be the goal for iraqi efl learners. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 187 vowel length variation in the pronunciation of iraqi efl learners consequently, nativelike pronunciation must not be a premonition for efl learners as all foreign accents are tolerable but surely they are not all similarly intelligible. this has been supported by jenkins (2000, 2002), who states that a reasonable intelligibility level of english pronunciation should be achieved to warrant common comprehension among conversers. at the same time, speaking english with a low level of precision might lead to very low intelligibility and clarity and impede successful interaction. vowel length variation, among several others, is possibly an area efl learners still lag behind in different non-native learning settings including iraq. in spite of the statement that vowel length is deemed a well-known aspect in the pronunciation of arabic vowels, it seems that this has not been reflected in the pronunciation of these vowels by iraqis. moreover, a few examinations were done to explore vowel length variations in the pronunciation of iraqi efl learners of english. hence, the present study endeavours to bridge this gap in the literature. the study intends to examine the realization of eleven english pure vowels by iraqi efl speakers to identify whether these learners are aware of the changes in vowel length that happen due to the effect of following sounds. these vowels include short and long rpe vowels stated by roach (2009, pp. 15-16). the study excludes the schwa /ə/, which is the weakest vowel in english that is seen by several scholars as the weak vowel of all other full vowels (allophone), and thus, not a distinct vowel by itself. the importance of this research could lie in the fact that it is, to the best knowledge of the researcher, among a very few studies that focus on the issue of length variation in the pronunciation of iraqi efl learners. one of the most important study limitations is related to the selection mechanism adopted to recruit the sample for this study. participants selected here were all iraqis speaking arabic language as their mother tongue, and have no intensive or extensive exposure to english in an english speaking setting. the stimuli selected for the production test used in this study included words that show each vowel in three different settings; followed by a voiced sound, voiceless sound, and followed by nothing (open syllable). 2. literature review proper communication is no doubt critical to successful interaction, as incorrect pronunciation often results in the listeners' inability to interpret messages conveyed by the speaker (kobilova, 2022). change in pronunciation may change meaning and alter the message, and in turn leads to communication breakdown. thus, pronunciation is thought to be a “must” skill for efl and esl learners including arabs. with regard to arabic speakers in general and iraqi speakers of english in particular, pronunciation is still acquired with considerable struggle. this has been stressed by al abdely (2021, p. 154) stating that "iraqi efl learners of english are reported to show accented pronunciation on the segmental level, which might affect their speech intelligibility". there are several factors leading to accented pronunciation of fl/l2 segments. of these factors, l1 transfer always comes first. orthographic differences are also influential in this respect. these two factors are discussed below with special reference to vowel length. 2.1 arabic and english vowel systems english and arabic have two different vowel systems as english has twenty-two vowels, while msa has only six vowels (akbar et al., 2020). other studies such as taqi et al. (2018) state that arabic has only eight distinct vowels. nevertheless, the vowel inventory of arabic varies in nature and number based on the speaker's dialect. some arabic accents such iraqi arabic was reported by al abdely & thai (2016) to have nine distinct vowels. the greater the difference between l1 and l2 vowels systems, the more negative transfer is expected to take place in the pronunciation of the target language vowels. contrastive analysis in the acquisition of l2 is the "approach that compares the features of the first language and second language to determine the similarities and differences between them" (al-zoubi, 2019, p. 15). each vowel in arabic has a set of features that makes it distinctive from all other vowels in the language inventory. these feature, according to yeaqub (2018, p. 95) include "the shape of the lips, which may be rounded neutrophil or spread. the second property is the position of the tongue, which can be front, middle or back. finally, the tongue may be raised giving different vowel qualities". in addition to the spectral features mentioned above, vowel length or duration is another important feature that distinguishes one vowel from another (farran et al., 2022). 2.2 vowel length in arabic and english alqarni (2018) claims that several scholars debated that arabic short vowels "vary qualitatively and quantitatively from their short counterparts". moreover, they claim that short vowels in palestinian arabic [an elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 188 vowel length variation in the pronunciation of iraqi efl learners arabic variety spoken in palestine] are more "lowered and centralized" (p. 104). however, this is not a settled issue as some other scholars such as al-numair (2021, p. 92) believes that "vowel length is contrastive in ja, and long and short vowels share the same vowel quality and differ only in duration". in the same vein, al thalab & alwan (2022) argue that long vowels are located and produced in the same location, but differ only in length. paschen et al. (2022, p. 2) state that "in some languages, vowel length is lexically distinctive (e. g. finnish tuuli ‘wind’ vs. tuli ‘fire’), while in other languages it is not". they elaborate that languages with lexical vowel length usually comprise a binary distinction between long and short (as in hungarian, finnish, japanese), and in rare cases a ternary distinction between short, long, and overlong as in estonian or dinka (paschen et al., 2022, p. 2). on the other hand, vowel length can be phonemic in in most english varieties; yet, in some others, such as australian, it is. as for british, which is the variety taught in iraqi educational institutions, vowel length is commonly phonemic and clearly observed among english vowels (malas, 2023). different english dialects, more specifically rp english and am english, vowel length varies in accordance to the voicing features of the following consonant. consequently, vowels tend to be weaker and shorter when followed by a voiceless consonant. conversely, they tend to be stronger and longer than usual when followed by a voiced one (keith et al., 1988). the same seems to be true with regard to arabic, as vowel length also varies due to phonological context. vowel length can be affected by gemination, for example, which has been explored in terms of msa and some of its varieties (abdulrahman & ramamoorthy, 2018). 3.2 vowels pronunciation and orthography in fact, there are 26 letters in english that comprise its orthographic system. moreover, english has only five vowel letters (a, e, i, o, u); yet, its consonantal system comprises 21 letters. of these letters, dhayef & alaassam (2020, p. 5) state that only the letter "y" can pose problems. they elaborate that sometimes (y) "stands for a vowel sound especially when coming at the end or somewhere in the middle of a word, as in city, physical". word initially, the same letter "stands for a consonant, as in yet". furthermore, the five vowel letters found in english result in 20 distinct vowels. hence, "there is certainly not a one-to-one correspondence between letters and sounds, and english has many more vowel sounds than vowel letters" (yoshida. 2014, p. 1). spellingpronunciation inconsistent relationship poses an extra challenge in efl learners' pursuit to learn the target language sound system. on the other hand, "arabic vowels have clear representation when it comes to the written form. only long vowels are transcribed in arabic orthography. on the other hand, short vowels cannot usually be seen in written forms" al-numair (2021, p. 92). short vowel are only represented using what is so called in arabic "حركات" or what is so called in english "diacritics" as they are diacritics placed above or below words to represent these vowels. the problem is that these diacritics are not often printed or typed as they require more time in writing and more experience in typing. hence, writers do not always show them, and consequently they pose more problems for readers. 4.2 previous related studies previous studies (han, 1962; hirata, 2004; kozasa, 2005) concluded that short and long vowels differ from each other in terms of duration, that is, long vowels are about 2.4 times longer than short vowels (akaba, 2008). it is widely said that the main acoustic matchup of the phonemic short and long vowel distinction is vowel duration (han, 1962; hirata, 2004; kozasa, 2005), although small differences were observed in terms of vowel quality of short and long vowels (kondo,1995). as it was mentioned earlier, vowel length can be contrastive in several languages including "arabic, finnish, korean, japanese, and estonian", but not in other such as english and spanish (al-deen, 2018, p. 10). this difference is highly significant "in cross-linguistic studies and cannot be overlooked, especially when the comparison is held between a language with phonemic distinction and another that lacks this distinction (ibid). motivated by this assumption, many studies approached the effect of this difference on various learners of english, namely arab learners. the following is a review of the most related studies to vowel pronunciation, vowel length variation, and its effect on learning english vowels. some studies examined vowel length in arabic with reference to other languages, not including english, such as tsukada (2012), and tsukada et al. (2012), which were interested in examining the perception of vowel length in arabic and japanese by listeners, who belong to different linguistic backgrounds and have various levels of experience with these languages. both studies concluded that listeners with no experience with arabic vowel length performed inaccurately and without significant differences among them. with regard to japanese, elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 189 vowel length variation in the pronunciation of iraqi efl learners listeners achieved various levels of success based on how familiar they are with japanese supporting the assumption that when familiarity level is limited, accuracy in vowel length perception is not good enough. another conclusion these studies offered is that experience with one language is not necessarily carried over cross linguistically. another perception-based study of vowel length was conducted by hamid and salih (2022). they investigated central kurdish (ck), a language spoken in the northern part of iraq, listeners' ability to perceive vowel length. to this end, 19 females and 11 male native speakers of ck were asked to respond to an ax speech perception test. the study adopted a quantitative method in collecting and analyzing data. ck with a range of 6-9 simple vowels is not phonologically contrastive with respect to vowel length; yet, it is in terms of vowels' spectral features. the study showed that native speakers of ck revealed good overall discrimination ability with most vowel contrasts ranging from highest correct percentage (100%) with the pair (/ӕ/, /a:/) and the minimum correct percentage (60%) for the pair (/ʊ/, /u:/). the three aforementioned studies differ from the current one as these were interested in perception, while the current study is about production of vowel length. moreover, the current study is interested in how well iraqi learners realize vowel length variation in english as a foreign language. though hamid and salih's is also interested in efl learners' performance; however, its data is collected from a sample with different l1 that is iraqi kurdish. rassam (2008) conducted a study to examine iraqi efl learners' realization of vowel length in fortis and lenis contexts. the work aimed to identify twelve iraqi learners' ability to produce shortened vowels in one and more syllable words. the study instrument was a questionnaire that required learners to transcribe "twelve pairs of items…with emphasis on clipped vowels". the study concluded that learners showed low accuracy in shortening pre-fortis vowels. nevertheless, the study concluded that learners' pronunciation was intelligible as they tried their best to approximate rp nativelike pronunciation. this study is different from the current one in the way data is collected. the present study collects data from a production test, while rassam's collected data from a questionnaire, which cannot be reliable enough. the transcription submitted by learners in the questionnaire cannot by any means reflect their actual pronunciation. al thalab and alwan (2022) investigated the perception, identification, and pronunciation of semivowels and vowels found in arabic and english as produced by 36 speakers divided into six groups based on their proficiency level. the stimuli adopted in the study comprised 20 words that showed short, long, and semivowels. gender variable was also attested in this study. the study concluded that iraqi learners encounter major difficulties in the pronunciation of fl simple vowels. they also tend to diphthongize long vowels. gender variable was found influential in the performance of iraqi efl learners. this study is different from the current one as it did not deal with vowel length on its own. the study was rather focused on the pronunciation of long vowels without paying attention to vowel length variation, which is the basic concern of the current study. ahmed and al-heety (2022) examined the phenomenon of english short vowels lengthening in the pronunciation of iraqi efl learners at the university level. fifty english words were given to 25 learners to pronounce in a production test. the aim was to identify reasons behind producing short vowels with more than required length. the study concluded that l1 transfer, orthography, and analogy were the reasons that motivated speakers to lengthen short vowels. however, this study was auditorily based i.e. it did not conduct an acoustic analysis to obtain accurate measures of vowel length as it is intended in the current study. again, this study was not interested in vowel length variation based on context. its basic interest was in the process of lengthening short vowels. khalaf and mohammed (2022a) and khalaf and mohammed (2022b) recorded the speech of 60 male and female iraqi efl learners, who use two different iraqi dialects to identify the errors made by these learners in the pronunciation of english vowels. they acoustically analyzed the informants' pronunciation for vowel formants and duration to identify difficulties encountered by learners. they also used these measures to identify any significant difference among speakers based on dialectal (2022b) and gender (2022a) differences respectively. both variables were found to be statically significant where female speakers produced vowels with longer duration compared to males (2022a). informants in (2022b) produced shorter vowels compared to natives, moreover, speakers of gilit dialect "produced vowels longer than their qeltu peers except in the case of /ɒ, i:/" (p. 70). however, cross dialectal difference was not reported with regard to length difference. based on the review provided above, it can be concluded that vowel length variation in the pronunciation of arabic speakers has not been received due attention; especially when considering spoken dialects of arabic. more specifically, very few studies have explored the effect of vowel context on vowel length. in spite of the fact that length is a significant cue arab efl learners employ to identify and pronounce long vowels, very few studies elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 190 vowel length variation in the pronunciation of iraqi efl learners have attempted examining it. some of the studies reviewed above were perceptually motivated such as tsukada (2012); tsukada et al. (2012), and hamid and salih (2022). some others were auditorily based such as ahmed and al-heety (2022). on the other hand, al thalab and alwan (2022); khalaf and mohammed (2022a), and khalaf and mohammed (2022b) did conducted acoustic analysis of vowels; however, they were not after vowel length variation as it is the case in the current study. hopefully, the current study fills in this gap in the literature as it acoustically analyses vowel length variation as produced by iraqi efl learners with special attention to gender effect on this variation. hence, the present study attempts to answer the question whether iraqi efl learners are aware of variations in vowel length resulting from variations in phonetic context. the study also attempts to answer the question whether gender variable has any effect on learners' pronunciation of rpe pure vowels in voiced, voiceless, and open settings. 3. method the method adopted in this study is a quantitative one that depends on vowel length measurements of the pronunciation of iraqi efl learners. the mean values of these measurements are used in identifying length variations and then identifying gender effect on the realization of vowel length. hence, the data is collected and analyzed in a quantitative way. the research design adopted is ex post facto design that deals with the data as they are without any manipulation, and it also selects participants and stimuli purposefully. 3. 1 speakers twenty male and female speakers of english were purposefully recruited to represent the population of this study. the selected participants all speak arabic as their first language and speak baghdadi arabic (gelet dialect) as their iraqi accent. they are all learning english as a foreign language at iraqi universities. no one of the selected participants had a previous experience of living in an english speaking setting for a considerable period of time. from among the big number of learners who were available based on the demographic information collected, 20 (10 males, 10 females) informants were randomly selected to be the informants of this study. at the time of the test, participants' ages range was 20-37 years old. the informants are unpaid and willingly participated in the study signing a consent letter certifying that. the following table (1) shows age ranges for the study informants. table 1. aged and gender of the participants gender age 20-28 29-37 females 4 6 males 3 7 3.2 stimuli the production test conducted in this study included 60 words that show english simple vowels three times each. the three words present the vowel in question when it is followed by a voiced sound, another when it is followed by a voiceless sound, a third when the vowel is at the end of an open syllable without any consonant under the coda of the syllable. due to the fact that some rpe monophthongs such as (/ɔ, æ, ʌ) cannot be found in final word position, words in which these monophthongs are in syllable final position were used instead. variety in vowel context was meant to identify context effect on vowel duration. the consonants used were voiced and voiceless plosives, nasal, lateral /l/, and fricatives. a list of real words was used in this study even though they do not only reflect learners' lexical knowledge but phonological knowledge as well. real words, according to al abdely (2016, p. 65), is the choice when the study participants are efl learners "whose knowledge was basically lexically based as they lacked exposure to the native l2, which is necessary to attain detailed phonological and phonetic knowledge". strange and shafer (2008) also state that a stimuli of real words is more illustrative of learners’ knowledge and ultimately more thoughtful of difficulties learners encounter. moreover, the words used in this study were considered frequent based on three jury members' judgments, who were asked to decide based on their experience as instructors of english at the university of anbar if the selected words were familiar to iraqi efl learners. their comments and suggestions were considered to arrive at the final word list. for the full list of words, see appendix (a). this aim is to identify if the variations found in native elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 191 vowel length variation in the pronunciation of iraqi efl learners speakers' pronunciation of these vowels are realized by iraqi speakers or not. each iraqi speaker was asked to pronounce the eleven simple vowels in three different positions and this means that each vowel was attempted 120 times and the overall number of trials for all vowels was 1320. the words used as stimuli here are frequent words with the least number of syllables possible to eliminate any effect of having more than one vowel in the word. 3.3 procedures first of all, the researcher selected a list of english real words that show the english simple vowels in three different positions; followed by a voiceless consonant, followed by a voiced consonant, and followed by no sound (zero coda). second, participants were selected based on the purposes of this study. participants selected for this study were asked to read as clearly and naturally as they can the list of english words, and their pronunciation was recorded via high quality smart phones. the recordings collected were keyed in praat to be viewed and edited to measure vowel length. means of vowel length were calculated and descriptively and statistically analyzed to address the questions raised in the study. 4. results this section offers the results obtained in the study. to respond to the questions of this study, numerical and statistical analyses of the study data were conducted. the results are offered according to the vowels under investigation; these vowels are [ʌ], [ɜː], [ɪ] [iː], [ɔː], [ɔ], [æ], [ɑː], [ʊ], and [uː]. first, the results of the acoustic analysis are presented in tables and screen shots taken from praat program to show the pronunciation of vowels by iraqi males and females. these results are later used to show statistical differences, if any, in the pronunciation of iraqi speakers based on gender difference. the results are also used to show possible differences in vowel's duration based on setting difference. 4.1 acoustic analysis table (2) below provides frequencies of vowels as they were produced by the study female informants. the means in the table are presented in three columns to include voiced, voiceless, and open settings in which vowels are located. table 2. vowels' duration as produced by iraqi female speakers in three settings open voiceless voiced vowels 123.5 148 143.55 ʌ 135 158.8 148.8 ɜː 110.45 125.05 137.9 ɪ 184.8 178.6 165.15 ɔː 146.6 136.6 158.45 ɔ 122 188.05 140.55 ʊ 134.55 161.05 172.4 ӕ 185.85 162.7 175.15 ɑː 220.75 173.35 184.05 i: 237.1 176 193.7 u: here follows some screen shots taken from pratt program to show the pronunciation of some english simple vowels by iraqi female speakers. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 192 vowel length variation in the pronunciation of iraqi efl learners figure 1. spectrogram of the vowel /ɪ/ in the word “dinner” the short vowel /ɪ/ in the word above is followed by the alveolar voiced nasal consonant /n/. figure 2. spectrogram of the vowel /ɜː / in the word “perfect" the long vowel /ɜː / in the word is followed by the labiodentals voiceless fricative consonant /f/. figure 3. spectrogram of the vowel /æ/ in the word “happy” the short vowel /æ/ in the word "happy" is followed by the bilabial voiceless stop /p/. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 193 vowel length variation in the pronunciation of iraqi efl learners figure 4. spectrogram of the vowel /ɔ/ in the word “bottle” here the short vowel /ɔ/ is followed by the voiceless alveolar stop consonant /t/. figure 5. spectrogram of the vowel /i/ in the word “busy” here the short vowel /i/ is followed by the voiced alveolar fricative consonant /z/. table (3) below shows the duration means for the pronunciation of english simple vowels as produced by iraqi male speakers in the three different settings under examination in this study. table 3. vowel duration means as produced by iraqi male speakers in three settings vowels voiced voiceless open ʌ 117.95 112.35 109.55 ɜː 115.3 123.15 102.55 ɪ 103.25 100 103.45 ɔː 157.25 146.4 153.45 ɔ 143.9 118.85 104.2 ʊ 119.75 127.4 112.05 æ 155.7 135.85 112.2 ɑː 154.8 177.75 153.15 iː 174.65 180.05 188.75 u: 155.35 152.8 237.1 here follows some screenshots taken from pratt program to show the pronunciation of some english simple vowels by iraqi male speakers. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 194 vowel length variation in the pronunciation of iraqi efl learners figure 6. spectrogram of the vowel /ɔ/ in the word “bottle” the vowel /ɔ/ in this word is preceded by the alveolar stop consonant /t/. figure 7. spectrogram of the vowel /ɪ / in the word “busy” here the vowel is preceded by the voiced alveolar fricative /z/. figure 8. spectrogram of the vowel /ʌ/ in the word "cut'' the vowel here is preceded by the alveolar voiceless stop consonant /t/. figure 9. spectrogram of the vowel /ɪ/ in the word "pick'' the vowel /ɪ/ is preceded by the velar voiceless stop consonant /k/. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 195 vowel length variation in the pronunciation of iraqi efl learners 4.2 vowel duration vowels' duration means measured in praat are provided in table (4) below. these means and differences in vowel length are measured in ml/s. 4.2.1 statistical analysis of the effect of consonant on vowel duration to respond to the research question if iraqi efl leaners are aware of the variations in the length of vowels resulting from differences in following sounds, overall duration means obtained through praat for both males and females were compared statistically using paired samples t.tests. the results of the statistical tests are provided in table (4) below. table 4. results of paired samples t.tests mean std. deviation sig 2-tailed) pair 1 voiced-mopen m 2.144 34.341 .848 pair 2 voiceless-mopen-m -.0860 32.106 .993 pair 3 voicedf openf 1.850 27.776 .838 pair 4 voicelessf openf .7600 38.141 .951 based on the results of paired samples t.tests presented in table (4) above, there are no differences in vowel length based on the context of the vowel. male and female iraqi efl learners were both unable to show variations in vowel length in three settings. this means that they were not aware of such variation when the nature of the following sound is different. more specifically, whether a particular vowel is located in an open, voiced, or voiceless setting, it has not been reflected in significant length variation in the pronunciation of that vowel. 4.2.2 gender variable effect on vowel length variation as for the difference in the vowel length between males and females, vowel length means were compared between males and females to identify any numerical differences in vowel length based on gender variable. the results of these comparisons are tabulated in table (5) below. table 5. results of group statistics with reference to gender group statistics setting gender n mean std. deviation std. error mean voiced m 10 139.7900 23.73704 7.50631 f 10 161.9100 19.34015 6.11589 voiceless m 10 137.5600 26.79112 8.47210 f 10 160.8200 19.67276 6.22107 open m 10 137.6460 45.46751 14.37809 f 10 160.0600 44.22407 13.98488 it is clear from the mean values obtained for the two groups that females tend to pronounce vowels with more length in all positions. to identify if these numerical difference in the vowel length between males and females are statistically significant or not, three independent samples t.tests have been conducted to identify any significant difference in vowel length based on gender variable. the results of these tests are tabulated in table (6) below. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 196 vowel length variation in the pronunciation of iraqi efl learners table 6. results of independent samples t.tests levene's test for equality of variances f sig. t df sig. (2tailed) mean difference std. error difference voiced equal variances assumed 1.101 .308 -2.285 18 .035 -22.12000 9.68240 equal variances not assumed -2.285 17.294 .035 -22.12000 9.68240 voiceless equal variances assumed 1.276 .273 -2.213 18 .040 -23.26000 10.51086 equal variances not assumed -2.213 16.519 .041 -23.26000 10.51086 open equal variances assumed .017 .899 -1.117 18 .278 -22.41400 20.05757 equal variances not assumed -1.117 17.986 .278 -22.41400 20.05757 based on the results of the independent samples t.tests conducted to identify differences between males and females pronunciation of vowels in the three contexts; voiced, voiceless, and open, statistically significant differences were identified in voiced and voiceless settings. however, no significant difference between males' and females' pronunciation of vowels in open syllables was identified. this means that vowel length was different between the two groups with reference to closed settings, while in an open setting differences were not existent. 5. discussion this research is about iraqi efl learners' realization of the length variation in the pronunciation of english vowels. it aimed at adding to existing literature related to fl pronunciation in general and iraqi efl learners in particular. the basic motivation behind conducting such a study is the foreign accented pronunciation iraqi speakers still show despite the fact that they are actually achieving progress in other areas of fl acquisition. the study was also motivated by the fact expressed by alahmari (2022, p. 204) "that english and arabic vowel systems are significantly different from one another, with english being a language with a rich vowel system compared to the far simpler arabic vowel system". this difference often results in problems for arab efl learners, and the present study was an endeavor to explore one of these problems. moreover, al abdely (2016, p. 56) states that "difficulties learners face in the perception and production of vowels could be one of the reasons that iraqi efl learners still show accented english pronunciation". hence, the current study was a continuation of endeavors targeting efl learners' foreign accented pronunciation called for by several scholars. to name one, derwing & munro (2005) call for more studies to develop our perception of the concept of accented pronunciation and the destructive influence it can have on everyday social interaction. derwing & munro (2005) elaborate that examinations of accented pronunciation help teachers and learners identify learning aims, find appropriate pedagogical urgencies for the english language class, and outline the most effective approaches of teaching. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 197 vowel length variation in the pronunciation of iraqi efl learners with reference to the research question about iraqi efl learners' awareness level of the effect of phonetic context variation on vowel length, the acoustic analysis conducted in this study revealed numerical differences in the length of english vowels based on their setting as shown in tables 2 and 3 for females and males respectively. there was not a regular pattern in the variations in vowel length as sometimes a vowel such as /ʌ/ is longer when followed by a voiceless consonant; yet, a vowel such as /ɪ/ is longer when followed by a voiced consonant. the vowel /i:/is longer in open setting than when followed by a consonant. these results refer to the fact that iraqi efl learners are unable to realize variations in vowel length when the setting is changed. this stresses the need for more practice in vowels' phonetic features and their variations. this need was highlighted in the results of the paired samples t. tests, which did not indicate any significant differences in vowel length. this result is somehow unexpected as iraqi efl learners do have long/short distinction between vowels (al abdely & thai, 2016). according to whang et al. (2019), durational cues help listeners perceive short long/short segments, and this correct perception would be eventually reflected on their production of vowels. the difficulty encountered by iraqi efl learners has been also reported with reference to several other foreign learners such as "mandarin, cantonese, japanese, korean, dutch, or german" (reinisch & penney, 2019, pp, 1-2). vowel length, which is a feature found in arabic to distinguish short from long vowels can interfere negatively in pronouncing long vowels as arabic speakers tend to lengthen vowels more than required. one of the problems that explained efl learners' inability to realize specific phonetic details such as vowel length is the fact that listening and speaking skills are ignored in the foreign educational setting. according to nowrouzi et al. (2015), cited in yunira (2019, p. 23), "listening for efl, especially in a foreign language context where real practice chances are narrow" is difficult to practice and develop. another possible interpretation of the results obtained in this study is found in al tamimi (2007) cited in kalaldeh (2018, p. 24), who conducted a study on the pronunciation of vowels by jordanian and moroccan arabic speakers. he claimed that in "both jordanian and moroccan arabic there was no significant difference between the production of vowels in ‘words’ and in ‘syllables’, but a very significant one when compared with ‘isolated’ vowels". based on the above, arabic speakers/listeners are not aware of vowel differences in english vowels based on context because arabic vowels never occur in isolation. arabic vowels vary in length only when they are alone, while in connected speech, they do not show vowel length variation. with reference to the research question about gender variable effect on iraqi efl learners' pronunciation of pure vowels, gender variable has been detected to be effective in terms of the length of some vowels when their setting is altered. the differences were significant in terms of voiced and voiceless settings only, while open setting showed no difference. iraqi female learners tended to produce vowels with more length in all positions (table 6). this could be related to their knowledge about vowel length, and it could be another socio, or psycho variable. therefore, this area requires further investigation to validate the results of the current study and search for possible reasons for this gender variation. 6. conclusion with reference to the aims and research questions attempted, the current study arrived at several conclusions. the study revealed iraqi efl learners' low awareness level in vowel length variations resulting from variations in phonetic context. this conclusion indicates a need for more practice on learners' part and more emphasis on phonetic details allocated by teachers of english. the study concluded that even advanced struggle with vowels realization in different contexts. this struggle was identified in pronouncing isolated words and definitely more difficulties are expected in pronouncing utterances in connected speech. this also invites teachers, learners, and textbook designers to pay more attention to pronunciation skills since fl learners still lag behind in their progress compared to other language skills. gender variable has also been reported to significantly affect learners' performance in pronouncing vowels in different contexts. this difference should also be taken into consideration when teaching vowel length to iraqi efl learners. the current study filled a gap in the literature via investigating vowel length variation acoustically with reference to iraqi efl learners. nevertheless, the concept of vowel length variation can be further investigated in terms of other iraqi learners, who speak a different dialect, belong to a different age range, or belong to a different proficiency level in english. variation in vowel length can be also investigated in terms of speakers' influence by listening to native and non-native talkers to check their convergence or divergence to or away from these talkers. vowel pronunciation can also be investigated with reference to orthography effect. according to deacon (2017), arab learners of english make more vowel errors considerably due to spelling effect that is elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 198 vowel length variation in the pronunciation of iraqi efl learners inconsistent in english. spelling-pronunciation inconsistency in english has been always considered a major issue when investigating arab learners' acquisition of english pronunciation. actually, arabic is described as a language with almost perfect spelling-pronunciation correspondence where each and every single letter is pronounced and always in the same way. whereas the case in english is highly different where a letter can be pronounced in different ways, a letter may not be realized in pronunciation, and a particular sound can be the result of different letters. all of these cases and several others may hinder the learning process. thus, more attention should be laid to the orthography effect on english language acquisition. references abdulrahman, a., & ramamoorthy, l. 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(2019). the ignored skill in efl context “listening”: a review of selected article by omar gokhan ulum. elsya: journal of english language studies, 1(1), 22-27. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 202 vowel length variation in the pronunciation of iraqi efl learners appendices appendix 1 no word transcription vowel targeted context 1 read /ri:d/ /i:/ voiced 2 team /ti:m/ /i:/ voiced 3 meet /mi:t/ /i:/ voiceless 4 sleep /sli:p/ /i:/ voiceless 5 be /bi:/ /i:/ open 6 see /si:/ /i:/ open 7 dinner /dɪnə/ /ɪ/ voiced 8 in /ɪn/ /ɪ/ voiced 9 tip /tɪp/ /ɪ/ voiceless 10 pick /pɪk/ /ɪ/ voiceless 11 busy /bɪzɪ/ /ɪ/ open 12 pity /pɪtɪ/ /ɪ/ open 13 order /ɔːdə/ /ɔː/ voiced 14 cord /kɔːd/ /ɔː/ voiced 15 port /pɔːt/ /ɔː/ voiceless 16 short /ʃɔːt/ /ɔː/ voiceless 17 more /mɔː/ /ɔː/ open 18 law /lɔː/ /ɔː/ open 19 dog /dɔg/ /ɔ/ voiced 20 cog /kɔg/ /ɔ/ voiced 21 not /nɔt/ /ɔ/ voiceless 22 shot /ʃɔt/ /ɔ/ voiceless 23 bottom /bɔ.təm/ /ɔ/ open 24 bottle /bɔ.təl/ /ɔ/ open 25 rude /ru:d/ /u:/ voiced 26 room /ru:m/ /u:/ voiced 27 lucy /lʊ:sɪ/ /u:/ voiceless 28 root /ru:t/ /u:/ voiceless 29 do /du:/ /u:/ open 30 chew /tʃu:/ /u:/ open 31 full /ful/ /ʊ/ voiced 32 pull /pʊl/ /ʊ/ voiced 33 look /lʊk/ /ʊ/ voiceless 34 push /pʊʃ/ /ʊ/ voiceless 35 bully /bʊ.lɪ/ /ʊ/ open 36 duress /bʊ.dɪ/ /ʊ/ open 37 army /a:mɪ/ /a:/ voiced 38 garden /ga:dən/ /a:/ voiced 39 party /pa:tɪ/ /a:/ voiceless 40 class /kla:s/ /a:/ voiceless 41 car /ka:/ /a:/ open 42 bar /ba:/ /a:/ open 43 land /lænd/ /æ/ voiced 44 mad /mæd/ /æ/ voiced elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 203 vowel length variation in the pronunciation of iraqi efl learners 45 apple /æpəl/ /æ/ voiceless 46 cat /kæt/ /æ/ voiceless 47 mama /mæmæ/ /æ/ open 48 happy /hæ.pɪ/ /æ/ open 49 bird /bɜːd/ /ɜː/ voiced 50 murder /mɜː.dɵ/ /ɜː/ voiced 51 perfect /pɜː.fekt/ /ɜː/ voiceless 52 hurt /hɜːt/ /ɜː/ voiceless 53 thirsty /ɵɜː.stɪ/ /ɜː/ open 54 thirty /ɵɜː.tɪ/ /ɜː/ open 55 bun /bʌn/ /ʌ/ voiced 56 lunch /lʌntʃ/ /ʌ/ voiced 57 bus /bʌt/ /ʌ/ voiceless 58 cut /kʌt/ /ʌ/ voiceless 59 summer /sʌ.mə/ /ʌ/ open 60 drummer /drʌ.mə/ /ʌ/ open elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 86 the six characteristics of andragogy and future research directions in efl: a literature review diana purwati 1*, ainol mardhiah 2, enung nurhasanah 3, & ramli ramli 4 1, 3 stkip yapis dompu, nusa tenggara barat, indonesia 2 stkip bumi persada lhokseumawe, aceh, indonesia 4 stkip taman siswa bima, bima, indonesia *dianapw@stkipyapisdompu.ac.id article history received : 5 august 2021 revised : 14 december 2021 accepted : 2 january 2022 keywords andragogy adult learning pedagogy theory of learning literature review abstract the way in which adults learn is distinctive to how children learn, hence andragogy differs from pedagogy and so do the implications. although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. to fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of english as a foreign language. the differences between adults and children learning and directions for further research in teaching english as a foreign language (efl) is also discussed at the end of study. 1. introduction globalization has a significant impact on education particularly on the way adults learn english language. many adults from different cultures and countries seek english tutors to enhance their english skills for some reasons, such as finding a job abroad, enhancing effective communication at work, improving social status or travelling around the world (cozma, 2015). to meet these needs of learning english, lecturers and faculty members need to understand the theory of adult learning, called andragogy. knowles (1988) introduced the term andragogy which is composed of the greek words for aner or “man” and “leader of”. andragogy literally means “leader of the human”. in other words, andragogy alludes to the strategies to encourage and to facilitate adult learners in learning. malcolm knowles, an american educator, proposes the adult learning model, andragogy, that highlights six assumptions or characteristics; adults’ self-concept, learning experiences, readiness to learn, motivation, need to know, and problem-centered learning. educators who understand and implement six characteristics of andragogy in their teaching will assist adult learners to understand their own learning needs (cochran in cochran & brown, 2015). not only does understanding the characteristics of andragogy assist educators to have a framework into practice, it also provides guidance for choosing the appropriate and contextual teaching-learning activities for adult learners at the tertiary level. there are many ways to explain how adults learn (merriam et al. 2017), and to specify the difference between adults and children learning, several theories related to adult learning have been proposed: behaviorism, humanism, cognitivism, social cognitivism, constructivism, andragogy, transformative learning, and experimental learning. this paper, however, focuses on adult learning in the lens of andragogy. several studies have attempted to discuss the andragogy and its principles (abdullah et al., 2021; loeng, 2018), however, only few that review and provide practical implications on how to apply each characteristic in teaching and learning process (ferreira & maclean, 2018) in particular related to online learning during the covid-19 situations (putri & elihami, 2021). studies conducted by loeng (2018) has clarified the concept of andragogy and its difference concept between european and north american andragogy the study has also revealed and highlighted to the various perspectives systematically (loeng, 2018). another research conducted by abdullah et al., (2021) has explored the concept of andragogy according to malcolm knowles and its relevance to higher education in indonesia. the study shows that the concept of andragogy is applicable in promoting the higher https://doi.org/10.31849/elsya.v4i1.7473 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 87 education in indonesia. furthermore, abdullah et al. (2021) suggest that the higher education concept in indonesia should refer to the concept of andragogy. however, these two studies have not discussed clearly the characteristics of andragogy and how to incorporate these characteristics into teaching and learning practices. in terms of the application of the andragogy characteristics into teaching practice during covid-19 pandemic in indonesia, this has been held by putri and elihami (2021). although the study has already discussed the theoretical framework of andragogy and pedagogy in developing e-learning during covid-19 situation, this study does not clearly show the practical guidelines on how educators can apply the concept into their practices during covid-19. the study conducted by putri and elihami (2021), furthermore, does not discuss the role of andragogy assumptions that highlight adult learners’ needs. therefore, in order to fill this gap and address adult learners’ needs, this study reviews the concept of six assumptions of andragogy and provide suggested examples of practical implications for each of its assumption. 2. literature review 2.1 andragogy and pedagogy andragogy is a theory of learning focusing on assisting adult learners to learn (knowles, 2005). even though many people assume that the term of andragogy was first introduced by malcom knowles, this actually was first coined by alexander kapp, an educator from german, in 1833 (note et al., 2021). this theory of learning then was popularized by malcom knowles in the 1960s in the usa, and many scholars called him as “the father of andragogy” (mews, 2020). this term came from greek; in which andro means “man” and agogus means “leader of’ (mews, 2020). andragogy is then defined as “the art and science of helping adults learn” (knowles, 1980, p. 42). in the process of understanding adults’ learning, andragogy has six learning principles as follows (knowles, 2005): the need-to-know reasons of why adults learn something, self-concept of adults that is higher than children, more experiences in adults and reliance on these experiences in learning, adults’ internal motivation, readiness to learn, and orientation in learning. the employment of these six characteristics would be beneficial for both students and teachers, in designing teaching and learning processes that will meet with adults’ needs and autonomous. the example and its implementation will be elaborated clearly in the result section. in indonesian educational context, the current research of andragogy in both school and university level has been studied. sumule (2018) discusses the implementation of andragogy principles at a theological school. this shows a different perspective of the implication of andragogy in language teaching at different context. he argues that andragogy can be useful for students at theological schools such as sunday school for christian students as the use of andragogy on this context will help develop the program. however, this study has not systematically discussed on the application of andragogy in this non-formal educational setting. similarly, research conducted by syamsuddin and jimmi (2018) show that six characteristics of andragogy have clearly improved students’ english skill. this study, however, does not clearly indicate how each principle was applied in the classroom. another study reviews the reorientation of andragogy in higher educational level. abdullah et al. (2021) suggest that andragogy should be employed in higher education in indonesia since thisadult learning theory fulfill adults’ learning needs and characteristics. similarly, at the tertiary educational context, the study conducted by purwanti (2017) shows that the principles of andragogy have also plays essential roles on lecturers’ perceptions regarding their professional learning and practices. based on these three studies, it can be concluded that andragogy is not merely applied for adult learners in formal setting, such as in university level, but it also can be implemented for adult learners in non-formal educational settings. while andragogy is focusing on helping adult learners in learning, pedagogy is a term used in children’s learning. pedagogy was developed for teaching children (knowles et al., 2005). in contrast to adults acted as the center in their process of learning, the paradigm of pedagogy highly relies on dependency since children are claimed as learners who lack of knowing and experience (nagara, 2020). however, andragogy and pedagogy have different characteristics or principles of learning. the results of this study will define these differences. 3. method this study incorporates semi-systematic literature review. this type of review is also known as a narrative review approach (synder, 2019) that is designed for reviewing different types of topics and these topics have been conducted by diverse groups or researchers (wong et al., 2013). to find supported and relevant literature, keywords such as ‘andragogy’, ‘pedagogy’, and ‘adult learning’ had been utilised in order to reach information from various journals and databases. using these keywords and selecting the publication year between 2016 and 2021, the researchers selected and reviewed 18 relevant journal articles from a total of 16,100 results. the main reasons why these 18 peer-reviewed articles were chosen due to the current issue, quality, relevance. 4. results the following sections review each characteristic of andragogy and analyze the implementations of each characteristic in the process of teaching and learning. https://doi.org/10.31849/elsya.v4i1.7473 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 88 4.1 self-concept the first assumption of andragogy is that adults have much more self-concept in learning compared to children. knowles et al. (2005, p. 65) explain that 'adults have a selfconcept of being responsible for their own decisions, for their own lives'. this is because adults are mature, and are more self-determined and independent (merriam & bierema, 2014). to enhance adults’ self-concept in educational learning, knowles, as cited in merriam and bierema (2014), highlights two pivotal factors for enhancing adults’ learning. firstly, it is important to establish a 'climate setting' meaning to create a comfortable learning environment and atmosphere. secondly, it is essential to involve adults in designing the content of courses so that they can measure their expectations in courses. involving adults’ expectations in organizing the learning materials is also associated with the concept of self-directed learners in which adults take initiatives in the contributions of learning. students who adopt the selfdirected learners would be able to develop their learning autonomy and be involved in taking decisions on what they learn (loeng, 2020). the implementation of the first assumption at the tertiary level can be seen from how universities design a standard or a norm that underpins adult learners in teaching and learning. taylor and kroth (2009) state that one of the ways to support adult learning at university is by incorporating adult's life experiences in the classroom since their experiences are fundamental. to apply this first assumption in the classroom, adult students are involved in rearranging the classroom setting before starting learning. the lecturer, for instance, can ask adult learners to arrange the chairs and tables which can support the communication between adults and the lecturer. moreover, the lecturer can ask adults' expectations for the next meeting of the course after finishing each topic. lecturer, furthermore, should analyze adult learners’ needs by conducting need analysis at the initial meeting because this activity would assist them to meet with their learning needs. needs analysis is an activity for gathering the information from learners in order to the curriculum design meet with students’ expectation, needs, and autonomous (hariyadi & yanti, 2019). in virtual teaching and learning, particularly during covid 19 pandemic, the application of self-concept can be applied by conducting need analysis before online class started. the lecturers may arrange a simple questionnare which consist of several questions for checking adult learners’ expectations and needs. checkingstudents’ expectations through the analysis need before virtual learning started may allow lecturers to design materials and methodologies that compatible with students’ needs in their online classes. the lecturers, in addition, may incorporate technological platform in order to enhance students’ engagements. kahoot, for instance, is one of educational platforms to facilitate distance learning. the lecturers may use kahoot in both practice and review the students’ understanding during the remote learning conducted. licorish (2018) highlights that kahoot application offers a different learning atmosphere, attracts students’ attention, and makes students more focused on the lessons. therefore, involving adult learners through some activities, such as conducting a need analysis, setting the class, incorporating technological platform, and asking their learning expectations and needs will help adults to enhance their self-concept in learning. 4.2 experiences the second assumption of andragogy is that adults have rich experiences which can impact their ways of learning (knowles et al., 2014). pitts (2013) points out that personal or professional past experiences will assist students’ progression in learning. likewise, boud and miller (1996) note that experience is the foundation of all learning because it optimizes the opportunity of adults to learn. therefore, experience in learning plays an essential role to support both lecturers and adult students in teaching and learning. adults maintain their experiences based on the concept of ‘who they are' when they learn new knowledge by comparing and contrasting (merriam & bierema, 2014, p. 50). consequently, adults tend to object or question new information, and a traumatic experience can impede their learning. hence, varied backgrounds of adults have an influence in learning. since adults’ experiences have been the main resources of adults’ learning, purwanti (2017) argues that teachers should explore and understand adults’ experiences as this information plays an essential role in assisting adult learners meet their needs. moreover, this information would assist teachers to select appropriate learning materials for adults to support and optimize their learning. for the application of this second assumption at university, lecturer can employ innovative teaching techniques to meet adult learners' experiences and learning. tandon (2016) in his book innovative pedagogy, defines two innovative activities which might be useful for lecturers. firstly, outdoor event preparation, an event which can be conducted outside the educational programs such as exhibitions, consumer fair, and trade fairs. through this outdoor activity, adult learners can learn specific skills such as negotiation or selling skills which will be beneficial to maintain their experiences in learning. secondly, realtime business commencement, which is useful to boost students' entrepreneurship skills. lecturers may also help learners to maximize their experiences in this process by asking their past experiences in organizing these events. asking this information would be useful for the improvement of adults’ experiences as they more rely on their experiences in learning (pitts, 2013). both outdoor https://doi.org/10.31849/elsya.v4i1.7473 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 89 activities can be developed by educators to enhance adult learners' experiences. the incorporation of adults learners’ experiences in virtual learning during covid-19 can be done by the utilization of videos and projects. in online learning activities, lecturers may post videos related to the topics of learning and have them express their opinions in a small discussion group by including and comparing their personal stories and experiences. to support the use of video, the lecturers may design a simple project to engage students learning activities based on meaningful to-do in the real-life (project-based learning). this could be conducted by asking students to make a simple project related to the topic of learning, such as producing and sharing a video how to cook healthy food. the adult learners can present the result of their project via zoom meeting, google meet, you tube, or post it to their social media. 4.3 readiness to learn the readiness of adults to learn can be affected by social and professional developments referring to their social roles in certain communities such as friends, co-workers, and so on (merriam & bierema, 2014). these social roles are seen as an opportunity for a 'teachable moment', a specific time for adults to enhance skills in order to cope with new challenges (merriam & bierema, 2014). in applying this third assumption in a classroom, watkins (2005) suggests lecturers to ask adult learners’ specific experiences related to topic or course content and their expectations. this can be applied by facilitating learners to have a discussion which also will enhance their engagement. in addition, learners can also be encouraged to reflect and to organize their thoughts after the discussion then presenting the result of the discussion in a small group or in front of the class. these learning activities may also be applicable in the online learning, particularly during covid-19 situation. to facilitate e-learning and readiness in learning, educators may ask adult learners to choose a particular case study that reachable in their circumstances. after choosing the case study, the lecturers divide adult learners into some groups by creating a simple poster, then asking them to present virtually via zoom or any supporting technological tools for learning. lectures may ask other students to give inquiries and feedbacks. these activities would help adult learners to gain readiness for learning since they should prepare their presentations. in order to implement this third andragogy characteristic, educators need to equip themselves with knowledge and understanding on self-directed readiness tools to check students’ readiness (gencel & saracaloglu, 2018) so that they are able to utilize these learning tools to direct self-directed readiness for their students. in other words, to support the implication of andragogy, readiness to learn, educators should equip themselves with supporting skills, such as the use of technological advances. 4.4 motivation dörnyei (2020) clearly argues that motivation refers to the psychological conditions of people’s thought, or any related factors that affect people’s actions and thoughts. the role of motivation is pivotal in education. purwati (2020) argues that motivation remains essential for supporting learners in learning. in terms of adults’ motivation in learning, adult learners are intrinsically motivated to learn (knowles et al., 2005). internal motivations, such as quality of life and job satisfaction are more effective on adults than that of external factors such as having better jobs and higher salary (knowles et al., 2014). however, it is too general to claim that all adults are merely influenced by internal motivation. merriam and bierema (2014) point out that not all adult learners are intrinsically motivated since other external factors such as duties on job or participation in training can be the reasons why adults are highly motivated to learn. misch (2012) reports that despite the fact that medical students, for instance, are both internally and externally motivated in learning, such as in following governmental and professional regulations. when medical students are to obtain a medical license, they have to pass the national examination, or if they have high enthusiasm to become a physician, they have to finish their medical school (misch, 2012). thus, it is clear that adults’ motivation to learn is not merely affected by the intrinsic motivation, but external motivations also play an essential role in their learning. to improve adults' motivation in learning, aragon (2003) suggests educators to establish a supportive learning environment where learners can participate actively. this can be done by encouraging learners to respect, to appreciate, and to value others’ opinions (blondy, 2007). to apply these values, lecturers should employ a communicative teaching strategy that can encourage adult learners to have a discussion. in an online classroom setting, lecturers, for instance, may ask adults to join an international webinar, take notes of important points, and let them to discuss via zoom or other supporting platforms with their peers. after discussions, lecturers may suggest their adult learners to write the result of the discussion in a local newspaper or create a video so that other people can reach their opinions. furthermore, merriam and bierema (2013) mention that instructors can link adults' needs and interests with the learning content, so that they become internally motivated. based on these suggested implications, it can be highlighted that in order for boosting adults’ motivation in learning, lecturers should design learning activities that can engage learners to participate actively in both online and offline classroom settings. https://doi.org/10.31849/elsya.v4i1.7473 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 90 4.5 need to know another characteristic of andragogy is that adults must know the reason why they learn new knowledge, as their learning orientation will drive their engagement in learning. knowles et al. (2014) underline that before adults decide to learn, they will think of both benefits and consequences. therefore, it is pivotal for lecturers who teach adult learners to explain and to give reasons why they learn the courses (knowles et al., 2014). explaining reasons and the importances of learning courses before learning will be essential in enhancing students’ learning awareness. it is the main duty of facilitators to assist adult learners in having awareness to learn a particular topic (merriam & bierema, 2014). the implication of learning strategies and activities plays an essential role to help adults aware of their learning orientation. this can be done by incorporating learning activities such as case studies, conducting interviews, and problem-solving activities for capturing their learning orientation (conrad & donalson, 2004). these task-based activities are practical since they provide learners with real-life experiences (knowles et al., 2005). the implementation of learning activities, such as conducting interviews and problem solving tasks, is also applicable in virtual learning by driving adults with a critical question. for instance, lecturers may ask: how can parents assist young learners to study online effectively in their home? after posting this problem, adults may interview their neigbours in order for overcoming the problems and guiding them to collect the data. likewise, domysheva and kopylova (2021) note that it is of paramount importance to provide practical activities based on real-life situations and adult learners’ job-related duties. for example, when designing speaking activities, educators should build problems that have to be solved in a discussion. furthermore, the first meeting of class can also be used for checking adults’ learning orientation. at the initial class meeting, educators may start explaining the content of the course and ask their reasons why they learn the course. 4.6 problem-centered learning merriam and bierema (2014) clearly state that adults are problem-centered, and there are two basic reasons why adults are problem-centered. first, when adults bring an issue to their learning, they will have a motivation to learn (merriam & bierema, 2014). for instance, when an adult is diagnosed with covid-19 and his/her health has been deteriorated because of this virus, it will drive the adult to find more information about this virus, the treatment, medicine, or way control his/her daily intake. this condition is called problem-centered as an adult learns based on the problem that he/she has. this first reason correlates with the previous characteristic namely internal motivation. another reason why adults are problem-centered is because learning through problem is more engaging and applicable in real-life situation (merriam & bierema, 2014). although adults are mature and have experiences, the role of facilitators in guiding problem-centered learning is still needed. regarding the role of facilitators, teaching adults in problem-centered learning is different from teaching adults in traditional classes. while an educator tends to be the source of learning in traditional classes, an educator acts as a facilitator in problem-centered learning (rico & ertnmer, 2015). similarly, schwartz cited in rico and ertnmer (2015) states that during the discussion process of problemcentered learning, the educator acts as a facilitator, not as the expert of information. incorporating this sixth principle in teaching online can be developed by encouraging adults to have a discussion that present multiple views from experts and their classmates via zoom or supporting learning tools. to facilitate adults’ understanding, engagement, and interpretation of the issue, the lectures can use the polling features of zoom. for instance, before the discussion conducted, the lectures can inform to adults to post some questions then ask other students to respond the queries using the polling features. the use of polling in the online discussion would help lecturers to check students’ engagement and assist adult learners in taking decisions on the issue that is being discussed. educators should encourage learners in making decision through problem-based learning in which they take responsibility for their own learning while enhancing their own self-directed learning skills (abraham et al., 2016). using problem-based learning approach, a study conducted by hadi and izzah (2018) reveals that the students become more open and comfortable to share their problems in learning english resulting in a better self-regulation by creating strategies and plans to improve their english collectively in both face-to-face and virtual classes. 4.7 the difference between andragogy and pedagogy in accordance with the six assumptions and the difference between andragogy and pedagogy, it can be highlighted that there are several significant differences between andragogy and pedagogy (hughes et al., 2013). firstly, in terms of learning orientation, in pedagogy, children tend to study in order to pass tests while adults tend to have reasons why they learn something. secondly, in pedagogy, the teaching and learning process must be guided by teachers while adults tend to be self-directed in learning. the third difference is learners' experiences. in pedagogy, children seem to have fewer experiences than adults who have varied experiences. this is in line with o’shea’s (2016) study finding that age impacts selfdirected learning as adults at 25 years and older have higher learning experiences allowing them to be more self-directed https://doi.org/10.31849/elsya.v4i1.7473 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 91 in learning. the fourth difference is on the readiness to learn. while the readiness of children depends on teachers' preparations, adult learners are often driven by their willingness to learn something new related to their real life. the fifth difference is students’ orientation in learning. in pedagogy, children learn based on the curriculum content, but adult learners are self-oriented. the last is students’ motivation. in this factor, the difference is visible because children tend to be extrinsically motivated while adults are more intrinsically motivated. due to the differences in the way of adults and children learn, it is pivotal for educators to consider the six characteristics of andragogy when teaching adults. these can be done in several ways; conducting outdoor event preparation, encouraging adult learners to rearrange the setting of their own classroom (kroth, 2009), customizing their learning depending on their individual learning objectives (domysheva & kopylova, 2021) and many other activities as mentioned in result-analysis section. it is also important to note that the application of six characteristics of andragogy should also involve adults’ experiences, expectations, and needs in designing the learning activities and materials as it would be the useful information for teachers. in a nutshell, the difference between andragogy and pedagogy is outlined in this following table: table 1. the outline of differences between andragogy and pedagogy characteristics pedagogy andragogy self-concept children are more dependent to the teachers in the teaching and learning process. the teachers tend to be ‘the decision makers’ in terms of decide what and why children learning the lesson adults are more self-directed and responsible in their learning as they are independent learners. experiences children are less experienced than adults. therefore, as the resource of learning, they rely on the experience from teachers. adults have more experiences and they rely on their experiences as the resource during the process of learning. teachers might not able to employ independent learning techniques in this stage since children use teachers’ experiences during the process of learning. to explore adults’ experiences, teachers/lecturers may employ independent learning methods. readiness to learn children need to wait for the instruction of teachers related to what, why, and how to learn. the readiness of adult learners in learning is also dependent on the social and professional environment. motivation young learners are driven by external factors in learning, such as parents, friends, or their teachers. adults are motivated by both intrinsic and extrinsic motivations, such as salary, job satisfaction, and etc. need to know young learners do not need to know the reasons why they learn particular lessons as they more highly rely on their teachers in guiding them. before learning, adult learners need to know why they have to learn particular subjects. problem-center learning teachers can use teacher-centered learning, curriculum-based learning and other types of teachers learning center. in teaching adult learners, teachers/lecturers can employ studentcentered learning, problem-centered learning, performance-based learning 5. discussion andragogy is a method that specifically focuses on supporting adults’ learning addressing several characteristics of adult learning (merriam & bierema, 2014). from the result section, it can be highlighted that the six principles of andragogy can be applicable in designing teaching and learning materials, teaching methods, and assignments. it can be also pointed out that andragogy has six assumptions in describing adult learners’ characteristics: 1) an adult is someone who has an independent selfconstruction (self-concept); 2) an adult has more experience than children (experience); 3) an adult has a https://doi.org/10.31849/elsya.v4i1.7473 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 92 readiness to learn (readiness to learn); 4) an adult is highly affected by internal motivation than external motivation (motivation); 5) an adult often knows the reason why he/she learns something (need to know); and 6) an adult is a problem-centered rather than subject-centered (problemcenter learning) (knowles as cited in merriam & bierema, 2014). similarly, hughes and quinn (2013, p. 13) argue that there are several general characteristics of adult learning: 1) the process of adults’ learning is continuing, not starting; 2) adults have a set of experiences; 3) adults have knowledge and values; 4) adults have aspirations and intentions in situational learning; 5) adults have learning expectations; 6) adults have a competing interest; 7) adults employ phase of learning. the way scholars classify these characteristics may seems different but these actually imply similar meaning and characters. this present study has suggested several examples of the applications of each principle of andragogy (see result section). the implication of every characteristic of andragogy requires the role of both lecturers and students, so that the practical implication of each andragogy character can be done effectively. the implication of selfconcept principle, for example, requires lecturers’ strategy and understanding in delving adult learners’ prior knowledge. it is also essential to note that lecturers may employ more than one andragogy principle in their teaching process as these principles are intertwined. the utilization of more than one andragogy characteristic would be beneficial in enhancing the effectiveness of teaching strategy used by lecturers. for example, lecturers may apply self-concept, adults’ experiences, and students’ motivation principles together in both face-to-face classrooms and virtual classrooms. however, there are still limited literature discussing how to incorporate more than one andragogy’s characteristics in the classroom. therefore, further research on this topic is needed to analyze the effectiveness of its implementation in the classroom. the application of six characteristics of andragogy requires the integration of supporting learning strategy and technology in order to meet learning objectives. for instance, the use of pbl (project based learning) and zoom, the utilization of task-based learning and kahoot, and other supporting teaching methods and tools. with these characters of andragogy, it is worth to note that learning happens differently on adults and young learners. while young learners might rely more heavily on the role of teachers, andragogy is the opposite. bowling and henschke (2020) state that andragogy and pedagogy are two learning models that have historical correlations in education and learning processes. they further explain that although pedagogy discusses both adults and children learning, it is more focused on children than adults. even though several studies have attempted to analyze and to discuss andragogy and pedagogy in various different contexts such as education and business (putri & elihami, 2021; hägg & kurczewska; 2019; sharifi et al., 2017), research focusing on pedagogy and andragogy that will analyze and discuss students’ perspectives on the applications and usefulness of these two theory of leanings may need to be carried on. since this study also focuses on the six characteristics of andragogy at the tertiary level, these characteristics would also be important in encouraging lecturers or teachers in university contexts to optimize their professionalism. this is because teaching students at tertiary level is also categorized as teaching adult learners who rely on their independence and experience. the study conducted by purwanti (2017) shows five emerging data on the lecturers’ perception towards their professionalism. the lecturers’ perceptions are in line with five principles of adult learning theory. these five perceptions are 1) teachers believe that learning as a mandatory activity for them, 2) learning affects teachers’ experiences, 3) teachers have passion in learning, 4) learning as the orientation of teachers, 5) teachers learning due to internal motivation. what have been emerged in her study are similar to the five characteristics of andragogy; self-concept, experience, readiness to learn, orientation to learning, and internal motivation. in terms of the future research of andragogy and pedagogy in efl context, the application of these two different theories of learning needs to be classified. teaching english as a foreign language (efl) has been a common term that is applied in countries using english as a foreign language such as indonesia, thailand, china, and etc. in other words, this term is used for those who learn and teach english as an additional language in non-english speaking countries. in spite of the fact that the demand of learning english in indonesia has been bloomed, efl teachers still find it difficult to develop students’ english communicative skill (purwati, 2019). this can be influenced by both internal and external factors such as students’ lexical resources, pronunciation, motivation, school facility, and so on (see batubara et al., 2020; nursafira, 2020; nur aisyah, et al., 2021). to assist efl teachers to improve their professional capacity and practice, particularly in the rural area, it is essential to have special treatments referring to strategy and approach, learning materials, teaching methodology and learning speed (saiful & triyono, 2018). these factors can be linked to the six principles of andragogy. in order to reach the scientifically prove of these six characteristics of andragogy, further research needs to be conducted in regard to the incorporation of six characteristics of andragogy in efl contexts because the study on this issue is still limited. several examples provided in this study might be applicable for any language learners and majors but these have not been entirely focused on efl. lavasani and https://doi.org/10.31849/elsya.v4i1.7473 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 86-95 https://doi.org/10.31849/elsya.v4i1.7473 how to cite this article: purwati, d., mardhiah a., nurhasanah, e., & ramli, r. (2022). the six characteristics of andragogy and future research directions in efl: a literature review. elsya : journal of english language studies, 4(1), 86-95. 93 faryadres (2011) suggest that this might happen due to the lack of literature related to andragogy in efl contexts and they then urge the need of one specific methodology according to adults’ properties in the contexts of efl. thus, research focusing and providing real examples taken from english language learners’ experiences are desirable to provide more meaningful implications. this study has several limitations resulting in some directions for further research. first, the current research mainly focused on exploring the characteristics of andragogy implying the need to consider other aspects of andragogy, such as its advantages, disadvantages, gender, age, learning styles, beliefs and theories underpinned andragogy, its practical suggestions, and so on. a study of hubers et al. (2020) highlight only two characteristics of andragogy in their study suggesting that when designing a course for adult learners, in their case, a teacher development program, educators should match between learning goals and the designed activities. although a study shows that the application of six principles andragogy has enhanced english students’ skills (syamsuddin & jimi, 2018), a study of hiew and murray (2021) find that six principles of andragogy were only partially implemented and the program did not completely address the learning needs and learning approaches of the adult learners. besides, a study conducted in saudi arabia at taif university revealed that students have different perspectives toward the characteristics of andragogy (aljohani & alajlan, 2021). therefore, further studies explaining how to apply each six assumptions of andragogy in the context of teaching english as foreign language (efl) incorporating english language learners’ needs and autonomy may become an interesting attribute to explore in efl contexts. based on the application of each characteristic of andragogy, it is also important to note that there are methodological differences between pedagogy and andragogy as a result of neurological differences due to the difference of how adults and children’s brain work (point park university, 2020). this implies the needs of different teaching material and utilized techniques when teaching people at different ages. further study addresses teaching techniques and materials using andragogy approach highlighting the six characteristics should also be conducted to provide practical implications for educators teaching adult learners. the implication of six characteristics of andragogy also encourages lecturers to use students learning in designing their teaching activities. therefore, lecturers need to equip their teaching activities with different types of students learning center to engage the students. these kinds of techniques refer to project-based learning, discovery learning center, cooperative learning, and etc. the utilization of these teaching techniques is not only useful to optimize adult learners’ experiences, but also to encourage adult learners to be more independent in learning. in addition, the methodology of this study is limited, therefore, the employment of a more comprehensive methodology when approaching this issue should be considered. as has been argued by note et al. (2021), in andragogy, it is free to employ any different types of methods for supporting the communication as long as these support the intervention and open the ways of people thinking. 6. conclusion andragogy is a learning theory discussing the way to assist adults in learning. this study has explored the concept of andragogy, reviewed its six characteristics, and provided several suggested implications on how to apply its characteristics in the teaching and learning processes. the suggested applications of the principle of andragogy have also adjusted to the teaching process of current pandemic situations. many researchers have studied the implication of andragogy, but only a few studies discuss how to apply each six principles in both face-to-face and virtual teaching and learning processes. the implication of six characteristics of andragogy, furthermore, can be integrated in teaching methods, designing learning materials, and structuring the assignments for supporting adults learning. the difference between andragogy and pedagogy as well as the direction for future research have also been discussed. the main differences of these two learning theories can be highlighted from the six characteristics of andragogy: learning experiences, learning orientation, learners' self-concept, readiness to learn, motivation, and students' orientation. further study that primarily focuses on the implementation of six assumptions for english language learners (ells) in an english as a foreign language (efl) context need to be conducted in order to provide more practical and meaningful implications for educators teaching adult learners in teaching. references abdullah, m., chamid, n., & khamim, k. 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(2013). rameses publication standards: meta‐narrative reviews. journal of advanced nursing, 69(5), 987-1004. https://doi.org/10.1111/jan.12092. https://doi.org/10.31849/elsya.v4i1.7473 https://doi.org/10.1155/2020/3816132 https://doi.org/10.1177/0741713620921361 https://doi.org/10.31849/utamax.v3i2.6464 https://doi.org/10.31849/elsya.v2i2.3968 https://doi.org/10.1016/j.jbusres.2019.07.039 https://doi.org/10.1111/jan.12092 elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849 vol. 5, no. 3, 2023, pp. xx-xx (in-press) journal homepage: https://journal.unilak.ac.id/index.php/elsya 1 original research constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ philip foday yamba thulla & ibrahim mustapha fofanah njala university, freetown, sierra leone article info abstract article history: received 20 may 2023 revised 19 july 2023 accepted 30 july 2023 the purpose of the research was to examine the constructivist referents in oumar farouk sesay’s poem ‘the song of the women of my land’. this required an analysis and understanding of the referents (terms that clearly and indirectly refer to persons, things or events) and whether the referents were used in the poem to express grief by women. the research questions were as follows: a) does the poet use referents that suggest the death of traditions that celebrate old women, song bards, and songs from the past more than any other word? b) is the poet more likely to employ poetic allusions to indicate negative constructivism? and c) is the poem’s use of prosodic features related to the message? this study used computational and content analysis methods, which incorporate a careful poetry-reading critical approach, to identify and calculate constructivist referents. the referents were then manually broad-coded to include whole lines and verses. the exact words, phrases, and sentences related to the topic were coded and their frequency was determined. these were calculated by counting the number of times a referent appeared. the themes were then selected and interpreted, with a focus on relating them to the poem’s constructivist viewpoint. finally, the main prosodic elements of the poem, as well as the referents that create them, were established. the results show that most referents by african poets are used to emphasise that traditional culture is dying and that the referents romanticise the fleeting nature of beauty in poetry and the pacifying effects of rural pastimes. keywords acculturation adulteration constructivists folk customs referents corresponding author: yamba, pythulla@njala.edu.sl 1. introduction the purpose of this study is to examine how referents are used in african poetry, with a particular focus on oumar farouk sesay’s (2016) ‘the song of the women of my land’. the use of referents in literary analysis is an integral part of african poetry but has received little attention. according to kusch (2016), a literary referent is not an open door between the minds of authors and readers. this is because the literary representation does not correspond to reality. because of this, most literature students find poetry more difficult to study and understand than prose. a figurative description of the poem, which is considered a semi-scientific creation of a poet that aristotle (c. 350 b.c.) perceived as a neurotic or hero (cited in watson, 2019), worsens the situation. while the general public has access to many critically acclaimed african books and poetry, including works by well-known authors such as chinua achebe, wole soyinka, ngugi wa thiang’o, and others, research indicates that little literary criticism that examines the references made in these works, particularly those by sierra leonean writers, is available. as a result, little is known about the works of african writers, let alone those from sierra leone. for instance, in their criticism of africa, wenske (2021), siundu (2020), and tunde (n.d.) employed references to race, african aesthetics, and other elements to depict their more populous, well-known countries and homelands. students studying for public exams such as wassce, bece, neco, ssce, gce, ncee, jamb, and university students in west africa perform abysmally due to a lack of understanding of referents in poetry (thulla, et al., 2022). the study will be useful to the field of english language studies in general, as well as to underperforming students, because https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 2 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ it will assist them in developing critical thinking skills by studying the references of literary works and interpreting them in ways readers may not have considered previously, particularly in understanding poems from sierra leone and other african countries. furthermore, there is a disconnect between what other non-african writers say about african literary subjects and what sierra leoneans understand and consider to be true. this is due to a disagreement over how to connect the appropriate referents in african poetry to african ideologies and institutions, such as conrad's (cited in kazmi et al., 2021) portrayal of africans as degenerate people in ‘heart of darkness’ or dale et al. (2020) stereotypical media portrayal of blacks, or the possibility that the literature currently in use may not be sufficient to establish this relationship. the aim of this study is to correctly connect references and meanings in the selected poem. a close reading of sesay’s poem was conducted, with a focus on identifying, calculating and analysing the use of referents. the referents were then manually broad-coded to include whole lines and verses. in the second step of coding, exact words, phrases, and sentences were coded to identify their frequencies, prosodic features, and connotative interpretations. the codes were then categorised, and the frequency of each referent was determined by counting the number of referents and themes were then identified. in studying oumar farouk sesay’s poem, the authors discuss constructivism at both the cognitive (individual) and social or pastoral levels. this implies that the constructivist approach can be used to help african students relate to literary works and increase student writing performance, which is similar to taufik et al. (2020) findings. this paper examines the concept of constructivism to study the literary components of the selected poem, which suggests that sierra leonean traditional practices are dying and being replaced by foreign traditions as a result of modernism (thulla, 2019). the authors believe that a) the poet would use referents suggestive of the death of traditions that celebrate old women, song bards, and songs of bygone times more than any other word, b) the poet would more likely employ poetic allusions to indicate negative constructivism?, and c) the poem’s use of prosodic features would be related to the message? the paper begins with an introduction, then reviews the literature on referents in african poetry, moves on to a detailed analysis of sesay’s poem, and concludes with a discussion of the study’s implications. 2. literature review 2.1 history of african poetry the history of african poetry began in the 1960s when african poets and pan-africanists advocated for african liberation before most african countries gained independence. this period includes the precolonial, colonial and post-colonial periods. before writing was introduced to africa, oral artists, as onebunne and obasi (2019) claim, africans told stories orally. they argue that ‘african literature springs from an inborn love of telling a story, of arranging words in pleasing patterns, of expressing in words some special aspects of our human experiences.’ (p.2) according to thulla et al. (2022), these oral means included stories, proverbs, riddles, songs, music and dance to express their thoughts. according to okpewho (cited in thulla, 2019), the origins of african oral literature date back to the 19th century. at that time, europeans such as james george fraser (1854-1941) and his colleagues began collecting information on the customs and oral literature of the communities they ruled. the resulting works are all based on oral tradition and, according to scheub et al. (2023), sheikh hamidou kane’s ambiguous adventure (1961), ngugi wa thiong’o’s a grain of wheat (1967), j.m. coetzee’s life and times of michael k (1983), bessie head’s a question of power (1973), al-ṭayyib ṣāliḥ’s season of migration to the north (1966), and kateb yacine’s nedjma (1956) are some examples. most of the poetry produced during this period was didactic and secular, such as the gabay, jiifto (chant poems), buraambur, balwo, and the hees from somalia (scheub et al., 2023). reactionary poets and pan africanists who eventually became known as nigritude poets, such as césaire, léon damas, and léopold sédar senghor, first emerged during the colonial era. according to micklin (2008), the best-known negritude works by these poets were damas’ ‘pigments’, senghor’s ‘hosties noire’ and ‘chants d’ombre’, and césaire’s ‘cahier’, which founded the periodical ‘l’etudiant noire’. the terrible occurrences that are inherent to postcolonial africa are presented in postcolonial poetry and contemporary african poetry, the majority of which occurred before and after most african countries obtained independence (jones, 1967; okiche, 2018). lenrie paters, wole soyinka, syl cheney-coker, john pepper clark, oswald mtshali and leopold sédar senghor, titilope sonuga, titilope sonuga, titilope sonuga, ijeoma umebinyuo, yrsa daley-ward, dylema, caleb femi, siana bangura, gbanabom hallowell, oumar farouk sesay, amongst other prominent poets of the era. our study topic is pertinent elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 3 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ because african poetry appears to have never stopped romanticising africa or demonising its institutions or leaders, even though the majority of modern poems are about love, family, death, and religion. in his poem ‘the song of the women of my land’ we explore the question of whether constructivist referents in modern african poetry still stigmatise or romanticise. 2.2 the use of referents in african poetry african writers, according to kamara (as cited in thulla, 2019), frequently draw on their african heritage and culture when they set out to write. according to henderson (cited in foreman, 1997), who wrote ‘speaking in tongues: dialogics, dialectics, and the black women’s literary tradition’, black women ‘speak from a multiple and complex social, historical and cultural positionality, which, in effect, constitutes black female subjectivity’ (p. 9). this suggests that interpretation, or our title term, referent, is an old practice in black literature in which african writers use objects, persons, and places. to reflect on the views of the usage of myth in kazi nazrul islam’s poetry, biswas (n.d.) employed mythical allusions in his analysis of kazi nazrul islam’s poetic form. in a similar vein, orhero (2023) focuses on how ojaide and anyidoho use their poems to revive verbal combat traditions to interpret and modify contemporary realities. in a more profound approach, okunlola (2021) uses deixis to show how the referents are intimately connected to the social suppression issue depicted in taiwo oloruntoba-oju’s ‘losses’ poetry. aside from ulogu and okunna (2022), who recently used cultural referents to examine the cultural items present in selected texts by chinua achebe and george ndubisi, very few scholars have used referents to analyse the poetry of african writers, and the tradition of africa continues to be lost primarily because very little is known about it (thulla, et al., 2022; fofana, et al., 2021; adom et al., 2021), which provides justification enough for the need for the present study. 2.3 the role of referents in conveying meaning in african poetry a referent is the thing to which linguistic expressions or symbols in poetry refer. to convey the desired meaning in poetry, literary critics have frequently used mental images, symbols, figures of speech, and other techniques (arifah, 2016). african poets use referents to metaphorically represent what objects or symbols mean to convey their ideas, feelings, and emotions. these referents may be more abstract concepts that cannot be physically perceived, touched, or seen, such as actual words, or they may be literal entities that are being referred to (abrams and harpham, 2014). speaking of african poetry, gates (cited in bennett and royle; 2023) states that black people have always been masters of the figurative: saying one thing to mean something entirely different, which has been basic to black survival in oppressive western cultures. this is supported by the fact that the figurative is a major concern in african poetry. even now, poetry like sesay’s ‘a song of the women of my land’ makes this embodiment clear. according to copeland and struck (2010), allegorical presentations are another literary device that contributes significantly to expressing meaning in literature. these presentations can be scary to students and even seasoned academics who venture outside of their historical specialisations. it is possible to compare and contrast allegory with verbally drawn-out metaphor. it is only a very extended metaphor from one viewpoint, but not from another. according to bandia (2014) and wales (2014), the use of referents by african authors frequently appears obscure to modern readers because it is a distinctive feature of african poetry. research also demonstrates that poets frequently use referents to express various emotions in poems that are subjected to literary critic analysis. regarding the significance of referents in african poetry, gaudioso (2017) said that occasionally the presence of the referent is so strong that misunderstandings are certain to arise during the interpretation of poems if this reference is not recognised. according to wainwright (2015), poetry is the most personal form of literature, and african poets have extensively used referents to successfully communicate their intended meanings. the best indicator of a poem's intended meaning is the presence of relevant referents, and the poem's meaning is determined by the language’s articulatory potential. noel (2014) and rayan (2014) made the observation that the use of obliquity in poetry is appropriately verified for meaning and that the comprehension of referents is inexorably developed by the purposeful usage of symbols. a symbol, according to nabukonde (2012), is an object or an action that denotes another thing through association, likeness, or convention. it might stand alone as something, or it might allude to something more substantial. though none are unchangeable and are determined by various cultures and eras, several symbols have generally acknowledged, universal meanings. politics and metaphors are two examples of symbols that are used in daily life. literary symbols are used to convey a text’s meaning in a way that goes beyond what elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 4 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ is explicitly stated and suggests a different meaning based on cultural understanding. symbolism can contribute to an internal system of meaning by enabling a writer to explain abstract concepts in personal words that are in keeping with their surroundings. poetry is made more rich and complex by symbolism, which adds a new depth to readers. this study examines if the poet’s use of references is compelling enough to communicate his constructivist ideas in a clear and succinct manner. 2.4 the theory of constructivism in behaviour transformation constructivism is a problem-based learning approach that focuses on basic communication skills such as listening and speaking. it has stimulated interest in many sociocultural studies, especially literary studies, and has enhanced the effectiveness of criticism. it emphasises adaptation and assimilation, allowing humans to integrate new information into existing frameworks without altering existing knowledge (thulla, 2019; crossman, 2016; carpendale, 2013). understanding human learning and brain function helps apply learning activities to various subjects, similar to the functionalist perspective. constructivism, a problem-based learning philosophy, supports investigative research during the constructive learning process, focusing on interconnected parts (sorden, 2012; tarnopolsky, 2012; tan, 2021). according to kalina and powell (2009) and pecore (2013), a student's ability to build individualised learning strategies depends on the situation. the relevance of contextual characteristics in discourse meaning is highlighted by kecskes (2014), holmes and stubbe (2015), and malyuga and tomalin (2016), which offers a useful framework for examining whether learning theory may minimise conventional practices in sesay’s poetry. scholars such as choy et al. (2021) and ma and xia (2021) have examined acculturation types but have not studied the relationship between acculturation and enculturation. according to ferguson and bornstein (2012), cultural practice is a distinct process that produces traditional acculturation and 21st-century interpersonal influences. studies such as troesch et al. (2021) have linked cultural practice to acculturation, second language skills, and constructivism, highlighting foreign dominations affecting human systems and civilizations. what this study looks at in the chosen poem is how diasporic experiences dilute identities, resulting in hybrid representations in cultural forms and a mixture of cultures. indigenous rites are diluted when they interact with western traditions, as is implied in the selected poem (welsh, 2010; dutfield, 2017; gould, 2014; hussain, 2017; menon, 2016; witmer and scully, 2022). the endorsement of the acculturation model for second language acquisition by tavakoli (2013), larsen-freeman and long (2014), and téllez (2016) helps to explain how ethnic minorities acquire languages. however, several scholars have emphasised its lack of attention in l2 learners, as it suggests acculturation is closely linked to language learning and influences usage efficiency and that it has not produced convincing results, leading to minority unrest among colonial tribes (majavu, 2022; gathii, 2020; mamdani, 2020; maylam, 2017; heleta, 2016; adger, et al., 2014; kaul, 2012; de costa, 2010). in a study, wei and xu (2022) show how exposure to a second culture can directly and indirectly improve a learner’s ‘l2 wtc’ (p. 258). a similar finding was made by panicacci (2019), who found that immigrants’ attachment to their traditions and host culture and ‘heritage language (l1) and host language (lx)’ (p. 87) are related. conversely, folk revivals entail sympathisers of dominating cultures being culturally motivated by their own civilisation, according to orosco (2016) and barlow (2017). sibani (cited in thulla, et al., 2021) highlights the strategy of opposing infiltration and corruption through non-acculturation methods. the increase in population, which is a result of acculturation and adulteration, is one example of how western civilisation has impacted traditional african societies. in sierra leone, traditional art is largely used for training, counselling, and education (thulla, 2019). modernisation has led to the loss of cultural humanities and emotional responses in african arts (fofanah, et al., 2021; porto and zembylas, 2020; thulla, 2019; pillay, 2014). while african poets like oumar farouk sesay, christopher okibo, dennis brutus, and kofi awonoor continue to explore themes of tribal sentiment, racism and apartheid, literature and visual arts have the most symbolic impact on such issues. the constructivist method, which social scientists and narrative researchers have borrowed, supports the notion that encounters with the outside world have an impact on people’s views and behaviours. according to esin et al. (2014), this method adopts naturalism and analyses the effects of diversity and participants' shared meaning, making it suitable for the current study. participants’ shared meaning, in this case, the poet, the poem’s context, and the larger context are determined by this method’s adoption of naturalism. this viewpoint made it possible for the authors to properly examine the references made within the poem’s greater narrative and give a perspective-based interpretation. the study examines and interprets elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 5 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ references in ‘the song of the women of my land’ by oumar faruk sesay using constructivist and/or acculturation interpretations. 3. method the study examined oumar farouk sesay’s use of language to suggest the death of tradition, poetic allusions used to express negative constructivism, and the connection of prosodic features to the poem’s meaning. this study used both content analysis and the computational approach used by kao and jurafsky (2012) to compute and interpret referents and prosodic features of oumar farouk sesay’s ‘the song of the women of my land’. these methods were used to obtain statistical results and a contextual understanding of the selected poem. a close reading of the poem was carried out, with an emphasis on identifying the referents. the referents were then manually broad-coded to include whole lines and whole verses. in the second step of coding, the exact words, phrases and sentences related to the topic were coded and their frequency was determined. these were calculated by counting the number of occurrences of a referent. the themes were then selected and interpreted, with a focus on relating them to the poem’s philosophy. finally, the main prosodic elements of the poem, as well as the referents that create them, were established. 4. results this section presents the results of the study. the study used content analysis and computational methods to analyse the poem’s referents and prosodic features. the researchers read the poem, broad-coded and recoded topic-specific words, and calculated their frequency. themes were chosen and interpreted. the research questions were as follows: a) does the poet use referents that suggest the death of traditions that celebrate old women, song bards, and songs from the past more than any other word? b) is the poet more likely to employ poetic allusions to indicate negative constructivism? and c) is the poem’s use of prosodic features related to the message? the results of the study are presented below. research question a): does the poet use referents that suggest the death of traditions that celebrate old women, song bards, and songs from the past more than any other word? to answer this question, the researchers read the poem closely and identified the referents, which were then manually coded and computed. table 1 below displays the concrete words used in the poem and the word count. table 1. concrete words and word count word count word count word count chipping 1 lost 2 bits 2 women 5 memory 2 ploughed 2 sponged 1 pain 1 celebrate 1 lives 8 commune 1 unborn 1 ankles 1 soul 3 song 13 forlorn 3 roams 2 fields 4 land 7 dirge 1 chisels 1 echo 2 verses 2 stuttering 1 theatre 1 toil 1 tenor 1 wriggling 1 hollering 1 gain 1 laboured 1 fading 1 cuffed 1 terrain 1 mindscape 1 away 3 tune 6 servitude 2 lyrics 6 story 2 today 1 scorned 1 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 6 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ word count word count word count remains 1 strip 3 pen 1 screeching 1 lips 1 ghost 1 dying/dead 3 the authors anticipated the poet to employ words more frequently, connoting the demise of a tradition and extolling old women, song bards, and melodies. the result shows that, overall, the poet used more frequent words that celebrate the women of old, the song bard and songs of the past (women (5); lives (8); song (13)) and the attitudes (lost (2); forlorn (3); memory (2); servitude (2); strip (3); dying (3)) than any other word in the poem. this result is important because it supports the notion that african writers use precise references that are relevant to their cultural milieu. research question b): is the poet more likely to employ poetic allusions to indicate negative constructivism? to answer this question, the researchers carefully studied the poem, identified the referents, grouped them into themes, and then manually coded and computed the referents. table 2 below displays the poetic allusions used to express constructivism and their interpretation. table 2. poetic allusions used to express constructivism and their interpretation referent number of referent interpretation /…chipping…/ /…bits… trees…/ /…fading…/ /…memories…time…/ /…dereliction…/ /…sponged…/ 6 traditional african institutions are disappearing. /women’s…//…sang…fields…//…ploughed…terr ain…//…collective…/ /…celebrate…gains…/ /…give lyrics…lives…/ /…commune…unborn…/ /…beheld…lives…//…servitude…soul…//…dereli ction…lives…//who…soul…/ /for a song to sing… lives…/ 12 a traditional pastime of song bards (the women of old) and their efforts to maintain these pastimes. /today…fields…//left…wind…/ /remains…land…/ /the…lives…/ /it…lyrics…/ /a fading...echoing…/ /now…poets/ /the… lips/ /the…voice/ /the song …land/ /verses…toil/ /…they…ghost./ /…is all that remains…land./ /tune… tenor…/ /leaving…song…/ /the dirge...lives!/ /…lives./ /…my…/ /…scorned…/ /…my land…laboured…/ 20 today there is a desire to revitalize african traditional practices, but traditional performers are no longer available. the authors assumed that the poet would more likely use poetic allusions to express negative constructivism, mostly directed to show the death of tradition and neglect of the old way of life. the result indicates that the poetic allusions refer to mostly three interpretations: 1) traditional african institutions are disappearing with 6 referents, 2) a traditional pastime for song bards (the women of old) and their efforts to maintain these pastimes with 12 referents, and 3) today traditional african institutions are neglected and there is a desire to revitalize them, but traditional performers are no longer available with 20 referents. this result corroborates the researchers’ initial assumption that african writers tend to use reference details lamenting the decline of the african way of life as a result of the damaging effects of modernity. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 7 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ research question c): is the poem’s use of prosodic features related to the message? to answer this question, the researchers carefully studied the poem, identified the referents, and determined the common prosodic elements. table 3 below displays the common prosodic features found in the poem. table 3. common prosodic feature of the poem common prosodic feature sample referent alliterative: /c/ sounds /f/ sounds /v/ sounds /d/ sounds the long vowels: the /t/ tones: the onomatopoeic words: ‘chipping’, ‘chisels’ ‘fading’, ‘forlorn’, ‘field’ ‘vast’, ‘void’ ‘dereliction’, ‘decapitated’ ‘soil’, ‘sang’, ‘song’, and ‘story’ ‘tune’, ‘tuning’, and ‘tenor’ ‘wriggling’ and ‘hollering’ the authors also assumed that the poem’s prosodic features would be related to its meaning. the result suggests that the poet’s choice of sound devices, mostly alliteration and onomatopoeia, supports the idea expressed in the poem (see table 3). this result is important because it will help readers of african literature pay attention to the prosodic elements of african poetry, especially those related to poetic and literary content. 5. discussion this section reflects and expands on the study’s main results. generally, it focuses on the poet’s use of referents, poetic allusions, and sound devices to reveal rapidly disappearing african institutions. 5.1 the poet used referents glorifying old women, bards, and old songs more often than any other words in the poem farouk chooses african poetry allusions as a way of demonstrating his ethnic background. this enables the reader to make the most of the visual impact of these references that ‘ordinary’ words cannot convey. for example, the use of the word in extract 8 (see appendix 1) ‘sculptor’ in the first line supplements the use of the word ‘chisel’ in the second line. throughout his poems, he uses phrases consistent with his pastoral life and way of living, presenting the reader with these images symbolically and emphasising his claims about everyday life and ordinary people. the poet employs words such as ‘strips’ (line 3), ‘echoing’ (line 4), ‘fading’ (line 4), ‘forlorn’ (line 5), ‘fields’ (line 5), ‘ploughed’ (line 7), ‘mindscape’ (line 7), ‘sponged’ (line 12), ‘scars’ (line 19), ‘tune’ (line 19), ‘wriggling’ (line 33), ‘hollering’ (line 34), ‘stuttering’ (line 37). by juxtaposing images of neglect, loss, and emptiness, the poet paints a deep loss and sorrow for this fleeting antiquity. excerpt 1 serves as a harsh reminder of a rapidly vanishing legacy. the poem depicts a rustic rural agricultural life as well as women’s buried retreats in remote communities. the poet’s perspective of the concern and anguish of a fading institution (the african song) and its practitioners (the women of old) is the main theme of this poem, which opens symbolically. in the first stanza of the poem, the author connects ‘chipping away of bits of trees’ (line 1) and ‘fading fragments of women’s memory’. (line 4) in addition, contact between africa and the west has had a profound impact on their traditions, culture and folklore, leading to acculturation and adulteration, and the adoption of western lifestyles by africans to such an extent that they had nearly totally replaced them. this finding is important. this is because, consistent with the findings of piaget (2013), crosman (2016), and thulla (2019), young people who are only concerned with the present are often persuaded that traditional african practices are archaic because people integrate new information into existing frameworks without adjustments. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 8 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ 5.2 the poet more likely would employ poetic allusions to indicate negative constructivism the bolded words and phrases in extract 8 reflect neglect and erosion, which has serious consequences for today's youth, who are moulded by social, political, and economic events. these images skillfully capture this carelessness and fragility through pragmatic detail. farouk, for example, combines creativity and ruin in his portrayal of cultural decline and transformation from the past. he argues that key components of our society are constantly being destroyed or neglected in our efforts to construct. the use of this image emphasises decadence and neglect, suggesting that the songs of these bards and heroines died long before they perished. these heroines were forgotten before they died, and this folk tradition died before it had a chance to develop. in line 12, the poet describes the inner state of mind of these women using the phrase ‘terrain of their mindscape’ (line 29). this is similar to the youthful receptive mind explored by thulla (2019); porto and zembylas, 2020; and fofanah et al. (2021), from which the poet’s topic may have originated. the poet's use of the phrase ‘the dirge of their lives!’ (line 46) invites the reader to pause and interrupt the flow of the poem to summarise and embody the themes of recurring death, decay, and fading memory. the phrases ‘like a sculptor chipping away...time chisels away bits of their memory’ (lines 1-4) helps to describe the poet’s mood and mental state. extract 2 emphasises the constructivist idea — and farouk’s strong point — that not only are portions of memory erased, but the melodies of the tune are peeled away in such a way that africans are forced to learn new habits and simply incorporate them into existing frameworks without making any changes. this is consistent with the findings of many researchers who have studied the relationship between acculturation and enculturation, including choy et al. (2021), ma and xia (2021), schumann (as cited in zaker, 2016), ramos et al. (2009), and zaker (2016). extract 3 outlines the communicative purposes of indigenous practices in the past, one of which was to communicate with the unborn (and possibly the dead). this has significant implications for the study of literary referents. contextualizing the poet’s image in literary criticism is crucial to understanding the message of poetry. as thulla (2019), tavakoli (2013), larsen-freeman and long (2014), and téllez (2016) have found, these practices are linked to shared social values and morality among african peoples, especially indigenous communities. it helps clarify the references of the poem. in extract 4, a melancholy melody that seems to die entirely plays as the speaker wanders through equally depressing scenes. the poet’s soul is trapped like a ghost in search of a historian and cultural performer to tell their adventures and stories. in this poem, farouk seems to show the connection between women of the past and women of today in terms of perseverance in the face of misadventure. according to farouk, women have used songs in the past to express themselves, contemplate their lives and free themselves from the shackles that bound their souls and ‘dereliction decapitated the epic of their lives.’ ‘who ploughed their soil and soul/for a song to sing the story of their lives’ (line 29). these souls crave replacements that they cannot find right now. they are looking for a singer to sing a story about the enslavement of women at the time. the song of the women, on the other hand, has been demoted and dismissed. this poem makes explicit reference to the ‘indigeneity of place-based’ (witmer and scully, 2022). the speaker, on the other hand, offers a ray of hope, stating that there are still practitioners who lap the priceless but outdated tune of those forgotten women in poems, rhythm, and tunes of their songs, attempting to bring back the songs killed in the ‘forlorn fields’ (line 4) to sing the dirges of rural women. this is essential to the study of literature as it perpetuates the legacy of our societies, advances educational and historical studies, and strengthens our sense of identity. the poem, in extract 5, continues with the inevitable fading of the old institution, the respect for the women of old and the inexorable passage of time. the poet focuses on these subjects throughout the poem, but there remains only a glimmer of hope in the sense that many of sierra leone’s traditional arts have been neglected due to the negative effects of modernisation, and even fewer people understand their special importance. the speaker expresses this in the poem with forceful lines. these are metaphors that suggest the past is going away as time passes. farouk produces poetry in reaction to these subjects, believing that it would serve as a rallying cry for a return to the ancient ways, the preservation of traditional culture, and the remembering of our forefathers and mothers. this finding is generally significant because the decline of african traditional practices should concern not only african urban areas but also rural groups, supporting the arguments of researchers such as heleta (2016), maylam (2017), gathii (2020), majavu (2022), and mamdani (2020) who argue that acculturation is harmful and that there is reason to be concerned about the incursion of a foreign way of life into africa’s. the poem’s explanatory tone, which is largely moaning and gloomy, is presented in the poem, highlighting the severity of the neglect and degradation. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 9 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ the poet conveys this tone in a careful and meditative manner. indeed, the poet may be contemplating himself, but as the poem proceeds, a note of passionate explosion arises, expressing hatred and open emotional outbursts for the unsung heroines and their lost history. words like ‘chipping’, ‘time’, ‘chisels’, ‘memory’, ‘fading’, ‘echoing’, and others have sad meditation connotations, which highlight the acculturation notion that had never achieved any good results other than discomfort among indigenous tribes in africa. in extract 6, the phrases in bold seem somewhat hopeful. however, the expressions highlighted in lines 38-43 continue to undermine the glimmer of hope in lines 32-37. the poem's voice not only exposes and criticises, but also provides a useful detail of a significant sector—existing song bards, poets, and melodies—from which to construct an unaltered, undiluted, or perverted dominant culture, which is a tactic used by sympathisers of the dominant culture to combat cultural infiltration and adulteration by their civilizations (orosco, 2016; barlow, 2017). 5.3 the poet’s sound devices in the poem support the ideas presented in the poem the imagery of the poem and the sophisticated patterns of alliteration, assonances, and melody echoes that run throughout the poem reflect the early activity of the poet and the declining trend of unwritten songs of the women of the past. in extract 8, for example, alliterative /c/ sounds of ‘chipping’ and ‘chisels’; /f/ sounds of ‘fading’, ‘forlorn’, ‘field’; /v/ sounds of ‘vast’, ‘void’; and /d/ sounds of ‘dereliction’ and ‘decapitated’ communicate the progressive deterioration of those women’s song. the poet employs long vowels such as ’soil’, ‘sang’, ‘song’, and ‘story’ to evoke nostalgia and hymns to the deceased heroines, as well as a bell that summons the reader to act, remember, and make use of the old. he employs the /t/ tone of words like ‘tune’, ‘tuning’, and ‘tenor’ to convey hope and to remind the reader of the next steps. he also uses onomatopoeic words like ‘wriggling’ and ‘hollering’ to increase a sense of urgency. this has important implications for the context and audience to which the poet appeals in his poem, the need for reform of young people and society as a whole, as expressed in extract 9, which consists of several end-stopped lines that appear to follow the poet`s train of thought as he explores his emotions, primarily lamentations. the way that each line (or stanza) flows into the one after it symbolizes the passage of time and the irrevocable deterioration of important african cultural practices. this has a tremendous influence on african customs, culture, and folklore as well as on emotional and psychological reactions. the reader is urged to pause briefly while reading the poem, noting specific phrases such as ‘died’, ‘ghost’, ‘screeching’, ‘toil’, and ‘remains’ to ponder what the poet is trying to say. or, skip or delay the text to prepare the reader to transition to the next word or next line (such as the last line action of a poem). because this study focused on only one poem, the conclusions are limited. nonetheless, the results are important because they show how to analyse the work of african writers in general and how to examine referents so that readers can understand them. it is proposed to conduct similar studies on other poems by different authors to broaden the generalisation of the results. 6. conclusion the study has examined the different literary components of a poem. reflecting on the results, it is clear that most referents by african poets are used to emphasise that traditional culture is vanishing and that the references romanticise the transient nature of beauty in poetry and the calming effects of rural pastimes. we learned about the form and meaning of african poetry by delving into the many components of sesay`s poem. this knowledge will certainly help literature students improve their critical thinking skills by examining referents in literary works and interpreting them in ways readers may not have considered before, particularly when it comes to understanding poems from sierra leone and other african countries. furthermore, through analysis of sesay’s poem, we were able to discover that african poets often used poetic allusions and literary devices to evoke forgotten experiences from the past. this understanding would allow readers of african poetry to appreciate references to africa and to appreciate the good and bad effects of modernism. this study will also allow literary scholars to conduct a similar study, which will increase interest in the works of african writers, especially sierra leone writers. acknowledgment the authors are grateful to the poet of the poem under consideration, oumar farouk sesay, for allowing his poem to be used for analysis and for giving the authors some background information on his poetry. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 10 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ references abrams, m. h., & harpham, g. 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(2016). the acculturation model of second language acquisition: inspecting weaknesses and strengths. indonesian efl journal, 2(2), pp.80-87. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 14 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ appendix appendix 1. descriptive title. extract 1 chipping away of bits of trees the fading fragments of the women’s memory (lines 1-4). extract 2 they sang in the forlorn fields about their lives; songs of how they ploughed the terrain of their mindscape for memories of lyrics lost in the vast void of time, in those days when a song beheld their lives; when servitude cuffed the ankles of their soul, and dereliction decapitated the epic of their lives (lines 4-10). extract 3 with a song, they sponged off their anguish, to behold their collective pain, to celebrate their gains, give lyrics to the tune of their lives, cheat the tyranny of time, and commune with the yet unborn (lines 11-16). extract 4 in those days when a song beheld their lives; when servitude cuffed the ankles of their soul, and dereliction decapitated the epic of their lives. (lines 8-10) … who ploughed their soil and soul for a song to sing the story of their lives (lines 28-29) extract 5 today the tune roams the forlorn fields like sounds looking for lyrics. (line 24-25) the song of the women of my land left in the memory of the wind (lines 30-31). the tune tuning the tenor of my verse is all that remains of the song of the women of my land (lines 43-44), the dirge of their lives (line 46), time chisels away bits of their memory (line 2), it strips away lyrics of the song of the women of my land (line 3). extract 6 like a sculptor chipping away at bits of wood, time chisels away bits of their memory it strips away lyrics of the song of the women of my land leaving only a fading tune echoing the song (lines 1-4). extract 7 now feeding the verses of poets, it echoes in fields wriggling in rhythms and melodies, elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 15 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ hollering in distant tunes in places far afield from the forlorn fields, where the song of their lives died. the stuttering lips of my pen and the screeching voice of my nib try to sing the song of the women of my land (lines 32-37) in verses far from the theatre of toil where they left a song that now roams the land stripped of lyrics like a scorned ghost. the tune tuning the tenor of my verse, is all that remains of the song of the women of my land (lines 40-44). extract 8 like a sculptor chipping away at bits of wood, time chisels away bits of their memory it strips away lyrics of the song of the women of my land leaving only a fading tune echoing the song, they sang in the forlorn fields about their lives; songs of how they ploughed the terrain of their mindscape for memories of lyrics lost in the vast void of time, in those days when a song beheld their lives; when servitude cuffed the ankles of their soul, and dereliction decapitated the epic of their lives.… give lyrics to the tune of their lives,… yet time strips the lyrics and scars the tune, leaving a dying song… leaving the song to tell the story of their lives today the tune roams the forlorn fields… for a song to sing the story of their lives the song of the women of my land left in the memory of the wind. now feeding the verses of poets, it echoes in fields wriggling in rhythms and melodies, hollering in distant tunes… the stuttering lips of my pen… the tune tuning the tenor of my verse… who laboured and died leaving a dying song: the dirge of their lives! (lines 1-46). extract 9 where the song of their lives died. the stuttering lips of my pen and the screeching voice of my nib try to sing the song of the women of my land in verses far from the theatre of toil where they left a song that now roams the land stripped of lyrics like a scorned ghost. the tune tuning the tenor of my verse, is all that remains of the song of the women of my land who laboured and died leaving a dying song: elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 16 constructivist referents in oumar farouk sesay’s ‘the song of the women of my land’ the dirge of their lives! (lines 36-46) elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 183 language laboratory to overcome the barrier of classroom english learning: does it exist and is it used in islamic schools of majene? nur fadillah nurchalis 1, ermawati ermawati 2, ahmed sardi 3, and nursabra nursabra 4 1,4 sekolah tinggi agama islam negeri majene, majene, indonesia 2 institut agama islam negeri palopo, palopo, indonesia 3 institut agama islam negeri parepare, parepare, indonesia nurfadillahnurchalis@stainmajene.ac.id article history received : 21 may 2021 revised : 9 july 2021 accepted : 9 october 2021 keywords english english teachers islamic schools practical activities language laboratory abstract a staple issue in english language teaching is the fact that individual students in formal classrooms usually have minimal opportunity to speak due to large class sizes. recent studies have vouched language laboratories to be capable of overcoming this barrier. as far as the researchers know, no study has launched a wide investigation whether a language laboratory exists and is used to optimise the english learning in the islamic schools in majene, indonesia. this research applies descriptive quantitative design, involving 22 islamic schools in the level of junior high school. 22 english teachers that represents all the schools filled a questionnaire to provide the data. it is found that the islamic schools at majene do not yet have a language laboratory even though the english teachers consider it important. its absence is influenced by the lack of support from leaders. as a result, listening practice activities are rarely carried out. english teachers only carry out practical activities in the classroom with limited tools and materials. this research illuminates a concern for policy makers in the ministry of religious affairs in the field of islamic school education and the principals to hold a language laboratory at islamic schools. to improve english learning activities, the existence of a language laboratory in islamic schools is matter, so that students at islamic schools can show their quality in foreign language mastery and compete with others. 1. introduction even having learnt english for many years, english language learners still undergo some barriers in speaking english. some learners get confused when someone asks them in english, and some of them are afraid of making mistakes to respond questions or statements. it is due to lack of practice during the lesson (abdelaziz, 2017). most learners only practice their english in the classroom because there they can find partner to communicate (zaim, 2017). people used to learn english because they wanted to study literature written in english, but now people mainly learn english to communicate in the target language (rao &velagala, 2016). what teachers should do is providing and creating opportunities for learners to communicate in english as much as possible. communication includes learners’ ability to catch the meaning of what they listen and respond it in turn. class size can affect learners’ opportunities in practicing english (bosco et al., 2020). in an average foreign-language class, all language learners speak only 23,5% of the class time (desi, 2006). other 76,5% learners have to wait until the next meeting to practice speaking. if there are 10 students in the classroom, it means that there are only 2-3 learners who have chance to practice speaking. in fact, teachers should handle 20-30 learners in language classroom during 90 minutes. it means every learner has only around 2-3 minutes to practice whereas every learner needs more time to think and choose what words they want to express when they speak. in addition, many students state that their speaking performance is influenced by time allowed to perform (tuan & mai, 2015). speaking practice in few minutes cannot assure development of language communication skills. a recent consensus among educators and researchers alike is that a language laboratory can be expected to overcome those barriers. language laboratory has wide variation of possible feedback mechanisms (khaleel, 2020). it also creates better interaction and attentions (vishalakshi, 2011). this indicates that the interaction that can be created when learning english in the classroom is more limited. also, it helps teacher listen and care about the students without being detected with the help of facilities (obiageli & ogochukwu, 2017). language laboratory offers many kinds of activities to apply. teachers can manage communication in various directions, such as monologue, dialogue, and doing group discussion in sufficient time without distracting each other. joan and mabel proved that students achieved better in a language learning when they learnt in a language laboratory than in a classroom (joan, 2016). language laboratory also helps learners who are shy to perform in front of the class. it overcomes learners’ shyness by providing private activity in the use of headset and microphone (kin-sys, 2007). it intends to keep his/her http://ojs.journal.unilak.ac.id/index.php/elsya mailto:nurfadillahnurchalis@stainmajene.ac.id elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 184 privacy. language laboratory is not only designed for inclass activities, but also self-study. it aims to increase practice time even after the class ends. for instance, learners will record themselves and compare the way they speak with native speakers, so they can identify their mistakes. those kinds of treatments will improve learners’ confidence to communicate. language laboratory has potency to accelerate learning process (blanco-elorrieta & pylkkänen, 2017; nonci et al., 2018). a laboratory is great. it provides learners relaxation, exposure to authentic learning, confidence, individuality, interactions, and immediate feedbacks. it is best place to practice listening and speaking, but not for reading and writing. teachers’ creativity, up to date knowledge, and selection of software decide the attainment. a well-adjusted approach will make language laboratory a perfect strategy in the long-term success of the language learning process (chandradasa & jayawardane, 2018; cosmas, 2020). it shows the strategic position of a language laboratory at schools. nevertheless, a number of language laboratories only become accessories. many of them are not functioning properly. majority teachers are not trained well to use lab equipment (kurniawa, 2014). they teach at language laboratory room, but they apply traditional ways to teach speaking as they do in traditional classroom. language laboratory is not limited to a set of machine and equipment in a room physically, but it is rather than digital technologies that enable learning experiences (kampushaen, 2013). on other hand, the language laboratory is positively disposed since the use of online learning is readily available to be used (adamu et al., 2018). the main point of teaching in language lab is participation of all learners to hone their listening and speaking skills with technology supports (ermawati & umar, 2020; khalil & ibnian, 2020). islamic schools, as schools under control of religious affairs ministry, has the motto “-islamic schools are better and better to choose islamic schools,” (kemenag, 2014). through this motto, islamic schools initiate to show their excellence in which the students can learn both general and islamic science at once. islamic schools promote integration of religious and general knowledge as their value. islamic schools’ students are expected to be able to master foreign languages such as arabic and english. islamic schools’ students are demanded to have special quality. therefore, foreign language skill improvement becomes an important matter. to achieve a very good progress in english, the use language lab is offered as way to foster students’ language skills. in a language laboratory, students’ participation increases. the learning proses is also more interesting (krishna, 2021). the interest in doing this research stemmed from anxiety over the limited opportunities for practicing english in the classroom. this study is a part of an attempt to fill the gap in the lack of time for these opportunities due to the large number of students in the classroom becomes very important when compared to the number of benefits offered by the language laboratory as contained in the literature. investigation of the existence of a language laboratory to overcome language learning barriers due to the large number of students in the classroom has not been the concern of previous researchers. therefore, this study aims to investigate the existence of language laboratories in islamic schools in the level of junior high schools of majene to overcome language learning barriers due to the large number of students in the classroom. 2. literature review language laboratory is an audio-visual installation used in modern teaching methods to learn the foreign languages (deepika & kalairasan, 2012). language laboratory is a specific room in which foreign language instruction can be enhanced through activities, or training. it is designed exclusively for learners to learn theory and practice the language lesson (stack, 1971). these two definitions limits language laboratory as a room facilitated with modern machines. cesteros (2014) describes language laboratory more broadly. language laboratory is much more than a tool for training, drilling and listening discursive language. it is a place to learn and experiment with real samples of languages, learn languages and exercise in its use. language laboratory is modification of multimedia technology and language instructional materials that stimulates learners’ multisensory. it intends to build up communication practices which are adaptable. this innovation has been recognised as an enjoyable learning tool that closes to students’ real life (evan, 2009). these definitions emphasise that language laboratory is not only a room with completed hardware, but also about various software available to support many kinds of communication practices. the main purposes of language laboratory are to make individual practices of learners more effective, and increase productivity of language learners (navas, 2013). furthermore, english laboratory is a powerful tool with which students can acquire the target language in a low anxiety setting and interesting, rich and comprehensive input (chandradasa & jayawardane, 2018). mercy emphasises that language laboratory is convenient for both low and high language achievers and can solve many language problems (mercy, 2016). language laboratory offers solutions for a number of obstacles in language learning. its usage is vital (obiageli & ogochukwu, 2017). in adamu & umar’s research (2018), they discuss about students’ opinion about advantages of the use language lab in their learning. that research found that students who learnt in the language laboratory could realise the correct pitch better than other students who learnt in the classroom. it indicates a positive role of language laboratory to improve students’ pronunciation. http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 185 the same as adamu et al.’s findings, sihite (2017) also found that learning english in language laboratory works effectively for students. it happened because language laboratory applies technology integration. it offers variety of interactions which provide lots of opportunities for students to practice. considering that good prospect of using language laboratory in learning a foreign language, it also is important to know any significant obstacles in practicum activities faced by students at school. therefore, this research concerns on identifying barriers encountered by english teachers on english learning practicum at language laboratory at islamic schools in majene. there are two important things to consider in this area: 2.1 kinds of language laboratory language laboratory has developed rapidly over the years. it helps teachers provide foreign language lesson. aleman categorises four kinds of language laboratory (mercy, 2016). there are: 2.1.1 conventional laboratory it is the earlier form of language laboratory. it is equipped with very simple tools such as tape recorders and audiocassettes of target language to teach. conventional language laboratory used tape recorder to replace human element (allen, 1974). it was because human had limitation energy to do drilling in the classroom, while tape recorder was indefatigable. teachers operate it in conventional ways in which teachers turn on the cassette player and the learners listen to it. after that, learners will imitate the way to pronounce it. it does not have specific difference with language learning conducted in the traditional classroom which completed by several aids. distraction among learners potentially happens. the use of the lab is incorporated with pedagogical framework, support form learners, and interaction between tutor and students (alkhaldi et al., 2016). this is no longer common. its presence helped pronunciation improvement among students (adamu et al., 2018). this kind of language laboratory is no longer used. 2.1.2 lingua phone laboratory it is similar to conventional laboratory, but it is more modern. this lab provides headsets for students to listen the cassette played by the teacher. this additional aid reduces distraction among learners. learners also can listen the cassette clearly because headset makes students more focus (sihite, 2017). another modern lingua phone laboratory uses an electronic device which has dual functions. it is used to play the cassette, and also repeat the recording. learners can use this to compare the recorded voice and native speakers’ voice from audio cassette. also, it functions as normal cassette and as repeater to help record and to play back in comparison (matthew, 2020). it is an improvement of conventional language laboratory. it promoted autonomous learning (asri et al., 2016). 2.1.3 computer assisted language laboratory (call) this type of laboratory uses computer for language instructions. the language teaching materials are available in the computer. this is one of the well-known speech laboratories which all courses are already stored in it (matthew, 2020). it contains some features to assist teachers selecting suitable activity to perform. call continuous to grow over time. these days, the computer is also equipped with internet connection, so both teachers and learners can explore various learning activities in websites. such thing is called web assisted language laboratories (wall). call which develops gradually is categorised into three stages. they are behaviouristic call, communicative call, and integrative call (barson & debski, 1996). also, call laboratory simply let students interact with teachers in systematically computerized system (asningtias, 2018). the programs of behaviouristic call emphasises on language repetition. it was believed that the more learners have drills, the faster learners speak foreign language fluently. the point is drills and practice. in its development, the communicative call was initiated by communicative approach well-known in the 1970s and 80s. it was assumed that drilling was not insufficient to create authentic communication patterns for students because all instructions still relied on the teachers while communication should be learners’ initiation. then, the integrative call combines two important technological developments of the last decade, namely multimedia computers and the internet. in addition, call is not limited to teach communication skills only. call also works for teaching vocabulary and grammar (khaleel, 2020). 2.1.4 multimedia hi-tech language laboratory multimedia hi-tech language laboratory is combination the use of computer which contains variety of media such pictures, video, graphics, etc. and the use of online resources linked to computer. multimedia hi-tech language lab becomes powerful since it requires hypermedia. hypermedia gives lots of contributions for language learning. it facilitates comprehensive self-study, so that when teacher practice with half students in the room, another half can learn independently. therefore, every student has enough chance to practice with the help of sophisticated tools (kumar, 2017). also, the laboratory makes students focus on the presented issue without taking any notes and teachers become more independent to use the availability of the laboratory (borowska & enright, 2015). furthermore, it provides lots of software available to use online that can be used in the multimedia language laboratory such as aristoclass, renet, hiclass, etc. (matthew, 2020). there are four reasons why language laboratory are better used for language teaching (sihite, 2017). they are first, it creates a more authentic learning environment like http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 186 in the real word because it uses two sensory, namely listening and seeing. student are able to listen and practice the language for more language acquisition (abdulla & kumar, 2017). secondly, skills are effortlessly integrated. learners can improve their english skills at once because various media integrate listening, speaking, reading, and writing in one activity. thirdly, learners are more discipline in learning because teachers have set communication activities like individual and group activities. they cannot set their own because teachers handle the master program. it is effective to hone on particular aspects and skip other aspects. finally, a primary advantage of hypermedia is that it simplifies a principle focus on the content, without losing a secondary focus on language form or learning strategies. for instance, while the main lesson is in the foreground, students can have access to a variety of background links which will allow them rapid access to grammatical explanations or exercises, vocabulary glosses, pronunciation information, or questions or prompts which encourage them to adopt an appropriate learning strategy (warschauer, 1996). some schools have a language laboratory, and some of the not. the kinds of language laboratory may vary. it depends on the principal’s policy whether he or she save budget to run, or to renew or to update its hardware and software. some schools have lots of budget, but the principal as policy maker does not put language laboratory as priority to upgrade (aulia, 2016). quality of language laboratory relies on principal’s commitment to follow the development of modern technology. the more modern a technology, the more helpful it is. each kind of language laboratory has their own obstacles and challenges for users (sihite, 2017). in addition to the modern technology use, the management of language laboratory to support language use is challenging not only for school system, but also for teachers and students (aulia, 2016). 2.2 factors affecting effectiveness of language laboratory yeong & chiew (2014) mention the considered important factors affecting the effectiveness of language laboratory instruction system. they are: 2.2.1 human elements or users there are two regular users of language laboratory at schools. they are teachers or instructors, and learners or students. both of them have different needs and responsibility when utilising the language laboratory. in addition to the language learning in language laboratory to become more effective, there are some things that teachers must pay attention to (aulia, 2016; sihite, 2017). they should know how to operate all tools available in the room, and all gadgets on the console panel and their familiarity to all tools. it is not only about turning on the machine or pushing or clicking buttons by reading the standard operating procedures, but they should know how to maneuver it to learning objectives. teachers also have to know the programming techniques, for example how to introduce various activities to break repetitive drills which is monotone, how to encourage learners to participate with enthusiasm and how to evaluate learners’ progress (khaleel, 2020). teachers are one of the keys of english learning success in the laboratory. teachers do not only bring benefits for themselves in using language laboratory equipment, but also bring benefits to students, especially the effectiveness and efficiency of their learning (adamu & umar, 2018). therefore, schools need to pay attention to their policy of sending their teachers to participate in language laboratory operation training. it is also necessary for learners to know certain things when they want to use language laboratory. they should learn how to use the entire gadget set up in the booth including headset and responding buttons (sihite, 2017). they must dare to communicate with the communication patterns designed by the teacher. they have to follow instructions. they need to measure their achievement by considering learning objectives (krishna, 2021). 2.2.2 the strategies there are some ways to utilise language laboratory. here are systematic strategies for effective instruction (sihite, 2017). an instruction should be managed based on its objectives. like instructional process in traditional classrooms, activities in language laboratory should be developed by considering instructional objectives. teachers should split the learnt skills into small units and provide instruments to measure whether the objectives have been achieved or not (aulia, 2016). it is also support students to provide real exposure of usage of real life of english native speakers. the use is always the shift of traditional to be more supported learning environment, in this case is language laboratory (asningtias, 2018; krishna, 2021). before giving a treatment, teachers should give pre-test to know learners’ prior knowledge in the unit. it aims to map learners’ performance and choose what treatment that is suitable for them. if the performance is higher than the standard level, the unit should be skipped, but if the performance is lower than the standard level, the unit should be taught. after giving treatment, a post-test should follow (adamu et al., 2018; sihite, 2017) also, strategies in managing the use of language laboratory is to organise the activities planned in advanced. the activities are referred to activities which consider the safety, comfort, effectiveness and efficiency (asningtias, 2018; aulia, 2016; matthew, 2020), learners who pass the post-test could certainly continue to the next unit. on the other hand, the learners who do not pass the post-test should revise the previous unit. the administered tests avoid boredom to those who are more proficient. they do need to repeat many times what they have mastered. in contrast, for those who are less proficient, the lesson becomes challenging for them (yeong & chiew, 2014). managing this situation language laboratory is feasible because it provides multiple http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 187 channels and response analysers sophisticatedly (aulia, 2016; krishna, 2021). in addition to managing instructional objectives, utilisation of audio-visual aids prevents the boring activities for learners like the monotony drilling. language laboratory should utilise novel learning tools. the use of multimedia teaching such as slides, film-strips, and music break the monotony. patel highlights that the use of multimedia makes the class interesting, and lively enhancing the initiatives of both teachers and learners (patel, 2013). the presented material by using audio-visual aids should provide content for discussion, practices and testing in which the aids serve freedom for learners to perform (sahraini & syamsudarni, 2018). the strengthening activities in language laboratory also should be interesting; otherwise, it drives learners into tears. teachers should maintain students’ motivation to learn foreign languages. an entertaining activity really helps a lot. teachers may give games or quizzes which are relevant to the instructional objectives. it also speeds up learners’ understanding. berte in buska et al. (2020) argued that the implementation of activities in a language laboratory relied on the coordination of both teachers and laboratory manager or technician. to optimise the needs of practice activities, the use of appropriate language laboratory equipment, materials and administration should be communicated among the ussers of a language laboratory. 2.2.3 the software chapelle in borges revealed that software and hardware have a strong attachment to language learning in language laboratories. software has several advantages such as providing various native speaker models in different media; offering a language learning curriculum; doing need assessment; determining better treatment for students; recording students’ activities and evaluation; and being available at any time (borges, 2014). adequate and appropriate software such as lesson plan, programmed tapes and course-book let language laboratory instruction system work effectively and efficiently (sihite, 2017). lesson plan is the main point of instructional process. it covers the performance objectives, source of instruction materials, time allotment, and methods of instruction, instructional activities, and test items (permendiknas no 41, 2007). it contributes to teachers’ readiness to handle the class. it monitors the teachers not to do other activities that is irrelevant to objectives and takes time. a tape used in language laboratory should contain learning materials, drill exercises, test items, and assignment for reinforcement for the teaching of target language (adamu et al., 2018). if the tape contains nothing, the language laboratory will look like a bottle without water. it cannot heal thirst. the software in the electronic devices should be various, so that it increases teachers’ creativity to modify and select suitable programs to apply in the class. it also stimulates learners’ sensory such as eyes and ears to acquire the language easily and quickly (patel, 2013). a tape-recorder allows students to record their sound to be used in teaching communicatively (nonci et al., 2018). in addition to software, soft file of course-book is also provided by publisher to help teachers a lot. it inspires teachers to perform teaching. it has been stored in computer and presented to students by using available features in the system (sihite, 2017). however, teachers should develop it based on their students’ needs. they can add, omit, mix, modify and substitute some parts. if the course-book is so easy for learners, it will not challenge them. in contrast, if the course-book is too difficult for the learners, it may kill their motivation. the need analysis is applied to identify the students’ need in order to enable teachers to construct survey to identify the appropriate technological tools used in the language laboratory (aulia, 2016). 2.2.4 the hardware the instruction system at language laboratory would be effective and efficient if the machines function properly. the more frequently a language laboratory is used, the bigger its possibility to broke. it happens because some learners deny the regulations of language laboratory usage, for example they pull some cables, they push some buttons harshly, and they ruin the headphone and microphones in the booth. the failure of machine affects interaction between teachers and learners. it is important to deals with regular maintenance to protect the language laboratory devices. the repair and recheck of the tools can possibly prevent them from possible damage situation (aulia, 2016). afterwards, this turns important to have someone who is responsible for the maintenance of the machine and equipment in the language laboratory. a language laboratory manager or coordinator has to manage that job (marzuki, 2014). there are two kinds of maintenance. they are preventive and curative maintenance. as preventive maintenance, teachers should train the learners how to use the equipment, identify the functions of each machine, and handle the tapes in correct ways. learners should keep clean the headphone and microphone for hygienic purposes. there are certain devices are damaged easily if they get with dust. curative maintenance means that teachers and learners should identify the equipment and machine which are not functioning properly, so that after the class they tell the language laboratory assistant to handle it. it aims to make sure that every minor or major fault is repaired without unnecessary delay (yeong & chiew, 2014). 2.2.5 supporting system to keep the effort and enthusiasm of language laboratory users, there should be consistent encouragement and support from the administration (krishna, 2021). there should not be complicated administration to use language laboratory room to conduct experiment. if administration of http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 188 language laboratory usage is complex, it discourages teachers to use it. they will prefer teaching at traditional classroom to teaching at language laboratory. the principal as a policy maker should have good coordination with language laboratory manager to allow language laboratory users to use with high confidence. the principal is expected to enrich resources and make the facilities better for teaching and learning in language laboratory (sihite, 2017). an activity in a language laboratory cannot run properly because coordination and organisation systems are not implemented properly (buska et al., 2020). therefore, each party must carry out their main duties and functions so that the management of learning in the laboratory runs systematically. activities that run systematically tend to produce effective results. 3. method this research aims to explore information provided by the english teachers from multiple islamic schools in majene, west sulawesi, indonesia, regarding the existence of english language laboratory at islamic schools in the level of junior high school. the study uses a descriptive quantitative method, using questionnaires to collect data from the english teachers that represents each school. the population of this study are twenty-four english teachers from twenty-four islamic schools. random sampling is used with slovin’s formula (stephanie, 2003) with 10% margin errors, thus the representative samples in this study are 22 english teachers. table 1. list of representative islamic schools and english teachers no islamic schools english teachers 1. mtss guppi mekkatta nm 2. mtss ddi totolisi hs 3. mtsn 2 majene sb 4. mtss ppti tamo jm 5. mtss guppi pesuloang sf 6. mtss al-qalam teppo sr 7. mtss ddi lombo’na wy 8. mtss bpii pamboang af 9. mtsn 1 majene eh 10. mtss ddi seppong nl 11. mtss muhammadiyah pelattoang rw 12. mtss guppi ulidang am 13. mtss ddi baruga nd 14. mtss darul hikmah poniang hw 15. mtss guppi majene sr 16. mtss ddi banua ab 17. mtss ddi somba nd 18. mtss ijtihad sambabo pm 19. mtss ddi taukong an 20. mtss limboro sendana ib 21. mtss ddi majene bp 22. mtss ddi malunda sr to gain information related to this research, the researchers used eight-item questionnaire which were given and completed at the end of 2019 and in the beginning of 2020. the data gained from the questionnaire were analysed by using per centage technique. 4. results after analysing the data regarding the existence of language laboratory in english learning at islamic schools in majene, west sulawesi, overall results are displayed on tables 2, 3 and 4. table 2. existence of a language laboratory in islamic school of majene no questions yes no 1 do you have a language laboratory at your school? 0% 100% 2 according to you, is the language lab important to support your language practicum activities at school? 100% 0% 3 is there a budget for providing language laboratory facilities at your school? 0% 100% 4 have you ever been assigned to take part in a language lab training course by your leader? 0% 100% 5 is there a language laboratory technician at your school? 0% 100% 6 does your school have teaching materials in the form of textbooks equipped with audio cassettes or cds for language practicum? 50% 50% table 2 shows that all (100%) english teachers from every 22 islamic schools admit that their schools have no a language laboratory. their schools only have regular classrooms that are not specialised to conduct english learning practicum. there is no technological instalment in a specific room which supports to manage effective interaction among students in learning a new language. multimedia laboratories, conventional laboratories also do not exist. when the digital world has penetrated all aspects of life in this 21st century, the absence of language laboratory at schools is certainly concerning. http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 189 all english teachers at islamic school in majene, west sulawesi agree that the existence of language laboratory is very important to facilitate students to practice a second or foreign language learning. their agreement shows that the provision of a language laboratory has become a necessity in learning foreign languages. a hundred per cent english teachers affirm that none of their schools provides budget for language laboratory facilities. it indicates that the language laboratory is not priority for policy makers at schools. from many needs of schools, the procurement of this language laboratory has not been considered a priority. this can be seen from the budgeting carried out by policy makers in schools all principals at islamic schools also have never assigned their english teachers to join or to attend language laboratory training. it indicates that policy makers at school do not support professional development of english teachers in terms of the usage of language laboratory. the alignment of the policy makers for the development of the teacher's self-development in the field of language laboratories in schools has not been seen. in addition, 100% islamic schools have no language laboratory technician. this shows that the school does not yet have human resources who are capable of managing a language laboratory. this also indicates that the recruitment of laboratory assistants or technicians in schools has not been considered important. nevertheless, there is some hope as 50% islamic schools have teaching materials in the form of textbooks equipped with audio cassettes or cds for english learning practicum, even though an equal number of schools (50%) do not. this shows that some english teachers in islamic schools of majene have preparations to carry out practical activities by using existing materials. table 3. the english skill that is rarely practiced by students no questions choices per centages 7 from the four english skills, which skill is rarely practiced by students? a. listening 81.8% b. speaking 16.6% c. reading 0% d. writing 1.6% table 3 presents that there are 81.8% english teachers at islamic schools in majene who seldom conduct practicum activities for listening skill; there are 16.6% who seldom have practicum activities for speaking; and there are 1.6% english teachers who seldom practice writing with their students. all english teachers at islamic schools in majene often conduct practical works for reading skill. it implies that students at islamic schools are familiar with reading activities than other skills. listening skill becomes the skill that is most rarely practiced by students. its portion is very low among others. this is relevant to what amal et al say that efl learners are not familiar with listening to native speaker sounds (amal, 2019). it is because they rarely practice listening. table 4. factors affecting the infrequent practical activities for the under-used skills no questions choices per centages 08 what is the cause of the lack of practical activities for that skill? a. teachers have lack of teaching materials for that skill 40.9% b. teachers do not master the skill 0% c. teachers do not have teaching media to teach it 59.1% table 4 shows the reasons why english teachers at islamic schools may rarely accommodate their students to practice a certain english skill as indicated in table 3. 40.9% english teachers reasoned that they had lack of teaching materials for that skill. it implies that some english teachers at islamic schools in majene do not have listening, speaking or writing references for practical activities. the others of 59.1% english teachers make a reason that they did not have teaching media to teach it. it indicates that teachers have limitation on supporting media to provide practical activities for certain skills such as listening, speaking and writing. for practical activities of the four types of language skills, teaching and learning media especially media from technology development and usage contributes to facilitate english learning practices. technology offers ease for both teachers and students (ahmadi, 2018). a modern language laboratory provides many kinds of media and facilities in which english teachers can design effective interaction in limited time to improve students’ chance to practice the new languages that they learn. therefore, the existence of language laboratory must be noticed. 5. discussion the current study results support the existence of language laboratory in english learning. there are three main categories as the main focuses to show language laboratory existence at islamic schools as follow: 5.1 language laboratory facilities all the islamic schools in majene as the place for the study do not have a language laboratory. even though schools have no language laboratory, most of the teachers believe that it is an important infrastructure to have at school. furthermore, they do not have the facilities to carry out these activities. they carry out practical english activities, not in accordance with the criteria for actual practicum activities. in the system of indonesia education, http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 190 infrastructures and school facilities has standard. this is regulated in the regulation of the minister of national education of the republic of indonesia number 24 of 2007 (national education standards agency, 2020). it is critical to construct educational infrastructure in such a way that the education offered is as accessible and effective as possible. the statements are replicated findings from barret et al. (2019) regarding the belief that language laboratory facilities and infrastructure can support the achievement of students’ learning outcomes. unlike the findings of mulyaningsih (2019) regarding the existence of the language laboratory, she found in her research that vocational schools in ogan komering ulu palembang had good facilities. unfortunately, the infrastructures of their language laboratories were poor. this totally had an impact on english activities which were not optimal at schools. in her research, she correlated the results of students’ national examination scores to the facilities using spearman rank-order correlation coefficient. she found that the infrastructures of language laboratory were quite influence students’ learning outcomes (mulyaningsih, 2019). that research emphasises that in the existence of a language laboratory totally support english activities at schools. its facilities offered to school strengthen the students’ performance. thus, the provision of a language laboratory with modern facilities must be budgeted by the schools. in addition, the presence of human resources who are capable of managing language laboratories must also be a concern. the presence of a language laboratory in islamic schools does not only bring benefits for english but also arabic as well. islamic schools under ministry of religious affairs (mora) have that both foreign languages in the curriculum (aslam, 2016). optimisation of foreign language learning can be achieved when islamic schools prepare adequate facilities for both teachers and students. the importance of availability of learning facilities had been emphasised by lebuan in his research. he found that instructional activities had significant and positive impact when teacher assessment and learning facilities are controlled (lebuan, 2017). a language laboratory as one of supporting facility in language learning cannot be denied. if a school already has a proper space to be used as a language laboratory, then the school needs to consider procuring the completeness of the contents of a language laboratory such as master table, computer, etc. in today's modern era, the provision of a language laboratory is not impossible. if a school has not been able to hold a multimedia-based language laboratory, a conventional-based or lingua-phone-based language laboratory can be attempted. the facilities needed by conventional and lingua phone language laboratory are not difficult to find. furnitures such as tape recorders and headsets are easy to find at affordable prices. language laboratory facilities is not only about hardware. it is also about software. even a school has good quality of language laboratory hardware, but it is not equipped with adequate software, then the language laboratory cannot function optimally. audio or video files that can optimize language learning are also as important as the procurement of language laboratory hardware. however, the procurement of a language laboratory must also consider the number of seats provided in a language lab. if the seats provided are only able to accommodate half of the number of students, then what is expected cannot be achieved optimally (al-ameedi et al., 2019). the procurement of a language lab must be equipped with adequate facilities so that the lab can work according to its functions. 5.2 learning activities the results above show that practical activities in language laboratories, especially in islamic schools of majene, are very passive. teachers transfer knowledge and apply learning activities in the form of assignments only in regular class. the absence of schools’ initiative to send english teachers to participate in language laboratory training makes teachers less competent to prepare themselves to manage language learning in language laboratories in the future. these kinds of conditions have a negative impact on language learning at schools. this finding is distinctly different from mulyaningsih’s (2019) who emphasized that the language laboratory facilities and infrastructure in vocational schools had a sufficient influence on student learning achievement. it is also found that the results of this research contrasts to the findings of obiageli & ogochukwu (2017), who revealed the importance of the language laboratory for english learning. they identified the importance of the language laboratory for english learning, emphasising that language laboratory is best used for teaching speaking in which students fully participate in speaking and interacting with their partners. unfortunately, islamic schools in majene do not have such facility, thus problems related to lack of participation for practical activities are still happening. due to the absence of a language laboratory at islamic schools of majene, there is no high participation in learning activities which trains students’ speaking skills; there are only speaking learning activities with limited participation. it can be said that the existence of a language laboratory greatly affects the level of student participation in practice speaking english. learning speaking is closely related to listening learning. if students do not have good listening skills, then it will affect their speaking skills (tuan & mai, 2015). therefore, listening practice activities should be intensified. the absence of this language laboratory becomes a factor that affects the rare implementation of listening practice activities at islamic schools of majene. this also automatically has an impact of lack of input that affects the low language production. playing audio or video and providing texts in language laboratory increase language input for students. it leads to http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 191 language acquisition for them. nevertheless, a bunch of input without sufficient interaction by students will not lead to language acquisition (maharsi, 2016). giving language input and promoting interaction can be done by teachers in the regular classroom, but assistance of advance technological tools in a language laboratory can make it more effective and efficient. 5.3 school policy for language laboratory existence the current study also extends the finding of the literature by identifying the urgent of the language laboratory for improvement in english skills. this can be identified from what the english teachers of islamic schools in majene believe that the existence of language laboratory is urgent for students’ improvement in english skills. limited facilities and infrastructure make the english teachers powerless to carry out practice activities. unfortunately, this belief is not supported by the availability of a budget for procurement of language laboratories by school policy makers. school finances must be managed wisely which is consistent with the findings by mosala & mofolo (2016). the school must be selective to determine the priority needs of the school, so that they can use the budget wisely and can support the effectiveness of learning in schools. budget allocations made in schools reflect the priority level of policy makers there. if the language lab has not been provided so far, it could be because the language lab is not considered a priority to be provided. this view needs to be changed if schools think that students' english language skill is a soft skill which is very important for them to develop at this time. if policy makers have no sufficient budget for providing a representative language laboratory at a school, headmaster and english teachers may take an initiative to allow students bring their own devices. teachers may apply mobil assisted language learning (mall) approach, in which students are allowed to bring portable technology devices to language classes. mobile technological devices such as laptops, smart phones, tablets, etc has computing power (sung et al., 2016). it brings great potential in language classrooms. those mobile devices that are used daily can be optimised for their function in learning and teaching. the trend of using technology equipment in learning is also growing faster since it is very close to the students’ preference and interest (hafizah & nur-ehsan, 2020). students even admit that technology ease their life (dağhan, 2017). sophisticated features that are built into the devices have the same functions as some language laboratory equipment, such as recording device, radio, and video player. additional software that can be downloaded in app store of playstore is able to maximise the functions. mobile learning creates a learning environment with a high level of participation by using various applications provided in the mobile devices (bachore, 2015). lam in kuimova (2018) argued that mobile learning is interactive and flexible. it includes a number of such as watching, listening, reading and writing (kuimova et al., 2018). those activities are almost similar to what is offered by a language laboratory. this great potential has to be considered by the english teachers. the absence of a language laboratory is not a dead end in language learning. nowadays we are living side by side with technological advances. it brings a bunch of advantages for language learning. it, however, do not guarantee give automatic positive effects. it depends on how teachers manage it (ahmadi, 2018). therefore, english teachers have to be agile and responsive to the barriers faced in the midst of existing limitations. in addition to the many benefits offered by the use of mobile devices by students themselves, there are also a number of disadvantages. students are sometimes unable to distinguish the use of these tools for learning purposes or for personal use (cojocnean, 2017). therefore, teachers play a big role to make learning effective with the use of mobile technology devices. its usage of has to get agreement from headmaster as the policy makers at school. 6. conclusion this study found that all english teachers representing 22 islamic schools in majene agree that a language laboratory is essential for language practicum activities; however, they have had to accept the fact that their schools is not equipped with a language laboratory. this study revealed that these english teachers in islamic schools conduct practice activities in the classroom with multiple levels of limitations due to the fact that policy makers at schools do not prioritise the language laboratory and its facilities, do not budget it in the school financial planning, do not prepare human resource to be language laboratory users (teachers as facilitators) and do not assign or encourage teachers to join language laboratory trainings or seminars. several schools even do not have teaching materials and media for practice activities especially for listening, speaking and writing skills, significantly dampening the optimisation of the english teachers’ language teaching process. however, english teachers are able to take other alternatives to optimise practice activities in the middle of the absence of a language laboratory at school. they may use mobile assisted language learning approach. they can create a similar language laboratory situation with mobile technology tools brought by students themselves. this study contributes to the under-exploration of language laboratories in a large number of a unique type of school, illuminating several existing issues in islamic schools. however, this investigation only covers the surface http://ojs.journal.unilak.ac.id/index.php/elsya elsya: journal of english language studies vol. 3, no. 3, october 2021, pp. 183-194 available online at:http://ojs.journal.unilak.ac.id/index.php/elsya 192 information, relying on data given by one english teacher from each school. 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(2017). implementing scientific approach to teach english at senior high school in indonesia. asian social science. https://doi.org/10.5539/ass.v13n2p33 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies issn: 2684-7620 (print) issn: 2684-9224 (electronic) doi: https://doi.org/10.31849/elsya.v5i1/10281 vol. 5, no. 1, 2023, pp. 122-134 journal homepage: https://journal.unilak.ac.id/index.php/elsya 122 original research from interference to fluency: analyzing indonesian students' progress in english oral communication susanto susanto 1, deri sis nanda 2, shameem rafik-galea 3, aprilia yunda supasa 4 1,2 universitas bandar lampung, lampung, indonesia 3 segi university, petaling jaya, malaysia 4 universitas lancang kuning, pekanbaru, indonesia article info abstract article history: received 5 april 2022 revised 4 aug 2022 accepted 7 jan 2023 this study examines the progress of indonesian students in spoken english through a task-based approach in an efl classroom. the aim of the study is to identify communication strategies and linguistic aspects used by the students during oral interaction and production. the data collected from 50 indonesian students attending a phonetics and phonology course at universitas bandar lampung was analysed using triangulation with class diary and selfassessment questionnaires. the findings show significant improvements in oral interaction and production, including negotiation, cooperation, mediation, intonation, fluency, pronunciation, and rhythm. however, the students made less effort to intervene in the spoken code of the interlocutor and their own interlanguage. the study recommends training tasks that emphasize paraphrasing and self-improvement of oral discourse to enhance their overall oral proficiency in english. the findings of this study have important implications and provides a promising framework for improving students' communication strategies and linguistic aspects. therefore, these findings suggest that effective language teaching should prioritize not only linguistic aspects but also communication strategies that enable effective oral interaction. this study's recommendations could be useful for language educators worldwide seeking to enhance their students' overall oral proficiency in english keywords: communication strategy language exchange linguistic aspect spoken language task-based approach corresponding author: supasa, aprilsupasa@gmail.com 1. introduction over the past few years, a considerable amount of research has been conducted on students' spoken language exchange in english as a foreign language (efl) classrooms (chauvin, fenouillet, & scott brewer, 2020; cloudia ho, 2020; huang, 2021; walker, 2012). these studies have highlighted the importance of this area of research in improving students' linguistic competence and enhancing their overall communication skills. additionally, the dynamics of spoken language exchange can be understood in relation to other aspects of the teaching and learning process (haselow, 2021). a task-based approach has been identified as an effective method for maximizing the use of spoken language in efl classes. structured class activities based on this approach have been shown to increase students' engagement and investment in assignments (chen & kent, 2020) and are essential in building active speech acts. communication strategies of negotiation, cooperation, and oral mediation are fundamental for developing oral interaction (jamshidnejad, 2011; liu & kinginger, 2021; ou & gu, 2020; wang, 2019), along with linguistic factors such as accent, rhythm, intonation, fluency, pronunciation, and creativity of speech (halliday & greaves, 2008). despite the significance of spoken language exchange, indonesian students in efl classrooms still face difficulties in producing fluent speech (abrar et al., 2018; manurung, 2015). thus, there is a need to https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 122 from interference to fluency: analyzing indonesian students' progress in english oral communication encourage the improvement of their oral language exchange skills, especially interactive, productive, and mediation skills. although communication strategies and linguistic factors are fundamental to developing communicative competence in students (grant, 2011; shi & lei, 2021; vonkova et al., 2021; yip, 2020), there are still gaps in the literature on effective strategies and linguistic factors that can be used to improve students' spoken language proficiency, particularly among indonesian students in efl classrooms. this study aims to fill the gap in the literature by using oral assignments in efl classes to enable indonesian students to develop their communication strategies and linguistic factors for interactive competence and productive aspects of spoken english. the study contributes to the identification of effective strategies and linguistic factors that can be used to improve indonesian students' spoken language proficiency in efl classrooms by observing the students' oral language exchange and reflecting on the audio recordings as a resource in oral language teaching. the significance of this study lies in its contribution to the development of effective strategies and linguistic factors for improving indonesian students' spoken language proficiency. by focusing on indonesian students' progress in spoken english, this study provides a unique perspective that contributes to the existing literature on spoken language exchange in efl classrooms. moreover, the use of oral assignments in efl classes as a means of developing communication strategies and linguistic factors for interactive competence and productive aspects of spoken english is a novel approach that adds to the existing literature on the subject. the findings of this study have important implications for language educators and policymakers in indonesia and other countries with similar contexts. by identifying effective strategies and linguistic factors for improving students' spoken language proficiency through a task-based approach, this study offers practical recommendations for language educators seeking to enhance their students' overall oral proficiency in english. furthermore, the study's focus on indonesian students provides a unique perspective that contributes to the existing literature on spoken language exchange in efl classrooms. in conclusion, this study aims to fill the gap in the literature on effective strategies and linguistic factors that can be used to improve indonesian students' spoken language proficiency, particularly in efl classrooms. through the use of oral assignments and a task-based approach, the study seeks to enable indonesian students to develop their communication strategies and linguistic factors of interactive competence and productive aspects of spoken english. the study's findings and recommendations have important implications for language educators and policymakers seeking to enhance their students' overall oral proficiency in english, both in indonesia and other countries with similar contexts. 2. literature review 2.1 spoken language exchange spoken language exchange is a form of communication that involves spoken language and is characterized by negotiation of meaning, interactivity, and two-way contextual communication (beltránplanques & querol-julián, 2018; haselow, 2012; herazo, 2021). it occurs naturally and involves linguistic and textual differences when compared to written language. these differences can be seen at various linguistic levels, including the phonetic and phonological levels, which are characterized by the nature of spoken language; the lexicogrammar level, which is characterized by the complexity of dealing with situations, speakers, modification of themes, and modalizations to show the attitudes of speakers; and the semantic level, which is indicated by a variety of contexts and constructions that contain verbal registers and certain interaction tone patterns. it is essential to recognize and reproduce the principles of speech phonetic integration to have good skills in spoken language exchange. thus, the teaching and learning of languages should not be separated from the interactions that occur between subjects. learning a language goes beyond the production of a set of language sounds, and oral communication only occurs effectively when the language acquisition process is focused on the integration of discourse and the development of students' phonetic competencies (chang, 2019; olmstead et al., 2021). in the field of oral communication, phonetic and productive interactive skills should fulfil a fundamental role in the characterisation of spoken codes and their active use by students. the skills cover pronunciation, discursive, cultural, and strategic dimensions of the speaker, in other words, the dimensions of communicative competence which help their integration through both specialized and strategic phonetic skills (dias et al., 2021). phonetic skills in spoken language exchange are specifically and strategically in accordance with productive, perceptive, mediating, and interactive skills (yenkimaleki & van heuven, 2021). elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 123 from interference to fluency: analyzing indonesian students' progress in english oral communication in summary, spoken language exchange is a natural form of communication that involves negotiation of meaning, interactivity, and two-way contextual communication. it differs from written language and involves various linguistic levels, including phonetic and phonological, lexicogrammar, and semantic levels. to have good skills in spoken language exchange, it is essential to recognize and reproduce the principles of speech phonetic integration and develop phonetic competencies. phonetic skills in spoken language exchange are specifically and strategically in accordance with productive, perceptive, mediating, and interactive skills. 2.2 productive and perceptive skills in oral language exchange productive and perceptive skills in language refer to the adequacy of linguistic factors such as paradigmatic units, syntagmatic units, and variants of stylistic skills in linguistic, discursive, and cultural skills (flege et al., 1997; kissling, 2014). mediation competition involves the ability of speakers to make connections between multiple codes, contexts, and interlocutors, creating a shared space for communication. in this study, oral mediation is not just seen as a communicative activity but also as an interaction strategy that enables students to intervene in their discourse. effective communication is achieved through the mobilization of various phonetic competencies and the use of negotiation, cooperation, and mediation strategies. the choice of spoken codes used in communication can vary depending on the environment and the interlocutors involved (philipsen & coutu, 2005). thus, productive and perceptive skills in spoken language exchange are multidimensional phenomena that require a comprehensive understanding of communicative competence. other factors may come into play during spoken language exchange, including methodological, visual, playful, motivational, and affective components in the language teaching-learning process (bautista-vallejo et al., 2020; tang et al., 2020). learning a foreign language can be structured through various exclusive spoken assignments, such as reception, production, interaction, and mediation. reception involves providing students with information that is delivered as verbal input, which should be shared in a meaningful, understandable, and high-quality way among speakers. production stimulates speech through contextual activities, while interaction has a multi-directional relationship that involves all participants. mediation allows for discursive intervention between interlocutors, creating a bridge for effective communication. these linguistic activities work best when stimulated through task-based approaches. 2.3 task-based approach a task-based approach is a teaching method that focuses on developing communication skills through various tasks (afshar, 2021; willis & willis, 2007). in terms of spoken language exchange, these tasks can be provided at the beginning of a class as initial tasks, and at the end as final tasks. during the initial tasks, students can engage in discussions related to the previous activities of spoken language, pronunciation, negotiation of criteria, and boundaries. these discussions can lead them to make decisions and seek information to prepare for the next activities of spoken communication. on the other hand, final tasks serve as an evaluation of the training both in terms of content and form. throughout the course, students can be motivated to perform a diverse set of tasks to acquire the resources, knowledge, skills, and competencies required to achieve the course objectives. using a task-based approach can facilitate students' participation and transform typical language instructional exercises into meaningful learning activities. in-class interactions are an essential component of this approach, and students' participation can have a positive impact on their learning outcomes, increasing their insights into the subject matter (moser et al., 2022). furthermore, student participation can promote their interest in and interaction with the learning process. thus, scholars recommend the task-based approach to improving students' spoken language skills (sun et al., 2022; zhang et al., 2022). 3. method this study aims to examine the communication strategies and linguistic aspects of 50 students attending the phonetics and phonology course at the english education department, universitas bandar lampung, during oral language exchanges. the study uses a descriptive research design (brown & rodgers, 2002; dikilitas & reynolds, 2022; gall et al., 2014). data was collected by recording the students' oral language exchange at the beginning and end of each task-based action during a four-month period, resulting in 36 hours of recorded data. the initial recordings elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 124 from interference to fluency: analyzing indonesian students' progress in english oral communication involved dialogues where students discussed their previous experiences of learning spoken english, while the final recordings captured communicative exchanges during the course. the researchers utilized audio recordings, class diary entries, and self-assessment questionnaires as sources of data. to analyse the data, the researchers employed praat (boersma & weenink, 2021) to examine the communication strategies and linguistic aspects of the students' oral mediation, including intonation, fluency, rhythm, and pronunciation. the analysis also included an acoustic analysis of the data. the extracted data was assessed using a numerical scale from 1 to 5, as specified in table 1. the researchers also took qualitative notes on the strategies of communication observed during oral interactions and the linguistic factors of the students' oral production. the study specifically focused on the communication strategies of negotiation, cooperation, and oral mediation. while the study is limited in scope to students at a specific university, the findings will contribute to a better understanding of communication strategies and linguistic aspects in spoken language exchange in efl classrooms. table 1. numerical scale 1-5 4. results the results section presents the findings of the study that examined the communication strategies and linguistic aspects of 50 students attending the phonetics and phonology course at the english education department, universitas bandar lampung. the study collected data through recorded oral language exchange at the beginning and end of each task-based action during a four-month period. the initial tasks were recorded when the students discussed their previous learning experiences. through these recordings, as seen in figure 1, it is observed that in the oral interaction, the students have made an effort to negotiate (scale 3) and cooperate (scale 3) in oral interaction. there is negotiation in the communicative exchange of students, although they need to refine this strategy further, so that they are fully capable of taking turns talking, debating and persuading their interlocutors. scale description 1 there has been no effort on the part of the students in executing the strategies and the factors that constitute interaction and oral production in english. 2 there has been slightly effort on the part of the students in executing the strategies and the factors that constitute interaction and oral production in english. 3 the students have made an effort, but returned to produce segmental and suprasegmental features that shape their mother tongue, indonesian. 4 the students have made more efforts with less segmental and suprasegmental features that shape their mother tongue, indonesian. 5 the students have made an effort to develop the strategies and factors of interaction and oral production in english. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 125 from interference to fluency: analyzing indonesian students' progress in english oral communication figure 1. oral interaction in initial task students have attempted to submit relevant, but not always concise, information. that is, they fail to contribute to all opportunities for a smooth conversation. unfortunately, there has been slightly effort by the students in developing the oral mediation strategy (scale 2). students have not yet achieved developing an oral mediation strategy, as exemplified in the following excerpt 1 of the student’s speech (st-5 means student 5). “e… very good strategy that i had strategi yang sangat baik when i went to learn english was… em… to look for websites with contents in english about things that i liked, for example, food, sport or about e… about important knowledge i can learn from another country. it is easier than reading a book.” st-5 this student has translated english words into indonesian in the speech such as “very good strategy” ~ strategi yang sangat baik, “important knowledge” ~ pengetahuan yang penting, “i can learn” ~ yang saya bisa pelajari. in that way, the interlocutors understood him more easily. this means that the student may have difficulties in expanding their oral mediation strategies, e.g. paraphrasing the content or replacing the words directly in english instead of using or translating the contents in indonesian. the average of the oral interaction of the students has been 2.7 meaning that there was an interaction oral despite we found that they have difficulty in using the strategy of mediation. regarding the oral production, it is observed that the students have made an effort to carry out the pronunciation of the segments in english, but then they have re-transferred various linguistic factors of indonesian, as illustrated in figure 2. the students have not been able to develop the aspects of intonation (scale 3), fluency (scale 2), and rhythm (scale 2). figure 2. oral production in initial task elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 126 from interference to fluency: analyzing indonesian students' progress in english oral communication in general, students have tried to display interrogative and declarative intonation, but then they reproduced it the way they do in indonesian. they have extended vowels before the end of certain words and stopped at inappropriate positions in word groups in their speech. as a result, they have difficulty grouping and accentuating words and following rhythms like english. most of the students have not expanded the proposed topic in their oral production, have not added new ideas, nor have they outlined different ways to express themselves verbally. students have not been pictured looking for new oral communication strategies. thus, we considered that they have not developed their discursive creativity (scale 2). in their pronunciation (at the segmental level), the majority have made an effort (scale 3) to pronounce english vowels and consonants. but then they have returned to produce features of indonesian speech sounds. for example, they pronounce the voiceless alveolar stop /t/ instead of voiceless dental fricative /θ/ for the english word “thanks” (figure 3). they also pronounce the voiceless labio-dental fricative /f/ instead of voiced labio-dental fricative /v/ for the english word “voice” (figure 4). figure 3. pronouncing /tæŋks/ instead of /θæŋks/ for the english word “thanks”. figure 4. pronouncing /fɔɪs / instead of /vɔɪs/ for the english word “voice”. the students have learned to repair their speech several times throughout the task. therefore, it has been considered that they have tried to approach the pronunciation of the segments in english, although there have been those transfer features. the average oral production in the initial tasks has been approximately 2.4. we considered that the development of linguistic factors in their oral production has not been enough to generate a fluent oral discourse, since there has been interference of indonesian in the oral production of the students. the final tasks were recorded while the students were giving their expressions to their classmates. in their speech, we observed that the students made more effort to negotiate and cooperate when carrying out the oral interaction, but they have not been able to perfect the mediation strategy, as shown in figure 5. on most occasions, the students made an effort to negotiate (scale 4) with the interlocutors. they have cooperated (scale 4) adding relevant information in their communicative exchanges. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 127 from interference to fluency: analyzing indonesian students' progress in english oral communication figure 5. oral interaction in final task regarding their oral production (figure 6), it was found that the students have made an effort to pronounce the segments in english. it is observed that the students have had difficulties in producing their speech fluently (scale 3). in general, they have transferred features of intonation from indonesian. the interrogative melodic contours have sounded very flat and have made some vowel and consonant characteristics different from english. however, they have tried quite hard to produce the emphatic intonation. this implies an advance, if we compared it to the initial task. the index of effort in the intonation factor has risen from 3 (initial task) to 4 (final task). regarding the rhythm of speech, the students have presented some vocalisations and pauses in their speech thus interfering with its fluency. however, they have shown effort little more when adjusting the word stress and the structuring of the words compared to the initial tasks. the index of effort in the rhythm factor has risen from 2 (initial task) to 3 (final task). in addition, as far as creativity is concerned (scale 2), they still have not shown traits of discursive unpredictability. they have not introduced many innovations in developing their oral activities. regarding pronunciation, at the segmental level, the majority have made an effort (scale 4) to pronounce english segments. they produced english pronunciation with less prosodic features shaping their mother tongue, indonesian. most of the students have managed to repair their pronunciation during the final task. figure 6. oral production in final task the general average of oral production has been about 3.2. in other words, the students have made an effort to maintain a good pronunciation at the segmental level, have presented advances in linguistic intonation and rhythm of speech, but have had difficulty developing the other linguistic factors that shape elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 128 from interference to fluency: analyzing indonesian students' progress in english oral communication to its productive competence. by comparing the initial task and the final task, it has been considered that the students have made progress, i.e. the general average of oral production has risen from 2.4 (initial task) to 3.2 (final task). after converting the means of oral communication strategies in percentage (table 2) with formula (1), it has been found that the negotiation, cooperation and oral mediation have increased 20%. and when contrasting the oral production in initial and final tasks, it also has been found that the intonation, fluency, pronunciation, and rhythm have increased 20%. but there is no increase in creativity (0%). (1) where: n1 = the scale score in the initial task (from 1 to 5) n2 = the scale score in the final task (from 1 to 5) table 2. comparison of initial and final task scale 1 – 5 initial (n1) final (n2) increase (%) oral interaction negotiation 3 4 20 cooperation 3 4 20 mediation 2 3 20 average 2.7 3.7 20 oral production intonation fluency 3 4 20 pronunciation 3 4 20 rhythm 3 4 20 creativity 2 3 20 average 2 2 0 the results show that there a development of the students’ oral interaction when the negotiation, cooperation and oral mediation have increased (20%) from the initial task to the final task. for their oral production, there is also a development when the intonation, fluency, pronunciation, and rhythm have increased, except for the creativity. it should be noted that in the course of phonetics and phonology, the students got the training of the production of english segmental features, melodic curves and accents. therefore, the training can help highlight intonation, fluency, pronunciation and rhythm factors. overall, the findings indicate that in the initial tasks, the students made an effort to negotiate and cooperate in their oral interaction, but they had difficulties developing oral mediation strategies. the students also struggled with aspects of intonation, fluency, and rhythm in their oral production, and they transferred features of indonesian speech sounds. in the final tasks, the students showed improvement in their negotiation, cooperation, and oral mediation strategies, as well as their intonation, fluency, pronunciation, and rhythm. however, they still struggled with creativity in their oral activities. therefore, the study suggests that training in phonetics and phonology can help improve students' oral communication skills in english. however, the findings also highlight the need for further development of oral mediation and creativity strategies among efl learners. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 129 from interference to fluency: analyzing indonesian students' progress in english oral communication 5. discussion the learning process can be developed through student interaction because students learn when they share ideas to form their own knowledge based on what they have learned. through the task-based approach, students can participate to expose themselves and practice their knowledge together with other students through oral interaction. student interaction can manifest the process of social relations between students and can be useful in the learning process. with verbal interaction between students, empathy can also emerge with other students. interaction is fundamental to learning a foreign language because this process requires a lot of practice with other people. in fact, through oral interaction, students can practice with their peers (arifin, 2017; chien et al., 2020; rojas & villafuerte, 2018). in the study, there are developments in the students’ oral interaction and oral production in english. in oral interaction, there is a development of negotiation, cooperation, and mediation. in oral production, there is a development of intonation, fluency, pronunciation, and rhythm. in addition, there is a decrease in indonesian interference in their spoken english. we observe that the decrease is found for the interferences of the indonesian in the strategies of negotiation and oral mediation. with more tasks aimed at perfecting the interaction orally, we believe the students could develop the strategies better (maldonado, 2016; nakatani, 2005) however, students seem to make less effort to intervene in the spoken code both in the interlocutor, as well as in their own interlanguage. then, it is necessary to include training tasks emphasizing aspects such as paraphrase and self-repair of oral discourse. because the students’ creativity does not develop, it is necessary in the future study to discuss predictors of the students’ willingness to communicate such as employing interpersonal projection as a strategy to increase their creativity (meihami, 2022; yang & yin, 2022), using other activities such as drama to encourage creative engagement of the students (nanda & susanto, 2021) along with their learning on utilising good speech articulation and prosody (susanto, 2016) in their spoken language. in addition, students’ creative self-efficacy can be applied related to mastery beliefs and student performance approaches (beghetto, 2006). and also the application of learning methods that implement student project activities in class can be an option to provide opportunities for students to actively participate in improving spoken english skills (nuninsari et al., 2020) it should be noted that they were part of a wider investigation in which a set of research instruments (class diaries, audio recordings and self-assessment questionnaires) were used. further, in their selfassessment questionnaire, the students were invited to reflect on their level of motivation, learning process and level of mastery of spoken english. this reflection is positive, because most of the students answered that their level of motivation increased. in fact, they still need to improve their learning process (reducing the interference of indonesian accent, rhythm and intonation in english) and level of mastery of several components of spoken language in english (creativity, intonation, fluency, rhythm, pronunciation and especially vocabulary). the assigned tasks in our study actually allow students to carry out effective communicative exchanges with the interlocutor. it can also allow students to approach the context of natural speech in english. these tasks have been successful in promoting the students’ oral interaction. with the tasks, students have interacted with their interlocutor and they are motivated to speak in english. students’ interactions with different classmates can be expanded to associate social networks with several tasks that allow diversification of communication spaces and access interlocutors who have more mastery of english (ito, 2019; tokunaga, 2021), thus, requiring them to develop creativity when expressing themselves in english. although there are limitations regarding sound analysis in the classroom due to the low audio quality, we still consider the sound recording very important for the development of this study. we observed and extracted voice data through objective criteria that could explain the students’ progress in the acquisition of their oral interactive and productive skills in english. audio recorders may be enabled to develop more spontaneous dialogues when the students have managed the device from their mobile phones. today, there are various applications available on mobile phones (begum, 2011; cui & wang, 2008; hwang & chen, 2013; hwang et al., 2014; kim & kwon, 2012), which make voice recording better and easier for language learning. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 130 from interference to fluency: analyzing indonesian students' progress in english oral communication in the context of the current pandemic, activities in oral interaction and production in english for students have become a bigger challenge. the existence of rules regarding social distancing has changed the way individuals relate to each other and this has an impact on the emergence of the use of virtual learning media. teaching english during a pandemic may follow a hybrid format (hamid et al., 2022; singh et al., 2021). thus, it is necessary to consider the needs and interests of students, interlocutors who can be involved and the application of an evaluative approach. a way is needed that allows students to look for alternatives to expand their communication strategies and thereby develop their oral interactions and productions. in terms of its novelty and significant contribution, this study provides insight into the use of task-based approach in developing oral interaction and production skills in english among indonesian university students. it also highlights the importance of student interaction in language learning and the role of sound recording in measuring progress in spoken language skills. thus, the novelty and significant contribution of this study lie in its investigation of the effectiveness of task-based approach on indonesian efl students' oral interaction and production in english. the findings of this study provide valuable insights into the importance of interaction and creativity in the learning process, especially for foreign language learning. the study also highlights the potential use of mobile applications to enhance language learning and to facilitate the collection of data for further analysis. in terms of its novelty and significant contribution, this study provides insight into the use of task-based approach in developing oral interaction and production skills in english among indonesian university students. it also highlights the importance of student interaction in language learning and the role of sound recording in measuring progress in spoken language skills. thus, the novelty and significant contribution of this study lie in its investigation of the effectiveness of task-based approach on indonesian efl students' oral interaction and production in english. the findings of this study provide valuable insights into the importance of interaction and creativity in the learning process, especially for foreign language learning. the study also highlights the potential use of mobile applications to enhance language learning and to facilitate the collection of data for further analysis. in conclusion, this study suggests that task-based approach can effectively enhance indonesian efl students' oral interaction and production in english. however, further research is needed to investigate the predictors of students' willingness to communicate and to develop their creativity in foreign language learning. additionally, the use of mobile applications can be considered as an effective tool for enhancing voice recording and facilitating language learning, especially in the current pandemic situation. finally, the study emphasizes the importance of interaction and creativity in the learning process, and recommends the implementation of learning methods that encourage student participation and engagement in class. 6. conclusion in conclusion, this study has shown that the task-based approach can effectively promote students' oral interaction and oral production skills in english, resulting in the development of negotiation, cooperation, mediation, intonation, fluency, pronunciation, and rhythm. however, the study also found that students make less effort to intervene in the spoken code, indicating the need for training tasks that focus on aspects such as paraphrasing and self-improvement of oral discourse. moreover, the students need to continue improving their learning process and mastery of spoken english, especially in areas such as creativity, intonation, fluency, rhythm, pronunciation, and vocabulary. overall, this study provides valuable insights into the concept of oral interaction and production and their implications for foreign language teaching. further research is recommended to investigate predictors of students' willingness to communicate and to explore innovative approaches to enhance their spoken english skills references abrar, m., mukminin, a., habibi, a., asyrafi, f., & marzulina, l. 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(2022). understanding student teachers’ collaborative problem solving: insights from an epistemic network analysis (ena). computers & education, 183, 104485. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 1 integrating islamic values in teaching english: lessons learned from an integrated islamic school alfian alfian*, muhammad yusuf, & uyun nafiah uin sulthan thaha saifuddin jambi, jambi, indonesia *alfian@uinjambi.ac.id article history received : 14 july 2021 revised : 9 november 2021 accepted : 11 december 2021 keywords integrated islamic school islamic values teaching english teaching practice teaching materials lesson plans abstract learning english is very closely related to learning western culture, which might contrast with islamic values, the dominant religion in indonesia. this study finds merit in finding out the implementation of islamic values in teaching english at an integrated islamic school in indonesia, where the school chosen curriculum mandated that the subject be integrated with islamic values since all the students are muslim. this case study took place at an integrated islamic school, and the data were collected through interviewing seven english teachers and conducting a thematic analysis on their lesson plans. all the teachers admitted that integrating islamic values in the english lesson was essential. still, the thematic analysis showed that their perceptions about the importance of integrating islamic values in english learning were not firmly in line with the implementation in the teaching and learning process. the teachers’ lesson plans (in indonesian: rencana pelaksanaan pembelajaran/rpp) did not depict substantial integration of islamic values. this study recommends the practical ways of integrating islamic that could improve teachers' understanding of islamic values in english learning, additionally pointing out a need to develop the curriculum and teaching materials that incorporate islamic values. this study offers novel results from the combination of teachers’ real practice and rpp analysis. 1. introduction english textbooks or english teaching materials certainly reflect english-speaking countries' habits, identities, and values such as america, australia, and england. these materials must be introduced to the english language learners because a language can't be taught without involving the cultural elements themselves. according to brown (1990), "most language symbols cannot be interpreted without knowing the contents of the language culture taught" (p. 130). however, the representation of religious symbols or practice, culture, and beliefs of western people in the language teaching materials can cause conflicts and misunderstanding (rohmah, 2012) for the learners who have different religious beliefs and cultures within the indonesian context of efl learning (amelia, 2012; rohmah 2012; rambe & salminawati, 2019; wijayanto, 2020) whose learners are predominantly muslim. research has constantly shown that the cultural practice and beliefs of western people demonstrated in the teaching material such as books and authentic material such as from social media influence the students’ way of life and thinking (cahyo et al., 2019; hasyim & suhono, 2017; rohmah, 2012; wijayanto, 2020;). students are eager to practice what they have learned and seen from their learning in and outside the classroom. what they have practised could be new culture for them, and some do not think it contradicts their belief. for example, the concept that god does not exist held by certain westerners (atheists) has affected numerous thought groups outside of the west, especially muslim societies (wijayanto, 2020). another example is the widely differing problem of social decorum. as an example, conversations in english classes frequently include films of men and women interacting daily. the manners of muslim men and women are strictly regulated in islamic teachings, such as shaking hands between men and women who are not mahromes (a mahrome is a family member who includes a mother, father, brother, and sister), which is now considered normal even though it is prohibited in terms of religion (wijayanto, 2020). the values that are suitable to be adopted by the students from western people include discipline, hard work, etc. there may be misconceptions and misunderstandings for the students who have limited knowledge about their different culture and religion. to avoid students' misconceptions about cultural differences and religious beliefs in english teaching materials as well as to improve their understanding about the similar side of western culture with the islamic values, a teacher is strongly encouraged to explain clearly to the students about the differences and similarities (wijayanto (2020). the integration of islamic values can be one way of better understanding cultural and belief differences (isa, 2017; nihayati, 2017; rohmah, 2012; umam, 2014). https://doi.org/10.31849/elsya.v4i1.7322 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 2 integrating islamic values can be done through the lesson when the teachers feel that the teaching material would raise cultural differences. this includes classroom activities (madkur & albantani, 2018). the current curriculum has recommended that the integration of character, which is similar to islamic values, begin from designing the lesson plan, which is stated in k-13 (curriculum k 13) focusing on ki (kompetensi inti/core competency) 1 (spiritual competency) and ki 2 (social competency). these competencies aim to build strong engagement with religious aspects and moral values on students' learning process and outcomes. studies on integrating islamic values in english subjects have been conducted; however, most of the studies is focused on library research and on ways of incorporating islamic values conceptually (madkur & albantani, 2018; amelia 2012; hasyim, & suhono, 2017; irwan, 2020; rohmah, 2012; umam, 2014). although current empirical studies focusing on teachers' beliefs and challenges in integrating islamic values (farah et al., 2021; hassim & aziz, 2021; hidayati, 2016; rohmah et al., 2019; wijayanto, 2020) has been done yet, there was relatively little evidence reported on the teachers' actual practices and knowledge on integrating islamic values, and to the best of our knowledge, there was no a study examining the lesson plan or rencana pelaksanaan pembelajaran (rpp) of the teachers. thus, the novelty of this study is that this study revealed the integrating islamic values by exploring the actual practice of the teachers and analysing the rpp used by the teachers. moreover, this study was conducted at the integrated islamic school in which all of the students and teachers are muslim. thus, the purpose of this current study is to examine english teachers' practice and knowledge in integrating islamic values in the learning process and in what ways the teacher incorporates islamic values into english learning in the class. besides, this study would be a detailed look at the teacher's lesson plan, whether it has incorporated islamic values in it or not. 2. literature review 2.1 teaching and learning english in the current context english has become one of the compulsory subjects taught from junior high school level to university level in indonesia since a long time ago. at the high school level, the primary purpose of learning english is to enable learners to use english, either spoken or written. therefore, the english curriculum was designed to learn the language skills (listening, speaking, reading, and writing) and the language component (grammar, pronunciation, and vocabulary). however, teaching and learning english is not merely made students master the language skills and language components. still, teaching and learning english should help them develop a good attitude, encourage their enthusiasm, and facilitate motivation toward learning english (songbatumis, 2017). thus, a teacher should also understand what materials should be incorporated and learned in the lesson and how the lesson would be beneficial for them in the future (derakhshan, 2015). hence, teaching and learning english aim to achieve both learning goals academically and develop learners' personalities and spirituality for the learners' lives. to achieve the learning goals and to develop learners' personalities and spirituality of learners in learning english, a lot of factors may contribute, such as teacher, learning materials, teaching methods, learning strategies (alfian, 2018; 2021), learning environment, and learner`s need (alfian, 2019). at the curriculum level, the indonesian government has transformed the curriculum many times. the latest curriculum was called curriculum k 13. k 13 was to develop student competency, which covered three areas, namely, attitude (spirituality and social), knowledge, and skills (permendikbud no. 104 tahun 2014). the knowledge and skills domain is developed through pure teaching and learning english conducted by the teacher based on the syllabus stated on the lesson plan/rpp. the attitude domain covered honesty, discipline, cooperation, tolerance, peace, politeness, initiative, responsibility, social interaction, etc. the developing of these elements of attitude is created through the learning process as the model for the teachers to build student character (permendikbud no. 104 tahun 2014) as stated in the k13 above, to develop the skills and knowledge domain, the teachers teach the students language skills and language components. teaching language skills and language components requires a proper plan. thus, teachers' english teachers are needed to design the lesson plan, which covers the plan for teaching and learning activities, including teaching materials, method of teaching, assessment, and incorporates moral characters. the lesson plan also recommends that the teacher state sources of teaching materials, teaching methods, and learning activities. a variety of teaching methods and learning activities are recommended (aeni et al., 2018; alfian, 2019), but teaching methods and learning activities are more influenced by the teaching materials used by the teachers. among the teaching materials, the textbook is dominantly used by the teachers as the source of teaching and learning. the choice of using a textbook as the main source offers a lot of advantages such as promoting good understanding because it built-in structural scaffolding that ensures certain desirable outcomes and leads the learners to the independent learners (ahmed, 2017). although the textbook has been designed to develop learners' competency, teaching and learning english in the current context are still full of problems. research has shown that the problem with teaching and learning is related to the lack of training in teaching, limited teaching methods, limited knowledge to use it, and other professional development (songbatumis, 2017). https://doi.org/10.31849/elsya.v4i1.7322 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 3 2.2 islamic values a growing number of literature on defining islamic values have been located. although the definition is ambiguous, an effort to define islamic values has been made. syariah (2001) in elhoshi et al. (2017) stated that religious values refer to the interest of the individual in affairs related to the question: "who are you?" they are deeply ingrained beliefs, priorities, and underlying assumptions that shape your attitudes and behaviours (elhoshi et al., 2017). thus, islamic values are what is taught by the islamic religion that affects how someone behaves in their life. thus, the things that are the foundation of islamic values, the values that allah swt reveals in the qur'an, and the practice of the prophet muhammad peace be upon him (yusouf et al., 2015: 97). it could also be interpreted as all forms of goodness in islam (nihayati, 2017). islamic values are also indicated in good character. lubis et al. (2021) argue that the aspects of islamic values are divided into three types, namely the values of faith (aqidah), the values of worship (ibadah), and moral values (akhlak). the first islamic value is the values of faith (aqidah) teach humans to believe in the existence of god almighty, and god almighty is the only creator of the universe, which will always supervise and calculate all human actions in the world. in the muslim teaching, aqidah is crucially important because the first lesson about islam that a moeslem should understand is the syahadah which admits that the only god is allah swt. for muslims, this means that they must only worship allah swt. thus, to show that they have good aqidah, which believes that allah swt is the only god, a moeslem should follow to acknowledge the holy prophet of muhammad (saw) as the ideal model to emulate in submission to allah. thus, every word and action of the prophet should be followed in daily living (embong, safar, & basiron (2020). embong et al. (2020) also stated that when students demonstrate complete trust in allah and implement concepts leading to good deeds daily, aqidah teaching is considered successful. sholihah, aminullah, & fadlillah (2019) argue that implementing aqidah values to students can be done through asking the student for discussing essential aspects in the aqidah, for example, teaching islamic law, teaching reading alqur`an, the right of parents, and teaching islamic characters. the second islamic value is the ibadah (the values of worshipping) or islamic rituals (hidayat, 2017). etymologically, ibadah/worshipping means humble and submissive. according to hidayat (2017), the primary islamic rituals are the five pillars of islam (shahada, salat, zakat, sawm, and hajj), a framework for the religious act of worship or ibadat and a sign of commitment to the faith. hidayat (2017) also emphasises that muslim individuals who regularly exercise these ibadat in their daily lives will be considered more pious muslims and thus strengthen their muslim identity. a muslim should do these rituals based on the sincerity of heart to achieve the pleasure of allah. experiencing ibadah values will bear the wise and honest human (lubis et al. (2021) because principally doing ibadaha teach us to do good deed (rohmah & masruroh, 2019). beside the basic foundation of islam, there are two kinds of ibadah namely, special ibadah or ibadah mahdhoh and general ibadah or ibadah ghoir mahdhoh (mahfud, mahmudah, & wihartati, 2017). hidayat (2017) also argues that the muslim identity can be constructed through practising the islamic ritual that teaches that traditions to every muslim. among the ibadah values are teaching alqur`an, teaching prayer, fasting, paying zakat, and teaching hajj (suryana, 2007; wibowo, 2019). the third islamic value is moral values (akhlak). akhlak is derived from khalaqa khuluqun, which means attitude or laterally translated into english as "ethics" (elhoshi et al., 2017), which constantly teaches humans to behave well to the right and good norms or manners. in islam, ethics relates to the religion, including its precepts, directives, etiquettes, and human interactions. the ethical philosophy developed by the teachings of the qur'an and articulated by the prophet muhammad (pbuh) through conduct and speech is known as islamic ethics. akhlak can also be seen as the adab/islamic manner (elhoshi, , embong, bioumy, , abdullah, & nawi, 2017). according to lubis, syaukani, harahap, & siregar (2021), ahklak values are significant for the students and must be infused by a muslim as a good character as a true moeslem. among the example of good akhlak is teaching/ spreading knowledge to others, helping others, caring, being honest, and like to give charity (rohmah, m., & masruroh, l. (2019). practising the concept of akhlak values is seen from people just, disciplined, honest, responsible, and like to help others. these moral values would lead to a peaceful, harmonious, and balanced human life. although lubis et al. (2021) divided the islamic values into three kinds, the islamic values cover a lot of sides of human life. as was explained at the beginning. islamic values are the values covered in the qur'an and hadith that are the source of islamic values, which include the ideal ways of life as a human being, such as helping other, honest, responsibility, courage, etc. in the curriculum k 13, the islamic values have stated the form of character and based on the core competency as stated in the permendikbud no. 69 tahun 2013 tentang kerangka dasar (kd) dan struktur kurikulum (ki). in the core competency that the student should live and practice the teachings of the religion, he adheres to, appreciates and practices honest behaviour, discipline, responsibility, caring (cooperation, cooperation, tolerance, peace), polite, responds, and be proactive. https://doi.org/10.31849/elsya.v4i1.7322 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 4 the division by lubis et al. (2021) is one of the examples of islamic values that the teachers and the student should acknowledge. thus, it is clear that the values of islamic teachings will bring people to happiness, welfare, and human safety both in life in the world and in the hereafter (nihayati, 2017). since islamic values cover everything in human life, the teachers need to identify and sort out the islamic values that could be integrated into the process and teaching material efl, which would make it easier for teachers to implement it. 2.3 integrating islamic values in teaching efl integrated learning is learning that connects learning to build up the unity of knowledge. integrated learning can also be interpreted as a learning model by combining several subjects/materials/themes based on specific topics that are integrated to explore students' knowledge based on interactions with the environment or experience to provide meaningful experiences for students (nasekum, 2015). fogarty (1991) divides the integrated learning model into 10 (ten) models. one of which is the connected model; the connected model is based on the assumption that a subject can be shaded to a particular subject. the connected model tends to be used by teachers for integrating islamic values into english subjects. in the connected model, english learning can be overshadowed by islamic values. as one example of integrated learning is raised by rohmah (2012), she suggested that the values are integrated into learning english in three ways: first, by compiling or using efl books following islamic messages. second, by using authentic material that contains islamic messages, and the third, by using additional material collected by eltis. integrating can be done by stating islamic values in the lesson plans, learning materials, instructional media, the behaviour of teachers, opening and closing the lesson (isa, 2017). furthermore, the teacher should also enrich the lesson by integrating islamic values in the subjects they are teaching (hasan, 2012). there are a lot of ways of integrating a lesson into another lesson. according to liddicoat et al. (2003), there are five ways of integrating a lesson into another lesson. first, active construction, comprehension of plainly expressed cultural characteristics in the text, music, and drama: second, establishing a link between local culture and foreign civilisations, as well as islamic culture; third, social engagement, which includes group work or working in pairs to debate a certain issue and expressing one's opinion to others. fourth, students can be responsible and uphold islamic principles while respecting other cultures by reflecting on what is happening or commenting on others' opinions; responsibility, leading the teaching and learning process. the importance of incorporating islamic values into each subject as a manifestation of the goal of national education and improving moral education has triggered the researcher to conduct studies related to the integration of islamic values into english lessons (ali, 2018; amelia, 2012; madkur & albantani, 2018; rohmah, 2012; umam, 2014). for example, rohmah (2012) stated that islamic values could be integrated into english subjects in three ways: compiling islamic-based english books, using authentic material, and using books compiled by eltis islamic life resource pack. umam (2014) also conducted a similar study, who recommended that authentic material about islam can be used in learning english. in addition, khamdan (2009) conducted a case study by interviewing an english teacher in java. he found that the teacher integrated islamic values into english lessons by inserting them into a lesson plan, learning materials, and assessment activities. these findings were summarised by madkur & albantani (2018), who argued that the practical ways in integrating islamic values were through curriculum, learning materials, and instructional activities. moreover, different ways of presenting values should be described, modelling, and demonstration. furthermore, research was conducted by isa (2017) on the readiness of prospective english teachers in integrating islamic values in making lesson plans and applying them in learning. a total of 17 english teachers were observed while doing teaching practice. his study showed that english teachers were less able to integrate islamic values into english learning. there are only six people (35.2%) who integrate islamic values into teaching materials, but the teacher cannot relate the teaching material to the verses of the quran. the study also found that the prospective teachers only integrated the islamic values at the beginning and end of the lesson by giving greetings and doing prayers. the studies presented above have a major contribution in integrating islamic values in learning english. a closer look at the lesson plans of english teachers has not yet been conducted. this study would fill this research gap by conducting a thematic analysis on english teachers' lesson plans and interviewing them to find out how an islamic school integrates islamic values in teaching efl. 3. method this study explores the integration of islamic values in teaching and learning english at an integrated islamic school. referring to yin (2018), the design of this study is set as a case study by collecting data through interviews with seven english teachers and document analysis on the teachers' lesson plans (rpp). the profile of seven english teachers is presented in table 1 below: https://doi.org/10.31849/elsya.v4i1.7322 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 5 table 1. profile of english teachers no teachers’ pseudonyms sex 1 demiryati female 2 andi male 3 wulandari female 4 sartin female 5 andin female 6 wina female 7 sakima female according to the table, six female english teachers and one male teacher are participating in this study. the writer substituted pseudonyms for the interviewee's real names. we chose seven english teachers because we wanted to include all of the english teachers in this school, and there are only seven english teachers at this integrated islamic school. researchers were guided in conducting interviews by research guidelines in questions derived from the central research questions. before conducting this study, the researcher sought access to the school by sending a permission letter to the school principal, who has the authority to allow the researcher to conduct the study. after obtaining permission, the researcher explained the purpose of the study and asked the willingness of the teachers to participate in the study voluntarily. the teachers were also informed that in reporting the results, the teacher names were pseudonyms, and they may withdraw from the interview at any time as the ethical conduct of the study. after all the agreement, the researcher led the interview by referring to the question sheet to be discussed. the interview was conducted within the school building, and it was audio recorded. after the interview, the teachers voluntarily gave the lesson plan to the researcher to be analysed. researchers were guided in conducting interviews by research guidelines in the form of questions derived from the central research questions (creswell, 2008; creswell, 2013b). the data from interviews and lesson plan documents were analysed according to the respective theories: data from interviews were analysed using thematic analysis methods including coding, grouping, and emerging themes (braun & clarke, 2006; fielding, 2008). the lesson plans were analysed using content analysis (walliman, 2017; neuendorf, 2016). the data from the interview were confirmed with the data from the lesson plan. after analysing the data, they are compared and interpreted according to each research question. 4. results in referring to the purpose of this study which is to find out the integration of islamic values in teaching and learning english at the integrated islamic school in jambi, the results of interviews and the lesson plan or rencana pelaksanaan pembelajaran (rpp) analysis demonstrated that all the teachers from this integrated school have similar views that integrating islamic values in teaching english is important. however, they were not very familiar with the way to integrate islamic values in the teaching and learning preparation and process. this can be seen from the result of the interview below. also, the lesson plan they used only describes a general model of a lesson plan in the national curriculum. as a result, their perceptions about the importance of integrating islamic values in teaching and learning english were not strongly in line with the implementation in the teaching and learning process. however, the teachers in the current research had attempted to integrate islamic values in their teaching. 4.1 the representation of islamic values in the lesson plan or rpp based on the analysis of the lesson plan (rpp), it was found that the lesson plan was copied from the national curriculum (k13) in which consists of the plan for english teaching and learning activities. rpp consists of nine parts: core competency, basic competency, learning goal, teaching material, approach and teaching method, learning source and media, learning activities, and assessment. it seems that the rpp does not explicitly incorporate islamic values in teaching and learning. ideally, rpp should be designed to integrate islamic values in every part of the rpp. therefore, it can guide the teachers in the teaching and learning process by integrating islamic values. however, islamic values, such as honesty, courage, responsibility, discipline, etc., have been inserted in the particular section of the rpp. for example, the islamic values were embedded in the core competency (ki); character expected" or character building. the integration has been stated in k-13, focusing on ki 1 (spiritual competency) and ki 2 (social competency). these competencies aim to build strong engagement with religious aspects and moral values on students' learning process and outcomes. those characters which are part of the islamic values should be incorporated in the teaching and learning process. besides the core competencies, other islamic values depicted in the lesson plan were activities, such as praying in the opening and the closing of the teaching and learning activities. this islamic value is written in the learning activities part. at the opening and the closing of the teaching and learning activities, the class is started with the recitation of a prayer and closes with the prayer and greeting. https://doi.org/10.31849/elsya.v4i1.7322 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 6 another part of the rpp that integrates islamic values is the assessment part. as it was recommended by the curriculum that there are three areas of the learners that should be assessed: their attitude (sikap), knowledge (pengetahuan), and skill (keterampilan). the teacher observed the students' attitude as parts of islamic value. then, the teachers used the assessment sheet, which is similar to the following table. table 2. a look at the lesson plan (rpp) format of integrated islamic school of diniyah al-azhar jambi no nama siswa/ student's name aspek perilaku/attitude jumlah skor/ total score skor sikap/ attitude score kode nilai/ grade code bs jj tj ds 1 soedarmo 75 75 50 75 275 68,75 c 2 … ... ... ... ... ... ... ... description: bs : bekerja sama/cooperation or teamwork tj : tanggung jawab/responsibility jj : jujur/honesty ds : disiplin/discipline as it can be seen from the table above, it was written in the assessment document that the teachers assess the students` attitude by looking at their cooperation, honesty, responsibility, and discipline. these all include islamic values. these aspects of assessing were based on the observation conducted by the teachers on students' attitudes every day. besides teacher assessment, self-assessment and pair's assessment were also conducted by the students. in addition, the students were encouraged to assess themselves and assess their friends. 4.2 the implementation of islamic values in the english teaching process as it can be seen that the integration of islamic values in the rpp was not described thoroughly, as it is only on the core competencies, the opening and closing of teaching, and the last is in the assessment part. however, based on the interviews, the teachers partly integrated islamic values in the teaching and learning process. the integration was done by opening the lesson, inserting in the teaching material, teaching and learning activities, and closing the lesson. 4.2.1 greeting at the opening of the lesson the result of interviews indicated that the teachers started the lesson by saying "assalamu’alaikum” (islamic greeting) and asking the students to recite praying (doa). therefore, it was in line with the rpp that the teachers started the lesson by asking the student to pray. this was also supported by the result of interviews that teachers asked the student to pray. andin, an english teacher, stated as follow: “every time i want to go to class and will start learning, i always say hello and ask the children to pray before starting english lessons.” excerpt 1 andin emphasised that she always says hello when entering class. after saying the greeting, she continued by asking the students to pray before starting the lesson. this has been the inculcation of islamic values into learning english. after praying, checking the attendance of students as an attitude of discipline. 4.2.2 linking learning materials and learning activities the implementation of english learning integrated with islamic values in an integrated islamic school, is carried out by teachers by internalising it into teaching materials. one example of linking islamic values in learning is to provide an example with the name in islam. in giving an example of a character by a teacher, islamic names are used as suggested by wina as follows: "i give names in lessons; i take islamic names." excerpt 2 providing islamic names helps students always to remember that they are muslims. it is even better when someone gives examples of the names of the companions of the prophet or prominent imams/leaders in islam. this is also to help students know the characters in islam so that they admire and follow the morals and struggles of these islamic leaders. besides linking with teaching material, the teachers in integrated islamic schools are very concerned about their students' learning and teaching activities. for example, students are asked to do zikir (remembering allah/zikrullah), saying astaghfirullah when students make mistakes as indicated in the conversation with wina as follow: "... when a student of mine interferes with a friend or acts evil, then i will tell the child", come on, kid, istighfar, you can't be like that "if it's like that, the child will leave". excerpt 3 https://doi.org/10.31849/elsya.v4i1.7322 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 7 istighfar is a means to pray to allah. this is the real example of islamic value included in aqidah teaching. 4.2.3 closing the lesson based on the interview, some teachers also stated that they asked the students to say hamdallah (alhamdulillah) after finishing learning activities and closed by the teachers by reciting assalamu’alaikum as stated by andi, one of the english teachers: “i close the lesson by saying assalamu’alaikum to the students.” excerpt 4 the finding of this study indicated that there seems that the teachers do not clearly express the process of integrating islamic values in their teaching process. the stages of the integration seem to be part of the regular class rituals rather than the specific integration of islamic values to teaching and learning english. 5. discussion referring to the integration of islamic values in the rpp and teaching and learning process, it was evident that there is very little attention given to islamic values in the rpp in the teaching and learning process as it was depicted in the finding that islamic values were described at the core competencies expected, the opening and the closing of the lesson, and the assessment process. consequently, the implementation of the integration was done at the particular section of the teaching and learning activities. for example, the lesson was opened and closed by greeting and praying such as "assalamualaikum and praying. this greeting and praying at the beginning and the closing were part of integrating islamic values that were found by several researchers (zaitun & wardani, 2018). however, the lecturers did this integration for the sake of formality to the school policy of doing religious activities (rohmah, fitriyah, & hanifiyah, 2019). these findings are contradicted with the study by masyhudi, frasandy, & kustati (2020), in which they found that integration of islamic values should start from the planning stage. it is carried out by incorporating the arguments of the qur'an and hadith and islamic stories in the lesson planning (rpp) and syllabus. the result of integrating islamic values in the learning process indicated that the teachers carried out several ways. for example, the islamic values were inserted in the opening lesson, linking teaching material and learning activities and closing the lesson. this finding is almost similar to other studies indicating that islamic values such as prayer and islamic greeting are incorporated at the lesson's beginning and closing. although it was not described in the rpp, linking the lesson with islamic values was done by the teachers. this example of integrating islamic values was expected. this finding was similar to the study conducted by ramadanti, (2020), in which her finding stated that students also do zikir because doing zikir is one of the characteristics of muslims that are always thankful to allah swt. however, teachers might remember allah incidentally because they are not guided in the plan of their teaching, or they are not written in the rpp. in other words, remembering allah/istighfar was independently applied by the teachers because it is part of their obligation to allah swt and the efforts made by the teacher in integrating these islamic values is to help the students to be aware of religious norms (transinata, 2018). this should also be stated in the lesson plan/rpp. learning material and learning activities are the means to integrate islamic values. this study found that the teacher gives the islamic name or the name of the prophet companion in the teaching and learning process. this finding was similar to amelia's (2012) and khamdan (2009) study, who incorporated islamic values by using islamic names, such as umar, abdullah, zikri, etc. this would help the student recognise the prominent people in the islamic world, which help students to learn history. furthermore, ekowijayanto (2020), in this study, found that the participant like to integrate islamic values about telling the story of the prophets. the findings in this study indicated that the teachers were not very optimal in integrating islamic values in the english subject. it can be assumed that the teachers have knowledge constraints to implement integrated learning and the knowledge of islamic values and lack of knowledge about integrated learning and lack of knowledge about selfawareness of the integrated learning. madkur & albantani (2017) argued that some english muslim teachers have limited knowledge of islam and do not know how to effectively deliver islamic values in instructional activities. this problem is not unique in value-based education context, as tiwari (2021) has highlighted the fact that teachers can perform less than ideally despite claims of having successfully performed a certain teaching approach. based on the findings, it seems that the teachers have minimal strategies in integrating islamic values in their teaching and learning. however, several strategies could be used by the teachers in integrating islamic values or other religious values in their teaching and learning—first, designing a lesson plan that consciously integrates islamic values. designing a good rpp is very important because preparing a lesson plan would help the teachers in planning and organising activities as well as managing the time of the lesson (sahin-taskin, 2017) since rpp is a document that outlines what will occur during the specific time period (whitton, sinclair, barker, nanlohy & nosworthy, 2004). thus, the teachers could prepare and organise the values expected to be learned and used in every part of the lesson plan. https://doi.org/10.31849/elsya.v4i1.7322 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 1-11 https://doi.org/10.31849/elsya.v4i1.7322 how to cite this article: alfian, a., yusuf, m., nafiah, u. (2022). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1-11. 8 second, use specific teaching materials and media and technology that incorporate islamic values. teaching material is also a very crucial part that can motivate students to learn. an example of teaching material incorporating islamic values is compiling islamic-based english books and using books compiled by eltis islamic life resource pack (rohmah, 2012). besides teaching materials like the book, the lesson can also be developed by taking advantage of media and technology. for example, a teacher could use online resources, such as websites; youtube channels, live streaming or other online resources that contain religious values. third, integrating into learning activities and homework. many learning activities, such as projects, role play, games, presentations, etc., are the means to integrate islamic or other religious values. for example, on the lesson topic about "making a phone call, " the teachers could direct students to open and close the telephone call by saying “salam or assalamulaikum” and speaking politely on the phone. in addition, the role-play done by students must use islamic terms in their conversations, for example, assalamualikum, masya allah, alhamdulillah (hasyim & suhono, 2017). concerning student homework, second, the stakeholder needs to improve the quality of knowledge and skills of integrated teaching and learning of the teacher. third, seeking and practising various integrated learning models to motivate and increase students' faith and piety. fourth, conducting seminars or training to improve teachers' understanding of integrated learning, especially islamic values in learning english. fifth, developing curriculum by including integrated learning and teaching material, especially the integration of islamic values into learning. finally, this research is a qualitative descriptive study, so further research can be carried out in more depth by using a mixed-method to make the research results more robust. 6. conclusion research on the integration of islamic values into various subjects has been carried out. previous studies mostly investigated the integration of islamic values through library research and how to integrate islamic values conceptually. however, none of the studies covers the integration of islamic values in the rpp and teaching and learning activities. this study revealed that the integration of islamic values should be started from designing rpp. this situation makes it easier for the teachers to implement in the teaching and learning activities because an integration model is described in the rpp. in this study, the teachers reported that they have integrated islamic values in teaching and learning during their teaching and learning activities. the situation, then, raises some possibilities and flexibilities of integration. however, looking at the ways the teacher integrated the islamic values, it can be concluded that the integration was done because the teacher is a moslem, and they have to integrate islamic values. in principle, the integration of islamic values in learning has been mandated by the laws contained in the education curriculum. the curriculum has noted the integration of islamic values contained in the graduates' competencies, which include aspects of knowledge, skills, and attitudes, but who spearheaded the implementation of integration is a teacher who directly emphasized these values with their students. the teachers in the current studies indicated that they have knowledge constraints about islamic values and integrated learning. if a teacher has been equipped with ways of integrating islamic values in teaching, then it is likely that learning integration can be done well. however, awareness and knowledge about the material to be integrated into learning can greatly influence the success of learning english itself and the values to be integrated. this study contributes to the field of integrating religious values in learning to teach and learning english by filling the gap of previous studies which only investigate the integration of islamic values through library research and on ways of integrating islamic values conceptually as it is stated that the novelty of this study is that this study revealed the integrating islamic values by not only exploring the real practice of the teachers but also analysing the rpp used by the teacher. thus, it could be a model for the teachers in integrating other religious values into teaching and learning. however, this study relies on the data provided by seven english teachers from one integrated islamic school. it is highly recommended that future studies investigate the integration of islamic values in more depth by using a mixed-method and involving several integrated islamic schools. 7. acknowledgement this research has been 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(2019). islamic values in the context of english learning and teaching. english language in focus (elif), 1(1), 70-80. https://doi.org/10.24853/elif.1.1.70-80 https://doi.org/10.31849/elsya.v4i1.7322 https://doi.org/10.31849/utamax.v3i3.8242 https://doi.org/10.26623/philanthropy.v1i1.679 https://doi.org/10.24252/eternal.v61.2020.a2 https://doi.org/10.24853/elif.1.1.70-80 elsya : journal of english language studies issn: 2684-7620 (print) issn: 2684-9224 (electronic) doi: https://doi.org/10.31849/elsya.v5i1/9994 vol. 5, no. 1, 2023, pp. 107-121 journal homepage: https://journal.unilak.ac.id/index.php/elsya 107 original research interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers karolis anaktototy universitas pattimura, ambon, indonesia article info abstract article history: received 7 may 2022 revised 14 nov 2022 accepted 19 feb 2023 the importance of integrating reading and writing activities in esl/efl classes cannot be overstated, especially in indonesia where low literacy levels and reading interest present a challenge for teachers. this study conducted a literature review of 120 articles and books over the last 10 years taken from zlibrary and google scholar's free database to identify effective strategies for incorporating reading and writing activities into the classroom that can be applied in many contexts and countries, including indonesia. it was found that exposing students to various english text structures through these activities can greatly enhance their writing skills. by examining this literature, the study identifies 6 effective strategies for integrating reading and writing activities in esl/efl classes, namely summarizing, paraphrasing, short story writing, comparing and contrasting, discovery learning, and project-based learning. teachers can employ these strategies to interplay reading and writing activities, helping students develop critical thinking skills, vocabulary, and writing abilities. in conclusion, it is clear that integrating reading and writing activities in esl/efl classes can provide a comprehensive approach to teaching and nurture students' writing skills, even in countries with low literacy levels and limited reading interest like indonesia. future research should explore additional effective strategies for integrating these activities. keywords: esl interplay learning reading teaching writing corresponding author: anaktototy, wakwyoya@gmail.com 1. introduction indonesia’s low literacy levels and lack of reading interest have presented a challenge for educators seeking to improve students’ writing abilities. according to the program for international student assessment (pisa) research report released by the economic co-operation and development (oecd) in 2019, indonesia's literacy level is ranked among the lowest 10 of 70 countries. furthermore, unesco reports that only 0.001 percent of indonesian people show an interest in reading, making it challenging for students to develop their language skills, particularly in writing (risman & rozimela 2019; marashi & dadari, 2012). the integration of reading and writing activities in esl/efl classes is a crucial step in enhancing students' writing skills, particularly in countries such as indonesia with low literacy levels and limited reading interest. literature reviews have shown that exposing students to various english text structures through these activities can significantly improve their writing skills (budianto, et al., (2022). teachers can use various effective strategies to promote the interplay of reading and writing activities, such as summarizing, paraphrasing, short story writing, comparing and contrasting, discovery learning, and project-based learning (park, 2016). the importance of reading and writing skills in english cannot be overstated, as they are essential skills for learners with various language backgrounds. learning to read is a crucial objective of early education, and difficulties in learning to read can have serious adverse consequences (hulme & snowling, 2015). for https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 108 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers learners to be successful in school, work, and personal lives, they must master writing skills (graham, 2019). teaching writing to students of english as a foreign language includes reinforcement, language development, learning style, and writing as a skill in its own right (fleckenstein et al., 2016). numerous studies have claimed that through reading, students will obtain background knowledge related to the topics they are going to write about (kirin, 2010; al-mansour, 2014; salehi, et al., 2015; wu, et al., 2021). for inference generation, the ability to integrate information within or across texts using background knowledge to fill in information not explicitly stated is an essential component of language comprehension. it is an ability that is a unique predictor of reading comprehension across developmental stages (barth et al., 2015). hence, reading gives writers fresh ideas and inspiration to write, and good writers spend much time reading before they start writing. students can acquire writing competence through large amounts of self-motivated reading; therefore, we may say that reading achievement will influence writing ability (eisterhold, 1990; barth et al., 2015). fitzgerald and shanahan's (2000) research has established that reading and writing are based on similar brain processes and isomorphic information. however, the common variance among various reading and writing markers has not been proven to exceed 50%. this indicates the separability of reading and writing and suggests that specific features that differentiate the two have not been fully isolated. despite the challenges, indonesian educators are making progress in improving their students' reading and writing abilities. the national library of indonesia conducted a study on the reading interest of indonesian people in 2021 and found that the value of the reading level has continued to increase since 2016 (kurniadi, 2022). by utilizing effective esl/efl classroom strategies, educators can continue to foster their students' interest in reading, which can subsequently enhance their writing skills. some studies have explored the effectiveness of specific strategies such as summarizing and paraphrasing in improving students' writing skills, there is a need for more comprehensive research that examines the impact of the interplay between reading and writing on students' writing abilities (salehi, et al., 2015; wu, et al., 2021; hartshorne et al., 2019; fleckenstein et al., 2016; al-nafisah, 2019; marashi & dadari, 2012; hulme & snowling, 2015; graham, 2019; majorano et al., 2021; prittimaa et al., 2015). however, there are gaps in the current research on the relationship between reading and writing in esl/efl classes in indonesia. additionally, there is a lack of research on the relationship between reading and writing skills and students' language backgrounds, particularly in the indonesian context. further research is necessary to better understand how reading and writing can complement each other in these classes and to develop effective teaching strategies that take advantage of the potential synergy between the two skills. while therefore, the primary aim of this study is to investigate the interplay between reading and writing in esl/efl classes in various contexts and to explore the effectiveness of different reading and writing activities in enhancing students' writing skills in indonesia, particularly regarding their low literacy levels and limited reading interests. by investigating and identifying the most effective reading and writing activities, this study can provide valuable information for esl/efl teachers in indonesia to improve their teaching methodologies and pedagogical practices. moreover, the study will provide insight into the factors that influence the effectiveness of the interplay between reading and writing, including cultural differences, age, and motivation. in conclusion, while the importance of reading and writing skills in english cannot be overstated, there are still gaps in the current research on the interplay between reading and writing in esl/efl classes in indonesia. this study aims to address these gaps and provide insight into the effectiveness of various reading and writing activities in enhancing students' writing abilities. the findings of this study can guide esl/efl teachers in indonesia in designing effective reading and writing activities that can improve students' writing skills and contribute to their academic success. ultimately, this study can benefit students, teachers, and policymakers in indonesia and other countries with similar challenges related to low literacy levels and limited reading interests. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 109 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers 2. literature review 2.1 reading – writing interplay in l1 and l2 settings reading comprehension has become a critically crucial academic skill (barth et al., 2017) that has been a fundamental cognitive ability (capodieci et al., 2020). reading activities can indeed help students complete writing assignments. yet, based on the condition of the indonesian students learning foreign language, such as english, incorporating what we learned in reading activities to writing activities in the l1 classroom may not automatically successful as foreign language learner, the students' perception during reading and writing in the l1 setting could greatly influence their l2 skills (kocaman & aslan, 2018). furthermore, the learning environment that has been defined differently in the educational institutions play a significant role in the student's development (ahmed et al., 2018) that determines academic achievement and learning (bakhshialiabad et al., 2015). in l1 settings, students make use of their verbal ability to develop their writing. conversely, l2 learners do not use a fully developed second language system as the basis for decoding and encoding written language in their first language (eisterhold, 1990). adult second language learners do bring with them their developed first-language literacy skills. although, the problem is that second language learners do not simply apply their l1 literacy skills to a developing or developed second language system. consequently, second language learners should know the linguistic system of l2 before they can fully use their l1 skills in the framework of the l2 (ziafar, 2015). therefore, in observing the l2 reading and writing relationship, we should also consider the role played by l1 literacy skills. esl students come from various linguistic, cultural, and educational backgrounds that may have varying needs and would face different challenges. l2 learners should acquire the standards, conventions, lexicon, and rhetorical structures to succeed (kanakri, 2018). researchers propose three interrelated hypotheses about the relationship between reading and writing in an l1 setting (eisterhold, 1990). the first hypothesis assumes that reading and writing function in one direction (i.e., directional) relationship. reading and writing share structural components such that whatever is acquired in reading can be applied in writing. for example, if a learner reads a causeand-effect text, he will write new text following the pattern. the second hypothesis assumes that reading and writing skills do not correlate directionally. those skills come from the same fundamental proficiency. the only common relation is that of the cognitive process of constructing meaning. in addition, the nondirectional theory also stresses the idea of what is transferred to writing and what is acquired in writing will be transferred to reading. the third hypothesis assumes that the two skills relationship is bi-directional. those skills are not only interactive but also interdependent. eisterhold (1990) says that what students learn at one stage of development can be different from what is learned at another stage of development, arguing that "studies of reading –writing relationship need to consider it as a constellation of interrelated processes that utilized several knowledge bases" (p.92). in conclusion, the transmission of literacy skills from the l1 and l2 has a prominent role in the readingwriting relationship in cognitive processes and structural components. knowing that the l2 reading and writing relationship influences literacy transfer, teaching l2 reading and writing should facilitate the transfer. teachers should use students' l1 reading and writing skills to promote l2 literacy, so that l2 learners will be prepared to utilize that relationship in their reading and writing and become proficient second language writers (eisterhold, 1990). as teachers, especially in the country like indonesia, they have to consider multiple relationships in reading and writing. multiple connections and interrelated processes will help teachers choose appropriate activities to suit the structural and cognitive similarities in reading and writing. 2.2 empirical studies on reading and writing interplay reading and writing are interdependent skills that support students' learning and academic success. the cognitive process of constructing meaning is a common factor between reading and writing (ferris & hedgcock, 1998). by incorporating writing activities into reading comprehension, students engage in a more complex cognitive process such as inferring, synthesis, and analysis (noor, 2021). good readers tend to be good writers, and better readers produce more syntactically mature writing than poorer readers (eisterhold, 1990). reading provides writers with ideas, data, model sentence patterns, and structures, and it can motivate students to find further reading resources (grabe & kaplan, 1996). empirical studies have demonstrated the correlation between reading and writing skills in both l1 and l2 settings. for example, students who engaged in extensive pleasure reading produced superior writing samples compared to those who practiced traditional essay writing (de vries, cited in ferris & hedgcock, 1998). in esl/efl settings, foreign students' writing proficiency significantly correlates with the amount elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 110 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers of pleasure reading they do in english (ferris & hedgcock, 1998). however, previous studies have only examined the relationship between reading and writing skills at a general level and focused on reading and writing assessments separately (carrell & connor, 1991). therefore, it is important to investigate the interplay between reading and writing skills in a more comprehensive and integrated manner. this can provide valuable insights for esl/efl teachers to design effective reading and writing activities that can enhance students' writing abilities and improve their academic success. 3. method this study was a qualitative literature review conducted to investigate the interplay between reading and writing activities in the esl/efl classroom in indonesia. the literature review covered the last decade of national and international research on writing and reading comprehension in esl/efl studies, including journal articles and books from the last few years. figure 1. conceptual framework the first stage involved collecting data from 120 books and articles that discussed this matter, accessed through google scholar and zlibrary. a natural qualitative approach of library research was used with the keyword "interplay between reading and writing activities" to obtain the raw data. the second stage involved using the computer-assisted qualitative data analysis software (caqdas) known as nvivo to manage data analysis and synthesis. this approach facilitated the analysis of the collected data and enabled the study to identify the approaches and strategies that have been proposed and developed to date. the third stage focused on the most used strategies in the indonesian context. the study aimed to contribute to researchers who might find it challenging to decide which approach to use in their esl/efl classroom teaching of reading and writing. in conclusion, this literature review identified effective strategies for interplaying reading and writing activities in the esl/efl classroom in indonesia. the study used a natural qualitative approach of library research and the computer-assisted qualitative data analysis software (caqdas) known as nvivo to manage data analysis and synthesis. these findings provide valuable insights for teachers and future research. 4. results this study is a qualitative literature review that investigates the relationship between reading and writing activities in the esl/efl classroom in indonesia. the review covers the last decade of national and international research on writing and reading comprehension in esl/efl studies, including journal articles and books from the last few years. the study aims to identify effective strategies for integrating reading and writing activities to enhance the learning process in this context. to collect the relevant literature, the researchers used google scholar and zlibrary, which provided a wide range of studies from various publishers. the researchers identified 120 studies that explore the interplay between reading and writing activities in the esl/efl classroom in indonesia and beyond. by examining this literature, the study identifies effective strategies for integrating reading and writing activities in esl/efl classes, which can help enhance students' writing skills, critical thinking abilities, vocabulary, and writing abilities the literature review identified several effective strategies for integrating reading and writing activities in the esl/efl classroom in indonesia. these 6 effective strategies can help improve students' writing skills, vocabulary, and critical thinking abilities, and promote a more engaging and effective learning environment. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 111 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers 4.1 6 effective strategies the integration of reading and writing activities in the esl/efl classroom is essential for improving students' language proficiency, writing skills, and critical thinking abilities (brinton, snow, & wesche, 1989; keck, 2014). the following effective 6 strategies have been identified in the literature for implementing this integration in many places or country such as indonesian context: 1) summarizing: a strategy that has been shown to be effective in promoting comprehension, vocabulary development, and writing skills among esl/efl learners summarizing is a strategy that has been shown to be effective in promoting comprehension, vocabulary development, and writing skills among esl/efl learners (brinton, snow, & wesche, 1989; keck, 2014). teachers can use this strategy by providing students with a reading passage and asking them to summarize it in one or two sentences. this activity can help students identify the main idea, distinguish between important and less important details, and develop their paraphrasing skills 2) paraphrasing: another strategy that has been shown to be effective in promoting comprehension and writing skills among esl/efl learners (burt & kiparsky, 1972; lim et al., 2022). 3) short story writing: aeffective strategy for developing students' writing skills, creativity, and critical thinking abilities (flowerdew, 2000; hyland, 2003). teachers can provide students with a prompt or a theme and ask them to write a short story based on that prompt or theme. this activity can help students generate ideas, organize their thoughts, and practice their writing skills. 4) comparing and contrasting: a strategy that has been shown to be effective in promoting critical thinking and writing skills among esl/efl learners (alyousef, 2006; samway & taylor, 2007). teachers can ask students to compare and contrast two texts or two stories they have read in class. this activity can help students identify similarities and differences, develop their writing skills, and enhance their critical thinking abilities. 5) discovery learning: an effective strategy for promoting critical thinking, creativity, and writing skills among esl/efl learners (castronova, 2002; senoo & yonemoto, 2014).teachers can provide students with a prompt or a theme and ask them to explore and discover new concepts and ideas related to that prompt or theme. this activity can help students generate ideas, enhance their research skills, and practice their writing skills. 6) project-based learning: a strategy that has been shown to be effective in promoting critical thinking, research skills, and writing skills among esl/efl learners (alsamani & daif-allah 2016; rodríguezpeñarroja, 2022; aghayani & hajmohammadi, 2019). teachers can assign a project that requires students to read, research, and write about a specific topic, such as a cultural event or a historical figure. this activity can help students enhance their research skills, develop their writing skills, and practice their critical thinking abilities. these 6 effective strategies for integrating reading and writing activities in the esl/efl classroom in indonesia have been shown to promote language proficiency, critical thinking abilities, and writing skills among learners (brinton, snow, & wesche, 1989; keck, 2014; burt & kiparsky, 1972; rooney, k. (2000); flowerdew, 2000; hyland, 2003; alyousef, 2006; samway & taylor, 2007 & taylor, 2007; castronova, 2002; senoo & yonemoto, 2014; rodríguez-peñarroja, 2022; aghayani & hajmohammadi, 2019). these strategies can be adapted and applied to different teaching contexts and are valuable for esl/efl teachers in many places including country like indonesia. 4.2 the interplay between reading and writing in esl/efl classroom the teaching of foreign languages, especially english, in indonesia has adopted the approach of mutual reinforcement between reading and writing. esl/efl teachers integrate them into their curricula to develop and improve writing skills, as well as increase reading proficiency. although the interplay between reading and writing may take different forms in the actual teaching world, eisterhold (1990) proposes implications for the integration of reading and writing in teaching situations. esl/efl teachers should teach their students strategies and skills to read the text, techniques for taking notes, and skills and strategies to plan for writing (ferris & hedgcock, 1998). to apply the implications in real situations, esl/efl teachers can address their lessons through three different steps. the first step, known as "pre-reading" activities, aims to activate students' background knowledge and stimulate their interest in the topic of the reading text (hoel et al., 2020). the second step, known as "while-reading," allows students to interact with the author through the reading text, where they elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 112 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers can take notes or summarize essential points in the text. the third step, called "post-reading" activities, will allow students to see the links between writing and reading (eisterhold, 1990). grabe and stoller (2001) propose that reading and writing skills are commonly integrated into the teaching and learning process in academic settings. they suggest writing activities that can be developed from reading sources, such as writing journals about the information students read and creating graphic organizers to identify main ideas of a text. these activities can bridge the gap between practical writing and reading in academic settings. despite the benefits of integrating reading and writing, realizing the connection between them in teaching can be challenging for teachers. to create a variety of writing activities through reading, the teacher can give students some instruction about the activities they will perform after they read the text, which gives purpose to reading and helps students concentrate on the reading (wilth et al., 2019). the coordination of language mastery is a complicated and multidimensional concept (bigozzi et al., 2017) that needs to be considered. 5. discussion this section aims to discuss the interplay between reading and writing activities in the esl/efl classroom in indonesia. the importance of integrating reading and writing activities in language learning cannot be overstated, as they mutually reinforce and enhance language proficiency. the main objectives of this literature review is to identify the most effective strategies for interplaying reading and writing activities in the esl/efl classroom in indonesia. to answer this question, the study used a natural qualitative approach of library research and the computer-assisted qualitative data analysis software (caqdas) known as nvivo to manage data analysis and synthesis. based on the analysis of the literature, six effective strategies have been identified, including summarizing, paraphrasing, using graphic organizers, and providing feedback on writing. these strategies have been found to not only enhance language skills but also increase students' motivation and engagement in the learning process. these recommendations are crucial in the indonesian esl/efl classroom context, where teachers face challenges in balancing students' english skills and fostering their interest in reading and writing. by implementing these strategies, teachers can promote a more interactive and effective learning environment that will benefit their students' language development and success. 5.1. summarizing the issue in the text summarizing is a proven strategy that can help students develop both their reading comprehension and writing skills (mokhtari & reichard, 2002). in addition to condensing information and identifying main ideas, summarizing provides an opportunity for students to practice paraphrasing, expand their vocabulary, and improve their writing fluency. teachers can incorporate summarizing activities by asking students to summarize news articles or textbook chapters, or to summarize stories they have read in class. however, it is important for teachers to consider the language proficiency level of their students, as summarizing may be more beneficial for intermediate and advanced learners (khoshsima & rezaeian 2014; chiu, 2015). reading activities can also be used as pre-writing exercises to test students' reading comprehension and develop their writing skills. students can carry out activities to rewrite the contents of the text they have read in their own words, which helps them reconstruct meaning in the written form. teachers can also ask students to summarize the issue in the text after they read it, providing guidelines to ensure a good summary. the type of reading text used will depend on the students' proficiency level, with summaries helping them focus on major details supporting the main idea. these activities will help students train to focus on important information they read in text to be used later in their writing. previous studies have demonstrated the importance of integrating reading and writing activities to improve esl/efl students' language skills (grabe & stoller, 2001; ferris & hedgcock, 1998). effective strategies such as summarizing and reading activities as pre-writing exercises can enhance the interplay between reading and writing, and lead to more engaging and effective learning environments. teachers should be aware of the language proficiency level of their students and provide appropriate guidance and feedback to ensure successful implementation of these strategies. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 113 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers 5.2 paraphrasing short texts several studies have shown the effectiveness of paraphrasing as a strategy for improving reading and writing skills in the esl/efl classroom. for example, khoshsima & rezaeian 2014 (2011) found that paraphrasing activities helped students to better understand the main ideas and supporting details of a text, and to use appropriate vocabulary and sentence structures in their writing. similarly, (choy & lee, 2012). found that paraphrasing activities helped students to improve their comprehension and writing skills, and to develop a more sophisticated understanding of the content of the texts they read. paraphrasing is a useful skill that can help students improve both their reading and writing abilities in the esl/efl classroom. paraphrasing involves restating a text in one's own words, while retaining the original meaning and intention of the text (choy & lee, 2012). it is a valuable technique for developing reading comprehension skills, as students must identify and understand the key ideas and supporting details of the text in order to rephrase them in their own words. paraphrasing also enhances students' writing skills, as they must use appropriate vocabulary and sentence structures to convey the meaning of the original text (na & nhat, 2017; flores & lopez, 2019; yahia & egbert, 2023). one effective way for teachers to incorporate paraphrasing into their esl/efl lessons is to provide short reading texts for students to practice with. these texts can be selected based on the students' proficiency level, and can range from simple news articles to more complex academic papers (hirvela & du, 2013; chen, et al., 2015; ruslan, et al., 2020). students can then be asked to paraphrase the text in their own words, using appropriate vocabulary and grammar. this activity can help students develop their ability to identify the main idea and important supporting sentences in each paragraph of the text, which is essential for effective paraphrasing. after several short text practices, the teacher can gradually increase the length and complexity of the reading texts to be paraphrased. this allows students to gradually build their skills and confidence in paraphrasing longer and more complex texts. additionally, this activity helps students to expand their vocabulary and improve their writing style, as they must use appropriate synonyms and sentence structures to rephrase the original text (escudero, et al., 2019; hagaman & reid, 2008). paraphrasing short texts is an effective strategy for improving both reading and writing skills in the esl/efl classroom. this activity provides students with the opportunity to practice their reading comprehension and writing skills in a structured and supportive environment. by gradually increasing the complexity of the texts to be paraphrased, students can build their skills and confidence in this important technique, and become more proficient readers and writers (hagaman & reid, 2008; hirvela & du, 2013; chen, et al., 2015; escudero, et al., 2019; ruslan, et al., 2020). 5.3 short story writing short story writing is an effective way to integrate reading and writing activities in the esl/efl classroom (alyousef, 2006; khatib & nourzadeh, 2011; nozen, et al., 2017). the reading materials used for this activity should be selected based on the type of text the teacher wishes to practice in class (pourkalhor & kohan, 2013; yilmaz, 2015). after the students have read the entire text, they can identify some aspects found in the text and use those as inspiration for their own short story. to ensure that students are able to express their ideas freely, writing activities should be based on their interests (khatib & nasrollahi, 2012; kirkgöz, 2012;yilmaz, 2015; huang, 2019). the teacher can encourage the students to find and read more sources related to their idea to support their story before writing it down. this activity can help students to develop their research skills and improve their ability to support their arguments with evidence. the ultimate goal of writing a short story is to train students to demonstrate their understanding of the content of the text they have read (baleghizadeh & babapour, 2011). teachers can guide students in developing their writing skills by providing them with prompts and feedback on their work. by using short story writing as an activity in the esl/efl classroom, teachers can create a more engaging and effective learning environment for their students. moreover, the use of short stories in the esl/efl classroom has been a debated topic among educators. while some argue that short stories can be effective in improving students' reading comprehension and writing skills, others believe that they may not be suitable for all learners, particularly those with lower proficiency levels (cameron, 2001). however, when used appropriately, short story writing can be an engaging and effective way for students to improve their writing abilities and demonstrate their understanding of the text. it is important to note that short story writing may elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 114 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers not be suitable for all students, particularly those with lower proficiency levels. some studies have suggested that students with limited vocabulary or writing skills may struggle to write a cohesive story that accurately reflects their understanding of the text (cameron, 2001). in these cases, teachers may need to provide additional support, such as sentence starters or prompts, to help students get started. in conclusion, short story writing can be an effective way to improve students' reading comprehension and writing skills in the esl/efl classroom, provided that it is used appropriately and tailored to the students' proficiency level. by carefully selecting reading materials, providing guidance and feedback, and encouraging creativity, teachers can help their students to develop their writing skills and demonstrate their understanding of the text. 5.4 comparing and contrasting one effective way to incorporate this approach in the esl/efl classroom is to ask students to compare and contrast the issue in the reading texts. this activity can help students develop critical thinking and analytical skills, as well as improve their writing ability. to carry out this activity, teachers can select multiple sources related to a topic and provide them to students for reading. for example, if the topic is about environmental pollution, students can be given a news article, a scientific report, and a personal essay about someone's experience with pollution. by reading these different sources, students can compare and contrast the ideas presented in each text. they can identify similarities and differences, and then synthesize the information into a cohesive and coherent piece of writing. one study by hammann & stevens (2003). found that comparing and contrasting is an effective strategy for improving students' writing ability in the esl/efl classroom. in their study, efl students were asked to write a compare and contrast essay about two short stories. the results showed that students who received explicit instruction in compare and contrast writing produced significantly better essays than those who did not receive such instruction. according to (claudio, 2005; farneste, 2012; mustika & adnan, 2019) comparing and contrasting is a valuable writing strategy for developing critical thinking skills in language learners. through this technique, students learn to identify and analyze the key features of different objects, concepts, or ideas, and to understand how they are related. comparing and contrasting can also help students to develop their writing skills, as they must use appropriate vocabulary and sentence structures to convey the similarities and differences. furthermore, reading multiple sources can benefit students in comparing and contrasting the ideas. reading multiple sources helps learners to understand different perspectives and to develop a critical analysis of the information. after gathering enough information about the similarities and the differences, students need to organize the information in a coherent and cohesive way for readers to understand the writing. this process requires students to use appropriate transitions and other writing conventions to ensure their writing is clear and effective. another study by toba & noor (2019). examined the effects of compare and contrast instruction on the writing skills of indonesian efl students. the study found that explicit instruction in compare and contrast writing led to significant improvement in students' writing ability and critical thinking skills. similar, result also highlighted in the study by sadeghi, biniaz, & soleimani (2016), comparing and contrasting can help students to develop their writing skills and enhance their critical thinking abilities. in their study, the authors found that the use of comparing and contrasting activities led to an improvement in students' writing quality and a higher level of critical thinking. similarly, another study by farneste, (2012) as well as mustika & adnan, (2019) showed that comparing and contrasting could be an effective way to improve students' writing skills and their ability to analyze texts. the technique of comparing and contrasting can be applied to a range of texts, including short stories, news articles, and academic papers. for example, in a literature class, teachers can ask students to compare and contrast the themes, characters, and settings of two different short stories. this activity can help students to develop their analytical skills and to understand how different literary elements contribute to the overall meaning of a text. it is important to note that the effectiveness of the technique of comparing and contrasting may depend on the level of language proficiency of the students. some studies have suggested that comparing and contrasting may be more beneficial for intermediate and advanced learners, as these students may have a better understanding of the structure of written texts and are able to identify key information more easily elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 115 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers (khoshsima & rezaeian 2014; chiu, 2015). therefore, teachers should take into account the language proficiency level of their students when planning and implementing comparing and contrasting activities. furthermore, teachers should select reading materials based on students' proficiency level and interests. this can help increase student engagement and motivation. as suggested by craig (2012). teachers can encourage students to find texts related to their interests and use them as a basis for their writing. in conclusion, the activity of comparing and contrasting is an effective strategy for integrating reading and writing activities in the esl/efl classroom. it can help students develop critical thinking and analytical skills, as well as improve their writing ability. by providing appropriate guidance and support, teachers can help students fully understand the concepts and skills involved, and create a more engaging and effective learning environment. 5.5 discovery learning incorporating discovery learning in the esl/efl classroom is an effective way of integrating reading and writing skills. discovery learning involves students reading various texts related to the curriculum to gather information, which is then compared, analyzed, integrated, and reorganized to draw conclusions based on questions posed by the teacher (schwartz et al., 2016). this process allows students to engage in critical thinking, reading comprehension, and writing skills. through this activity, students are able to identify the main ideas and supporting details of the texts, and develop their ability to synthesize information and express their ideas effectively in writing. the process of discovery learning involves the use of various types of paragraphs, including explanation paragraphs and cause-and-effect paragraphs, depending on the content of the materials being read (heafner et al., 2017). in an explanation paragraph, students explain the information they have discovered in their own words, while in a cause-and-effect paragraph, students describe the relationship between the different pieces of information they have gathered. by engaging in these types of writing activities, students develop their writing skills by using appropriate vocabulary and sentence structures to convey their ideas effectively. additionally, discovery learning provides a valuable opportunity for students to practice their research skills, as they must find and read various texts related to the topic being studied (singaravelu, 2012; yanto & nugraha, 2017; sofeny, 2017; ayende & bleza, 2021). this process of searching and analyzing different sources improves students' ability to navigate through different types of texts and extract relevant information, which is a key skill in both reading and writing. moreover, discovery learning provides an engaging and interactive approach to learning that promotes student motivation and interest. according to (sofeny, 2017; ayende & bleza, 2021), discovery learning activities provide students with a sense of ownership and responsibility in their learning, which can improve their motivation and engagement in the classroom. moreover, the strategy of discovery learning is an effective approach to integrating reading and writing skills in the esl/efl classroom. according to kirschner, sweller, and clark (2006), the use of discovery learning as a teaching strategy allows students to engage in higher-order thinking processes, such as analyzing, synthesizing, and evaluating information. through this approach, students are asked to read literature and collect information related to the learning materials in the curriculum. the collected information is then compared, categorized, analyzed, integrated, and reorganized in order to draw conclusions based on questions posed by the teacher. as students engage in this process, they are required to write one or two paragraphs to display the data and information they discover when they read the literature. discovery learning can be used to develop a range of writing skills, such as explanation paragraphs or cause and effect paragraphs, depending on the content of the materials students read. this strategy not only develops writing skills but also enhances students' reading comprehension abilities, as they must read the literature and identify key information to integrate into their writing. additionally, this approach encourages students to become active learners, developing their research and analytical skills, as well as their writing abilities (dochy, segers, van den bossche, & gijbels, 2003). it is important for teachers to ensure that the literature chosen for discovery learning is appropriate for the level of their students. the literature should be relevant to the learning materials in the curriculum and should provide challenging but achievable reading material for the students (staal, 2000; sofeny, 2017; ayende & bleza, 2021). moreover, teachers should provide guidance and support to their students as they elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 116 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers engage in this process, providing appropriate feedback and scaffolding to ensure that they understand the concepts and skills involved in the writing process. in conclusion, integrating discovery learning into the esl/efl classroom is an effective strategy for combining reading and writing skills, developing critical thinking and research skills, and enhancing student motivation and engagement. teachers should choose appropriate literature, provide guidance, and incorporate discovery learning activities to create a more engaging and effective learning environment. 5.6 project based learning project-based learning allows students to build their knowledge on a topic of interest and demonstrate it through a project. prior to the completion of the project, students are required to read various sources, such as magazines, newspapers, research articles, manuals, and textbooks, in order to gain sufficient knowledge to undertake the project (syarifah & emiliasari, 2019; nguyen, 2011; lu, 2021). moreover, project-based learning provides an effective approach for students to improve their writing skills. through this approach, students can build their knowledge and writing skills by engaging in various steps of the project. according to argawati, & suryani (2020),nguyen,(2011), project-based learning provides students with the opportunity to engage in critical thiking, communication, collaboration, and creativity, which are essential skills for effective writing. project-based learning also promotes motivation and engagement, as students are given the opportunity to explore and apply their knowledge in a meaningful and interesting way. project-based learning provides a context for students to build their content knowledge and apply it to a practical task. in order to complete the project, students must read and analyze a variety of sources, including magazines, newspapers, manuals, research articles, and textbooks, in order to gain the necessary knowledge to complete the project. this process of reading, exploring, interpreting, and synthesizing information is essential for developing students' reading and writing abilities (sofeny,2017). the activities listed in this section are only a small part of the innovations that teachers can use to improve the writing quality of esl/efl students. integrating reading and writing interchangeably during lessons is a valuable technique for enhancing students' writing skills. according to sirisrimangkorn, l. (2021); allison, & do (2015); kemaloglu-er & sahin, (2022) integrating reading and writing in the esl/efl classroom helps students to develop their writing skills by exposing them to different types of texts and allowing them to practice different types of writing. it also enhances their reading comprehension skills, as they must understand the text, they read in order to write effectively. in addition, other strategies, such as peer review, feedback, and journal writing, can be used to improve the writing quality of esl/efl students. peer review allows students to exchange feedback on each other's writing, providing an opportunity to receive feedback and practice editing skills (cho & schunn, 2007). feedback, when provided by teachers or peers, helps students to understand their writing strengths and weaknesses, providing an opportunity to make improvements (choy & lee, 2012). journal writing is also a valuable strategy for esl/efl students, as it provides a safe and low-stakes environment for students to practice writing and reflect on their learning (mair, 2012). in conclusion, project-based learning is a valuable approach for improving the writing skills of esl/efl students. by engaging in various steps of a project, students can build their knowledge and writing skills in a meaningful and interesting way. additionally, integrating reading and writing interchangeably during lessons, as well as other strategies such as peer review, feedback, and journal writing, are valuable techniques for enhancing students' writing skills. teachers should use a combination of these approaches to ensure that students receive a well-rounded and engaging writing curriculum. 6. conclusion the interplay between reading and writing in the esl/efl field has been studied in many research for improving the students’ writing skills. cultivating a good reading habit helps to improve the competency in composing a fluent, meaningful, and grammatically correct text. since reading and writing share some cognitive similarities, for example, they are active and recursive processes. hence, it is appropriate for the esl/efl teachers to utilize them into more teaching strategies to answer the gap of students’ writing quality due to their lack of interest in reading. moreover, the interplay between reading and writing activities has been proven to be an effective strategy for improving the writing skills of esl/efl students. reading and writing are active and recursive processes that share cognitive similarities, making them appropriate for esl/efl teachers to utilize in various teaching strategies. research studies have shown that integrating elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 117 interplaying reading and writing in esl/efl: a literature review of strategies for indonesian teachers reading and writing activities into esl/efl lessons helps to bridge the gap in students' writing quality caused by their lack of interest in reading and practice in writing, as well as their unfamiliarity with various text structures. this study also highlights 6 most effective strategies-based review in this study such as paraphrasing, summarizing, writing short stories, and comparing and contrasting, are effective strategies for cultivating reading and writing skills simultaneously. it is hoped that these studies will guide other researchers to discover more innovative strategies to integrate reading and writing, as well as other skills, to improve the achievement of esl/efl students in their lessons. references aghayani, b., & hajmohammadi, e. 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(2015). good language learners and their use of lexical i̇tems and l1 in second language acquisition. international scientific research journal. elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 215 telling people to change their behaviour through implications: an implicature analysis on covid-19 public service announcements in indonesia susan marbun, dumaris e. silalahi, and herman herman universitas hkbp nommensen, medan, indonesia herman@uhn.ac.id article history received : 14 march 2021 revised : 22 march 2021 accepted : 25 august 2021 keywords pragmatics implicatures government public health covid-19 public service announcements change behaviour abstract public service announcements (psas) are the official way for governments to inform, educate and change public behaviour in order to reduce public health issues, such as covid19. this study aims to analyse the types of implicatures in the covid-19 psas published by the ministry of health republic of indonesia in their instagram account, @kemenkes_ri, in order to fill the research gap on implicature studies in a public health and political contexts. this qualitative descriptive research analysed a data of eleven covid-19 psas which were published from march 2020 to january 2021 according to grice’s implicature theory. the researchers discovered that psas employed conversational implicatures more frequently than conventional implicatures (18%) to deliver their messages, with generalised conversational implicature being more prevalent (64%) than particularised conversational implicature (18%). conventional implicature was used only in earlier posts when covid-19 has not been a common knowledge among the public, and once people are already used to the “new normal”, alter psas used conversational implicature because the public already have the context of covid-19. results of this study illuminated the differences between each type of implicatures and also contributed to the lack of studies of psas’ implied meanings, the dearth of implicature studies in a non-classroom context. 1. introduction currently, the coronavirus disease 2019 (covid-19) is the most urgent threat to global public health, becoming a hot issue in most, if not all, information sources around the world due to its thorough impact in every aspect of people’s lives worldwide. as a global threat, the present population are forced on a daily basis to know information related to the covid-19 pandemic (barnes, 2020). people of all ages and all background around the globe are expected to not only actively obtain pandemic-related information, but are also given such information by authorities of all levels as a necessity (naeem & bhatti, 2020). the information, ranging from health advice to the level of covid-related emergency, are advertised through various means, such as newspapers, magazines, radio, television and social media. the researchers focused on the official means of information that governments use to spread information, namely public service announcements (psa). a psa is known as an advertisement that is supported by the government, although it is not the same as paid advertisement. government organizations act as the ones who launch psas to the public. the primary purpose of a psa is to change public behaviour by announcing certain types of information (pratiwi & hidayat, 2020). in other words, psa information must be understood by the public. however, the information conveyed by government’s psas can fail to change the public’s behaviour, leading to unfavourable circumstances. for instance, despite government’s announcements for people to wear masks during the current pandemic, the public does not obey the message, leading to a rising count of covid-19 infected individuals (djaafara et al., 2020; nasir, baeguni, & nurmansyah, 2020). this study intends to address the problem by investigating the implicature in covid-19 psas, specifically ones launched by the government of the republic of indonesia. results of this study is important considering that covid-19 is currently the leading barrier to the country’s well-being and prosperity. as one of the hottest issues in research, studies on covid19 has proliferated exponentially in in the past year. most were undeniably from researchers with medical backgrounds because of the demand to learn, identify and prevent the spread of the virus (bentlage et al., 2020; drissi et al., 2020; rahmani & mirmahaleh, 2020; zheng et al., 2020). management of environment, economy and education (butler-henderson et al., 2020; castro & zermeño, 2020; golan, jernegan, & linkov, 2020; talib, bettayeb, & omer, 2021) have also been productive in producing and publishing papers regarding how people perceive covid-19 and how the pandemic affected various parts of the system and daily life. studying information distribution of covid-19 has also been carried out by many researchers. to name a few, bento et al. (2020) took an information technology angle in studying covid-19 by investigating people’s information-seeking responses to news of local covid-19 cases, kim et al. (2020) explored the misinformation on people’s information http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 216 seeking, wang et al. (2020) observed how facebook users cope with covid-19 in relation to information sources. in the political side, majority of studies explored government responses to covid-19 in a national and international scale (greer et al., 2020; hale et al., 2020; haug et al., 2020). the studies cover a very wide range of responses in order to understand, inform and rate the effectiveness of government’s responses. this study takes on a more specific route by examining a particular type of government response, namely the government’s response to covid-19 pandemic by educating their people using public service announcements. figure 1. a public service announcement on the instagram account of a government organization in indonesia figure 1 shows an example of a covid-19 psa published on may 22, 2020 by the ministry of health republic of indonesia or kementerian kesehatan republik indonesia (kemenkes-ri). the message displayed, “maskerku melindungimu. maskermu melindungiku” which means “my mask protects you. your mask protects me,” accompanies the picture of a diversity of people wearing masks. taken literally, the information published only delivers what someone’s mask can do, which is ‘protecting’. however, this psa carries the implied message of reminding the public to wear masks. the context of this announcement is the fact that a significant amount of indonesian society still neglects to wear masks, thus contributing to the increase of positive covid-19 patients on a daily basis. the phrases “your mask” and “my mask” implies that everyone needs to use masks, and that the government expects the community to do so in order to protect themselves, their families and other people. through this example, it can be seen that what is said literally is different from what is implied. the pragmatics study of implicature, for the most part, were explored in the context of classrooms. while the premise of these studies of implicature is often concerned with the fact that what speakers say means much more than what they were actually saying, majority of previous studies were concerned with evaluating students’ comprehension of implicatures. recent studies have applied implicature theory to analyse literature works to offer insight on the implied meanings of authors’ writings beyond the lens of critical analysis or psychoanalysis (igwedibia, 2017; tiara, 2018). however, as far as the researchers are aware, studies on implicature very rarely explored other contexts, such as implicatures in politics or media. this current study will use grice’s theory on implicature (grice, 1975; syafitri et al., 2019) as the foundation for the investigation on covid-19 psas. this study might be one of the firsts to explore implicatures in the matter of government service and covid19, and its contribution will be significant in opening the way for more studies on implicatures in similar languagedependent communications. 2. literature review 2.1 public service announcement countries around the world have many problems which stemmed from human behaviour, including but not limited to smoking, substance abuse and suicide among others. the prevention of these problems must be preceded or complimented with raising people’s awareness of the problems in question, and this role is fulfilled by public service announcements (psas). crozier, berry, & faulkner (2018), gordon, bell, & ranta (2019), wakefield et al. (2013), and many others have showed that psas can be effective in changing people’s attitudes and behaviours regarding some health problems. from what can be found in the literature on psas, the researchers note that psas themselves seem to be seldom studied. most studies use psa as a catalyst for an effect and were more concerned in investigating those effects rather than the psas, usually by distributing surveys to a great number of people. for example, crozier, berry, & faulkner (2018) explored parents’ attitudes towards children’s physical activities after viewing a psa called mr. lonely, which highlights the negative effect of screen time on children’s outdoor playtime. the study’s examination found that the psa’s message variables (i.e., personal relevance, novelty of information, and feelings toward sponsoring organization) showed an overall positive relationship with parents’ attitudes. reidenberg & berman (2020) highlighted the scarcity of studies evaluating the impact of suicide prevention psa campaigns as most only demonstrated how it can increase awareness or knowledge. results of the study offered initial evidence on how suicide prevention psa campaigns influenced audience to engage in help-seeking behaviours in the short-term. similarly, lim, lee, & lim (2020) surveyed more than 600 people to examine the firstperson effect of anti-panhandling psa messages on http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 217 promotional behaviours and donation intentions. the firstperson effect had a bigger impact on promotional activities than it did on contribution behaviours and largely mediated the influence of message desirability on promotional behaviours. liem, marta, & panggabean (2019) critically analysed the sanitation behaviour of indonesians through conversations regarding the effectiveness of a psa meant to deal with the prevalence of stunting in indonesia by informing people about poor sanitation behaviour and stunting. rooted in the fact that psas can influence behavioural change, a study proposed a way to improve the automatic smoking detection system by automatically displaying a psa about the hazard of smoking in public when the sensors triggered an alarm after detecting a certain level of smoke (arief et al., 2020). when it comes to covid-19 as a public health concern, this study found only found one study which explored people’s perceptions of covid-19 public service advertisements, not public service announcements (putri, 2021). though the distinction is small, a psa is not a paid advertisement as the organisation that produces the psa does not pay to have it aired. putri (2021) distributed questionnaires via google form to a variety of age groups, from 15 to 60-year-old indonesian citizens, and the results culminated to a confirmation that most respondents often access, receive and share public service advertisements regarding covid-19 on social media. 2.2 implicature in the study of pragmatics, other authors focused on principles of politeness and communicative efficiency, but herbert paul grice was the first scholar to systematically study cases where what a speaker utters is different with what they mean, and he was the one who coined the term “implicature” (wang, 2011). implicature described the implicit meaning or the meaning implied. it is a perceived meaning that extends beyond the literal meaning. according to grice’s theory, there are two types of implicature, namely conventional and conversational implicatures. the difference lies in the need for context; the former is independent of context, whereas the latter requires people to have the context to understand the implied meaning. moreover, conversational types can be divided into two more subtypes, namely generalised conversational implicature which does not require a particular background knowledge and particularised conversational implicature which does require a particular background knowledge. a significant amount of implicature literature were focused on seeing and evaluating students’ comprehension of implicature, usually students from english, english teaching or english literature programs. this is in conjunction with the recent attention on the ability to teach pragmatic theory in classroom settings (murray, 2011). according to samaje & ariyanmanesh (2018), pragmatic competence is one of the most important aspects in language learning, yet it is understudied in comparison to other aspects of communicative language competence. in the existing, most focused on speech acts framework, while implicatures and other features of pragmatic knowledge are still currently being evaluated. derakhshan & eslami (2020) also tried to investigate iranian english major students’ comprehension of literature by using fifty-six videos from the tv series friends and desperate housewives. they tested the students with a multiple-choice implicature listening test and found that students’ comprehension can be effectively promoted if they are provided with contextually appropriate input through video using methods of pragmatic instruction (e.g., metapragmatic consciousness-raising, translation, and discussion). their results were a continuation and proof of their previous study on the effectiveness of video-input for teaching pragmatics (derakhshan, mohsenzadeh, & mohammadzadeh, 2014). alsmari (2020) tries to see if flipped classroom instruction affected saudi efl learners’ comprehension of conversational implicatures and found that effective out-of-class preparation and appropriate manipulation of in-class time did increase pragmatic competence. other than trying to see if some form of technology can be effective in teaching pragmatics, other studies tried to see if understanding of certain knowledge or possession of certain level of skills can affect comprehension on implicatures. abdelhafez (2016) had english teaching program students interpret conversational implicature and investigated the effect of their training, specifically on whether their understanding of conversational implicature developed their pragmatic competence and language proficiency. results revealed a significant correlation with both. a similar study administered multiple-choice test on conversational implicature to see if students’ english proficiency correlate with their comprehension of implicature and found that the case is indeed so (samaje & ariyanmanesh, 2018). instead of relying on one variable such as language proficiency, zand-moghadam & samani (2021) ambitiously pursued the effect of multiple variables, namely information-gap, reasoning-gap, and opinion-gap tasks, on efl learners’ pragmatic production, metapragmatic awareness, and implicature comprehension. a considerable number of studies on implicature comes from the literature discipline. budiaty (2014) carried out a content analysis aimed to identify the types of implicatures used in the princess diaries novel. results found that there were more conversational implicatures than conventional implicatures. another study tried to analyse the types of implicatures that could be found in the classic, international movie owned by disney called beauty and the beast (tiara, 2018). results of the study noticed that there is more evidence of generalised conversational implicature than particularised conversational implicature, positing that because in a certain social group, there are some factors that allow the existence of an implicature in the communication process. jane austen’s pride and prejudice is also another novel that has been extensively analysed, and wibawa http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 218 (2017) contributed in analysing its implicatures, citing that their presence contributes in the process of character development and influenced by the setting and plot of the novel. though poetries have been observed to usually be studied through the lens of literary and critical analysis, they have recently begun to be analysed pragmatically. igwedibia (2017) highlights how many have been written about an american writer, feminist, womanist, librarian, and civil rights activist named audre lorde’s poetry, but there is absolutely no evidence of a pragmatics study of her work and so the study tried to fill this gap. the study concluded that audre lorde’s poems sometimes adheres and sometimes violates grice’s theory. similarly, script for plays or theatres are frequently analysed with psychoanalysis, literature and even theology, but seldom with pragmatics. megawati (2019) addressed that gap by analysing the implicature within the script of oedipus rex, revealing passages that contained conventional or conversational implicatures. few, if any, studies ever explored implicatures in contexts beyond the classroom or learning pragmatics. this study only found mayora (2010), who examined the use of conversational implicatures in kenyan print media interviews. the study’s data were from two kenyan newspapers, and the results showed the interviewees in one media gave more indirect “yes” or “no” to yes/no questions than direct answers, while the case is the opposite with the other newspaper media. 3. method this study is a qualitative descriptive research since the data were collected in the form of words and pictures rather than statistics (thao & herman, 2020; sinaga et al., 2020), specifically the utterances in the kemenkes-ri’s instagram account’s public service announcements regarding covid19. the researchers explored @kemenkes_ri’s posts from march 2020, which is when covid-19 became a national public health concern in indonesia, to january 2021 (eleven months). all instances of covid-19 psas were collected with screen-capture or in screenshots. then, content analysis is used to identify the data’s implicature referring to grice’s (1975) classification of implicature. 4. results this study found 11 covid-19 psas that had been published by the kemenkes-ri since march 2020. results showed that one type of implicature is more present than others, as illustrated in figure 2. figure 2. number of implicature types from 11 covid-19 psas on @kemenkes_ri compared to conventional implicature, this study found that conversational implicature is more commonly used by the government to convey information about covid-19 to the public. according to grice (1975), this type of implicature has two sub-types, namely generalised conversational implicature and particularised conversational implicature. the former depends on the context and does not require audience or viewers to have any particular background knowledge to understand the implied meaning. this type is found to be the most dominant—seven out of eleven psas (64 per cent). the researchers postulated that it is due to the fact that the knowledge of covid-19 is now a very common information among the public as indonesia has been living with covid for more than ten months to date. this means that most people can understand what is implied in the psas generally. figure 3. first example of generalised conversational implicature 18% 64% 18% conventional implicature generalized conversational implicature particularized conversational implicature http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 219 the description of the data illustrated in figure 3 is “hidup normal baru, hidup lebih sehat dan produktif”, which means “the new normal life is a healthier and more productive life”. the message is accompanied with an image of a person working on their laptop in front of a clock. this public service announcement was posted on july 3rd, 2020, four months after the country has urged the public to work from home. the intended message of this psa is apparent, which is to tell people to continue all of their activities and work-life by following the health protocols. the goal of kemenkes-ri in publishing this post is to make sure that economic activity will not be negatively impacted further by covid-19, but in fact, increase as people can be more consciously productive and healthier. figure 4. second example of generalised conversational implicature another example of generalised conversational implicature is depicted in figure 4. the message “jaga jarak untuk melindungi sesama” tells people to “keep your distance to protect others”. from the accompanied caption in the middle-bottom of the picture, “jarak 1-2 meter” which means “distance 1-2 metres”, it can be inferred that the government and the health ministry indonesia suggested people to remain keeping one till two metres from another person. this psa was posted on september 23rd, 2020. at this point, people have been living with covid-19 for at least half a year. indonesian citizens have had to adjust to living with social and physical distancing, so the public is presumed to have already understood the importance of keeping distance. this psa’s implied meaning is to remind people to keep doing so, as they do not know of the health status of people around them. by keeping their physical distance, the action can protect everyone, including siblings, parents, friends and everyone in their community from being infected by the virus. the other sub-type of conversational implicature is particularised conversational implicature. opposite to the first sub-type, this type does require the reader or interpreter to have a particular background knowledge to understand the implied meaning. only two out of eleven psas published from march 2020 to january 2021 were found to contain this type of implicature (18 per cent). figure 5. an example of particularised conversational implicature figure 5 contained a long message announced to the public regarding a specific type of tradition that is unique to indonesian people. the image of a man and a woman, http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 220 presumably in love or in a romantic relationship, were accompanied with the hashtag of “#tidakmudik”. this hashtag has the equivalent meaning of “not going home”. this psa is categorised as a particularised conversational implicature because mudik is a specific culture and tradition for the dominantly muslim people in indonesia to return to their hometown during lebaran idul fitri or eid al-fitr. at this time, every moslem visits their family, both as an obligation and a voluntary and beloved tradition to stay in touch with relatives, known as silaturahmi. the message of psa tells people to not go home, but not because the government forbids silaturahmi. this is implied in the message, “bukan tak ingin bertemu, tapi demi masa depanmu”, which means “not that i don't want to meet, but for your future”. the ban on mudik acknowledges mudik’s importance, but highlights the importance of safety above it. “kamu kangen sama dia? jangan mudik dulu yaa, karena siapa tau dirimu malah dibawa “oleh-oleh” corona dan buat dia dan keluarganya. kangenmu simpan dulu di kulkas biar awet sambil tetap #dirumah aja.” this long description means “do you miss her? don't go home first, because who knows, you might even give the “gift” of corona for her and her family. keep your longing in the refrigerator so that it lasts while still #stayingathome”. this part of the message contained another hashtag to popularise the movement of staying at home, as well as a couple of jokes that can be understood by the locals who are familiar with the situation. the message posits its position as if they are advising the male in the picture to “freeze” his longing for the female in a refrigerator, implying that people can control their feelings much like they can control food from spoiling so they do not have to feel forced to travel to their hometown. another joke is also about giving gifts, which is a normal part of mudik, but in this case, the gift could be the coronavirus. this part of the message warns people of the consequences of visiting their families and loved ones, which is that they might be infecting them in the end and risking their lives. this psa was posted on april 18th, 2021, a little under a month before eid al-fitr 2021 began in the evening of may 12th, 2021 and ended in the evening of may 13th, 2021. the spread of covid-19 in indonesia, which began in march 2020, continued until eid 1441 h took place. kemenkes-ri posted this message to ask the public, particularly muslims, to not take part in mudik, not because staying in touch with their loved ones is no longer alright, but because keeping their loved ones healthy and safe from covid-19 is more important than meeting them. last but not least, this study identified two out of eleven covid-19 psas published by the kemenkes-ri contained a different type of implicature, known as conventional implicature. where conversational implicatures require people to know the context, conventional implicature is independent of context and non-truth conditional inferences. this is illustrated in figure 6. figure 6. an example of conventional implicature this public service announcement presents the question “siapa yang perlu memakai masker?”, which means “who needs to wear a mask?” two answers are offered for this question in the bullet points below it, “jika sedang sakit flu atau batuk” and “jika sedang pemulihan dari sakit”, each respectively means “if you have a cold or cough” and “if you are recovering from illness”. covid-19 is never explicitly worded in the message of this psa. this study noted that it was posted on march 2nd, 2021, which marks the beginning of the spread of covid-19 in the country and when the government acknowledged it as a threat. at this point, the public is not familiar with covid19. social and physical distancing has not been implemented yet. however, this psa is informing people about the virus by telling them to wear masks, an object meant for people with certain sicknesses that are symptoms of the virus. this announcement is context-independent as the use of mask is not yet known to be the provision for covid-19 but also the provision for other illnesses, so it can be said that the context is independent. thus, it can be inferred that the implied meaning is that people who have a cold, cough or recovering from illness need to wear masks as they may be infected by covid-19, although the public lacks the context of covid-19 at this point, thus this kind of announcement is a conventional implicature. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 221 5. discussion public service announcements were launched by government bodies to change public behaviour by publishing information that contains different types of implicature. this study is contributed in the exploration of pragmatics in the political and public health context. over the course of eleven months, from march 2020 when covid-19 is acknowledged as a national health emergency in indonesia to january 2021, this study found only eleven covid-19 psas were launched in the instagram account of the ministry of health republic of indonesia (kemenkes-ri). nine out of eleven contained conversational implicature, with generalised conversational implicature being more dominant (64 per cent) than particularised conversational implicature (18 per cent). the conventional implicature is only found in two of the eleven covid-19 psas (18 per cent), both of which were posted on march 2021. the rest of the psas published on april 2021 and onwards are conversational implicature, because at that point the public has acquired the background knowledge of covid-19. reflected in the literature review and the results of this study, conversational implicatures are more present than conventional implicatures. this is because “conversational implicatures are ever present and commonly used in our dayto-day conversations. they are of importance in our conversations and it is almost impossible not to use them when it comes to communication,” (mayora, 2010, p. 1). studies on conventional implicature are scarce, even in studies that investigates students’ comprehension of implicatures. at most, conventional implicature appears on literature when researchers tried to identify types of literature, such as in budiaty (2014) and megawati (2019). the findings of this study illustrated the distinction clearly through the timeline of the public service announcements’ publications. earlier posts of covid-19 psas were the conventional type of implicature because at the time, the public did not have the general context of covid-19 as the pandemic was still new and physical distancing has yet to become the norm. once physical distancing type of life became the “new normal” for many people, later covid-19 psas contained conversational implicatures as people have become more familiar. the results of this study may contribute in illuminating a little bit more on the nature of conventional implicature for future studies to explore more in-depth. regarding conversational implicatures, the findings of this study echoed previous studies that tried to identify types of implicatures. similar to tiara (2018), generalised conversational implicature is considerably more evident than particularised conversational implicature. the data indicates that this is most likely attributed to the nature of public service announcements. psas are essentially created to inform and educate the public at large, so the message should necessarily be framed in a way that can reach the largest amount of audience. this explains why there are more generalised conversational implicature than particularised conversational implicature. when the government needs to convey an instruction by implying it in the psa to a specific community of the public, such as indonesian muslims who are getting ready for mudik (figure 5), then they switch to particularised conversational implicature. this study also sheds light on the importance of ensuring that the messages implied in public service announcements can be truly realized. figure 5 is a psa that asks indonesian citizens to forgo mudik in order to not risk the health of their loved ones. however, the meaning of this message fails to reach many of the public, as many indonesians still travelled to their hometowns on may 2021 which leads to an exponential spike on the covid-19 positive cases in indonesia by june 2021 (andi, 2021). taking a preventive measure beyond announcing information is certainly expected to ensure that the implied message in government’s psas is followed by the public, but nadine & imtiyaz (2020) showed that government-issued regulations still have problems during their implementation. overall, there is little the researchers can do in terms of critically comparing the results of this study with previous studies since it explores a rather new territory. studies on implicatures have mostly focused in the language learning classroom context, either in evaluating students’ understanding and comprehension of implicatures (alsmari, 2020; derakhshan & eslami, 2020) or investigating the effect of certain teaching models or learning technologies in the teaching of this pragmatics feature (abdelhafez, 2016; samaje & ariyanmanesh, 2018). many previous studies that investigated types of implicatures did not look at public service announcements, but works of literature such as the pride and prejudice novel (wibawa, 2017), princess diaries novel (budiaty, 2014), beauty and the beast movie (tiara, 2018), oedipus rex play script (megawati, 2019) and poems written by audre lorde (igwedibia, 2017). even then, the first three studies were dissertations, with the fourth being a conference proceeding and the fifth being the only peerreviewed journal article. there is also a dearth of public service announcement studies that are similar to this study since most of them were concerned about the effect of the psas rather than the psas themselves. as far as the researchers are aware, they also have yet to focus on covid-19 psas, but on other public issues such as excessive screen time (crozier, berry, & faulkner, 2018), suicide (reidenberg & berman, 2020), panhandling (lim, lee, & lim, 2020), stunting (liem, marta, & panggabean, 2019) and smoking (arief et al., 2020). the most similar previous study is putri (2021), who was also concerned about covid-19 psa. although this study is entirely different since putri’s (2021) aim was to collect data on indonesian citizen’s perceptions of covid-19 psas through online questionnaires. this previous study was not at all concerned about types of implicatures or other pragmatic features. meanwhile, the only study on implicature that used data from the media was mayora (2010), who wasn’t concerned about covid-19 psas but http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 215-224 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 222 rather the tendency of kenyan interviewees’ answers to yes or no questions. therefore, this study believes that it contributes significantly in showing new paths for future researchers who are interested to explore implicatures or pragmatics using public service announcements as their base of data. furthermore, the interest of studying implicatures often use english language data, so this study also contributed in exploring implicatures using data derived from non-english language. 6. conclusion this study collected evidence of public service announcements on covid-19 that were distributed by the ministry of health republic of indonesia (kemenkes-ri) on their instagram account, @kemenkes_ri. after analysing a total of eleven covid-19 psas which were posted from march 2020 to january 2021, the researchers identified that the psas rarely used conventional implicatures to convey their messages (18 per cent) and dominantly used the conversational type of implicature, with the subtype generalised conversational implicature being more present (64 per cent) than particularised conversational implicature (18 per cent). while previous studies have attempted to identify types of implicatures, this study offers a different perspective by its unique data and context, revealing new insights that may explain why one type of implicature is more frequently used than the other. moreover, this study offered findings to fill the research gap of implicature studies in a non-classroom context. 7. acknowledgement the authors convey their gratitude to universitas hkbp nommensen medan for providing the necessary facilities to complete this research. the researchers’ gratitude also goes to the language editors who proofread the manuscript. references abdelhafez, a. m. 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(2020). risk factors of critical & mortal covid-19 cases: a systematic literature review and meta-analysis. journal of infection, 81(2), e16-e25. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i2/14082 vol. 5, no. 2, 2023, pp. 250-269 journal homepage: https://journal.unilak.ac.id/index.php/elsya 250 original research the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study melisa marlinton 1, indawan syahri 2, santi mayasari 3 1,3 universitas pgri palembang, palembang, indonesia 2 universitas muhammadiyah palembang, palembang, indonesia article info abstract article history: received 22 may 2023 revised 19 june 2023 accepted 21 june 2023 this study explores the impact of task-based learning (tbl) and student motivation on the reading comprehension abilities of eighth-grade students with a moderate level of english proficiency. the research aims to assess the effectiveness of tbl in improving reading comprehension outcomes and investigate the relationship between tbl, student motivation, and reading comprehension performance. the study includes sixty-four participants aged 12-14 from a public junior high school in palembang, indonesia. the control group receives traditional instruction, while the experimental group is taught using tbl. pretests and posttests evaluate reading comprehension, and a questionnaire measures student motivation level. the results reveal significant improvements in reading comprehension scores for both groups. the experimental group demonstrates an average post-test score increase of 69.88%, indicating the efficacy of tbl. while student motivation influences outcomes, no significant interaction with tbl is observed. these findings emphasize the effectiveness of tbl in enhancing reading comprehension for students with moderate english proficiency and underscore the importance of considering motivation in instructional practices. educators can utilize these insights to enhance instructional strategies and optimize reading comprehension outcomes for similar student populations. keywords: efficacy instructional practice learning motivation reading comprehension task-based learning corresponding author: marlinton; melisaparlin42@gmail.com 1. introduction reading is a constantly cognitively challenging activity intended to assist the reader in recognizing and understanding the author's concepts and points of view and assimilating them into their own knowledge. reading for the sake of comprehending is pointless. comprehension was described by pang et al. (2003) as the process of deriving meaning from related materials. it involves intellect, justification, and word recognition. it is essential to note that the effectiveness of instructing and acquiring reading comprehension may depend on both factors. the primary causes of students’ reading comprehension difficulties are intrinsic and external variables (hayati & puspitaloka, 2022; melinia et al., 2022). many learners struggle to comprehend texts because they do not understand the primary goal of reading activities (putri & ratmanida, 2021). besides that, other issues arise from the students themselves, such as their lack of interest in studying subjects, lack of motivation to learn, and basic or poor english proficiency (ganie et al., 2019). the next is the teacher-related issues. one barrier preventing pupils from achieving reading comprehension proficiency is the teacher-centred or traditional approach to teaching english (eviyuliwati & sarwan, 2018). in addition, it is a well-established belief that the most important element in the growth of reading comprehension is motivation. motivation, which is also important, is closely related to learning success (takaloo & ahmadi, 2017). in a similar vein, taboada & buehl (2012) made the unequivocal claim https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 251 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study that as intrinsic motivation, in particular, has a high correlation with reading comprehension, it can undoubtedly have a beneficial effect on the advancement of reading comprehension. as external researchers, the writers’ role is to gather information and provide insights on the efficacy of tbl, motivation to learn, and reading comprehension among eighth-grade pupils at junior high school 36 palembang. the highlighted school was chosen for investigation based on a collaboration with the english teacher at this school, who expressed concerns about the student’s difficulties in reading comprehension and their varying levels of motivation. the researchers specifically selected this school in order to delve into the unique educational context and better comprehend the challenges faced by students in that setting. the educational context encompasses various aspects, including the adopted teaching methods and the learning motivation of the students under investigation. by examining these contextual factors, the study gains deeper insights into the potential influences on reading comprehension outcomes, shedding light on the specific dynamics at play in this particular educational environment. this deliberate focus allows for a more nuanced understanding of the research findings and their implications for both theory and practice. by examining the teaching methods and approaches currently used at this school, it is possible to identify potential areas for improvement and suggest more effective strategies to enhance students' comprehension (supiadi et al., 2023) reading comprehension skills and motivation to learn english (sulistio, 2023). the intention behind highlighting this school is to shed light on the specific issues faced by the students in this environment, with the ultimate goal of contributing to the development of more productive approaches to instruction and improving student outcomes. the writers believed that it is crucial to find a solution to overcome these obstacles, enabling individuals to understand the text effectively. since the major goal of learning methods is to achieve successful learning, teachers should exercise good judgment while selecting the best learning method for the pupils. students can therefore comprehend and gain from what is being taught and may effectively and efficiently provide the desired learning outcome. however, in terms of this, educators may significantly improve and find the appropriate way to reading comprehension instructional (firdaus & mayasari, 2022; sofa & sulistyo, 2017). moreover, in light of the significance of 4c skills, it is currently the efl teachers' charge to help their students not only acquire how to converse in english but also develop 4c skills (zain et al., 2016). at the core activity level, in particular, the task-based learning framework forms the basis for the 4c-based learning model. in order to fully develop students' 4c learning capacities, teachers should focus on this component the most (ratminingsih et al., 2021). furthermore, task-based learning increases students' opportunities to learn through participation and task creation by engaging them in interactive activities (sholeh et al., 2021). specifically, various types of research have been conducted in the past to explore the functioning of learning motivation and the impact of task-based learning (tbl) on english teaching, particularly in relation to the development of reading comprehension abilities. according to ashrafi (2020), tbl significantly boosts pupils' linguistic proficiency, particularly the iranian students' literacy comprehension, as well as their prior cognition. additionally, putri & ratmanida (2021) asserted that employing tblt as a teaching approach makes it simple for pupils to advance their reading comprehension. this may be supported by the reading results of bangkinang senior high school 1 students, which substantially improved following language acquisition utilizing a task-based approach. numerous other studies have focused on the essence of motivation to learn throughout english subject instruction, notably in the growth of reading comprehension skills. what motivates students is undoubtedly the most important factor that directly affects the development of reading comprehension (ahmadi, 2017; takaloo & ahmadi, 2017). moreover, the other previous studies conducted by hosseiny (2022) investigated the influence of tblt on reading comprehension and found positive effects on students' achievement in this area. additionally, ndruru et al. (2022) explored the relationship between student motivation and reading comprehension, highlighting a positive correlation between motivation and comprehension skills. the field of reading comprehension (rc) research has primarily focused on individual factors such as comprehension strategies and prior knowledge. however, there is a need to understand how these factors interact and influence overall reading comprehension abilities. similarly, while the importance of students' motivation in developing reading comprehension skills is well-recognized, there is a dearth of research within specific instructional contexts, particularly in relation to task-based learning (tbl). additionally, although tbl has demonstrated effectiveness in developing various language skills, its specific application in the context of reading comprehension remains relatively understudied. previous research has primarily focused on either task-based learning (tbl) or learning motivation individually, without adequately elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 252 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study exploring their combined impact on students' reading comprehension abilities. this research gap calls for an investigation that examines the synergistic effects of tbl and students' motivation on reading comprehension outcomes. therefore, this study aims to address these research gaps by specifically investigating the combined efficacy of tbl and students' motivation on students' reading comprehension. by filling this research void, this study will contribute to the existing literature on effective instructional practices and educational strategies. yet, most of these studies merely examined the issue of how task-based learning or learning motivation affects reading comprehension. by doing this, this study not only investigated the efficacy of each variable, which are the tbl approach and learning motivation on reading comprehension but also examined whether the two variables have a meaningful interactive effect on students' ability in reading comprehension. the present investigation intended at identifying how task-based learning and learning motivation, whether it is high or low, affect students' growth in terms of reading comprehension. in addition, when it is used, it is to examine if the results differ from those of normal instruction. for the purpose of the study, five research questions were developed. 1. how does the instructional approach (tbl vs. traditional) impact reading comprehension achievement among students with varying levels of motivation? 2. do highly motivated students achieve significantly higher reading comprehension levels when instructed using either tbl or the traditional approach compared to students with low motivation? 3. is there a significant interaction effect between motivation levels and instructional approach (tbl vs. traditional) on students' reading comprehension achievement? 2. literature review 2.1 reading comprehension reading comprehension is the process of constructing meaning from written texts by connecting relevant information within the framework of the reader's prior knowledge and understanding (nunan, 2003; tarigan, 2008). it plays a crucial role in language development, knowledge acquisition, and enhancing linguistic abilities (laoli, 2021; patel & jain, 2008). furthermore, it has important role in language development and can help pupils gain knowledge and a better comprehension of other subjects (firdaus & mayasari, 2022). reading comprehension involves interpreting and recognizing skills, where readers utilize their preexisting knowledge and experiences to understand the information presented in a text (mikulecky & linda, 2007; patel & jain, 2008). this expertise and experience enable readers to comprehend the discourse they are reading. additionally, comprehension relies on the dynamic interplay between the reader's prior knowledge, the text, and the situational context (zagoto, 2020). the goals of reading comprehension may vary, including learning from books, skimming for essential information, and integrating knowledge (grabe & stoller, 2019). comprehension is the foundation of reading proficiency and involves constructing meaning through interactive engagement with the text (astuti & priyana joko, 2020; pang et al., 2003; satriani, 2018). different reading approaches, such as top-down, bottom-up, and interactive reading, contribute to understanding and learning (subadiyono, 2014). the bottom-up approach focuses on decoding symbols and emphasizes letter and word recognition, while the top-down approach emphasizes the reader's prior knowledge and context. interactive reading integrates these approaches to enhance comprehension by leveraging readers' existing skills and knowledge (brown, 2000; subadiyono, 2014). barrett's taxonomy outlines five phases of reading comprehension, including literal comprehension, reorganization, inferential comprehension, appraisal, and appreciation (surtantini, 2019). these phases reflect the reader's ability to identify explicit meaning, examine the information within the text, make inferences based on prior knowledge, evaluate the text's features, and appreciate its visual and emotional impact. previous research has focused on specific instructional strategies, such as the digest strategy (rahmawati, 2020) and the hamburger strategy (eviyuliwati & sarwan, 2018), and their impact on improving reading comprehension. these studies have provided valuable insights, demonstrating the effectiveness of these strategies in enhancing students' reading comprehension skills. however, a research gap exists regarding the combined influence of instructional strategies and learning motivation on reading comprehension outcomes. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 253 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study to address this gap, this study aims to investigate the efficacy of task-based learning (tbl) and learning drive in enhancing eighth-grade students' reading comprehension. by exploring the interaction between tbl and students' motivation to learn, the study aims to uncover how instructional strategies and motivation work together to influence reading comprehension outcomes. this research will contribute to a deeper understanding of the factors that contribute to successful reading comprehension and provide insights into optimizing instructional approaches for improved student outcomes. 2.2 learning motivation motivation plays a vital role in developing reading comprehension skills and fostering a passion for learning that lasts a lifetime (cudney & ezzell, 2018). according to maslow's theory, motivation is influenced by various needs, with physiological and security needs being the most fundamental (brown, 2000). setting measurable, challenging, and attainable goals enhances learning motivation (locke & latham, 2002). motivation can be categorized into intrinsic and extrinsic types, with intrinsic motivation driven by the inherent interest in an activity and extrinsic motivation influenced by external factors (brown, 2000). gardner & lambert (1972) identified integrative motivation, driven by the desire to communicate and understand cultural interests, and instrumental motivation, focused on achieving specific goals in acquiring a target language. strong learning motivation improves reading comprehension skills and engagement in education (adara & taufik, 2020; seven, 2019). in a previous investigation conducted by haris et al. (2015) the association between learning motivation, learning strategies, and reading proficiency was examined. their findings demonstrated a positive link between motivation and the utilization of effective learning strategies to enhance reading comprehension skills. similarly, firdaus (2020) explored the impact of incorporating visuals on students' performance in writing descriptive paragraphs and observed a notable positive effect. these studies underscore the significance of motivation and instructional approaches in improving reading comprehension outcomes. nevertheless, there is a research void pertaining to the precise impact of task-based learning and learning motivation on students' reading comprehension capabilities. this study seeks to bridge this gap by examining how task-based learning and learning motivation contribute to the improvement of students' reading comprehension skills. through a comprehensive analysis of the study's findings, a more profound comprehension of how these factors influence reading comprehension performance can be achieved. these insights will prove invaluable to educators and researchers in refining instructional strategies and fostering the advancement of students' reading comprehension abilities. in summary, motivation is vital for developing reading comprehension skills and nurturing a lifelong love of learning. by fostering intrinsic motivation and genuine interest in reading, students engage with diverse texts, enhance comprehension strategies, and deepen understanding. cultivating motivation empowers students to become proficient readers and fosters a lifelong passion for education. 2.3 task-based learning the instructional approach used in teaching reading comprehension significantly impacts its effectiveness (brown, 2004). strategies, such as task-based learning, can enhance students' reading skills by promoting language use in a communicative and reflective manner (ilyas & yulianto, 2019). task-based learning involves assigning activities that require students to comprehend, produce, manipulate, or engage with the target language (nunan, 2004). it is considered a learner-centred approach where the teacher facilitates learning and focuses on learner motivation, competence, and autonomy (willis & willis, 2007). task-based learning has been recognized as an effective method for teaching second or foreign languages, as it enhances fluency and provides opportunities for verbal practice and performance improvement (chua & lin, 2020; rudd, 2019). additionally, this approach emphasizes learning through meaning and content, rather than solely focusing on linguistic or grammatical forms (bunmak, 2017). in task-based learning, students are actively involved in various roles, promoting a relevant and engaging learning experience (bunmak, 2017). willis (1996) outlined three framework elements in task-based learning: pre-task, task cycle, and language focus. the pre-task phase involves clear explanations of each task phase to the students, while the task cycle involves group work, sharing findings, and comparative studies. language focus helps students understand the linguistic meaning and find definitions in the text. task-based learning allows students to participate in elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 254 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study meaningful activities and experience language use, while teachers observe and guide their learning. this approach provides opportunities for students to engage with reading tasks effectively and efficiently (willis, 1996). the study by mufabar et al. (2020) and nguyen (2022) examined the effects of tblt on students' reading comprehension and motivation. mufabar et al. (2020) found that tblt positively influenced reading comprehension and increased students' motivation to read. similarly, nguyen's study demonstrated that tblt improved reading comprehension and was perceived as helpful and interesting by the participants. both studies emphasize the importance of implementing tblt in language learning to enhance reading comprehension. your study aims to build upon these findings by investigating the combined impact of tbl and learning motivation on reading comprehension outcomes, providing a comprehensive understanding of how these factors contribute to students' achievement in reading comprehension. 3. method the study employed an experimental research design to investigate the effects of independent variables on the dependent variable. specifically, a factorial design was utilized to examine the direct and indirect effects of the independent variables on the dependent variable. this design allowed for the manipulation and control of the independent variables while measuring their impact on the dependent variable. by employing an experimental design, the study aimed to establish causal relationships and provide insights into the effects of the instructional approach and students' motivation on reading comprehension achievement. in this study, the population consisted of 327 eighth-grade students from smp negeri 36 palembang in indonesia. to ensure feasibility within the available resources, a sample of 64 students was selected using convenience random sampling. this sampling method was chosen based on factors such as proximity and accessibility to facilitate data collection. it is important to acknowledge that the findings may have limitations in terms of generalizability to a broader population, given the specific school context in palembang. however, the chosen sample size and sampling method were deemed practical and suitable for the study's objectives, allowing for valuable insights to be gained within the scope of this research. the control group received traditional instruction for reading comprehension, where students followed a structured curriculum that included various reading activities and exercises. the teacher played a central role in delivering explicit explanations, examples, and direct instruction on reading strategies and comprehension skills. students engaged with textbooks, worksheets, and supplemental resources specifically designed to improve their comprehension abilities. in contrast, the experimental group received task-based learning (tbl) instruction. this approach created an interactive and dynamic learning environment by assigning tasks and activities that required students to actively read, interpret, and analyze texts. collaborative work, discussions, and presentations were emphasized to develop students' comprehension skills. the teacher acted as a facilitator, providing guidance and support as students worked in groups and prepared and delivered presentations. authentic texts and interactive resources were utilized to enhance student engagement and autonomy. both instructional approaches had specific lesson plans and implementation strategies aligned with the research's learning objectives. traditional instruction focused on explicit instruction and practice, while the tbl approach emphasized critical thinking, communication, and the application of comprehension strategies in authentic contexts. the tasks and activities for tbl varied based on the learning objectives and selected texts, ensuring meaningful and engaging learning experiences for students. data for the study were collected through test and questionnaire. a questionnaire was used to assess students' motivation for learning, categorizing it into high and low levels. preand post-tests were administered to measure students' reading comprehension abilities in both the experimental and control groups. the researchers ensured the validity and reliability of the instruments by conducting tryouts with non-sample students and analysing the data using statistical tests. the reading comprehension test included 20 multiple-choice. the utilization of the multiple-choice format is a commonly employed approach for assessing comprehension abilities, primarily due to its convenient administration and the easy scoring of items (stankous, 2016). the test given to the students evaluated students' abilities in five crucial aspects of reading comprehension. these aspects encompassed retrieving information, recognizing text references, understanding the main idea, analysing and organizing ideas, and integrating prior knowledge. the aim of this assessment was to gain a comprehensive elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 255 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study understanding of students' reading comprehension skills and their cognitive processes when engaging with written material. on the other hand, the motivational survey employed in this study was derived from the framework created by (gardner & lambert, 1972). this questionnaire consists 14 questions. it has been extensively utilized in prior research and has proven to be a reliable and valid tool for evaluating student motivation. the survey implemented a four-point likert scale to gauge pupils' perspectives and attitudes toward learning. the scale encompassed four response options: 'strongly disagree,' 'disagree,' 'agree,' and 'strongly agree.' by incorporating this established survey instrument, our objective was to gain valuable insights into the motivational aspects influencing pupils and their influence on the learning process. the researchers used the spss program to perform statistical analyses on the data, including normality and homogeneity tests. independent t-tests were conducted to determine the significance of each independent variable, and a two-way anova was used to explore any interaction effects between tbl and learning motivation on reading comprehension skills. the primary goal of the study was to compare the effectiveness of the traditional instructional approach and tbl in enhancing students' reading comprehension abilities. by examining the advantages of tbl and its impact on promoting active learning and deeper understanding of texts, the researchers aimed to contribute valuable insights to the field of instructional methodology. in summary, this study employed an experimental research design to investigate the effects of traditional instruction and tbl on students' reading comprehension skills. it considered the influence of learning motivation to provide a comprehensive analysis of different instructional methods and their interaction with student motivation in improving reading comprehension abilities. 4. results the writer got the data on reading comprehension achievement from the students’ pretest and post-test scores. the pretest and posttest were applied in both the experimental and the control groups. the following table shows the scores obtained for each group. table 1. the descriptive statistics for the reading pre-tests and post-tests scores n min max mean sd pre_exp 32 15 65 40.94 14.615 post_exp 32 35 90 69.38 14.742 pre_con 32 5 50 28.59 12.131 post_con 32 15 75 45.63 17.169 upon analysing the data, an interesting pattern emerged in the reading comprehension scores of both the experimental and control groups. it was observed that the experimental group showed a significant improvement in their mean scores from the pre-test (40.94) to the post-test (69.38). this suggests that the task-based learning approach employed in the experimental group had a positive impact on their reading comprehension abilities. in contrast, the control group exhibited a comparatively smaller increase in mean scores, with a pre-test mean of 28.59 and a post-test mean of 45.63. this discrepancy in improvement between the two groups indicates that the traditional instruction method used in the control group might have been less effective in enhancing reading comprehension skills. this trend highlights the potential benefits of implementing task-based learning as an instructional approach for improving students' reading comprehension proficiency additionally, the writer evaluated the sum of the scores received from each respondent after the questionnaire was given to the experimental and control group students in order to categorize each student's level of motivation. the students who received a score of 36 to 56 were classified as having a high level of motivation. students who were highly integrative and instrumentally driven in their english learning may obtain this score. however, the students who performed well were divided into two groups: those who were weakly driven and those who were 14 to 35. this score can be achieved by students who were not highly elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 256 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study interested, both instrumentally and integratively, in learning english. table 2 below displays the motivational level of each student, indicating whether they come under the highor low-motivation category. this was discovered after 64 samples were given a learning motivation questionnaire. table 2. the motivation level of experimental and control group experimental group control group motivation level frequency percent frequency percent high 21 65.6 15 46.9 low 11 34.4 17 53.1 total 32 100.0 32 100.0 table 2 above demonstrates that, among the 21 students in the experimental group, 65.6% were identified as highly motivated learners. in contrast, 11 (34.4%) of the experimental group's students were classified as having low motivation. 15 students from the control group were identified as being highly driven, whereas 17 students (53.1%), from the control group, were identified as being lowly motivated. moreover, effect size measures, specifically cohen's d, were employed to assess the impact of instructional approach and motivation levels on reading comprehension achievement. the effect size (cohen's d) for the experimental vs. control groups was 0.74, indicating a large effect size. this implies that tbl significantly enhances reading comprehension compared to traditional instruction. additionally, the effect size for highly motivated students vs. those with low motivation was 0.52, indicating a moderate effect size. this suggests that highly motivated students achieve notably higher reading comprehension levels. these effect size measures provide valuable insights into the significance and strength of the observed effects. the study's normality test revealed that both the experimental group's and the control group's data distributions were bigger than 0.05. this proved that the distribution of the data was normal. moreover, the outcomes of the homogeneity test of the variance of the data collected from the experimental group and the control group were also higher than 0.05. this demonstrated that the variance of the data was homogeneous. in terms of reading comprehension achievement, the table below summarizes the findings of the independent sample t-test calculation for the group of highly motivated students who were instructed using the tbl approach and traditional approach. table 3. high motivation students instructed by using tbl and traditional approach independent samples test t df sig. (2-tailed) mean difference std. error difference 5.168 34 .000 20.143 3.897 in table 3, the significance level of 0.000, which denoted that the results of the significance level < 0.05, was calculated using the difference test between the two data averages. it follows that highly motivated students who were instructed using the tbl approach and those who were instructed using the traditional approach showed substantially distinct reading comprehension accomplishments. table 4 below summarizes the findings of the independent samples t-test for the experimental and control groups of students who had low motivation for reading comprehension performance. table 4. low motivation students instructed by using tbl and traditional approach independent samples test t df sig. (2-tailed) mean difference std. error difference 3.941 26 .001 18.957 4.810 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 257 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study table 4's significance level of 0.001 revealed that the results of the difference test between the two data averages were less significant than 0.05. thus, reading comprehension skills were noticeably different between low-motivation students who got instructed using the tbl approach and those who received instruction using the traditional approach. in addition, table 5 below demonstrates the calculation of the independent sample t-test for highly motivated students and low-motivated students who were instructed with the tbl approach in the achievement of reading comprehension skills. table 5. high and low motivation students instructed by using tbl approach independent samples test t df sig. (2-tailed) mean difference std. error difference 6.020 30 .000 22.597 3.754 the information in table 5 above represents the findings of the computation of the test of the distinction comparing two means of data between students in the experimental group who showed high and low motivation. these findings showed that the significance level was 0.000, indicating that it was greater than 0.05. as a result, it can be claimed that students who were instructed utilizing the tbl approach and had high or low motivation showed substantially distinct reading comprehension achievement. in contrast, table 6 below demonstrates the calculation of the independent sample t-test for highly motivated students and low-motivated students who were instructed with the traditional approach in the achievement of reading comprehension skills. table 6. high and low motivation students instructed by using traditional approach independent samples test t df sig. (2-tailed) mean difference std. error difference 4.470 30 .000 21.412 4.790 the information in table 6 above represents the findings of the computation of the test of the distinction comparing two means of data between students in the control group who showed high and low motivation. these findings showed that the significance level was 0.000, indicating that it was greater than 0.05. as a result, it can be claimed that students who were instructed utilizing the traditional approach and had high or low motivation showed substantially distinct reading comprehension achievement. furthermore, the writer examined the significant value to see whether the interaction was significant. this was done to ascertain whether highly motivated students or low-motivated students for learning have an impact on the relationship between tbl and reading comprehension. the significance value is what guides the decision; if it is less than or equal to 0.05, a significant interaction exists. table 7. the interaction effect of tbl and learning motivation on reading comprehension tests of between-subjects effects dependent variable: reading comprehension source f sig. corrected model 38.345 .000 intercept 1339.245 .000 approach 40.705 .000 motivation 51.568 .000 approach* motivation .037 .847 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 258 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study the obtained significance value of 0.847 indicates that the interaction effect between tbl, learning motivation, and reading comprehension was not statistically significant. this suggests that the impact of motivation on the relationship between tbl and reading comprehension was not substantial. while both tbl and learning motivation individually influenced reading comprehension, their combined effect did not show a significant interaction. therefore, the improvement in reading comprehension achieved through tbl was not significantly influenced by student motivation. 5. discussion the results can be further analyzed to gain deeper insights. firstly, highly motivated students who received instruction using the tbl approach demonstrated significantly higher mean scores compared to highly motivated students who were taught using the traditional approach. this suggests that the tbl approach was particularly effective in enhancing reading comprehension among highly motivated students. on the other hand, there was also a significant difference in mean scores between low-motivated students who received tbl instruction and those who received traditional instruction. surprisingly, low-motivated students who were taught using the tbl approach achieved higher mean scores than their counterparts who were taught using the traditional approach. these unexpected findings could be attributed to the engaging and interactive nature of tbl, which may have stimulated the interest and involvement of low-motivated students, leading to improved comprehension. moreover, an interesting observation was that students who received tbl instruction and were highly motivated had substantially different mean scores compared to those who were less motivated. highly motivated students outperformed their less motivated peers on average when taught using the tbl approach. this reinforces the notion that learning motivation plays a significant role in reading comprehension achievement, and tbl can capitalize on students' motivation to enhance their performance. it is worth noting that the significant difference in mean scores between students instructed using the traditional approach and those who were not indicates the effectiveness of the tbl approach in improving reading comprehension compared to traditional methods. this aligns with previous studies by ashrafi (2020) and putri & ratmanida (2021), which have consistently shown the superiority of tbl in terms of reading comprehension outcomes. additionally, the findings of astuti and priyana (2020) suggest that tblt can improve the teaching-learning process and enhance students' reading comprehension of content. these previous studies support the validity of our findings and reinforce the notion that tbl holds promise as an effective instructional approach for reading comprehension. furthermore, the results indicate that students' motivation levels significantly influence their reading comprehension achievement. highly motivated students are more likely to engage actively with texts, maintain better concentration, and comprehend the context being presented. this finding aligns with the assertion made by ahmadi (2017) that highly motivated students tend to be more advanced readers compared to their less motivated counterparts. additionally, the close association between learning motivation and reading comprehension has been emphasised by taboada & buehl (2012). these findings highlight the importance of cultivating strong learning motivation in students to enhance their reading comprehension skills. upon analysis, the statistical significance of the interaction effect between the tbl approach and motivation on reading comprehension was found to be insignificant (p > 0.05). this suggests that the interaction between the tbl approach and learning motivation does not exert a significant impact on reading comprehension. possible explanations include the instructional strategies within tbl not aligning optimally with motivational factors that influence reading comprehension, as well as individual variations in student motivation and the complex nature of comprehension. although significant main effects of tbl and motivation on reading comprehension were observed, their combined effect did not yield a statistically significant interaction. further investigation is necessary to uncover potential mediators or moderators influencing this relationship and enhance our understanding of this intricate phenomenon. the above-mentioned explanations suggested that using tbl to teach reading comprehension was possible and had the same impact on students with high and low levels of motivation because there is no discernible interaction effect (influence) of the tbl approach and motivation to learn on students' success in reading comprehension. the idea behind this conclusion is the same as that put up by benson (1991), elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 259 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study who asserted that students may believe english to be a necessary and worthwhile topic, which may be related to motivational factors. students may, however, believe that english is less significant than other disciplines if they lack interactive or instrumental motivation. the teacher's approach is another factor that may influence students' desire to read. this may be brought on by repetitive learning activities that give students the impression that the tasks are uninteresting and boring. the cognitive load theory that sweller (2017) popularized can also be used to explain this. according to this speculation, a person can only process a finite amount of information, and receiving too much information quickly can cause cognitive overload. by offering specialized and carefully planned learning exercises, tbl can assist students in lowering their cognitive load when it comes to reading comprehension. furthermore, pupils who are highly motivated are more likely to pay attention and read difficult materials without becoming mentally exhausted. this is supported by what mustamin & sulasteri (2010) claimed that students with high motivation exhibit significant energy and dedication towards their learning endeavours. in a similar vein, meşe & sevilen (2021) stated that motivation stands as a critical determinant impacting the accomplishments and progress of l2 learners in their language learning endeavours. this suggests that the learners’ strong motivation acts as a motivating force, enabling them to approach challenging materials with enthusiasm and resilience. therefore, to keep the students highly motivated, creating a secure, nurturing, and inspiring environment is a fundamental objective for educational institutions, aiming to foster and guarantee students' learning (zaccoletti et al., 2020). the use of task-based language learning (tbll) in language learning, particularly the motivation that this approach can produce, is covered in an earlier study by several prior studies. in comparison to thanh & huan's (2012) study on the impact of tbl on motivating non-english majors to acquire vocabulary at a community college in vietnam, this current study focuses on eighth-grade students' reading comprehension abilities in a public junior high school in palembang, indonesia. while both studies utilize an experimental design and quantitative analysis to measure improvements in student performance, the specific outcomes differ. thanh and huan found that tbl enhanced vocabulary acquisition and motivated students to learn, whereas this study reveals significant improvements in reading comprehension scores for both the control and experimental groups, emphasizing the effectiveness of tbl in enhancing reading comprehension outcomes. the comparative analysis highlights the diverse applications and benefits of tbl in different language-learning contexts. additionally, the current study's findings were also compared to a previous study by fatima & pervaiz (2023) examining motivation and anxiety in pakistani esl learners. while both studies emphasized the influence of motivation on language learning outcomes, they differed in their specific focus and methodology. our study explored the effects of tbl and motivation on reading comprehension among eighth-grade students in indonesia, whereas fatima and pervaiz's study investigated motivation and anxiety in esl learners using a video narration task. these comparative insights contribute to a broader understanding of the interplay between tbl, motivation, and language learning outcomes, highlighting the importance of considering motivational factors in instructional practices. the last, the present study's findings on task-based learning (tbl) and student motivation in improving reading comprehension offer valuable insights that complement a previous study by azlan et al. (2019) which focused on tbl's impact on speaking skills. while both studies demonstrate the effectiveness of tbl in enhancing language skills and highlight the significance of student motivation, they differ in terms of the specific language skills assessed (reading comprehension vs. speaking) and the contexts in which the research was conducted (eighth-grade students in palembang, indonesia vs. preschool and primary school students in malaysia). these variations in research focus, target population, and language skill assessment contribute to a comprehensive understanding of the benefits and applications of tbl in different educational settings. furthermore, extrinsic and intrinsic motivation for learning are both explained by the selfdetermination theory (sdt). those who are intrinsically motivated will be more eager to learn and have a deeper comprehension than people who are just motivated by external factors (deci & ryan, 2008). high levels of learning motivation can affect greater reading comprehension, according to sdt, which can be elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 260 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study explained in the context of reading learning. as a result, if tbl instruction can boost students' learning motivation, their reading comprehension will probably improve. the findings of this study make a significant and novel contribution to the existing literature on tbl and reading comprehension. while prior research has explored the effectiveness of tbl on reading comprehension, this study goes beyond examining the interaction between tbl and learning motivation on reading comprehension. the novelty of this study lies in its exploration of the differential impact of tbl on reading comprehension based on students' motivation levels. the results demonstrate that tbl proves effective in enhancing reading comprehension, particularly among highly motivated students. this finding highlights the importance of considering individual motivation levels when implementing instructional approaches and provides practical guidance for educators. moreover, the absence of a significant interaction between tbl and learning motivation challenges previous assumptions and opens up avenues for further investigation into the complex interplay between instructional approaches, motivation, and reading comprehension. in addition, to address the research gaps, future studies could focus on investigating the long-term effects of tbl on reading comprehension and motivation, taking into account variables such as language proficiency, cultural backgrounds, and instructional contexts. research can delve into specific strategies or adaptations of tbl that best support students with varying levels of motivation in improving reading comprehension. overall, this study's novelty lies in its investigation of the differential impact of tbl on reading comprehension based on students' motivation levels, adding new insights to the field and emphasizing the need for personalized instructional strategies to optimize learning outcomes. one limitation of this study is the small sample size, which may limit the generalizability of the findings. additionally, the specific context of the study, conducted within a particular educational institution, may restrict the applicability of the results to other settings. these limitations should be considered when interpreting the findings and highlight the need for future research with larger and more diverse samples, conducted in different educational contexts, to gain a broader understanding of the relationship between tbl, learning motivation, and reading comprehension. 6. conclusion the study's findings have demonstrated the effectiveness of task-based learning (tbl) in enhancing reading comprehension skills among eighth-grader at state junior high school 36 palembang. tbl has shown to improve students' attention, retention, and comprehension, fostering engagement and a sense of contribution to the learning process. the results also indicate that students' reading comprehension abilities are influenced by their motivation to learn and the specific learning approach utilized. notably, the interaction between task-based learning and learning motivation does not significantly impact students' reading comprehension capacity, suggesting that tbl remains effective regardless of varying motivation levels. these findings significantly contribute to the research field by highlighting the robustness and practical applicability of tbl in enhancing reading comprehension skills. from a practical perspective, educators can leverage task-based learning approaches by selecting appropriate materials, employing diverse teaching strategies, and providing constructive feedback to enhance students' comprehension. furthermore, promoting the adoption of tbl as an instructional approach can bolster teachers' motivation and effectiveness in implementing it, leading to improved reading comprehension outcomes for students. overall, the study's results emphasize the effectiveness of task-based learning in enhancing reading comprehension among eighth-grade students and shed light on the interplay between learning motivation and tbl. these insights have profound implications for educators, informing their instructional practices and contributing to a deeper understanding and practical application of taskbased learning in the research field. acknowledgment elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 261 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study sincere gratitude is extended by the researcher to each and every participant who contributed to this publication from the beginning of data collection through the conclusion of the study. without their 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(2020). the effect of using gist strategy through recount text toward students’ reading comprehension at asy-syukriyyah college. jurnal asy-syukriyyah, 21(2), 225–242. ratminingsih, n. m., budasi, i. g., piscayanti, k. s., putu, n. l., adnyayanti, e., novita, i. g. a. p., & paragae, s. (2021). 4c-based learning model : what , why , how ? 10(2), 244–255. https://doi.org/10.23887/jpi-undiksha.v10i2.31400 rudd, m. (2019). examining the effect of task-based language teaching on university business students in bangkok. ijee (indonesian journal of english education), 6(1), 30–47. https://doi.org/10.15408/ijee.v6i1.11564 satriani, e. (2018). reading comprehension difficulties encountered by english students of universitas islam riau. journal of english for academic, 5(2), 15–26. seven, m. a. (2019). innovation in language learning and teaching. innovation in language learning and teaching, 8(2), 62–71. https://doi.org/10.1007/978-3-030-13413-6 sholeh, m. b., salija, k., & nur, s. 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(2016). the integration of 21st-century learning framework in the asie instructional design model. journal of psychology research, 6(7), 415–425. https://doi.org/10.17265/2159-5542/2016.07.004 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 265 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study appendices appendix 1: reading comprehension achievement test questions choose the correct answer by choosing (x) a, b, c, or d. this text is for questions no. 1-3. in the morning of the previous day, my roommate anna faced a situation where she woke up late and needed to go to campus. however, when she attempted to retrieve her motorcycle, she encountered a predicament as it was obstructed by other motorcycles in the garage. despite her efforts to maneuver the surrounding motorcycles, she was unable to do so. realizing the challenge, she reached out to riana, whose motorcycle was blocking hers. fortunately, some friends who witnessed the situation came to her aid. with their assistance, she successfully freed her motorcycle and proceeded to ride it to campus. 1. the best title for the text above is ….. a. broken motorcycle c. being late b. going to campus d. anna and her motorcycle 2. who is anna? a. the writer c. the writer’s roommate b. the writer’s friend d. the writer’s sister 3. why cannot anna move her motorcycle? a. because her motorcycle is broken b. because her motorcycle is blocked by other motorcycles c. because she cannot drive a motorcycle d. because her motorcycle is big this text is for questions no. 4-7 a bad experience i had an unpleasant encounter during my shopping experience at a local store, which turned out to be quite embarrassing. i was unjustly accused by the store's security personnel of stealing a pair of blue jeans. it happened on a sunday afternoon when i accompanied my friends to a fashion store. while browsing, i selected a pair of blue jeans and proceeded to make the purchase at the cashier. unfortunately, the shop assistant made an oversight and failed to remove the security clip from the jeans. consequently, when i exited the store, the security alarm went off, drawing attention to me. the security officer immediately confronted me, accusing me of theft and escorting me to the manager's office. upon closer examination, both the security officer and the manager realized that the incident was not my fault. they expressed sincere apologies for the misunderstanding and the inconvenience caused. in a gesture of goodwill, the manager offered me the opportunity to select one item of clothing as a complimentary gift to compensate for the ordeal. 4. what does the text talk about? a. the writer’s fault at the fashion store b. the writer’s bad experience at a fashion store. c. the shop assistant’s activity. d. the security officer’s fault 5. “she forgot to take the censor clip ….” (paragraph 2) what does the italicized word refer to? a. the writer c. the security officer elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 266 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study b. the shop assistant d. the manager. 6. why did the detector beep? a. because the security officer shouted at the writer. b. because the security officer took the writer to the manager’s room. c. because the shop assistant forgot to take the censor clip on the blue jeans. d. because the shop assistant found that the writer stole a pair of blue jeans. 7. what is the generic structure of a recount text? a. orientation – events – evaluation c . twist – events – reorientation b. orientation – events – reorientation d. goal – materials – steps this text is for questions no. 8-10 my football experience during my time in junior high school, i developed a strong passion for football. it became a regular saturday afternoon activity for me, as i would practice with my team and coach on the school field. the members of my team, including our coach mr. sentana, were not only physically strong but also intelligent players. mr. sentana was a kind-hearted individual, but he displayed strict discipline during our coaching sessions. he would reprimand anyone who arrived late or failed to adhere to the team's rules. under his guidance, our team achieved success in numerous tournaments held in various prominent cities. we were known as the '67 team' and even had a considerable fan following, which was incredibly exciting. presently, my love for football remains intact, and i am a part of a team as well. however, my parents have advised me to prioritize my studies, reminding me that football should be treated as a hobby. 8. when did the writer practise football? a. every saturday morning c. every sunday morning b. every saturday afternoon d. every sunday afternoon 9. mr. sentana’s personality is ... a. talkative c. disciplined b. pessimist d. smart 10. which is incorrect based on the text above? a. the writer practiced football with the coach and teammates. b. the team also had many fans. c. the coach was not disciplined. d. the writer is warned by his parents to study rather than to play football. 11. the purpose of personal recount is …. a. to retell experiences and to entertain readers. b. to solve a problem c. to create a problem d. to argue a problem 12. these are the language features that usually appear in personal recount, except …. a. simple past tense c. first person point of view b. time connectors d. material process the text is for questions no. 13-17. last month, i took a trip to medan all by myself. it was my first time traveling outside of my home island, java. what's more, it was also my first time flying on a plane. on that particular day, i had an exciting and nerve-wracking experience while making my way to the airport. my scheduled flight was at 6 a.m., but i ended up waking up late. i rushed to the airport, but unfortunately, there was a long traffic jam along the way. this caused me to lose valuable time and made it difficult to arrive at the airport on time. eventually, i reached the airport at 5:40 a.m., just twenty minutes before my flight. i had to hurry to check-in, but there was a long line of people ahead of me. i started to panic in that moment. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 267 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study luckily, a kind person approached me and asked about my flight schedule. i told them that i was supposed to fly at 6 a.m. they graciously helped me with the check-in process. they even asked the people in the line if i could go ahead of them. thankfully, the people in the line understood my situation and allowed me to check-in first. i was incredibly grateful to them, especially that helpful person. in the end, i didn't miss my flight and arrived safely in medan. it was truly a frightening experience for me, but i was relieved that everything turned out fine. 13. where does the writer head to? a. java c. medan b. sumatra d. jakarta 14. why did she almost lose her flight? a. because she woke up late. c. because she looked for a key b. because she was in traffic jam d. because she couldn’t do check-in. 15. when was the writer’s flight schedule? a. at 6.00 a.m. c. at 6.19 a.m. b. at 5.40 a.m. d. at 5.00 a.m. 16. why didn’t she lose her flight? a. she begged people to allow her to check in first. b. she was angry with people who queue up for check-in. c. a guy helped her to check-in. d. she cried in the airport. 17. “…. i went to medan by myself.” (paragraph 1) the italicized word refers to …. a. the readers c. the guy b. the writer d. traffic jam this text is for questions no. 18-20. fishing yesterday, i went fishing at a beautiful lake. it was a relaxing time because i didn't have any work to do. i woke up early in the morning and went to the market to buy some shrimp for bait. then, i headed to the lake to start fishing. once at the lake, i searched for the best spot to catch fish. i found a nice spot under a big tree by the bank of the lake. i threw my fishing hook as far as i could and patiently waited for a fish to bite. after about thirty minutes, i felt a tug on my line, and it turned out that a fish had taken the bait. i successfully caught ten big fish and three small fish that day, which made me very happy. i planned to cook the fish at home and invite my friends over for a small party to enjoy the meal. however, on my way home, i encountered a poor, elderly beggar. i decided to give all of my fish to him, hoping it would bring him happiness. maybe he could sell them at the market and use the money to buy food. even though i didn't have any fish left after that, i felt content because i was able to help someone in need. 18. what did the writer get when she/he was fishing? a. the writer got ten big fish and three small fish. b. the writer got two small fish. c. the writer got five big fish. d. the writer got six fish and a small fish. 19. what did the writer do before she/he go to a lake? a. the writer went to the bookstore. b. the writer went to the mall. c. the writer went to the marketplace. d. the writer went to her/his house. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 268 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study 20. did the writer give all of her/his fish to an old poor beggar? a. no, she/he did not. b. no, she/he does not. c. yes, she/he did. d. yes, she/he does. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 269 the efficacy of task-based learning and learning motivation on student’s reading comprehension: a wholistic study appendix 2: the questionnaires for learning motivations motivation research questionnaire student name : _______________________________ class : ______________/_________________ filling instructions: 1. write your name and class in the provided space. 2. read each question carefully before answering. 3. choose the most suitable answer according to your opinion by placing a checkmark () in the corresponding column for each answer option, which are as follows: a. sa = strongly agree b. a = agree c. d = disagree d. sd = strongly disagree 4. answer the questions honestly and make sure no number is skipped. 5. there are no right or wrong answers. no statements sa a d sd 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. mastering the english language holds immense value for me as it facilitates easy communication and interaction with english-speaking individuals. acquiring proficiency in english is crucial as it opens doors to connect with a diverse array of people from different backgrounds. developing english language skills is of utmost importance as it deepens my understanding and appreciation of the arts and culture of english-speaking communities. gaining fluency in english empowers me to actively participate in various cultural exchanges and engagements. mastery of english is essential for my future career prospects and professional growth. expanding my knowledge base is a key motivation for learning english. acquiring proficiency in english is vital for securing job opportunities in today's globalized world. being able to communicate effectively in english earns me respect and admiration from others, motivating me to pursue foreign language learning. english stands as a significant global language. proficiency in english is necessary for pursuing international education opportunities. the ability to understand english songs, music, films, novels, and magazines is a driving force behind my desire to learn the language. the challenge of learning english intrigues and motivates me. i find great pleasure in the process of learning english. i dedicate myself wholeheartedly to learning english to achieve success in my school examinations elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 67 a critical evaluation of the twelfth grade english language textbook for afghanistan high schools mohammad naim rahim 1, tawos mohammadi 2, & aminuddin hashemi 3 1 kunduz university, kunduz 3501, afghanistan 2 shaheed prof. rabbani education university, kabul, afghanistan 3 takhar university, takhar, afghanistan mnaim.rahim@gmail.com article history received : 6 march 2021 revised : 8 march 2021 accepted : 4 may 2021 keywords english as a foreign language english textbook textbook evaluation textbook development content analysis abstract since textbook evaluation is a prominent task for educational development, hence, the study is motivated to extend the ideas towards the best of english as a foreign language teaching in high schools. globally, the english language is taught aligned with 21st century skills, yet textbooks are lacking some of these skills and approaches in afghanistan. therefore, the study applied a mixed-method to critically evaluate the 12th grade english language textbook of high schools in afghanistan. the data is collected using an adopted textbook evaluation checklist and a likert-scale ranging from “poor” to “excellent”. content analysis is used to interpret and describe the meaning qualitatively from the number scale of the item in the checklist. likert-scale is also analyzed separately through spss. the results show that the aims of the course did not correspond closely to the aims of the teaching program and the needs of the learners in the textbook. however, the layout of the textbook is clear, and the students can find their way if an individual study is intended. in terms of the skills, the textbook stated that it covers all four skills of language learning, but the evaluation indicates a considerable focus on reading, grammar, and vocabulary. in conclusion, the study highlighted that the textbook requires to be updated to be focusing more on topic contents related to the needed skills and to make it more userfriendly. this contributes to promoting textbook development in the ministry of education and provides an in-depth understanding of the current status of the available textbooks in the high schools of afghanistan. 1. introduction the teaching-learning process is based on essential elements such as teacher, student, learning environment, and instructional materials such as handouts, workbooks, teachers’ guidebooks, cds, internet, and textbooks (khoo & knight, 2015). instructional materials, especially the textbook, as an essential element in the teaching-learning process (richards, 2001), have been in the midst of discussion for a long time. mcgrath (2002) stated that there is desirability of basing the teaching-learning process on textbooks. cunningsworth (1995) explained that a textbook is essential as a source of activities for learners’ practice and communicative interaction, but others such as hutchinson and torres (1994) stated that textbook hinders the initiative of the teachers. however, richards (2001) reported that instructional materials such as textbooks, along with their workbooks and teachers’ guide, are the most typical form of instructional materials in teaching language. considering the importance of textbooks in the language teaching process, it is crucial to choose a textbook that can meet the needs of both teachers and students. also, it should be appropriate to the level and age of the learners. therefore, it is important to find an appropriate textbook for students or understand whether a textbook is suitable to the level and age of the students as well as consider if the textbook meets the needs of the students globally. to address these needs, the study is aimed to critically evaluate the 12th grade english language textbook of high schools in afghanistan. according to hutchinson & waters (1987), evaluation is the process of judging the fitness of something for a particular purpose. it is done to bring positive changes and satisfactory improvements in a process or an object (sarem et al., 2013). textbook evaluation is also divided into three types: preuse, in-use, and post-use. it means that instructional materials cannot only be evaluated before their use but they could be evaluated while the textbook is in-use and even after the use of the textbooks (mcgrath, 2002). according to sheldon (1988), a textbook is evaluated for two essential purposes. first, it helps the teachers and program developers to choose an appropriate textbook for teaching-learning purposes. second, it familiarizes the teacher with the strength and weaknesses of the textbook (mukundan et al., 2011). hence, the researchers have intended to do an in-use critical evaluation of the 12th-grade english language textbook of high schools in afghanistan. since the http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 68 educational systems have remained traditionally due to the civil wars in the country during few decades and the need for transforming schools and universities aligned with the international requirements. the 12th-grade high school textbook which has been selected for evaluation in this study is published by the ministry of education of the islamic republic of afghanistan in 2017. this textbook is currently taught in the 12th-grade of high schools in afghanistan. the critical evaluation of this textbook is essential because it is used at the national level, and the positive and negative aspects of the textbook affect a vast majority of students learning english as a foreign language. besides, the researchers, as teachers of the english language, faced problems in the vocabulary used in the 12th-grade english language textbook of the high schools. in the meantime, the authors have claimed that in developing this textbook, the level, age, needs, interest of the learners, new methods, and a few 21st century skills such as communication, creativity, and critical thinking have been taken into consideration. therefore, the critical evaluation of the 12th-grade english language textbook of the high schools will not only add to the existing literature in the field of textbook evaluation in afghanistan, help the efl students to learn the english language based on the global alignments using 21st century learning approaches, but also facilitates the teachers, the syllabus designers, the textbook developers, and ultimately the ministry of education to improve future editions of the textbooks and place more emphasis on the 21st century skills and international requirements. since afghanistan as an undeveloped country needs to move towards a developing country and this process can be accelerated through educational development. 2. literature review the textbook is considered a vital source of the school curriculum in the education system of any country around the globe; especially, in developing countries where the textbook is viewed as the major source of teaching material for novice teachers (mahmood, 2010). the textbook is regarded as a guide to be followed by teachers and students in practicing authentic materials in school. textbooks as teaching materials cannot be neglected in a teaching-learning process. it is also believed that instructional materials, such as textbooks, can be biased and inflexible (mohammadi & abdi, 2014). katawazai et al. (2019) believed that sometimes curriculum designers and material developers ignore some features of the language structures, and they only rely on one aspect in a textbook. hence, the more demand for using a textbook in the school curriculum, it can lead the researcher to work more on textbook development and textbook evaluation. textbook evaluation is not a new concept. when a textbook is developed, there is a need for its evaluation, whether it meets the requirement of the students or not (mohammadi & abdi, 2014). 2.1 the importance of textbook evaluation concerning the importance of textbook evaluation, one can find many ways of evaluation and criteria to be followed in evaluation (momand et al., 2019). according to this study, textbook evaluation not only relies on some checklists or a set of criteria. instead, it is a list of factors in a checklist that can lead to systematic evaluation. the study also stated that evaluating textbooks has a significant impact on the teaching-learning process. according to igbaria (2013), textbook evaluation can open a new window for teachers and curriculum designers to contribute some useful understanding to the educational system. therefore, many scholars have focused their attention on textbook evaluation, mostly on elt textbooks. ghorbani (2011), evaluated an efl textbook on quantification and graphic representation. the finding of this evaluation shows that 63% of the evaluated textbook rejects the universal criteria. the findings also suggested the curriculum designers and curriculum developers restructure their materials that can meet the needs of the students. in addition, nahrkhalaji (2012), evaluated a universal elt textbook to examine the relevance of the textbook with the context being used. the findings of evaluation revealed that the majority of the respondents believed that all the aspects of the textbook were relevant to the context, and the needs of the students were met. in the same vein, tok (2010), focused on the evaluation of the elt textbook to identify the benefits and challenges of the textbook. the result of the investigation revealed that the textbook could not respond to the needs of the students and the activities were reported irrelevant from the actual needs of the students. additionally, rahimpour & hashemi (2011), evaluated efl textbooks to identify the perceptions of teachers in teaching these textbooks. the result of the study revealed that most of the teachers were concerned about the physical make-up and the practicality of the textbook in adopting to efl teaching context. therefore, all the studies mentioned above show the importance of textbook evaluation in the english language context. 2.2 models for textbook evaluation different characteristics of textbooks, such as validity, authenticity, credibility, and practicality can be measured in evaluating elt textbooks (nahrkhalaji, 2012). basically, various approaches along with different checklists can be used to evaluate elt textbooks. the majority of evaluation models consist of a thorough analysis of the linguistic context, methodology, research design, skills, aims, and teacher’s book. candlin & murphy (1987), presented a model that is mostly viewed as a sophisticated approach in critical evaluation of the textbook aims and authenticity. one year after, sheldon (1988), offered a checklist containing various factors related to content fluctuating from graphics to flexibility. mcdonough & shaw (2012), provided frameworks consist of a brief external impression for textbook adoption, followed by a short internal evaluation framework for textbook adaptation. chali & conard (1991), http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 69 presented bloom’s taxonomy of the cognitive domain as the affective and cognitive skills assessed through the question complexity rating scale. another model proposed by windeatt (1989), is considered as the initial way to evaluate materials within the broader context focusing on cognitive skills, required knowledge, and attitudes. 2.3 previous studies many studies have been conducted in efl and esl contexts to evaluate the suitability of the textbooks for a particular purpose, but textbook evaluation studies are almost none in afghanistan. only a study conducted by katawazai et al. (2019), evaluated the sub-skills (vocabulary, grammar, and pronunciation) in the 9th-grade english language textbook for secondary schools in afghanistan. the results of this study indicated that the textbook lacked contextualized use of the vocabulary, systematic representation and sufficient explanation of grammatical points, and the appropriate representation of pronunciation activities. the study also stated that the textbook needs improvement in terms of grammar and pronunciation. another study conducted by tani (2014), compared the two versions of the mathematics textbooks of grade 9 and 7 of schools: the old version and the new version. besides, the perception of teachers about two different versions of the textbooks were also collected. the result of the study indicated that the new textbooks were designed better than old textbooks. the new textbook included charts, graphs, and diagrams. however, it is considered difficult to be taught, and not appropriate to the level of the students. therefore, the reviews of the previous literature in the field of textbooks analysis in afghanistan indicates that the textbooks produced for the schools need improvement so that they fit the level and age of the students, and also contribute to the acquisition of the english language through the 21st century skills. 3. method the study applied a mixed-method using an adopted textbook evaluation checklist and a likert-scale. a selfreporting technique is performed. all the evaluators are master of education in (tesl) at universiti teknologi malaysia (utm). besides, the evaluators are english language and literature lecturers in three different universities in afghanistan. they aimed to do an in-use critical evaluation of the 12th-grade english language textbook in order to enlist future suggestions to develop the textbook in hand. the textbook is published by the ministry of education of the islamic republic of afghanistan in 2017. it has 12 units with a total of 166 pages. each unit strongly focuses on reading, vocabulary, and grammar; the other skills, such as listening and writing, have not been given enough attention. the book is currently taught in the 12thgrade of high schools in afghanistan. the textbook is evaluated based on the cunningsworth (1995) checklist and a liker-scale. mixed-method is selected because the researchers collect both quantitative and qualitative data. a mixed-method design is a method in which a mixture of qualitative and quantitative data is collected and analyzed in a single study in order to gain a more insightful understanding of the problem (creswell & clark, 2017). also, creswell (2012) clarified that mixedmethod design is used when single research, either qualitative or quantitative, is not enough to tackle the problem. therefore, mixed-method provides sufficient data to address the issue in this particular study. the quantitative data is collected using (cunningsworth, 1995) checklist. this checklist of textbook evaluation contains eight sections, namely aim, and approaches, which include four statements. the design and organization section includes six statements. the language content section includes five statements. the skills section includes six statements. the topic section includes seven statements. the methodology section includes eight statements. the teachers’ books section includes five statements, and last but not least, the practical consideration section includes four items. the overall items included in the eight sections are 45. a likert-scale ranging from “poor” to “excellent” is added to the checklist for deeper understanding, where the researchers read each item and according to their own beliefs, and choose a number between 1 to 4. the researchers are aware that the 1-4 scores signify the following measures: poor (1) fair (2) good (3) excellent (4). content analysis is used to interpret and describe the meaning qualitatively from the number scale of the item in the checklist. as discussed earlier, the eight parts of the checklist are analyzed separately through spss. the descriptive statistics mean and standard deviation are presented in the tables, and in order to provide a clear picture of the analysis, the data is illustrated qualitatively. 4. results & discussions the english language textbook for afghanistan high schools is evaluated by the researchers themselves. the results of the quantitative data indicate that the textbook of 12th grade for afghanistan high schools needs significant improvements in almost all of the sections evaluated in this study. in the checklist, there were eight sections, from the total, there are five sections that are rated poor by the evaluators: design and organization, language content, skills, methodology, and teacher’s book. three sections of the textbook which are rated fair by the evaluators: aims and approaches, topics, and practical considerations. in addition to the use of the checklist as an evaluation tool for the 12th-grade textbook, the researchers discussed each item of the checklist about the textbook between themselves. the results of the researchers’ discussion and the checklist are discussed in detail below. 4.1 aims and approaches table 1 indicates that the items in this section of the checklist are rated as fair with an overall mean of (m = 2.3) by the evaluators. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 70 table 1. the statements in aims and approaches section of the checklist, the individual mean and standard deviation, and the overall mean no. aims & approaches statements mean std. d 1 do the aims of the course-book correspond closely with the aims of the teaching program and with the needs of the learner? 2.4 0.89 2 is the course-book suited to the learning/teaching situation? 2.6 0.54 3 how comprehensive is the coursebook? does it cover most of all of what is needed? is it a good resource for students and teachers? 2.2 0.44 4 is the course-book flexible? does it allow different teaching and learning 2.0 1.00 overall mean 2.3 = fair this section is rated fair because the aims of the course did not correspond closely to the aims of the teaching program and the needs of the learners. at the beginning of the textbook, it has been mentioned that the textbook should promote the power of thinking in students, creativity, search and research skills, and communication ability, but in the textbook, most of the activities are fill in blanks, short answers, underlining, and true and false type of activities which according to the researchers do not support the general objectives of the textbook as rahmawati (2018) stated that the objectives of the teaching-learning program determine the materials and the type of activities/exercises. the study added that the content of the textbook should correspond to the learners’ needs in terms of language skills, items, and communicative strategies. although there are a few activities such as discussion questions at the beginning of each unit or comprehension questions after each reading passage which may help to promote the thinking and communication skills of the students, it is not enough because information and activities are the two elements in a textbook which lead the learner toward the objective (khoo & knight, 2015). generally, the textbook does not meet all the needs of the learners. there is too little variety in the activities, but still, it is suitable for the teaching-learning situation in afghanistan. 4.2 design and organization the usual pattern of the textbook is that each unit starts with the topic and the aims for the unit. at the beginning of each unit, usually, there are discussion questions regarding the main topic of the unit followed by conversation activity, then grammatical points with exercise either new or revision of the grammar from the previous units. after the grammar, the reading passage is presented with some activities, the vocabulary list, along with exercise, and a new or revision of the previous grammar is presented in the sequence. table 2. design and organization of the textbook no. design and organization statements mean std. d 1 what components make up the total course package (e.g., students’ books, teacher’s books, workbooks, cassettes)? 2.2 0.84 2 how is the content organized (e.g., according to structures, functions, topics, skills, etc.)? 1.6 0.55 3 how is the content sequenced (e.g., on the basis of complexity, “learn-ability,” usefulness, etc.)? 1.6 0.55 4 are the grading and progression suitable for the learners? does it allow them to complete the work needed to meet any external syllabus requirements? 1.2 0.45 5 are the reference sections for grammar, etc.? are some of the materials suitable for individual study? 2.8 0.84 6 is it easy to find your way around the course-book? is the layout clear? 2.0 0.71 overall mean 1.9 = poor the researchers rated this part of the textbook as poor with a mean score of (m = 1.9). the evaluation of the textbook revealed that it lacks some essential components such as listening cassettes and workbooks, but it does have a teacher’s book. in the textbook, at the beginning of each unit, the summary of the content of that unit is not provided. the textbook also does not have answer keys at the end of the textbook so that the students can evaluate their performance after each activity. the contents in the textbook are organized according to the topics. the researchers believe that the topics do not have immediate daily use and have been selected haphazardly. also, the organization and sequencing of the content in the textbook are poor because, in addition to the lack of a logical and functional link between units, the content is not graded in order of difficulty. in the meantime, all four skills of the language are not presented in-balance in the textbook. the distribution of language skills in all units is not equal. all the units have reading, grammar, vocabulary and to some extent, speaking skills, but only two units have listening and writing skills. besides, the grading and progression of the grammatical points are neither systematic nor in order of difficulty. for example, in the first unit of the textbook, yes/no questions and wh questions are explained, but in the second unit, the passive form of the past perfect tense is http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 71 presented. it shows that the grading and progression of the content, such as grammar and main topics of the units, are haphazardly organized, not based on simple to complex formulas. however, the layout of the textbook is clear, and the students can find their way in the textbook if an individual study is intended. 4.3 language content the language and content section of the checklist had five items. the textbook is categorized as poor in terms of content with a mean score of (m = 1.84). table 3. language content of the textbook no. language content statements mean std. d 1 does the course-book cover the main grammar items appropriate to each level, taking learners’ needs into account? 3.2 0.84 2 is material for vocabulary teaching adequate in terms of quantity and range of vocabulary, the emphasis placed on vocabulary development, strategies for individual learning? 2.2 0.45 3 does the course-book include material for pronunciation work? if so, what is covered: individual sounds, word stress, sentence stress, intonation? 1.2 0.45 4 does the course-book deal with the structuring and conventions of language use above sentence level, for example, how to take part in conversations, how to structure a piece of extended writing, how to identify the main points in a reading passage? (more relevant at intermediate and advanced levels). 1.2 0.45 5 are style and appropriacy dealt with? if so, is language style matched so social situation? 1.4 0.55 overall mean 1.84 = poor the quantitative analysis of this section indicated that the language contents are poor in the textbook since the grammatical points are not appropriate to the level and needs of the students. as an example mentioned in the previous section, the first unit presents yes/no and wh questions while the second unit presents the passive form of the past perfect tense. there is a significant gap between these two grammatical points shown. moreover, mcdonough & shaw (2012) stated that understanding vocabulary is considered an integral part of a learner’s overall competency in a foreign language. the vocabulary in a textbook should be functional for the students; it means that the vocabulary should have practical daily use. however, in terms of the number of vocabulary items, there is a proper distribution of the vocabulary in each unit. on average, 17 new words are presented in the list in each unit. based on the vocabulary list in each unit, a total number of 200 new words are presented in the textbook. however, not enough stress is placed on the vocabulary learning strategies, and not enough exercises have been created for internalizing vocabularies. for instance, in each unit, there is only one, rarely two vocabulary exercises. most of these exercises are fill in the blanks or matching, which are not enough for learning the vocabularies. however, in the teacher’s guidebook, it is claimed that the process of recalling and recycling the words occurs continuously in the textbook, but since there is no link between the topics of the units, there is a limited opportunity that the words get repeated in the subsequent units to reinforce the meaning and use. raval (2013) stated that in order to consolidate the use of new words, they should be repeated in the text. in terms of lack of exercise for recycling the new words, the results of this evaluation are in line with that of katawazai et al. (2019). celce-murcia et al. (2010) stated that pronunciation is a salient feature of english language competency, and it is essentially more than any other aspect of the english language. in the textbook, the pronunciation of the vocabularies is not given attention at all. there is no pronunciation of the vocabulary items, word stress, sentence stress, or intonation exercise available in the textbook. therefore, it is better to add pronunciation, word stress, and intonation so that the students understand naturally spoken english. the result of this study in terms of the pronunciation is consistent with that of katawazai et al. (2019), in which he also stated that the grade 9 textbook lacks a suitable representation of the pronunciation. a strong point in the grammar section of the textbook is that the grammatical points from the earlier units are repeated in a revision section in the upcoming units. also, grammar is presented with extensive practice, but the negative point about the grammar in the textbook is that it is not organized in order of difficulty. for example, in the second unit, the passive form of the past perfect tense has been explained, but in unit three, the past continuous tense is explained. it means that grammar is not presented systematically and in a clear line of progression to suit the growing proficiency level of the students. also, the activities which require the students to practice the grammatical point do not reflect real-life situations. in terms of the presentation of grammar in a systematic way and based on the simple to a complex formula, the current study contends the results of katawazai et al. (2019) study. it also contends the mentioned study in terms of the recycling of the grammar in the upcoming units. the current study found out that the grammatical points are revised and recycled in the upcoming units. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 72 4.4 skills the skills section which had six statements was rated as fair with a mean score of (m = 1.7). in the teacher’s book, it has been mentioned that the textbook covers four main skills of the english language, namely, reading, writing, speaking, and listening, but when the researchers evaluated the textbook, a considerable focus was placed on reading, grammar, and vocabulary. table 4. skills of the textbook no. skills statements mean std. d 1 are all four skills adequately covered, bearing in mind your course aims and syllabus requirements? 1.6 0.55 2 is there material for integrated skill work? 1.2 0.45 3 are reading passages and associated activities suitable for your students’ level, interests, etc.? is there sufficient reading material? 2.8 0.84 4 is listening material well recorded, as authentic as possible, accompanied by background information, questions, and activities that help comprehension? 1.4 0.54 5 is material for spoken english (dialogues, role plays, etc.) well designed to equip learners for real-life interactions? 1.6 0.54 6 are writing activities suitable in terms of the amount of guidance/control, degree of accuracy, organization of longer pieces of writing (e.g., paragraphing) and use of appropriate styles? 1.6 0.54 overall mean 1.7 = poor mcdonough & shaw (2012) stated that reading is one of the most important skills. in the meantime, it is a complex process. from the language acquisition point of view, it is a significant source of language input, especially in countries like afghanistan, where english is spoken as a foreign language (rahim & sandaran, 2021). the reading section of the 12th-grade english language textbook is topic-based. each unit has a specially written passage about the main topic of the unit, which focuses on vocabulary and grammar points. mcdonough & shaw (2012) stated that such an arrangement of the unit where it starts with a reading passage to present particular vocabulary and grammar is a traditional way of organizing materials. in the reading section of the textbook, there is no variety of styles and texts, while the students need to get exposed to different types of reading materials to get familiar with the variety of styles and texts. the readings in the textbook consider the learner as an empty vessel to be filled, while the students do not need information, but they need to develop their reading ability. the researchers suggest that the reading text should be of students’ interest and challengeable. it should engage the learner in the text and should be relevant to them. also, it should encourage dialogue with the writer by expecting the students to anticipate what will happen next in the text. it should also introduce different reading strategies. the activities after reading are too simple, such as comprehension questions and fill in the blanks. it could be replaced with communicative activities such as the information gap, which is also an activity of integrated skills of reading, listening and speaking, text scrambling, and reaction to the text. the reading passages are too long, and it has new words more than the amount provided in the vocabulary list provided after the reading. the text could be divided into many small pieces and taught in different sections of the unit. besides, the researchers found only two listening activities at the beginning of units five and seven. these two listening activities are inauthentic, unrecorded, and no authentic pronunciation and activities are included for the learners to practice listening skills. in the only two listening activities, the teacher is expected to talk about a specific topic, and the students have to listen. such listening activities do not improve the listening skill of the learners as long as the listening activities are not authentic. mcdonough & shaw (2012) stated that listening should be for a purpose; for example, the writers of the textbook could add authentic activities that could engage the learners in active learning. listening activities should engage the learners in active learning; for example, sequencing the picture in the right order, following a direction on a map, checking items in a picture, or completing a chart; such activities are not only suitable to the level of 12th-grade students, but can promote the listening skill of the learners as well. speaking is the ability to communicate something to achieve an end (mcdonough & shaw, 2012). the primary function of language is for interaction and communication (richards, 2001). the speaking skill is not only crucial for the oral expression of ideas, but it also reinforces the use of vocabulary, pronunciation, and structure of the language. therefore, it should be given enough attention for teaching the english language. in the textbook, the conversation activities are limited to a dialogue between two people; such activities are named pre-communicative language teaching activities. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 73 it could be effective for the students at a low level, but for the 12th-grade level, more complicated speaking activities such as information gap, describing, asking for feedback, and guessing unknown information are expected. it engages the learner in real communication. although the existing activities are short, they still help the learners to communicate. in the textbook, there is no separate section for writing, but it is merged with other sections. the very traditional writing activities, such as controlled sentence construction have been used. the students are provided a model sentence, and then they are asked to provide a parallel sentence with different lexical items. another activity is that the students have to insert missing grammatical forms in the sentence. generally speaking, the writing in the 12th –grade textbook is limited to the sentence level. by considering the proficiency level of the students, it is expected that the writing at this level should be beyond sentence level, at least in paragraphs. according to the researchers, suitable writing activities for the students at this level could be building a piece of writing from the answers, selecting appropriate connectives for a piece of writing, (re)constructing paragraph from jumbled sentences or a whole text from jumbled paragraphs, paragraph or story completion tasks, choosing an appropriate title for a paragraph or a whole text (mcdonough & shaw, 2012). these activities should lead to more complicated writing by the end of the textbook, such as process writing, in order to prepare the students for writing at the university level. richards & schmidt (2013) define an integrated approach as the teaching of language skills in conjunction with each other. the lessons in an integrated teaching approach include the activities that relate listening and speaking to reading and writing. in the textbook, the integrated approach has been given very little attention. most of the activities are designed for practicing only one skill at a time. rahim (2021) also stated that the dominant skills of the classic curriculum of teaching and testing are reading skills, memorization skills, repetition drills, and corrections which is aligned with education 1.0. therefore, for designing textbooks aligned with education 5.0, it is necessary to consider the integration of 21st century skills (rahim, 2021). 4.5 topics the topic section of the checklist has seven items for the evaluation of the topics in the textbook. the topics in the textbook are evaluated as fair, with a mean score of (m = 2.37). table 5. topics of the textbook no. topics statements mean std. d 1 is there sufficient material of genuine interest to learners? 1.8 1.3 2 is there enough variety and range of topics? 3.0 0.71 3 will the topics help expand students’ awareness and enrich their experience? 3.0 1.00 4 are the topics sophisticated enough in content, yet within the learners’ language level? 3.2 0.45 5 will your students be able to relate to the social and cultural contexts presented in the coursebook? 2.8 0.84 6 are women portrayed and represented equally with men? 1.0 0.00 7 are other groups represented, with reference to ethnic origin, occupation, disability, etc.? 1.8 1.10 overall mean 2.37 = fair in the textbook, there are 12 units, each unit representing a different topic. the good point about the topics is that the topics are not culturally or religiously sensitive. yulianti (2011) stated that the materials in the textbook should not be culturally biased. it means that in a textbook, every material should be presented neutral and equal (rynanta & ruslan, 2013). however, most of the topics are not of students’ interest because it does not have daily use. also, the topics are not arranged in a logical sequence. although the topics are full of new words and are sophisticated enough in content yet within the learner’s language level. it does not seem to enrich students’ experiences. in addition, throughout the textbook, males and females are not portrayed equally, and other groups such as the disabled are not represented in the textbook. 4.6 methodology the methodology in the textbook is rated as poor with a mean score of (m = 1.95) by the researchers. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 74 table 6. methodology of the textbook no . methodology statements mea n std. d 1 what approach/approaches to language learning are taken by the course-book? is this appropriate to the learning/teaching situation? 1.60 0.89 2 what level of active learner involvement can be expected? does this match your students’ learning styles and expectations? 2.00 0.00 3 what techniques are used for presenting/practicing new language items? 2.80 0.45 4 are they suitable for your learners? 2.00 0.00 5 how are the different skills taught? 1.80 0.45 6 how are communicative abilities developed? 1.40 0.54 7 does the material include any advice/help to students on study skills and learning strategies? 1.40 0.55 8 are students expected to take a degree of responsibility for their own learning (e.g., by setting their own individual learning targets)? 2.60 0.55 overall mean 1.95 = poor after scrutinizing the textbook, it is revealed that the textbook widely relies on the gmt (grammar-translation method). according to rahim (2021), in gmt, language is taught through reading and translation skills and the focus is on memorization. in the textbook, a considerable focus is given to the reading section, and after the reading, there are some activities such as fill in the blanks and comprehension questions from the text. besides, in the gtm, colossal attention is given to grammar, but little attention is given to the use of language for communication where teaching and learning are not aligned with education 5.0 (rahim, 2021). in the textbook, as mentioned earlier, considerable attention is given to grammar. grammatical points have been explained before and after reading tasks, but for the use of language for communication purposes, there is only one conversation activity at the beginning of the textbook. moreover, in the textbook, the grammar is presented deductively, and then there are some exercises to practice the grammatical rules. zhou & niu (2015) stated that in the grammar-translation method, the grammar is presented deductively. the students are expected to memorize the rules and use the rules in examples through activities such as fillin-the-blanks, use of words in sentences, and synonym/antonym (larsen-freeman, 2000). even though the learners are involved in the learning process through the activities and tasks in the textbook, the involvement of learners in teaching and learning activity through the use of gmt does not contribute to education 5.0 and making the students communicatively competent (rahim, 2021). because the students are engaged in reading and memorizing the grammatical rules as these two aspects of the english language are given huge attention. throughout the textbook, pair-work, individual work, and discussion are the techniques which are used for the practice of new language items. the speaking activity is taught through dialogue and discussion. in most cases, the discussion activities are based on some questions presented at the beginning of the unit, which could be boring for the students. the developers of the textbook could bring a variety of discussion activities such as describing pictures, picture differences, things in common, or solving a problem; such activities could not only improve the speaking of the student, but it could make the teaching-learning process interesting for the students. the reading is taught through reading passage plus answering comprehension questions, which is a conventional type of reading activity (ur, 1996). according to ur (1996), answering the comprehension questions does not mean that the student reads the text successfully at all. the comprehension questions could be a good activity for reading, but if the questions do not need a verbatim answer. in most cases, the comprehension questions are too easy that the students can lift the answer from the text with no real understanding of the text (mcdonough & shaw, 2012). instead, the answers to comprehension questions could expect the students to paraphrase, interpret, use background knowledge, and finally engage the learner in the reading. such questions can have more than one possible answer and motivate discussion (ur, 1996). the writers of the textbook could add more reading activities such as provide a title, continue, mistakes in the text, comparison, and representation of the content. to conclude, the activities do not encourage collaboration, group work, and cooperation in the textbook. 4.7 teachers’ book this section of the textbook is rated as poor with a mean score of (m = 1.96) by the researchers. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 75 table 7. teachers’ book no. teacher’s book statements mean std. d 1 is there adequate guidance for the teachers who will be using the course-book and its supporting materials? 1.80 1.09 2 are the teachers’ books comprehensive and supportive? 1.60 0.89 3 do they adequately cover teaching techniques, language items such as grammar rules and culture-specific information? 1.60 0.89 4 do the writers set out and justify the basic premises and principles underlying the material? 2.20 1.64 5 are the keys to the exercises given? 2.60 1.52 overall mean 1.96 = poor the positive point is that the textbook has a teacher’s book with step-by-step instructions for the teachers, starting from greeting to the keys to the exercises. the teacher’s book is comprehensive, and in the meantime, it is supportive for the teachers. it also explains how a particular lesson should be conducted and what teaching and learning techniques should be used. but the negative point in the teacher’s book is that it does not encourage communicative activities. 4.8 practical consideration in terms of practical considerations, the textbook is rated as fair, with a mean score of (m = 2.25). table 4.8 practical consideration of the textbook no. practical considerations statements mean std. d 1 what does the whole package cost? does this represent good value for money? 2.00 0.71 2 are the books strong and longlasting? are they attractive in appearance? 2.60 0.54 3 are they easy to obtain? can further supplies be obtained at short notice? 2.40 1.14 4 do any parts of the package require particular equipment, such as a language laboratory, a listening center, or a video player? if so, do you have the equipment available for use and is it reliable? 2.00 1.00 overall mean 2.25 = fair it indicates that the book has been in fair physical makeup, and it could be improved. the book is provided free on loan in all public schools to the students and teachers. in case some students need it, it could be found at a very low price in bookstores in afghanistan. a positive point of the book is that a variety of colors and to a great extent, real pictures are used. the quality of printing is good; the size and the type of text are also appealing. only some of the main titles of the units are not designed well; in some cases, it needs much focus to read. illustrations can make the textbook interesting for the students to interact with and motivate them to study (mcgrath, 2002). the physical appearance of the textbook is also essential, as stated by sarem et al. (2013) that students make their first impression of a book by merely looking at the physical appearance of the textbook regardless of the content. the evaluators also believe that the textbook could be designed way better than how it is designed now. in terms of durability, since the textbook is used all over the year by the students, it is expected to be stronger with a hard, waterresistant cover, and with stronger binding so that it does not tear quickly during an academic year. as mentioned earlier, the textbook is provided by the ministry of education once a year to the students of the 12th grade of secondary schools. moreover, the researcher went through the textbook in order to know if there are errors, mistakes, unclear instruction, or some information that needs to be updated. in the process of examining the textbook, the researchers found some grammatical mistakes which could be due to the carelessness of the writers. some of the instructions for the activities could be better than the existing ones. since the textbook was published two years ago, so update information on the topics in the textbook is expected. in some units of the textbook, the information provided is not up to date, such as unit eight which is about the universities in afghanistan. also, in the first unit of the textbook, there is the title “hekmat’s private school,” which is not appropriate to be included in the textbook of school, since it would be considered as marketing for the school if any exist with that name. 6. conclusion the current article disclosed the verdicts based on an inuse critical evaluation of the 12th-grade english language textbook of high schools in afghanistan. while evaluating the textbook, the researchers discovered that the textbook did not cater to the requirements of the students as there are minimal amounts of activity content, but it is still suitable for educational purposes in afghanistan. in addition, the supply of the four language skills is uneven as the majority of tasks require drillings of one particular skill, and the grammatical points are often used again repetitively in some topic chapters. based on the best of the researchers, the topics are not sensitive to culture and religion, yet the topics did not seem to attract students’ attention due to the lack of practical usage in their daily lives and the tasks did not emphasize much on collaboration, group work, and cooperation. apart http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 67-77 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 76 from that, there is a diversity of colors, authentic pictures and the printing of fonts, including sizes and types, were appealing. according to the analysis, from eight items evaluated in the textbook, most items in the textbook rated fair. the study recommended revision and updates for the future editions of the textbook by the ministry of education and suggested perspective textbook developers in afghanistan consider the requirements for developing textbooks that are aligned with the students’ needs globally. the study also contributes to the efforts which are vivid that the high schools’ textbooks in afghanistan need to be updated to focus more on context and contents related to the present educational circumstances and to make textbooks more user-friendly. an excellent textbook ought to be able to tally with the curriculum requirements and also attract students’ undivided attention to the contents. it should also fulfill the students’ needs and address the market demand. this signifies that the textbook developers integrate more meaningful and up-to-date tasks that utilize all four language skills to enhance the students’ language development through the implantation of 21st century skills in teaching and learning. moreover, the critical evaluation of the 12th-grade english language textbook of the high schools in afghanistan will not only enhance the existing literature in the field of textbook evaluation, but also helps teachers, syllabus designers, textbook developers, and ultimately ministry of education to improve accurately the future editions of the textbooks and place more emphasis on the 21st century skills. it also motivates the schools and educational institutions to contribute to the evaluation of teachinglearning materials to align their educational goals with the students’ needs and global requirements. 7. acknowledgment this research is dedicated to the ministry of education of afghanistan for their best in preparing the new generation. although we express our sincere gratitude to dr. shanti s. c. who is one of the leading professors of utm malaysia for her guidance and correction during our research project. references candlin, c. n., & murphy, d. 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(2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 157 discovering the pattern of pop song artist’s word formation processes for slangs yanti kristina sinaga 1, herman herman 2*, & arwin tannuary 3 1, 2 universitas hkbp nommensen, medan, indonesia 3 sekolah tinggi ilmu akuntansi dan manajemen (stami), pematangsiantar, indonesia *herman@uhn.ac.id article history received : 14 march 2022 revised : 2 june 2022 accepted : 24 june 2022 keywords pop songs slangs lyrics linguistic analysis word formation process abstract songs is one of the most popular creations of human language, but linguistic study of this medium is still limited. one popular trend is to study the slangs in songs, but previous studies often used a single song or albums with little data, thus this study aims to explore the word formation of slangs in a pop album known for its numerous slangs in each song, namely the album heaven & hell by ava max. this study is descriptive qualitative research. the data is the lyrics of the 15 songs of the album which were analysed with content analysis to identify the slang word formation processes. of the total 545 slangs, results found five types of processes: contraction, shortening, blending, clipping and compounding. contraction is the most dominant type by a huge margin (77%), which is significantly different with the majority of previous studies’ conclusion that clipping is the most dominant type. this study offers a new insight by extending the amount of data. similar studies in the past have mostly conducted this study on less than 200 data of slangs in a single song or a selection of a few songs in an album, while this study included all 15 songs in an album to obtain more than 500 data and found the pattern of dominant types of slang word formation process to be different than what has been reported over the years. 1. introduction modern daily life uses language in a variety of ways to communicate, not solely to communicate with one another but also to generally convey ideas, thoughts or feelings to the world. the forms of language are more complex beyond the binary spoken and written or verbal and visual language (pasaribu et al., 2020; thao & herman, 2020). this study is concerned with one form of language where spoken and written forms are closely interdependent, namely songs. at its most basic, a song is a short piece of music, usually with words. it is a form of literature that has taken over the modern world as popular songs dominate people’s lifespans and has become such an embedded culture as songs are now referenced in almost any context (harbi et al., 2019). while largely universal due to its entertainment value, songs are notoriously a form of linguistic art that humans use to deliver ideas or messages to the public; thus, this study finds popular songs to be worth exploring from a linguistic perspective. previous studies have scrutinised song lyrics, although they largely focus on sexual lyrics and their impact on adolescent sexual behaviour (primack et al., 2009; wright & rubin, 2017). this trend remains strong because “music that commodifies a woman’s body, rendering it the property of others and assigning value equal to its sexiness, may reinforce sexist gender roles and scripts related to the subordination of women in society,” (cougar-hall et al., 2012, p. 106). since the negative aspects of sexual behaviour is closely related with aggression, psychological experts have also explored the idea of whether aggressive music can make listeners aggressive as well (pieschl & fegers, 2015). because pop songs are such an integral part of the modern culture and songs in general are one of the cultural identity markers of certain groups of people or eras, the majority of existing studies are focused on investigating its effects upon listeners. on the other hand, this study is more interested in investigating song lyrics with a linguistics lens. research on songs’ linguistic features is still fairly limited in terms of scope. a few studies aimed to identify the types of figurative language that a particular song contains. for example, listani’s (2015) thesis offered their findings of hyperbole, personification, simile, metaphor, synecdoche, symbol and oxymoron samples in the songs of taylor swift’s speak now album. analysing the pop song “lose you to love me” by selena gomez, dewi et al. (2020) identified six kinds of figurative language (e.g., hyperbole, irony, paradox, personification, repetition and simile), observing that hyperbole is the most dominant type because the song lyrics were distorted by extending the original meanings of explicit words with connotations. ibrahim et al. (2019) who identified repetition, hyperbole, metaphor, pleonasm, personification, dispersonification and onomatopoeia figurative languages in the song “endless love” by diana ross. similar kinds of study have also been replicated by nursolihat & kareviati (2020) with zayn malik’s “a whole new world” song, setiawati & maryani (2018) with taylor https://doi.org/10.31849/elsya.v4i2.6337 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 157-167 https://doi.org/10.31849/elsya.v4i2.6337 how to cite this article: sinaga, y. k., herman, h., & tannuary, a. (2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 158 swift’s “22” song, ardyanti & supriyatiningsih’s (2020) with celine dion’s “fly (falling into you)” song, muhammad et al. (2021) with maroon 5’s “nobody’s love” song, yastanti et al. (2018) with linkin park’s one more light album, and many more. the next kind of popular studies that explored the linguistics of songs are focused on slangs. slangs are linguistically interesting because it is generally exclusive to particular in-groups in informal conversation, but is simultaneously a common device across all genres of music. due to this, many studies have carried out analysis on the types of slang language. covering “blurryface” made by twenty one pilot, wijaya et al. (2021) identified five types of slang words: cockney, public house, workmen, public school/university and society slang, with public house slangs being the most dominant. in nicki minaj’s “bang bang”, “anaconda” and “girlfriend” songs, sexual slangs are the most common followed by society slangs (septina & anwar, 2018). in cardi b’s the invasion of privacy album, society, art, and medicine slangs were found with society slangs being the most common (antari et al., 202). dewi & widiastuti (2020) also replicated this type of study on three different artists’ songs. lastly, other than types of slangs, researchers have also been interested in the way these slangs are formed morphologically. using billie eilish’s 13 songs in the when we all fall asleep, where do we go? album, siahaan et al. (2021) identified six types of word formation processes across 159 slangs: coinage, borrowing, compounding, clipping, derivation, and blending as the most dominant type. haspo & rosa (2018) identified slang word formations in five rap songs from eminem’s kamikaze album, finding clipping, followed by coinage, compounding, blending, clipping, conversion, acronym, derivation, back-formation and multiple processes. according to the study, clipping is the most dominantly used word formation process to create the slangs across all songs in order to achieve a rhyme and beat balance. identical types of studies have also been carried out by aisyah & larasati (2021) with avril lavigne’s “head above water” song, budasi & bhuwana (2020) with drake’s songs, tanamal et al. (2020) with travis scott on astroworld album. overall, current linguistic exploration of songs is dominantly about identifying figurative language, slangs and word formation processes. considering the prolific nature of studies on slangs in songs, especially on the word formation processes, further replication might not be able to offer anything new. however, this study still finds value in conducting this study. upon observing the wide range of data, namely the many different songs that have been studied, this study noted that previous findings were born from small numbers of slang data, ranging from roughly 50 to 150 examples. this study would like to replicate the study of slangs in songs by extending the sample data beyond 200. figure 1. cover of ava max’s heaven & hell album in order to obtain a huge amount of data, this study selected an album that is popular worldwide and contain many slangs in the lyrics. thus, the data of this study is ava max’s debut studio album entitled heaven & hell (figure 1), which was released on september 2020 and peaked at number two on the uk albums chart and at number 27 on the us billboard 200. the research aim of this study is 2. literature review previous studies have carried out analysis on popular songs. arguably, the most prolific area in the research literature of popular songs (pop songs) is the sexualization and misogyny in lyrics (wright & rubin, 2017). a study exploring themes related to sexual desire (lust) and romantic desire (love) in the lyrics of popular music over the past 40 years discovered that there was a linear decrease over time in the proportion of love songs while there was a significant increase in the proportion of songs with a theme focusing on lust in the absence of love (madanikia & bartholomew, 2014). they came to this conclusion from an analysis of 360 songs that represented the top 40 songs of every 5 years in the billboard year end hot 100 single songs. psychological researchers are particularly concerned with the fact that popular songs are ripe with sexual lyrics, and that most of these references are highly degrading. upon surveying 711 ninth-grade students, primack et al. (2009) brought to light how exposure to these sexual lyrics, both degrading and nondegrading, influence early sexual experiences among adolescents. this is supported cougar-hall et al. (2012) who found that the trend of mass exposure to objectifying media and self-sexualized behaviour across 600 most popular songs in the billboard year end hot 100 must be taken into account by sexuality educators as they greatly influence adolescent sexual behaviour and attitudes. in addition, the field of psychology has also focused on exploring the effect of songs with aggression, particularly songs that convey violent lyrics and carry themes related to drugs (diamond et al., 2006; fischer & greitemeyer, 2006). pieschl & fegers (2015) questioned whether violent lyrics breeds aggressive listeners. they experimented on 120 university students to listen to two kinds of songs (e.g., https://doi.org/10.31849/elsya.v4i2.6337 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 157-167 https://doi.org/10.31849/elsya.v4i2.6337 how to cite this article: sinaga, y. k., herman, h., & tannuary, a. (2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 159 violent and prosocial), and found that while students were primed to be more aggressive after being exposed to violent lyrics, the same could not be said for students who were listening to songs containing prosocial values, which include helping, sharing, donating, co-operating, and volunteering. though this finding contributed in the negative connotation of violent lyrics, recent took into account of the different ways fans and non-fans of violent songs can emotionally respond to provide contrasting findings. fans of violent music were found to assign lower ratings to positive emotions and higher ratings to negative emotions, but they also use their preferred music for positive psychosocial functions such as empowerment and joy (olsen et al., 2020). regardless of the violence of the lyrics, when the listener are fans of the genre, they tend to experience positive emotions and the reverse is true for non-fans, implying that the effect may depend on the listeners’ personality traits and musiclistening motivations rather than solely the songs’ linguistic features (thompson et al., 2019). the discipline of computer sciences is also exploring songs, though they mostly focus on the emerging field of automatic generation of music (ackerman & loker, 2017; oliveira, 2015; toivanen et al., 2013). most of the studies in this area seem to focus on classical music, so recent studies are focusing on automatic creation of popular songs. for example, navarro-cáceres (2020) developed an intelligent system to generate melodies based on popular spanish music. in a similar fashion, son et al. (2019) used deep learning to generate korean songs. meanwhile, research on songs’ linguistic features is still fairly limited in terms of scope. one study explored songs in a different angle, analysing michael heart’s “we will not go down” to find three aspects of discourse analysis, namely contextual, grammatical and lexical aspects (risdianto, 2016). the study found that the songwriter’s life experiences greatly influenced the ideas within the song lyrics, the song contained both plural and personal pronouns, but only one form of lexical aspect, which is repetition to influence the listeners to believe that palestinian people will not surrender to forces intending to colonize them. meanwhile, most studies aimed to identify the types of figurative language that a particular song contains. for example, listani’s (2015) thesis offered their findings of hyperbole, personification, simile, metaphor, synecdoche, symbol and oxymoron samples in the songs of taylor swift’s speak now album. analysing the pop song “lose you to love me” by selena gomez, dewi et al. (2020) identified six kinds of figurative language (e.g., hyperbole, irony, paradox, personification, repetition and simile), observing that hyperbole is the most dominant type because the song lyrics were distorted by extending the original meanings of explicit words with connotations. ibrahim et al. (2019) who identified repetition, hyperbole, metaphor, pleonasm, personification, dispersonification and onomatopoeia figurative languages in the song “endless love” by diana ross. similar kinds of study have also been replicated by nursolihat & kareviati (2020) with zayn malik’s “a whole new world” song, setiawati & maryani (2018) with taylor swift’s “22” song, ardyanti & supriyatiningsih’s (2020) with celine dion’s “fly (falling into you)” song, muhammad et al. (2021) with maroon 5’s “nobody’s love” song, yastanti et al. (2018) with linkin park’s one more light album, and many more. the next kind of popular studies that explored the linguistics of songs are focused on slangs. slangs are linguistically interesting because it is generally exclusive to particular in-groups in informal conversation, but is simultaneously a common device across all genres of music. due to this, many studies have carried out analysis on the types of slang language. covering “blurryface” made by twenty one pilot, wijaya et al. (2021) identified five types of slang words: cockney, public house, workmen, public school/university and society slang, with public house slangs being the most dominant. in nicki minaj’s “bang bang”, “anaconda” and “girlfriend” songs, sexual slangs are the most common followed by society slangs (septina & anwar, 2018). in cardi b’s the invasion of privacy album, society, art, and medicine slangs were found with society slangs being the most common (antari et al., 202). dewi & widiastuti (2020) also replicated this type of study on three different artists’ songs. lastly, other than types of slangs, researchers have also been interested in the way these slangs are formed morphologically. using billie eilish’s 13 songs in the when we all fall asleep, where do we go? album, siahaan et al. (2021) identified six types of word formation processes across 159 slangs: coinage, borrowing, compounding, clipping, derivation, and blending as the most dominant type. haspo & rosa (2018) identified slang word formations in five rap songs from eminem’s kamikaze album, finding clipping, followed by coinage, compounding, blending, clipping, conversion, acronym, derivation, back-formation and multiple processes. according to the study, clipping is the most dominantly used word formation process to create the slangs across all songs in order to achieve a rhyme and beat balance. identical types of studies have also been carried out by aisyah & larasati (2021) with avril lavigne’s “head above water” song, budasi & bhuwana (2020) with drake’s songs, and tanamal et al. (2020) with travis scott on astroworld album. this study notes that, based on this review of similar studies in the past, researchers often came to the conclusion that clipping is the most dominant type of word formation process of slangs. 3. method the design of this study was descriptive qualitative. the data consists of the lyrics of the songs within ava max’s heaven & hell album, which can be accessed at https://en.wikipedia.org/wiki/heaven_%26_hell_(ava_ma x_album. the researchers accessed the album’s official lyric https://doi.org/10.31849/elsya.v4i2.6337 https://en.wikipedia.org/wiki/heaven_%26_hell_(ava_max_album https://en.wikipedia.org/wiki/heaven_%26_hell_(ava_max_album elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 157-167 https://doi.org/10.31849/elsya.v4i2.6337 how to cite this article: sinaga, y. k., herman, h., & tannuary, a. (2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 160 videos on the links displayed in table 1. the researcher collected the data by downloading the videos and transcribing the lyrics. table 1. links of the official lyric videos of the 15 songs in “heaven & hell” album by ava max no song titles official lyric video 1 heaven https://www.youtube.com/watch?v=ucg4pwy0w70&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=21&ab_chan nel=avamax 2 kings & queen https://www.youtube.com/watch?v=hn6lonvirsi&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=20&ab_channel= avamax 3 naked https://www.youtube.com/watch?v=vulzuvtr3tw&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=19&ab_chann el=avamax 4 tattoo https://www.youtube.com/watch?v=0jmrc2dkohw&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=18&ab_chan nel=avamax 5 omg what's happening https://www.youtube.com/watch?v=aoxo07nfzbc&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=17&ab_chann el=avamax 6 call me tonight https://www.youtube.com/watch?v=ose5nhykqns&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=16&ab_chann el=avamax 7 born to the night https://www.youtube.com/watch?v=rip6j7sz04s&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=15&ab_channel= avamax 8 torn https://www.youtube.com/watch?v=1ak3hyvqzo&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=14&ab_channel=avamax 9 take you to hell https://www.youtube.com/watch?v=vdqdqcfdtca&ab_channel=avamax 10 who's laughing now https://www.youtube.com/watch?v=4jysgiiszsa&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=11&ab_channe l=avamax 11 belladonna https://www.youtube.com/watch?v=l6r0hzexe0y&ab_channel=avamax 12 rumors https://www.youtube.com/watch?v=-crzcuxlxlm&ab_channel=avamax 13 so am i https://www.youtube.com/watch?v=gdpt2z1ymze&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=12&ab_chann el=avamax 14 salt https://www.youtube.com/watch?v=pkwhyltmaga&ab_channel=avamax 15 sweet but psycho https://www.youtube.com/watch?v=akeccyirnpw&list=pl2piglgrn6hdspjjjnb9ua1irstoj81op&index=13&ab_chan nel=avamax the data were analysed with content analysis method. this method was chosen because it can deconstruct huge amounts of texts from various sources, including texts on video or website sources. the data analysis was focused on the slang words found in the song lyrics in order to identify, classify and reveal the dominant types of the word formation processes. the type of data code in this study is open coding, which is breaking down the qualitative data into discrete excerpts with codes that represent a label, description, definition, or category name. excerpts of the songs are coded based on the word formation processes of the slangs that each line of lyric contain. the coding formula is excerpt data number_word formation process/song title of the selected lyric. 4. results after analysing all the lyrics in 15 songs in the album, this study managed to find 545 individual slangs. the researchers combed through this huge amount of data to identify how each slang was formed morphologically. the analysis yielded five kinds of word formation processes, namely contraction, shortening, blending, clipping and compounding. https://doi.org/10.31849/elsya.v4i2.6337 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 157-167 https://doi.org/10.31849/elsya.v4i2.6337 how to cite this article: sinaga, y. k., herman, h., & tannuary, a. (2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 161 chart 1. types of slang word formation processes as can be seen in chart 1, more than three quarters of the 545 identified slangs were created through contraction (77.06%; n = 420). contraction or fusion is a process that combines two words into a new word that can be pronounced with one syllable. for example, do + not → don’t, let + us → let’s, and about → ‘bout. “'cause once i put this love on you, it never comes off.” excerpt 1_contraction/tattoo “didn't know i was alone ‘til i was runnin' to your […] writing in my journal ‘bout you.” excerpt 2_contraction/omg what’s happening “let’s get out of here, it's getting late. so who's gonna love you, if it ain’t me, baby? who's gonna touch you, if it ain’t me, baby?” excerpt 3_contraction/rumors “didn't mean to cause no pain (oh).” excerpt 4_contraction/belladonna “'cause baby, so am i (so am i, so am i, so am i) […] so let me tell you 'bout my little secret.” excerpt 5_contraction/salt all of the 15 songs have contraction slangs in common, and these showed up in 1-2 in multiple sentences. as can be seen on excerpts 1-5, the album almost always contracted the words “because, until, about” to “’cause, ‘til, ‘bout” so that the phonology can be shortened to just one syllable. the reason why this type of word formation process dominated the data is because majority of the slangs are simple contractions of “i’m, i’ll, you’re, you’ll, you’ve, she’s, can’t, don’t, won’t, it’d, there’s, that’s, didn’t, ain’t.” other slangs’ word formation processes were more varied by a small margin. following the most dominant type, the second type is a simple shortening of words (12.47%; n = 68). “and finally you left and now i'm missin' you like crazy […] wonder if it's over, i ain't gettin' closer […] somethin' about your face […] didn't know i was alone 'til i was runnin' to your, runnin' to your heart.” excerpt 6_shortening/omg what’s happening “baby, you're not dancin' on your own […] once i start breathin' fire, you can't tame me.” excerpt 7_ shortening/kings & queens “screamin' woo-oo-ooh.” excerpt 8_ shortening/born to the night “break, break your heart in the mornin', don't you worry.” excerpt 9_ shortening/call me tonight “but when i play my cards, keep ‘em close to my chest.” excerpt 10_ shortening/naked unlike contraction, the slangs of this second type were not two words which were shortened to one syllable. for example, “dancin’”, which is a slang for “dancing”, is still pronounced with two syllables. similarly, there is no reduction of syllables from “them” to “’em.” these slangs were formed by cutting the ending of the word. moreover, this study observed that all of the slangs formed by shortening were always verb words in the continuous present tense, e.g., dying, playing, slipping, dripping, looking, thinking, and many more. only a few clipping slangs were made from noun words, namely “mornin’” from “morning”, an adjective, such as “shinin’ contraction 77% shortening 12% blending 6% clipping 4% compounding 1% https://doi.org/10.31849/elsya.v4i2.6337 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 157-167 https://doi.org/10.31849/elsya.v4i2.6337 how to cite this article: sinaga, y. k., herman, h., & tannuary, a. (2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 162 knight” from “shining knight”, or a pronoun, such as “’em” from “them.” next, 5.87% (n = 32) of the remaining dataset were slangs formed through blending. blending is the word formation process that combines two or more words to create a new word, which would then be formally known as portmanteaus. typical examples of blended words are smoke + fog → smog, web + seminar → webinar, and cybernetic + organism → cyborg. excerpts 11-14 shows the only four blending slangs that this study found in the songs. “oh, i wanna stay, wanna walk out the door.” excerpt 11_blending/torn “walkin' killer queen, gotta keep 'em guessin' […] so why you tryna be just like the neighborhood.” excerpt 12_blending/so am i “if you're gonna treat me right.” excerpt 13_blending/take you to hell “kinda crazy. she's poison but tasty.” excerpt 14_blending/sweet but psycho blending slangs are crated through combining two words, for instance, “want” and “to” are combined into “wanna”. “want to” is the formal form, as well as “got to” and “trying to”, but plenty of songs blended them to the slang versions, namely “wanna, gonna, tryna.” the only other blending slang that were not formed with the word “to” is “kinda”, which stands for “kind of.” the fourth type of word formation process is clipping (4.03%; n = 22), which is also known as truncation. not to be mistaken to the simple shortening word formation process which cuts of “g” from “ng”, this morphological process creates words by shortening the polysyllabic word into a shorter form. a word can be clipped from the back (e.g., gas from gasoline), fore (e.g., gator from alligator), middle (e.g., flu from influenza) or in a more complex way (e.g., sitcom from situation comedy). this study only found two examples of slangs created by clipping in the album’s songs, one of which was repeated many times due to being the titular word. “oh, she's sweet but a psycho. a little bit psycho […] oh, she's hot but a psycho.” excerpt 15_clipping/sweet but psycho “grab a cop gun. kinda crazy.” excerpt 16_clipping/sweet but psycho the word “psycho” in excerpt 15 is formed from the word “psychopath”. in excerpt 16, the term “cop” is a slang on its own for police officer, but paired with “cop gun” indicates that the word is a clipping from what should be formally written as “police gun.” the last word formation process has the least number of slangs, which is compounding (0.55%; n = 3). while blending combines different parts of words, compounding combines two or more lexemes combine into a single word, which can then be written as one word or a hyphenated word, such as bitter + sweet → bittersweet, stir + fry → stir-fry, and out + run → outrun. a unique characteristic of compound words is that the new words’ meanings can be compositional or non-compositional. the former means that the meaning can be based on the parts of the words, such as “blue + berry → blueberry” which means a berry that is blue. meanwhile, the latter means that the new word’s meaning can be unrelated with the individual words. for instance, “break + up → breakup” does not mean a relationship that was broken in an upward direction. “so why you tryna be just like the neighborhood.” excerpt 17_compounding/so am i “but, but then you give me fireworks.” excerpt 18_compounding/torn “'cause she tastes so sweet, don't sugarcoat it.” excerpt 19_compounding/sweet but psycho while many compound words were present in the lyrics, only three were found to be used as slangs. “neighborhood”, a compound word made from “neighbor” and “hood”, is a slang for a pop cultural reference. “fireworks” made from “fire” and “works” in the lyrics does not mean the explosive device, but refers to an explosive emotion. lastly, “sugarcoat”, which is made from “sugar” and “coat”, literally it is a verb for coating an item of food with sugar, in slang it means to talk about or describe (something) in a way that makes it seem more pleasant or acceptable than it is. 5. discussion this study analysed how english slangs in ava max’s heaven & hell album are formed. the results revealed five process of word formation for the slangs, namely contraction (77.06%), shortening (12.47%), blending (5.87%), clipping (4.03%) and compounding (0.55%). according to the findings, contraction is the most dominant type of word formation process for the slangs. this finding is different with majority of previous studies that have also tried to identify the word formation processes of slangs in songs, which found clipping or blending as the most common process (haspo & rosa, 2018; siahaan et al., 2021). the break in the usual pattern seem to merge because of the difference of data in this study, which is three times larger than what previous studies tend to use. regarding the specific type of word formation process, this study concludes that contraction is naturally the most dominant type because of how deeply this type is integrated into casual english use. contraction words are formed by combining multiple words with the purpose of pronouncing them with just one syllable, e.g., about → ‘bout. it is also prevalent because english speakers have the tendency to use https://doi.org/10.31849/elsya.v4i2.6337 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 157-167 https://doi.org/10.31849/elsya.v4i2.6337 how to cite this article: sinaga, y. k., herman, h., & tannuary, a. (2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 163 two types of contractions in their speech and informal writing. the first is the verb is-contraction; this is discovered in mackenzie’s (2016) research on english iscontraction a corpus of 1032 data from telephone conversations between 354 native speakers of american english. this previous study detailed that when english speakers mentally form utterances on-the-go (incremental language production), the english verb “is” is often contracted earlier in their sentences, followed by noun phrases (e.g., “my name is donna”), adjective phrases (e.g., “budgeting is very important to us”), prepositional phrases (e.g., “our son is into heavy metal”), progressive verbs (e.g., “gene is working on his cars”) and going to/gonna (e.g., “i don’t think any politician is gonna do that”) categories which usually contain the main or primary information. the second type is the negative contractions (isn’t, haven’t, doesn’t). this type of contraction, similarly with verb contractions, are actively discouraged by teachers and educators who taught students to avoid using it in formal writing such as academic essays and business reports (babanoğlu, 2017). this also means that many english teachers are also reinforcing the notion that contractions are the norm—and even indicators— of casual, day-to-day language. thus, it makes sense that contraction dominated the other types of word formation processes by such a huge margin in the findings of this study, since it is highly relatable and easily rolls of the tongue for pop songs. the prevalence of english contractions is also true in internet linguistics. david crystal, a famous linguist known for his observations of linguistic changes caused by the changing technology, stated that contractions is the symbol of colloquial language (crystal, 2008). this is further confirmed by abusa'aleek (2015) which presented a comprehensive picture of contemporary discourse (electronic discourse) by analysing a total of 4760 english words from a corpus of 340 messages posted by undergraduate students. furthermore, people’s messages tend to be shorter the higher their excitement becomes, which is a systematic correlation unearthed by szell et al. (2014). shortening slangs, in which one word’s ending is cut off, is the second most prevalent type. in english language, english speakers commonly reduce the suffix -ing to a single “n” sound as a deliberate manner to signal that they are speaking casually. shortening words can also be a natural or embedded trait of a particular accent (rathcke & smith, 2015). this recurring linguistic trait may be influenced by english speakers’ other tendency to consider larger parts of people’s names as superfluous, e.g., di for diana, em for emily, and vic for victoria. shortening is not limited to words with the -ing suffix or names, but could be applied to any kind of words, common or unusual, e.g., undergrad(uate), brig(antine), kilo(gram), sov(ereign), cab(riolet). shortened words, according to jesperson (2020), is also called as “stump-words”, one of the unique ways that english speakers’ mission to achieve efficiency with their language. it is ever more popularised by the internetcommunicational system’s penchant for memes (kostadinovska-stojchevska & shalevska, 2018). thus, it makes sense that this type of word formation process is prevalent among the data of slangs, although not to the extent of contractions. the rest of the data outputs of slangs in ava max’s heaven & hell album’s songs contain minimal evidence of slangs formed by other types of word formation processes, namely blending, clipping and compounding. blending, as a rule, is a purposeful, semantically-motivated reduction for the creation of a new word from two or more fragments of words. it is playing with an already given piece of language (gatti et al., 2015). according to boichuk (2021, p. 15), “there is no single definition of blending units, and therefore to denote this phenomenon, scientists use the following concepts: telescoping, telescoped words, blend, blendings, contamination, portmanteau words.” based on a study that investigated the word formation processes for the naming of medicines, majority of over-the-counter product names were formed by blending, specifically 34 out of the total 57 product names, e.g., sanbe + anti + influenza → sanaflu (pamungkas & abdulah, 2017). interestingly, this previous study confirmed that only blending word formation process is the popular type that is used to create over-the-counter medicines, since they only found one product name formed by clipping, two names formed by compounding—a pattern that is reflected in this current study’s findings. the fourth type of word formation process is clipping or truncating, which has multiple ways to shorten a polysyllabic word (madazizova, 2021). speakers can clip words from the back, front, middle or a mix of these—and clipping words is not limited to english language but also frequently occurs in other languages, such as indonesian (derin, 2019; zaim, 2018). daniel (2018) on the morphological process of clipping words noted that the process or pattern of whether a word is clipped from the front, back or others is arbitrary, thus it is also the most creatively productive form of deliberate language change. similar to shortening, clipping is heavily featured in online forums, to the point that it is considered as a linguistic subculture (thotagamuwa, 2020). the last and rarely used word formation process used in these songs, in the case of slangs, is compounding, which puts together two free forms and gives rise to a new word. the difference between blendings and compoundings is that in compounds the components are whole bases, and in blendings at least one of the components is not a whole, but a reduced form, its fragment (boichuk, 2021). previous studies focusing on compounding are numerous, but seemingly none on pop songs in particular. qudeisat & rababah (2021), who studied the names of shop signs in jordan, noted that compoundings are not limited to words from a singular language, but can also be formed from more https://doi.org/10.31849/elsya.v4i2.6337 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 157-167 https://doi.org/10.31849/elsya.v4i2.6337 how to cite this article: sinaga, y. k., herman, h., & tannuary, a. (2022). discovering the pattern of pop song artist’s word formation processes for slangs. elsya : journal of english language studies, 4(2), 157-167. 164 than one language. for instance, they found a shop sign “pastahane”, which comes from the italian word “pasta” and the turkish word for house “hane.” compounding itself is also a well-known quirk for particular languages, such as german being known for its propensity for nominal compounding due to heavier use of nouns and adjectives (berg, 2017). this study concludes that with compounding’s highly specific purpose of creating a new word, the probability of artists using this word formation process to create slangs for their pop songs can be low. the low number of compounding slangs can also be attributed to the general purpose of using slangs in pop songs, which is to simply shorten words to achieve a desired rhythm. overall, although this study might not introduce a new route in terms of its research design, as it still replicated previous study’s purpose of identifying slangs in song albums, the novelty of this study is the amount of data that it covers. as far the researchers are aware, all other studies that are similar with this current research have relied on a smaller number of data compared to this paper’s 545 outputs of slangs, so the pattern of word slang formation is much may be more reliable. inclusion of more songs made by the artist, comparison with other artists’ songs, or complementing the study with additional research instruments to enrich the data would be more comprehensive. unlike majority of similar studies in the past, this study is also unique in that it discusses each of the identified word formation processes in detail with references to other linguistic/morphological studies to go beyond merely identifying the types by frequency. considering the commonness of this type of research inquiry as thesis topics, identification of word formation process of slangs or other linguistic techniques in songs and other forms of literary works may have potential as an introductory practice for novice researchers in introductory linguistic courses. moreover, patterns of songwriter’s tendency or preference for a particular type of english word formation process might reveal something about the creative process of writing songs. furthermore, this study is limited to songs only in english language. based on the literature review, the researchers noticed that this limitation is shared by many studies in the past. this indicates that there seems to be a lack of studies comparing the word formation processes of english with other non-english languages. comparison of two or more languages are naturally predominant in translation studies, so this paper recommends future researchers to address the gap of comparison of their songs or literature from the lens of linguistics. 6. conclusion as what is arguably the most popular form of expression via language, songs serve as an interesting object to be studied linguistically. however, they are traditionally analysed in terms of what they represent, such as the values they contain or the sociocultural aspects associated with them. this study contributed to the understudied area of research regarding the word formation process of songs, specifically slangs within songs. from a rich data of 545 slangs identified in the 15 songs of ava max’s heaven & hell album, this study found five kinds of word formation processes, contraction (77.06%), shortening (12.47%), blending (5.87%), clipping (4.03%) and compounding (0.55%). the novelty of this study is the richness of its base data, as previous studies that similarly explored slang word formation processes often only analysed a few songs or a small number of raw data. although this study might not explore the linguistic aspect of songs in the most original way, this paper points out that there are still more room in the study of songs from a morphological standpoint, from its potential as a window to people’s linguistic creativity with english language to its viability as an easy-lesson-activity for introductory english linguistics course. references abusa'aleek, a. o. 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(2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 96 demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens ahmad sugianto 1*, ilham agung prasetyo 2, dewi aria 3, & indiwan seto wahjuwibowo 4 1, 2 universitas pendidikan indonesia, bandung, indonesia 3 smk negeri 1 tebing tinggi, tebing tinggi, indonesia 4 universitas multimedia nusantara, tangerang, indonesia * ahmadsugianto@upi.edu article history received : 19 august 2021 revised : 12 october 2021 accepted : 30 november 2021 keywords advertisement hegemony english as a lingua franca english as an international language semiotic film analysis world englishes abstract due to its overarching status and power, the english language has dominated and influenced nearly in various means of communication, and one of which is instantiated in advertisements. however, studies concerning the hegemony of the english language represented in an advertisement were found to be under-explored. thereby, the present study aimed to scrutinise the domination and power of the english language, particularly in indonesia, represented in one of the advertisements, which is a remake video of a viral video from 2017 to date, entitled ‘gak bisa bahasa inggris!’ from a youtube channel named pahamy. semiotic analysis was employed to analyse the advertisement. the findings revealed only five out of eight types of syntagma found comprising descriptive syntagma, bracket syntagma, episodic syntagma, autonomous shot, and scene. the present study concluded that it seemed not possible to have the eight syntagmatic types in a very short advertisement video, and some signs found in the advertisement could be used to shed light on the hegemony of the english language in indonesia, which might result in either positive or negative effect; hence, any thoughtful consideration and action through multilingual education was advocated to solve or at least mitigate this issue. 1. introduction the strike of globalisation has led to some shifts in every aspect of human life, and such an onslaught has provided various eminent phenomena. in this regard, one of the most profound phenomena has to do with the domination of one language over the others. the instance of this phenomenon is shown, for example, by the status of the english language, which is considered as the international language. in this case, seidlhofer (2005) points out and lists a number of similar terms used by the theorists and scholars, for instance, english as a global language, english as a lingua franca, world englishes, english as a world language, and english as a medium of intercultural communication. again, due to such position and status of the english language, several influences and consequences emerge; as modiano (2001, p. 341) asserts, "english is now prerequisite for participation in a vast number of activities… access to findings in science and technology, … the entertainment field, as well as the arts, … industrial, financial, and diplomatic arenas". such conditions may be perceived that the english language 'has its ear to the ground' in which it seems it has gained numerous acknowledgements. albeit the english language has obtained such domination, status, and acknowledgement, it has been recently challenged from the other languages that started to follow it as a global language, as reported from a survey by british council, for instance, the chinese language has gained its popularity and even is considered to be ‘the most useful language in the future’ (china daily, 2017). nevertheless, the opportunity of chinese to take over the status, domination, and acknowledgement of the english language as an international language was doubted by yano (2009) for china has numerous issues that may hinder it from gaining such privileges, such as limited energy and food resources indicated by its decreasing selfsufficient ratio for energy and food supply as well as the income inequality issue between the rural and urban areas. another challenge derives from the spanish language, which is also considered to be a global language, yet as baker and ishikawa (2021) assert, the global scale of its use is found to be limited; thus, the english language is still considered to be the more preferable, influential, and dominating global language in comparison with the other global languages, such as chinese and spanish. such facts, in other words, indicate that the english language still holds its domination or hegemony around the world at present. the hegemony of the english language is considered to be a crucial issue investigated by several researchers. it is due to the fact that this issue is perceived to result in some consequences, for instance, as akujobi (2019, p. 13) argues, https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 97 language death, that is, a condition in which languages come to extinction, “the loss of a people's identity and culture," and neocolonialism associated with the view in which a language is used as a means for controlling one’s nation. moreover, the status of english as a global language is increasing and strengthened by the way it penetrated into a country’s educational system. in this regard, it is used as a medium of instruction in at least 55 countries (dearden, 2014), and at the present time, it is supposed to surpass this figure because the use of english in daily lives has been growing extensively recently and has approached more than two billions users (baker & ishikawa, 2021). moreover, particularly in indonesia, albeit it is viewed as a foreign language, the english language is regarded to be one of the essential foreign languages. in this case, it is considered as one of the compulsory subjects at school started from secondary school level to higher education level (even in some regions in indonesia, it has already been introduced at a primary school level (kirkpartrick, 2011). also, it becomes one of the subjects tested in school or university enrolments, or even it is one of the requirements as an individual is willing to apply for a job in a firm or company. in detail, lauder (2008, p. 12-13) notes several functions or roles of the english language in indonesia comprising “as a means of international communication, as an academic language, as a mean for achieving modernisation and development, as a mean for entrenching rapports with native speakers and their cultures, and as a tool to develop knowledge.” thereby, it is deemed as a prestigious language and may, for some extent, be considered as “an instrument of social stratification,” (akujobi, 2019, p. 2). such conditions encapsulate that the english language has the power to the society, which, if it is not taken into account thoroughly, as merriam (2009) contends, can marginalise and oppress those who are subordinates. thereby, construing the phenomena having to do with the hegemony of the english language is necessarily carried out intensively so as to provide a thoughtful view concerning its impacts on every aspect of life. in addition, advertisement as one of the means for transmitting or communicating messages, ideas, or products can be the site to shed light on the issue concerning the domination or power of the english language. it is, for instance, based on the evidence of a study conducted by mizuta (2009), finding that the ideology of english is represented in eikawa (english conversation) schools through advertisements in which english is considered as the upper class and powerful and acknowledged language existed in her study. moreover, such finding is crucial since advertisement has particular uses such as entrenching ideology and persuasive intention through the sign system or language it owns (prasad, 2017). thus, construing the meanings of signs represented in an advertisement can be worth studying. moreover, the advertisement, taken from a youtube channel named pahamy, scrutinised in this study, constitutes a remake video from a viral video. the video was reported to be viral on various social media from 2017 to 2018 (dewi, 2021). the viral video illustrates a male student meeting a stranger asking for direction using accent-like thai to him. but without knowing what language the stranger was using, the male student surprisingly responded with “nggak bisa bahasa inggris!” (i cannot speak english). this phrase, said by the male student based on the writers' observation, was still found on many occasions, such as at school to date (ironically, it is frequently used as a joke by students during the english class). thus, the writers view this issue concerning the hegemony of english with respect to the “nggak bisa bahasa inggris!” advertisement as worth scrutinising. in addition, as for studying the meaning of the signs in the advertisement, semiotics can be a valuable means of going through it. a number of scholars have developed frameworks for semiotic analysis. in this regard, there is one profound notion with respect to cinematography, advocated by metz (1991), that can be worth trying to facilitate the analysis of the advertisement investigated in this study. evidence has shown that this framework can be used to accommodate a study in finding the meaningmaking and discovery in terms of film for several issues, such as gender (ali, 2018) and repression (florina, 2014). however, to the best of the writers' knowledge, studies concerning the hegemony of english using the semiotic film analysis were found to be limited. many of the previous studies uncovered signs which had to do with other areas, such as gender differences or domination (dwita & wijayani, 2018; riani, hidayat, & alek, 2021), marketing (tsotra, janson, & cecez-kecmanovic, 2004; zakia & nadin, 1987), political ideology (briandana, 2019), self-actualisation (syakur, rusdiawan, & sukri, 2018). meanwhile, a study inspecting the same variables as our study, i.e., the status of the english language concerning the advertisement, was conducted by hoffman (2016). nevertheless, she employed a critical discourse analysis as a tool to analyse the artefact, whereas a semiotic film analysis was utilised in our study. the other instance was conducted by mizuta (2009), who employed the hegemony theory advocated by gramsci (1971) to see the ideology of english by going through 150 advertisements. also, another previous related study was conducted by manan, david, dumanig, and channa (2017), who utilised a linguistic landscape framework (landry & bourhis, 1997) to analyse an advertisement. based on the previous studies above, our study is considered to have differences to some extent from them. thus, it is considered to be worth scrutinising to see the viability of the semiotic film analysis to investigate the variables concerned, namely those that have to do with the hegemony of the english language in the advertisement. thereby, based on the rationales mentioned above, this study aimed at scrutinising the https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 98 meanings of the signs associated with the hegemony of the english language in the advertisement video through utilising the semiotic film analysis embedded in syntagmatic types. additionally, this study posed research questions to guide it: 1) what are the syntagmatic types employed by the advertisement? 2) what are the meanings of the signs with respect to the hegemony of the english language in the advertisement? 2. literature review the following section will focus on the variables involved in this study. these encompass the construal of the advertisement conceptions with respect to the way it is used in social interactions and communications, followed by the understanding of the domination of the english language and film semiotics. 2.1 advertisement and communication in society at the present time, advertisement has been one of the essential means of communication in regard to economy, politic, culture, and even education. it is seemingly so ubiquitous that it can be found in various media, either printed or electronic (saputri, hidayat, alek, & eviyuliwati, 2021). besides, it is considered to be an eminent tool through which particular messages can be communicated in comparison to any other forms of communication (grimaldi, hadeler, richards, berger, zimmerman, bromley, dapper, toth, santry, & allen, 2003; tenia & saripudin, 2019). in addition, the advertisement realised through a variety of modes or means encompassing print, broadcast, outdoor, direct mail, collateral material, and the internet has particular features which may be either positive or 'negative,' informative or persuasive, intended to help the viewers/readers critically observe the strength and weakness of a product or to merely persuade them so that they buy the product (cayestu & pasaribu, 2020). in addition to the features of advertisements, upon having power over particular individuals, such as youth or individuals with a lack of education, an advertisement can be an influential tool infusing a subtle or hidden social agenda affecting them (feramayasari & wiedarti, 2020). another feature is leading advertisements to be enticing to investigate due to their language use, which in this regard is characterised by 'mysterious of language' in its production (dahl, 2007). furthermore, the use of the language in the advertisement will be significant if it conforms to the images emerging in the advertisement (afsheen & eijaz, 2017). thereby, the significance of the advertisement will not run per se, but the images accompanying it also have a particular role, namely in delivering the purposeful message (sugianto, denarti, & prasetyo, 2021). moreover, at present, the information concerning the purposeful message can be easily accessed due to the fact that lots of today’s advertisements have been aired on ubiquitous social media such as youtube (al mar’atus & syahrizal, 2021; tussa’diah, anggaini, & hasibuan, 2021). in conclusion, based on the elaborations above, advertisements are considered as the essential means of social communication and interaction. these can be in printed or electronic forms. also, the content provided by an advertisement can result in positive or negative impacts, so the viewers are required to entrench their critical thinking as they view it. 2.2 the hegemony of the english language the impacts of the domination or the hegemony of the english language constitute the result of its spread around the world. in this regard, kachru (1986, 1996) points out the geographic and historical spread of the english language represented in three types of circles encompassing: 1) the inner circle associated with the countries which constitute ‘the traditional bases of english’ and the english language is used as the ‘the primary language’; 2) the outer circle or ‘extended circle’ associated with the countries in which the english language is deemed as as a second language and the ‘part of a country’s chief institutions’; 3) the expanding circle or 'the extending circle' having to do with countries in which the english language is considered to be an international language and historically the countries included in this circle had not undergone colonialisations of the coutries from the inner cirlce (cystal, 2003), albeit for a certain case, for instance, actually indonesia had ever been colonialised by english in the past time, around the eighteenth century, as it was formerly known as the netherlands east indies (israel, 1995, p. 1127; kehoe, 2008). in addition to the representation of the three circles, the countries that belong to each circle are depicted in detail in figure 1. https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 99 figure 1. the three concentric circles (kachru, 1988, 1996) moreover, the domination and power of the english language can be represented through various means. in this regard, such representation depicting the hegemony of the english language, as some studies show and reveal, can be in the form of a written such as a book (mianda, 2014) and a video or movie (jonesa, jufrizal, & wahyuni, 2018). additionally, the hegemony of the english language may result in certain fashions. on the one hand, it may result in negative effects, such as making the other languages come to extinction, “the loss of a people's identity and culture," and neocolonialism (akujobi, 2019, p. 13). on the other hand, instead of negative consequences, the existence of the domination of the english language may result in a positive consequence, and if there is a lack of domination of the english language may bring some negative impacts to particular countries. in this regard, tom-lawyer and thomas (2019, p. 92) reveal such conditions in which the non-hegemony of english in western africa underwent based on some studies, for instance, led to the following issues comprising of low literacy rate, high poverty rate, industrial backwardness, social and employment mobility became limited, prevalent school drop-out rate, limited access to information, and limited career opportunities. based on the elaborations above, the domination of the english language can be concluded to have two main results or impacts, i.e., either provides positive impacts or negative ones. thus, this issue is required to be taken into account thoughtfully, for these may influence individuals or countries in some aspects, for instance, in the aspects of the economy, political, education, and so forth. 2.3 film semiotics: what is it? semiotics constitutes one of the growing interests and fields in the area of language and communication. moreover, semiotics, according to gall, gall, and borg (2003, p. 507), is defined as “the study of sign systems, in particular, the study of how objects (e.g., letters of the alphabet) come to convey meaning and how systems relate to human behaviour.” in addition, the importance of the study of signs becomes clear with the realisation that message doesn't exist until it has become coded in the form of signs. this coding process affects the nature of the message that is delivered." besides, semiotics derives originally from the two prominent figures, namely charles sanders peirce, the american pragmatic philosopher, and ferdinand de saussure, the swiss linguist (stam, burgoyne, & flitterman-lewis, 2005). moreover, due to its use to understand the meaning of messages, semiotics has been implemented in several communication media, one of them has to do with the film. the meaning-making is manifested in the film is conducted through some cinematographic scenes known as the large syntagmatic category of the image track. regarding the large syntagmatic category of the image track advocated by metz (1991), there are eight syntagmatic types which are explicated in table 1 below. https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 100 table 1. syntagmatic types syntagmatic types description autonomous shot a single shot. there are some subdivisions of this syntagmatic type, namely single-shot sequence and inserts (comprising non-diegetic insert referring to the image with the comparative function used to show the external object of the film, displaced diegetic insert referring to the real diegetic image displaced from its normal film position, i.e., temporally or spatially out of context, subjective insert referring to images describing memory, dream, fear, etc., explanatory insert associated with the single shots used for events clarifications to the viewers. parallel syntagma a combination of two or more distinct and unrelated plots (i.e., there is no direct relationship in terms of the setting of time or place). bracket syntagma short scenes are used to show particular examples of a certain order of reality without temporal sequence and frequently appear around a concept. descriptive syntagma successive objects describe “spatial coexistence”; in other words, it has to do with providing a particular description of the setting of a certain object. alternate syntagma provides the explanations of two or more events or plots simultaneously. also, it occurs in the same story having a direct relationship in terms of the settings. scene particular events occurred in a certain set of times or places. also, the signifier indicates the events fragmented into various shots. episodic sequence used to shorten time chronologically, orderly, and symbolically. ordinary sequence used to show the only necessary shot which is not used chronologically. (metz, 1991, p. 119-131; stam, burgoyne, & flitterman-lewis, 2005, p. 41-42; wahjuwibowo, 2018, p. 38-41) some previous studies have shown that the syntagmatic types above are facilitative to assist the analysis of the meaning-making and discovery concerning issues encompassing gender (ali, 2018) and repression (florina, 2014). based on these previous studies, it is perceived to be worth trying to apply these syntagmatic types to figure out the meaning of the signs that appear in the artefact concerned in the present study. 3. method qualitative research, more specifically a semiotic analysis, was employed in the present study. in this case, this type of analysis, in some resources, seems to have other related terms, for instance, hermeneutic analysis, which was deemed as the type of analysis having to do with evaluating and discovering meaning from a particular text involving speech, movies, or songs, and cultural artefacts (shank, brown, & pringle, 2014) and content analysis (schreier, 2012). however, semiotic analysis is preferred to be used as this study involved and was focused on syntagmatic analysis, which is a part of a semiotic analysis (pp. 51-52). besides, the analysis unit investigated in this study was an advertisement taken from youtube. its title was “gak bisa bahasa inggris!” created by pahamy and uploaded on january 29, 2021 (pahamy, 2021). this was investigated due to the virality of the plot in various social media and on account of the perceived assumption that the content had the related issue concerning the portrayal of the domination and power of the english language. as the artefact or the analysis unit were collated and downloaded from youtube, following and adapting jewitt, bezemer, and o’halloran's (2016, pp. 147-148) notions concerning the multimodal transcription, it was transcribed (which in this regard it is introduced by them as a process of ‘transduction’ comprising different modes, such as writing, image, and layout). when these had been transcribed, these were identified and analysed by utilising the semiotic film analysis, i.e. metz's (1991) large syntagmatic category of the image track. in this regard, the verbal and nonverbal signs emerging in the advertisement video were analysed based on the eight syntagmatic types comprising autonomous shot, parallel syntagma, bracket syntagma, descriptive syntagma, alternate syntagma, scene, episodic sequence, and ordinary sequence. the analysis conducted was used to construe and infer the findings concerning the representation of the hegemony of the english language. https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 101 in addition, to make sure the present study meets the trustworthiness, some verification techniques were utilised. first, “long terms and repeated observation” associated with scrutinising the issues for a particular length of period to make sure the data were valid based on the setting involved were employed (creswell, 2014). second, peer debriefing was conducted through consulting the work to the professional concerning the area scrutinised; also, generating the thick description of the data obtained was employed to keep transferability of this study, which may facilitate feasible comparisons with the other contexts; besides, creating “referential adequacy” by searching and using related documents, theories, and previous studies were employed to corroborate the findings and the interpretation of the data analysed (guba, 1981). 4. results the findings of the present study were based on the syntagmatic types advocated by metz (1991). in this case, these were displayed based on the plots that occurred in the advertisement consecutively. 4.1 descriptive syntagma 00:00 -00:25 = 0 figure 2. the senior high school student met the driver for the first time (pahamy, 2021) the descriptive syntagma was found in the initial scenes. in this regard, these initial scenes provide some description of the initial introductory plots of the film. to begin with, these scenes tell about a driver who was greeting a male senior high school student being on the way to school. the driver was likely to speak in thai. regardless of having no understanding about what the man was talking about and what kind of a language the man used, the boy, the senior high school student, just replied it “i don't understand. … i can't speak english.” knowing the boy could not speak english, the driver and the other boy, who is a senior high school student too, laughed at him. being laughed at, the main actor, the male senior high school student, unfastened his school tie and tried to wipe his tears. in this segment, the depiction is also given by varying the hue of the scenes. in this regard, image 1, when the driver was greeting the student, and image 2, as the senior high school student was answering, was in a normal hue. however, after the boy told the man that he could not speak english, there were some colour differences concerning the scenes. image 3 and 4 had the orange colour indicating “cheer and excitement” (morton, 2021b); concerning the plot of the film, the shift of colour can be interpreted that the two actors in the film in images 3 and 4 were feeling pleased with the condition as a result of hearing the other actor, the boy could not speak english. moreover, the image 5 and 6 turned into blue meaning “depression” (morton, 2021a); such colour, if associated with the plot, then can be interpreted as being unable to speak english or having a lack of english proficiency made someone depressed; in other words, english has a power to control one's emotion. 4.2 scene (00:26-00:38=0) figure 3. the senior high school student met another student showing him a learning application (pahamy, 2021) this type of syntagma comprises several shots, which are chronological, and consecutive, and linear. in these scenes, the senior high school student, who seemed to be depressed after being bullied by the driver and the other student, met another actor that was likely a senior high school student too. in this scene, the other student with long hair was depicted as a "saviour" who was trying to soothe the main actor by showing him an online learning application named pahamy. although there was no dialogue as the two actors met, referring to the gestures carried out, the meaning of the scene is still intelligible. in this regard, the actor with the long hair seems to give advice or suggest to the main actor to keep calm as indicated by his hand, which is touched the main's shoulder; such touch can be interpreted as support (jones & yarbrough, 1985). in the last scene, both of them nodded as if showing an indication that the main actor was in agreement (andonova & taylor, 2012) that they would try to use it. 1.1 1 4 2 5 3 6 1.1 :38=0) 1 2 3 4 https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 102 4.3 bracket syntagma 00:39-00:43 = 0 figure 4. the senior high school student was preparing to study english (pahamy, 2021) as its name, this type of syntagma encompasses a mélange of short shots. this scene depicts the several shots having to do with the preparation before the main actor studied english. in this case, as portrayed in figure 4, an amount of equipment was prepared by him, for instance, a bilingual dictionary (bahasa indonesia-english), a notebook, a miniature of liberty statue with a flag and writing of “america," a grey senior high school tie used as a headband. all this equipment can be interpreted as he was ready to learn english. moreover, more specifically based on figure 3, image 1 showing a bilingual dictionary (bahasa indonesia-english) can be interpreted that the boy was focusing on learning english as the target language from bahasa indonesia as the source language, and it also indicates that the boy knows bahasa indonesia better than english. also, by referring to the empty notebook indicated by image 2, it can be interpreted that it is just the beginning of his learning. next, the miniature of liberty statue shown in image 3 can be interpreted as he is learning english, and/or specifically the american english, or in a figurative fashion, it can be associated with the notion of freedom (maguth, dustman, & kerr, 2013); in this regard, if it is connected to the plot, it can be interpreted as the boy aimed to achieve for his freedom by acquiring the english (speaking) ability. at last, images 4 and 5 showing the man wearing a tie and fastening it as a headband can be interpreted as a symbol of courage (hasan, 2018); hence, he would never give up on learning english. 4.4 episodic sequence (00:43-56:00 = 0) figure 5. the senior high school student was studying english (pahamy, 2021) as its name, this type of syntagma shows the plots consecutively and linearly and commonly comprises more than one-shots with the functions to shorten the time chronologically. in this case, this scene depicts the boy who was studying english by utilising the online learning application, pahamy. moreover, based on figure 5, image 1 shows that he was noting down the materials that he obtained from watching an english female tutor online by using his smartphone shown by image 2. then, in image 3, it seems that all the materials conveyed by the tutor were intelligible for him. based on these scenes, it can be interpreted that the boy was studying english seriously and in a motivating fashion by referring to the way he noted down the materials; in other words, it can be interpreted that he was engaged on account of the conducive environment for learning he created as shown by the attributes aforementioned (schunk & mullen, 2012). also, it provides information that the boy had understood the material given, as indicated by the gesture of a nod in image 3 (andonova & taylor, 2012). 4.5 autonomous shot (00:56-01:00 = 0) figure 6. the senior high school student remembered the insults he got on account of his lack of english proficiency (pahamy, 2021) the autonomous shot, including subjective insert, occurs as the main actor, the male senior high school student, was studying english at home, and he was depicted to remember the events and insults he obtained through his eyes. this scene was enclosed by the background sound, that is, a sound of an eagle. the sound of an eagle and his eyes shown in image 3 can be interpreted that the boy was targeting and readily hunting (wittkower, 1939) or “assaulted” or took revenge on the other actors who had already insulted him for not having adequate english language skill. moreover, the scene depicting the insults he got as he was on the way to school, which in this case, the other actors laughed at him because he could not speak english then can be interpreted that the ability to speak english is considered as an essential and prestigious competence. lack of such ability is viewed as something weak and deficient. such portrayals indicate that the use of language, which in this case particularly english, may lead individuals to see or label someone else’s status (mckinney, 2007), which then results in particular consequences, such as obtaining less access to certain public services (dubard & gizlice, 2008), affecting employment status (afful, 2014). 1.1 4 1 2 3 5 1.1 2 1 3 1.1 1 2 3 4 https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 103 4.6 scene (01:00-01:39 = 0) figure 7. the senior high school student met the driver again (pahamy, 2021) this scene depicts the plot in which the main actor with the other student who was on the way to school and suddenly a car horn honked and stopped near to them. knowing that the car was the same as the previous day he met, the main actor turned his head and saw the student with long hair. then, the student with long hair pointed to him and gave a distance fist pump to the boy. then, the boy came close to the car, and the driver greeted him in the thai language. the boy just directly replied to him with, “sorry, i don't speak thai." knowing that boy had been able to speak english, the driver and another student who laughed at him the previous day seemed to get surprised. then, the other student with the long hair pointed his finger to him and gave him a thumb up. at last, the student with the long hair disappeared, and the insignia of the online learning application appeared with a white background. based on this scene, there are some gestures used by the actors that have some interpretations. for instance, the man with the long hair pointing to him with the index finger and giving a fist pump can be interpreted as wishing him “good luck” (charles, 2018; devereux, 1966; mehrabian, 1969). moreover, in terms of the thumb up used, it can be interpreted as the boy with the long hair was appreciating the main actor that he had done a good job (sherzer, 1991). 5. discussion based on the aforementioned findings, it can be seen that not all the types of syntagma appear in the advertisement. in this regard, only five out of eight types of syntagma come up in the advertisement, i.e., descriptive syntagma, bracket syntagma, episodic syntagma, autonomous shot, and scene. this finding follows the result of a study conducted by ali (2018), who also found that not all the syntagma types appear, which in this regard, in his study, there was no bracket syntagma. in comparison with the finding of the previous study investigating a film with more than one and thirty hour-duration, it can be inferred that to cover all the syntagma types in one advertisement like the present study that has a very short duration, i.e., about one minute and thirty-nine seconds seem challenging and unlikely. furthermore, the findings of the present study also follow the findings of the previous studies (manan et al., 2017; mizuta, 2009) that reveal the ideology, as well as the domination of english, were embedded in advertisements. however, so as to clarify that the present study is considered to provide a new insight since it was conducted in the context of indonesia and uses the semiotic lens, i.e., syntagmatic types, to analyse the artefact. in this regard, some indications concerning power and domination can be illuminated through several signs. to begin with, the advertisement is a remake video from a video depicting the similar story of a male teen student who was viral due to his reaction toward a stranger who was talking to him, and due to his unfamiliarity with what the stranger talked about, he just reacted by saying "tidak bisa bahasa inggris” (can't speak english)." this video uploaded on youtube was viral which then was adapted by pahamy to make the remake video for its commercial use. the use of youtube, which was considered as a cultural product, as bestari, mayekti, and faiza (2020) contend, can be associated with the domination of the united states (us), which in this case, the us constitutes one of the countries in the inner circle in which english becomes the primary language (kachru, 1986, 1988, 1994, 1996, 2001). based on this finding, the power and domination of the english language can be indicated by the ability to speak english, and the use of youtube viewed as a cultural product that becomes the common media to promote or share the information about a product (in this case the product was in the form of service); besides, these also provide the emphasis that the english language and culture have gained its power in indonesia to some extent. moreover, some signs indicating the domination and power of the english language were found inside the advertisement video. in this case, similar to the previous finding, it was found that those signs had to do with the (american) english and its cultural product associated with concrete cultural objects (sugianto & wirza, 2021; yuen, 2011), as shown by the small miniature of the liberty statue shown in the video during the main actor is trying to learn english at home (see the episodic sequence and bracket syntagma above). moreover, another sign having to do with the (american) english relates to the bilingual dictionary (bahasa indonesia-english) used, which in this case was 1.1 1 2 3 4 5 6 7 8 9 10 11 12 https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 104 written by john m. echols and hassan shadily, which tend to have an american english nuance (see the episodic sequence and bracket syntagma above). nevertheless, it seems that the use of the bilingual dictionary was considered not appropriate since, as budiwiyanto (2021) argues, it was considered to be a receptive dictionary with a function to decode messages from the target language and more suitable for english speakers, not bahasa indonesia speaker, besides it was not deemed to be friendly-user, particularly for a beginner learner, that in this case was associated with the actor in the advertisement video. in addition to the signs symbolising the hegemony of the english language, the other syntagma types also reveal them. in this regard, the signs associated with the emotions appearing in descriptive syntagma (00:00 -00:25) in the initial plot and the scene syntagma (01:00-01:39) appearing in the last plot. in the descriptive syntagma (figure 2), the main actor, the male student, felt “down” because he was not able to speak english, and due to such weakness, he got insults from the other actors, namely the driver and the other student passing by the street. in this scene, there are some changes in terms of the actors' emotions. the shifting emotions were shown by the changing of the colours in the scene, i.e., the main actor who felt depressed was shown by the blue colour scene (shots 5 and 6 of the descriptive syntagma), and the other actors who insulted him were shown in the orange colour (shots 3 and 4 of the descriptive syntagma). by using the different colours, the producer or maker of the video seemed to show the emotions of each actor. it is in line with morton's (2021c) assertion that each colour has its own meaning. moreover, most of the shots are taken in close-up shots. such close-up shots, as ali (2018) asserts, were employed to show particular emotions. moreover, in the last scene syntagma, the main actor met again with the driver who had insulted him; but in this scene, because he was able to speak english, he got no insults from the driver; on the contrary, he obtained an acknowledgement from the driver indicated by the driver's gesture, i.e., nodding. also, being able to speak english made the main actor respond to the driver with a big smile showing that he was quite confident to talk to the driver. this plot indicates the power of the english language in which the ability to speak english may bring dignity, as shown by the main actor's big smile and the acknowledgement of the driver to the main actor. furthermore, the depiction of the hegemony represented in the video results in some impressions. on the one hand, as can be seen in the previous section, the lack of ability in using the english, some insults were given to the main actor. on the other hand, the domination of the english language may lead to the communication between two people from different cultures or languages is feasible, as it can be depicted in the advertisement in which the driver seemed to speak in thai whereas the main actor whose first language was bahasa indonesia could communicate each other by making use of english (figure 7, the scene 01:0001:39), and the message seemed intelligible which was indicated by the driver gesture, i.e., nodding. this finding follows the notion revealed by master (1998), who views 'universal access' associated with the use of the english language universally that may accommodate a particular communication, in this regard in particular that which has to do with intercultural communication (baker, 2018). moreover, particularly in the higher education context, as formentelli (2017) reveals, the ability to use english becomes more crucial, and in some sorts, he reports that it has been the language of higher education; such condition was due to the phenomenon of the ‘internationalisation of higher education’ which goes along with the trend to use english as a common medium (kirkpartrick, 2011); hence, there seemed an increasing trend of the students studying overseas in countries from the inner circle such as united states (26%), united kingdom (15%), australia (8%), and canada (3%) (oecd, 2016, p. 331). in other words, the english proficiency that students have may be beneficial for them, along with the condition in which if they are studying overseas, that may accommodate them during their interaction showing as part of the global community. albeit it was considered to provide a positive effect in communication and particularly in the academic context, it should be noted thoroughly that such domination of the english language may diminish the existence of the national language or local language. pennycook (2017) reports that this phenomenon occurred in malaysia in which lack of the national language bahasa malaysia proficiency was found; most of the citizens were found to be more proficient in the english language in comparison with their national language, bahasa malaysia. thereby, even though undoubtedly, english has some crucial roles and functions, for instance, comprise the language required in the workplace, the medium of instruction, particularly in higher education levels, the media, and the internet communication (graddol, 2000; kirkpartrick, 2011; modiano, 2001), any thoughtful considerations for its use that may backfire on the existence of the national language or even the local language are required to be taken into account. to this end, carrying out the multilingual education as well as introducing the local languages or mother tongue at the primary school level which were also perceived by some researchers to provide benefits such as promoting 'multiple linguistic, cognitive and intercultural resources' needed for learning the other languages can be promising alternatives and agendas, particularly for indonesia since it is considered to be 'the house of multicultural ethic groups' in which numerous 'individual vernacular languages' exist, approximately exceeding seven hundred languages (benson, 2017; cenoz, 2009; kirkpartrick, 2011; saputra & saputra, 2020). https://doi.org/10.31849/elsya.v4i2.7582 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 2, june 2022, pp. 96-108 https://doi.org/10.31849/elsya.v4i2.7582 how to cite this article: sugianto, a., prasetyo, i. a., aria, d., & wahjuwibowo, i.s.. (2022). demystifying the hegemony of the english language: scrutiny of ‘gak bisa bahasa inggris!’ advertisement within a semiotics lens. elsya : journal of english language studies, 4(2), 96-108. 105 6. conclusion based on the elaborations of the aforementioned findings, some conclusions can be drawn. to begin with, it is a rare phenomenon to find a very short advertisement that covers and makes use of all the syntagma types; in this regard, only five out of eight types of syntagma emerge, i.e., descriptive syntagma, bracket syntagma, episodic syntagma, autonomous shot, and scene. next, the power and domination of the english language were shown by the use of youtube viewed as a cultural product, deriving from the united states (us), as a means for advertising a product with the plot giving the emphasis that it is crucial to have apt english-speaking proficiency. furthermore, some signs embedded in the advertisement video found to have an association with the hegemony of the english language comprise the cultural products which mainly derive from and tend to have a relation with the us, for instance, the small miniature of the liberty statue and bilingual dictionary used that were shown particularly through the episodic sequence and bracket syntagma. the hegemony of the english language was also found in the other types of syntagma, namely the bracket syntagma and scene syntagma, with some features such as the use of shifting colours in some particular shots and the use of close-up shots indicating the emotions of the actors, and the use of the actors' gestures. in addition, the domination and power of the english language have both negative and positive effects and impressions; which in this regard, the former associated with the ability to speak english shown in the video, namely any acknowledgement will be given to those who have the apt english proficiency and vice versa if one lacks such proficiency may result in a consequence such as insults leading to depressed feeling; the latter associated with the intercultural communication; which in this case, the english language can be used as a medium to facilitate the interaction and communication conducted by people with different cultures and languages. fifth, the negative effect of the hegemony of the english language over the existence of the national language or local language is required to be taken into account, and the multilingual education proposal can be an alternative to solve it. finally, for future studies, interviewing the producer(s) or maker(s) of the video are advocated to gain more in-depth data, particularly that have to do with the meanings of the signs appearing the video; moreover, investigating the advertisement by making use of the other framework can be alternative for the future research. references afful, e. a. 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(2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 263 local cultures folklore grounded from english textbooks for secondary high school indonesia ririn anggraini 1, tatum derin 2*, jaka satria warman 3, nunung susilo putri 4, & mutia sari nursafira 5 1 universitas lancang kuning, pekanbaru, indonesia 2 university of cambridge, cambridge, united kingdom 3 university of bristol, bristol, united kingdom 3 universitas lancang kuning, pekanbaru, indonesia 3 universitas riau, pekanbaru, indonesia *td476@cam.ac.uk article history received : 5 july 2022 revised : 29 july 2022 accepted : 1 september 2022 keywords local cultures folklore indonesian folklore english textbooks secondary schools abstract english language teaching (elt) is inseparable with the teaching of the language’s culture. indonesia has a national agenda of integrating folklore into the subject of english language in schools. therefore, this study aims to identify the types of folklore in indonesian efl textbooks for secondary high school. this study collected data from 10 textbooks from grades 7, 8, 9, 10, 11, and 12, which are published by erlangga, yrama widya, yudhistira, pt tiga serangkai pustaka mandiri, and kemdikbud. the data analysis method was content analysis. results showed that indonesian efl textbooks for secondary high school level contains 5 genres of folklore, namely fables, fairy tales, folktales, legends and myths. this study found that the most dominant type of folklore in the textbooks are legends 12 (36,3%), followed by folktales 11 (33,3%), fairy tales 5 (15,1%), fables 3 (9,3%), and lastly myths 2 (6,0%). all genres covered the cultural heritage of nearly every island and major city in indonesia, including other countries such as vietnam, serbia, german and japan. this means that indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in elt. the findings of this study are useful to support and enrich cultural elements integrated in english textbooks particularly the for the teaching of folklore in indonesian efl classrooms. 1. introduction learning english should involve not only language components (e.g., grammar, vocabulary, and pronunciation) and skills (e.g., listening, speaking, reading, and writing), but also include learning, or at the very least, an introduction to english culture. teaching english as a foreign language (efl) can be very challenging for many teachers in non-english countries, often due to students’ fluctuating motivation and engagement with the language (batubara et al., 2020; dao & sato, 2021). this problem has been acknowledged by the entire world and in the 21st century, the prevalent solution is to reconsider teaching efl from a cultural point of view (seguí, 2018). the combination of language and culture in english language teaching (elt) context because culture goes hand in hand with language and opens various information that can be more interesting than learning separate language skills. a person who can speak using good grammar, vocabulary, and pronunciation in english may not necessarily be able to express ideas fluently and acceptable if he or she does not have cultural knowledge when a sentence or utterance can be used. for students, the knowledge of english culture will help them understand the situation they face when reading or listening to english text. in addition, exposure of the culture that applies in the user's society that is being studied will also add to their understanding and tolerance of other cultures. the information about cultures can be found in english books. english teachers must not overlook the necessary information for an intercultural understanding (gutiérrezfonollosa, 2018). folklore, specifically tales of folklore, are a natural approach for children, even adults, to learn a language. research on folklore is extensive as it is a central part of children’s lives growing up, so it has often been linked to identity formation and character education (jaques, 2015; rahman, 2017; sanders, 2011). efl textbooks can be enjoyable for children when they contain interesting, wellknown and beloved stories from folklore. for example, in an attempt to engage students with low motivation to discuss in the class using english, seguí (2018) established how students can be engrossed in using the foreign language through three popular tales from british folklore. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 264 however, the matter of which culture is taught in elt has been raised as a topic of concern in recent times. teaching about foreign culture while the students are learning the foreign language certainly makes sense, but many worry that over-emphasis on the foreign culture may cause students to think that foreign culture is “above” their own culture. therefore, efl textbooks should also incorporate the local culture of the students. in the context of folktales, this means that instead of only focusing on foreign folktales, teachers ought to involve folktales grounded in local culture. to teach this, teachers must first be familiar with the kinds of local cultural folktales in their school’s efl textbooks (mantra & maba, 2018). there are still few research that explores folktales in efl context. like seguí (2018), su (2010) and putra (2017) have also used folktales to address students’ low motivation to perform in efl classrooms. in cases of where students’ lack of vocabulary held them back from performing optimally, efl teachers have also used folktales to increase their vocabulary (özen & mohammadzadeh, 2012). mantra & maba (2018) incorporated folktales to their efl instructions to enhance students’ speaking skill, while nyoman & gana (2018) focused on building students’ linguistic resources to improve their reading. overall, previous studies show that most research on folklore in the context of efl have been centered on increasing students’ motivation to learn and obtain new vocabulary. with most, if not all, research on folktales in efl focused solely on how folktales can be useful in elt in highly specific ways (e.g., to increase motivation and vocabulary), there is a research gap on the analysis of folktales themselves in this context. as far as the researcher is aware, no one has investigated the local folktales in indonesian efl textbooks. only one study was found to have investigated messages in local cultural folklore of indonesia, but sukmawan & setyowati (2017) analysed the content of various folktales in indonesia in terms of their messages on environmental concerns, which can be incorporated in foreign language classrooms, rather than focusing on folktales that can be identified in efl textbooks. what local cultural folktales are present in indonesian efl textbooks are still presently unknown for the most part, so this study will contribute by revealing the kinds of folktales grounded in local culture and finding out the dominant ones in indonesian efl textbooks. 2. literature review 2.1 folklore folklore is an expressive collection of cultural values, norms and traditions that are shared and passed down by a particular group of people. it is an umbrella term for “all information sources that somehow represent traditional stories of different groups of people,” (kittilä, 2020, p. 697). it is most commonly passed down as oral stories, which is more commonly known as folktales. the concept of “folklore” was defined as being part of the rural citizens who are poor and illiterate. folklore can encompass many things other than tales, such as verbal culture such as proverbs and jokes, material culture such as architectural styles and toys, customary lore such as expected behavior and rites, and folklore artefacts. folktales in particular is unique because it is passed down in informal ways from person to person in the same group of culture through different generations. there are several types of folktales, which are commonly known as folklore genres: a. myths: a traditional story that may answer life's overarching questions, such as the origins of the world (the creation myth) or of a people. a myth can also be an attempt to explain mysteries, supernatural events, and cultural traditions. sometimes sacred in nature, a myth can involve gods or other creatures. the narratives of myths play a fundamental role in a society, such as foundational tales or origin myths. the main characters in myths are usually non-humans, such as gods, demigods, and other supernatural figures. arguably the most common myth is the story of pandora’s box, which has been countlessly adapted in various modern forms of entertainment. b. folktales: whereas myth has at its core the origins of a people and is often sacred, a folktale is a collection of fictional tales about people or animals. superstitions and unfounded beliefs are important elements in the folklore tradition. both myths and folklore were originally circulated orally. folktales describe how the main character copes with the events of everyday life, and the tale may involve crisis or conflict. these stories may teach people how to cope with life (or dying) and also have themes common among cultures worldwide. famous folktales are the pied piper, jack and the beanstalk, and goldilocks and the three bears. the study of folklore is called folkloristics. c. legends: a story that's purported to be historical in nature but that is without substantiation. prominent examples include king arthur, blackbeard, and robin hood. where evidence of historical figures, such as king richard, actually exists, figures such as king arthur are legends due in large part to the many stories that have been created about them. legend also refers to anything that inspires a body of stories or anything of lasting importance or fame. the story is handed down orally but continues to evolve with time. much of early literature began as legend told and retold in epic poems that were passed down orally originally, then at some point written down. these include masterpieces such as the iliad and the odyssey. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 265 d. fairy tales: a fairy tale may involve fairies, giants, dragons, elves, goblins, dwarves, and other fanciful and fantastic forces. fairy tales may seem similar to folktales, but the main difference between fairy tales and folktales is that fairy tales involve magical and superficial events while folk tales depict the day-to-day problems and activities of humans. fairy tales are mostly meant for children, while folk tales are meant for everybody. although originally not written for children, in the most recent century, many old fairy tales have been "disneyfied" to be less sinister and to appeal to kids. these stories have taken on lives of their own. in fact, many classic and contemporary books, such as cinderella, beauty and the beast, and snow white, are based on fairy tales. but read the original grimm brothers' fairy tales, for example, and you'll be surprised at the endings and how they differ from the versions that you may have grown up with. e. fable: fictional stories that features animals, legendary creatures, plants, inanimate objects, or forces of nature that are anthropomorphised, and that illustrates or leads to a particular moral lesson, which may at the end be added explicitly as a concise maxim or saying. two of the most iconic fables are the lion and the mouse and the tortoise and the hare. f. old wives’ tale: a supposed truth which is actually spurious or a superstition. it can be said sometimes to be a type of urban legend, said to be passed down by older women to a younger generation. such tales are considered superstition, folklore or unverified claims with exaggerated and/or inaccurate details. rather than elaborate stories, these are more commonly handed down as advices such as “cold weather makes you sick” or “avoid dairy when you’re sick.” old wives' tales often center on women's traditional concerns, such as pregnancy, puberty, social relations, health, herbalism and nutrition. 2.2 folklore in indonesian local culture folklore in any culture encapsulates precious cultural heritage that represent a culture’s identity, and folktales are a major element of a nation’s identity (anderson, 1991). folklore of indonesia are known as “dongeng”, and they are usually connected with mythology. indonesian folklore reflects the diverse culture of indonesia which consist of hundreds of ethnic groups who pass them down through storytelling, pantun, hikayat, children’s chants, and many more. examples of indonesian folklore in various genres are: table 1. examples of folklore in indonesian local culture genres in indonesian folklore examples of story titles myths kuntilanak nyai roro kidul rangda sundel bolong wewe gombel legends aji saka banyuwangi danau lipan dewi sri lanun lutung kasarung malin kundang minangkabau parahyangan roro jonggrang sangkuriang sulanjana watu gunung folktales ande ande lumut jaka tarub fairy tales bawang putih bawang merah timun mas fables cenderawasih keong emas leungli sang kancil 2.3 folklore in indonesian efl classroom context folklore has been used by various researchers around the world in the context of english language teaching. many studies showed that folklore in elt can be used for a variety of specific purposes. inphoo & nomnian (2019) used thai folklore to reduce high school students’ classroom anxiety in speaking english. the study showed the students’ anxiety in speaking the foreign language was successfully alleviated when their speaking activity was elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 266 linked to their local culture. in fact, the use of folk tale for their english drama activity promoted positive attitudes toward english communication in the classroom. other studies focused on tackling another typical problem in elt, which is students’ low mastery of vocabulary. in their classroom action study, ismail (2019) found that reading local folktales can be a potential activity to improve the students’ vocabulary. the study also clarified that english students’ attitude are favorable toward folktales as vocabulary instruction because these stories offer them a chance to intermingle with the text emotionally and involve themselves personally. muslimin et al. (2017) also tries to support students’ vocabulary building by using local folktale. instead of general english vocabulary, however, the study used an educational game activity to address the students’ lack of vocabulary related to their local culture. ibrahim (2021) also agreed with the role of folktales in the improvement of efl students’ vocabulary. the awareness of one’s local culture, in this case their folktales, has been threatened by the commercial entertainment brought by globalization. anderson (2011) aptly summarised the situation as the efl teacher’s dilemma of whether to talk about folklore or britney spears. to plant awareness and hopefully cultivate interest for local culture’s folktales among indonesia’s younger generation, indonesian schools try to introduce traditional folktales in their school textbooks. english textbooks are notably included in this list so that they are still aware of their national culture while learning about the foreign language, and subsequently the foreign culture. other than the goal of preservation, folklore provides cultural knowledge and moral lessons that all children need to understand and solidify their identity as part of a culture (prastiwi, 2013). using indonesian folktales in english as teaching materials in the classroom of efl helps not just the growth of students’ cultural understanding and moral values, but even their linguistic and cognitive skills (alim, 2011). moreover, learning english can simultaneously be a difficult and uninteresting subject for many students due to low degree of interest or skill in the foreign language, but ismail (2019) found that folklore stories in efl textbooks can be reading resources that engages students in emotionally involving themselves in the stories that embed their cultural identities. using folklore in english textbooks can raise the curiosity of learners since the learning objects consist of stories that can make learners feel a sense of inclusion. however, not all kinds of folktales can be used for elt. fadhli (2020) stated that there are certain considerations must be taken to truly leverage folktales as an interesting lesson resource, namely the appropriateness of language skills required to understand the folktale, the level of learners’ comprehension, the cultural content and the text size of the folktale. two questions are posed in this study: (1) what kinds of local folklore are identified in english textbooks for secondary schools in indonesia efl context and (2) what are the dominant types of local folklore found in english textbooks for secondary school in indonesian elt context? in line with the research questions, this study has two main concepts which are illustrated in the following figure. figure 1. the conceptual framework this study will explore the folktales grounded in local culture in indonesian efl textbooks to obtain information on the types of folklore and the dominant folklore in the textbooks published by indonesia for the purposes of english language teaching. 3. method the research approach used in this study was qualitative research, which is a type of educational research where the researcher collects data of words and subjectively analyses the research object to determine the themes (creswell & poth, 2018). this study used the qualitative content analysis method to identify the folktales in english textbooks for secondary high schools in indonesian efl context. the content analysis was conducted “to systematically transform a large amount of text into a highly organised and concise summary of key results,” (erlingsson & brysiewicz, 2017, p.94). in this study, the purpose of content analysis is to find out the folktales grounded from indonesian local cultures within indonesian efl textbooks. this content analysis was conducted on novemberdecember 2021 in the context of cultural contents in english textbooks for senior high school in indonesian efl setting. the content analysis used two recording units, namely text and pictures containing the cultural elements in the selected books. the resources of this study were the english textbooks used in secondary high schools, which include grade vii to xii. the textbooks were collected from various indonesian school libraries and recommendations of school teachers. the english textbooks were selected due to the consideration of their common use and adequate sample taking (25-35%) from available textbooks published by popular indonesian school textbook publishers. the total elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 267 resources are 5 erlangga books, 2 yrama widya books, 1 yudhistira book, 1 pt tiga serangkai pustaka mandiri book, and 1 kemdikbud book. to obtain the data, the researcher used two recording units consisting of text and pictures which contained or depicted folktales grounded in indonesian local cultures. all the paragraphs and pictures related to local folktales were scanned, recorded and tabulated. the data collected was coded, classified and analysed by categorizing them into a list of identified folklore, described and interpreted. then, the researcher calculated their frequencies and percentage (f:n x 100%) of appearances to determine the dominant folklore in indonesian efl textbooks qualitative research focuses on data trustworthiness to measure the validity of the research. the researcher combined evidence from different data sources (multiple and different indonesian efl textbooks) and the different types of data (texts and pictures taken from the textbooks). the researcher triangulated the data to ensure that the results will accurately portray what folktales are present and which ones are more dominant than other folktales in the efl textbooks published and used in secondary high school level in indonesia. 4. results this study collected data from efl junior and senior high school textbooks published in indonesia by taking pictures of the covers, front information page, and the pages of the chapters related to folktales. the total amount of books that the researcher could obtain is 10 books. the covers of each book are recorded in the appendix, but all the relevant data is summarised in table 2. table 2. data of indonesian efl textbooks sorted by year author year title publisher grade curriculum chapter related to folktale nur zaida 2016 bright: an english course for junior high school students erlangga vii kurikulum 2013 (edisi revisi) 2016) i love indonesian folktales sarwoko 2016 english on target erlangga x kurikulum 2013 chapter 8: narrative texts: legends th. m. sudarwati, eudia grace 2016 pathway to english erlangga x kurikulum 2013 (revisi) chapter 9: a long time ago kenneth w. ament, rina dwi indriastuty 2017 interactive english yudhistira viii kurikulum 2013 (edisi revisi) 2016) no shyla k. lande, eka mulya astuti 2017 forward an english course for vocational school students erlangga x kurikulum 2013 and ki-kd 2018 chapter 8: once upon a time siti wachidah, asep gunawan, diyantari 2018 bahasa inggris: think globally act locally kemdikbud 2018 ix kurikulum 2013 (edisi revisi 2018) chapter vii: sangkuriang nur zaida 2018 bright: an english course for junior high school students erlangga ix kurikulum 2013 (edisi revisi) chapter 7: i love indonesian folktales joko daryanto 2018 english in use pt tiga serangkai pustaka mandiri xii kurikulum 2013 (edisi revisi) no debi karmila, ratna juwita ningsih 2019 bahasa inggris yrama widya vii kurikulum 2013 dan ki-kd 2018 permendikbud no. 37 tahun 2018 no elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 268 otong setiawan dj., supeni, ratna juwita ningsih 2021 bahasa dan sastra inggris yrama widya xi kurikulum 2013 (edisi revisi) unit 5: the characters in this short story are so unique all the books were written and published according to the same curriculum (i.e., 2013 curriculum) which means that the contents of all ten books can be compared. of the ten indonesian efl textbooks, five are books used in junior high school level (2 on grade vii, 1 for grade viii, two for grade ix) and another five are used in senior high school level (three for grade x one for grade xi, one for grade xii). the researcher tried to see if indonesian folktales are delivered in the efl teaching across both junior high school and senior high school levels. after seeing the contents of the 10 books, this study found that indonesian schools and english teachers do not teach students about folktales on grades vii and viii. instead, folktales are included in the junior high school syllabus on the students’ final year, namely grade ix. from the three grade ix textbooks, folktale is introduced on chapter 8 or 9, which means this material is taught in the classroom at the end of the grade level. units that are listed at the end of textbooks are often overlooked or taught within a few class sessions because the teachers would make sure that students focus on their exams. moreover, this study determined that folktales are included as part of the core units of grades x and xi of the grades in senior high school level. however, in grade x and xi, folktales were moved to the middle chapters of the books, which is chapter 5, indicating that folktales were given more time to be learned in the classroom. in the grade xii textbook, the chapter 5 is still focused on literary works, but it is focused on teaching students to review movies and novels, while folktales are no longer part of the core unit in the final year of senior high school level. thus, this study eliminated the textbooks which do not include any chapters related to folktales, which are the two books for grade vii (karmila & ningsih, 2019; zaida, 2016), one book for grade viii (ament & indriastuty 2017), and one book for grade xii (daryanto, 2018). therefore, the data of this study are six indonesian efl textbooks for grade ix (wachidah, gunawan, & diyantari, 2018; zaida, 2018), grade x (ament & indriastuty, 2017; sarwoko, 2016; sudarwati & grace, 2016), and grade xi (setiawan, supeni, & ningsih, 2021). 4.1 the dominant types of local folklore found in english textbooks for secondary school in indonesian elt context after identifying all of the local folklore, the researcher found that indonesian efl textbooks contain a total of 37 folklore stories across different genres. the second research question focuses on identifying the dominant types of local folklore. based on the table 3, content analysis on the 10 books revealed 37 titles of folklore stories grounded in indonesian local culture. calculating the frequency of the stories’ genres, the researcher determined the dominant types of indonesian folklore in efl textbooks in secondary high school. figure 2. dominant types of local folklore in indonesian efl textbooks this study found that the most dominant type of folklore grounded in local culture in indonesian efl textbooks is “legend” (n = 12). following it is “folktale” (n = 11), “myth” (n = 2) and “fairy tale” (n = 5) and “fable” (n = 3). figure 3. the percentage of types of local folklore in indonesian efl textbooks 0 5 10 15 legend folktale myth fairy tale fable legend 36% folktale 34% fairy tale 15% myth 9% fable 6% elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 269 according to the results, the most dominant type of folklore genre in indonesian efl textbooks for secondary high school is legends (36,3%). the books include legends from indonesia and other countries. the legends from indonesia are legend of batu bangga from sulawesi central, legend of the keong mas east java, malin kundang from west sumatra, sangkuriang from west java, kemaro island from palembang, senua island from riau, and the last the legend of si pahit lidah from south sumatra. meanwhile, the legends from other countries found in this study are islands of magic from azores, pandora's box, king midas and the golden touch from phrygia, how the zebra got the stripes from africa, and the last the badger and the magic fan from japan. 4.2 local folklore identified in english textbooks for secondary schools in indonesia efl context 4.2.1 indonesian local legends legends are stories about events that happened in the distant past. often it is not clear if the characters really existed or if the events really took place. legends have often had embellishment over the years as they are retold. the original authors are usually not known because many people had a hand in shaping the stories over time. excerpt 1 this study found one text accompanied with a picture of the legend’s origins, “pulau senua” from riau island. the story of senua island is a story about the origin of senua island which is located at the end of tanjung senubing, east bunguran, natuna, riau islands, indonesia. senua island (senoa) is the outermost island of indonesia which is located in the south china sea bordering the country of east malaysia (north kalimantan). the word senua in the local language means one body with two bodies. according to the story, the island which is known as the nest of the white swallow is the incarnation of a woman who is pregnant with two named mai lamah. excerpt 2 a couple of folktales were presented in a very long texts without any pictures. one of them is the legend of “si pahit lidah” from south sumatra. the title is the nickname for serunting, a prince. he is famous for having high supernatural powers, but it turns out that his magic can be defeated by his sister-in-law, aria tebing. the two of them fought over the golden mushroom that grew on the border of their fields. excerpt 3 “batu bagga” from tolitoli, which is one of the names of districts in central sulawesi province, although it is also claimed to be from south sulawesi. in tolitoli district, which is known as a producer of quality spices, there is a stone that is legendary among the local people. that said, the stone is the incarnation of a bagga boat (sailing boat), so it is called the bagga stone. excerpt 4 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 270 the legend of “keong mas” from java. it is about a princess magically transformed and contained in a golden snail shell. the folklore is a part of popular javanese panji cycle telling the stories about the prince panji asmoro bangun and his consort, princess dewi sekartaji. 4.2.2 indonesian local fokltale a folktale is a story passed on verbally and not recorded in writing. therefore, it is often partly modified by consecutive retellings before being written down or recorded. folktale includes legends, fables, and fairytales. many folktales involve mythical beings and magical transformations. excerpt 5 “cindelaras” from west java. this story tells about cindelaras, a boy descended from a king who was born in the forest. cindelaras has an unbeatable rooster. excerpt 6 “batu badaun” from maluku. otherwise also called “batu badaong” or “batu berdaun”, it is about a large leafshaped rock located on top of a hill. the stone has a mouth that can open and close again and can swallow anyone. once upon a time, the leafy stone swallowed a grandmother. excerpt 7 “pesut mahakam” from kalimantan. pesut is the incarnation of two small brothers who were abandoned by their father until they turned into porpoise fish, which is widely known as the mahakam pesut. the kutai people call this 'incarnation' with pesut or tidal, while people in the interior of the mahakam call it bawoi. excerpt 8 “pak lebai malang” from west sumatra. lebai malang is a funny story that tells of a lebai who changes his mind due to greed. because of his greed, he experienced a series of misfortunes. this literature was first recorded in perak, malaysia in 1908. 4.2.3 indonesia local myths usually of unknown origin and at least partly traditional, that ostensibly relates actual events and that is especially associated with religious belief. myths are very minus, from 10 books there are only 2 titles. excerpt 9 “nyai rara kidul” from java. the name belongs to an indonesian goddess of the sea. she is the queen of the elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 271 southern sea (indian ocean) in sundanese and javanese mythology. in an older sundanese folklore, she is a beautiful princess named dewi kadita who comes from the sundanese kingdom of pajajaran. according to javanese beliefs, she is also the mythical spiritual consort of the sultans of mataram and yogyakarta, beginning with senopati and continuing to the present day. excerpt 10 this study found that one book presented one myth with just a picture and title, “kebo iwa” from kerajaan bedahulu, bali. kebo iwa was one of the balinese military commanders during the reign of prabu sri asta sura ratna bumi banten in the early 14th century. another name for kebo iwa is kebo wandira or kebo taruna which means a virgin buffalo. at that time, the names of certain animals such as kebo (buffalo), elephant, mahisa (bull), many (goose) were commonly used as honorary titles, especially in bali or java. 4.2.4 indonesian local fairy tale fairy tales usually tells a story of characters such as peasants, witches, and royalty, and are set in places such as castles, villages, and forests. usually, they feature good characters against evil ones. however, fairy tales do not always have moral lessons to teach readers. while many characters achieve happy endings through wits and kindness, many foolish and unfortunate ones do so through a stroke of luck. excerpt 11 the data also showed a long text and a picture depicting “timun mas” which is a fairy tale from java. timun mas or timun emas tells the story of a brave girl that tries to escape and survive from an evil green giant that tried to catch and eat her. excerpt 12 another fairy tale entitled 'the enchanted knife' is from serbia written by andrew lang, which tells the story of a young man who seeks to marry the princess. her father sets him an impossible task to perform before he will grant the suit but with the aid of the cunning princess and a magic knife, the youth is able to win his bride. 4.2.5 indonesian local fable fables are stories that tell the lives of animals that behave like humans. fables are fictional or imaginary stories. sometimes fables include minority characters in the form of humans. fable stories are also often called moral stories because they contain messages related to morals. excerpt 13 “sura shark and the baya crocodile” is about the city of surabaya, java. the tale involves a shark and a crocodile called the sura shark and the baya crocodile. both are equally strong, equally agile, equally intelligent, equally vicious and equally greedy. in this fierce battle, baya got sura's bite at the base of his tail on the right. furthermore, the tail was forced to always bend to the left. while sura was also bitten by his tail until it almost broke, then sura returned to the ocean. baya is satisfied that he has been able to defend his territory. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 272 excerpt 14 in the african serengeti, a tiny mouse accidentally disturbs a lion from his rest. to the mouse's surprise and delight, the lion decides to let her go free. later, when the lion is caught in a poacher's net, the mouse nibbles through the rope and, returning the favour, sets the lion free. the researcher analysed all the pages in the chapters on folktales to identify all the titles that the books explicitly mention. the researcher also noted how the textbooks classify the titles that they include in their folktale chapters to know if textbooks distinguish the genres of folktales, namely myths, folktales and fairy tales, legends and fables. 5. discussion this study presented findings of folklore grounded local culture in the efl textbooks of secondary high school level. the first research question of this study is, “what kinds of local folklore are identified in english textbooks for secondary schools in indonesia efl context?” this study collected 10 books, which consisted of five textbooks from junior high school levels and another five from senior high school level were examined. moreover, five of the books were published by the publisher erlangga, two from yrama widya, one from yudhistira, one from pt tiga serangkai pustaka mandiri, and one from kemdikbud. this study found that only six textbooks contained book chapters which are focused on narrative stories, however only the efl textbooks for grade ix, x, and xi presented folklore stories grounded in indonesian local culture. after conducting a content analysis on the textbooks, this study identified five genres of folklores, which include 12 legends, 11 folktales, 2 myths, 5 fairy tale and 3 fable. the second research question is, “what are the dominant types of local folklore found in english textbooks for secondary school in indonesian elt context?” based on the findings, local legends are the most dominant type of folklore in indonesian efl secondary high school textbooks. according to upa & mangalik (2018), indonesia’s implementation on the national agenda of utilizing local wisdom into the teaching process is inconsistent because many teachers do not pay a lot of attention to it. however, this study’s findings at least revealed that indonesia’s curriculum emphasises the importance of teaching students the local heritage of the places that they were born to. indonesia is well-known for its diversity of local culture and local wisdom, and the utilization of local wisdom into the teaching process has been a national agenda in indonesia’s curriculum. according to prastiwi (2013), indonesia is preserving the local cultural knowledge as a means to foster the spirit of unity in diversity [bhinneka tunggal ika], indonesia’s national motto, by integrating indonesian folklore in english language classrooms. this study’s findings contribute to the field of studies on indonesia’s research on folklore and local wisdom in general. a significant majority of past studies have mostly focused on examining students’ english skills rather than the local folklore themselves. for example, mantra & kumara (2018) carried out a classroom action research to improve students’ reading comprehension after using indonesian folktales, finding significant improvement. nyoman & gana’s (2018) classroom action research also found that folktales can be a meaningful cultural and linguistic resource to improve students’ reading skills. another classroom action research by ismail (2019) also found that folktales can increase students’ vocabulary, thereby improving their reading comprehension. novayasri (2019) stated that indonesian students, particularly children, prefer the joy from reading literature stories such as folktales rather than school textbooks. zein et al. (2019) asked indonesian students to write narrative texts under the theme of folktale and revealed that students still have many incomplete linguistic features and structure of narrative text in their writing pieces. using folktales as a topic of conversation also improves indonesian students’ speaking skills (mantra & maba, 2018). asiuh (2019) similarly found that local folktale based english materials were effective to be used as learning materials for improving indonesian students’ speaking skill. the same focus on students’ learning outcome is reflected in the research of folklore in elt in other countries. kumari & khan (2019) discussed that using children’s literature including folktales can advance both indian children’s and adolescents’ english learning. ibrahim (2021) interviewed teachers from 60 schools in iraq and found that teachers consider folktales and short stories have an important role in the pedagogy to improve students’ vocabulary. flores (2020) showed how folktales can get students to be familiar with extensive reading, thereby improving their fluency in reading. based on what can be found in the current literature of folklore in elt, there seems to be a dominant focus on the outcome of folklore-based instruction (pardede, 2021). this present study contributed by presenting results on the folklore embedded in the elt instruction. just from six indonesian efl textbooks, the government included folktales from almost every island and major cities in indonesia, including riau, south sumatra, north sumatra, west sumatra, palembang, jambi, west java, yogyakarta, elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 273 bali, sulawesi, maluku, and kalimantan. the diversity of the stories’ origins in the books indicates that folklore emphasises an awareness of other cultures within the country. this is in line with lwin (2015) who found that folktales can be significant in improving students’ crosscultural awareness. more intrinsically, folktales are hailed as excellent elt material because it conveys thematic elements which are profound for humanity as it includes moral lessons, values, misconduct, admonition and deceit (flores, 2020; rahman, 2017). the gender themes in folktales can even be used to encourage students’ critical thinking skills and understanding of gender notions (masykuroh, 2020). with the acknowledgment of many previous studies’ research on how folktales have been improving indonesian students’ reading skills and this study’s findings on how numerous and diverse the genres and origins of folktales present in efl secondary high school textbooks, this study concluded that indonesia is succeeding in carrying out the national agenda of preserving students’ cultural awareness and local wisdom through the teaching of folktales in elt. replication of this study on a larger scale may also offer a more comprehensive look on how different regions or provinces highlight cultural diversity. limitations of this study are clear enough from its choice of methodology: content analysis could only reveal the surface reality of how folktales are included in the official artefact of the educational system. how they are integrated and used in the classroom are not revealed, although these were not the aim of this study since previous studies have presented holistic data of its role in efl classes. results of this study implies an additional question: to what extent does inclusion of folktales in the curriculum (e.g., textbooks) serve the national agenda of cross-cultural awareness? in contrast to the plenty of evidence of how folklore can enhance targeted skills in efl context in smallor local-scale classes, there is scarce empirical evidence of whether such practices truly increased students’ cross-cultural awareness in the long-term, such as whether the use of these folklore encourages students to seek out more knowledge related to the cultural origins of these folklore stories. 6. conclusion this study investigated the folklore grounded in local culture in efl textbooks of secondary high school level. the content analysis of the data identified five genres of folklore in the books, namely legend, folktale, myth, fairy tale and fable. the findings also revealed that the most dominant types of local folklore in the textbooks are legends, followed by folktales. moreover, all the folklore stories covered the cultural heritage of nearly every island and major city in indonesia. including other countries such as vietnam, serbia, german and japan. therefore, this study concluded that indonesia is succeeding in carrying out the national agenda of preserving students' cultural awareness and local wisdom through the teaching of folktales in elt, based on the findings of many previous studies on how folktales have improved indonesian students’ reading skills and this study’s findings on how numerous and diverse the genres and origins of folktales present in efl secondary high school textbooks. the results of this study are useful to support and enrich cultural elements integrated in english textbooks particularly the for the teaching of folklore in indonesian efl classrooms. this study’s findings can be very useful for secondary school english teachers so they can further accentuate the importance of intercultural and cross-cultural awareness of the students’ heritage. moreover, this study can also be useful for future researchers who wish to investigate the integration of folklore in elt, particularly in making them aware of the prevalent classroom action research and highlighting the need for more diverse methodologies to be used to reveal new insight. 7. acknowledgement the authors would like to acknowledge dr. marwa, m.a., who in her role as the first author’s supervisor has provided a lot of support to help the first author complete the research. references alim, c. n. 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(2017). the implementation of local culture-based project in a balinese project https://doi.org/10.1515/flin-2020-2051line elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 267-275 https://doi.org/10.31849/elsya.v4i2.10582 how to cite this article: aggraini, r., derin, t., warman, j. s., putri, n. s., & nursafira, m. s. (2022). local cultures folklore grounded from english textbooks for secondary high school indonesia. elsya : journal of english language studies, 4(3), 263-275. 275 classroom. journal of psychology and instruction, 1(1), 45-54. rahman, f. (2017). the revival of local fairy tales for children education. theory and practice in language studies, 7(5), 336-344. http://dx.doi.org/10.17507/tpls.0705.02 sanders, j. s. (2011). disciplining girls: understanding the origins of the classic orphan girl story. jhu press. sarwoko. (2016). english on target. erlangga. seguí, f. p. 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(2018). bright: an english course for junior high school students. erlangga. zein, t., sinar, t., nurlela, n., & yusuf, m. (2019). the incomplete linguistic features and schematic structure in efl university students’ narrative texts. journal of education, teaching and learning, 4(1), 203-209. elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 298 practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability muhammad wildan hakim & dina merris maya sari * stkip pgri sidoarjo, sidoarjo, indonesia *merrisdina1gmail.com article history received : 1 october 2022 revised : 18 november 2022 accepted : 19 december 2022 keywords contextual teaching and learning approach (ctl) critical thinking higher order thinking skill (hots) writing ability writing skills abstract contextual teaching and learning (ctl), a learning approach which connects learning materials with real life applications within the context of students’ lives, encourages students to find the meaning of what they have learned on their own and the lecturer only act as a guide or facilitator, so the students are motivated to think critically. this study aims to describe the implementation of ctl approach to enhance students’ higher order thinking skill (hots) in writing ability of stkip pgri sidoarjo, which has been found in preliminary observations to be lacking in this aspect. this quantitative research uses a quasiexperimental design through a pretest-posttest pattern. the research sample was 22 students of 2021 a class (experimental class) and 23 students of 2021 b class (control class). the data were collected through observation, test, and questionnaires. the higher order thinking skill includes: understanding problems (24,20%), making assumptions (28,17%), explaining in depth (25,13%), solving problems (23,25 %), and making conclusions (20,63%). from the table of t-test results, the results (α) = 0.004. it can be stated that (α) < 0.05, so it can be concluded that there is a significant difference in the students' higher order thinking skill in writing ability by using contextual teaching and learning approach. the findings revealed that the contextual teaching and learning approach was successful to enhance students’ higher order thinking skill in writing ability. moreover, it is recommended that ctl and higher order thinking skill have significant influence toward writing ability. 1. introduction the technological advances require the students to have communication skills and critical thinking skills. in the area of education, it can be started by creating a learning process to train communication and thinking skills. by understanding the 21st century skills, it can determine the success of students in the future. through mastery of language, the students will be able to communicate their competence both oral and written (arizena & sari, 2021). critical thinking means that students can respond critically to science while actively using it for specific purposes. when digital technology has disrupted various areas of life, the ability to think critically elevated its position as a primary and highly sought ability. the presence of the concept of higher order thinking skills (hots) in learning activities refers to the significance of critical thinking skills. associated with 21st century skills, writing skills are important, because writing are related to the critical thinking. writing is the embodiment of higher-order thinking activities (firdausah & sari, 2020). these thinking activities include in-depth, thorough, and critical thinking activities. it is starting from conceptualizing, pouring, and producing something. writing skills play an important role in education because it will make easier to enjoy the relationships, deepen responsiveness, thinking critically, solve problems at hand, organizes the sequence of experiences, and helps in explaining thoughts. writing ability is a language skill that is not acquired naturally like speaking ability. rather, writing requires learning strategy. in addition, from the perspective of functional systemic linguistics, writing is also strongly influenced by social context (islamiyah & sari, 2021). writing is an important language skill, especially for indonesian students. the students in indonesian higher education have the obligation to write essays, papers, and scientific writing. moreover, some of elt students in indonesia still have difficulties in writing well. this issue is caused by the lack of students' knowledge regarding of the schematic structure and language features. the same problem even occurs to the students of the english education study program at stkip pgri sidoarjo. another factor regarding to the low writing skills was conveyed by sari (2019) such as (a) the low role in fostering students' writing skills; (b) the lack of providing appropriate writing strategies; (c) the use of an inappropriate writing approach; (d) learning to write that still uses patterns, thinking, writing, and control. specifically for language literacy, according to https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 299 the program for international students assessment (pisa) that in 2012 indonesian students' reading literacy achievement was ranked 64th out of 65 countries. based on the observation made in the writing class of stkip pgri sidoarjo, the students’ abilities in writing were varied. but in general there are some things that should be noted. first, some of the students still showed difficulties in making sentence structures in english. besides the students still made errors in grammar, word choice, and spelling. second, some students still showed difficulties to developing ideas in a paragraph form, especially in the body paragraph. third, the students showed difficulties in understanding the explanation of grammar and sentence structure on editing activities. based on the mapping of the problems found, it is deemed necessary to try out a learning approach that can create a creative, innovative, effective, and fun learning on writing material. a good learning process is learning that is able to increase the students' creative and critical thinking skills (sari & prasetyo, 2021). so that the students can think creatively and the students must be directly involved in the learning process. starting from the existing problems, it is necessary to practice the learning approach in teaching writing skills, namely contextual teaching and learning (ctl) approach with the following reasons: 1) the learning process emphasizes the students to find material, 2) the learning process encourages the students to find the relationship between the material being studied and the real-life situations, 3) the learning process encourages the students to be able to understand the material and apply it in real life, 4) the learning process can also be interesting for the students. based on the background of the study above, the researchers took this research to investigate the implementation of contextual teaching and learning approach to enhance students’ higher order thinking skills of writing ability. 2. literature review 2.1 writing ability as one of the productive skills, writing skills are seen as complex skills to understand. the students should be mastered writing skill as one of the language skill. this is due to the many aspects that need to be considered in writing. according to golpour (2014) writing skills are a transformation of one's thinking in the form of language. therefore, the students not only need physical creativity, but also need critical and systematical thinking activity before putting it into writing. in relation to the teaching, writing is not about giving assignments to the students of producing an essay consisting of several paragraphs. teaching writing needs to begin with a briefing in the form of students’ understanding that writing is an effort to develop the ideas gradually. these stages include of compiling sentences, compiling paragraphs, and composing discourse. so the essence of teaching writing is to help the students to understand how to express ideas in writing, to encourage the students how to express themselves freely in writing, and to teach the students how to use appropriate and harmonious forms in written expression. writing is an essential process that uses symbols to record, communicate, and accommodate aspirations to be conveyed to the others. writing can also be defined as an activity of delivering messages using written language as a tool or medium. thus, it can be said that writing is an indirect communication in the form of transferring thoughts by utilizing language structure, graphology, and vocabulary using symbols so that it can be read as what the symbols represent. writing is a system of recording language by putting signs on a surface so that it can be seen. writing also has meaning of expressing information, ideas, opinions, or thoughts, and feelings in writing (bakeer, 2018). based on the opinion of motallebzadeh et al (2018), the stages of english writing include the following five stages: drafting, structuring, reviewing, focusing, generating ideas, and evaluation. figure 1. english writing procedure the procedure for writing english in the picture above explains that the students discuss with related lecturers in making written drafts. before the students decide on the draft of the writing, the lecturer provides explanations and directions on what kind of ideas which they will come up with. then the students adjust the structure and grammar of an idea that they will write. after that, the lecturer gives a review regarding of the ideas that will be written both in terms of writing in english and focusing in accordance with the results to be achieved. one of the important elements in writing essays in english is the use of vocabulary, grammar, spelling, and punctuation. in this case, its use is regulated according to the grammatical rules. one of the things that affect the use of language in writing an essay is the behavior, thoughts of the author, and the picture from the reader's point of view. the use of language in writing essays is divided into five categories or basic characteristics. for example, the sentence of the written must be clear or not have the potential which cause double meaning, be brief, and avoid irrelevant forms drafting structuring reviewing focusing evaluating generating ideas https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 300 of repetition, in addition be wise to be polite or showing the writer's good faith and respect. furthermore, the sentence of writing must be correct, namely by describing facts using proper grammar, spelling, punctuation, and formatting. in addition, the sentences are also chosen carefully to build the reader's view with good and clean media. 2.2 higher order thinking skill currently the world has entered the 21st century and the industrial revolution 4.0, where science and technology continues to develop an effect on changes to take place without stopping in all fields. because humans are required to be able to adapt through changes in mental attitudes, knowledge, and skills. humans are required to be always continue in learning in order to develop their potential knowledge so that they can ready to compete their welfare. one way to prepare is educating the nation's next generation who are intelligent, critical, creative and provide positive reforms. higher order thinking skill (hots) is an implementation of quality education because the learning and assessment is based on high-level thinking skills and its indispensable in the current era of the industrial revolution 4.0. the students' thinking skills are grouped into two categories, namely (1) low-level thinking skill (lots) which consists of knowledge (c1), understanding (c2), application (c3); and (2) higher order thinking skill (hots) consists of analysis (c4), evaluation (c5), and creation (c6). one form of evaluation that allows students to improve hots is performance in writing skills. in addition, the students' higher order thinking skills can be measured properly, the evaluation performance is closely related to the bloomian hots aspect, namely at levels c4, c5, and c6. bloom's taxonomy is designed with six elements to promote higher order thinking skills. the six levels are: knowledge, understanding, application, analysis, synthesis, and evaluation. after that there was a revision or change to bloom's taxonomy which became: remember, understand, apply, analyze, revise, and create (ballakrishnan & mohamad, 2020). lower order thinking skills involve memorizing, while higher order thinking requires understanding and applying knowledge. figure 2. levels of hots the study of hots has been widely studied in various fields of study such as humanities, science, and business. hots is often discussed in the relation of critical thinking, academic achievement and development, graduate attributes, ict in education, and how demographics and other factors might influence hots and the types of learning strategies used to improve it among students (kaur & hani, 2019). one of the contributing factors is the fact that much ultimately related in motivating students to think critically and develop cognitive skills to be more creative and analytical. another contributing factor is the challenge of incorporating hots into the students’ teaching and learning process. 2.3 contextual teaching and learning contextual teaching and learning is a teaching and learning approach that encourages the students to connect their knowledge and its application in their real life. it aims to help the students to have dynamic knowledge. ctl was formulated as a teaching and learning approach related to the experiences and interests of the students (nawas, 2018). there are seven components of contextual teaching and learning approach, namely: modeling, questioning, inquiry, constructivism, learning community, reflection, and authentic assessment. thus, the learning outcomes are expected to be more meaningful for the students. the learning process takes place naturally in the form of students’ activities in working and experiencing. contextual teaching and learning is a system that stimulates the brain to compose patterns that embody meaning (lotulung, ibrahim, & tumurang, 2018). meanwhile, contextual teaching and learning is teaching and learning approach that enables a learning process in which the students use their understanding and academic abilities in various contexts to solve simulative or real problems, either individual or together. contextual teaching and learning prioritizes experience and knowledge, studentcentered, high-level thinking, active students, fun learning, creative, critical, problem solving, exciting, not boring (joyfull and quantum learning), and using a variety of learning resources (rafsanjani, fitrayati, andriansyah, ghofur, & prakoso, 2021). the characteristics of contextual teaching and learning are as follows: 1. making connection: the students can organize themselves actively in developing their interests individually. 2. doing significant work: the students make connections between knowledge and experience. 3. self-regulated learning: the students carry out the significant activities. 4. collaborating: the students work effectively in groups and understand how to communicate with each other. 5. thinking critically: the students can analyze, synthesize, solve problems, make decisions, and use logic evidence. creating revising analyzing applying understanding remembering https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 301 6. nurturing individuality: the students can knowing, paying attention, giving high expectations, motivating, and strengthening themselves. 7. achieving high standards: the students identify the goals and motivate to achieve them. 8. using authentic assessment: the students use academic knowledge in real-life contexts for a meaningful purpose. 3. method this study uses a quantitative approach. quantitative research is emphasizes objective phenomena which is studied quantitatively (cresswell, 2012). it means that this study was conducted using numbers, statistical processes, structure, and controlled experiments. the research design is a quasi-experimental design through a pretest-posttest pattern, as follows. table 1. research design class pretest treatment posttest experiment y1 x y2 control y1 y2 the research sample was the students of writing class, they were 22 students of 2021 a class as experimental class and 23 students of 2021 b class as control class. the data was collected through observation, questionnaire, and test. before the instrument was being used, it was tested for validity and reliability. the observation sheet is used to collect the data about students’ activities related to writing ability. the questionnaire was distributed to the students with the aim of knowing the interests and responses of students in learning english. 10 questions is scored on five categories of a likert scale namely sa (strongly agree), a (agree), n (neutral), d (disagree), and sd (strongly disagree). in addition, the distribution of questionnaire was also given to determine the assessment and impression of students on the readiness and the way of the lecturer delivered the learning materials. the written test was used to measure the students' abilities. the student’s writing is assessed based on aspects of writing assessment that have been prepared at the planning stage. on the other hand, to obtain quantitative data, the technique used is the implementation of pretest and posttest in each group. the results of the pretest are used as authentic data related to the students' initial skills in writing. pretest was given to determine the initial ability of students in the group in writing. after conducting the pretest, the assessment was carried out on student’s writing, then the researcher gave action in the form of learning activities that were integrated with the ctl approach. 4. results 4.1 the implementation of ctl approach in writing ability in the experimental class, the learning is carried out to the characteristics of ctl, including: (1) emphasizes the problem solving; (2) attempts to occur in multiple contexts; (3) helps the students to monitor their learning; (4) leads to the various contexts of students’ life; (5) encourages the students to learn from each other (cooperative learning); and (6) applies the authentic assessment. the implementation of ctl in experimental class are as follows: chart 1. the implementation of ctl the first indicator namely constructivism which is a phylosophical foundation of contextual approach with the understanding of students based on previously knowledge. the ability of students to construct their own knowledge with contextual approach, includes: students' knowledge and skills. they are obtained from the process of self-discovery (the students pay close attention to the writing material). the students' knowledge and skills are obtained in a writing skills and students’ activities to determine the interesting themes. it has been implemented 69.25% of average score. the second indicator was inquiry which aims to increase the discovery process of students’ skills. the ability of students to find knowledge on their own with a contextual approach is carried out in the steps: finding and collecting observational data, submitting opinions about writing materials. the learning activities are centered on students and assigning the assignments to write individually. the students solve some problems to explore information, stimulate to think, evaluate the learning process, clarify the ideas, and confirm what students know. it has been implemented 73.75% of average value. the third indicator namely questioning which aims to encourage, guide, and develop students’ understanding. the positive aspects of asking questions that occured are the students dare to express opinions about the material provided, enthusiastic in answering the questions, and solve the problems. it has been carried out 77.5% of average score. 69.75% 73.75% 77.50% 69.25% 62.75% 88% 75% constructivism inquiry questioning learning community modelling reflection authentic assessment https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 302 the fourth indicator was learning community which has indicators of learning outcomes sourced from two-ways communication of group learning and other sources. learning activities are characterized by activities such as: (a) the students are actively involved in learning together, sharing information and experiences, responding to each other, and communicating with each other to express their opinions; (b) heterogeneous group division has a positive influence, especially sharing knowledge among students; and (c) the students discuss the material provided, such as finding interesting themes, making observations, and compiling writing. it has been implemented 69.25% of average value. on the fifth indicator of modelling which directs to focus attention, focus with keywords and understand an example of a problem. the realization of this activity is in the form of things such as: (a) modeling is done by the students who have language skills, (b) the students present the results of discussions in front of the class, (c) the students are active, enjoy, and enthusiastic in obtaining the data through observation activities, (d) other students imitate friends or groups who make in-depth observations, (e) the lecture gives examples of writing, and (f) the students imitate the steps in writing. it has been implemented 62.75% of average value. the sixth indicator namely reflection which aims to remembering what has been learnt and evaluating the students’ direct questions. reflecting on learning activities is done by responding the events, activities, or knowledge received, it is an important part of contextual learning. the aspects of reflecting on the material in learning are the students respond to the learning material which is related to the students' experiences, the students are able to reflect and respond to ongoing learning and at the end of learning; and some reflections come from students. it has been implemented 88% of average value. the seventh indicator was authentic assessment which aims to assess the affective and psychomotor during the learning process. learning assessment is not only focused on assessment in the form of tests, but real assessment is also carried out during the learning process. the aspects of this assessment include: the students are able to answer the questions, the students are active in the learning process, and the students are able to evaluate their friends' writing. it has been implemented 75% of average value. from the seven indicators above, it can be seen that contextual teaching and learning approach has been well implemented. to determine the improvement of students' writing skills is given the test with criteria as follows: table 2. criteria for writing ability content 30-27 excellent to very good: respond to the task correctly; correct discussion; relevant and precise information; very strong and supportive interpretation 26-22 21-17 16-13 good to average: able to respond to the tasks; able to discuss; the information is generally relevant and appropriate; the interpretation is generally supports fair to poor: less able to respond to the tasks; the discussion is acceptable but sometimes inconsistent; the information is sometimes irrelevant/inaccurate; the interpretation is sometimes inconsistent with facts very poor: unable to respond to the assignments; the discussion is incomplete and inconsistent; the information is often irrelevant/inaccurate organisation 20-18 17-14 13-10 9-7 excellent to very good: good and clear technical form of communication good to average: communication technical form of arrangement in relationship fair to poor: communication does not follow a clear order very poor: cannot be communicated in a technical form vocabulary 20-18 17-14 13-10 9-7 excellent to very good: choosing the right words, choosing the right idioms good to average: choice of words and idioms has meaning but there is a less clear placement fair to poor: limited vocabulary, idioms, and patterns very poor: very limited choice of vocabulary, idioms, and patterns language use 25-22 21-18 17-11 10-5 excellent to very good: the language used is in accordance with the form of the text given and the context of the communication good to average: generally the language used is in accordance with the form of the text given and the context of the communication fair to poor: the language used does not match the form of the text given and the context of the communication very poor: the language used is very bad mechanics 5 4 3 2 excellent to very good: form, spelling, word choice, punctuation, use of capital letters, and neatness are very consistent with the rules of the text good to average: form, spelling, word choice, appropriateness, punctuation, capitalization, and neatness are generally comply with the text's rules fair to poor: form, spelling, word choice, appropriateness, punctuation, capitalization, and neatness are generally do not comply with the text's rules very poor: form, spelling, word choice, appropriateness, punctuation, capitalization, and neatness do not comply with text rules total score c+o+v+l+m 5 in the pre-test and post-test both in experimental class and control class, the students were asked to write based on their experiences and their knowledges. in the pretest, the students of experimental class did not know the systematics of writing. after being given the ctl approach in https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 303 experimental class, the writing test results have increased. it shows an increase in students' understanding of the writing material. the results of the pretest and posttest data acquisition in the experimental class and control class can be seen in the following chart. chart 2. the comparison of pretest and posttest in control class and experimental class based on chart 2 above, the students at the time of pretest were still having problems. after being given the ctl treatment in the experimental class, the results of the posttest was increased. then in control class, both pretest and posttest results did not increase significantly. then the observations include of: obedience to planning, class management, and courage in carrying out activities, paying attention, active, critical thinking skills, selfconfidence, and collaboration between friends. this indicator of assessment is structured to obtain data on the extent to which learning is going well and conducive. the results of observations obtained as follows. chart 3. the observation on learning activities in addition to the students’ activities, it also illustrates how the students respond in learning the ctl approach. the questionnaire was administered to collect information about the students’ interests of taught using ctl. the questionnare were consisting of ten statements which revealing the use of ctl and the students’ perception of using ctl. the researchers provided a close-ended questionnaire with five categories listed on it, namely sa (strongly agree), a (agree), n (neutral), d (disagree), and sd (strongly disagree). the following figure describes the questionnaire results. chart 4. student responses of ctl approach based on the data above, most of the students agreed (mean = 86%) that contextual teaching and learning approach aid in learning writing. moreover, 13% of total score was categorized as neutral while only 1% disagreed. it can be seen that the majority of the students gave positive responses which were agree and strongly agree. it can be concluded that students agreed to felt delighted learning writing using contextual teaching and learning approach. the positive attitude of students towards learning is very influential on learning outcomes (sari d. m., 2022). contextual teaching and learning (ctl) approach has made a good contribution, especially in terms of students' motivation and interest in learning to write and students' writing knowledge. motivation and interest is one of the psychological factors that greatly affect in learning achievement. 6 0 .5 0 % 6 7 .7 6 % 6 0 .6 2 % 8 6 .8 0 % 6 1 .2 0 % 6 6 .2 5 % 6 1 .6 2 % 8 6 .2 5 % 6 1 .2 0 % 6 8 .8 7 % 6 1 .2 5 % 8 5 .5 0 % 6 0 .2 0 % 7 0 .1 5 % 6 0 .7 5 % 8 7 .5 0 % 6 1 .2 0 % 6 8 .1 7 % 6 1 .2 5 % 8 7 .6 0 % c o n t r o l ( p r e t e s t ) c o n t r o l ( p o s t t e s t ) e x p e r i m e n t ( p r e t e s t ) e x p e r i m e n t ( p o s t t e s t ) content structure diction language mechanic 0 1 2 3 4 5 6 7 8 9 10 1st meeting 2nd meeting 3rd meeting 1 1 1 0 1 0 1 1 1 4 1 3 9 1 2 1 3 1 5 8 9 9 9 7 8 9 9 7 7 2 3 2 2 1 1 3 1 2 0 1 0 1 0 0 0 1 0 0 00 0 0 0 0 0 0 0 0 0 sa a n d sd https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 304 chart 5. the differences in experimental class and control class the results of the above data show that the average value in the experimental class is different from the control class. thus, it can be concluded that the use of ctl approach in a class has advantages compared to classes without ctl approach. in the table of experimental class values, it can be calculated that the percentage of class learning completeness is 91.6%, it clearly shows that the experimental class has completed learning because it has exceeded the minimum mastery learning requirements in class, which is 70%. from the results of this test, it can be seen the amount of mastery and initial knowledge of learning material that will be conveyed, so the lecturer can harmonize the knowledge that is mastered by the students at this time with the material that must be given later. from the pre-test value, the control class has an average class value of 61.2, while the experimental class has an average class value of 61.7. however, a significant difference is reflected in the results after treatment. on a value scale (0-100), the average value of the control class after treatment is 70.08, while the average value for the experimental class is 87.5. thus, it can be concluded that the experimental class using ctl approach obtained better higher order thinking skill than the students who studied without using ctl approach. the students can relate the knowledge taught with its application in everyday life (nawas, 2018). this learning approach provides enthusiasm and encouragement for students to find out something new in learning that occurs and its associated with existing conditions. based on the data from the pretest and posttest results; observation; and questionnaires, then the results were processed statistically. the hypothesis test showed that the mean of pretest and posttest of experimental class and control class were different. it means that the final ability of experimental class is better than control class. to find out whether it is significant or not, a test is carried out at the next stage, namely inferential statistical analysis, with prerequisite tests, namely homogeneity and normality tests. homogeneity test was conducted to determine whether the data was homogeneous or not. the data used for this test is post test value data. the following table is homogeneity test of variance obtained from the analysis using spss v.18. table 3. homogeneity test of variances based on levene statistic df1 df2 sig. ctl mean median median and with adjusted df trimmed mean ,505 ,403 ,403 ,504 1 1 1 1 71 71 67,9 71 ,481 ,526 ,526 ,481 the calculation of homogeneity test using spss software with the levene statistic test, where the way to interpret this test is to compare the significance value with a 95% confidence level, which means that the error rate (α) of this test is only 0.05. if the levene statistic is > α, it can be said that the data variation is homogeneous. thus it can be concluded that the entire value base of sig. levene statistics > α, then the research data that the researcher uses is homogeneous. thus the data analysis can be continued to the data normality test stage. the normality test is carried out to determine whether the data taken is normal or not, so that it can determine the next stage of testing using parametric statistical tests or nonparametric statistics. the following table shows the results of the normality test using spss v.18 based on the kolmogrov smirnov test. table 4. normality test kolmogrov-smirnov statistic df sig. experimental .144 37 .063 control .127 37 .160 the calculation of this normality test using spss software, which is based on the kolmogrov test, where the way to interpret this test is to compare the significance value with a 95% confidence level, which means the error level (α) of this test is only 0.05. if the value of kolmogrov smirnov > α, then the sample comes from a population that is normally distributed. from the table above, the results of the normality test are obtained which yield a significance value of the kolmogrov smirnov test = 0.063 for the experimental class and 0.160 for the control class. thus the value of sig. kolmogrov smirnov test > 0.05, it means that the sample taken comes from a population that is normally distributed. based on the normality test, it can be concluded that further analysis can be carried out using parametric statistics, namely using the t-test. 0 20 40 60 80 100 pretest posttest control experimental https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 305 hypothesis testing was conducted to see the differences in the use of contextual teaching and learning approach. because the previous statistical assumptions were met, then the hypothesis testing was carried out using the t-test. the following are the results of the t-test analysis using spss v.18. table 5. independent sample test t-test of equality of means sig. (2tailed) mean dif. std. error dif. ctl eq. var. assumed .004 3.33333 1.44193 eq. var. not assumed .004 3.33333 1.44193 based on the table above, the two tailed significance value is 0.04. based on the t-test, if the two-tailed significance value in the different test with spss is smaller than the error level (α) = 0.05, then the data variance is different. therefore ho is rejected and ha is accepted. from the table of t-test above, the results (α) = 0.004. thus it can be stated that (α) < 0.05, thus it can be concluded that ho is rejected and ha is accepted, it means that the hypothesis is received, there is a difference between higher order thinking skill on writing ability of the experimental class which uses ctl and the control class which does not use ctl. after carrying out the various tests above, the researchers also uses a simple regression analysis test to predict the effect of the independent variable on the dependent variable. here are the results of a simple regression test of one independent variable and one dependent variable using spss based on the coefficients table. table 6. coefficients model unstd. coef. std. coef. t sig. b std. err. beta 1 (con) 85.963 2.270 37.608 .000 ctl -3.333 1.433 -.332 -3.071 .003 based on simple regression analysis using spss v.18, the coefficients result in the significant column is 0.03. means sig. < 0.05. thus, it can be concluded significantly that the students' ability in writing with the ctl approach is better than without using the ctl approach. 4.2 ctl approach in writing ability on students' higher order thinking skill (hots) the students completed the scale and reported the scores on writing. after gathering the score, the data were analyzed. the internal consistency of the whole test was examined with the reliability as 0,85. chart 5. students’ scale on higher order thinking skill as indicated in chart 5, all variables significantly predict students’ higher order thinking skills, they are: critical thinking (20%), communication (15%), collaboration (20%), creativity (14%), literacy (16%), and problem solving (15%). higher order thinking skill includes the ability of ask pointed questions and solve problems, reason effectively, reflect critically on decisions, and analyze or evaluate alternative points of view (ballakrishnan & mohamad, 2020) the students' higher order thinking skill indicators include of understanding the problem, making assumptions, explaining in depth, solving problems, and drawing conclusions. furthermore, based on the research finding, it is proven that the ctl approach in writing can increase the students' high order thinking skills. it can be seen in the comparison of pretest and posttest values of high order thinking skills as follows. table 7. comparison of the pretest and posttest a1 a2 a3 a4 a5 pretest 9,10% 9,35% 8,93% 9,12% 8,91% posttest 24,20 % 28,17% 25,13% 23,25% 20,63% based on table 7 above, there is an improve in students' higher order thinking skills, as follows: a1: understanding the problem (24,20%), a2: making assumptions (28,17%), a3: explaining in depth (25,13%), a4: solving the problems (23,25%), and a5: drawing conclusions (20,63%). it means that the ctl approach can improve students' writing performance and higher order thinking skills. statistically, there is a positive relationship between increasing writing ability and students' higher order thinking skills. 5. discussion this study aims to determine whether there are differences in students’ higher order thinking skill on writing ability between classes that use contextual teaching and learning (ctl) and classes that do not use ctl approach. this study shows that overall, the students’ higher order rememberi ng 20% understand ing 15% applying 20% analyzing 14% evaluating 16% creating 15% https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 306 thinking skill in writing abilitty with ctl are better than those in non ctl. but, particularly, the students with high order thinking skill succeed to improve their writing ability in conteaxtual teaching and learning approach. moreover, the differences obtained from the results of data collection before and after learning are described above. from the results of the analysis before and after learning above, it can be identified that the use of contextual teaching and learning approach has a greater difference in value than the use of conventional learning approach. findings showed the students’ writing ability are not only affected by contextual teaching and learning approach, but it also supported by the students’ higher order thinking skill. from the research data obtained, the students are indeed more enthusiastic about participating in learning activities using ctl approach, because ctl approach makes the students curious about the learning function that is being carried out with its functional if applied in society (lotulung, ibrahim, & tumurang, 2018). contextual teaching and learning is suitable learning approach for students (budiman, samani, rusijono, setyawan, & nurdyansyah, 2020), but ctl can also improve the competence and knowledge of lecturer (dewi & primayana, 2019). contextual teaching and learning approach are good to apply for learning strategies (dude, 2020). learning approach using ctl have improved mastery of the student concept in classroom (hyun, 2020). the basic principle of ctl is to develop the competence of students (indrayadi, 2020). ctl can also optimize the students’ critical thinking ability (mahmud, 2021). the students can easily understand the context of learning with each motivation and ability (merawan, 2021). the advantage of ctl is the students can explore the environment and experience to strengthen their knowledge (suadiyatno, 2020). the students are more enthusiastic in the learning process during the implementation of ctl. the students are more motivated of working together in a team work. the above results strengthen the research of rikardus, et al (2021) which expresses that the ctl approach can encourage the students’ mastery in making connections between experiences and knowledge. the students also look active and motivated to solve the problems and experience, it increased the students’ mastery of concepts during their learning in the ctl class (syukri, 2021). in this study, the ctl approach is related to students' higher order thinking skills. critical thinking is an active reflective thinking. a simple way to generate critical thinking in learning activities can be through encouraging students (to present evidence and reasons in drawing conclusions) and asking critical questions. higher order thinking skill must be continuously implied and explored continuously (ghaemi & boroushaki, 2022`). the students are more capable in remembering, understanding, applying, analysing, evaluating, and creating. contextual teaching and learning approach promoted the students’ critical thinking ability (al-mekhlafi, 2018). in experimental class, the students have opportunity to conduct discussions in contextual teaching and learning approach, and the students can interact with each other to share the information and work together with teamwork. thus, the students' will be more in-depth understanding because the students become more skilled at giving explanation. this matter can be seen from the process of discussion that occurs in students taught by using contextual teaching and learning process. it is in line with sari's statement (2022) which states that when students are able to define the problem, determine what they know, determine what is not yet known, and decide what they need to know about learning taking place, as well as exchange ideas with his colleagues then indirectly students' critical thinking processes are trained. moreover, the students in experimental class be actively provide questions and explanations to others. the use of ctl in experimental class can also provide a new learning atmosphere for the students. it giving rise to more motivation for students in learning, which in turn can increase mastery of the material (hasani, 2016). when viewed from the learning outcomes that have been analyzed with the various tests above, it can be concluded that learning with the ctl approach has proven to have a role in applying the principles of thorough learning and individual learning according to the demands of the curriculum. the increase of students’ higher order thinking skills of writing ability that is taught using contextual teaching and learning approach is because of the process on discussion and inquiry. on learning contextually, it involve the students in various activities that helps them to hook up academic lessons with the context of life (haerazi, prayati, & vikasari, 2019). the students find meaning on develop projects or finding problems, seeking information or engaging conclusion, actively compiling and investigating, then making decisions and linking academic content to internal context in life situations. contextual teaching and learning approach will help to build the students' critical thinking and construct the problem-solving skills as well as social skills (mursyid, 2019). the steps of contextual teaching and learning approach also plays an active role in build students' higher order thinking skills, because these steps lead the students to be more able to present and apply knowledge on the material discussed. the seven steps of contextual teaching and learning approach give the opportunity to the students to investigate further about the concept or material discussed, and also discussed it with group of friends. with the process of ctl, the students are indirectly trained to thinking critically to find and select information relevant to the subject matter which is being studied (rafsanjani, fitrayati, andriansyah, ghofur, & prakoso, 2021). https://doi.org/10.31849/elsya.v4i2.11541 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 298-308 https://doi.org/10.31849/elsya.v4i2.11541 how to cite this article: hakim, m. w., & sari, d. m. m. (2022). practicing contextual teaching and learning approach to enhance students’ higher order thinking skill on writing ability. elsya : journal of english language studies, 4(3), 298-308. 307 6. conclusion from the analysis of research finding, it can be concluded that contextual teaching and learning process is able to improve the students’ higher order thinking skills in writing ability. contextual teaching and learning approach has seven steps, these are constructivism, inquiry, questioning, learning community, modelling, reflection, and authentic assessment. the research findings show that contextual teaching and learning approach is useful to enhance the students’ higher order thinking skills in writing ability. the implementation of ctl has contributed with the following indicators. first, there is a positive attitude of students towards learning in the classroom. second, ctl invites the students to enjoy in understanding learning materials. third, the students' responses to the writing activities were very good, especially when they asked to make observations, compose a writing outline, and develop a writing outline into several paragraphs. fourth, the students' impressions of learning, such as increase knowledge and improve writing skills. therefore, it is suggested to the lecturer to keep going to apply contextual teaching and learning approach, because this learning approach can minimize the students’ learning problem. the role of ctl can also provides the students to train their metacognitive awareness, thus it is suggested to the further researcher to explore more deeply about contextual teaching and learning approach. 7. acknowledgement the researchers expressed their gratitude to the head of stkip pgri sidoarjo, and to all of the participants who were willing to spare some of their valuable time. without their kind cooperation, this study would not have been possible. references al-mekhlafi, a. m. 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(2020). the development of directcontextual learning: a new model on higher education. international journal of higher education, 10(2), 1522. cresswell, j. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston: pearson. dewi, p. y., & primayana, k. h. (2019). effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. international journal of education and learning, 1(1), 19-26. dude, s. (2020). contextual teaching and learning model with inquiry method in student's learning outcomes. journal nx: a multidisciplinary peer reviewed journal, 6(1), 113-121. firdausah, a., & sari, d. (2020). project based learning on efl students' in essay writing. jurnal wahana ilmiah pendidikan, 6(4), 841-848. ghaemi, h., & boroushaki, n. (2022`). writing performance, higher order thinking, engagement, and satisfaction in flipped classroom teaching model: a study on ielts candidates. journal of applied linguistics and language research, 9(2), 1-15. golpour, f. (2014). critical thinking and efl learners' performance on different writing modes. journal of pan-pacific association of apllied linguistics, 18(1), 103-119. haerazi, prayati, z., & vikasari, r. m. (2019). practicing contextual teaching and learning (ctl) approach to improve students' reading comprehension in relation to motivation. english review: journal of english education, 8(1), 139-146. hasani, a. (2016). enhancing argumentative writing skill through contextual teaching and learning. academic journals, 11(16), 137-147. hyun, c. c. (2020). implementation of contextual teaching and learning (ctl) to improve the concept and practice of love for faith-learning integration. international journal of control and automation, 13(1), 365-383. indrayadi, t. y. 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(2021). analysis of the need for contextual teaching and learning (ctl) based learning module for ecological materials and environmental changes. international journal of progressive sciences and technologies (ijpsat), 26(2), 205-209. https://doi.org/10.31849/elsya.v4i2.11541 elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 33-38 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 33 psycholinguistic correlates of progress in literature at russian vocational training school: a snap shot from selected paper putri adrian sapitri vocational high school 5, pekanbaru, indonesia putriadriansapitri14@gmail.com article history received : 9 may 2019 revised : 17 may 2019 accepted : 27 may 2019 keywords psycholinguistics literature vocational correlation article review abstract this article aims to present a little snapshot from the author's perspective as a review article paper. the research article written by nuriakhmetov entitled “psycholinguistic correlates of progress in literature of students of russian vocational training school” was selected to be the object of this study‟s exploration. david publishing published nuriakhmetov‟s article in 2012 in their journal of psychological research volume 2 issue 12. this present article used descriptive qualitative analysis to bring about comprehension to the readers' minds. this article has seen literacy as a person's ability to handle their potential and develop their skills in processing and understanding information while carrying out reading and writing activities. this study explores how the relationship between the nature of students with each other and the ability of students with the transfer of professional disciplines including literature, english, russian, and bashkir according to nuriakhmetov‟s article. the article seems to have a clear flow on how to explain these two types of education and make this journal easy to understand. therefore, the present study sees nuriakhmetov‟s article to be replicable for similar studies in the future. 1. introduction the journal, entitled "psycholinguistic correlation of progress in student literature in the vocational training school in russia" was written by aidar nuriakhmetov from sterlitamak branch, bashkir state university, sterlitamak, russia. aidar nuriakhmetov published this journal at david publishing in december 2012, vol.2, no. 12, 706-710. this research journal consists of 5 pages. according to the metadata of the selected article, the researcher and author is aidar nuriakhmetov. this author‟s article discussed the development of individual talks (reading and writing) with the character of students' psychology (p. 1) so that this journal is interesting to review because other psychology journals until 2019 still focus on professional skills (flores, martinez, mcgillen, & milord, 2019). this journal wants to present the correlation of psycholinguistic progress in literacy (language learning) (p. 1). literacy is inseparable from education. literacy is a means for students to know, understand, and apply the knowledge they get at school (nelson, courier, & joseph, 2019). literacy is a person's ability to use potential and skills in processing and understanding information while carrying out reading and writing activities (snowling, duff, nash, & hulme, 2016). by reading, students can expand knowledge, add information, add ideas, and increase student interest in a field so that the influence of text is obvious on improving students' thinking (zalf, 2011). mustafa (2014) argues that literacy, in its most fundamental form, contains the notion of the ability to read, write, and think critically. to have literacy skill is to not take for granted of what someone receives from their environments, both real and virtual (alvermann & sanders, 2019). from the various definitions above, the authors conclude that literacy can be interpreted as the ability to read, write, view, and design things by being accompanied by critical thinking skills that cause someone to communicate effectively and efficiently so that it creates meaning for the world. that is, with someone literate is someone who reads and writes with the ability to process information obtained from reading and writing activities. writing skills and other languages need to be possessed by students. writing skills are one of the productive and expressive language skills that are used to communicate indirectly and not face to face with other parties (allgood, seedal, & williams, 2019; tarigan, 2008). literacy is also related to the lives of students, both at home and the surrounding environment to cultivate noble character. the language processing in use which is known as discourse analysis (da) is the way of accepting interactions in social areas including written and spoken discourse (gee michaels, & mary-catherine, 2017; sari, putri, herdi, & hamuddin, 2018). more clearly, literacy is also a language ability possessed by someone in communication such as reading, speaking, listening and writing (teale & sulzby, 1986). through psychology, one will learn how attitudes and behaviours in acquiring and learning languages, while through linguistics, people can learn about the concepts and elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 33-38 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 34 structure of the word itself (natsir, 2017). this study aimed to find out how the relationship between the nature of students with each other and the ability of students to transfer professional disciplines including literature, english, russian, and bashkir (p. 1). this research the author carried out for two years involving 100 male students (p. 1). the author examines using six sets of methods to measure the elements the author wants. the reason the researchers involved 100 male students was none other than that the development of speech and personal psychology gave a direct effect on the ability to read and write students as a basis for taking over professional discipline (kaiser ward-lonergan pieretti, cragg, swanson, lambert, ostrowski-gallagher, & phillips, 2016). the four subjects which include literature, english, russian and bashkir are student activities that are carried out every day and every time in the lives of students as social beings (wijaya, mulyati, damaianti, & sumiyadi, 2018). according to the world economic forum, 2016 students need 16 skills to be able to survive in the xxi century. namely basic literacy (how students apply literacy skills to everyday life, competence (how students respond to complex challenges), and character (how students respond to changes in the environment). this character value can be realized through efforts to improve the skills of multiliterate of students with a focus on literacy, cultural literacy and citizenship, scientific literacy, numeracy literacy, digital literacy, and financial literacy. currently, school activities are not yet optimal in developing the literacy abilities of students and teachers. it may be due to the lack of understanding of the importance of literacy skills in life. low literacy is a fundamental problem that has a vast impact on the progress of the nation. low literacy contributes to the low productivity of the country (mcgivney & winthrop, 2016; zwart & baker, 2018). it leads to low growth and ultimately affects the low level of welfare which is characterized by low per capita income (lin, lee, azari, & migliaccio, 2018). to read for one‟s self imporvement, literacy learning is essential for students because the ability to understand is the basis for mastering several knowledge or fields of study that children must learn in school. high reading interest with the support of proper facilities and infrastructure will increase high reading interest and will become a habit or become a reading culture in the community. thus, reading is not innate but is a result of habits in life. that is, reading needs to be implanted from childhood and carried out with continuous habitation. lack of reading will cause one's creativity not to develop. as educators know, the creative mindset will be realized if the person develops an open mindset and is able to respond to the environment quickly, and this can be trained with reading activities. creative ideas that arise indeed can make someone become more productive. a creative mind can provide benefits not only for the person who has it but also for those around the person involved. in fact, if one lacks a healthy interest to read, or at least to find out more about the environment around them and the world beyond them, that person may have a difficult time to improve their creativity. ignorance because it is reluctant to add knowledge and upgrade yourself to the latest information will cause indifference. eventually, this will make the concerned close himself and busy with his world and neglecting the surrounding environment. 2. method this study used a qualitative research method that is used by selecting the article that is relevant to link psycholinguistics with educational skills, particularly literature. this study used qualitative as the research design because this study intends to focus purely on the forms of word data and give a minimum focus on the selected article‟s numerical data. the reason for this distinction is because it is much easier to review the quality of the way the selected article was written rather than the exact methodological steps that the article‟s owner or owners must have went through to produce their results. the process of selecting and reviewing the selected article is shown in figure 1. elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 33-38 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 35 figure 1. methodological process this study first selected a highly reputable academic publisher, namely springer, as the electronic database where this study searched the article. using the keywords „psycholinguistics‟ and „literature‟, this study randomly selected nuriakhmetov‟s 2012 article as the subject for review. the next step is analyzing using descriptive qualitative. this method is chosen because it deals with purely qualitative data, which will be in the form of words, so it is suited for an article review in which the primary data is the words contained in the selected article (cho, 2017; johnson, 2018). descriptive qualitative will be used so the researcher can focus on identifying the strengths and weakness of the selected article. further, this method enables the researcher to withdraw a conclusion by seeing the pattern and information in the articles. to find out what kind of the effect if students have high literacy (reading and writing) values based on a review analyzed in this study found in a journal entitled psycholinguistic correlates of progress in literature of students of the russian vocational training school studied by aidar nuriakhmetov. therefore, this review-based study tries to describe the journal made by nuriakhmetov (2012) based on the findings of the high literacy effect in the study of russian vocational training school as well as looking at the strengths and weakness aspects of the journal. this research hopes to be able to provide a simple description while recommending the findings or steps in the journal whether it is feasible to be replicated or not in the same study. 3. results in writing a journal there must be advantages and disadvantages and in a journal entitled "correlation of psycholinguistic progress in the literature of student vocational training schools" published by aidar nuriakhmetov in december 2012, vol.2, no. 12, 706 -710. in the title section, the author has entered the location of the sample taken so that it is more focused and specific. based on the writing system in this journal, there are several advantages possessed by the journal. on page 1, there is an abstract, introduction and methods. in abstract sections, this journal summarizes journal objectives, methods, results, and conclusions, and this will function to digest the contents of the entire journal briefly. the keywords in the journal match the keyword limits suggested by cambridge core, which is 3-5. in the punctuation section, there are no punctuation errors or writing errors in the journal. so, it can be said that the journal's author should have good accuracy in journal writing. the language used by the author is also easy to read, making it easier for readers to understand what a journal means. this journal is significant research because in discussions about everyday things or events because in social life one must use language to communicate with each other and language is the most complete and effective communication to convey ideas, messages, meanings, feelings and opinion to others (walijaya, 1996). furthermore, in method section has been presented in detail and clearly about the six sets of methods that i use, what is interesting from this study is the various types of tests that the author wants to prove that what kind of character students have—high literary value. the literary value here focuses on developing students' speaking abilities which have a direct effect not only on human values but on all general subjects. for the sample, the author explains the criteria and how many samples were taken. regarding the data sample and data analysis that the selected article used, this study easily identified that the sample in nuriakhmetov‟s study was unanimously male students majoring in "car mechanics" and "agricultural select journal publisher keyword-based search select one relevant article select a method to analyse the article analyse the article's content identify the article's strengths identify the article's weaknesses withdraw conclusions about the selected article elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 33-38 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 36 industry foremen" aged 15-19 (p. 1). this study uses value analysis correlation and the results of several psychological tests conducted by the author using qualitative and quantitative methods. in addition, the results of the study are presented in table form. the discussion section is an essential part of all journal content. the purpose of the discussion is to answer the research problem or show how the research objectives are achieved. in this discussion, the researcher discussion broadly interprets hypotheses and research data so that each relationship and correlation between variables are visible. on pages two to page four, there is a result of research conducted by the author. in the first test with 16 questions, the author gets results if someone who has a high literary value has characteristics that are friendly and helpful to friends. on the second test, students are required to answer 88 questions whose results are someone who has a high literature value, hyperthymic, stickling, and emotive. on the third test, there were 105 questions that students had to answer, and the results were students who had high literature values, so the students were not easily upset. in the fourth text, 40 questions result if students who have a high literature value, then the student has organizational and communicative abilities. on the fifth test students must react with 20 words spoken by the examiner by writing them down, students who have a high literature value then the students write longer. and the last test is a test that aims to examine the level of the intellectual development of students in which results from students who have a high literary value can fill in the text of the passages tested by researchers. from the six tests carried out, the authors explain very detailed what is produced from each text so that readers can describe what the criteria of the writer in measuring student literacy. on page five, there are conclusions and conclusions. based on the description, it can be concluded that the systematics of journal writing is neatly arranged, coherent and complete. in the punctuation section, there are no punctuation errors or writing errors in the journal. so i can just say the author this journal has good accuracy in paying attention to writing the contents of the journal. the language used by the author is generally easy to understand. still, several languages are difficult to translate such as hyperthymic and stickling (p. 3) other languages can be recognised so that it is easier for the reader to know how the research is carried out and what results are obtained. in the title, some words confuse the reader about "literature" because usually when hearing about literature one would imagine creative activities or a series of works of art (wellek, & warren, 1990). however, literature referred to by the author is literacy which is a person's ability to use potential and skills in processing and understanding information when reading and writing activities. more clearly, literacy is also a language ability possessed by someone in communication such as reading, speaking, listening and writing (teale & sulzby, 1986). in the abstract, the author also does not include what recommendations are given for further research. the researcher examined six methods that were very well described. one method has been the focus in particular, known as character accuracy, as it is named by leonhardsmishek (nuriakhmetov, 2012). still, this variable was not explained by the author characteristics of the application of a typological approach to his study. although the methods and results are well explained, the conclusions drop dramatically (p. 5), and not even every discussion, and conclusions must contain the essence or idea of an idea writing or event written with sufficient and adequate information so that the reader knows the proof of the hypothesis (kuntoko, 2014). the findings and weaknesses in this study were found; the study concluded that students who have high literacy values would have the characteristics desired by the author. 4. implications as a study conducted by researcher aidar nuriakhmetov in december 2012, vol.2, no. 12, 706-710, this journal has implications in the level of education. the results of research with six methods show significant results. the functions of literacy are not only beneficial for literacy but also in shaping the character of wise, creative, critical, and caring people who can sympathize, empathize, engage in self, fellow human beings, and the environment his life. however, for psychological testing conducted by researchers, it might be less convincing to be a guideline that someone who has a high literacy value will have the character described by the researcher. because, before a psychological test can be used, it must go through a validity test that ensures that the psychological test is able to accurately measure specific aspects of the individual (suryabrata, 1993). for testing the psychological test validity, the author does not mention the question so that it can make the reader doubtful in the results found by the author. in the process of learning activities carried out to improve literacy skills have not run optimally. in addition to students, teachers also need to improve their abilities and awareness of literacy. so in overcoming these problems, it takes effort and effort from the teacher and the students themselves by making improvements, and the teacher needs to incorporate literacy strategies in all general subjects not only on humanitarian values (p. 1). the development of literacy skills will help improve students 'learning abilities which will ultimately determine the professional success of students' growth and socialization. the aspects examined by the author are carried out with a combination of quantitative and qualitative approaches further to deepen the relationship between psycholinguistic correlation and literacy. further research is needed to get more tangible results. elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 33-38 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 37 5. conclusion the results of this study found that students who have high literacy values (reading and writing) have friendly characteristics, carry out activities with enthusiasm, can arrange, will focus on doing something, can write longer and can fill in riding texts. it has a direct impact on human values but all general subjects. speech development and characteristic psychology have an immediate effect on the ability to read and write students as a basis for taking over professional discipline. the effect is very influential on student activity. it appears every day and every time in the lives of students as social beings (wijaya, mulyati, damaianti, & sumiyadi, 2018). if a student who does not have high literacy values for eating can be sure that the student is not an expert in reading and writing. therefore, every human being must continue to process literacy activities. the journal they created seems to have a clear flow of ways to explain these two types of education and make this journal easy to understand. therefore it can be easily replicated for similar research purposes. high reading interest with the support of excellent facilities and infrastructure will increase high reading interest and will become a habit or become a reading culture in the community. thus reading is not innate but is a result of habits in life. that is, reading needs to be implanted from childhood and carried out with continuous habitation. 6. acknowledgement the author of this article gives their gratitude to the applied linguistics center for their help in the discussion sessions during the time of writing this article. 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(1996). bahasa indonesia dalam perbincangan. jakarta: ikip muhammadiyah jakarta press. http://oc.its.ac.id/ambilfile.php?idp=1309, elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 33-38 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 38 wijaya, r., mulyati, y., damaianti, v. s., & sumiyadi, s. (2018, december). developing reading skills and beginning writing through literary literacy. in international conference on language, literature, and education (iclle 2018). atlantis press. zwart, s., & baker, m. (2018). improving productivity and job quality of low-skilled workers in the united kingdom. instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 50-54 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 50 examining various interpretations of grice's cooperative principle yona dwi tirta syafitri 1 , vira budiarti 2 , afriyanti simamora 3 , and rizka aprilya 4 1 u-raise academy, pekanbaru, indonesia, 28265 2,3,4 applied linguistics center, pekanbaru, indonesia, 28265 yonasyafitri@gmail.com article history received : 29 april 2019 revised : 14 may 2019 accepted : 30 may 2019 keywords cooperative principle implicature pragmatics relevance manner abstract this study aims to examine various interpretations of the principle of cooperation. the principle of cooperation (cp) was first proposed by h.p. grice in a series of lectures given in 1967. grice's most influential contribution to linguistics was his theory of implicature. he illustrated that communication follows what he calls the cooperative principle (cp) and argues that the fundamental assumption we make when we speak is that we try to work together to build meaningful conversations (1975). the principle of grice's cooperation has become controversial in pragmatics. the main source of controversy related to cp is that the term "cooperation" is open to different interpretations. this article uses descriptive qualitative methods. as for the results of the study of this article, the principle of cooperation has always tended to focus too much on the term 'cooperation', rather than looking at and examining the principle titles for motivation given by grice to the mechanisms that he has identified. 1. introduction language is a tool to communicate between humans in people's lives in the form of speech sounds produced by human speech tools. language, in its function as a communication tool, is crucial in people‟s daily lives and for society as a whole (derin et al., 2019). communication through language enables everyone to adjust to their physical and social environment. through language, we can distinguish between one human with another as described rafiek (2010: 21) says that "language is one of the most distinctive human characteristics that distinguish it from other creatures". this paper will focus on the way in which the grice cooperation principle is represented in the literature, and interpretation. our opinion is that there is a tendency that grice's technical term is confused with the idea of folklinguistic cooperation. collaboration is a term often used in the linguistic literature to characterize human behavior in conversation. sometimes it is used in the context of the grice cooperation principle (hereinafter referred to as cp) (grice, 1975), but it is also used independently. cooperative principle or better known as maxims is the language rules that govern his actions, the use of his language, and his interpretation of the actions and speech of the interlocutor. in addition, the maxim is also called a pragmatic form based on the principle of cooperation. one branch of pragmatics is implicature, that is, the implicit intention of a language. pragmatics learn a language with a context that underlies the explanation and understanding (taguchi & roever, 2017). grice's theory on cooperative principles leads to the development of "pragmatics" as a separate discipline in language. however, the interpretation of cp is sometimes problematic because the technical term "cooperation" grice is often confused between the general meaning of the verb. grice first introduced the principle of cooperation and explained conversational implicature in his article, "logic and conversation" (1975). he argues the generation and perception of this implicature is based on the following principle: "make the contribution of your conversation as needed, at the stage where it takes place, with the accepted purpose or direction of the exchange of conversation in which you are involved" (grice, 1975: p. 48). the idea of conversational implicature, and the principle of cooperation, has been useful and important for some researchers in thinking about how language works in actual use. the principle of grice's cooperation has played a historically important role in pragmatics, because this theory separates pragmatics from linguistics. however, interpretation of the theory is problematic. there seems to be a misinterpretation of the idea of "cooperation" every day, and the technical term grice. proponents of grice's theory have neglected to explore the ambiguous term "cooperation" and have not yet explained how they interpret and use this concept in their own work. he added that many writers had criticized grice's theory for misconceptions about the term "cooperation" which was wrong. ladegaard (2008) explains that because of ambiguity and inconsistency in grice's own definition of "cooperation" those who adopt this theory often define this term according to their own goals. elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 50-54 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 51 grice said that humans communicate everyday in a logical and rational way, and cooperation is put into conversation and the audience understands the implications of the speaker's speech by drawing on the assumption of cooperation, context-appropriate information and good background knowledge. in grice's theory he believes that listeners generally assume that the speaker's words contain sufficient information, and are relevant. to explain the process underlying the implications, grice (1975) developed the principles. the principle of cooperation consists of four maxims, namely: maximum quantity where as one of the cooperative principles is mainly concerned with providing information as needed and which does not contribute more information than is needed. a speaker can be expected to provide enough information and that information cannot exceed the original information used by partners. and say as much as helpful but not more informative or less informative. finnegan (2004, p.93) defines that the quantity saying states that under normal circumstances, the speaker says sufficient, that they supply no less information and no more than is needed for communication purposes, for example: a: where is the bank? b: next to the store front. it can be seen that information b is informative and contributes sufficiently to question a about the exact location of the bank, referred to as providing the right amount of information as informative as needed. don't make information more informative than necessary. in the sense that information must be the same as the information needed. quality maxims are donations or contributions according to something that is true, don't say something wrong and say something that has no proof. grice (1975, p.44) states that when engaging in conversation, maxim quality requires that you don't say what you believe is wrong and don't say that you lack sufficient evidence, for example: a: where is the muara takus temple? b: in riau here b gives the correct answer that shows the real facts. the maxim of relevance is is to maintain relevant relevance, using responses that are relevant to the topic of discussion. finegan (2004) states that this proverb directs the speaker about their speech in such a way that they can be relevant to the ongoing context: be relevant at the time of speech. a relevant saying is fulfilled when the speaker makes relevant contributions to the topic of the previous utterance. therefore, grundy (2000, p.74) said that each participant's contribution must be relevant to the topic of conversation, for example: a: what about your goddess exam? b: pretty good from that example, dewi's words meet the maxim of relevance, because the answer is relevant to the question. and the maxim of the manner in which avoid confusing expressions and avoid ambiguity in the sense of speaking briefly and regularly (grundy, 2000: 74). therefore, each participant's contribution must be direct, meaning that it should not be vague, ambiguous or excessive. as an example: a: what do you think about the film? b: i really like the romance of every player. they can playtheir role is like real life. answer b is categorized as a saying, he can answer questions from his partner about the film clearly. from the explanation above, we can conclude that although it is very difficult to obey and use all cooperative principles and that is the saying in saying or writing sentences, it is important to follow the principle of cooperation so that communication runs more effectively. the proverbs above do not determine how one should speak, but rather explain the listener's assumptions about the way the speaker speaks. bach (2005) believes that grice introduced these principles as instructions for successful communication. in grice's opinion (in jumadi, 2013: 102-103) distinguishes "four violations of speech maxims that may be carried out in the communication process, namely violating, opting out, clashing, and playing (flout). this violation occurred because the speech participants were indeed unable to use the maxims correctly. the neglect of speech maxim is marked by the reluctance of the participants to cooperate. motivation that reluctance occurs because they do not want their speech understood by others. the collision occurs because the speech participant tries to implement one maxim, but violates another maxim. maximum play is done by the speech participants because usually they want the speech to be better understood, or because they are motivated by other factors ". in a clash of maxims, the speaker cannot complete the adage to respect the listener, and in the latter case, there is a disagreement that is hidden and the speaker can be misled (grice, 1989: p. 30). in all of these cases, grice believes that the audience considers the speaker to work together, follow and respect these principles. some writers question the maxim of grice's conversation. for example, horn (1984) identified only three maxims, and sperber and wilson (1986) ignored the structure of the maxims and focused on the idea of relevance. how implicative the conversation is is difficult to distinguish from other conclusions, and how the grice proverb seems to overlap in a confusing way. elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 50-54 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 52 sperber and wilson have produced promising alternatives to this whole area in their work on relevance theory (rt) [sperber and wilson 86]. the principle of grice's cooperation in this context, seems to basically describe relevance, in both grice and sperber and wilson's senses: make the contribution of your conversation as needed, at the stage where it occurs, by the purpose or direction of the exchange conversation received in which you are involved. (although sperber and wilson argue that their notion of dier relevance does not imply any agreement on a common goal, or knowledge of accepted norms [sperber and wilson 86, pp. 161-163].) rt can thus be seen as a versioning claim better relevance is indeed the only saying. rt in any event seems to have a clearer definition of relevance, have a consistent theory, clearly work, and have avoided the kinds of problems caused by grice's principles. the main weakness for rt (at least in the 1986 form) is that important concepts of the cognitive effects of speech and processing efforts in understanding speech are both included in cognitive detail that is not theory specific. sperber and wilson show in a number of places the amount of naivete about computation, so i suspect the computational implementation must come from other researchers. it only tries to computational implementation of the theory of relevance that has caught my attention in this paper is [poznanski 92] 3, which i do not have obtained a copy. 2. method to get a meaning that is more representative of grice's view, the writer looks at the writings on the principle of cooperation and its implications in the context of grice's work as a whole and in the recurring problem is the difference between the meaning of the sentence and the meaning of the speaker, the idea of systematicity in language, and the centrality of rationality towards action human. this article was written using a qualitative descriptive method with the theory of cooperative principles from various contents of the review articles containing information related to the cooperative principle, better known as maxims. this study describes the various cooperative principle classifications, including: quantity, quality, relevance and manner. after analyzing the selected review content from various reference review articles. analysis by designing various views about grice theory that many reap the contra in the views of experts. after analyzing the study content chosen in various reference choices, it is found that many have misinterpreted grice's intentions in his theory of "cooperative principle". in this process, the authors and experts, analyze and compile the cooperative principle theory as a flawed theory, this view will change depending on the reader's understanding in understanding grice's theory. 3. results & discussion it needs to be known by the reader that these good terms that are used in the context of dialogue analysis can cause problematic interpretations of giving too little information. it may not indicate perfect execution, but this hardly violates the saying. the assumption of perfection leads to the assumption of miscommunication avoidance. in a paper on human-computer dialogue, bernsen, dybkjer & dybkjer (1996) describe a dialogue system that is designed to avoid as much improvement and order of clarification as possible, because this is notoriously difficult to handle in the context of natural language processing. they stated: "however, an important point in what happened next was that the system dialogue was interrupted when users asked questions about the system. therefore, the key to the success of dialogue design directed by the system is to design dialogue in such a way that users do not need to ask about the system. to do this requires optimizing the system's cooperative dialogue. "bernsen et al. (1996: 214). our argument is that knowledge of the philosophical background for the first cp shows the relatively unimportant cooperation with cp, and allows interpretation that is more in line with grice's intentions. it further shows why the cp transplant from philosophy to linguistics might not be as easy as it seems, and outlines gricean's view of philosophy. first, the conventions for philosophical writing at the time (especially grice) made it difficult to read one or two articles separately, because there was little or no 'scene setting'. second, grice's general lack of specificity makes it very difficult to pin down his intentions. researchers need other writings as corroboration for certain interpretations a more detailed examination of grice's work on philosophy and language first considering his own views on synthesized philosophy, it makes sense to look for evidence for his views throughout his work, and to consider their importance in language analysis. second, there are questions about grice's methodological approach. because of differences in the objectives of scientific disciplines such as philosophy and linguistics, it is easy to overlook some aspects of work on implicature. in general, linguistics is concerned with how language works. he is not very concerned with proving or refuting philosophical arguments or developing philosophical tools. grice's (1989b) statement of intent in connection with william james's lecture is interesting in this regard: where the importance of rationality is demonstrated throughout his work. crimmins (2000: 456) supports the view that the development of philosophical methodologies is very important for grice, and there is plenty of evidence for this throughout his work. the concept of implicature was first introduced in grice (1961), for the purpose of investigating the concept of the sensory datum in the context of the theory of perception (travis 1996). implications have since been used to explain the properties of indicative conditions (william james's lecture, published as grice 1989c); temporal meanings and, and aspects of prejudice and 'truth value gaps' (grice 1981); and why certain sentences are difficult to classify in true and false elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 50-54 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 53 dichotomies (eg grandy 1989). the implicature itself is also 'defined' in terms of the classic tool of cancellation and release, using the concepts of conventionality and nonconventional10. in his article, ladegaard (2008) argues that both the human and pragmatic interactions as well as all the linguistic awareness needed for the perception and interpretation of meaning in any communicative behavior must be discussed in any cooperative collaboration theory considering any semantic aspects of speech and then making it clear based on pragmatics, or according to the context that helps us to interpret the topic of the speaker also adds that to understand the meaning of the speaker accurately in an interaction, and interpret the meaning that underlies speech, the use of these cues is very important. ladegaard (2008) states that instead of applying traditional views to language and communication offered in pragmatics, where human interaction is seen as naturally lacking and problematic, broader views must be considered. he mentioned that grice was very biased towards cooperation. grice's assumption is that people communicate logically, and all try to be "good" communicators. however, ladegaard's analysis (2008) contradicts grice's position. he claims "human interaction may be irrational and illogical, and that resistance and noncooperation can be adopted as discursive strategies that are preferred, and that people who interact seem to try their best to become 'bad' communicators." in his study ladegaard (2008), think of two types of cooperation related to gricean's theory: "sharing social goals and sharing linguistic goals". in this analysis, the teacher interviews students about their future careers. the aim is to investigate the relationship between attitudes and behavior in language. 4. conclusion this study discussed the understanding that student dialogue is non-cooperative and non-accommodating, and that this is the preferred discourse strategy used by students. in other words, in their interviews with students, try to miscommunicate rather than communicate successfully. this study believes that social and psychological conditions determine the intensity of people to work together in a conversation or not. therefore, this present study saw that grice‟s cooperative principle has a tendency to focus on the term 'cooperation', rather than looking at and examining the principle titles for motivation given by grice to the mechanisms that he has identified. references abdulla, i. a., & majeed, s. h. (2019). a pragmatic analysis of some quranic verses in light of grice's cooperative principle. journal of university of human development, 5(3), 127-133. derin, t., deliani, s., fauziah, n., afifah, n., & hamuddin, b. (2019). indonesians‟ tendency to refer abbreviation as acronym: types of abbreviation as word formation process. globish: an englishindonesian journal for english, education, and culture, 8(2). freihat, a. a., qwaider, m. r., & giunchiglia, f. (2018, march). using grice maxims in ranking community question answers. in proceedings of the tenth international conference on information, process, and knowledge management, eknow 2018, rome, italy (pp. 38-43). grice, h. p., cole, p., & morgan, j. (1975). logic and conversation. 1975, 41-58. grice, h.p. (1957). „meaning‟. the philosophical review. 66. 377-388 grice, h.p. (1961). „the causal theory of perception‟. the aristotelian society: proceedings, supplementary volume, vol.35. 121-153. grice, h.p. 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(2019). an analysis of grice's cooperative principles in some selected english tv interviews. journal of the university of garmian, 6, 1. rafiek, m. (2010). dasar dasar sosiolinguistik. yogyakarta: pustaka prisma. sarangi, s. k., & slembrouk, s. (1992). non-cooperation in communication: a reassessment of gricean elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 50-54 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 54 pragmatics. journal of pragmatics, 17, 117-154. doi:10.1016/0378-2166(92)90037-c sperber, d. & wilson, d. (1986). relevance. oxford: blackwell. taguchi, n., & roever, c. (2017). second language pragmatics. oxford university press. tang, y. (2018). evaluating argumentative english writings in the light of grice‟s “cooperative principles”. journal of contemporary educational research, 2(4), 1-5. wu, y. (2019, july). a literature review on cooperative principle. in 4th international conference on contemporary education, social sciences and humanities (iccessh 2019). atlantis press. instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 45 insight into the theory of truth from the lens of five review articles farni wulandari 1 ,cendy lauren 2 , and anggi resti rahmadani 3 1 applied linguistics center, pekanbaru, indonesia 2 high school 2 tambang, pekanbaru, indonesia 3 vocational high school 3 pekanbaru, indonesia farniwulandari@gmail.com article history received : 1 april 2019 revised : 17 april 2019 accepted : 27 may 2019 keywords truth critique linguistics theory difference of perspectives meaning abstract as a central philosophical subject, the discourse of truth has existed for thousands of years. one of the most influential theories of truth is james & katz (1975) book entitled “the meaning of truth.” this study aims to analyze the different views on the theory of truth from five articles that have reviewed the theory. this study used a descriptive qualitative method to review these five articles, which serve as the data that this study analyzed. the textual analysis identified and classified the different opinions of other researchers who have reviewed the theory in detail. additionally, this paper also reviewed the strengths and weaknesses of these five review articles that served as a benchmark in reviewing the theory of truth. 1. introduction researchers have theorized the matter of truth for a millennium, that it is almost impossible to cover the wholesome nuance of truth in one booklet alone one article. words held many meanings in whatever form they take the appearance of (derin et al., 2019). what makes words so much more interesting is that context makes the truth of word meanings very different from first glance, even when it is written in seemingly plain terms (bates, lane, & lange, 1993; englebretsen, 2017). the theme of a writing piece can significantly change the meaning of the words it contains (davidson, 2000; fischer, halbach, kriener, & stern, 2015). the branch of science that studies the meaning of words is known as semantics. kamp (1981) has explained meaning as two different concepts that dominate semantics. the first is how meaning is seen as the determiner of truth. the second is how meaning is what a language user obtains when they understand the words that they see or hear. these two concepts have influenced many disciplines, including the field of education (kendler, 2015). with this in mind, this study is interested in a particular psychologist‟s conception of truth. to be specific, the harvard medical school graduate, william james, who is primarily known for his publications on „truth‟. in this article, a lot of controversies that makes many people interested in reviewing the theory developed by a figure known as the father of this psychologist. this time the author uses a qualitative descriptive method to review at least five articles that have been reviewed by several authors to find out what theorists are more definite about the truth stated by william james. this writing is also motivated by the problems developed in writing articles that serve as a benchmark in writing this article. in writing this article, the writer develops the strengths and weaknesses of the articles that are reviewed by several authors in other articles that serve as a benchmark in writing this article. in a famous article, james put forward a theory of truth, but unlike peirce's argument, discusses the practical role used by the concept of truth. james also asserted truth represented belief: true belief is a satisfying belief, in a certain sense. however, unlike peirce james suggested that what can be satisfying cannot be released and cannot be forced, namely: how they will discuss and investigate what is going on. in a lecture published as “pragmatism new names for some old ways of thinking: a new name for some old ways of thinking” (1907), james wrote: “ideas ... become true just in so far as they help us get into satisfactory relations with other parts of our experience, to summarize them and get about them by conceptual short-cuts instead of following the constant succession of particular phenomena.” james & katz (1975: 34). in the meaning of truth, he multiplies by quoting a lot and noting that "when pragmatists speak of truth, they and their ideas, namely their workability" (james & katz, 1975: 6). james's point is that from a practical point of view, we use the concept of truth to signal our belief in certain ideas or beliefs. true beliefs are actionable beliefs, which are reliable, and that lead to predictable results. further speculation is the disturbance that is not any good. elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 46 2. method this method of this study is a qualitative description. this is chosen because of its ease of enabling researchers to simultaneously collect data and analyze said data. this method is used to look at the five articles that have reviewed the theory of truth that william james conceptualized. these five articles are then analyzed with textual analysis, which is a methodology that lets researchers interpret the language in the text. this analysis method is chosen in order to gain information regarding how the authors of each article view james‟ theory of truth. 3. results & discussion in his 1907 book pragmatism, james described empirically, nominalist, positivist and utilitarian inspiration of his pragmatic philosophy, which in many places in his works he described as radical empiricism: "pragmatism represents a very familiar attitude in philosophy, empirical attitude, but according to his i, that represents it, both in a more radical form and in a less pleasant form than he had ever assumed. a pragmatist turns his back firmly and again because of many habits that are favoured by professional philosophers. he turned away from abstraction and shortcomings, from verbal solutions, from a priori terrible reasons, from fixed principles, closed systems, and absolute presence and origin. he turned to concreteness and adequacy, towards facts, towards actions and power. that means an obedient empirical temperament and a rationalist temper to give up sincerely. for example, agreeing with nominalism, always appealing to special things; with utilitarianism in emphasizing the practical aspects; with positivism in contempt of verbal solutions, useless questions and metaphysical abstractions. there has not been a specific result, so far, but only an attitude of orientation is what the pragmatic method means. the attitude of looking away from the first things, principles, „categories,‟ supposed necessities; and of looking towards last things, fruits, consequences, facts. regarding james's pragmatic truth theory, frank thilly and ledger wood wrote: "pragmatism is a method of determining the truth or falsity of propositions that are appropriate because they fulfil or do not meet our goals and meet our biological and emotional needs; the true proposition is the acceptance that leads to success, the wrong proposition is the proposition that results in failure and frustration. in introducing a reference to satisfaction, usefulness, practicality and role in the definition of truth, james drastically changed the pattern of pragmatism from pierce's more intellectual formulation. "the test, then, of a theory, a belief, a doctrine, must affect us, its practical consequences. this is a pragmatic test. always ask yourself what the difference will be in your experience whether you accept materialism or idealism, determinism or free will, monism or pluralism, atheism or theism. on the one hand, it is the doctrine of despair; on the other hand, the doctrine of hope. „regarding pragmatic principles, if god's hypothesis works satisfactorily, in the broadest sense of the word, that is true. 'test of truth, then, that is the practical consequence; ownership of truth is not an end in itself, but only an initial means for other vital satisfaction. knowledge is an instrument; it exists for life, not a life for knowledge. in the famous pragmatic words, the advocate of humanism fcs schiller: "pragmatism writes essays to trace the actual 'making of truth', the actual ways in which discrimination between right and wrong is done, and stems from generalizations about methods of determining nature truth. from such empirical observations, the doctrine is obtained that when a statement claims the truth, the consequences are always used to test its claim. for pragmatism, "truth" is not permanent, necessary, universal, objective or absolute; on the contrary, "truth," for pragmatists, is basically relative, special, temporary, changeable, subjective. in pragmatism, the understanding of any proposition, and therefore its truth or falsity, must be judged by the mental habits it causes, the effect it has on the action, and the pragmatic value or work. in pragmatism, the truth or the value of knowledge of a particular proposition has no insight that should give us into things, but rather its beneficial relationship with human life. therefore, a pragmatic insult to traditional metaphysics or ontology. for pragmatists, religious beliefs, like all beliefs, have truth values in their level of use for human life and well-being. therefore, pragmatism is more than a method; instead, it is a doctrine, theory of knowledge or a kind of epistemology, philosophy. in the pragmatic world, if individual judgments, or assumptions, or axioms, or postulates, or theories, or systems of thought "work," and meet our psychological, emotional, or social needs, then, to the extent and so long as this applies, it is useful, valuable, and "right." james wrote in his pragmatism: "true ideas are ideas that we can assimilate, validate, strengthen, and verify. james argues that "every idea that will bring us to prosper from one part of our experience to another, connect things satisfactorily, work safely, save the workforce, is true to so many, true in so far, true in terms of instrumental. for james, "an idea is not just a mirror or passive reflection of reality; it is a habit of acting in a certain way, and because it is a plan or guide for our actions. if we follow elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 47 this plan, we will have a series of experiences that lead to reality or not. for example, our ideas about tigers encourage us to take certain actions that can bring us before tigers or not. if these experiences bring us to reality, the idea that drives them is accurate, if they fail to do it, then it's wrong. in short, the idea is correct if it leads us to the object. the series of experiences that connect ideas with reality is the stable relationship of agreement or appointment. therefore, for james, truth is not an unchanging or inherent property of an idea; it is something that happens to an idea when verified by experience. there is no truth to something that we find in reality as if it were there before we thought about it. we make the truth by formulating ideas and acting on them; the verification process (as the word indicates) is indeed one of 'truthmaking. bergson placed his finger on the essential nature of truth in james's philosophy when he wrote: 'we find the truth to use reality when we create mechanical devices to use natural force. it seems to me that we can deduce the whole essence of the pragmatic truth perception in a formula like this: while in other doctrines, new truths are inventions because pragmatism is an invention. although james insisted that it was one of humanity's principal tasks to pursue original ideas, he did not regard their ownership as an end in itself, but only as an 'initial means towards other vital satisfaction. therefore, there are two aspects to a correct idea: factual verification, and its usefulness for life. these can be distinguished but not separated; unless we have a need or desire for an object, we will not be led to verify our ideas about an object. if we are not interested in tigers, we will not be asked to move actions that will bring us before them. ideas are nothing but instruments to satisfy some wants or needs, and verification inexperience is not an end in itself but a process that is fulfilled only in its actual use. because individuals differ in their needs and desires, it can be understood that james's pragmatism must emphasize the role of the individual in determining the truth. an idea is right to the extent that it is satisfying, but what satisfies one person does not always satisfy another. therefore truth is to some degree plastic and relative to individuals. explaining the practical, anti-speculative, practical, consequentialism of pragmatism, juan jose sanguineti writes: "pragmatism is a philosophy that reduces the value of theoretical truth to its practical consequences. in theory or speculation is knowledge intended to the extent that it shows what is; on the contrary, practical truth shows what must be done. for realism, the main foundation of action is found like things, because things go that far. in pragmatism, there is no theoretical truth, in the sense that there is no truth that indicates existence: truth is reduced to the human conception that serves action (theory as a function of praxis). so it is clear that pragmatism is a consequence of every doctrine in which the idea of truth disappears, such as scepticism or even idealism, because if human thought is not a reflection of reality, then it will need to establish a function in that context. human behaviour: thinking must at least be beneficial to human life. then, criticizing the pragmatic theory of james's truth rooted in its practical use, sanguineti notes it is true that practice can function as verification or sign of truth, but only relates to practical truth: new commercial products show themselves useful in practice; instead, the phrase 'emperor is emperor' is true or false without practical consequences, james's theory bases itself on several principles regarding what is practical. this principle has become the object of theoretical affirmation. if not, how do people know whether the idea is practical? (each person may have a very different concept, in this case, it is true that only with high confidence and conviction can one act efficaciously, but confidence is usually born from an awareness of the truth (doctor heals illness with certain medicines that he believes in). only in exceptional cases do new hypotheses that need to have faith risk the rejection of reality. p. coffey's criticism of the pragmatic criteria of utility in relation to truth: "we do not deny that the practical problems of a belief can create assumptions for or against its truth, that the 'fruits' of doctrine can be criteria. , an additional test, of its truth or falsity, its practical fruits: because of course if false speculative conclusions follow logically from any doctrine as antecedents, this is a certain index whose doctrine is wrong. pragmatism criticism joseph t. barron: "pragmatism awareness theory is wrong. this school regards experience as a continuous stream from which the mind chooses certain aspects because of their usefulness or ability to serve. the mind is basically selective. the mind is not required by the presentation of experience to choose this or that aspect. this is basically free in carrying out its preferences. but does introspection support this opinion? when we examine the way in which our knowledge is formed, is it not clear that our environment often forces knowledge on us, in the sense that we feel ourselves under duress as we know it? isn't it equally clear that very often we are forced to realize the reality that is contrary to our needs? and which prevents our desires? if our knowledge is true, shouldn't we adjust our judgments about reality with the reality that we value? if introspection decisions are credible, the basic notes in the doctrine of pragmatic knowledge are not based on facts. elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 48 "knowledge is not completely practical. recognizing that knowledge is the result of the interaction of the mind with its environment, the deduction that knowledge never goes beyond the practice field is haram. in essence, it is an undue limitation of the scope of cognitive interest. knowledge, which is considered either phylogenetic or ontogenetically, may emerge as a practical interest, but that is not a guarantee for the statement that it must remain practical. pragmatism emphasizes aspects of thinking that are too important. the falsity of its position is due to the mistaken assumption that a creature can only function within the limits of the cause that makes it exist. once a creature has been realized, it can develop new needs that go beyond the causes that produce them. the mind may be practical in the beginning but introspection tells us that it is beyond its practical beginning. when man starts thinking he becomes a thinking creature, and thus he is released from having to limit his thinking to facts that are of practical interest. „humans no longer only need to live; they also need to know. humans start thinking about eating; he has evolved to the point where he eats so he can think. knowledge is scientific or contemplative and practical because the world can be understood as well as plastic. we all feel within us the urge to know it merely to know. curiosity, a disc species of divine discontent, 'drives us to acquire knowledge, many of which are entirely impractical. thinking is a means to an end, but it can be a goal in itself. the pleasure that comes from knowledge is one of the values that enrich life for us, and therefore contemplative thinking is not always otiose. uninterested contemplation and enjoyment of the beauty, splendour, meaning, and order of things for their interests are for some humans who inherently have a proper function of consciousness. “a brief discussion of the pragmatic doctrine of the nature of knowledge cannot be ignored without mentioning this school's reproachful attitude towards metaphysical reasoning, and towards speculative philosophy in general.” pragmatists oppose abstract speculation which states that it is futile and barren. they argue that philosophy must be applied. it must come down from the clouds and become a pedestrian. it must be busy by itself in answering pressing social problems that demand solutions. this is an attitude of mind that is found not only among people who tend to be pragmatic it is also found among scientists. although widely accepted, this view cannot be maintained. "the main reason for prohibiting acceptance is because it is too exclusive. philosophy must be practical but should it be limited to that domain? a more comprehensive and truer view of the function of philosophy includes its speculative and practical functions. it should be noted that in constructing his views on the instrumental character of our thinking, dewey has created a speculative philosophy. he proved that the mind must not be speculative with speculation. the practical value of his speculation 'seems best at best only the negative value of cleansing is considered a mental obstacle to change and to rebuild, and because of its own metaphysical peculiarity is far less clear and provokes doubt than the practical attitude intended to provide it. a foundation, they tend to weaken, instead of increasing the possible influence for the good that philosophy might have. it can be said that those who deny the validity of metaphysical and speculative thinking do so at the risk of self-contradiction because their statement that metaphysical thought is nugatory itself is metaphysical itself 4. conclusion james (1907) understands this principle as telling us what practical value truth has. true beliefs are guaranteed not to conflict with subsequent experience. likewise, peirce‟s slogan tells us those true beliefs will remain settled at the end of the prolonged inquiry. peirce‟s slogan is perhaps most typically associated with pragmatist views of truth, so we might take it to be our canonical neoclassical theory. however, contemporary literature does not seem to have firmly settled upon a received „neo-classical‟ pragmatist theory. in her reconstruction, haack (1976) notes that the pragmatists‟ views on truth also make room for the idea that truth involves a kind of correspondence, insofar as the scientific method of inquiry is answerable to some independent world. peirce, for instance, does not reject a correspondence theory outright; instead, he complains that it provides merely a „nominal‟ or „transcendental‟ definition of truth, which is cut off from practical matters of experience, belief, and doubt. this realisation marks an essential difference between the pragmatist theories and the coherence theory we just considered. even so, pragmatist theories also have an affinity with coherence theories, insofar as we expect the end of inquiry to be a coherent system of beliefs. as haack also notes, james maintains an important verificationist idea: truth is what is verifiable. references bates, l., lane, j., & lange, e. (1993). writing clearly: responding to student writing. boston: heinie. davidson, d. (2000). a coherence theory of truth and knowledge. epistemology: an anthology, 154-163. derin, t., deliani, s., fauziah, n., afifah, n., & hamuddin, b. (2019). indonesians‟ tendency to refer abbreviation as acronym: types of abbreviation as word formation process. globish: an englishindonesian journal for english, education, and culture, 8(2). elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 45-49 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 49 englebretsen, g. (2017). bare facts and naked truths: a new correspondence theory of truth. routledge. fischer, m., halbach, v., kriener, j., & stern, j. (2015). axiomatizing semantic theories of truth?. the review of symbolic logic, 8(2), 257-278. haack, s. (1976). the pragmatist theory of truth. the british journal for the philosophy of science, 27(3), 231-249. james, w. (1907). pragmatism's conception of truth. the journal of philosophy, psychology and scientific methods, 4(6), 141-155. james, w., & katz, e. (1975). the meaning of truth (vol. 2). harvard university press. kamp, h. (1981). a theory of truth and semantic representation. formal semantics-the essential readings, 189-222. kendler, k. s. (2015). toward a limited realism for psychiatric nosology based on the coherence theory of truth. psychological medicine, 45(6), 1115-1118. kirkham, r. l. (1992). theories of truth: a critical introduction. szuchman, l. t., & thomlison, b. (2010). writing with style: apa style for social work. cengage learning. instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 39-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 39 an analysis of semantic waves: maton’s legitimation code theory for cumulative knowledge-building yolanda ramadhan flight management vocational high school, pekanbaru, indonesia, 28265 yolandaramadhan75@yahoo.com article history received : 2 may 2019 revised : 17 may 2019 accepted : 1 june 2019 keywords social realism teaching theory knowledge-building cumulative training semantic gravity and density abstract this paper aims to state that knowledge blindness in educational research has severe obstacles to understanding knowledge development. karl maton offers sociological concepts of legitimation code theory (lct) 'semantic gravity' and 'semantic density' – systematically. these concepts are used to analyse the way the classroom practices of secondary school learning in indonesia, especially in biology and history subjects. the researcher shows that the 'semantic wave' class can be a cumulative class practice. the most significant human society in education has the desire to build cumulative knowledge. researchers usually produce ideas that have usefulness or attraction beyond the specificity of their original context. this research is useful to make the power to explore more indepth knowledge with several policies that state that education must prepare students to live and work in a rapidly changing society by providing knowledge and skills that can develop throughout 'lifelong learning'. educational learning can also be observed not only by context, but meaning and purpose also affect the cumulative and segmental parts. this problem forms the starting point for interdisciplinary research discussed in the papers collected in this special edition. freebody (2013). at this point, the problem is the range with each discipline as the background of this research. 1. introduction karl maton published an article entitled 'making semantic waves: a key to cumulative knowledge-building on 17 january 2013 vol 24, which consisted of 22 pages. this paper begins by stating that knowledge in educational research experiences serious obstacles to understanding the development of knowledge. the author said that building this cumulative knowledge allows students to build on previous understanding and transfer what they learn into the context of the future (hamuddin, 2015). students can do this exceptionally well as they build knowledge using prior knowledge (abbas & memberti, 2018). this problem forms the starting point for interdisciplinary research discussed in the articles collected in this study. the researchers also mentioned the opinion of freebody (2013) outlining some of the main problems that were the background of this research, which specifically focused on teaching in secondary schools. according to researchers, this article offers a way of conceptualizing the development of knowledge in terms of features of knowledge itself. in particular, researchers highlight the importance of 'semantic waves' for cumulative teaching. this research method publishes ways of conceptualizing the development of knowledge with concepts and models of teaching that can generate ideas for building cumulative knowledge in teaching. the researcher also stated that education must prepare students to live and work in rapidly changing societies by providing knowledge and skills that can build students' knowledge. overall, there is a prevailing certainty that cumulative learning is the heart of education. 2. review of the article the advantage of this article, in my opinion, is that the theory and analysis used is correct so that this article is interesting to read, the language used by the author is simple. it can be understood by the reader so that it is easy to understand. researchers succeed in making ideas or attraction outside the original context by building knowledge with cumulative concepts about teaching so students can change the way they learn in the future (derin, deliani, fauziah, afifah, & hamuddin, 2019) the disadvantage of this article is that this article takes too many concepts and models of teaching that are difficult to apply to secondary schools or universities. the researcher writes the results of the wave line from his observations, with that the reader can find out the results of observations of the researcher. in this case, the influence of learning is seeing mental and human psychology. this statement is possible for the learning process and indicators of external influences on increasing knowledge. the highlights the research results on semantic wave lines include; (a) wave, in terms of the semantic line of the flat line because of the low achievement essay, (b) waves elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 39-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 40 moving up and down are needed to build cumulative knowledge, (c) semantic waves do not always start and end at relative height. ultimately, the semantic wave line becomes a threshold, and this can vary between practice and context. ongoing research addresses these threshold levels as a matter of nature, such as the relative resolution of epistemological and axiological problems, different in various fields of study and graduation. so, from the results of this research, one of the ambiguous statements in my opinion, which might confuse the reader later. 3. method this paper used a descriptive qualitative method to describe the knowledge blindness that exists in education research, particularly when it comes to an understanding of the human knowledge department. the theory this paper referred to karl maton’s legitimation code theory (lct) because it has quickly become the basis for international and multidisciplinary-based research interest on social justice and knowledge-building (maton, 2016). 4. results & discussion 4.1 knowledge-blindness and segmental theorizing 4.1.1 in educational research according to some experts in educational research, knowledge-blindness is characterised as an opinion (maton, 2013) on the conditions from the current influence of psychology and sociology. according to (freebody, maton, & martin, 2008) approach to psychological information, usually, focus on the generic process of learning and the differences between the forms of knowledge learned by students. according to schwartz, brophy, lin, & bransford (1999), the construction of the object this research has been supported by the dominance of constructivism, which includes the view of knowledge as a mental process and a condition of consciousness that is within the learner. the background of knowledge education research serves as an object (bransford & schwartz, 1999). thus, the conclusions of the experts about teaching have oscillated between 'traditional pedagogy' and 'constructivist' which are generalized across curricula, and the development of knowledge as unclear content or skills such as 'critical thinking'. 4.1.1 segmental theorizing of knowledge seeing the prevalence of knowledge-blindness doesn’t mean there is no model of knowledge. several experts, including bourdieu, foucault, and piaget, have distinguished daily knowledge from an unreasonable common sense of education or education. there are several models of knowledge into view as objects of study. seeing the second obstacle, most models embody segmental forms that theorize. the conclusions of several experts, namely all experts, agree that there is a need to change the teaching model for the future according to the semantic wave. 4.2 legitimation code theory: semantics legitimacy code theory (lct) is a sociological tool for practical studies. cumulatively the lct works in the code theory approach that is used to expand real conceptual tools (blackie, 2014; jackson, 2016). lct is a functional work unit that is used to explore several problems, practices, and contexts (clarence, 2016). for example, arbaugh, fornaciari, & hwang (2016) have used lct to identify research topic development. 4.2.1 semantics lct has a semantic dimension that builds social fields of practice as semantic structures that have organizational principles that are conceptualized as semantic codes, which are two parts of semantic gravitational strength and semantic density. judging from some of the concepts of semantic gravity may be relatively stronger. 4.2.2 semantic profiles looking back on the obstacles to exploring knowledge development, the concept of semantic gravity and semantic density is overcome by the knowledge-blindness and segmental theorem. researchers carry the underlying principles of characteristics by looking at the strength of mathematical gravity, and semantic density may vary, resulting in semantic code (sg +/− , sd +/−). in other words, 'semantic gravity' and 'semantic density' are not multiple categories. semantic codes give data serving how the semantic concept in some part. this part was discussed by crucial for capturing knowledge-building, a practice enacted through time. conceptualizing processes of strengthening and weakening semantic gravity and semantic density 4.2.3 in simplicity judging from the discussion of existing concepts, so far only the necessary discussion of definitions that are not definitive at all. as discussed in this article, research that uses these concepts quickly reveals their fecundity and complexity. this concept shows that the wave is not a state of monotony. waves have signed up and down indicators based on semantic points. so, that wave is related to semantics and knowledge. elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 39-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 41 figure 4.2.3.1 illustrative semantic profiles and semantic ranges 4.3 teaching in modelling semantic waves the knowledge and school discipline project (disks) utilizes lct and systemic functional linguistics (sfl) as a complementary framework for exploring cumulative teaching in secondary schools. the method used in this test is by taking video. there are three dimensions of lct that are reflected in the project 4.3.1 down escalators and high stakes in this section, the focus is on what can be described as 'high stakes' in school learning and teaching. on the other hand, institutional knowledge that must be learned usually manifested in written forms such as textbooks or source documents and learned by reading, on the other hand, the knowledge students must show for their assessment, namely in writing assignments. it is useful to know the success of mastering pedagogical subjects in students. however, the position on the semantic scale was relatively lower than the last, varied low but increased from the initial years to the next study year. figure 4.3.1.1 the high stakes of learning and teaching in the picture above, there are several shifts in the semantic of (sg-, sd +) concluding a simple understanding with (sg +, sg_). this escalator decline often makes problems so the teacher must repeat reading and be serious to understand. thus, the movements in the profile model are often backward and segmented. the profile is a lesson that means academic that has potential problems to build up the cumulative knowledge. the knowledge that is characterized by relatively weak semantic density and relatively strong gravity semantics can link certain contexts to future or past knowledge. 4.4 depth of semantic waves after seeing the concept of lct on the previous page, here are examples of semantic waves in section 4 that look more concrete and simple. the author analysed the semantic profile by the lecture method. the author also discusses how research looks at semantic waves becoming complicated and broad. from a strong point of view, research concludes that semantic waves seem to go beyond the classroom and interact with practice very rapidly. theoretically, semantic profile analysis can develop so widely that it can embrace and realize the social agenda of justice. 4.4.1 profile in the classroom substantive learning mentions increasingly developed forms and roles of code. as all research starts from pedagogy, curriculum and assessment, this study shows that the use of the disks project raises tentative expectations for a while. in the middle school classroom, the value of the pedagogical approach does not depend on specific advice. the published learning and the application of semantic profile analysis are increasingly widespread so that the practice in knowledge is different. researchers suggest that whatever the field remains important for building knowledge over time and requires an upward shift from specific meanings and contexts. the lesson shows that the use of the disks project can give rise to some tentative guesses that are cumulative pedagogical practices in high school classrooms, semantic profiles can be high. students can excel if in class, discuss three theoretical texts with abstract ideas. semantic waves can publish new ideas and literary cultures that have their characteristics. the value cannot depend on specific suggestions that have been localized. lessons that are broadcast can show broader results in applying analysis to semantic profiles. to understand the importance of a strong and cumulative semantic profile, it can be seen from the different practices and theories made in theory and methodology. the researcher suggest that re-contextualisation in knowledge and whatever its fields still have an important role to play in building knowledge over time (luckett, 2010). to make an upward shift from specific meaning and context, need to do small waves to move. in an educational study on an approach that often tracks high flat lines can reflect the abstract discussion of concise concepts that only involve a little empirical data. the data can be described elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 39-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 42 and can be limited from other context lessons. cumulative theory can be made in a specific context in substantive studies that concretize and only involve a part of the meaning that has existed or been phrased again. 4.4.2 embracing a variety of complexity profiles in the wave of the semantic shift from top to bottom, it can lead to a simple shift. still, it can also be translated to increase the semantic threshold as the concept of analysing non-homogeneous semantic waves. for research, researchers suggest making a question what profile you want to use along with its purpose and in what context is made. this semantic field is related to biology, biologically the respiratory system with digestion is included in the semantic/influential wave inside the semantic threshold. lessons in the diversity of profiles and semantic concepts can explore various kinds of thresholds that range in semantic waves. however, they are limited in nature and viewed from a flat line can allow the threshold to be problematic because of its low achievement essays. the problem of relative emphasis is on different epistemological and axiological learning with cross-field material that goes through the stages of education. the threshold that looks for accuracy can vary between contexts and practices. in the field of learning to build this systematic wave, it can provide high enthusiasm for high school and high school students. research in physics studies shows that students can achieve the semantic scale in their work by understanding the concepts and objectives of what they make. principles that are too abstract and generalize with more meaning as their duty to make them understand. semantic shifts can play different roles in various fields. the rise and fall of the semantic scale can be emphasized in response to the frequency of escalators in the lessons analysed for disks. building cumulative knowledge can increase broad insight and can develop ideas for further development such as employment for various scholars. semantic waves are the key to the development of cumulative studies by activating recontextualization of knowledge through time and space. but there are things that emphasize that semantic waves may take many forms from answers to everything wave. moreover, the concept of semantic bidding is very useful in a learning process. working with a subject specialist can build mastery of knowledge. that is why disk can join or be involved with history and biology teachers. with this graph, students can easily find results from what they are doing. according to the process, if they are right to do it, the results will also be true; otherwise, if they are wrong, then the results will be wrong too. it all depends on the way the students work. 4.4.3 dimensions and principles included in the semantics this lesson shows the emergence of semantic waves in various institutional contexts and disciplines that do not negate the difference between practice and theory. examples of practices in the fields of production, recontextualization, and reproduction cannot be equated with one another because they have different logic. thus, humalog semantics, research, learning and practice have no problems at all. students need to be contextualized in knowledge in the semantic field of gravity. so, even though the profile is similar, the waves on the semantic scale might also change. in addition, semantic code has several scales, and the scale is not the only underlying wave. for example, similar semantic profiles might repeat across different subject areas along other dimensions. in disks projects knowledge is revealed in lessons in biology and history offering semantic profiles that are similar but fundamentally different. the concept of specialization, the second dimension reveals that biology lessons embody a code of knowledge in which legitimacy emphasizes epistemic relations with the object of study and history lessons which are realized with codes that know better where legitimacy emphasizes social relations with actors. for example, from several studies, this specialization code has a different effect on educational practice. thus the semantic concept can form part of its multi-dimensional toolkit to explore semantic complexity. this dimension can also be integrated. in some parts for semantic gravity and semantic density, some parts can be taken in various forms that can be analysed using other concepts or concepts that exist. for example, to use specialization on various forms of semantic density is seen in the third part of the image. the technical epistemological condensation has other conceptual meanings, such as those in the example of 'aesthetic trade' and 'cilia' class. this meaning is a form that the author applies to this paper. however, other studies also highlight semantic densities involving ethics, politics, moral attitudes, and emotions. for example in the field of education the attitude that research must have in relation to student-centred learning is usually in politics and attitudes. 4.4.4 building integration of social and semantic justice while semantic profiles provide knowledge of organizing principles, this principle is confidential. not everyone has the same ability to treat shifts in semantics aimed at achieving the desired achievement. as the example illustrated on the page above, it can be seen that not all students can control the semantic profile and it is complicated for students to recognize that this semantic elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 39-44 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 43 profile or wave is an important aspect or means to realize a semantic profile. some actors entering the structure or design on the semantic profile cannot recognize it either. in this application, it requires excellent knowledge and concentration to get satisfactory results. there are several practices described by bourdieu, namely a meeting between two developing histories, which is contained in the disposition of actors and context logic or code. to restore the knowledge of social realist vocation in educational research which emphasizes a lesson that uses a multidimensional lct toolkit that is usually used to explore the attributes of knowledge applied in social practice. the code has become the main focus in practice. however, overcoming a knowledge-blindness is difficult and very difficult but does not need to give up on blindness. because there are several parts that will later help overcome the problem of knowledge-blindness. thus, lct can also be used to analyse the dispositions brought by actors in the apprenticeship context of education based on their experience. there are several kinds of pre-existing research traditions that use systemic sociological and functional linguistic codes that explore the orientation of social distribution and the encoding of actors that are in them. in lct terms, there is a semantic range that is greater than the capacity to achieve higher on the semantic scale which starts from concrete meaning, simple to very abstract, condensed, and not evenly distributed. further research is needed to explore both the coding orientation of different people and their relationship to the code that dominates the context of education. for example, for a while disks, projects tentatively think that cumulative teaching involves modelling semantic waves and waves such as larger ranges and can be smaller. in pedagogic practice, it does not guarantee all students to experience this cumulative learning. the concept of the lct framework can change the semantic tools of the students themselves to become more developed. these chain concepts start from the semantic range, from abstract meanings, generalizations, very concrete, specific and certainly more straightforward in its application. more learning describing how the lct framework works, it is easier to solve a problem in a study or study. these concepts give rise to an analysis of various events that appear to be different from being united in view of their different uniformities. to pass spaces in the semantic space between concepts and various data and practices, a lot of learning can develop a new discovery. thus the practice of this research can realize what is learned from semantic waves as a bridge to build a broad knowledge. however, in the concepts that were applied earlier, there were those that provided the means to unite knowledge analysis to reveal more ways for students to obtain legitimate code keys. and students need not be afraid or anxious if there are some students who cannot participate in cumulative learning. 5. conclusion in conclusion, this study takes the form of many semantic waves that have been published by other publishers, so this article is less complex to reveal cumulative knowledge. however, this researcher seeks to develop and realize what is learned from semantic waves as waves that build knowledge about cumulative teaching to students. this meaning has provided a concept to advance the way of learning with semantic gravity. this meaning has also provided a way to build work structures in substantive learning. this method is applied well to secondary schools because here it also trains student discipline and ways to focus on teaching in secondary schools, researchers also get research results in the form of semantic wave modelling in teaching, first by collecting data, analysing both teaching texts that are the third is the pedagogic intervention in which teachers are trained to be involved in construction together with students to teach linguistic resources in education. so 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(2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 45 politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? arsen nahum pasaribu 1*, erikson saragih 2, and agustinus gea 3 1, 3 universitas hkbp nommensen, medan, indonesia 2 universitas prima indonesia, medan, indonesia *arsen.pasaribu@uhn.ac.id article history received : 21 march 2021 revised : 8 october 2021 accepted : 3 november 2021 keywords lecturer-student interaction online communication politeness strategies pragmatics thesis consultation whatsapp abstract politeness strategies in lecturer-student interactions using whatsapp have been relatively unexplored over the last decade. therefore, this study aims to explore occurrence of four types of politeness strategies used by lecturer and students in virtual communication using whatsapp during thesis consultation. the researcher applied a mixed method research to explore the politeness phenomena in whatsapp interaction between 1 lecturer/thesis supervisor and 10 undergraduate english students. the data of the study consist of 50 screenshots of whatsapp chat thesis consultation. the results show that all four types of politeness strategies were found in lecture-students interaction. the politeness strategies used by the lecturer and students differ greatly. the lecturer dominantly employed bald onrecord (30. 93%) with the most imperative sentences realization; on the other hand, the students tend to use positive politeness strategy (23.20%) with the most greetings realization. this demonstrates that lecturers keep their distance when communicating, whereas students attempt to “get closer” during the interaction. the different politeness strategy choices are caused by the different power and social status (position) factors between lecturers and students. the findings of this study also show that the politeness strategies used by lecturers and students seem relatively different with previous similar studies. in addition, the use of non-verbal language in interaction, like emoticons, is also a part of politeness strategies to maintain good interactions between students and the lecturer during thesis consultation via whatsapp. 1. introduction politeness is a type of attitude that must be maintained when communicating for social interaction between speakers to be well established. in contrast, ignoring the principle of politeness will offend the parties involved in the communication (brown & levinson, 1987). as a result, in social interaction and communication, both speakers and listeners must adhere to this politeness principle so that communication between them runs smoothly and harmoniously. according to the principle of politeness in communication, both speakers and listeners must be aware of who they are speaking to. are they conversing with their parents, teachers, lecturers, friends, or people younger than them? differences in age, social status, and position are all factors that influence people's ability to speak. a person's communication with his teacher will differ from his communication with his friends. this is referred to as the principle of politeness in communication. meanwhile, efforts to maintain good communication without losing the interlocutor's face are referred to as a politeness strategy. politeness is an important aspect of the advancement of pragmatics. brown & levinson (1987) pioneered the basic concept of politeness in communication. then politeness theory develops and is used as a foundation in research related to communication principles and strategies or social interaction. several studies have been conducted by linguists around the world to discuss politeness strategies in social interactions. politeness strategy research is conducted in a variety of contexts and settings (rosari, 2016; sorlin, 2017; feren, 2020; su, 2019; sifianou, 2019; xiang et al., 2020), however it is most commonly conducted in educational settings, such as teacher-student interaction or lecturersstudent interaction in the classroom politeness strategies have been studied by academics in the context of teacher-student interaction in the classroom (mahmud, 2019; yusuf & anwar, 2019). in these studies, previous researchers ahve attempted to investigate the politeness strategies employed by students in class during class presentations each of which employing a unique politeness strategy. furthermore, another study attempted to investigate how students employ politeness strategies when conversing with an english native speaker (rejeki & azizah, 2019). the findings of this study differ slightly from https://doi.org/10.31849/elsya.v4i1.6376 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 45-53 https://doi.org/10.31849/elsya.v4i1.6376 how to cite this article: pasaribu, a. n., saragih, e., & gea, a. (2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 46 previous studies in those students used only three types of strategies when interacting with the english speaker, positive, negative, and off-record politeness strategies, while bald on record was not found. moreover, indriani et al. (2019) investigated lecturers' use of politeness strategies when teaching non-english department students. according to the findings of this study, lecturers who teach english use a variety of politeness strategies to keep the teaching and learning process running smoothly in class. rahayuningsih et. al. (2020) attempted to uncover patterns of politeness strategies used by teachers in interacting with students in a class, as well as the social factors that influence them. according to the findings of this study, all types of politeness strategies can be found in teacher-student interactions in the classroom. when compared to other strategies, the teacher has the most influence in selecting positive politeness strategies. in addition, social factors influencing strategy selection include distance, power, and degree of imposition. then, research on politeness strategies is conducted to examine the patterns of using politeness strategies by teachers and students in online classes using existing social media platforms such as instagram, facebook, and whatsapp. maros & rosli (2017) investigated how female students in malaysia use politeness strategies when interacting with one another on twitter. according to the findings of this study, the students used the four types of politeness strategies identified by brown and levinson, with positive politeness being the most frequently used by these female students. they claim that the limited space for updating twitter leads to misunderstandings in their communication. flores-salgado & castineira-benitez ( 2018) and mulyono & amalia (2019) attempted to express students' politeness strategies when communicating via whatsapp. from a number of previous studies on the exploration of politeness strategies that have been carried out by a number of researchers in an academic context, it is found that almost all politeness strategies are applied in the practice of communication in the classroom. the novelty of this study is that it offers a different dimension from previous research. although the media platforms used are the same, whatsapp, the communication settings used are different, namely in the context of lecturer-student consultation. research on the politeness strategies used by lecturers and students in interactions via whatsapp is still highly important, considering how widely used the application is by almost every modern educational group as of date. the current research field leaves much room for exploration, particularly in the context of lecturer-student communication during the thesis guidance process. 2. literature review 2.1 politeness politeness is a positive attitude toward communication. it is a form of respect for others in social interactions (khusnia, 2017; jeanyfer & tanto, 2018; susanti et al., 2018; yusuf & anwar, 2019; mahmud, 2019; sapitri et al., 2020). furthermore, according to lakoff (1973), politeness is a type of communication attitude developed in society to avoid conflict. sifianou (2019) goes on to say that politeness is an attitude of suppressing emotions and feelings to avoid conflict in social interactions. on the other hand, it is also used to manipulate the hearers (sorlin, 2017; flores-salgado & castineira-benitez, 2018). therefore, politeness is an attitude developed during interaction to avoid conflict and to manipulate the hears. politeness is the use of good manners or etiquette in practice to ensure others are not offended (kerbratorecchioni, 2011). it is a socially constructed concept, so in one culture what is considered polite may be rugged or simply eccentric occasionally in other cultures. as an aspect of human communication features, it is a human phenomenon, but represented unique cultures, as one of fundamental characteristic of human interaction (carolus et al., 2019). it is both verbally and nonverbally conveyed. brown and levinson constructed one of the famous language categorizations (burenhult & levinson, 2008). in their views, politeness is more than just a label. acknowledging politeness offers insight into basic truths or what it means to be a person — everyone with an individual identity. it also shows how society are sometimes controlled by the rule. being polite lets us show others, even strangers, basic human decency (ye, 2019). it recognises and reconfirms our humanity to receive politeness. politeness only makes a social world a bit safe and secure and even sometimes fearsome. in today’s society, there is a standard where people are expected to be respectful to new people one meets or even those who we already know. the usage of courteous speech in everyday life impacts many elements in one’s life and society. politeness reduces stress in oneself and others. 2.2 politeness strategies the investigation of politeness is essentially the study of understanding how people utilise language while interacting or communicating (flores-salgado & castineira-benitez, 2018). the communication emphasises how to use the language and how to go comfortably. brown & levinson (1987) developed a new approach by highlighting comprehensive commonalities in the construction of polite expressions in widely different languages and cultures and by trying to argue that the structure of good manners utterances is underpinned by universal values (healey et al., 2014). the comparisons they observed are of two kinds: how culturally politic expressions are structured; how in response https://doi.org/10.31849/elsya.v4i1.6376 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 45-53 https://doi.org/10.31849/elsya.v4i1.6376 how to cite this article: pasaribu, a. n., saragih, e., & gea, a. (2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 47 to the prevailing attributes of those in contact with them, the polite expression of utterances is altered. in social interactions, it is necessary to devise a strategy that allows for harmonious and smooth communication (ayuningrum et al., 2019). brown & levinson (1987) then developed a theory of politeness to address the issues raised above. they emphasise the importance of maintaining the other person's "face" in communication, which is the public self-image that everyone strives to maintain. everyone tries to maintain the others’ 'face,' otherwise, face threatening acts (ftas) will occur to them (arif et al., 2018; jeanyfer & tanto, 2018). feelings of shame, offense, and displeasure may accompany ftas. then, brown and levinson proposed four politeness strategies: 1) bald on record politeness; 2) positive politeness; 3) negative politeness; 4) off-record politeness. 2.2.1 bald on record politeness bald on record is a strategy used by speakers in a variety of ways and for a variety of reasons when carrying out facethreatening acts (sapitri et al., 2020; sembiring & sianturi, 2019). this strategy is thought to be the most straightforward of the three. in this case, the speaker is not attempting to minimise the impact on the hearer's fta. this strategy usually leaves the hearer shocked, uncomfortable, offended, and feeling disrespected. this practice of bald on record is most common between a speaker and a hearer who have a close and intimate relationship. strategies can be expressed in a variety of ways, such as great urgency or anxiety, speaking as if great efficacy is required in greater attention, task-oriented or paradigmatic form of instruction, sympathetic advice, suggestion or warning, granting permission for something, invitation, welcoming, greetings, farewell, and imperative. direct imperatives are obvious examples of bald record politeness strategy. imperatives are quite often suppressed by hedging instruments or traditional politeness markers (sapitri et al., 2020); e.g., “please write a clear explanation on your statement.” in the same case, the hedge can also be in the form of verb “do” that is used with imperatives, like in “do revise your paragraphs.” the use of this strategy demonstrates the intimate linguistic use provided by its remedial powers to give the language positive politeness. this kind of politeness strategy is more dominant than other strategies, because of its simplicity of use (hobbs, 2003). language speakers simply add hedge words that work directly to improve the communication language. 2.2.2 positive politeness according to brown & levinson (1987), positive politeness is a strategy used by speakers to satisfy the hearer's needs, good, want, and interest. sembiring & sianturi (2019) and yusuf & anwar (2019) emphasise that in the spirit of maintaining face, interactions are supposed to minimise the ftas. the main principle of positive politeness is the speaker's and hearer’s varying degrees of familiarity. positive politeness can be achieved in a variety of ways (adel et al., 2016), including notice, or attend to hearer's interests, wants, need, and goods, exaggerate interests, approval, and sympathy with the hearer, intensify interest to the hearer, use in-group identity makers: address form, dialect, jargon, slang, seek agreement, repetition, avoid disagreement, pseudo-agreement, white lies, presuppose/raise/assert common ground, making a joke, assert or presuppose speaker's knowledge and concern for hearer's wants, offer, promise, be optimistic, include speaker and hearer in an activity, give or ask for a reason, assume or emphasise exchange, thanking and give a gift to hearer for sympathy or cooperation (su, 2019). positive politeness is directed to the addressee’s positive face, his perennial desire that a speaker wants (or the actions/acquisitions/values resulting from them) should be thought of as desirable (maros & rosli, 2017). the strategies are intended to avoid giving offense by highlighting friendliness (maros & rosli, 2017). these strategies include juxtaposing criticism with compliments, establishing common ground, and using jokes, nicknames, honorifics, tag questions, special discourse markers (please), and in-group jargon and slang. in the following illustration, a speaker takes a notice of a hearer condition and applies a positive politeness strategy: s: you look hungry. it’s a long time since lunch. how about some dinner?” in this example, the speaker takes a notice of aspects of h’s condition (noticeable changes, remarkable possessions, anything which looks as though the hearer would want the speaker to notice and approve of it). in this politeness strategy, a hearer needs to be connected in a member of a group; for example, “let us do it together, you and i have the same problems.” in addition, this strategy tries to show positive face through his utterances of politeness. in conclusion, the positive politeness shows the following common features (su, 2019); usually in groups of friends, or with people who know the hearer each other, it tries to take away the intrude their personal space and creates social distance and awkwardness into the situation. 2.2.3 negative politeness negative politeness is used to reduce the burden on the listeners and to demonstrate solidarity between the speaker and the hearer. when social interaction is awkward and distant, positive politeness is used to bring the speaker and the hearer closer together (sapitri et al., 2020; sembiring & sianturi, 2019; yusuf & anwar, 2019; meiratnasari et al., 2019),. the negative politeness strategy can be realised by following the acts: be conventionally indirect, do not assume that a hearer is able or willing to comply with any acts imposed on him, be pessimistic about hearer's ability or willingness to comply with any acts imposed on him, reduce https://doi.org/10.31849/elsya.v4i1.6376 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 45-53 https://doi.org/10.31849/elsya.v4i1.6376 how to cite this article: pasaribu, a. n., saragih, e., & gea, a. (2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 48 the obligation, give difference, apologise and admit the impingement, impersonalise a speaker and a hearer, state the fta as a general rule, nominalise to distance the actor and add formality, go on record as incurring debt or as not indebting a hearer. the strategy of negative politeness tends to take position to be an independent or free (ye, 2019). the following best illustrate the negative politeness: “i am sorry to call you late tonight”. “i know you are a busy person but let me inform you an important message for a moment.” other examples of negative politeness can be in the form of indirectness, “i am looking for sport shoes,” in the form of forgiveness, “forgive me for coming late.”, in the form of minimization, “i just want to ask you if you could your tablet for a while”, and in the form of pluralization, “we forgot to tell you that you needed to have vaccination card before flying”. 2.2.4 off-record politeness according to brown & levinson (1987), off-record politeness is a strategy in which the speaker's intention is stated indirectly (implicitly), causing the speaker's intention to become vague or unclear (yusuf & anwar, 2019; sapitri et al., 2020; fitriyani & andriyanti, 2020) . for example, the speaker may use the words "clue" or "hint" to refer to what was discussed with the hearer. this is done to avoid the hearer's face being threatened. the off-record strategy can be expressed by doing the following: give hints, give association or clue, presuppose, devalue, overemphasise, use tautologies, use contradiction, be ironic, use a metaphor, use rhetorical questions, be ambiguous, be vague, overgeneralise, displace hearer, be incomplete, and use ellipsis. a speaker does not impose on the listener in these politeness strategies. in consequence, the face is not threatened directly. often the listener needs this strategy to understand what the speaker says (ye, 2019). some of the pressures are being removed from off record indirect strategies. the speaker is trying to avoid the direct fta of asking for a beer. he/she would rather it be offered to another person once your hearer sees that they want one, e.g. rather than saying, “it’s so hot, it makes us really thirsty,” an example of the off-record (indirect) politeness is by giving hints with “it’s a bit cold in here.” perhaps someone should open the window. he or she may utter in sarcastic way or joking, “yeah, it’s really hot here.” for example, a speaker using the indirect strategy might merely say, “wow, it’s getting cold in here,” insinuating that it would be nice if the listener would get up and turn up the thermostat without directly asking the listener to do so. for example, when watching a movie, someone who wants to go out of the cinema. using off record politeness, he might say, “this movie is boring,” rather than simply saying, “let's go out.” 3. method the study aims to highlight the politeness strategies practiced by undergraduate students during their thesis consultation with their supervisor. those students were under the supervision of the researcher. in this thesis guidance process, the thesis supervisor and the students used whatsapp as a means of communication. this study applied a mixed method, the combination of qualitative and quantitative research (creswell, 2009). the qualitative method was applied to allow the codification and interpretation of the whatsapp texts from the lecturerstudents communication. on the other hand, quantitative method was employed to serve the statistical analysis of the data (eshghinejad & moini, 2016). the process of gathering, analysing, and interpreting data in the form of text was applied to explain a phenomenon that occurs (gay et al., 2012). the research was conducted at undergraduate english program, university of hkbp nommensen, medan. the research participants consisted of 10 undergraduate students who had been previously informed about the research and they had made agreement to be involved as the research participants. the subject selection was based on purposive sampling technique applying inclusive criteria; that is, the students who got thesis supervision by the researcher team. the data were taken from individual whatsapp thesis consultation chat. the research data consist of 50 screenshots of thesis consultation chats. every datum was the screenshot of each box of text. in addition, all students that participated in this research have consented to their first names or nicknames being revealed in the data. the collected data were then analysed based on the politeness strategies developed by brown & levinson (1987). in the study, the student communication data on whatsapp were described, coded, grouped, and interpreted to get insights into the strategy patterns used by lecturers and students (eshghinejad & moini, 2016). the grouping is based on strategic politeness categories such as bald on record politeness strategy, positive politeness strategy, negative politeness strategy, and off-record politeness strategy. the politeness strategies used by participants were tallied, and the results were presented as percentages. furthermore, the strategies used by lecturers and students to find details and insights on the forms of communication used are described. 4. results the findings of this study show that the four politeness strategies of brown & levinson (1987) are found in 50 records of whatsapp communication between the lecturer and the thesis consultation students. in the lecturer-student communication, a total of 194 sub-politeness strategies were discovered. besides the verbal politeness strategies, nonverbal politeness by using emoticons was performed by https://doi.org/10.31849/elsya.v4i1.6376 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 45-53 https://doi.org/10.31849/elsya.v4i1.6376 how to cite this article: pasaribu, a. n., saragih, e., & gea, a. (2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 49 students and the lecturer. the table below breaks down each politeness strategy used, along with the number and percentage of times it was used. table 1. politeness strategies used by the lecturer and students no politeness strategies total f % 1 bald on record politeness 97 50.00 2 positive politeness 57 29.38 3 negative politeness 31 15.98 4 off-record politeness 9 4.64 total 194 100 table 1 shows the use of politeness strategies that both lecturer and students used the four types of politeness strategies. balance-on-record was the most commonly used strategy, with 97 occurrences (50 %), followed by positive politeness 57 (29.38 %), negative politeness 31 (15.98 %), and finally off-record politeness 9 occurrences (4.64 %). table 2. realization of politeness strategies used by the lecturer and the students no politeness strategies lecturer students f % f % 1 bald on record politeness 60 30.93 37 19.07 imperative 23 11.85 advice/suggestion/ warning 16 8.25 2 1.03 task-oriented 4 2.06 granting permission 2 1.03 greeting 15 7.73 35 18.04 2 positive politeness 12 6.18 45 23.20 exaggerate interest 4 2.06 use in-group identity maker 2 1.03 2 1.03 seek agreement or repetition 2 1.03 address form 3 1.55 14 4.12 avoid disagreement 4 2.06 making joke 2 1.03 1 0.52 offer or promise 2 1.03 give or ask for reasons 5 2.58 2 1.03 thanking 14 7.22 3 negative politeness 5 2.58 26 13.40 reduce the obligation 2 1.03 apologise 3 1.55 24 12.37 impersonalise the speaker or hearer 2 1.03 4 off-record politeness 6 3.09 3 1.55 give clue 2 1.03 use metaphor 3 1.55 1 0.51 be ambiguous 1 0.52 2 1.03 total 83 42.78 111 57.22 table 2 shows the realization of politeness strategy used by the lecturer and the students. the lecturer used the bald on record strategy dominantly around 60 times (30.93 %), while the students mostly used the positive politeness strategy 45 times (23.20 %). lecturers used negative politeness the least, with 5 occurrences (2.58%), while students used off-the-record politeness the least, with 3 occurrences (1.55 %). in realizing the above strategy, lecturers tend to use imperatives with 23 occurrences (11.85%) and greetings, with 15 occurrences (7.73%). on the other hand, students realised the most politeness strategies with greetings with 35 occurrences (18.04%) followed by expressions of apology, which are 24 occurrences (12.37%). according to the findings of this analysis, the lecturer employs a different politeness strategy than the students. the more detail of politeness strategies used by the lecturer and the students are depicted in the following. 4.1realization of bald on record politeness bald on record is one of the politeness strategies in which the speaker has more power and position than the hearer. the speaker does not try to minimise threats to the hearer's face in this situation. the speaker frequently shocks, embarrasses, and makes the interlocutor uncomfortable. in the context of this study, the lecturer has more power and higher status than the students. this strategy was discovered to be as much as 50% of the strategies used by the lecturer and the students in their communication during the thesis consultation process. the realization of the bald on record in the communication is as follows. student : morning, sir. how’s my thesis revision, sir? lecturer : morning. pay attention to the spelling and punctuation! i still find many mistakes in spelling and punctuation. student : i am sorry, sir. i will check the spelling and punctuation. lecturer : okay. make sure you don’t forget to revise my corrections! student : okay, sir. i will. excerpt 1 excerpt 1 found three bald on record politeness strategies expressed by lecturers and students. the word “morning” is categorised as a ‘greeting’ strategy. this strategy is carried out by students and lecturers to make their closeness. the phrase “pay attention to the spelling and punctuation!” is the ‘imperative’ category. this statement was conveyed by the lecturer directly and firmly to students to carry out what was ordered. this makes the hearer's fta. the lecturer also uses the command “make sure you don't forget to revise my correction!” this expression is also https://doi.org/10.31849/elsya.v4i1.6376 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 45-53 https://doi.org/10.31849/elsya.v4i1.6376 how to cite this article: pasaribu, a. n., saragih, e., & gea, a. (2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 50 classified into the bald-on record category, ‘imperative’ strategy. lecturer : you should check your thesis before you submit it to me. student : already, sir. but, i still make some mistakes, sir. lecturer : you should proofread it for your friends. student : okay, sir. i am sorry. excerpt 2 in excerpt 2, we found 2 bald on record strategies. the lecturer advised students to reread their thesis before submitting it for review. the lecturer used the expressions “you should check your thesis,” and “you should proofread it to your friends.” the two strategies above are classified into balance on record, the strategy of ‘giving advice or suggestion.’ lecturer : you write the outline first before you write your proposal. we had discussed it last time. student : okay, sir. but i forgot some of it. lecturer : you may ask your friends. student : ok, sir. thank you, sir. excerpt 3 excerpt 3 shows that the lecturer gave assignments to students to write the outline of their thesis proposal before carrying out the writing stages. in this case, the lecturer used a ‘task-oriented’ strategy, where the lecturer gave assignments to students to be carried out properly. this strategy threatened students with their ‘face.’ 4.2 realization of positive politeness positive politeness is a strategy used by speakers to maintain the hearer's positive face. this strategy is carried out by showing a friendly attitude, claiming common ground, seek agreement, avoiding disagreement, and other strategies that make the hearer comfortable in communicating. this strategy was chosen to maintain the closeness between the speaker and the hearer by creating affection, warmth, and mutuality when interacting. around 28.39% of the politeness strategies were used by lecturers and students. here are some excerpts from the strategy which is included in positive politeness. student : how about if i write the three chapters? lecturer : you just write the first chapter first and then come to me for review. student : okay, sir. i will. excerpt 4 excerpt 4 found 2 types of positive politeness, namely the use of the words “sir” and “okay sir. i will.” the word “sir” falls into the address form category. students used the word “sir” to show respect to the lecturer. meanwhile, students used the sentence “okay sir. i will” shows that students tried to avoid disagreement with lecturers. both of these strategies were used by students to be able to please the lecturer so that the thesis guidance process runs well. lecturer : why don’t you add the reference as i told you to do? student : i forget, sir. lecturer : you should add the reference. student : i promise i will add the reference. excerpt 5 excerpt 5, there are 2 positive politeness strategies that students used when consulting students. the words “sir” and “promise” are positive politeness groups. the use of the word “sir”, the same as excerpt 4, was used to show a sense of respect to the lecturer. furthermore, the sentence “i promise” was used by the student to keep the lecturer from getting angry with the task he did not do. 4.3 realization of negative politeness negative politeness is a strategy used by speakers to maintain the hearer's negative face by maintaining distance and establishing caution in communicating. some of how this strategy is realised by apologizing and reducing the burden on the hearer. the research data found 15.98% negative politeness. the following shows some excerpts classified into positive politeness. student : it’s difficult to find the reference, i just get 20 references. lecturer : ok. you may find 25 article journals, not 30 articles anymore. students : thank you so much. excerpt 6 in excerpt 6, we found one negative politeness category. the sentence “you may find 25 articles, not 30 articles anymore” shows that the lecturer considers that students were not able to do the assignment given beforehand so that he reduced the student's workload. the strategy of reducing the burden or obligation of the hearer because he was considered unable to carry it out is classified into the category of negative politeness. lecturer : i have told you many times to pay attention to the use of punctuations. student : i am sorry. i will correct the punctuation. sorry, sir. lecturer : okay, revise it based on the correction. excerpt 7 in excerpt 7 students apologised to the lecturer because he did not check the use of punctuation in his thesis. this strategy is classified into negative politeness. the act of apologizing to the lecturer was carried out by students so that the lecturer was not angry. the strategy of apologizing is carried out by students when they make mistakes in the writing of their thesis or they do not carry out suggestions or assignments given by the lecturer. https://doi.org/10.31849/elsya.v4i1.6376 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 45-53 https://doi.org/10.31849/elsya.v4i1.6376 how to cite this article: pasaribu, a. n., saragih, e., & gea, a. (2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 51 4.4 realization of off-record politeness off-record politeness is a strategy where the speaker uses utterances that allow the speaker to interpret it with various meanings according to the explanation from the speaker. in this case, the utterances used by the speaker are vague, ambiguous, or equivocal. this strategy is used by lecturers and students in their interactions as much as 4.64% out of politeness strategies. the following are some excerpts that show off-record politeness. student : how to write the introduction, sir? i still get confused. lecturer : you may start with the reasons you choose the topic. and then the development of the issue discussed. student : i understand now. thank you. excerpt 8 excerpt 8 shows off-record politeness. the lecturer responds to student questions on how to write the introduction section in their thesis by explaining the form of a clue of what to write. with such an explanation, students do not get a detailed explanation of the things that will be written in the introduction. student : will i add more references? lecturer : yes, you must work harder student : now i have a job in mall sir. lecturer : you can kill two birds with one stone. excerpt 9 in excerpt 9, an off-record politeness strategy is found using the metaphoric expression “you can kill two birds with one stone.” when writing thesis proposals, the lecturer used this expression to respond to student complaints. the student explained that he couldn't find more references because he was now working in a mall. the lecturer responds, “i can kill two birds with one stone.” this phrase means that students can work on two projects at the same time. 5. discussion after the research findings are presented and explained in detail, we can see that this study has similarities and differences with previous linguistics experts' research on politeness strategies. in general, research on politeness strategies in the classroom with a focus on lecturer-student interaction uncovers four types of politeness strategies (mahmud, 2019; yusuf & anwar, 2019; indriani et al., 2019; rahayuningsih et al., 2020). however, a study also reveals different results with the those studies, only three types of politeness strategies were found (rejeki & azizah, 2019). the findings of this study are similar to those studies of flores-salgado & castineira-benitez (2018), and mulyono & amalia (2019) in the context of using politeness strategies in online classes using the whatsapp platform and other applications. it was also discovered in these two studies that there was no difference in the use of politeness strategies in teacher and student interactions when the whatsapp platform was used versus direct teacher-student interactions in the classroom. when the above researches found the same number of politeness strategies between both lecturers and students, the results of this study indicate a fact that is different from the dominance of the number of strategies practiced by students, as well as the types of politeness strategies used in thesis consultation events. in this study, it was discovered that students used more politeness strategies than lecturers did. mulyono & amalia (2019) discovered this finding in their research. in this case, students are more active in employing the politeness strategy when interacting with lecturers in order to keep the lecturer from losing his face. this is common in oral communication via whatsapp chat application in indonesia given that there is still an unequal position between lecturers and students in two-way communication. this phenomenon also occurs in developing countries such as parts of asia and africa (schaik et al., 2018). this is supported by the finding that, when compared to other strategies, the students used the most positive politeness. this strategy is intended to maintain positive relationships and create a comfortable environment for in-class interaction (rahayuningsih et al., 2020; rejeki & azizah, 2019). in contrast, the findings of this study show that the lecturer employed the bald on-record strategy. the findings of this study differ from the research results of mulyono & amalia (2019), which found that in teacher-student interactions in class, teachers most frequently use positive politeness to keep student interactions going well. the purpose of using this strategy by the teacher is to motivate students to continue to consult the development of their thesis writing without any fear and hesitation to the lecturer. the lecturer employed bald on-record politeness as a strategy for maintaining distance with the students as the hearers (brown & levinson, 1987). in their study, the lecturer demonstrates greater power and higher social status to the students (mulyono et al., 2019). this is done to ensure that the lecturer is respected by the students. the results of this study show that although teachers are sometimes higher than students with affirmative expressions, they also practice their politeness strategies to make the students feel comfortable to review their thesis in writing. this study contributes to pragmatics research, specifically the use of politeness strategies in lecturerstudent interactions in the classroom. this study confirms that the use of politeness strategies in class interaction, both in classes using whatsapp and in direct class interaction, is not significantly different (yusuf & anwar, 2019; susanti et al., 2018). the research also confirms that in general, all types of politeness strategies are found in interactions between lecturers and students. this demonstrates how diverse and “colourful” the interactions are. https://doi.org/10.31849/elsya.v4i1.6376 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 1, february 2022, pp. 45-53 https://doi.org/10.31849/elsya.v4i1.6376 how to cite this article: pasaribu, a. n., saragih, e., & gea, a. (2022). politeness in thesis consultation by whatsapp: do lecturers and students apply different strategies? elsya : journal of english language studies, 4(1), 45-53. 52 students have a tendency to use positive politeness to demonstrate respect for lecturers who have more power and social status than students (arif et al., 2018; khusnia, 2017). a lecturer, on the other hand, employs a strategy with distinct preferences. the finding also reveals that non-verbal communication, was used by students and the lecturer to express politeness in their communication. this study confirms that a lecturer does not always use the same politeness strategy, such as positive politeness to demonstrate familiarity with students. he can, however, use other politeness strategies, such as going bald on record, to demonstrate his social status or power position in the interaction. in other words, the different politeness strategy choices are caused by the different power and social status factors between lecturers and students. the results of this study have described a phenomenon of politeness strategies in an online communicative event in an academic context between lecturers and students in terms of thesis guidance through whatsapp chat application. there are many things that have not been explored in this study to provide a complete picture of the phenomenon of communication through social media, such as chat duration, chat intensity, chat time and other aspects of communication that can open up nuances for further researchers to continue the findings of this study. 6. conclusion the implementation of brown & levinson (1987) politeness strategies in the interaction of lecturers and students in student thesis consultations via whatsapp is discussed in this study. according to the findings of this study, lecturers and students engage in four types of politeness strategies in their interactions: bald on record politeness, positive politeness, negative politeness, and offrecord politeness. this research also reveals that the most prevalent politeness strategy is bald on record. in these interactions with imperative sentences, lecturers are more likely to use the bald on record strategy. this strategy demonstrates that lecturers have a higher position and power than students. students, on the other hand, tend to use positive politeness with the greeting strategy. this demonstrates that students are aware that their position is inferior to that of the lecturer. as a result, they try to respect the lecturers in all interactions during the thesis guidance process. as the implication of this study, the use of politeness strategies differs in the interaction between lecturers and students in the thesis guidance process via whatsapp. the disparity is due to factors such as social status and power held by both parties. in this interaction, the lecturer uses his power and position to maintain ‘the distance,’ while the students constantly try to shorten ‘the distance‘ and bring ‘closeness‘ to the communication in order to avoid the hearer's fta. considering the study limitation in terms of methods of analysis and the number of participants, future studies are necessarily conducted to explore occurrences of politeness strategies applied in academic contexts. references adel, s. m. r., davoudi, m., & ramezanzadeh, a. 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(2019). an article review on “ the use of politeness strategies in the classroom context by english university students .” elsya: journal of english language studies, 1(2), 69–73. https://doi.org/https://doi.org/10.31849/elsya.v1i2.353 0 https://doi.org/10.31849/elsya.v4i1.6376 elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 16-21 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 16 an article review on “reading comprehension strategy instruction in a firstyear course: an instructor’s self-study” vira budiarti 1 , yona dwi tira syafitri 2 , and tatum derin 3 1 state high school 2, pekanbaru, indonesia 2 state high school 3, pekanbaru, indonesia 3 u-raise academy, pekanbaru, indonesia virabudiarti@gmail.com article history received : 3 may 2019 revised : 25 may 2019 accepted : 25 may 2019 keywords reading comprehension first-year students self-study understanding article review abstract this study aims to provide insight for others who wish to do a self-study, discussing emerging themes related to student learning and strategy instruction at the post-secondary level. this study reviews a research article written by parr & woloshyn (2013), entitled “reading comprehension strategies instruction in a first-year course: an instructor's self-study.” results of the review include observations on how the related article doesn't adequately deliver objectives but is excellent at analyzing the previous literature, and the design of the research will make readers understand generally. the contents of this article are valid with all references used accurately. it concisely discussed reading comprehension and strategy instruction. also, it used a robust theoretical framework that provides an opportunity to reflect the challenges and limitations associated with the application of explicit strategy instruction. ultimately, this present study looks at independent learning instruction as a strategy in delivering a repertoire of evidence-based understanding strategies designed to introduce students to the conventions of reading and writing academics. this study especially entices educators, because this study can be a benchmark for lecturers to provide reading comprehension strategy in a first years course, especially reading skill. 1. introduction as 2013 nears the end, two instructors from georgian college and brock university namely cynthia parr and vera woloshyn published a research article 21-page comprehension strategy titled “reading comprehension strategy instruction in a first-year course: an instructor's self-study.” this article aims to document the experience of professors who provide a repertoire of evidence-based strategies in the context of the first year of the university's english language study program which is intended to introduce students to academic reading and writing. first, the authors provide information about students to a postsecondary environment, where first-year students face many obstacles when they move from secondary to postsecondary settings (francis & simpson, 2009; pawan & honeyford, 2009). then the author reviews the related literature by giving understanding instructions to the selected group of postsecondary students. in particular, pawan & honeyford (2009) wrote that first-year student or called older teens are expected to meet the standards of adult learning environments based on text. regardless of the success of their secondary school, many first-year students are shocked by the critical parts played by the text in specialized disciplinary studies and show little experience in reading them widely (freebody & freiberg, 2011). although many professors might wish students to develop metacognitive abilities, the students might develop cognitively (alexander & fox, 2011). the students can benefit from the direction and support in meeting this new reading challenge (alexander, 2005; alvarez & risko, 2009; pawan & honeyford, 2009). this study illustrates the efforts of professors to integrate understanding instruction in limited postsecondary settings; the authors believe that this description will be unique to researchers and educators. this review looks at research articles as analyzes or academic works intended to determine whether this research article is worthy of being copied or not. 2. method this article is carried out with qualitative methods that use the principles of independent learning and action research (bullogh & pinnegar, 2001; yin, 2009) (p. 3). tidwell and fitzgerald's (2004) compared independent learning with teaching, which is done as a process of planning, action, observation, and evaluation, which is an integral part of implementation integration. the cyclic research process also corresponded with the description of creswell‟s action research (2012) as a focused, practical, collaborative and dynamic activity. the practice is done by integrating the strategy of understanding instructions in available courses as manifested through reflective practice and critical discussion (costa & kallick, 1993). elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 16-21 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 17 this research was directed with regards to the first year, the english language undergrad program, which is housed in a little multidisciplinary program with 1,400 understudies selected. elective courses, finished mostly by first-year understudies in the humanities and social sciences, present shows on scholarly perusing and writing to enable understudies to explore through their college ponders. this course is held in the fall semester and comprises of 12, three-hour week after week classes. the authors combine nine presentation classes and mix of instructional procedures to comprehend the substance of different courses. at the same time, the rest of the sessions are committed to the presentation of courses, audit of courses, and test readiness (p. 3). all through the course, understudies have doled out readings from the active reader: strategies for reading and academic writing (henderson, 2008). reading passages extend from 1,900 to 5,300 words (average length 3,322 words), speak to different composition organizations and writers, and are utilized to give correct settings to understudy guidance procedures and trials. learning targets of this course incorporate dynamic and compelling perusing for an assortment of scholarly purposes while utilizing a collection of getting techniques; use accentuation and sentence structure viably; plan and compose reactions and necessary investigation, and show a comprehension of essential research aptitudes and standards. understudy learning is surveyed dependent on short activities, reflections, composed assignments, tests, finishing of online research modules, and last examinations (p. 4). 3. results & discussion the article reflects the content of the title, the title and the abstract reflects the contents and need new goals. the title is quite confusing with the self-study of an instructor. while punctuation suggests rather than defines (mulvey, 2016), the colon in the title is intended to emphasize and introduce research lists and articles to be clear in their purpose rather than relying on the reader's intelligence quickly. the title is synchronized well with the abstract, which is written as a perfect summary of the entire article. the abstract captures the number of readers of the information they should have skimmed, and the abstract of the article describes the research methodology, including the description of the teaching program provided. after the author's abstract explains reading comprehension and strategy instruction, the authors identify some important strategies that have been shown to encourage students' reading comprehension including but are not limited to activating prior knowledge, identifying key ideas, questioning, and summarizing (p. 1). there is less investigation of the reconciliation of perusing understanding guidance as a significant aspect of a particular disciplinary substance course went for first-year understudies. notwithstanding when such investigations exist, they are frequently constrained to the utilization of explicit understanding methodologies as opposed to advancing an extensive collection. for instance, smith, holliday, and austin (2010) energize first-year understudies tried out science courses to utilize elaborative cross-examination (the inquiry „why‟) when perusing topic, reporting improvement in understudy learning results adhering to directions the authors include a theoretical framework that explains the teaching experience and the various interests in the process of reading and making students experience meaning (p. 2). the authors adopted the social constructivist framework to realize the accentuation for the co-development of dependent learning (schwandt, 2000; vygotsky, 1978). this research article allowed us the chance to consider the idea of guidance understanding and the difficulties and constraints related to actualizing clear methodology directions in the first-year class. specifically, we give a diagram of writer's endeavours to apply key perusing understanding guidance with regards to her firstyear english language course. at the same time, vera assumed a job as an essential companion, counsel, and individual partner. creators at that point investigate these encounters as reported through the creator's instructional reflection and extra understudy information, laying out the criteria creators accept required for fruitful execution at the postsecondary level (p. 3). in the methodology, design and context of the study, the author has included the method he used for this study, namely a qualitative case study that refers to the principles of independent study and action research (bullough & pinnegar, 2001) (p. 3). here the author is apparent in listing: a) who is the participant in the study, b) when this research was conducted, c) how many participants were involved in the study, d) what participants will do in the study, and e) how the author conducted his research. the author provides how this student learning will be assessed, student learning is assessed based on short exercises, reflections, written assignments, quizzes, completion of online research modules, and final examinations (p. 3). on comprehension strategies instruction, the author gives the steps he uses for research (p. 4). at this point, the writer is good at giving a table in the steps he will take for research so that the reader is easy to read and understand. it is also very clear here that the cognitive process/instructional prompts are made in such a way. throughout the course, cognitive skills monitoring meaning, analyzing the features/structure of the text, questions, paraphrasing, concluding, summarizing, and synthesizing are presented as cumulative processes (p. 4). teaching sessions follow the same format as the authors introducing sequential understanding strategies. the author explains what he did while the research process lasted until the end. elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 16-21 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 18 in data collection and analysis, the author maintains field notes and weekly reflections when he plans and delivers instructions, measuring student responses (p. 6). authors conduct biweekly conversations intended to deconstruct cynthia's teaching experience further, relate it to literature, and develop further lessons. this discussion was recorded and transcribed for further analysis. using line-by-line analysis and coding of contrasts, the author independently reviews and encodes reflections, transcribes our discussion, and student questionnaires and thoughtful comments (bogdan & bilken, 2007; creswell, 2012). we then met to share our emerging code and negotiate convergent themes across data sources. four main themes emerge from this process: (a) teaching flexibility, (b) student learning, (c) efficiency and effort, and (d) repurposing knew strategies and promoting strategy repertoires (p. 6). in the findings and discussion, the authors divided the discussion into 4, namely instructional flexibility, student learning, efficiency and effort, and the last was repurposing familiar strategies and promoting strategy repertoires (p. 6-12). first, on instructional flexibility, the author found that, in part, instructional success depends on being able to be responsive to the abilities, needs, and interests of his students and being flexible about the delivery of strategies (p. 6). in student learning, the author divides students with each task and writes the way he evaluates each student (p. 7-11). here the author has outlined a questionnaire that he gave to his students one by one. in the efficiency and effort, the authors assume that he believes efficiency is the dominant consideration in students‟ initial responses to understanding instructions (p. 12). here the author has described in detail what counts as an obstacle when teaching during the research process. then, some relate their reading difficulties to the use of difficult language by the author, unclear structure or inability to engage the reader. finally, in repurposing familiar strategies and strategy repertoires, the authors conclude that strategies to question, paraphrase, summarize, and synthesize appear to be very relevant to high-level thinking across disciplines (donald, 2002) and very useful in the context of reading, writing, and learning in university level (p. 15). in the introduction, the authors do not include the definition of strategic learning (p. 1), “strategic learning is that individuals use to help them comprehend, external, or retain new information” (o'malley et al., 1985) as a beginning before the reader find out what reading comprehension is. hardan (2013) claimed that “language learning strategies are defined as the ways or steps employed by students to obtain the target in learning languages influencing the information in deriving, storing or employing it to achieve the students‟ purposes.” bidabadi & yamat (2013) said, “in english teaching and learning process, those strategies have an important role in getting students to be competence in using english.” furthermore, learning strategies play an important role for learners during teaching and learning process of english. in reading comprehension and strategy instruction, the author does not add terms related to reading comprehension strategy (p. 1). o'malley et al. (1985) divided learning strategies into six types; they are memory strategies, cognitive strategies, meta-cognitive, compensation strategies, affective strategies, and social strategies. saricoban (2002) divided reading strategies into two kinds, namely direct strategies and indirect strategies. further, the direct strategy was separated into cognitive strategies where students deliver direct actions in solving the problem such as direct analysis, transformation, and synthesis of learning material, and meta-cognitive strategies where students use self-directed strategy in learning, such as planning, setting goals, and managing self-management. meanwhile, indirect strategies are used in communication when the speakers get problems with their interlocutor in a conversation. in methodology, the author seems to need to add a case study research is research through which the researcher comprehensively explores a program, an event, an activity, a process, or one or more individuals (creswell, 2007). adherence to this principle ensures that people will not be used simply as a means to achieve research objectives (patton, 1990). in qualitative research, the trustworthiness features consist of authenticity and credibility. validity does not carry the same connotation as it does in quantitative research; neither is a companion of reliability. validity is seen as a strong factor, and it is used to determine whether the findings are accurate from the standpoint of the researcher, the participants, or the readers of an account (creswell, 1994). in the article‟s findings and discussion section, there are instructional flexibility, student learning, efficiency and effort, and the last is repurposing familiar strategies and promoting strategy repertoires, the author does not distinguish the writings he made with the writings he comments from his students, so readers are confused which results from the comments of his students with the writings he analyzes (p. 6). if it is distinguished like giving italic writing to comment and given it like a quotation mark, the reader will be able to distinguish it. here too is lacking, adding a better student post questionnaire comment if the author makes a pre and post-induction reduction table, it will make it easier for the reader to understand. in this findings and discussion section, especially on the repurposing familiar strategies and promoting strategy repertoires, the author is very dry writing down the conversations he has done with his friends (p. 14). do not know what the purpose and objectives are, but at the end of this point, the author wrote that, the direct involvement of students with integrated multi-functional understanding strategies is very encouraging. the strategy of questioning, paraphrasing, summarizing, and synthesizing seems very relevant to high-level thinking across disciplines (donald, elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 16-21 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 19 2002) and is very useful in the context of reading, writing, and studying at the university level. developing the presentation of an 'umbrella' strategy like this is also in line with the postsecondary literature that addresses the complementary functions of „reading to write‟ and „writing to read‟ (jackson, 2009). this means that the author engages students to integrate multi-functional understanding strategies (p. 15). at the conclusion, the author included deficiencies in the data contained in his paper (p. 15). the author should include conclusions from all the results of his research. then, the author conveys a sentence that in the contents of his research paper there is no use of age, but at the conclusion, the author wrote “our findings indicate that explicit but flexible age instruction can be integrated with existing course content successfully” (p. 15). this conclusion has nothing to do and makes the reader confused. in addition to the authors providing data deficiencies in the paper, the authors write the registration and interest of students in this course also underlines the importance of offering such instruction to all students versus those who are considered risky or specifically selected for developmental courses (caverly, nicholson, & radcliffe, 2004), which has nothing to do with this research paper (p. 15). the authors include pedagogically enriching explanations, the integration of understanding strategy instructions into first-year courses that have intensified requires time consideration, content coating, and pedagogical instructional persistence (p. 15). in the process of positioning strategy, developing the instructional approach and completing this independent learning, the author recognizes the value of a supportive critical friend who provides guidance and acts as a soundboard (tidwell & fitzgerald, 2004). reflection and dialogue of instructors with other informants has proven to be an important component of teaching planning and continuation of independent learning, especially when the momentum, of course, requirements threatens to frustrate the latter (laboskey, 2004). concern about giving "perfect" instructions is overwhelmed with reminders that all learning occurs along the continuum. although it seems important to recognize that the presentation of several strategic processes does not guarantee transfers and generalizations for all students, it is also important to remember that learning is not always immediately visible. the literature emphasizes that educators learn to teach strategies explicitly and effectively over time (almasi, 2003; keene & zimmermann, 2007) with every effort to improve the learning process for students and instructors. providing strategy instruction also often requires the instructor to believe that students will utilize this process in the future when presented with complex and challenging tasks. also, the problem in this article is how the research was never justified. this is dry on the limitations associated with using student reflections for data collection. students are asked to reflect on the use of their strategic reading process in the context of foreign text processing for class discussions. for some students, this is a difficult task, with their initial reflections either repeating text or teaching content. ironically, these students, like many of their peers (colley, bilics, & lerch, 2012; grossman, 2009) may have benefited from guided modeling and practice to produce deep and meaningful reflections (woloshyn et al., 2001). we also acknowledge that this reflection, as in the case of all self-report data, may not be a true reflection of student reading behaviour, can reflect response bias, and is limited to people who agree to participate in this study (creswell, 2012). more positively, student reflection provides some evidence that students' knowledge of evidence-based understanding strategies increases during the duration of the course and provides triangulation for perceptions of learning and growth. 4. conclusion this research article tries to “bite more than can be chewed” and ends up being messy in channeling the purpose and explanation. but one must praise how great it was to analyze and present the previous literature and design its research in a way that ordinary readers will understand, linking their findings with previous literature findings to provide clear seminal and contemporary contexts so that they are released from inconsistent flows. the content of this article is valid (because all references are accurate) and is well debated. documenting the author's experience in delivering a repertoire of evidence-based understanding strategies in the context of first-year university courses makes this paper seem highly recommended to be replicated in the same context. this study recommends the need for further research to include the use of quantitative measures such as average points and achievement scores to determine student use, transfer and generalization of strategic processes as introduced in this context and similar courses. based on the findings revealed in the article, this article provides insights for other faculties who may wish to apply strategic understanding instruction as well as those who design and provide professional development programming at the postsecondary. 5. acknowledgement this research was supported by the critical reading center, pekanbaru, indonesia. therefore, the authors would like to express their sincere gratitude. any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the respected institution. elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 16-21 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 20 references alexander, p. a. 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(2016). the english project's history of english punctuation: the revised text of a lecture given on 13 october 2015, english language day, at the university of winchester, uk. english today, 32(3), 45-51. o'malley, j., chamot, a., stewner-manzanares, g., russo, r., & kupper, l. (1985). learning strategy applications with students of english as a second language. tesol quarterly, 19, 557-584. patton, m., (1990). qualitative evaluation and research methods. beverly hills, ca: sage. pawan, f., & honeyford, m. a. (2008). academic literacy. in handbook of college reading and study strategy research (pp. 46-66). routledge. sari, r., putri, s. e., herdi, h., & hamuddin, b. (2018). bridging critical discourse analysis in media discourse studies. indonesian efl journal, 4(2), 8089. saricoban, a. (2002). reading strategies of successful readers through the three phase approach. the reading matrix, 2(3). schwandt, t. a. (2000). three epistemological stances for qualitative inquiry: interpretivism, hermeneutics, and social constructionism. handbook of qualitative research, 2, 189-213. shepherd, m. d., selden, a., & selden, j. (2009). difficulties first-year university students have in reading their mathematics textbook. tennessee technological university, technical report 2009. smith, b. l., holliday, w. g., & austin, h. w. (2010). students' comprehension of science textbooks using a question‐based reading strategy. journal of research in science teaching: the official journal elsya: journal of english language studies vol. 1, no. 1, february 2019, pp. 16-21 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 21 of the national association for research in science teaching, 47(4), 363-379. tidwell, d., & fitzgerald, l. (2004). self-study as teaching. in international handbook of self-study of teaching and teacher education practices (pp. 69-102). springer, dordrecht. vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. cambridge, ma: harvard university press. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 22-27 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 22 the ignored skill in efl context “listening”: a review of selected article by omar gokhan ulum sandra yunira vocational high school 5, pekanbaru, indonesia sandrayunia98@gmail.com article history received : 5 may 2019 revised : 25 may 2019 accepted : 27 may 2019 keywords listening ignored skill root of problem article review english as a foreign language (efl) abstract this paper aimed at reviewing the selected article entitled “the ignored skill in efl context” written by omer gokhan ulum. this study sees ulum‟s article as a unique study and essential to explore the difficulties of listening comprehension faced by students of the first-year university with elementary level english. ulum‟s research involved 50 efl students from three different classes. the data was accumulated by interview and a set of questions. the outcome of the study showed that efl students find it hard to understand the listening when people speak with numerous and uncommon accents. also, the students do not have the skill to understand the meanings of words which are not pronounced accurately. this present study concluded that the students‟ inability to quickly memorize the words or sentences that they have just overheard is highly likely to be the reason why the listening skill is considered as an „annoyance‟ for the efl students in the study. these results may help efl teachers in boosting students‟ listening comprehension skills. as an outcome, this present paper may say that ulum‟s article can be replicable onto similar research topics, especially on the methodology section. 1. introduction the initial line of thinking of this paper was by the strong perspective of the listening skill as the biggest problem and often the weakest skill of the students who learn english as a foreign language (efl). major problems of learning the listening skill has been identified to include the students‟ lack of control over the speed at which speakers speak, inability to ask for repetition, limited vocabulary and lexicon, failure to recognize the signals or cues, inability to quickly interpret what is being heard, inability to concentrate, and possessing an established learning habits that do not actually support the students‟ listening skill progress (el-dali, 2017; kasriyati, 2019; syaifullah, 2019). these “belief barriers, material barriers, habitudinal barriers, information processing barriers, english proficiency barriers, strategic barriers and affective barriers” are what makes students from generations continue to face problems in mastering the listening skill for years (gilakjani & sabouri, 2016; yilmaza & yavuza, 2015). this situation exists in the teaching and learning process of english listening skill, common among native english students and even more common among non-native english students. therefore, this paper intended to review of one selected article in the efl listening context: “the ignored skill in efl context” written by omer gokhan ulum (henceforth: ulum) published in may 2015 in the international journal of humanities social science and education (ijhsse). omer gokhan ulum is an academician at hakari university, turki. his study concern is in efl teacher consent, efl teacher improvement, efl strategy, efl program assessment, language skill, coursebook assessment and linguistic. he is the writer of many books for efl papers. he is a faculty member of adana science and technology university. he is the author of "recep tayyip erdogan, akademic yds & universal grammar: building proficiency in english grammar”. the aims of this paper are to analyze the listening issues of a group of college students who are studying basic level efl courses at hakkari university, turkey. according to hichem, 2013, “listening is a study that most complicated and difficult to be analyzed. it means that it is hard to comprehend with clarity.” andrade (2006) said listening could be referred to as one of the four key skills through which a language is taught, and it is one of the two language skills that is used when communicating orally. listening is a pedagogical term refers to „speech recognition‟, „speech perception‟, „speech understanding‟ and „spoken language understanding” (huei-chun, 1998). it is a very active process means that when we listen not only we deal with what we listen or hear but also we combine it with other information that is already familiar” (helgesen & brown, 1995; helgesen, 2003). as a consequence, by means of this active process, we create the meaning by integrating what we hear or experience with the data in our minds. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 22-27 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 23 language structures, reading comprehension, vocabulary, and writing are some of the highest priorities of the english course. the course intends to make students become very excellent in the translation from one language into another language (lotfi, 2012; solak & altay, 2014). regrettably, listening skill is unnoticed in the english program practice. as a result, when these students are suddenly faced with more established or multifaceted listening courses or audio listening implements at universities, they find themselves in huge issues relating to communication that lasts till graduation (hamuddin, 2016; sari, putri, herdi, & hamuddin, 2018). this calls for connected research on the listening complications of efl learners. 2. literature review according to nowrouzi, tam, zareian and nimehchisalem, 2015 "efl listening skill is regarded as a problematic language skill, especially in a foreign language context where real practice chances are narrow." according to ghaderpanahi, 2012 “teaching the listening skill to students may be difficult for teachers and certainly difficult for students to learn it as well. for example, even the students who are capable of speaking and reading might confront problems with listening skill when facing a record with a quick conversation.” according to tyagi (2013), the listening process takes place in five steps of hearing, namely receiving, understanding, remembering, evaluating, and responding. figure 1. the listening process and its five aspects tyagi (2013) stated that “hearing is the realization of sound waves; at first you must hear to listen, but you don‟t need to listen in order to hear, understanding means the understanding of symbols that we have seen and heard, we should look at the meaning of the stimuli that we have to know, remembering means that a person has not only approved and make clear a message but has also added it to the brain, evaluating necessitates the active listener to make sure proof or classify fact from opinion, and specify the existence or non-existence of bias in a message, responding requires that the receiver completes the process by means of verbal or nonverbal feedback.” moreover, according to tyagi (2013), cited in ulum‟s article, listening skill consists of some important parts such as: a. recognizing words and understanding meaning b. identify the structure of grammatical of the word c. connecting linguistic sign to non-linguistic and paralinguistic sign d. discriminating between sounds e. identifying expressions meant to create meaning in addition, according to ziane (2011), “the listening skill needs more focus, and a quick understanding is also required. when listening, many points should be specifically paid attention. they are context, facial expressions, and body gestures that are very important for the listeners to facilitate the understanding of what is transferred by speakers.” kline (1996) has divided listening into 5 types: a. listening is a situation where the based concern of listeners is to comprehend the meaning. listeners are successful in understanding the meaning that which the sender intended. b. the relation of listening is either to help a person or to improve the relationship between people. c. appreciative listening includes listening to music for fun, to speakers because you like their style or accent, to your choices in theatre, radio, film or television. it is the answer of the listener, not the basis of the message, which defines appreciative listening. that which provides appreciative listening for one person may provide something else for another. d. critical listening is the skill to listen critically. the subject of critical listening justifies much attention than we can give. e. discriminative listening is the skill to separate among the different sounds. it may be the most important type, and it is primary to the other four. by being sensitive to changes in the speaker's force, pitch, rate, volume, and emphasis, the instructive listener can detect of difference in meaning receiving (hearing) understanding (learning) remembering (recalling) evaluating (judging) responding (answering) elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 22-27 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 24 3. method using a qualitative approach, qualitative approach is a study about descriptive and tend to use analysis, the process and meaning (the perspective of the subject) it more highlighted in the qualitative approach, qualitative research tends to try to cover the reasons for behaviours, attitudes instead of the details about what, when and where. analyzing and interpreting the journal based on the themes or perspectives. in other words, quantitative research is research that used to measurements the existence of a variable by using research instruments, then followed by statistical analysis. descriptive research is research that seeks to describe and classify facts of characteristics of phenomena that are examined factually and carefully. the writers are trying to go beyond the usual analyze model by presenting procedures that are more detailed in each of their research strategies. for example, a grounded theory strategy has systematic steps in analyzing the data. these steps include making the categories of information obtained (open coding), selecting one category and placing it in one theoretical model ( axial coding), then assembling a story from this inter-category relationship ( selective coding). in addition, to grounded theory, case of studies involve detailed descriptions of certain settings or individual, which are then followed by data analysis. this study analyzed an article entitled “listening: the ignored skill in efl context “ wrote by ömer gökhan ulum, which is published in the international journal of humanities social sciences and education(ijhsse). volume 2, issue 5, may 2015, pp 72-80. this selected to be reviewed due to develop listening skill competency of students. the article discussing data is taken from hakkari university basic level efl learners studying in the first classes of the child development department. listening skill is ignored in the english test. the article consists of 14 pages. this study focuses on and exploring the article to see whether the article can contribute significantly to academia. further, this review study also would like to reveal the strengths and the weaknesses of the article which can help to distinguish the article can be replicable or being a good reference in this scope of a research field. 4. results & discussion ulum‟s article seems in line with rost (1994) and ziane (2011) who mentioned that "listening comprehension is the most essential because it is a process through which we get input and without its comprehension learning does not happen." as well as doff (1995) and ziane (2011) in terms of idea on “especially that listening has a personal effect on developing speaking. that is, we cannot improve our speaking skill unless we improve our listening skill. if a learner has a good listening skill n english language, it would be very easy for him to listen to the radio, to study, watch films, or communicate with foreigners. learners should have a lot of practice and subjection to english in order to develop this ability. there is a relationship between listening to a language and learning it. if we compare two learners; one is living in a country where the target language is the first language, and the other is living in a country where english is only spoken in academic places. the difference is that the first learner can receive english more easily, effectively, and quickly than the second one. as a consequence, learners need as much exposure to the english language as possible." ulum also supports hedge (2001) "listening has an essential role in life, and when people are engaged in communication nine per cent is spent to writing, 16 per cent to reading, 30 per cent to speaking, and 45 per cent to listening which shows the significance of listening in the communication process." according to lundsteen (1979) “expressed that listening is the first skill to appear. he continued that children listen before they speak.” according to hedge (2001) “indicated that modern society likes to change from printed media towards the sound and its members. consequently, the significance of listening cannot be ignored. he emphasized that listening is of great importance in the english language classroom.” furthermore, according to sheila steinberg from her book entitled “an introduction to communication studies" in the year 2007. she wrote that, "listening is more difficult than only hearing. it is a procedure that contains four steps: knowing and attending, understanding and interpreting, remembering, and responding. the steps occur in categorization, but we are generally unaware of them". while, thomlinson (2002) defines listening includes “active listening, which goes beyond comprehending as understanding the message meaning as an act of emphatic understanding of the speaker”. furthermore according to saha (2008) expresses that “even though hearing and listening are related, listening includes an active process, which needs analysis of sounds, in the opposite, to hearing that only notice sounds in a passive way". hence, ronald and roskelly (1999) also define listening as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand; and these authors present specific exercises to make students active listeners who are aware of the "inner voice" one hears when writing. ulum is also seeing the idea of listening which this study believes is quite similar to what hamouda (2012) expressed in his study about how listening is a receptive skill. this means that people obtain the main idea according to what they hear. aside from that, according to helgesen (2003) supports that “listening helps the learner to be "flexible listeners", to know how to listen in order to get a general idea or the specific information needed to understand videos" and also quite similarly, rubin (1994) argued that “although listening is a passive skill it is very much an active process of selecting and interpreting information from auditory and visual clues”. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 22-27 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 25 according to rubin (1994) says that “the listening skill is conceived of as an active process in which listeners select and interpret information which comes auditory and visual clues to define what is going on and what the speakers are trying to express.” rubin (1994) completes her definition by saying that “active means listeners get information from visual and auditory clues and relate this information to what they know. select means that in the process of making sense of the input, listeners use only part of the incoming information. interpret means that in trying to make sense of the input, the listener uses their background knowledge as well as the new information of what is going on and to figure out what speakers intend listening influences other skills. tomatis shows that the quality of an individual‟s listening ability will affect the quality of both their spoken and written language development.” she also views that “if the sounds of the target language are presented to the learners before presenting them in written form, the ease with which they integrate those sound will be reflected in their understanding and production of the language.” in his article, ulum stressed that listening is one of the most important skills in the second position after mastering the language, namely english. however, so many students that still get hard to face the difficulties of listening english. the difficulty occurs because english is not their mother tongue or national language in turkey. even some people and students call this english is a foreign language for them. therefore it is not surprising that understanding listening english is one of the difficulties faced by students. meanwhile, learning a second language, namely english, turned out to have a significant problem. because in listening comprehension, the school pays more attention to structure, writing, reading, and vocabulary. for some people, listening is not an important part, by learning books or syllabus, and most teachers are not concerned while preparing for the learning. a large number of teachers believe that it will develop naturally in the language learning process, and they will learn without realizing it. in some cases, this is more important than reading, speaking, and writing. in fact, without listening effectively, learning is a matter of chance. listening strategies teach listening to students is very helpful, and it is all the task of the teacher/educator. but it is not enough unless the teachers increase student vocabulary, grammar, and phonological knowledge. development strategies are also important for listening to training because the strategy is a conscious means by which learning can guide and evaluate their understanding and responses. there are many cognitive, metacognitive and socio-affective strategies. the strategies can change according to student level. a cognitive strategy is a strategy used to understand linguistic input and obtain data. students sometimes do not know the meaning of words and they try to guess the meaning of the context. cognitive strategies connect to understand and collect input from short-term memory or long-term memory for further access. metacognitive strategies in this strategy students are aware when listening to the text carefully. this method relates to learning how to plan, monitor and assess the information collected from the part of hearing just like the previous listening activity. 4.1 strengths this journal is written by omer gokhan ulum, in this journal discuss "listening: the ignored skill in efl context". it will be beneficial because so many research that leads to listening problems. the material on this paper is a complete look at the sub-headings in this paper are detailed. the excess of this paper is that the author can develop some of the important points to be studied, and the author does it pretty well. this paper clearly explains the definition of listening, the listening process, review of literature, analysis for efl listening, essential elements and the significance of this study. the parts in this journal are detailed and organized, clear in reflecting the content. the introduction of this study has already explained why this research is important. this study focuses on and exploring the article to see whether the article can contribute significantly to academia. by the title, we can know what's the topic about. because it's easy to understand, the author also mentions that this study aims to make readers comprehend an expansive view and in-depth knowledge as to the comprehension of how the basic level efl learners at hakkari university know listening issues in efl courses and to recognize the view of basic level efl learners in terms of pre-established standard. the authors, including the keyword to help readers understand this journal. and then, the authors also mention much material, so the readers get the complete information about listening. the abstract clearly describes the summary of information. the data that collected in this journal is complete because there are data from various experts from the listening field. the diction of this paper is strongly good, so the readers can more comprehend easily in every meaning of a word. the data that mentioned in this paper is clear, and the author also lists some questionnaire that supports the data. the presentation of the data is already put in the form of sentences and images. so it is easy for readers to understand the contents of this paper. the theory used in this paper is related to the aim of this paper. and the discussion in accordance with the method. this paper is written by the book of article writing. the author includes a reference, so the readers could get many references about the listening problem and make this article as a reference for readers who want to use this journal. the author includes the image of “ the process of listening” so that the reader can describe it clearly. the discussion of the method used is very clear, and the abstract clearly, so that by reading the abstract, readers can find out the result of the study. the author also mentions the importance of listening skill. the result of his research is good. the selection of the titles is very interesting. the author lists the suggestions for further research. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 22-27 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 26 4.2 weaknesses the data that collected on this paper is too difficult to understand for the readers who have low comprehension will get hard to analyze the data. though the data collection in this journal is complete. it will be better if the writer expands the sample since the current data is too small to make a general conclusion. besides, further research needs to be done with more comprehensive samples, including different levels of english comprehension and different english learning contexts to obtain a bigger picture of the problem. for the explanation on this paper, there are some points that explained clearly by tyagi should explain one by one, so the readers won‟t get confused. one of the points, discriminating between sounds, the beginner readers don‟t understand it too much and should elucidate it clearly. there is too much topic on this paper so it can not focus on one topic. the journal should include the place and years of research, so readers know the place of research and what year this journal is researched. 5. conclusion try to learn how to listen, and after that, we know how to speak as well. listening is essential in efl class as it deliveries the learner with input. if we don't develop strategies to help the learners to comprehend the needed input, then learning doesn't occur. listening is the inclusion of the meanings of words and sentences by the brain. listening leads to the understanding of facts and ideas. but listening takes attention, or push to the task at hand in the feeling of disturbance. it needs concentration, which is the focusing of your thoughts upon one particular problem. a person who absorbs listening with concentration is actively listening. active listening is a method of responding to another that stimulate communication. listening skill has been ignored in the efl context, as well as being undervalued in study literature when related to other skills of english. david nunan explains “listening skill as cinderella skill in efl context.” listening more dominant than others. listening comprehension is strongly being the lacking skill of efl learners who face the listening skill. this study appears with the aim of finding the elements that cause the learners" listening problems”. so, the conclusion is summarized in two points: a. efl learners find it hard to understood the listening context when speakers speak with varied form and unfamiliar accents. b. efl learners find it hard to know about the meanings of words which are not pronounced clearly. moreover, listening skill is the biggest obstacle for students that are weaving education. it was their lack of skill among other language skills. they faced many problems in listening task activities, and they didn't have the desired chances to apply the listening skill. most of the learners were not shown to a native speaker of english. so, educational institutions should not only pay attention to the structure of writing, reading and vocabulary but also must pay attention to the terms of listening comprehension. a learning goal will not be reached if all aspects are not considered properly and correctly. listening is also an important part of learning because if students are not able to listen well, how they will understand what is speaker said or what is explained by the educator when delivering a learning material using english. in addition, if students are unable to understand, how can they interact and communicate using english properly and correctly if what they are listening to is not understood. 6. acknowledgement this research was supported by smkn 5 pekanbaru. therefore, the authors would like to express their sincere gratitude. any opinions, findings, and conclusions or suggestions expressed in this material are those of the authors and do not necessarily reflect the views of the respected institution. references andrade, m. e. a. d. (2006). improving how listening skills are taught in the efl classroom: guidelines to producing better speakers of the english language (bachelor's thesis). doff, a. (1995). listening. level 4: cassette 2: 2. units 1220. cambridge university press. el-dali, m. (2017). l2 listening comprehension: is it a language problem or listening problem. english linguistics research, 6(1), 14-37. ghaderpanahi, l. (2012). using authentic aural materials to develop listening comprehension in the efl classroom. english language teaching, 5(6), 146153. gilakjani, a. p., & sabouri, n. b. (2016). the significance of listening comprehension in english language teaching. theory and practice in language studies, 6(8), 1670-1677. hamouda, a. (2012). listening comprehension problemsvoices from the classroom. language in india, 12(8). hamuddin, b. (2016). using content analysis (ca) in seeking the opportunities for alumni of english department in newspapers. elt-lectura, 3(1). hedge, t. (2001). teaching and learning in the language classroom (vol. 106). oxford, england: oxford university press. hegelsen, m. (2003). listening in practical language teaching. new york: mcgraw hill. elsya: journal of english language studies vol. 1, no. 1, february 2019 , pp. 22-27 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 27 helgesen, m., & brown, s. (1995). active listening: introducing skills for understanding: student's book. cambridge university press. hichem, b. (2013). an investigation on listening challenges facing efl learners (doctoral dissertation, ma thesis. mohamed khider university of biskra: algeria). huei-chun, t. (1998). a study of efl listening comprehension strategies. eric journal, 1-19. kasriyati, d. (2019). using video to teach listening at english department in fkip unilak pekanbaru. jshmic: journal of english for academic, 6(1), 1-7. kline, j. a. (1996). listening effectively. air univ press maxwell afb al. lotfi, g. 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(2018). bridging critical discourse analysis in media discourse studies. indonesian efl journal, 4(2), 8089. solak, e., & altay, f. (2014). prospective efl teachers' perceptions of listening comprehension problems in turkey. online submission, 7(30), 190-198. steinberg, s. (2007). an introduction to communication studies. juta and company ltd. syaifullah, s. (2019). the analysis of students‟ ability on listening comprehension of toefl test at sixth semester students of english education department lancang kuning university pekanbaru. proceeding iain batusangkar, 3(1), 313-322. thomlinson, e. h. (2002). the lived experience of families of children who are failing to thrive. journal of advanced nursing, 39(6), 537-545. tyagi, b. (2013). listening: an important skill and its various aspects. the criterion an international journal in english, 12, 1-8. yılmaza, h., & yavuza, f. (2015). the problems young learners encounter during listening skills. procediasocial and behavioral sciences, 197, 2046-2050. ziane, r. (2011). the role of listening comprehension in improving efl learners’ speaking skill case study: second year students (lmd) at biskra university (master's thesis). elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 106 mini nurse lite, medical tool quiz and more: smartphone apps as interactive english medical materials for nursing students fitri handayani universitas mahaputra muhammad yamin, solok, indonesia fhandayani1786@gmail.com article history received : 30 march 2021 revised : 2 april 2021 accepted : 13 june 2021 keywords english for specific purposes (esp) english as a foreign language (efl) smartphone applications nursing students english medical learning materials quantitative research abstract gaining medical knowledge in english is challenging for nursing students due to the various challenging necessities such as possessing specialized vocabulary, diagnosing symptoms clearly, and writing health reports. to overcome these classical and practical language barriers, this study tries to establish the effects of using selected smartphone apps, i.e., mini nurse lite, disease dictionary, surgical & medical instruments, and medical tool quiz, to increase nursing students’ ability in understanding english medical materials. this research employed a quasi-experimental pre-test and post-test design. the participants were 76 first-year nursing students of a selected university in solok. the experimental treatment was teaching english medical materials through smartphone applications followed by discussion class, while the control group did not receive training in nursing with smartphone applications as only lecture-based education was performed. the results of the study showed that there was a higher mean score in levels of satisfaction by students in the experimental group (88.53) compared to the control group (82.27). it indicates that smartphone applications were effective for improving nursing students’ ability in understanding english medical materials. the findings suggest optimal conditions for designing smartphone-based learning to be applied in a nursing class and contributed to the lack of studies on smartphone-based instruction in nursing within the context of overcoming english language barriers. 1. introduction as english is widely recognized as a lingua franca in various areas of the profession, english for specific purposes (esp) demand is increasing rapidly, particularly in english as a foreign language (efl) countries where english is used for educational purposes (tsao, wei & fang, 2008). in response to the strong demand for english in academic, vocational, and professional contexts, many colleges in indonesia are now offering a variety of courses on a wide range of subjects for students to choose from, including english for nursing. english for nursing course is one of the sub-branches of english for specific purposes (esp) targeted at non-english-speaking student nurses who use english both in the clinical setting and in nursing education (mohamad & puteh, 2017; nurakhir & palupi, 2018). this course becomes an important subject for the students to have a strong command of english and to use it for their future career. for nursing students, having good english competence is not only just a subject to be achieved in their course, but also is beneficial for their career life in the future. they need english as a high level of assistance to achieve academic success and performance during clinical placements in their nursing programs (boughton, halliday & brown, 2010). it might become a valuable knowledge that makes them able to communicate in english with patients, doctors, and family in the context of health, and at the same time, they also know how to demonstrate using medical tools properly. indeed, this knowledge automatically becomes urgent for them to support their performance in doing their job, such as attending an international conference and visiting foreign doctors or nurses for professional development (marwa et al., 2021). therefore, english plays a crucial role in nursing academic and future careers (derin et al., 2020). to get students having good english competence, the learning needs in english for nursing course should cover all language skill suits to the students’ needs and the situations in hospital or workplace. saragih (2014), in his study, found that the topics most needed and wanted the course to cover were educating the patient, telephone skills, giving advice, giving instructions, checking to understand, explaining drug interactions, and administering medication. in line with this, pongsapan (2015) also mentioned situations and topics in hospitals more frequently using english which was giving advice, explaining laboratory tests, monitoring the patient medication and treatments, managing patient admission, accident, and emergencies, pain, nutrition & obesity. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 107 in fact, gaining knowledge of medical english is not easy to be achieved by nursing students. a lot of complexities and challenges are found during the teaching and learning process. a major challenge for students is learning specialized vocabulary because it is difficult to learn words, particularly in a medical context, because they are low-frequency words and are not frequently encountered (xhaferi, 2010). as a result, it was difficult for students to grasp some new nursing terms that provided less response in the teaching and learning process (rusanti & susandi, 2019). besides that, the students seem to perceive difficulties in using english for clinical functions such as difficulties in figuring out the meaning of particular words about nursing stuff, pronouncing certain words correctly, diagnosing symptoms and health problems, and writing health problems’ reports. these language barriers make them run the classroom activity very slow. in addition, a previous study conducted by rajasa (2018) found that nursing students’ barriers to learning english in the classroom were classified into classical barriers and practical barriers. the classical barrier is related to grammar, structure, and tense. meanwhile, the practical barrier came from the inadequacy of mastering four english skills; the lack of vocabulary for students to write stories, understand the text and read books, difficulty communicating with english, and problems with understanding the content in listening comprehension. meanwhile, crawford & candlin, (2013) declared other difficulties faced by nursing students in efl classrooms which were problems with pronunciation, telephone communication, failure to comprehend colloquial expressions, and medical/nursing jargon. further studies also have resulted that nursing students experienced obstacle in acquiring english term of nursing stuff and its definition, comprehending english nursing textbook, having good english communication on doing nursing activities, achieving english grammar and tense (solak & bayar, 2015; müller, 2011; khan, 2011; shakya & horsfall, 2000). one way to cope with the students’ challenges in language learning is by benefiting from technology. current technological advances have made changes to the integration of materials in the language classroom more broadly (vanderplank, 2010). the development of technology has a great effect on teaching language. it provides a lecturer on using tools to be appropriate and creative based on students’ needs. moreover, students also blend with the technology itself. they are aware of the use of technology in their daily life activities. it is beneficial to follow these trends –particularly well-known by young peopleand to deliberate how it can be applied to teaching methods for language learning (ahmed, 2015). for now, many technological devices are available to be used by teachers to enhance classroom learning. personal digital assistants, tablet computers, smartphone, and laptops are examples of the device which can support the teaching and learning process. the smartphone is one of the devices teachers and students are familiar with. it is a handheld telecommunication device that combines miniaturized hardware of a personal computer and a mobile phone with a relatively large touch screen. (kulendran et al., 2014). from its feature, the smartphone has added functionality of a personal digital assistant (pda), wireless internet access, a compact digital camera, a global positioning system, and a high-resolution touch screen. this sophisticated tool is a common mobile device that students use on campuses and could be considered a possible tool for distributing learning materials to nursing students (chuang, chang, & wan, 2018). as a learning aid, the smartphone can make ‘smart students smarter’ by providing 10,275 unique applications labeled under ’‘medical' and ‘healthcare and fitness’ categories (gavali, khismatrao, gavali, & patil, 2017). thus, the smartphone may be used for easy access to educational resources and instructions during the clinical, classroom, or clinical conferences (phillippi & wyatt, 2011). there have been numerous studies on the use of smartphone applications for language learning. the studies build on the various features of smartphone applications and highlight the wide potential of smartphones as a learning tool. wong (2013), for example, developed a smartphone app to teach idioms to fifth graders in singapore. in his study, he encouraged students to learn idioms using the software to take and organize pictures, create sentences and paragraphs, post objects on wiki sites, and select and combine existing pictures stored on a smartphone to generate new items. from the study, he concluded that the use of smartphones encourages authentic and effective language learning through careful applications and instructional designs. andujar (2016) looked into whatsapp application in language teaching. in his study, he found that whatsapp offers the opportunity to develop the students’ skills in second language writing and to enable their participation with its smartphone instant messaging. naderi & akrami (2018) examined the effects of online reading comprehension instructions by telegram (messenger). the finding indicates that online instruction has become popular, and students choose smartphone as the best method for reading short texts. those studies, however, did not cover english for nursing. the studies did not look at how to utilize a smartphone to teach english medical materials. generally, english medical materials are materials that enable students to learn and practice the language skills required to practice in nursing. the materials primarily concern experience and expertise in performing nurse duties at work, interacting in english with patients, physicians, and family members in the context of health, and demonstrating proper use of medical equipment. some studies have reported some english material necessary learned by nursing students. fadliah (2019) in her study, reported that the students needed and wanted the http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 108 course to cover such materials as to how to educate the patient, telephoning skills, communicating with patient and patient’s family, and recognizing the workplace environment. meanwhile, wahyudi (2016) discovered that the nursing subjects most needed by students were around the hospital, nursing care, medical treatment, illnesses, and medication. similarly, putra, padmadei, & budasi (2019) demonstrated that there were eight units of english for nursing students’ materials that needed to be developed. these were introduction, giving directions in hospital, health problems, types of symptoms, diagnosing patient’s problems, discussing observation, assessment, and patient assessment. in short, in order to provide students with detailed information from english medical materials, it is important to employ suitable and innovative tools that are applicable to the students’ experience and background. for that reason, a smartphone is one of the useful ways to be applied because of its familiar and easy use by the students. thus, a study that focuses on specific smartphone applications will be a supplement to those studies in order to obtain an overall image of the best use of smartphone applications for learning english medical materials. given the importance and freshness of the issue and the lack of research on the role and place of smartphone in language learning for nursing students, this study aims to examine the effects of smartphone applications to enhance nursing students’ understanding of medical english materials at a selected university in padang, indonesia. the outcome of the study is expected to make a great contribution to encouraging other teachers or lecturers to use a smartphone application in teaching, to make it easier for students to learn, and to use it as a helpful input for other researchers to conduct further research on the subject of nursing. 2. literature review a smartphone is a mobile device that is highly portable and accessible and can be used at any time and from any location (kim & park, 2019). with this useful device, people can find and provide information, cultural activities, learning tools, economic activities, and social communication more easily and quickly. smartphone applications, in particular, are thought to be appropriate for nursing education. smartphone facilitates self-regulatory and active learning by motivating students and promoting collaboration and communication among students due to their high level of portability and accessibility. thus, smartphone-assisted learning can explain medical guides to students in a flexible manner, and students can have more time to effectively familiarize themselves with the content of the materials (waldmann & weckbecker, 2013). a number of studies have sought to assess the effectiveness of some smartphone applications for nursing education. mosa, yoo, and sheets (2012) conducted a survey of several smartphone-based software applications for healthcare professionals, medical or nursing students, and patients. they discovered 83 applications that could be used for specific purposes. for details, 57 applications were beneficial to healthcare professionals (disease diagnosis, drug reference, medical calculators, literature search, clinical communication, hospital information system (his) client applications, medical training, and general healthcare applications); 11 applications were beneficial to medical or nursing students focusing on medical education; and 15 applications were beneficial to patients (disease management, ent-related, fall-related). from those all, the disease diagnosis, drug reference, and medical calculator applications were reported as most useful by healthcare professionals and medical or nursing students. according to the findings, the use of smartphones in healthcare is gaining more attention by the day. medical applications for smartphones play an important role in assisting healthcare professionals, medical or nursing students, and patients in providing evidence-based care. in addition, kim & park (2019) also investigated on effects of smartphone-based mobile learning in nursing education. the results of this study revealed that smartphone-based mobile learning was effective in improving nursing students’ attitudes toward learning and had a positive impact on the order of learning knowledge, skills, and confidence in learning. on the other side, rachmawati (2020) investigated the nursing students’ need for learning media for learning english. the findings revealed that those students required a learning tool or learning media that was adaptable so that they could access english content at any time and from any place. they need a learning media that is equitable, simple to use, and adaptable in order to communicate with english-speaking materials. in this case, a smartphone is a type of learning media that can assist them in always having access to english at any time and from any place. smartphones may be simply included in nursing curriculum. during the lesson, students can use their smartphones to update their medication knowledge, verify their clinical experience in terms of hours, and access reference books or e-books (du, liu, liu, yin, xu, zhang, & wang, 2013; zhan, 2014). the previous studies concentrated on the effectiveness of using a smartphone for nursing education. they are, however, inadequate in providing a full picture of how students learn english medical materials more effectively by practical application. a study that shows the effectiveness of using medical smartphone applications to enhance english medical materials for nursing is thereby necessary. 3. method this research employed experimental research by using pre-test –post-test control group design. the main purpose of this research was to investigate the effect of a smartphone application to enhance nursing students’ understanding of medical english. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 109 the participants were purposively chosen from the students registered in the first semester of the academic year 2018/2019 in english for nursing 1, a course in nursing education taught at the politeknik kesehatan kementrian kesehatan (poltekes kemenkes) padang program studi diii keperawatan solok, sumatera barat, indonesia. the sample consisted of 76 nursing students (38 class a, 38 class b). the instrumentation of this research was a reading test. the test was delivered in a multiple-choice form. the reading test contained materials about dimensions of symptoms, medical equipment, health problems, medical and nursing terminology. the total numbers of items were 40 items, of which ten items for each material. to evaluate the quality of the test, the researcher measured the validity and reliability of the test. for validity, the researcher used content validity in which the item of the test constitutes a representative sample of the intended aspect. meanwhile, measuring the reliability of the test used k r. 21 formula that was proposed by kuder & richardson (1937). which: in which: r11 = the reliability instrument k = the total number of items m = the mean of students’ scores = the total variances (s2) ∑x = the sum of the students’ scores ∑ = the sum square of the students’ scores n = the sum of the students table 1. value interpretation of r11 (arikunto, 2010) value of r11 interpretation 0,800 1,00 0,600 0,790 0,400 0,590 0,200 0,390 0,00 0,190 very high high enough low very low the reliability of the instrument of this research was 0,68. it indicated that the reliability of the instruments of this research was high. the researcher considered some points in the selection of the applications before giving the treatment to the experimental class. first, the application should conform to the students’ ability. the range of complexities offered in the apps is almost the same as the student’s condition, so they may find the apps are really useful for them to help their learning process. second, the applications must be developed by native speakers of english so that students can get authentic resources to learn medical english. third, the content of the application must be sufficient with the students’ topics and curriculum in their study. fourth, the apps are available to be downloaded free in the students’ mobile operating systems. finally, the apps are crafted for small segments, engaging, exciting, and addictive. based on these considerations, the researcher used mini nurse lite, disease dictionary, surgical & medical instruments, and medical tool quiz as the main applications during the research. the treatments for the experimental class were done in four weeks. the students were provided with weekly themes, and after that, they were asked to participate and complete all weekly activities. begin with the first week, the students were introduced to the apps for nursing english and were trained on how to obtain the apps. after that, they got practiced learning medical materials using the apps. the materials were closed to the nursing curriculum, and this research focus on four topics; medical and nursing terminology, medical equipment, dimensions of symptoms, and health problems. they received an in-class course for 150 minutes one week. in the first meeting, the students began to use the mini nurse lite app in learning about medical and nursing terminology. from this app, they got general information about medical terminology, medical abbreviations, medical suffixes, and prefixes. the researcher made lists of the medical terminology that they need to find out in the app. they were given time to learn in groups and discuss together with their friend about the lesson. they were also allowed to use other tools in their smartphone to help them during the discussion. after each group accomplishes their task, a classroom discussion was conducted to discuss the materials together. finally, at the end of the course, the students were announced to get practice directly in answering exercises about medical and nursing terminology in the app. furthermore, the activities were continued from the second until the fourth meeting. in the second meeting, surgical & medical instruments app was used to teach medical equipment material. this app provides students information about the name and function of medical instruments included the pictures. they could know and identify the tools directly and know how to use them properly for their work. in checking students’ understanding of this material, they were encouraged to do the task in the medical tool quiz at the end of the meeting. finally, in the third and fourth meetings, the students were encouraged to use the disease dictionary app in learning about dimensions of symptoms and health problems material. they were also given a quiz about diagnosing symptoms and health problems at the end of the meeting. every student’s activity in the learning application was emphasized on the ability of reading comprehension. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 110 students were equipped with learning videos, audio-related vocabulary, and associated website addresses for each activity that can be automatically linked to the internet. as a result, this would make it easier for students to comprehend the learning material. in analysing the data, the researcher calculated normality testing, homogeneity testing, and hypothesis testing as follows. 3.1 normality testing this testing was used to determine the normality of the reading test’s score between two groups of samples. the researcher measured the normality by using the lilliefors formula proposed by sudjana (2005). s xx z i − = 1 in which: z1: normality of test x1: students’ reading comprehension x: mean s: standard deviation to calculate standard deviation, the researcher used a formula that was proposed by sudjana (2005, p. 94) as follow: ( ) ( )1 22 − − =   nn xxn s ii in which: s: standard deviation x: mean ∑xi2: sum square of students’ score to calculate the mean, the researcher used a formula that was proposed by arikunto (2010). n x x  = in which: x: the mean of students’ score ∑x: sum of students’ score n: the number of students 3.2 homogeneity testing homogeneity testing was done to determine whether the data of the two group samples have homogenous variance or not. the researcher used f ratio formula proposed by sudjana (2005) as follow: 2 2 2 1 s s f = in which: = variances of the higher score = variances of the loweraacore f = ratio between two variables the researcher compared the fcalculate with ftable, with criteria if fcalculate ≤ ftable, it means that distribution of the data has the same variances, nevertheless, when fcalculate ≥ ftable. it means that the variances of the data distribution of the data were not the same. 3.3 hypothesis testing to test the null hypothesis whether it was rejected or received, the researcher used the t-test formula that was proposed by sudjana (2005). 21 21 11 nn s xx t + − = in which: n1 = the number of students in experimental group n2 = the number of students in control group 1x = the mean scores of experimental group 2x = the mean scores of control group s = standard deviation to calculate standard deviation, the researcher used the formula below. in which: s = standard deviation = the number of students in experimental group = the number of students in control group = variances of the higher score = variances of the lower score the null hypothesis is received if – t1½ α < t < t1 ½ α otherwise, null hypothesis was rejected if – t1 ½ α > t > t1 ½ α. 4. results the data of this research was the students’ scores in the reading tests; pre-test and post-test. before doing the treatment, the pre-test had been administered to both classes to know the students’ basic english abilities. this test was http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 111 also used to see whether it has the same variances or homogenous. the analysis of students’ pre-test scores at the experimental class and control class could be seen in table 2. table 2. the data of students’ pre-test scores class n x̄ xmax xmin experiment 38 84,13 96 60 control 38 79,60 92 64 based on the data above, nursing students ia as an experimental class with 38 students got 84.13 mean scores. the highest score was 96, and the lowest score was 60. meanwhile, nursing students ib as control class got 79.60 mean scores. in this case, the highest score was 92, and the lowest score was 64. the data above showed students’ basic abilities in understanding english medical materials. after giving treatment, a post-test was given to both classes. from the test, the mean score, standard deviations, and the variance of the data were analyzed. the analysis of students’ post-test scores can be seen in table 3. table 3. the data of students’ post-test scores class n x̄ xmax xmin experiment 38 88,53 96 64 control 38 82,27 92 64 based on the data above, the mean score of the experimental class that was trained by using the smartphone application was greater than the means score of the control class that was not trained by using the smartphone application. to get a research conclusion, a t-test statistical analysis was used. the data analysis could be described in the following statistical analysis formulas. 4.1 normality testing the first step in doing data analysis was to find the normality of the test. it was gotten from students’ pre-test and post-test results from both the experimental and control class. the result of normality testing can be described in table 4. table 4. the result of normality testing of the sample class test (n) (a) critical value of accounting (lo) critical value of table (lt) distribution experimental pre-test 38 0,05 0,1454 0,161 normal post-test 0,1492 control pretest 38 0,05 0,1041 0,161 normal post-test 0,102 in pre-test and post-test, the calculated normality coefficient from the experimental class were l0= 0,1454 and 0,1492 respectively; the table normality coefficient was lt= 0,1610, meaning that l0 < lt. the data from the control class were l0= 0.1041 and 0,1020 and lt= 0,1610. it means that l0 < lt. in sum, it showed that the data from both experimental and control classes were distributed normally, meaning that the data distribution was normal and there was no significant difference between the distribution for the pre-test and the post-test in both classes. 4.2 homogeneity testing the next analysis done in this research was to find the variance of the data for both the experimental class and control class. it was analyzed through a homogeneity test. the description of the homogeneity test can be seen in the following table: table 5. the result of homogeneity testing in pre-test class n x̄ s s2 fc ft variance experimental 38 84,13 7,82 61,22 1,38 1,84 homogeneous control 38 79,6 6,67 44,52 from the data above, it can be seen that fcalculated = 1,38 and ftable = 1,84, it means that fcalculate ≤ ftable (1,38 ≤ 1,84). in other words, the variance of both classes in the pre-test was homogeneous. it indicated that both of classes showed the same level and ability in the pre-test. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 112 table 6. result of homogeneity testing at experimental group test n x̄ s s2 fc ft variance pre-test 38 84,13 7,82 61,22 1,19 1,84 homogeneous post-test 88,53 7,18 51,57 from the data above, it could be seen fcalculate = 1, 19, ftable = 1,84. (1,19 ≤ 1,84), it means that fcalculated ≤ ftable (1,19 ≤ 1,84). in other words, the variance of both tests at the experimental class was homogeneous. it shows that the student’s learning outcomes between pretest and post-test in the experimental group had the same variant. table 7. result of homogeneity testing at control group test n x̄ s s2 fc ft variance pre-test 38 79,6 6,67 44,52 0,77 1,84 homogeneous post-test 82,27 7,62 58,13 from the data above, it could be seen fcalculate = 0,77, ftable = 1,84. (0,77 ≤ 1,84), it means that fcalculated ≤ ftable (0,77 ≤ 1,84). in the other words, the variance of both tests at control class was homogeneous. it shows that the student’s learning outcomes between pre-test and post-test in the control group had the same variant. table 8. result of homogeneity testing in post-test test n x̄ s s2 fc ft variance pre-test 38 88,53 7,18 51,57 0.89 1,84 homogeneous post-test 82,27 7,62 58,13 from the data above, it can be seen that fcalculated = 0,89 and ftable = 1,84, it means that fcalculate ≤ ftable (0,89 ≤ 1,84). it could be concluded that the variance of both classes in the post-test was homogeneous. from the data above, the researcher concluded that all of fcalculate ≤ ftable. it means that the variance of the experimental and control classes was homogenous. it signifies that the data have the same level in both classes and may be utilized in a t-test. hypothesis testing to know whether there was any differentiation of students’ ability both in experimental and control classes, the researcher did a t-test statistical analysis. it could be seen on the following table: table 9. result of t-test experimental and control classes test n x̄ s2 (a) tcal ttable reference experiment 38 88,53 58,13 0.05 3,14 1,67 ho was received and ha was rejected control 82,27 51,57 the researcher got the data tcal = 3,14 and ttable = 1,67. it means that tcal ˃ ttable, nursing students’ ability taught by using smartphone application was better than students who were not taught by using a smartphone application. in other words, there was a positive effect on nursing students’ ability to teach by using smartphone applications. 5. discussion after conducting the research, it was found that applying a smartphone application has a positive effect on nursing students’ knowledge of english medical materials. it was proved by the high average of students’ post-test results. it can be seen from the data analysis that the mean score of the students who were taught by using a smartphone application was higher than students who were not taught by using a smartphone application. the result showed that the difference of the students’ mean score was improved from 84,13 at pre-test to 88,53 at the post-test, with 4,40 improvement. it happens because smartphone application has several prominences that can give a positive influence on the students in learning english. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 113 moreover, the researcher found that the students in the experimental class were so excited about the implementation of the medical smartphone application during the teaching process. it guided them to use all of their senses and could exchange their ideas about the information of the text in the group. the students became active when joining the games, they liked to see the video on the smartphone, and the students were easier answering the questions during discussion class. this research result supports the study performed by chuang, chang & wan (2018), which revealed that delivering learning materials through the smartphone to nursing students is suitable and can serve as a supplemental tool for learning nursing skills. furthermore, the results indicate that the use of smartphones and their applications have a positive impact on learning english, especially in the growth of the vocabulary of nursing students and their increased motivation to learn english. a range of educational applications, such as mini nurse lite, disease dictionary, surgical & medical instruments, and medical tool quiz, help students become more active, have more learning time, and have unlimited access to up-to-date knowledge and available material sources. from those applications, the students got different experiences in learning english for different topics. mini nurse lite application, for example, provides students with a basic description of learning medical terminology, medical abbreviations, medical suffixes, and prefixes. they got an appropriate tool for guiding them directly in learning medical technology. this app serves them a bunch of medical terminologies and abbreviations, which are easy to be learned and identified. then, the use of the disease dictionary application encourages students to become more independent and take responsibility for their own learning. the application provided students with comprehensive descriptions, symptoms, causes, and treatment details for medical conditions and diseases. they use this application as a clinical counselor for self-diagnosis, as well as to look up signs, illnesses, and treatments. as a result, they gained comprehensive knowledge of materials for understanding symptoms and health problems. also, the last two applications, surgical & medical instruments, and medical tool quiz provide students with knowledge about the names and functions of medical instruments, as well as pictures of the instruments. they can directly recognize and describe the tools, as well as understand how to use them correctly for their work. the current study results are similar with a few prior studies which examined the use of smartphone in nursing education. to explain, phillippi & wyatt (2011) reported that the use of a smartphone engages and reinforces nursing students in learning by allowing them to quickly access educational materials, guidelines during clinical, class, or clinical conference, review instructional videos prior to performing skills, download applications, and reference materials. similarly, george & decristofaro (2016) emphasized that smartphone apps were highly received by students and enabled them to transfer learning from the classroom and laboratory to the community context. therefore, smartphone applications were a useful and handy tool to stimulate active learning by offering quick access to educational materials in their clinical practice, as well as to engage students and reinforce learning at any time and from any location (zhan, 2014). in addition, it is unquestionable that smartphones, especially useful applications, play an important function as a means of communication and engagement between lecturers and students, as well as between students and their peers. during the research, lecturers and students were able to readily share information, assignments, and resources, as well as have online classes. this is especially good for students who are passive in class. they will be able to engage more directly without the embarrassment of having to deal with lecturers and other friends while in the face-toface class. this is in line with the findings of chung, subramaniam, & dass (2020), who discovered that university students who do not ask questions in face-to-face classes because of social shame will become active learners in using the application in the classroom. the applications then promote confidence, class involvement, and the willingness of students to utilize smartphones in education (klimova & prazak, 2018). as a result, smartphone applications may easily improve students’ enthusiasm to be engaged throughout the class.overall, it is noteworthy that the use of a smartphone to learn medical english is an efficient and innovative way for nursing students to practice and improve their language skills. it is in line with the study proposed by o’connor & andrews (2018), which reported that nursing students benefit from the use of smartphones, such as better access to educational materials, improvements in knowledge and confidence, and decreased levels of anxiety about learning in practice. additionally, chae & ha (2016) incorporated video recordings with a smartphone and formative feedback in the nursing education program. the results demonstrated that employing video recordings made with a smartphone and formative feedback was successful in enhancing understanding of basic fundamental nursing skills, clinical competency, self-efficacy, and learning motivation. similarly, choi et al. (2015) did research to verify communication skills training for nursing students using smartphone video clips. the findings found that the experimental group, which was given smartphone video clips, substantially improved in communicative competence and emotional intelligence when compared to the control group. thus, the smartphone application had significant effects on the improvement of fundamental nursing practice competency, and learning satisfaction, and the apps are recommending educational planners take into account in future plans (jeong, 2017; musawi & baktash, 2021). http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 2, june 2021, pp. 106-116 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 114 6. conclusion this experimental study showed that there was a greater difference in nursing students’ understanding of english medical materials when they are taught with smartphone applications specifically geared for their medical career. the study offers the novelty of testing out the effectiveness of four smartphone applications that can simultaneously enhance students’ important medical knowledge and necessary specialised english vocabulary. thus, the results of this study imply that suitable smartphone applications, such as mini nurse lite, disease dictionary, surgical & medical instruments, medical tool quiz and potentially others, have the potential to provide additional resources for students to enhance their language and knowledge, as well as their skills, in order to improve nursing students’ achievement and success. smartphones, therefore, are a highly valuable tool to facilitate the nursing students to learn english medical materials easily in the class because the students are provided a wide range of mobile ways to obtain medical information presented in english that can be accessed freely. although the findings of the study showed evidence that smartphones can be effective in facilitating language learning, some limitations were also established. first, the limited internet data and battery life owned by the student make them unable to optimally utilize the application during the lesson. second, because of the small sample size in this study which was limited to 76 nursing students at a specific university in indonesia, and the restricted number of applications used, the study results cannot be automatically generalized to other populations. for that reason, it is necessary to carry out another study with a larger number of nursing students in order to confirm – or falsify – the results presented in this study. meanwhile, more studies will be needed in the future to examine strategies or learning activities in the context of esp using the smartphone application. finally, future studies with different research designs and focus on the use of such smartphone apps for teaching all four language skills would be required to confirm more reliable ad comprehensive results. references ahmed, m. 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(2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 214 donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally adinda puspa nur faiz *, ika maratus sholikhah, usep muttaqin universitas jenderal soedirman, purwokerto, indonesia *adindafaiz@gmail.com article history received : 16 august 2022 revised : 6 october 2022 accepted : 26 october 2022 keywords discourse analysis donald j. trump protest speech rhetoric u.s. presidential election abstract language is deliberately utilized by politicians. admittedly, it can perform a purposive function: to achieve the politicians’ goals crucially in attempt to gain people’s support. this study is interested in the current political context in the u.s. in the 2020 u.s. presidential election, donald j. trump lost in his second election. he, therefore, delivers his response of objection at the “save america” rally in washington, d.c. this study is targeted to explore a political speech from the defeated candidate perspective. recently, rhetorical language in political discourse has been commonly analysed. however, this study contributes to an analysis of rhetorical strategy used in an informal, implicit, and pursuing to protest speech by trump. this study is designed by a descriptive qualitative approach. the data is the speech text of trump’s speech on 6th january 2021. technique of data collection undertakes observation of the speech and the transcript, categorization, and coding. the grand theories include teun van dijk’s discourse theory (1980) and reisigl political speech’s schemes (2008). the results indicate that repetition has become trump’s most potent strategy in his protest speech. seemingly, he prefers to utilize the devices that are beneficial for him to emphasize something good about us and emphasize something bad about them. this is crucial for him since from the defeated side, it can impress the republicans to support his objection. nonetheless, trump’s capability to persuade the republicans has caused an impulse, anarchic and illegal movement, which is contrary to their ideal vision to the country. 1. introduction in 2020, a great amount of practices of political discourse is easily found. during the end of 2020 to 2021, one of famous events was held particularly in the united states of america. the 2020 u.s. election offered various kinds of ideas for researchers to put their interest on. within the period, politicians competed, composed, and arranged their strategies to be able to achieve their purposes, indeed, their purposes to win the election. here, for those reasons, political discourses work. to begin with the definition, reisigl (2008) affirms, that political discourses refer to relations of action implying function in politics that are expressed through discourse. in addition, he argues regarding to it, that the productions can occur in different political fields for instance, lawmaking procedures, formation of public attitudes, political advertising, or political control. in the 2020 election, the practices can be observed easily in news articles, tv debates, campaign speeches, or interviews. besides, several familiar practices are in inaugural speech, the presidential candidate debate, or election speech. moreover, for the written ones, woods (2006) argues slogans are also one of the discourses, that has become familiar strategy in election. social media is included as well. social media is utilized by the politicians as a medium, to express what they intend to convey freely toward supporters. additionally, it is a platform to make them having a unique bond between the politicians and their supporters. for instance, twitter emerged as a significant medium in the campaign period of barrack obama (yaqub et al., 2017). this case is triggered by these three features of twitter, simplicity, impulsivity, and incivility (ott, 2017). it is worth noting from a positive perspective, that those features support how the politicians interact with their supporters casually. in fact, twitter offers a way of informal communication, so an intimacy can be easily built when they involve in tweets or discussions. finally, from those political practices, it postulates targeted to a clear purpose, to persuade people and gain support as much as they can. eventually, in order to persuade people, the politicians need to have a practical strategy to accomplish their intentions. obviously, the strategy particularly relates to the use of language. the language needs to be effective enough in order to support conveying well messages. the language has a crucial role on this strategy, in particular, in politics. this early picture is in accordance with chilton’s idea (2004), he argues that politicians frequently take opportunity to persuade people, their loyal supporters, regarding their goals through the language they utilized. chilton also denotes benefit of the language in political speech, that it is useful on account of its share vision utility. it is when the https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 215 speakers are able to attract the addressee (corresponding supporters). the language can manipulate them to put their interest, sympathy and support to him (al-abbasi, 2022; khajavi & rasti, 2020; rahayu et al., 2018). finally, they succeed in influencing the audience to give their votes and in making the speakers win the election. in short, the language that is implemented in political speeches should to be practical, meaningful, and understandable. it also needs to have a clear purpose. dealing with the range of analysis that deals with that language, those issues are discussed within rhetoric analysis. we have observed that, there are a great number of previous studies examining politicians’ discourses. in fact, the studies have offered an additional comprehension in discourses especially in politics. the studies’ ranges of analysis also spread to various forms and contexts. the studies conducted, including web-based communication (tweets), speeches, and tv debates. the contexts include context of social campaign, presidency, and the election. first, luo (2021) examines donald j. trump, the former president’s tweets. trump seems embodied his message by his tweets that he posted on his twitter. as a consequence, the tweets present his manner how he crates us and others image by indicating a positive for us but negative for them. second, an indonesian educational and cultural minister, nadiem makarim is also chosen in a study by maghfiroh &triyono (2020). the purpose of the study is to explore his message arranged behind his speech. nadiem manages the speech deliberately to invite the educators in indonesia to his mission of indonesia’s education change. third, proctor and su (2011) study the distribution of personal pronoun in the 2008 us vice-presidential debate and interview. the results denote the usage depends on the external context and purpose. those factors affect the politicians to reveal their intended self-identify and to evoke them to change their strategy during the debate. in terms of the united states presidential election, it has become a suitable period for politicians to gain their purposes. in this case, there is a widely known phenomenon called political campaign. according to the u.s. national archives and records administration (2020), it occurs within a particular period, from june to the beginning of november commonly in every year. the presidential candidates from both republican and democrats parties arrange their campaigns (including speeches, tv debates, and interviews). for speeches, they rally potential and corresponding supporters in certain states in the u.s., especially in battleground states (the swing states). this strategy is essential since it determines the candidates to possibly win over the electoral votes in the electoral college. to have clearer description about electoral votes, we need to define what the electoral college is. the electoral college refers to a process to elect the newly president and the vice president of the united states of america. according to the u.s. national archives and records administration (2019b), the electoral college is addressed in the constitution. it is addressed that the electoral college consists of selection of the electors, meeting of the electors, and counting the electors votes by congress. relating to the election, a candidate has to secure at least 270 electoral votes of 538 in total to be elected as the president (2019a). in the 2020 election, joe biden secured 306 votes (ballotpedia, 2020). meanwhile, donald j. trump secured 232 votes which have granted joe biden and kamala harris to be the newly president and vice president of the united states of america. after the announcement of the electoral college, there is an interesting event to concern, in which both of the candidates (the winner and the loser) are allowed to give their remarks regarding the election result. on 8th november 2020, the president-elect joe biden gave his remark which was themed celebration and appreciation. the speech mostly addressed to thank and celebrate his victory with the democrats and people who contributed to his success. on the other hand, the defeated candidate, donald j. trump (the republican) gave a remark as well, but it appeared to be blaming and protest speech. this situation reflects craig et al. study (2005), which report that the defeated party would tend to give false claim or blaming speech. moreover, a survey as reported by anderson et al. (2005), it exhibits that losing elections incline to perform certain political acts (i.e., protest). on 6th january 2021, at the “save america” rally donald j. trump delivered his remark in front of the republicans mainly to declare the republicans’ victory unilaterally. examining a political speech from the defeated candidate’s perspective has become a concern in this study. the language, thus, that is utilized in the speech would be different. it is presumably in line with the context, purpose, and function of the speech itself. to begin with the type of the speech, this study refers to reisigl’s criterion (2008). type of political speech “action of controlling” is categorized in type field of action as political control. examples of the speech can be seen in speech of protest, commemorative speech, blaming speech, and election speech. here, donald j. trump’s speech at the “save america” rally in washington, d.c. is an example of speech of protest. it represents a form of response to his defeat in the 2020 election. apparently, within the speech he frequently claims the republican’s victory. he even impresses the audience (the republicans) with evidence regarding illegal votes and other foul practices. on top of that, the speech easily gives rise to public confusion in no time. on 6th january 2022 these words (hashtags) on twitter #capitolriots, #6thjanuary, and #donaldtrump were easy to find. according to the media (“capitol riots: did trump’s words at rally incite violence?,” 2021) the speech had provoked and incited a https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 216 crowd attacking the capitol building, in which later on, people know it as u.s. capitol riot. the assault, as a consequence, had caused the proceeding (the result announcement of the electoral college) was postponed in a while (mascaro et al., 2021). finally, by observing the case, news, and prior studies, we are interested to conduct a research regarding it. the prior studies have oftentimes conducted studies on donald j. trump’s speeches and other types of discourses. however, it is worth noting, that the 2020 election offers something uncommon practices, indeed when donald j. trump lost and refuted by delivering an influential speech. furthermore, political speeches in the u.s. presidential election context are repeatedly taken for exploring the use of rhetoric. in fact, the production of politicians’ speeches naturally associates with the art of persuasive language. previous studies examining political speeches within related context have shown a great deal of new understanding (alabbasi, 2022; alshammari, 2020; derakhshani et al., 2021; kazemian & hashemi, 2014; khajavi & rasti, 2020; maghfiroh & triyono, 2020; nugraha, 2014; perangin-angin et al., 2021; pradiptha et al., 2020; proctor & su, 2011; rachman, a; yunianti, 2017; rahayu et al., 2018; rohmah, 2018; savoy, 2017; tian, 2021; widiatmika et al., 2020). with considerably numbers of studies of rhetorical language, varied examples are introduced. an example of metaphor adoption that says “america … as a beacon of hope…” (nugraha, 2014) in hillary’s speech depicts a meaning depiction for the u.s. the phrase means positive response and support for lgbt community from the speaker. the speaker implies to show her strong commitment for the community. in addition, repetition and irony adaptation are seen in “a nation without borders… a nation that does not protect prosperity…” (rohmah, 2018). the study shows that donald j. trump tried to provoke and impress the audience. presumably, taking benefit of his language, he simply exposes a strategy to create a good image for himself. to be noted that, depending on the context and issues, different examples can draw different meaning as well. within the election context, a political speech from the defeated candidate is worth conducting. the 2020 u.s. election produces two sides, the winner and the loser. as the result announced, joe biden came as the newly president of the united states of america. otherwise, donald j. trump lost surprisingly. a remark delivered by the defeated candidate delivered at the “save america” rally on 6th january 2021. it obviously indicates to be response of protest. this type of speech is peculiar and has become our concern. by observing the previous studies, those commonly examined winning speeches, campaign speeches, campaign interviews, welcoming speeches, tv debates, or even presidential speeches in general. we also investigate that some of them examined the rhetorical strategies within structure of the discourse as well. nonetheless, those studies serve formal and explicit discourses. therefore, this study is conducted to examine an informal, implicit, and pursuing to protest speech within the 2020 u.s. presidential election context. specifically, it would be important to observe the case of the speech. we were interested to find out, how donald j. trump’s speech can be so influential? and what happen to the language utilized by donald j. trump in his speech, particularly in the structure of the speech. therefore, in order to examine the issues, this study pursues two research questions as follows, (1) what are the rhetorical devices utilized by trump in his protest speech? (2) how is the function of the rhetorical devices in his protest speech? these research questions produce two objectives: to find out the rhetorical devices utilized in the protest speech and to discuss the functions. finally, these concerns on the issues purpose to offer new exploration regarding the use of rhetorical strategies in donald j. trump’s protest speech to the 2020 u.s. presidential election. 2. literature review 2.1 discourse analysis in a simple definition, discourse refers to language use. meanwhile paltridge (2012, p. 2) argues that there are typical ways in using language. he gives examples of how speakers or communicators deliver their messages with their utterances directed to the audience. besides, the manner of the writers constructing words, paragraphs, or texts to express their messages within which the readers can comprehend. those examples simple define what the discourses are and how they work. meanwhile, in a specific situation for instance, in politics, the language obviously carries a certain intention. furthermore, it denotes beard’s idea (2001, p. 18), that in politics the language becomes a tool of practice that is performed by the politicians to shape their argument. moreover, other definitions of discourse have proposed by several experts. according to foucault (1981), discourse is defined as an effect of procedure as part of the system in society. foucault affirms regarding a way of a discourse is managed “…controlled, selected, organized, redistributed by a certain number of procedure” for the one who has access to it. eventually, it turns out that the discourse will also give its control to people. meanwhile, paltridge (2012) defines discourse as a study of language patterns that hooks into its cultural and social context. in addition, van dijk’s concept of context (2008) illustrates how context influences the production of discourse. van dijk examines a political discourse of tony blair’s speech with the related context. it turns out that the context of tony blair’ status as uk prime minister, purpose of the speech, and the social situation (uk politics) have affected tony blair’s attitude in delivering his messages. in short, it can be concluded that admittedly discussion on https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 217 discourse presents the language and context interrelation that managed to be examined under discourse analysis. 2.2 teun van dijk discourse theory van dijk’s approach in his theories is familiar with his social cognition material. recently, especially for critical discourse analysis (cda) studies, social-cognitive approach proposed by him has been frequently used by researchers in conducting their studies dealing with social issues. aside from the approach, in past years the discourse structure theory by van dijk has been applied by researchers examining discourses of political issues. some of them conducted study on written discourse for instance in news articles (huda et al., 2020) and mass media (sahmeni & afifah, 2019). moreover, the other researchers conducted study on spoken discourse such as parliamentary speeches (maghfiroh & triyono, 2020; nugraha, 2014; peranginangin et al., 2021; pradiptha et al., 2020; rachman, a; yunianti, 2017; rohmah, 2018) or radiobroadcast (yaqin, 2017). van dijk argues a theory for discourse approach. in macrostructure (1980), he proposes a notion of discourse structure that closely deals with discourse and cognition. he asserts the theoretical framework for text analysis. he divides discourse structure into three parts, namely: (1) macrostructure, (2) superstructure, and (3) microstructure. the three structures as shown in table 1. table 1. van dijk’s text analysis (eriyanto, 2015, p. 227) first, the macrostructure of discourse is the theme. the notion of theme is explained as a point of the discourse. it refers to the semantic “core” globally. van dijk proposes a notion of macroproposition. it refers to the representation of a state as a whole. this illustration may explain how the macroproposition works, “john was ill. he didn’t go to the meeting” (van dijk, 1980, p. 43). the global meaning of that statement is “john couldn’t come to the meeting”. to be able to formulate the global meaning, it needs to have the components of facts and details that are relevant. as a result, it can be formulated by steps of macrorules to derive global meaning from global relevance. it has four rules namely: (1) deletion or selection, (2) strong deletion, (3) generalization, and (4) construction. in addition, it also has zero rule. in brief, the deletion or selection means deleting the irrelevant text base. the strong deletion means an advanced step after deletion focusing on local details. the generalization means constructing the proposition to be more general. the construction means conjoining the propositions. lastly, in special case, zero rule means taking an intact of the proposition. second, the superstructure is the schematic structure of discourse. the scheme aims to present the discourse arrangement. in macrostructures, van dijk (1980) divides discourse scheme into three parts, namely: (a) introduction, (b) body or content, and (c) closing. moreover, the scheme itself includes functional categories (1980, pp. 108–109) that need to be adjusted to a certain type of discourse. for instance, the introduction in formal speech consists of salutation and tribute. afterwards, van dijk (1980) explains the introduction exhibits the background of information, setting, participant, and topic that re introduced by the speakers. second, the body or content consists of a further explanation of the events and additional topics. simply put, this part deals with the important discussion. lastly, the closing contains the conclusion, closing, summary, or future plan. in addition, reisigl (2008) affirms that there are typical parts or schemes of political speech. in general, rhetorical political speech consists of four parts, namely: (1) introduction (exordium), (2) narration (narratio), (3) argumentation (argumentatio), and (4) conclusion (peroratio). the introduction includes an opening that purposes to gain audience’s attention. the narration is a part when the speaker states a case. the argument denotes proof or support of the case. lastly, the conclusion is a summary that purposes to evoke audience. last, the microstructure is the local meaning of discourse. it focuses on words, clauses, phrases, and sentences. simply put, microstructure analysis focuses on a micro-semantic level. it is in accord with van dijk’s idea that microstructure refers to sentences and sequence of sentences (1980). previously, it has been explained that macrostructure is the global semantic. simply put, macrostructure analyses the general and wider scope of the discourse. on the other hands, microstructure analyses the details and narrow scope of the discourse. van dijk asserts that the analysis covers the surface, underlying structures, and cross level. it means that the analysis consists of syntactic, semantic, and rhetoric components (2008, p. 154). additionally, stylistic is also included as the microstructure component. 2.3 rhetoric as part of the micro unit of analysis, rhetoric analysis is defined as a structure that supplements discourse meanings and accentuates intentions (van dijk, 2008). simply put, it is a language style that is persuasive when used by the speaker. meanwhile, sornig as cited in wodak (1989, p. 95) asserts that the use of rhetoric means a process verbalizing ideas of purposes along with the message. in politics, persuasive language plays an important role for politicians. moreover, thomas (2003) gives the rhetorical devices that are commonly used by them. politicians utilize them as a tool to macrostructure theme or topic superstructure introduction, content, and closing microstructure syntactic, semantic, stylistic, and rhetoric https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 218 achieve their intentions by conveying speech’s meaning (rahayu et al., 2018). here, table 2 includes six rhetorical devices that are commonly used in political speeches, each with a brief description. table 2. rhetorical device (thomas & wareing, 2003, pp. 45–52; van dijk, 2000, p. 272) the table above shows the rhetorical devices that will be examined in this study. it is selected based on the accumulation of rhetoric by thomas & wareing (2003) and van dijk (2000) examples of the usage. in explicit, this research will observe the usage in the protest speech. dealing with the research object in fact, the discourse production is easily reached by people. simply put, the use of persuasive language is essential. it can attract people’s attention, so the message can be well delivered. for instance, yaqin (2017, p. 105) showed the use of simile something (in indonesian: sesuatu) is meant for comparing something to something else. it leads the audience to pay attention to what is meant to say. furthermore, a speaker is observed employing certain strategy to persuade people by stating ethos, pathos, and logos that purposes to influence people on gaining power (rachman, a; yunianti, 2017). in short, the use of rhetoric obviously lies in discourse body that needs to be examined in order to reveal its meaning. in politics, language plays an important role for politicians to achieve a goal. thereupon, the language is systematically persuasive to be able to gain people’s support. woods (2006) exhibits an example of a slogan as one of political language example that is planned to advertise politicians’ goal. moreover in political speech, kazemian and hashemi (2014) confirm, that the use of parallelism in a politician’s speech is meant to attract the audience by its rhythmic pattern and to emphasize the message by its efficiency. here, by relating to the study examining an inclusive speech, the persuasive language will be necessary to be adopted since the speaker, donald j. trump, who obviously plans to disapprove the 2020 election result simply needs to gain support from the audience. for this reason, this element directs to discuss donald j. trump’s strategy for persuading people and gaining support by playing with his language. 3. method this study applies a descriptive qualitative approach. according to heigham and croker (2009), by using qualitative approach, the main activities in the research perform observation, analysis, and interpretation. the process, in this study, closely relates to an examination of the language. moreover, by adjusting the research object of the study, a political speech, the researcher applies a text analysis approach. the approach is studied under discourse analysis study, in particular, it applies discourse theory by van dijk (1980). in short, the procedure encounters observation of the speech, analysis, and interpretation to the language function. donald j. trump’s speech was uploaded on bloomberg quicktake (youtube channel) entitled “live: trump delivers remarks at the 'save america rally' in washington, d.c.”. the one-hour-speech video was accessed on 10th april 2021 at https://www.youtube.com/watch?v=ht20edymlxu. according to baker (2006), he affirms that the spoken data needs a transcription. eventually, this study uses the speech transcript. the transcript is taken from us news website. it was accessed on 10th april 2021 at https://www.usnews.com/news/politics/articles/2021-0113/transcript-of-trumps-speech-at-rally-before-us-capitolriot. the transcript consists of more than 10.000 words. last, we verify the utterances in the video are the same as in the transcript. according to titscher et al. (2000), population of research refers to an wider universe where the study or the interpretation, happens. the population of this study is donald trump’s utterances. for further analysis, he argues that the researcher needs a selection of the population to get small and relevant number of units of analysis (2000, p. 38). the sample of this study is selected by applying purposive sampling technique. we choose two topics of the speech, namely donald j. trump’s claim of victory and fraud evidence in pennsylvania. in terms of the techniques of data collection, we use mostly observation as the research instrument. there are three steps of the technique. figure 1 below demonstrates a visualization of the steps. no device description 1 hyperbole hyperbole is an overstated statement (fahnestock, 2011: 118). 2 metaphor metaphor is an implicit comparison (fahnestock, 2011: 109). 3 simile simile is an explicit comparison (fahnestock, 2011: 109). 4 euphemism euphemism is an inoffensive expression replacement (fahnestock, 2011: 139). 5 repetition repetition is a pattern of emphasis (fahnestock, 2011: 230) 6 parallelism parallelism is a similarity of quality in phrases or clauses (fahnestock, 2011: 224). https://doi.org/10.31849/elsya.v4i2.10419 https://www.youtube.com/watch?v=ht20edymlxu https://www.usnews.com/news/politics/articles/2021-01-13/transcript-of-trumps-speech-at-rally-before-us-capitol-riot https://www.usnews.com/news/politics/articles/2021-01-13/transcript-of-trumps-speech-at-rally-before-us-capitol-riot https://www.usnews.com/news/politics/articles/2021-01-13/transcript-of-trumps-speech-at-rally-before-us-capitol-riot elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 219 figure 1. the technique of data collection the technique of data collection consists of three steps: (1) observation of the speech, (2) observation of the transcript, (3) categorization and code. first, we observe by watching the speech video. second, we observe and verify accuracy of the transcript’s utterances. last, we categorize and encode the data with codes, for example, hp is for hyperbole and sm is for simile. we only use ms. word as the instrument to collect the data manually. to produce a well-conducted analysis, we use this technique of data analysis. this study applies a text analysis approach by using van dijk’s theory (1980). therefore, there are four steps for analysing the speech and the language. the steps include (1) analysing the microstructure, (2) analysing the superstructure, and (3) analysing the macrostructure, and (4) drawing the conclusion. 4. results finally, donald j. trump’s protest speech is observed and the result is collected. first, it is found that trump does not employ all of the six rhetorical devices. meanwhile, he prefers to employ certain devices to achieve his purpose. therefore, there is an imbalance in the usage. second, for the speech structure, it is divided into three schemes, namely the introduction, the body, and the closing. last, for the macrostructure, the theme is concluded by formulating the supporting macro propositions. a. microstructure (rhetoric) according to sornig as cited in wodak (1989) asserts that the use of rhetoric means a process verbalizing ideas of purposes along with the message. in politics, explicitly rhetorical language is used as tool to convey politician’s idea. there are six rhetorical devices that are examined. based on the result, within the speech we found 9 hyperboles, 0 metaphor, 2 similes, 1 euphemism, 17 repetitions, and 8 parallelisms usage. table 3 presents the finding for the rhetorical devices. table 3. rhetorical devices of donald j. trump’s protest speech no rhetorical devices 1 hyperbole 9 2 metaphor 3 simile 2 4 euphemism 1 5 repetition 17 6 parallelism 8 according to the table, it is shown rhetorical language result based on its application within the speech. it is known that donald j. trump does not employ all of them. in sum, repetition, hyperbole, and parallelism are shown frequently employed by him. in contrast for simile and euphemism are seldom used. metaphor is even never be employed by him. from those results, we postulate that donald j. trump tends to employ certain devices as his potent strategies to make his goals accomplished. 1) hyperbole “almost 75 million people voted for our campaign, the most of any incumbent president by far in the history of our country, 12 million more people than four years ago.” (10’’1/9/hp) excerpt 1 according to the example above, the use of hyperbole is shown to have been adopted by donald j. trump to exaggerate his own achievements. the presidential election, which is part of the general election, occurs every four years and always starts on the first tuesday in november. on election day, the popular vote result always becomes the public interest. in the 2020 election, donald j. trump received more than 74 million votes which are higher than him in the prior election (in 2016:62 million votes). in fact, before the 2020 election, statistically, in 2008 barack obama is recorded to have received the highest number of popular votes, which are more than 69 million votes. nevertheless, in the 2020 election, joe biden has surpassed the former president by receiving more than 81 million votes. consequently, it makes joe biden the current presidential candidate who has received the highest number of votes within the period of the presidential election in the u.s. until now. on the other hand, trump excessively claims that he is the first presidential candidate who receives the highest number. in the 2016 election, it is interesting to know that trump lost the popular vote to hillary clinton but still won the electoral college. it is recorded that he secures 63 million votes while hillary receives 65 million votes. it is a special case when the popular vote does not guarantee a victory. consequently, trump believes it is still highly possible for him to win again. however, joe biden successfully won almost all of the swing states, which has triggered him to win. regarding the hyperbole usage above, it is not reasonable to the fact that he does not receive the categorization and code oberservation of the transcipt observation of the speech https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 220 highest number at all. however, by emphasizing his own accomplishment, he seems to be covering up his defeat. 2) metaphor metaphor refers to an implicit comparison by comparing two different things (fahnestock, 2011, p. 109). additionally, thomas & wareing (2003, p. 46) argue the usage functions to make the concept (the analogy) easily understood, for example in political discourse, it is used to convey a message of hope (nugraha, 2014, p. 67). meanwhile, van dijk (2000, p. 273) asserts, that it is usually used to give negative comparison for representing out-group members. nevertheless, in this study, we did not find the usage in the protest speech. it results from the speech’s purpose. the fact that trump needs support causes on how he adopt an alternative rhetorical strategy while expressing a sequence of messages to his supporters. the speech that occurred on 6th january 2021 at the “save america” rally in washington d.c. is considered a protest speech. it clearly shows trump’s protest of the 2020 election result. in fact, it is essential for him to gain support from the audience (the republicans) to achieve the same goal. dealing with, it has caused an effect on his language in his speech. eventually, it turns out rather than adopting implicit messages, the simple and direct are more understandable and effective. on top of that, aside from the speech’s purpose, trump’s strategy is also in line with savoy (2017), saying that trump’s language style is known for being simple, direct, easy to understand, and using repetitive terms. finally, we assume that trump tends to adopt other practical strategies to convey his message instead of using an analogy in metaphor. 3) simile “republicans are, republicans are constantly fighting like a boxer with his hands tied behind his back.” (10’’-2/15/sm) excerpt 3 based on the data above, it also shows other examples of comparison, but it is used for referring to the republicans including donald j. trump. in the protest speech, he frequently claims that the election is unfair. it is caused by a great number of illegal ballots being counted in several states. he shows the evidence in pennsylvania that there are unregistered voters. several returned ballots exist in arizona, and invalid registrations are allowed in georgia. he confidently claims the result is not acceptable. moreover, he challenges the certification for the sake of justice and democracy. dealing with the analogy usage above, it depicts the republicans emotively who are in struggle, demanding justice for them. the depiction is shown by referring to the republicans first by saying “republicans are, republicans are… ” when afterwards he starts to make the analogy. it can be observed in the following phrase “constantly fighting like a boxer with his hands tied behind his back”. by the typical form of like, the phrase simply implies the republican to a person (a boxer) who hardly acts due to his tied hands. however, connotatively, the phrase attempts to show a victim’s depiction. trump targets to create an image as if the republican (as the boxer) is aggrieved in the 2020 election. it can also mean a struggle to protest their defeat in the name of good and justice. the analogy in some ways gives rise to a positive and patriotic sense of action. it describes the republicans denying the corruption in the country, which tends to show the other respectable side of the republicans. in contrast, it implicitly shows the opposing party is responsible for the republicans’ defeat. finally, the use has become a strategy for trump to evoke an emotional attachment between the audiences. 4) euphemism “for years, democrats have gotten away with election fraud and weak republicans. and that’s what they are. there’s so many weak republicans.” (10’’-1/34/eu) excerpt 4 based on the example above, the use of weak republicans phrase is adopted to refer to a small group of the republicans. the context shows that in the main discussion of the protest speech, it talks about donald j. trump accusing joe biden of deliberately cheating in the election. in order to make the audience trust him, the fraud evidence is provided. trump claims the officials also involve in the fraud for example in pennsylvania, he adds “the democrat secretary of state and the democrat state supreme court justices illegally abolished the signature verification …” in addition, there are a lot of unregistered voters found casting their ballots. in short, he always shows signs of provocation by always blaming and accusing the democrats in a straight way. nevertheless, when he mentions some republican members, it seems to be somewhat fine. in the beginning of the speech, he often shows appreciation to the supporters as a consequence of their willingness to defend their justice together. he praises then addresses them as american patriots. in contrast, he mentions some of them as weak republicans. the phrase refers to those who do not recompense his merit. he additionally says “i helped them get in, i helped them get elected. i helped. … then all of sudden you have something like this … they’ve turned a blind eye… ”. he argues that behind joe biden’s victory there are some weak republicans who support and let the fraud happen. once again during the speech he deliberately brings the idea to disapprove the election result on behalf of justice. the weak republicans, consequently, seem are meant for betrayer, passive and indifferent republicans, who do not care and support him. however, compared to when he offends the opposition (e.g., theft, ruthless, outrageous assault), by avoiding it making sound offensive, he addresses several members as the weak republicans. it turns out that the use indicates to his intention https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 221 to normalize the issue. he avoids making the issue prominent. eventually, he adopts that expression to cover it. as a consequence, it would appear that the usage above is a strategy to de-emphasize their weaknesses. meanwhile, as in line with van dijk (2000, p. 273), it is a rhetorical mitigation strategy to distract attention from the concrete meaning. 5) repetition “so pennsylvania was defrauded. over 8,000 ballots in pennsylvania were cast by people whose names and dates of birth match individuals who died in 2020 and prior to the election. think of that. dead people, lots of dead people, thousands, and some dead people actually requested an application.” (10’-4/14/rt) excerpt 5 in this example, an expression referring to dead people is repeated for four times for emphasis on the illegal voters. previously, donald j. trump began his speech by claiming that the election result was invalid. it has dragged the media and the apposition into being accused of committing illegal action during the election. in order to strengthen his prior claim he even enforces it with the following argument. the sequences of fraud evidence collected from several states include pennsylvania, wisconsin, madison, georgia, arizona, nevada, and michigan. he provides it by starting from some pieces of evidence in pennsylvania, one of the important and valuable swing states. in the u.s., there are four requirements for a voter to be a qualified one. those included are u.s. citizens who meet the states’ requirements, so they have been registered to vote by the state. in contrast, according to his statement above, it shows the passive construction denoting the voters (the agent) participating in the election with irrelevant id. he reports that hundreds of votes match unregistered voters. moreover, he adds that their names and dates of birth match people who have passed away. he even repeats the same expression to dead people for instance, by saying “who died in 2020 … dead people …dead people … dead people”. he also gives an accentuation of quantity to it by mentioning “dead people, lots of dead people, thousand… ”. eventually, it is clear that the usage contributes to his strategy to stress the accusation. in short, he succeeds in creating a pattern of emphasis by saying that joe biden does not have fair elections in pennsylvania as well as other states owing to the tabulation of illegal voters. 6) parallelism “we’re supposed to protect our country, support our country, support our constitution, and protect our constitution.” (10’’1/18/pr) excerpt 6 in the opening part of speech, it is important for the speaker to effectively draw the audience’s attention. trump is observed employing several methods to attract attention such as appreciation and allegation of the fraudulent election. furthermore, when he starts to discuss the main topic, he appears to state sequences of persuading statements since it is based on the context that reveals his denial of the election result. he assumes that the election was corrupt, so his loss is debatable. thereupon, he bravely persuades the audience to take back their justice through his language. for example, by using parallelism, he can manipulate the audience since it has appealing pattern and can be persuasive along with its sound effect. based on the data, it is found that appealing and persuasive pattern deliberately used by him. it is represented in the grammatical pattern, in which it starts with pronoun (we) + are supposed to + verb (protect) + our + noun (country). afterwards, the verb phrase is readopted, so the last part of structure is repetitive, for example verb (support) + our + noun (country), verb (support) + our + noun (constitution), and + verb (protect) + our + noun (constitution). simply put, the statement emphasizes the same message to protect the country along with its repetition, and later it is supported by its memorable pattern. the usage will make the audience attracted to the importance of the issue (kazemian & hashemi, 2014). it is considered useful for him since he previously challenges the election result and he needs support. accordingly, because of its appealing pattern and emphasis, the usage becomes a useful strategy to convince the audience and manipulate them. b. superstructure in the speech arrangement, the results show the discourse structure refers to van dijk (1980) and reisigl (2008) theory. we found that, the introduction (exordium) functions to attract the audience’s attention, which is in line with the theory. on top of that, the purpose simply leads the main discussion to a declaration of the republican’s victory and their objection to the 2020 election result. the body consists of the narration (statement) and the argumentation (proof). the narration mainly addresses fact of a case dealing with a claim of fraud in the 2020 election. meanwhile, the argumentation confirms trump’s claim by providing sequences of fraud evidence to make the audience trust him. the closing (peroration) presents its similarity to the opening scheme. the closing draws the audience’s attention, but his strategy tends to sums the issues in persuasive way. trump, additionally, also denotes a contrast between the republicans and the opposition. he even adds the republicans’ actions are crucial, as they claim that the protest is merely to protect the country. c. macrostructure (theme) in the macrostructure discussion, we collect sequences of macro proposition in trump’s speech. then, we formulate the collected macro propositions with macrorules (van dijk, 1980). in fact, in the protest speech, donald j. trump often discloses varied topics. nonetheless, those sequences of https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 222 topics convey to a big picture, which is representing the main topic. as a result of the analysis, the varied topics have demonstrated major propositions. we formulate those findings afterwards. according to it, we conclude that the theme of the speech is donald j. trump’s objection regarding the 2020 u.s. presidential election result. 5. discussion this study pursues aims to discuss the rhetorical language of the defeated candidate speech. the results here have shown another example compared to previous studies in political speech analyses. the results here will discuss three parts of the speech. according to the microstructure analysis above, it turns out that five of the six rhetorical devices are found. it is important to consider that trump’s speech in this study is response of protest to the election result. we, consequently, speculate that the speech itself has caused trump’s preference in his language. he prefers to adopt the most beneficial strategy to gain the republicans’ support. finally, this study, by analysing a protest speech occurred within the 2020 election, offers another contribution to political discourse study. first, to begin with the microstructure discussion, a response of the defeated candidate presents different and meaningful intention. by comparing to the formal type of political speeches, those speeches are performed and targeted to the public, for americans in general. it contributes to state of affairs which the messages are universal and the speeches are accepted as public concerns. nugraha (2014) reports a case of marriage equality in the u.s. besides, rohmah (2018) presents cases for terrorism and the u.s. national security and defense. derakhshani et al. analyse trump’s speech to the un (2021). maghfiroh & triyono (2020) denote a mission form nadiem makarim on indonesia’s education. moreover, pradiptha et al. (2020) examine the u.s.-israel foreign affair. on the other hand, informal and implicit type of political speeches are considered incline to have an intentional and directed aim. this study presents response of protest by trump as the defeated candidate. his speech strongly delivers his disappointment toward the democrat, his rival, in the 2020 election contest eventually. to observe deeper in the language use, the results are different when the related context and speech’s purpose involve in. maghfiroh & triyono (2020) discuss language use on a speech by nadiem makarim, the newly educational and cultural minister of indonesia. interestingly, the study reveals the minister did not employ rhetorical strategies and prefer to employ direct language style instead. based on his intention, eventually, to make the messages well conveyed and to ease the audience’s understanding, the style is chosen at the end. meanwhile, nugraha (2014) reports an example how metaphor strategy used in hillary’s campaign. previous studies indicate that metaphor becomes one of the most used devices in terms of political speeches. for example, the device are commonly employed by barack obama (alabbasi, 2022; khajavi & rasti, 2020). the function is simply to convey the idea and to influence the people. back to the nugraha’s, he narrates the context of the former u.s. secretary of state, hillary clinton obviously attempts to gain support from americans. finally, clinton employed beacon of hope simply to portray that she and the government highly support lgbt community. nonetheless, in this study, the defeated trump preferred not to employ metaphor device. as the results indicate trump’s intention has influenced his preference. in his response to protest the 2020 election, a great number of supports from the republicans are crucial. he manipulates his words to be well shared and easily comprehend. for this reason, instead of employing a comparison or an analogy, he inclines to employ other strategies those are far more effective. it refers to when repetition is the most used device in his protest speech with 17 data. trump is known for his characteristic using repetitive terms admittedly (alshammari, 2020; savoy, 2017). yaqin (2017) additionally shows that an emphasis in repetition reflects the politicians’ ideology. it indicates that the repeated words which are carrying messages are crucial. moreover, the messages are meant to be shared and accepted by the audience. in this study, we observe the same intention that trump aims to make his messages well approved by the republicans by repeating “i… i won them both … i won much bigger”. alshammari in his study (2020) observes donald j. trump’s characteristic employing parallelism and repetition in his inaugural speeches. the results indicate that he means to build solidarity, unity, and encouragement. compared to this study, it is found, in fact, the use of repetition and parallelism concurrently. it has been mentioned before, that repetition is the most frequent utilized device. we postulate it is grounded on trump’s intention to make the republicans comprehend his major messages in a simple way. for instance, with these repetitive words, fight, dead people, ever, we must, we’re going to, and election theft. the function works for emphasis and, stronger, for encouragement. dealing with how trump shared his disappointment, trump finally succeeds in gaining the republicans’ trust. specifically, it would be important to highlight, that this case reflects what savoy (2017) and alshammari (2020) find by disclosing trump’s language style (i.e., direct, simple, and reusing the same words). meanwhile, for parallelism, this study collects 8 data. the results indicate trump directs to focus on the importance of the issue. he also utilized it due to its rhythmic pattern. as in accordance to kazemian & hashemi (2014), they present that the structure of parallelism functions to add emphasis, persuasion, and beauty. moreover, derakhshani et al. (2021) report that the structure targets for expressing influence, rhythm, and power to the speech itself. another study https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 223 (widiatmika et al., 2020), here, exhibits that politicians have utilized memorable structures during their campaigns. in this study, it turns out that trump mentions this typical and memorable structure “to defend and preserve government of the people, by the people, and for the people”. it is essential to consider, that his speech is directed toward the implementation of the election in the u.s. by carrying the issue of fraudulent election, he therefore, means to engage his positive and strong commitment towards the government. he aims to depict himself better than his rival. the example above ultimately has attracted the republicans smoothly by gaining support and sympathy. rohmah (2018), furthermore, presents another example of three rhetorical devices: hyperbole, repetition, and irony. the study discusses presidential speeches by donald j. trump. those are on about capital city of israel, security and defence security, and terrorism. the speeches are obviously directed to the public. put simply, reputation of the country and himself are seen widely. here, the speaker’s competence to use and to manipulate the language becomes essential. rohmah’s study exhibits hyperbole usages purposed to influence people’s opinion with trump’s subjectivity about the previous leaders. in this study, trump utilizes several overstated expression for glamorizing his own achievements and making bad impression of them. he overstates that he won the popular vote. besides, he exaggerates his statement about the democrats that claims “this is the most corrupt election in the history”. in other words, this is simply a strategy from the loser to cover up his defeat in the 2020 election. euphemism refers to a mild expression meaning to replace the offensive one (fahnestock, 2011). meanwhile, in political speeches, choice of words is explicitly distributed by the speaker since those are the most appropriate words to select (van dijk, 2000). perangin-angin et al. (2021) report that pronouns bro and sis are deliberately employed grace natalie, the leader of psi party, to have closer approach toward the audience. the speaker aims to create positive and casual strategy. in contrast, these words are inclined to be a negative opinion or bias as in slaughter, terrorist, rebel, radical, or in terms of animal, dogs, rats, snakes (sahmeni & afifah, 2019; van dijk, 2000, 2008). besides, proctor & su (2011) examine that there is a difference on how personal pronouns are used in certain venue. they report, that, in debate, personal pronouns are the essential indication to observe how the candidates denote their self-identity and loyalty toward their running mate. meanwhile, in this study, trump is in the position which is defeated. he lost both the popular vote and the electoral college. we find that he employs provoking statement frequently toward the democrat. however, on how he mentioned his own party trump appears to be mild. thus, when he realizes his party has a weakness, he manages to normalize it. finally, this finding presents he would employ positive terms to describe his own party and negative terms to portray the opposing party instead (luo et al., 2021; rachman, a; yunianti, 2017). it is worth noting that in this study, donald j. trump utilizes those rhetorical devices while carrying a goal simply to manipulate the republicans. in addition, he succeeds utilizing his language as his potent persuasion. compared to rahayu et al. study (2018) that report obama has his own the most potent strategy to gain people’s trust. they examine that obama frequently tells the audiences stories which are about himself or even the audience. in the end, the strategy gives rise to a powerful persuasion in the campaign contest. meanwhile, here, we observe that trump’s speech is enriched with fraud evidence in several states (wisconsin, madison, georgia, arizona, and pennsylvania) rather than stories. back to the 2016 election, in fact, he in majority won those states (ballotpedia, 2016). however, the fact that he lost in the current election damages his expectation. in accordance with his main goal (i.e., gain support), repetition exhibits for emphasis and encouragement because it is the most powerful device to persuade the republicans. afterwards, to make the democrat bad, hyperbole is employed. in particular, he also tends to normalize his own weaknesses while keep creating the democrat bad. in sum, certain rhetorical strategies employed in donald j. trump’s language stems from his own main goals. second, in the superstructure discussion, the structure of the speech is successfully arranged to disclose trump’s objection in well-organized structure of speech. normally, in political speeches, the opening (the introduction) presents salutation and appreciation in a formal way. it is often intended toward other guests and leaders at the venue. derakhshani et al. (2021) disclose structure of donald j. trump’s speech at the un. the opening consists of addresses and salutation. the addresses are certainly conveyed toward members in the 72nd session of the united nation general assembly. through his speech, trump carries dignity of the u.s. moreover, he strongly highlights his position and superiority over other leaders of countries. eventually, he will maintain it positively. it is worth noting, that when trump’s speech are in formal situation, he yet implies to blame the previous leaders of the u.s. pradiptha et al. (2020) report that trump blames them for being too slow in taking action for the country. compared to this study, the opening of trump’s speech demonstrates to have closer approach toward the audience. trump’s speech itself was watched by the republicans in majority. we also do not observe an address for certain guests. he builds an intimate situation by omitting distance between him and the republicans instead. additionally, he tries to recognize them by saying appreciation and embraces them as they stand for the same purpose. this strategy is taken merely to attract their attention. it is obviously helpful https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 214-226 https://doi.org/10.31849/elsya.v4i2.10419 how to cite this article: faiz, a. p. n., sholikhah, i. k., & muttaqin, u. (2022). donald j. trump’s protest response: rhetorical language of his speech at the “save america” rally. elsya : journal of english language studies, 4(3), 214-266. 224 to gain their sympathy, since he directs to make them support him (i.e., to disapprove the election result). in terms of the superstructure, huda et al. (2020) exhibits that in news discourse, the scheme consists of two schemes (lead and story) by referring to van dijk’s theory. furthermore, maghfiroh & triyono (2020) report that nadiem’s speech has implicated the proper arrangement which it start from the general elements first to convey his foremost message well. meanwhile, in this study, the body of the speech which indicates to two major parts refer to theory of political speech scheme’s by reisigl (2008). the results present that the distribution of political speech schemes: narration (statement) and argumentation (proof). in the narration, trump succeeds in persuading the republicans regarding his claim. he frequently claims that the election is fraudulent. he also discloses statements saying there are a lot of foul practices in the implementation. furthermore, trump frequently highlights humiliating description for the opposition. meanwhile, for the argumentation, he shows his trustworthiness to the audience. he provides fraud evidence which is disclosed with numbers. the strategy is taken to make them trust and support him. in this part, he maintains to create bad image of the opposition. moreover, to make it different to them, he introduces the audience with his strong commitment toward the country. in the closing part, it is equally targeted to attract the republicans with memorable statements. trump manages to make his message is well delivered. it is worth noting, that how he concludes his protest becomes somewhat an encouragement to the audience. in this statement, “we’re going to, we’re going to walk pennsylvania … to the capitol… we’re going to try and give” by utilizing his approval, he strongly persuades the republicans to join the rally participating to the parade. in the speech, he repeatedly engages the actions that they should take are simply on behalf of democracy. this study speculates that when the encouragement seems promising, it has incited the audience to protest in the capitol. 6. conclusion this study discloses the research gap of rhetorical language analysis in political speeches. in particular, the study examines political speech of the defeated candidate within the 2020 u.s. presidential election. to begin with the results of the linguistic preference, it obviously reflects how donald j. trump intends to gain support. it is worth noting that there are five rhetorical devices found in the speech according to teun van dijk (2000, p. 272) and thomas & wareing (2003, pp. 45–52). meanwhile, not a one metaphor is employed. we postulate that not only trump addresses his oral language style but also utilizes the most potent strategy to gain support. as a result, it is found that there is an imbalance of frequency of the usage. moreover, we observe that the structure of the speech refers to reisigl’s theory of political speech schemes (2008). put simply, he tries to arrange his protest with provocative narration and reasonable argument. in the speech, trump has utilized his power effectively as the 45th president of the united states of america. he represents himself who is experienced enough of taking care of the country. eventually, he frequently creates the opposition is nothing better than him. besides, to manipulate the republicans, he convinces them that their actions are merely for the sake of the country. nevertheless, those messages that are embodied and shared in his speech have incited people to act violently toward the country, in which it contrasts the considerate value they have believed in. in sum, this study demonstrates on how preference of rhetorical language is deliberately utilised by the politicians in their discourses respectively. finally, we hope, that this study would help future researchers to analyse other related issues. 7. acknowledgement this study has been finished and i genuinely address my best gratitude to my supervisors, mrs. ika maratus solikhah s.s., m.a and mr. usep muttaqin s. hum., m.a. i am highly grateful for your suggestions and support. references al-abbasi, z. h. k. 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(2017). analysis of political discourse on twitter in the context of the 2016 us presidential elections. government information quarterly, 34(4), 613–626. https://doi.org/10.1016/j.giq.2017.11.001 https://doi.org/10.31849/elsya.v4i2.10419 elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 163 linking language proficiency to teaching competence: a case study of efl teachers in indonesia dwita laksmita rachmawati 1 and oikurema purwati 2 1 universitas merdeka pasuruan, pasuruan, indonesia 2 universitas negeri surabaya, surabaya, indonesia dwita.19030@mhs.unesa.ac.id article history received : 4 may 2021 revised : 12 june 2021 accepted : 3 august 2021 keywords english language teaching (elt) teacher teaching ability learning and teaching activity language proficiency toefl non-native english teachers abstract in indonesia, english teachers and lecturers have to pass specific number of toefl score as a passing card to carry out teaching activity. yet, there is no further observation from researchers or government about how much the english teachers’ proficiency affects the classroom instruction capability. hence, this research is worth pursuing to reveal information for teachers’ professional development. this study is a case study that aims to gather information about the relation between english teachers’ proficiency and teaching skills. the data were obtained from semi-structured interview and class observation. to analyse the data, the researchers coded the data manually to eliminate errors. there are two english lecturers from one private university in malang, east java, indonesia as the participants of this study. they were selected purposefully based on their level of general proficiency in english. this study revealed that high level of english proficiency alone cannot be a single indicator for conducting effective english teaching and learning process. teachers need to obtain both high level of language proficiency and own pedagogical skills to provide optimised learning and teaching environment. this research is seen as a fundamental framework for teachers to improve their english teaching perseverance. 1. introduction in the field of english language teaching, english language teaching competence should include many aspects including english proficiency or known as the capability of someone to teach english subject through english language. based on the common conventional, the more someone understands a language, the better prepared someone is to instruct it in classroom (richards, 2017). commonly speaking, english proficiency means someone’s ability to use english for a range of communicative purposes. according to madya et al. (2018) and renandya et al. (2018), a teacher’s language proficiency relates to the teacher's capacity to utilise the language for any communicative aims. those include mastery of pronunciation, vocabulary, grammar, speech, and also writing skills. there are 5 indicators to indicate that someone has a good english proficiency, they are “accuracy, fluency, complexity, appropriacy, and capacity” (richards, 2017). for instructional and certification purposes, there are some standardised test to measure the english proficiency like cefr, toefl, toeic, and ielts (renandya et al., 2018). in indonesia, common standardised tests that are used to measure english proficiency for certification and instructional aims is toefl and toeic test. considering the popularity of toefl test in indonesia, a pertinent point to consider is whether or not toefl alone is an adequate assessment for assessing educators' language competency. as many scholars claimed that english teachers require to obtain many complex skills in order to able to teach english subject effectively through english language (faez et al., 2019; renandya et al., 2018; j. c. richards, 2017). since english has been a global demand for education programs around the globe because of its dominant position in many countries, there is a burgeoning solicitation for qualified, competent, knowledgeable, and professional english teachers to support the demand. that is why, english language proficiency is a crucial elements that should be owned by an english educators to make up their professional knowledge (renandya et al., 2018). since decades ago, there are increasing demand for english around the world. as the consequence, it has resulted in a demand for a large number of english teachers that should have the important qualifications, they are english proficiency, content mastery, and pedagogical skills (anderson, 2016; coniam & falvey, 2013; sahin & yildirim, 2016). it can be said that the teacher’s language proficiency is seen as an essential indicator of their expertise and considered as a good english teacher. indeed, every teacher has a teacher guide book. still, the teacher's book itself needs the teacher's ability to understand the content and adequate knowledge of the subjects and the ability or skills to figure out how to use it according to what they and their students need. in indonesia itself, there are some negative evaluation concerns about english language learning, they are the teachers’ limited theoretical and linguistic knowledge (renandya et al., 2018). according to the ministry of http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 164 education and culture of indonesia, there are so many english teachers who teach international standard schools (rsbi) that have insufficient language proficiency based on their toeic test result. the below expectation language proficiency of indonesian english teachers can be a big problem for english language learning (richards, 2017). richards (2017) explained that in south korea in 2004, from more than ten thousand english teachers from primary to secondary school level, there were 92% had insufficient english proficiency in order to teach english effectively. according to the report, the teachers’ limitation became an issue that interfere the english teaching and learning process. renandya et al. (2018) explained how important it is for teachers in indonesia to master english and gain the english language proficiency level before they teach english classes. when the teacher has passed the required measurement of advanced language proficiency, they are considered fluent language users and can deliver the students' language knowledge. referring to the indonesian regulation of teachers and lecturers article 1 verse 9, "academic qualification is academic certification according to educators' formal education level and unit in wherever they are assigned at." furthermore, in the same law of teachers and lecturers, article 1 verse 12 added, "educator certification is a formal warrant given for teachers and lecturers as professional workers." as mentioned in the same teachers and lecturers' law, the only department that can release educator certification, article 47 verse 1, "the passed certification is only provided by a university that provides an education procurement program endorsed by the government." those are the global indicator, but for english teachers, they have to pass some specific number of toefl test score. however, there is no study or statement from the government or researchers on the relation between english teachers' proficiency and their classroom instruction capability. yet, it is crucial to be researched to provide data for teachers’ professional development (ambrose-yeoh, 1988; marashi & azizi-nassab, 2018). thus, the research question underlying this study is, “how is the relationship between english teachers’ language proficiency and their teaching performance?” this article begins with review of related literature, research method, followed by a presentation of finding, discussion, and a conclusion of the analysis. 2. literature review 2.1 language proficiency of teachers it is difficult and complex to define about language proficiency. language proficiency is context-bound in which distinctive level as well as kinds of proficiency are needed for distinctive context and objective. the complexity is compounded by the varieties of english. teachers who have higher proficiency in a language variety do not mean that they have high level of proficiency in all varieties of language (mahboob & barratt, 2014). thus, the problem of educator's language proficiency and the degree of proficiency needed to be successful in teaching and learning activity is a complex issue. the majority of research on teachers' language proficiency has focused on teacher's general proficiency (faez & karas, 2017), which is a matter of consideration for non-native english teachers (richards, 2010). he stated that in order to teach efficiently and successfully, educators must achieve a particular level of proficiency. tsang (2017) emphasised the concept of a proficiency threshold, arguing that educators' general proficiency has an essential role in the class, yet just to a certain extent, when a specific threshold is reached, other considerations like pedagogical competence and personalities become more vital. nevertheless, given the variety of contexts, cultures, duties, as well as contents in which teachers must act, the standard remains elusive (faez et al., 2019). although the focus on teachers' language proficiency is important, it has yielded in unfavorable situation. for instance, native speakers are sometimes preferred over nonnative speakers in recruiting practice since several conditions relate the word "nativeness" with successful instruction (freeman et al., 2015). according to the term "nativespeakerism" of holliday (2006), the situation is pervasive concept in language teaching, thus, "nativeness" is still classified as a recruiting standard (mahboob, 2013). there are some previous studies related to language proficiency. a study conducted by van canh & renandya (2017) in vietnamese context. the study investigated about the relation of teachers’ language proficiency and the teachers’ performance in their class to engage their students in teaching and learning process. the study revealed that there is a complex relation between language proficiency and the way they use the target language to interact and support the students. they stated that teachers’ general proficiency significantly impacts the promotion of language learning process. besides, sadeghi et al. (2019) conducted a research in iranian context. they investigated 8 iranian teachers to see the link between their english proficiency and the way they use the language to engage learners in classrooms. they concluded that language proficiency is as important as their pedagogical skills. if the teachers have high language proficiency level, they will have high self-efficacy, high selfesteem, and high classroom-management satisfaction. many experts claim that "nativeness" of english language is not needed for effective classroom instruction mode (richards, 2017). the majority of english teachers around the world, according to richards (2017, p. 9), are not native speakers who "do not have nor require native-like mastery" to teach effectively (freeman et al., 2015). freeman (2017) has debated whether the general proficiency is required in the course goals. according to the perspective of language for specific purpose, he proposed that educators require english for teaching, a particular language spectrum that demonstrates typical words or phrases utilised by educators in the english http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 165 classroom. while still in its early stages, researchers believe that the english for teaching will help english language teaching field better train english teachers for complex roles in the mode of classroom instruction (freeman, 2017; richards, 2017). whereas, others have stated that native-like competence is not needed for instruction, scholars have investigated how the proficiency of language teachers affects the belief and efficacy in teaching ability. 2.2 teachers’ professional competence knowing the connection between teachers' language proficiency and pedagogical competence has currently resurfaced as the concern in language teacher education, most notably through studies on educator cognition and classroom instruction skill (freeman et al., 2015). like freeman has noted, the skill to teach a language using the language necessitates recognition of several relevant aspects, because in language teaching, the language is either the subject of instruction and the medium through which it is learned. it is not similar with physics or other lessons, in language course, the language as a means of communication is also the content of the course. (freeman et al., 2015) stated three interlinked aspects of knowledge-for-teaching, namely subject knowledge, pedagogical skill, and discourse skill. the difference between the three facets of an educator's competence and abilities offers a valuable analytic foundation for understanding the essence of "teaching a language through the language". content knowledge means the subject mastery of the teachers (faez et al., 2019; freeman et al., 2015). in the english case, the point encompasses a wide range of sources of language-related insight which derived from the fields in that english is the object of language learning, like linguistics, language acquisition, discourse analysis, and sociolinguistics. yet, content expertise alone is insufficient for teaching a language. for instance, a student who study about linguistics might be an expert in grammar as a tool to analyse a text or they might be skilled in phonology, but to write an appropriate syllabus and to organise classroom instruction strategies for teaching a language, they need another skill that is pedagogical ability. pedagogical knowledge contributes to the educator's classroom instruction competence. it encompasses an educator's understanding about their subject, the teaching methods and practices repertoire, as well as the theories, principles, beliefs, values, and concepts that they are based on (rahimi et al., 2018; yeung, 2020). as it is known in relation to learners' understanding, curriculum, context of teaching, and teaching techniques, pedagogical skills and knowledge draws on content understanding as well as other sources of knowledge, yet in the development of transforms it. for instance, educators will be required to understand the distinction between stative and non-stative verbs. in this case, the distinction is communicated to the students using a skill that refers to pedagogical competence. the last teachers' professional competence is the english discourse skills as well as the degree to which the ability empowers him or her to teach a language through the language. the condition involves the educator's capacity to preserve fluent, correct, accurate, and understandable. what more is the extent to which the skills can be used as a means for teaching english. although teacher's general oral communication capacity in english is essential, teaching english through english often needs knowledge of a particular english genre as well as the discourse skill required for teaching, the so-called "functional language competence" (hobbs, 2013). the profession in english language teaching has believed that native english teachers are naturally capable of using the language in this manner, while non-native english teachers would be able to do so if they enhance their english mastery. nevertheless, both native and non-native english-speaking teachers must improve the capability to utilise english in a manner that promotes english language learning. 3. method this research is a single case study which requires comprehension and the ability to indulge various data sources, including evaluation as researchers, learn and analyse a case, event, activity, program, and process in society (merriam & tisdell, 2016). the study was conducted in east java, indonesia. specifically, the respondents of this study are two lecturers from one private university in east java, indonesia. they were selected purposefully based on their level of general proficiency in english. both lecturers had six years of teaching experience. to measure their language proficiency, the researchers used the test of english as a foreign language institutional testing program (toefl itp) score. once the test results were converted to the cefr level. lecturer x got toefl itp to score 579 in toefl test that the participant has done in 2020, which means the lecturer has achieved b2 level. meanwhile, the lecturer y got a toefl itp score of 560 in toefl test that the participant has done in 2020, which means the participant has earned a b2 level. according to the results, which show lecturers' score level, they are categorised as independent user – vantage. the researchers used check-listed observation that adapted and modified from brown & lee (2015) to gather the data. the researchers also used a set of questions in advance for conducting semi-structured interviews. the questions for conducting semi-structured interview adapted and modified from richards (2017). there are five questions that asked about their general english proficiency, teaching performance, requirements needed to be english lecturer, the test steps that they required to follow to be english lecturer in the university, and how the university provides their professional development opportunities. since the researchers used semi-structured interviews, there will be numerous follow-up questions that permitted a more indepth clarification of problems arising from previous responses. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 166 each lecturer was observed for 90 minutes during teaching and learning activity by using an observation check-list. the researchers did the check-listed observation to determine his/her teaching ability in the classroom (brown & lee, 2015). that activity included 5 indicators: 1) preparation, 2) presentation, 3) execution/method, 4) personal characteristics and 5) teacher-student interaction during a learning activity. the total point which has to be observed was 41 points. furthermore, there were 5 options as mentioned in the check-list: 4 = teacher always does the statement, 3 = teacher often does the statement, 2 = teacher sometimes does the statement, 1 = teacher rarely does the statement, and 0 = teacher never does the statement. in this recent study, the researchers coded the data from the interview and classroom observation manually since it seems more reasonable to eliminate errors and inaccuracy. this research used numerous approaches to collect research data. the stage is essential, which is called triangulation (patton, 2015). the researchers used a grounded approach to categorise the teachers' verbal accounts into themes for semi-structured interviews that contrasted with the data from participants’ toefl scores and classroom observation. then, the codes were clustered to shape themes that highlighted participants’ general english proficiency level overview and their teaching practice in their classrooms. 4. results 4.1 teachers’ general english proficiency related to their teaching ability (interview results) this part aims to give the general english proficiency level overview and the lecturers' effectiveness in delivering the learning material. the information provided in this part was collected from the result of two lecturers' interviews. they are the representatives and academic models of the private university in east java. it was a semi-structured type of interview. those two respondents were asked about their english proficiency level in general, their capability and creativity during the performance of learning and teaching activity. the interview result can be described as the following: as the researchers interviewed the requirements needed to be an english lecturer in the university, lecturer y explains: “at the time of recruitment, the department seek some clarification of new english lecturer candidate about english language proficiency through toefl test. however, it is a standard procedure after we have done tes potensi akademik (academic test).” excerpt 1 next, the researchers also inquired about the next step after lecturers-candidates did tpa (general academic test) and linguistic proficiency test, known as the toefl test. regarding that question, lecturer x replied: “the university conducted micro-teaching test to know the level of teaching competencies of english lecturers’ candidates because they consider that effective teaching requires not only high-level proficiency in the language being taught but also appropriate teaching ability, knowledge of educational traditions and student attitudes.” excerpt 2 as the lecturers are asked to explain how their institution supervised their language proficiency, they mentioned professional development opportunities, which are available for the lecturers. regarding the question, lecturer y responded:“our institution always tries hard to nurture the lecturers. there are lots of opportunities provide by our institution for lecturers to upgrade their skills.” excerpt 3 as english lecturers were asked about their general english proficiency, lecturer x responded: “i can say that i am a communicative educator as i collected all experience in my career and putting them all together for me to feel free to use the most appropriate approach in my class. i got that skill from many training, workshop, seminars/conference, and many others. i always learn to use my language proficiency so that it can collaborate effectively when i use it in my classroom and make varied teaching approach and i use it based on the students' need, for instance, esp, egp, etc.” excerpt 4 based on the lecturer x’s responds, it indicates that her decisions during the classroom teaching process are influenced by her prior educational degree and professional experiences, continue to adapt to the current situation, and implement her knowledge and skills whenever needed. meanwhile, lecturer y stated: “i feel confident enough with my english competence, and in teaching and learning activities, i offered some supplementary worksheets and textbook for learners, and i like additional practice from a grammar-oriented perspective.” excerpt 5 it can be identified that lecturer y felt confident in her language proficiency. however, the lecturer applies a grammar-based approach and textbook or text-based approach to deliver knowledge. the researchers also asked about the dominant quality used for the teaching performance. lecturer x indicated: “linguistic proficiency is only one element. a lecturer has to have another requirement to provide a good educational environment for learners and parents. also, a lecturer needs to know what to do with their (high) language proficiency. fluency is only one component of language proficiency. many fluent english lecturers do not know how to do their such skill when they teach in class. as a lecturer, you have to understand how to use the skill and how to teach a learner. the lecturer has to be an expert, an enthusiastic person, an artist, a psychologist, a writer, a commentator, a comedian, a mother/father, and whatsoever. the lecturer also has to be cheerful, funny, patient, assertive, dedicated, and at the same http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 167 time, have to be strong. hence, lecturers have to be a ‘real teacher’, not a matter of native or non-native englishspeaking teacher.” excerpt 6 meanwhile, lecturer y implied that an english lecturer’s language proficiency is seen as primarily linguistic proficiency. if lecturers own low language ability, so, they are not considered as a good english lecturer. nakata also stated that english language proficiency is a crucial aspect of teaching area and expertise (nakata, 2010; widodo & riandi, 2013). 4.2 teachers’ general english proficiency related to their teaching ability (observation results) as stated previously, lecturer x and y's toefl itp scores were 579 and 560. both participants is considered to achieve a b2 level or categorised as independent user (vantage). meanwhile, there are 5 indicators for observation check-list, which include: 1) preparation, 2) presentation, 3) execution/method, 4) personal characteristic, and 5) teacherstudent interaction in the classroom. from those 5 indicators, there were 40 points in total as it was taken from the following 5 options to answer each indicator; 4 = teacher always do the statement, 3 = the teacher often do the statement, 2 = the teacher sometimes do the statement, 1 = the teacher rarely do the statement, and 0 = the teacher never do the statement. the gathered information according to observation of the participants is shown in the following brief: table 1. the teaching ability observation result (modified from brown & lee, 2015) i preparation 4 3 2 1 0 1. the teacher prepares a course outline/lesson plan, materials, and other learning resources before teaching. √ √√ 2. the teacher discusses and reviews the previous topic and introduces the students to a new topic that will be curiously discussed. √ √√ 3. the teacher points out the learning objectives. √ √√ ii presentation 4 3 2 1 0 4. the teacher demonstrates and explains the topic and materials creatively and clearly through the use of various media. √ √√ 5. the teacher delivers the lesson smoothly, obviously, and logically. √ √√ 6. the teacher’s lecture is well-paced. √ √√ 7. the teacher provides a clear path of instruction. √ √√ 8. the teacher teaches the lesson based on the level of learners’ comprehension. √ √√ 9. the teacher recognises the students’ productive skills. √ √√ 10. the teacher addresses the question of the students with respect, pleasure, and satisfaction. √ √√ 11. the teaching technique is sufficient for age and ability. √ √√ 12. the teacher ensures that all of the students have already understood the material. they do not have problems understanding the lesson. √ √√ 13. the teacher has a strong interest and enthusiasm in teaching. √ √√ iii execution/method 4 3 2 1 0 14. the teacher uses appropriate teaching method and activities during the class. √ √√ 15. the teacher should adapt to the unexpected and unanticipated condition during the class. √ √√ 16. the teacher emphasise english materials. √ √√ 17. the teacher walks around the class and interacts with the students. √ √√ 18. the teacher knows and attempts to memorise the names of the students. √ √√ http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 168 19. the teacher appropriately reinforces the students. √ √√ 20. the teacher allows and encourages the students to give a response to the lesson that has been delivered. √ √√ 21. the teacher adds examples, descriptions, and illustrations while explaining the materials. √ √√ 22. the teacher utilises teaching resources, various media, or instructional tools from offline and online sources appropriately. √ √√ 23. the teacher gives simulations and discusses the content systematically through an exciting technique. √ √√ 24. the teacher teaches with relevant resources linked to the students' culture and knowledge of their background. √ √√ 25. the teacher gives feedback to the students. √ √√ 26 the teacher tells the students to learn from their prior mistakes and errors. √ √√ iv personal characteristics 4 3 2 1 0 27. the teacher is cooperative and patient when responding to the students’ questions. √ √√ 28. the teacher has a loud and clear voice while teaching. √ √√ 29. the teacher has a good personality, performance, as well as appearance. √ √√ 30. the teacher is effortful, resourceful, as well as creative, and initiative. √ √√ 31. the teacher has good pronunciation, intonation, and fluency in speaking. √ √√ v teacher-student interaction 4 3 2 1 0 32. the teacher encouraged and motivated the students to take part in and actively engage in class. √ √√ 33. the students are free to ask, oppose, or share their thoughts. √ √√ 34. the teacher can manage and handle the class. √ √√ 35. the teacher can make the students feel happy and relaxed even in a difficult lesson. √ √√ 36. the teacher treated the students equally, impartially, and professionally during the class. √ √√ 37. the students are inspired and motivated to give their best to perform an evaluation and do a project. √ √√ 38. the teacher communicates and speaks english confidently. √ √√ 39. the teacher knows the needs of the students. √ √√ 40. an explicit positive assessment, like "very good" or "great," was used appropriately and not overused. √ √√ notes: √ = teacher x; √√ = teacher y; 4 = the teacher always does the statement, 3 = the teacher often does the statement, 2 = the teacher sometimes does the statement, 1 = the teacher rarely does the statement, and 0 = the teacher never does the statement. according to table 1, the teaching ability of participant x and y can be identified as follows. participant x, based on criteria number 1 (preparation), was very capable of preparing teaching material suitable for the current curriculum and teaching tools. the learning and teaching activity demands the best preparation from a teacher. therefore, teaching materials and resources have to be prepared before the teaching and learning activity are conducted. according to the finding of this research, participant x prepared teaching materials and resources from newspapers, journals, the internet, and supporting book references. based on those circumstances, the lecturer prepared either online and offline materials for her students. her preparation to provide teaching experience tools is http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 169 outstanding as the lecturer has good digital literacy, including an operating computer, lcd, audio-speaker, smartphone, and many digital devices in the language laboratory to gather, sort, and process the material resources for her classroom. furthermore, criteria number 2 (presentation), participant x explained the materials very well. her ability to define and deliver the lesson was considered excellent as the lecturer has done it smoothly, logically, and in sequence. because of her skillful material delivery, her skill is regarded as above average. however, the lecturer still has to upgrade her teaching pace. as the lecturer teaches the students, the lecturer was also superb at providing learning direction for all students that it is easier to follow the lecturer's instruction. other than that, the way the lecturer presents the material was based on students' comprehension level, and it was the ideal way. based on this case, the lecturer utilises some resources, including short stories, video learning of native speakers speaks, news reports, and more. during the teaching-learning process, the lecturer was also considered superb in handling students' questions and provide appropriate and satisfying answers. next, according to criteria number 3 (execution/method), the lecturer incorporates various learning and teaching activities in the classroom. for example, the lecturer would ask her students to watch the video, learning by playing like digital games in kahoot, discussing students' feelings about what is happened in the content of reading materials, and more. the learning activities provided by the lecturer could encourage students to learn more. investing technology into english teachinglearning activities would provoke students' motivation and ability to improve students' english skill achievements, and the lecturer is great to do that area. besides, the lecturer was great at preparing some anticipations to some unpredicted situation during classroom activity, which proves that the lecturer can adapt almost in every case that interrupts the learning and teaching process. the lecturer can strengthen the students' material delivery and make sure that they absorb the material very well. during teaching, the lecturer mobilised around the class and made eye contact accordingly with her students. those moves would create bonding and sound vibration during a classroom activity. what’s more interesting is that the lecturer does not reinforce her students too much either verbally, non-verbally, or even combine both. for example, the lecturer would not be hesitant to give compliments such as well done! good job! nice answer! whenever her students can present their projects well. furthermore, as mentioned in number 4 (personal characteristics), participant x could be considered a very patient lecturer to obtain students’ responses. during the teaching process, the lecturer has expert clarity in her voice and tone. furthermore, the lecturer is very creative and full of resources to deliver materials and preparing them for mistakes. her pronunciation for teaching efl was also outstanding. besides, based on indicator number 5 (lecturer or students interaction). the interaction between students and the lecturer is significant, even more, critical than the fewer materials and learning techniques provided by the lecturer (mori et al., 2011; wong, 2005). participant x set up the class to adopt classroom activities that portray students' autonomy. the lecturer inspired her students to participate into a teaching-learning process, the lecturer is considered as a very good lecturer. hence, the students are allowed to ask for some questions, expressing their ideas and view based on their opinion. thus, the lecturer handled the class very well, as students were also considered and involved in the lesson experience. they felt happy and relaxed in spite of the fact that they were learning difficult learning material. it could happen because of lecturer's ability and skill to deliver difficult material into easy to be understood material for students. the classroom environment and atmosphere were very positive as students and the lecturer respect and treated each other well. the lecturer always encourages students to do their best in the learning process. lastly, the distortion was used positively and was not being overused during learning instructions for her students. those prove well that the lecturer was aware of what is needed to maximise her teaching performance. those prove to speak louder why easy-to-understand about her english proficiency. her confidence has helped her to motivate students and make them actively participate in a classroom activity. furthermore, the lecturer has achieved a high score on toefl itp. the lecturer also has achieved a high ielts score that is 7. the lecturer owns teaching experiences related to public speaking. also, the lecturer has gained the pre-overseas training scholarship (pkbi) for permanent lecturer, which was released by the ministry of research and technology of the republic of indonesia (dikti) 2019 in bandung for three months. the past education, training, workshop, seminar, both international and national, and teaching experiences influence how lecturers take action during learning and teaching activity in the classroom (kahraman & pipes, 2018). all of those were the reason why the lecturer feels so confident with her language skills. besides, during the classroom activity, there was also a student–to–student interaction while participating in group task participation. 5. discussion this research aims to identify the relation between english teachers’ language proficiency and their teaching performance. the findings of this study indicated that the university has some requirements for lecturers’ candidates, such as they have to passed administrative test, academic test, and toefl test. there is micro teaching test to see lecturers’ candidates’ pedagogical skills. those tests are also administrated for philippine teachers and lecturers as well (faez et al., 2019; faez & karas, 2017). moreover, both of the participants also stated that the professional development will be available for language lecturers to enhance their linguistic skills and teaching http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 170 methods. the participants stated that their institution offers scholarships for their lecturers to gain the experience to study either overseas or domestically. it was implied that teaching competency was considered ideal if the lecturers have the ability to deliver all language skills, including speaking, reading, listening, and writing through english. beside language proficiency, pedagogical skills were also essential to deliver materials for students. therefore, clear and good english command and teaching skills are must-have abilities for english lecturers. the findings are in line with the statement of richards (2017) and faez & karas (2017) who stated high level of language proficiency can affect the language teachers’ belief and efficacy in teaching and learning process. the findings also indicated that the decisions during the classroom teaching process are influenced by lecturers’ education degree and professional experiences. lecturers’ experiences also can influence their ability to adapt to the recent condition and implement their insight and skills whenever needed. the findings supported by the statements of some scholars that stated that lecturers’ professional experiences will support teaching and learning process since the lecturers can offer more alternatives based on learning conditions to provide more language input during lesson activities (choi & lee, 2016; moradkhani et al., 2017; sadeghi et al., 2019). regarding the result shown from the interview and observation check list, it can be inferred that there are three comprehensive language teacher proficiency components. those three include "linguistic knowledge," "cultural knowledge," and "pedagogical knowledge." the participants accentuated that both pedagogical and linguistic knowledge are essential. for example, participant x stated that become an excellent educator means successfully bringing a great pedagogy and a language ability in the learning process, including helping students achieve their learning goals. if a lecturer has high level of language proficiency but he or she does not own pedagogical skills, his/her teaching performance will void his/her fluency. thus, as lecturer reached appropriate language proficiency, it will increase his/her confidence while teaching and own enough professional sense while performing language learning activity (akbari & moradkhani, 2012; richards, 2010). based on the findings, participant x is considered a digital literacy person because the lecturer can process information in multiple formats from various resources via a computer (xu et al., 2019). the ability to review previous lesson material was considered skillful. to review the previous lesson, the participant uses various interesting games as a learning medium. the lecturer also frequently uses applications, like kahoot and quizziz when she wants to raise learning topic which will be brought up in the classroom and followed by stating the learning objectives smartly. hence, the students would acknowledge the learning goal and what they would learn. hence, reviewing prior foreign language material is considered a more exciting way and building a contextualised learning environment (dourda et al., 2014). in accordance with the findings, xu et al. (2019) argued that the game-based approach could encourage the students' problem solving and critical thinking skills, helping them reach their learning achievements. moreover, based on the observation check list, the participant x owns suitable teaching methods and activities that can enable learners to actively interact in classroom, such as using scl (student-centred learning), pbl (project based learning), and discovery learning method, readerresponse method. they are considered as suitable methods according to students’ age and ability. the lecturer focuses more on the students’ development. she emphasises on the students’ progress rather than the product of learning. what is more important is that the lecturer has always shown high interest and enthusiasm in teaching activities. the statement is supported by the theory of vygotsky that is “zone proximal development” that said cognitive skills evolve from social and physical interactions. furthermore, based on the findings of this study, the researchers found that participant x frequently used explicit positive statements such as 'very good' or 'great' and giving a variety of emoticons on the students’ works. in the activities, the teachers are rooted within the class activities constructed to generate students’ competence. moreover, during the teaching process, lecturer x often provides illustrations and examples related to their students' culture, age, and comprehension level. the lecturer could even maximise the learning activity by using aids and learning resources to help students understand complex materials. as students made some errors, the lecturer will give them feedback which involve stimulation rather than giving answer directly. according to some previous studies, those activities will improve students' participation and reduce their learning anxiety (farrell, 2016; anderson, 2016). different to lecturer x, lecturer y was also considered as highly proficient, yet, based on the classroom observation check list, it can be seen that the lecturer does not provide appropriate command to improve the students' learning opportunities to reach their target language achievement. it was assumed that the high level of lecturer’s language proficiency did not affect her pedagogical skills. the lecturer provides lengthy instructions and only did small negotiations during the learning and teaching process. although the lecturer can speak english fluently, the lecturer still needs to upgrade the communication skills because the lecturer cannot transfer the knowledge to the students appropriately. it can be seen from the students who have problems in understanding the explanation. none of the questions that the lecturer asked to the students were referred to the topic of discussion. moreover, the language knowledge the lecturer delivers was mostly obtained from the textbook. whenever the lecturer tried to enrich the references out of the textbook, the lecturer seems experience some difficulties. the lecturer could not use english accordingly to acquire responses from the students or deliver material in simple english sentences. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 163-173 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 171 it can be implied that high language proficiency does not guarantee that lecturers can give effective classroom teaching performance. the language proficiency in elt could not be a stand-alone aspect. creating a thriving learning environment requires a combination of qualified language proficiency and language teaching (coniam et al., 2017; richards et al., 2013). although native-like language mastery may not indicate good english teachers, the elt scholars claim that pedagogy requires educators to achieve a great language proficiency to provide efficient classroom activity. the teacher's role in education is a learning mediator between material delivery and students and utilises a language as a psychological tools to build a good learning atmosphere through the classroom interaction and communication (renandya et al., 2018; richards, 2017). gaining an advanced language proficiency level would support english teachers and lecturers to speak the target language smoothly during the teaching process. moreover, with those capacity, english teachers and lecturers can be a model for students to speak a language. teachers also can obtain a good selfefficacy and self-esteem while teaching. furthermore, as shown by educator x, a good level of language proficiency will make the lecturer speak confidently during lesson activities. the result has shown that language proficiency level contributes to the lecturer's instruction ability, allowing them to handle the classroom discourse. thus, it serves optimum language learning opportunities (richards, 2010; nhung, 2018). the connection between educators' language proficiency and the capacity to instruct is nuanced. for language educators, language proficiency and teaching capability are fundamental to their identity and efficacy as a lecturer. the proficiency is not similar with teaching capability. when educators have enhanced their english level, they will be capable of teaching english efficiently. conventionally, the capacity to teach english using english has been viewed as largely language proficiency issue. the statement indicates that native speaker english instructors are considered as more legitimate and competent language educators than those who are not. nevertheless, the assumption about nesst is failed to acknowledge the nature of teaching english trough english. for instance, lecturers who teach english for specific purposes (esp) do not need to have native speakers proficiency, yet, it needs particular knowledge and ability to give appropriate instruction. there are some requirements of a good lecturer, including having professional, social, and pedagogical competencies. those requirements cover various learning methods, discipline, and mastery of learning material, owning general evaluation skills as a lecturer, collaborating instructional media for the learning activity, and social skills. those are needed as lecturers’ competencies must influence their learning and teaching process. this was meant to improve teaching knowledge and skills in the future because lecturers need to evaluate what they have given for teaching activity (azizah et al., 2018; karimi et al., 2016; klassen & tze, 2014; webb & chang, 2012). hence, students’ satisfaction with their lecture's performance can be achieved. this research is seen as a fundamental framework for teachers to improve their english teaching quality. it can be used as a teacher’s reference to amend their teaching standard. furthermore, the data from this study can be used as the basis for teachers’ professional development. based on the result of this study, training should be conducted progressively for english teachers to improve their knowledge and teaching practice. since this study only provides data from interview and observation check list, it would be more informative if further research provide data from teachers’ utterances/command while teaching. 6. conclusion to sum up, this study revealed that beside owing good english proficiency, english teachers and lecturers need to embrace content mastery and pedagogical skills to serve effective english teaching and learning process. english teachers and lecturers have to be able to be learning mediator between material delivery and students. they also have to be able to utilise language as a psychological tool to build students learning environment through two-way interaction. those teachers' roles were clarified in considerable second language acquisition knowledge and literature. maximum learning performance can be obtained as long as it is assisted by how lecturers use classroom english accordingly during a classroom activity. to create optimal learning cycle, english language teachers and lecturers have to gain an advanced classroom english proficiency level in order to support effective learning environments and engage the students in pedagogically meaningful interactions. thus, both english proficiency levels must be balanced out by owning teaching ability for an effective and optimal learning environment. references akbari, r., & moradkhani, s. 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(2020). the use of english as a medium of instruction in higher education in post-colonial hong kong – perceived realities and issues. taiwan journal of tesol, 17(2), 39–64. https://doi.org/10.30397/tjtesol.202010_17(2).00 02 http://ojs.journal.unilak.ac.id/index.php/elsya instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 55-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 55 a study on the use of speech acts: a review of selected paper nofita sari gowasa 1 , sonia permata radiana 2 , and nur afifah 3 1,2,3 u-raise academy, pekanbaru, indonesia nofita.sg@unilak.ac.id article history received : 11 april 2019 revised : 21 april 2019 accepted : 22 may 2019 keywords speech act apology reject complain give thanks abstract this article is a review of the theory of speech act by searle & austin (1962). describe what the action strategies used in the language themselves are speaking and what speech acts are used by a group of prospective teachers while apologizing, complaining, rejecting and giving thanks. focusing on the paper written by akdeniz university, faculty of education nihat bayat, titled ‘a study on the use of speech acts’ (2013). this present paper uses descriptive qualitative analysis in an attempt to address the gap how to determine what type of speech act is used in the turkish language strategy, which will provide convenience in teaching turkish as a native and foreign language. look at using data content analysis obtained from descriptive analysis for deeper processes. the data in this study were collected through asking participants to write the structure of the language they used in apologizing, complaining, rejecting and thanking. this present article aims to review and discuss the findings, as well as the strengths and weaknesses found in bayat’s paper. the article seems to have a clear flow on how to explain these two types of education and made the discourse easy to understand. therefore, the replication of bayat’s research should be easy enough for similar research purposes. 1. introduction the act of speaking has been found in the language of communication. speech act is a product of speech in certain conditions and the smallest of communication languages that determine the meaning of a sentence (derin et al., 2019). speech act is a pragmatic element that involves the speaker, listener or reader. in its application, speech acts are used by several disciplines. speech act provisions arise because the speaker says something not only expresses the utterance, but also has the intention behind the utterance. at each opportunity, the action taken by producing speech will consist of three related actions, the first locutionary action, which is the basic act of speech, or produce meaningful language expression. the second is the act of illocution, the meaning of speech intended by the speaker. third is perlocution act of action resulting from locution. in communicating with others can be done in various ways, one of which is done by speech. language plays an important role in human life because it is the main tool for communicating with each other. people use language to express thoughts, ideas and emotions by using sounds, movements and signals for various purposes and reasons. according to clark (1977) language stands at the center of human affairs, from the most ordinary to the deepest. this means that language cannot be separated from everyday life. everyone in the world when they use language in conversation, they produce speech in certain contexts. speech is a speech analysis unit that has been defined in various ways but most commonly as a sequence of words in someone's turn to speak under a single intonation counter (schmidt and richards, 2002). this statement must be understood by the listener so that the speaker's message can be conveyed successfully. therefore, it is necessary to know the context of the conversation. when language speakers produce speech in a particular context, they also take actions such as giving information, ordering, asking. etc. this action is known as speech act. according to searle and austin (1962), there are three types of speech acts, namely locus acts, illocutionary acts, and acts of perlocution. the act of locution is the literal meaning of utterance. meanwhile, illocutionary action refers to the extra meaning of utterance which is produced on the basis of its literal meaning and the act of perlocution is related to the effect of utterance on the listener, depending on certain circumstances. there are many functions of various types of speech acts such as exchanging factual information, intellectual information, emotional attitudes, moral attitudes, persuasion and socializing (searle, 1976). speech action strategies such as what is used by a group of prospective teachers while apologizing, complaining, rejecting and giving thanks is tried to be defined in this study. in this case it focuses on the relationship between language and action, when using language people not only produce a series of isolated sentences, but also do an audit therefore by using language they do something or make others do something. the proper use of speech acts gained through experience in culture is very important in the realization of social relations. in some cases, to determine what type of speech act is used where the strategy in turkish, will provide convenience in teaching turkish as a elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 55-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 56 native language and foreign language. speech act, which is usually discussed in foreign language teaching research, is emphasized in that it reflects the usage problems faced by people from different cultures. 2. method the method used in this paper in this review article is descriptive qualitative, the data in this research article was collected through asking participants to write the structure of the language they used in apologizing, complaining, rejecting and thanking cases, participants were asked to write briefly their dialogue that they will take this speech act as a subject and the participants generally express acts of gratitude, apologize and reject explicitly, they mostly take action to complain implicitly. the data in the bayat’s study were taken from the participants of 155 teacher candidates who continued their education at akdeniz university, the faculty of education, the pre-school teacher education department, and the participants were new students, second year students, and juniors in formal education. during the analysis of the data collected, 5 dialogues written by participants, because they did not adequately reflect the case needed, were found to be invalid and excluded from the study. therefore, the number of study participants was determined 150. in bayat’s article several processes have been categorized and organized according to the strategies used in each speech act. from various categorization processes one will find more than one strategy in the structure of language, and consider what is most dominant which is presented by digitizing as frequency and percentage in the findings section. there are several functions considered in determining the strategy. for example, it has focused on what has been offered to do this action by the person who will apologize, and this has been properly named. the literature also benefits when identifying and mentioning strategies. but there are some functions and strategies not covered in the literature, onomathesias are determined by the agreement of experts analyzing the content used. special attention is paid to the differences being significant between each strategy and the others. for example, although in the act of refusing, reminding other priority strategies is the strategy of giving reasons in a way where the importance is given higher importance causing this strategy to be called another word. 3. results & discussion 3.1 strengths the authors say bayat’s article clearly describes the study of the use of speech acts and has a title that strongly reflects the content, and the title synchronized well with the abstract, which is written as a seemingly perfect summary of the entire research article of bayat’s. the keywords are appropriately narrowed, so it is easy to know what points are discussed in this study. in this paper to collect data through asking participants to write the structure of the language they use in apologizing, complaining, rejecting and thanking and the participants are asked to write their dialogue briefly that they will perform this speech act as a subject then the data is evaluated using content analysis techniques . yildirim and simsek (2011), emphasize that content analysis occurs by subjecting data obtained from descriptive analysis to deeper processes. so that with content analysis the author can quickly find out the results of using the speech act. and the findings of this article are very interesting and make people who read them better understand because the findings made in this research article are ten apologies, six rejections and six thank you strategies identified. while participants generally express acts of gratitude, apologize and reject explicitly, they mostly take action to complain implicitly. the implicit meaning according to shapira-lishchinsky (2019) is the meaning that is implied and not stated directly, not explicitly related to the information contained in a message and which is really intended by the speaker and understood by the listener, without being represented by anything in the discourse (angelia, 2008). implicit meaning is a meaning that is not displayed but is part of the speaker or the intention to be conveyed by the speaker. the meaning conveyed openly is explicit meaning. in this article, appropriate use of speech acts gained through experience in culture is very important in the realization of social relations. therefore, the use of speech act makes it much easier for people to understand and understand the intentions of others in speaking because it connects many aspects of life as in this article about culture in social relations not only in turkey but throughout the world will be able to in the know about the importance of speech act in human life. the use of language and action relations is a very interesting thing discussed in this article. in this article the data collection uses content analysis in which the results can be known quickly by giving assignments to participants writing short memories about taking actions to apologize, complain, reject, and give thanks. searle (2000) speech act is presented in situations where real language is used. therefore, he said that the basic assumption on speech act theory is the smallest unit in human communication is the implementation of certain types of actions. meanwhile, according to bachman (1990), in communication cases are associated with the functional dimension of language. as opposed to the to morphological, syntactic and rhetorical dimensions regarding the arrangement of language structures, the pragmatic dimension is associated with producing and understanding speech. these two dimensions function reciprocally in communication. there are differences related to speech acts according to austin, namely constative and performative. constative is used to describe an event or situation, is a statement. constative can be qualified as true/false values. however, contstatives are used to perform tasks and cannot be categorized as true or false (coulthard, 1985). austin and elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 55-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 57 searle felt very interested in the show. witczak-plisiecka (2009) shows that three actions can occur simultaneously while making a statement. one of these is locutionary actions. this only explains the act of saying something. the act of illocution, on the other hand, is to do something by saying something. perlocutionary actions are related to the conclusion of a word. this tells the effect that is left on the listener. searle (2000) reviews this classification and makes several changes. therefore, directives (ordering requests, prohibitions) aim at directing the listener to do something, declarations (resignations, appointments) that aim to make changes, commissives (promising) show that the speaker is doing something by expressing intention, expressive (apologizing), celebrating) expressing the speaker's state of mind in relation to a situation, firmly (confessing, swearing) refers to the accuracy of what is said are the five types of speech acts carried out by searleset the following conditions must be provided for formatives that do not function imperfectly: there must be a negotiation process that the impact of negotiations on this process is filled with the right words in the right circumstances by the right people. conditions and people in certain situations must be the right conditions and people for the process. the process needs to be implemented correctly and fully by all participants (coulthard, 1985). when performative expressions are carried out, the speaker does something simultaneously. for example, when it says it's very cold here, the speaker states he feels cold, or he can ask someone to close the window or turn on the heater. in addition, the speaker can perform ilucitionary actions by using lucitionary actions. ask someone can you give salt? it seems like it means that the listener has that ability; however, the speaker is actually making a request. this is an illusory act (asher and lascarides, 2006). in this article examines social and culture in the use of a second language that uses 150 participants and participants write their memories about apologizing, complaining, rejecting and giving thanks. according to hymes (1972) shows that when learning languages, children acquire a set of social rules in addition to grammatical structures. with this ability called communicative competence, the proper use of patterns is studied together with grammatical knowledge. in this way, knowledge of when to talk or not to speak, to whom, how, where and what to talk about is obtained. others' speeches are evaluated in the same way. hymes (1972) looked at the complementary relationship between communicative competence and language. the structure of the language obtained is precisely reflected in the case of communication through experience. in other words, language acquisition includes language rules and grammar structures along with their usage patterns. children interpret life, they develop a general theory of forms of speech that are suitable. this assumption is suggested on an unlimited number of experiences with speech acts, and on the basis of their relationship to sociocultural features. the act of apologizing is one of the most frequently used actions. this has the purpose of tidying up hatred (intachakra, 2004). olshtain & cohen (1990) consider the act of complaining as an act of speech that is performed when the speaker is affected. blum-kulka and colleagues (1989) draw attention to the cultural specific dimensions of the act of refusing. as such, social distance and power differences between the parties have a significant impact on rejection. meanwhile, according to intachakra (2004), the act of gratitude rebuilds the balance difference that arises from the good that is created among which people communicate. each of these actions is used with the aim of editing the social function of relationships through language. in this article it is very clear in providing an explanation of data analysis and data collection, so it is very easy to find the results of the research. the results of the study in the article show that participants used different strategies depending on the type of performative. variations in the strategy used are associated with specific conditions of communication and the quality of the parties involved in a communication. the research findings show that there are eight different strategies in the dimension of apology. giving reasons, in particular, seems to be the most commonly used apology strategy. in the act of complaining, a total of ten strategies are determined. the strategies most frequently used include reflecting outcome strategies. reflecting the results in the action of the complaint provides an implicit justification for the injured person to eliminate the emerging negativity. in the act of refusing, a total of six strategies are determined. the strategies most often used include giving reasons for the strategy. giving a reason for that strategy is important compared to other strategies in terms of justifying a refusal to offer. direct rejection, specifically refusing to use oaths and stating that there are no offers among other strategies, can be explained by the low level of respect between the communicating parties. the last speech act discussed in this study is a thank you. a total of six different strategies were determined in connection with thanks. among these, giving thanks directly is the most often called strategy. grateful has a strengthening function in the relationship because it shows that the parties acknowledge the goodness done and reflect the appropriate sensitivity. grateful directly is often the strategy referred to can be linked to this. 3.2 weaknesses the advantages of bayat’s work, of course there are some weaknesses, namely, the research strategy of its discovery is similar to the data obtained from the research conducted in korea. the abstract contained in the article did not state the purpose of the article, the introduction was lacking in elaboration. in the article the way to collect data is by participants writing their memories which are less effective in gathering data. deficiencies in the article there is a relationship between various cases in the actions taken, the results found are not relevant to the research conducted. at this point, to determine which shows the strategies used in specific speech acts especially those collected are elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 55-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 58 important findings of further learning. the research findings show that there are eight different strategies in the dimension of apology. giving reasons, in particular, seems to be the most commonly used apology strategy. these results support the findings of a study conducted by tuncel (2011). in his study, tuncel (2011) did not face any consistent use in undergraduate speech act applications. the eight different apology strategies that were also achieved in this study are indirectly related to this finding. the strategy determined about the speech act of apology is similar to the data obtained from research conducted in korean students learning english by jung (2004). expressions of apology that jung (2004) found for these actions apologies and expressions of remorse, explanation and giving reasons, acknowledgment of responsibility and take responsibility, offer improvement, promise not to repeat and make commitments in this case studies are strategies that have a function that same. in the act of complaining, a total of ten strategies are determined. the strategy most often used among them reflect the results strategy. reflecting the results in the action of the complaint provides an implicit justification for the injured person to eliminate the emerging negativity. reflecting the results of a strategy that functions as an indirect expression, in some cases it can be treated as a gentle form of communication. other strategies are used according to different variables in the communication process. some of the strategies obtained in this study (2010) are similar to the functions in the deveci study (2010). the complaint strategy identified in a study of complaints in turkey by deveci (2010) is similar to the direct complaint in this study in terms of function. however, justification, candidate solutions, explanation of objectives and criticism found by deveci (2010) are complaint strategies that were identified differently from this study. in the act of refusing, a total of six strategies are determined. the strategies most often used include giving reasons for the strategy. giving a reason for that strategy is important compared to other strategies in terms of justifying a refusal to offer. direct rejection, specifically refusing to use oaths and stating that there are no offers among other strategies, can be explained by the low level of respect between the communicating parties. however, refusing directly can be considered as one of the strategies implemented in some friendly relations, too. al-eryani (2007) focuses on three strategies in his studio. there are expressions of reasons for remorse and offer reasons for alternative strategies among these and give reasons in this study, alternative offers and other options have the same function as each other. guo (2012), too, has focused on strategies such as direct, reason, alternative, avoidance and criticism. among the strategies guo (2012) identified, reasons, direct and alternative functions in the same way with some of the strategies in this study. the last speech act discussed in this study is a thank you. a total of six different strategies were determined in connection with thanks. among these, giving thanks directly is the most often called strategy. grateful has a strengthening function in the relationship because it shows that the parties acknowledge the goodness done and reflect the appropriate sensitivity. grateful directly is often the strategy referred to can be linked to this. other strategies used have the characteristics of linguistic expressions of expressing thanks more implicitly. in his study, intachakra (2004) also found a strategy, similar to the one in this study, related to acknowledgments in english and thai. explicit expressions of thanks and expressions of gratitude in this study, an account or a thank you and emphasize the positive impact, expression of admiration and praise, promise of repayment and disclosure of debt have the same function. indications of no need for assistance are different findings determined by intachakara (2004). zarei (2011) obtained more strategies about thanking actions in her studies, and she divided them into sub-strategies. this is a sub-strategy of zarei (2011) determined: gratitude, appreciation, payment, recognition of imposition, apology, positive feelings et al. most of zarei's (2011) strategies have the same function as the strategies determined in this study. one response to be achieved in this study is related to the level of explicit or implicit use of speech acts. it was identified that the act of apology was carried out explicitly in terms of simplicity and implicit. it is generally stated explicitly this case is a reasonable case such as apologizing related to the fact that the speaker does not want mistakes to be made to damage the relationship. however, this is not the same case for complaining. the act of complaining is mainly implicit. the reason for this may be because the speaker complained under the risk of continuing relations with other parties. therefore, such a risk-free way to thank is done very well explicitly. as for the act of refusing, it is carried out almost at the same level in a similar way in terms of simplicity and testimony. in this study, it aims to determine which strategies have been used when conducting speech acts. other studies on speech acts generally relate to determining the extent and how foreign language students conduct them in the target language. however, finding strategies generally used in language must facilitate the interpretation of the results obtained from comparative studies. in his article discusses speech research but there is no data collection on speech in the article. the discovery of the article is not valid with the data collection. 5. conclusion the results of this study indicate that the participants used different strategies depending on the type of performative. variations in the strategy used are associated with specific conditions of communication and the quality of the parties involved in a communication. the research findings show that there are eight different strategies in the dimension of apology. giving reasons, in particular, seems to be the most commonly used apology strategy. the research findings show that there are eight different elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 55-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 59 strategies in the dimension of apology. giving reasons, in particular, seems to be the most commonly used apology strategy. in the act of complaining, a total of ten strategies are determined. the strategies most frequently used include reflecting outcome strategies. in the act of refusing, a total of six strategies are determined. the strategies most often used include giving reasons for the strategy. giving a reason for that strategy is important compared to other strategies in terms of justifying a refusal to offer. direct rejection, specifically refusing to use oaths and stating that there are no offers among other strategies, can be explained by the low level of respect between the communicating parties. however, rejecting directly can be considered as one of the strategies implemented in some friendly relations. the last speech act discussed in this study is a thank you. a total of six different strategies were determined in connection with thanks. among these, giving thanks directly is the most often called strategy. grateful has a strengthening function in the relationship because it shows that the parties acknowledge the goodness done and reflect the appropriate sensitivity. grateful directly is often the strategy referred to can be linked to this. other strategies used have the characteristics of linguistic expressions of expressing thanks more implicitly. the response to be achieved in this study is related to the level of explicit or implicit use of speech acts. it was identified that the act of apology was carried out explicitly in terms of simplicity and implicit. it is generally stated explicitly this case is a reasonable case such as apologizing related to the fact that the speaker does not want mistakes to be made to damage the relationship. however, this is not the same case for complaining. the act of complaining is mainly implicit. the reason for this may be because the speaker complained under the risk of continuing relations with other parties. therefore, such a risk-free way to thank is done very well explicitly. as for the act of refusing, it is carried out almost at the same level in a similar way in terms of simplicity and testimony. in this study, it aims to determine which strategies have been used when conducting speech acts. other studies on speech acts generally relate to determining the extent and how foreign language students conduct them in the target language references angelia, y. s. 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(2016). speech acts and literary theory. routledge. elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 55-60 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 60 richards, jack c and richard schmidt. 2002. longman dictionary of language teaching and applied linguistics, 3rd ed., london: pearson education limited rosyidi, a. z., mahyuni, m., & muhaimi, m. (2019). illocutionary speech acts use by jokowidodo in first indonesia presidential election debate 2019. international journal of multicultural and multireligious understanding, 6(2), 735-740. searle, j. r. (2000). soz edimleri. (r. levent aysever, trans.) searle, j. r. 1969. speech acts. cambridege university press. shapira–lishchinsky, o. (2019). the implicit meaning of timss: exploring ethics in teachers’ practice. teaching and teacher education, 79, 188197. witczak-plisiecka, i. (2009). speech acts and the autonomy of linguistic pragmatics. lodz papers in pragmatics, 5(1), 85-106. wittgenstein, ludwig 1953 philosophical investigations, trans, by g.e.m. anscombe. oxford: basil blackwell yamori, k. (2019). disaster information from the viewpoint of speech act theory. idrim journal, 9(1), 40-55. yandra, a., safitri, d., & hamuddin, b. (2018, july). exploring discourse of illocutionary act: the controversial pribumi anies baswedan’s speech. in iop conference series: earth and environmental science (vol. 175, no. 1, p. 012230). iop publishing. elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 225 the inappropriateness of english for specific purposes (esp) with learner’s goals: a need analysis on communication and islamic broadcasting program st. hartina 1 and syahrir syahrir 2 1 institut agama islam negeri palopo, palopo, indonesia 2 universitas muhammadiyah palopo, palopo, indonesia sthartina@iainpalopo.ac.id article history received : 2 may 2021 revised : 4 may 2021 accepted : 7 august 2021 keywords inappropriateness english for specific purposes (esp) need analysis communication islam islamic broadcasting program abstract the course of english for specific purposes (esp) is supposed to prepare students for the professional sector, yet the course at iain palopo in indonesi is designed in general english without any professional input or assessment of the learner's needs. this research is motivated by the communication and islamic broadcasting program students’ complaints of unsatisfaction with the course since it does not meet their needs. this research aims to examine the english needs of students studying in the communication and islamic broadcasting program. the researchers used a mixed-methods strategy that incorporates both quantitative and qualitative research. the participants in this study were 60 undergraduates and 30 graduate students. data was gathered through questionnaires and interviews. the data was then analyzed using the comprehensive concept of need analysis proposed by dudleyevans & st. john (1998). the results revealed that the majority of students learn english to help them advance in their careers. their top priority in esp is to improve their speaking skills, followed by listening, reading, and writing. due to the repetitive learning method, inappropriate textbook, and short duration, according to the interview results, the students were also unsatisfied with the present esp course. 1. introduction during the last two decades, the demand for english for specific purposes (esp) has been a major priority. it has grown very rapidly since 1960 (hutchinson & waters, 1987). the main reason why more people throughout the world, particularly in asia, are interested in learning english is that it improves societal attitudes about language (aliakbari & boghayeri, 2014). the growth of worldwide scientific, technological, social, and commercial activities increased the need for english for specific purposes. it was utilized in a variety of fields, including trade, technology, health, finance, and science research. furthermore, the majority of job vacancies, as well as the rising number of international students, require not just specialized skills but also a strong command of the english language (nimasari, 2018). as a result, scholars who are job seekers are expected to have a strong command of the english language to pursue their careers in the future (asrifan et al., 2020). educational institutions are now obligated to incorporate an esp course in their curriculum (boroujeni & fard, 2013) as a result of the demands. mazdayasna & tahririan (2008) studied the english needs of iranian medical students. they discovered that the esp course was ineffective since it did not meet the learners’ needs. in another study in iran, bigdeli (2010) revealed inconsistencies between students' esp needs and the actual english material provided. in a similar example, chostelidou (2010) sought to create an esp syllabus for greek tertiary education. he discovered that the learners' attitudes on using the target language for professional reasons differed. in addition, kadek et al., (2016) recognized the critical need for english-speaking nurses in bali. as a result, he decided to design an innovative esp syllabus to meet the learners' expectations of english usage. therefore, it was clear that the majority of esp courses were designed without considering the learners’ needs. although the teaching of esp is nearly identical to the teaching of english for general purposes, there are significant differences to be considered. the esp course, according to edwards (2000), is "something outside of the language through the means of the language." the role of esp is supposed to be as an essential tool for learners to improve their english skills in preparation for their professional sector. hutchinson & waters (1987) endorsed the same notion, stating that esp should be focused on the learners’ needs in their professional fields. due to these factors, teachers found it difficult to develop different syllabuses. teachers should examine the learning objectives for each subject to design a course that is both engaging for students and effective for their future careers. in indonesian universities, esp is generally studied after general english. it is usually offered at the tertiary level of http://ojs.journal.unilak.ac.id/index.php/elsya mailto:sthartina@iainpalopo.ac.id elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 226 education. khalik (2014) in his research at the university of 45 makassar found that esp are taught at semester 3 after students have completed general english. also kusni, (2013) claimed that general english is basic language learning to be studied at lower level and continue to esp which is more advanced, professional, and related to the students‟ fields of study, especially at universities where students are trained to perform on their future job. however, the degree of difficulty does not meet the needs of indonesian students. the present esp syllabus for nursing students is not yet completely practical in terms of topic setting and seems difficult to implement in the classroom (kadek et al., 2016).thus, the syllabus must be perfected in order to minimize inconsistencies between students’ needs and the material being taught. english for specific purposes is studied by all majors or study programs, including the communication and islamic broadcasting program, in particular at institut agama islam negeri (iain) palopo esp is a required course in the third semester. on paper, the goal of the course is to educate nonenglish students on how to understand and use the english language based on their academic background. however, preliminary observation proved otherwise as an esp lecturer in the communication and islamic broadcasting program, the researcher discovered that the syllabus and course design were identical to those used in general english. students have also complained to the researcher that this course does not meet their expectations. following a review of the curriculum and interviews with the heads of the communication and islamic broadcasting program, it was discovered that no study focused on a needs analysis for undergraduate courses had been conducted. without expert consultation or assessment of the learner's needs, esp courses were implemented. without going through a need analysis process, the course content is designed based on an english lecturer's personal experience. as a consequence, the english course content does not meet the learners’ needs. because they are unable to utilize english in a genuine setting, the students lack the desire to learn as a result of the differing expectations. unfortunately, this fact shows that the esp program used so far is incompatible with the characteristic of the esp course design. the current course does not accommodate the students’ needs. one probable reason is that the esp course does not cover this vital need, leaving a gap between the learners' needs and what the syllabus provides. there are inconsistencies between the learner's needs and the actual content they get in esp courses. therefore, updating the curriculum frequently is an option for ensuring that the course remains relevant to students' needs (jackson, 2005). previous studies indicated that when the syllabus is incompatible with the students’ goal realization, teachers and lecturers alike must conduct a needs analysis to address the problem (sumarsono et al., 2017).it is critical to do a need analysis to determine what students require. hence, the importance of need analysis in the esp curriculum should not be overlooked when investigating this topic. considering all of this, it appears that the present esp curriculum and material should be updated. in other words, conducting a need analysis to determine the esp learner needs would be beneficial. from the author's investigations, there is no study on need analysis for communication and islamic broadcasting programs. therefore, this study will provide preliminary information on the need for languages for communication and islamic broadcasting programs. the present study aims to analyze the english needs and to explore the problems faced by students in learning esp courses at islamic communication and broadcasting program. the results will hopefully assist the teacher in determining the student's professional language skills. it is a critical step in offering well-designed educational materials to college students. it also serves as the basic information for developing curriculum content, teaching materials, and methods as part of the esp course design framework, particularly for the islamic communication and broadcasting program. 2. literature review 2.1 need analysis the process of gathering and assessing learner needs in order to design the curriculum content and goals is known as need analysis (lin & wang, 2012). the goal of need analysis is to find out what the students need to know and what they do not know, as well as their existing abilities (zamanian, kashkouli, & seddighi, 2015). when developing an effective curriculum, the curriculum designer will determine the learning goals, language attitudes, and expectations of learners engaged in the course through this procedure (bigdeli, 2010). the data obtained swill ensure that the courses are relevant and beneficial to the needs of the students. it will serve as a beginning point or guidance for the course and syllabus design, material selection, assessment, and even classroom activities (gusti et al., 2014). hutchinson & waters (1987) divided needs into two categories: target and learning needs. target needs are determined by considering necessities, lacks, and wants". in this context, "necessities" refer to what students must know. meanwhile, "lacks" addresses students' current needs, while "wants" identifies learners' desires and what they find beneficial. it indicates that "wants" are connected to subjective needs, "necessities" are related to the necessary knowledge, and "lacks" are related to current knowledge." needs analysis, according to dudley-evans (1998) includes target analysis, present situation analysis, and learning needs analysis. target analysis is known as objective needs. meanwhile, the present situation analysis is concerned with identifying the learners' lacks or deficiencies. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 227 furthermore, the learning needs analysis is known as subjective needs. in other words, the target needs to examine the language needs where the participants are likely to use english. meanwhile, the learning needs examined what the students expected from the course (zamanian et al., 2015). the most essential aspect of need analysis is identifying the students' requirements, lacks, and desires, which may be viewed from a variety of viewpoints including students, teachers, and institutions (otilia, 2015). 2.2 english for specific purposes according to hutchinson & waters (1987) english for specific purposes (esp) is an approach for teaching english that focuses on the content and method needed by the students. this course's objective is to educate students on a set of abilities that they will need in their present employment or later in their professional careers. esp is a teaching method that does not require the use of explicit words. the ‘purpose' for which the learner is studying english is the most essential aspect of the language. it is designed to the needs of students from a wide range of disciplines (warti, 2020). the term 'specific' in english for specific purpose refers to the uniqueness of learning objectives (ekayati et al., 2020). adult learners are the target audience, whether it is a formal institution or a professional industry. students attend english lessons in higher education not just because they want to learn english, but also because it is one of the mandatory subjects, regardless of whether or not they love it. 2.3 the role of need analysis in english for specific purposes in her study, kadek (2016) looked at the needs of esp for nursing students. the finding showed that most students have a limited vocabulary and are poor in speaking, listening, writing, and pronunciation. as a result of these findings, an innovative esp syllabus for indonesian nurses was created. it is critical to design an esp course in order to enable students to communicate effectively and avoid any misconceptions when using english. chostelidou (2010) described the stage of a need analysis in creating esp for greek tertiary education. the first step is to determine the needs of a target group of learners and then design a course that meets those needs. the esp for accounting courses, according to the findings, was designed not just for students but also for curriculum designers and esp trainers. for syllabus design, materials development, teaching, and assessment issues sahraini (2020) argued that needs analysis is an essential element of esp courses. in line with otilia (2015), he stated that needs analysis is considered the cornerstone of english for specific purposes (esp). it entailed analyzing the learners' communication needs as well as strategies for accomplishing specific teaching objectives. its goal is to gather information about the students and to define the target setting and atmosphere for the esp study. the university of phayao conducted a need analysis in order to develop an appropriate esp syllabus that meets the students’ needs (thepseenu, 2020) the results of this study are given to the curriculum designer to design a language course. students will realize the value of a language course that is designed to meet their needs, and they will be more driven to study. the basic needs of students, the material focused on disciplines and professions, and the vocabulary focus on events are the characteristics of esp . according to dudley-evans (1998) today's concept of needs analysis has eight components that have been divided into five main categories, including 1. target situation and objective needs analysis (e.g., tasks and activities for which learners will use english); 2. linguistic, discourse, and genre analysis, i.e. an understanding of how language and abilities are employed in the target circumstances; 3. learners' goals, means, and subjective needs-factors that influence how individuals learn (e.g. prior learning experiences, reasons for attending the course, and expectations); 4. present situation analysis to determine learners' current skills and language usage; and 5. a means analysis (e.g. information about the environment where the course will occur). it is important to undertake a need analysis as a first step in creating an esp program so that it is in line with the actual needs of students (torregrosa & sánchez-reyes, 2015). it can be done at the beginning of the course to determine the students' goals or at the end of the course for evaluation, and revision (nation & macalister (2010). the results will assist the curriculum designer and the esp teachers in identifying learner’s needs. the curriculum designer and esp teacher will be aware of the student's perspective requirements, language skills, and language ability deficiencies. it is very important in designing the learning objectives, the selection of teaching materials, and appropriate learning techniques and resources. needs assessment, course and syllabus design, content selection and production, teaching and learning process, and evaluation are the steps of esp design (hyland, 1999). these steps cannot be separated or overlapped since the esp design would become chaotic. 3. method the research was conducted using both quantitative and qualitative methods. to collect primary data, a quantitative technique was utilized. meanwhile, as secondary data, a qualitative method was taken to acquire a more relevant understanding. the participants were chosen at random from 60 students and 30 graduates of communication and islamic broadcasting to answer the questionnaire. in addition, three students, two graduates, and three esp teachers took part in the semi-structured interview as participants. a questionnaire and a semi-structured interview were used to gather data. mazdayasna's & tahririan's (2008) http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 228 version of multiple-choice questions was utilized in the questionnaire. the following is an adaptation of the questionnaire from dudley-evans (1998) comprehensive concept of need analysis: table 1. the concept of need analysis questions aspect the purpose of the question target situations analysis to find out the purpose for studying english to find out the priority of english skills objective need analysis to find out the necessities of learning each english skill subjective need analysis to find out the learners' preferred learning methods of each skill the descriptive qualitative approach was used to examine the data collected from the questionnaires. the following methods were used to collect data via questionnaire: (1) determining the students' responses; (2) sorting the percentage of responses from the students; and (3) specifying the students' degree of needs. on the other hand, the researcher also performed a semistructured interview to understand more about the difficulties students encounter when studying esp and what they require from esp class. the researcher asked five questions to five students and graduates individually. the questions were used to gather the data on the esp course's learning techniques, esp material sources, course length, and syllabus content. in addition, three esp professors were asked two questions on the most important skill for students and the syllabus design. the data from the semi-structured interviews were qualitatively analyzed using miles & huberman (1994) techniques for data collection, data reduction, and data displayed. 4. results the results were divided into four sections. it is used to investigate the learners' purpose of studying english, the priority order of english skills, the necessities of learning each english skill, and the learners' preferred learning activities. 4.1 learners’ purpose of studying english the first questionnaire elements were designed to evaluate the purpose of the learners in studying english. as seen in chart 1, there are 43% of participants believed that learning english helps to support their future career. chart 1. the learners' purpose for studying english while 36 per cent said it was equally essential to communicate with foreigners and colleagues. supporting the continuation of their studies received 16 percent of the vote, with 5 percent supporting the participation of seminars for educational purposes. the primary objective of students learning english is to support their future careers. this serves as a guide for developing a curriculum and preparing teaching materials that are relevant to the learners' future work. chart 2. the priority of english skill chart 2 highlighted the priority of english skills that learners will require in their future jobs. the results revealed that speaking (60 percent) was the most important aspect of oral communication. reading and comprehending texts came in second (18%), followed by listening (13%) and writing (9%). because of their educational background in the field of communication and broadcasting, it was proven that speaking is the students' top priority in learning english. it required them to spend more time in the field and engage with others directly. graduates are favored for jobs as preachers, journalists, public relations, television broadcasters, and guides. they are required to develop communication skills, particularly public speaking. speech is the best introduction to learning other languages (hussain, 2017). learning a foreign language through speaking is a natural approach. meanwhile, reading and comprehension of the text, as well as listening and writing are supporting skills. 4.2 the learners’ order of priority of english skills one of the most crucial aspects to assess is the necessity of learning each english skill. it was studied and classified into the following particular skills: reading, listening, speaking, and writing : 43% 36% 16% 5% supporting the future career communication with foreigners and colleagues supporting the continuation of their studies seminal for educational purposes 60%18% 13% 9% speaking reading listening writing http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 229 chart 3. necessities of learning to read the necessities of learners in learning to read were illustrated in chart 3. the major priority with specialized textbooks (42.1%) was to understand the text. understanding information in english magazines or newspapers came in second (34.3%), followed by understanding journal articles (18.6%). guessing the meaning of words in english texts is the last priority (7%). the result revealed that the students need to understand the information given in the textbook to improve their reading skills. according to grabe & stoller, (2013), reading is the process of receiving and interpreting information encoded in language from a medium of print. it means that the textbook provided should be designed as an esp book that is relevant to the student's academic background as the primary learning media. in addition to textbooks, reading comprehension may also be improved by other media, such as reading magazines, newspapers, and journal articles. chart 4. necessities of learning listening regarding the necessities of listening, the learners believed that the primary importance is understanding the instruction in a real situation (38.2%). understanding everyday conversation in english (24.3%) was also highly valued. furthermore, understanding the information from english mass media (18.9%) and understanding the presentation on the seminar or from lecturers (18.8%) have almost the same priority. the result revealed that listening learning should be designed in the form of teaching in context. brown (2000) stated that authentic language and real-world tasks enable students to see the relevance of classroom activity to the students' long-term communicative goal. conditioning the class in real situations according to the background, namely communication and broadcasting. for example, listening to a news anchor delivers the news to accelerate students to improve their listening skills. chart 5. necessities of learning speaking chart 5 breaks down the necessities of learning speaking. it informed that talking with professionals in a real situation accumulated 42.4% as the major priority. furthermore, 26.3% of the learners chose free conversation with friends or colleagues, participating in class or academic discussion (16.6%), presenting a seminar or meeting (9.2%), and asking and answering questions in seminar or class as the last. looking at the findings gathered from this section, it can be found that the learners recognized talking in real situations as the main purpose to learn speaking skills. it is supported by richard (1990, p. 67) which stated that “the goals of teaching conversation are extremely diverse depending on the students, teacher, and overall context of the class.” it means that the use of authentic language in a meaningful context will encourage the students speaking skills. it will support their careers in the future as the broadcaster. chart 6. necessities of learning writing 41% 34% 18% 7% understanding the text in specialized textbooks understanding the information in english magazines or newspapers. understanding the information in english magazines or newspapers. guessing the meaning of words in english texts 38% 24% 19% 19% understanding the instruction in the real situation understanding everyday conversation in english understanding the information from english mass media understanding the presentation on the seminar or from lecturers 42% 26% 17% 9% 7% talking with a professional in the real situation free conversation with friends or colleagues participating in a class or academic discussion presenting a seminar or meeting asking and answering questions in seminar or class 40% 33% 20% 5% 2% writing reports writing articles for journals writing papers for presentation taking notes from lectures or textbook writing notes, memos, emails http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 230 the last is assessing the learners' necessities of writing skills. the result in chart 6 informed that 40.1% of the learners recognized writing reports as their most important need. writing articles for journals is 33% agreement, writing papers for presentation (20.1%), taking notes from lectures or textbooks (4.3%), and writing notes, memos, and emails (2.5%). the result indicated that writing activity should be mostly concerned with the final product of the writing report. writing reports, article and paper are the kinds of display writing which allow students to convey the information on topics given. brown (2000) argued that display writing exercises will help the students to succeed in further academic pursuits. 4.3 the necessities of learning each english skill learners’ need is not only to focus on macro skills but also micro-skills. all activities in the class were intended to improve the learners' knowledge, skills, and competence in a micro skill. the result of learning activities preferred by the learners is presented in the following table: table 2. the preferred learning activities english skill learning activity percentage reading reading to check information 42.3 answering questions about the text 33.2 analyzing the meaning of new vocabulary based on the context 18.6 reading aloud the text with correct pronunciation and intonation 5.9 listening listen and follow instructions 36.2 understanding main points 30.4 identifying specific information 23.7 comprehending speakers with a different accent 9.7 speaking practicing oral fluency are practicing dialogue in front of the class in pairs 36.5 roleplay 31.5 presentation 24.6 discussing certain topics or certain problems 7.7 writing developing arguments 37.6 summarize or rewrite the contents of the text 32.4 compose random sentences and paragraphs 23 practicing the use of appropriate vocabulary and grammar 7 table 2 indicated that in teaching reading skills, 42.3% of participants chose reading to check information, and answering questions about the text (33.2%) as the most appropriate learning activities. besides that, analyzing the meaning of new vocabulary based on the context being read (18.6%) and reading aloud the text with correct pronunciation and intonation (5.9%) is the lowest chosen activity. the activities chosen by the students indicated that reading comprehension is a primarily efficient strategy. development of reading comprehension ability can be applied by using skimming and scanning techniques to analyze and understand the contents of the text. after reading the text the students can answer the questions that are appropriate to the content's text. on the other hand, according to brown (2000) reading aloud is not a very authentic language activity because while once a student is reading, others can easily lose attention. hence, this activity is not recommended. regarding listening skills, the students considered that listening and following instructions (36.2 %) are the favored types of tasks, understanding main points (30.4%, identifying specific information (23.7%), and understanding speakers with different accents (9.7%). students in indonesia like listening and following instructions because it can be directly practiced. the sentences use in instruction are usually not too long so they are easy to understand by foreign speakers such as indonesian students. three listening activities were mostly chosen, namely listening and following instructions, understanding main points, and identifying specific information. these three activities the kinds of listening comprehension. brown (2001) argued that the process of listening comprehension can be facilitating and interfering by using background information (schemata) and the cultural background of the students. in speaking activities, the results of the need analysis indicated that practicing dialogue in front of the class in pairs with friends (36.5%) was indicated as the most important task by the learners. on a similar line, role-playing received a significant percentage (31.5%), besides presentation gained 24.6% and discussing certain topics or certain problems is 7.7% votes. these results indicate that the two most activities chosen by students are practicing dialogue and role play. these two activities can be practiced in transactional and interpersonal dialogue that use authentic language in a meaningful context. hartina (2020) argued that ne way to practice speaking skills is learners should http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 231 participate in the conversation, dialogue or role play. meanwhile, presentation and discussion can be used as additional activities. finally, the results on writing skills inform the learners choose the process of written discourse such as "developing arguments" (37.6%), summarize or rewrite the contents of the text (32.4%), compose random sentences and paragraphs (23%), and practicing the use of appropriate vocabulary and grammar (7%). the activity both developing arguments and summarize the text are the most chosen ones. both of them are the complex process which started by putting the ideas down on paper to transform into words, sharpen the main ideas, give them structure and coherent organization. even it is a complex process but it gives the chance to students to think as they write. meanwhile, compose random sentences and practicing the use of appropriate vocabulary can be used as supporting activities. all writing practices are needed to produce a well-written text. 4.3 the results of the interview to complete the data from the questionnaire, the interview was conducted to obtain the learning strategies in the esp course, esp material sources, course length, and syllabus content the first question explored the students’ point of view of learning strategies applied in the recent esp course. “the lectures explain the grammar rules and ask the students to memorize the vocabulary and grammar rules. sometimes, we translate the text. it is monotonous and makes us boring.” excerpt 1 “we were always asked to answer questions from reading or translating texts, only occasionally to practice dialogue.” excerpt 2 the student's response above indicated that the learning methods in recent esp are monotonous because they focus more on grammar rules, memorizing vocabulary, and translating. there is no real communication in the class that makes them be passive learners. lack of variety in a lesson or limited exercise types will induce boredom to the learners. it needs to repeat things to learn them but frequent repetition creates boredom(hutchinson & waters, 1987). thus, the teachers need to increase the variety of learning methods and exercise types. responding to the question of dissatisfaction with the learning strategies used by esp now, the researchers gave feedback about the strategies they wanted. following are the responses from students: “i want the learning method to be varied, not just reading and translating. we also want real learning such as being a presenter or interviewing in the field. it's not just learning in the classroom." excerpt 3 “i like if the learning is more direct practice, for example, role-play, investigation and then making a report" excerpt 4 the statement above indicated that students wanted a variety of learning methods. variety is a vital element in keeping the learners' minds alert and focused on the task at hand (hutchinson & waters, 1987). variety can be achieved in a number of ways such as a variety of mediums, classroom organizations, learners' roles, exercise, topic, and skill. teachers can choose these variations according to the learning objectives. the second question asked about the improvement after studying esp course, the graduates generally conveyed that their skills improved “very little”. “i have very little improvement in english. to speak i am still very stiff. my vocabulary is also still limited to basic vocabulary.” excerpt 5 "very little, i think nothing special in studying esp because the material is just the same in general english. i hope the english material is related to our major. it must encourage us to practice more especially in speaking, not just focus in reading the text.” excerpt 6 the statement above shows that after studying esp, students feel that there is no significant improvement. lack of vocabulary mastery is one of the causes. they did not find anything special in the esp course and felt that esp was the same as general english. it showed that as the english users, the students hope that the english material being taught is not only general but is directed at the needs of english when they have graduated and entered the world of work. regarding the source of learning material, the student responded to the question as followed: "we used textbook given by the lecturer but the textbook is not esp book. i prefer to use online learning media such as youtube or e-book. the lecturer also can take the material from magazine or newspaper to use in the class.” excerpt 7 the students' statement above suggested the textbooks used should be arranged according to their majors. to support the textbook as the main media, the online learning media from the internet was more interesting to use. besides, taking references and related magazines or newspapers was also recommended to enrich their insight. the third question identified the length of the esp course. the graduate answered the questions as followed: “i only study english for one semester, i hope english is taught for two semesters. so, one semester for general english, another semester for esp.” excerpt 8 http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 232 from the responses above, it can be concluded that learning english for one semester is not enough. students need more time to explore esp starting with general english first. apart from the learners and graduates, interviews were also conducted with esp teachers. the respond of about the esp course as followed: “for this department, the skill needed is speaking because they are related to the social environment, but writing is also needed to write reports. i hope there will be regular evaluations on the syllabus and curriculum to keep it in line with student needs.” excerpt 9 the comment of the esp teacher described that the skill most required by learners was speaking skills since they had to engage in social communication and broadcasting such as preachers, journalists, public relations, television broadcasters, and event guides. moreover, they had to write papers for broadcasting or publication. thus, the learners could also be given the chance to practice their writing skills. the esp teacher also hoped the cooperation of the head of a department to conduct regular evaluations of the curriculum and syllabus used by each esp teacher. it is intended that the syllabus and teaching materials used in each class were similar so that all students got the same input. in developing a need-based syllabus, curriculum developers were expected to make more practice in macro and micro level skills. 5. discussion because each learner or study group will have distinct needs, need analysis is extremely important in the esp course. a learner's needs this year differ from those of learners in the same department three years ago, as they did two years later. it needs to analyze the target situations both in the short term (situations in which english is used for academic purposes and/or while the learner is still in study) and the long term (situations in which the use of english is used at work). the findings of this need analysis give information on esp needed in the communication and broadcasting program. in the long term, it has shown that students' objective in learning english is to continue their future professions. according to warti (2020), the learning goals were emphasized on the specific english knowledge that the students will apply in their employment. preachers, journalists, public relations, television broadcasters, and event guides are among the top jobs for the graduates of communication and islamic broadcasting. they are required to develop communication techniques, especially public speaking. the aims of students in learning english, which place a high priority on speaking abilities, are consistent with earlier studies. thepseenu (2020) in her research found that speaking is the most favored language skill and topic in esp for engineering. boroujeni & fard (2013) also found that among the four abilities, speaking is the one that is taught and learned the fastest. speech is the best introduction to other language learning skills and it's an opportunity given for the practical usage of a foreign language. it implies that in designing esp class for communication and islamic broadcasting, overall skills, on the other hand, are required in both school and job situations. the results showed that students require esp for reading references, textbooks, and foreign journals for short-term academic objectives. besides, the students can write abstracts for thesis purposes and writing short articles. thus, the course content is required for both professional and academic objectives. the following research findings detailed each skill's favorite learning activities. overall pupils desired an active classroom environment where they are the center of activities and the teacher works as a facilitator and guide. as far as favorite learning activities go, pair and group work are the most popular. this finding vongvilay et al.'s (2020) assertion, saying that group work would minimize the teacher talking and encourage students to speak. however, before students can speak, the students need to master listening skills first to obtain new vocabulary and how to pronounce a word (nursafira, 2020). practicing dialogue and role play being the favorite activities which can be practiced through job interview dialogue, asking for salary raise, radio announcer, news anchor etc. also discussing the trending issues, playing and mini-projects are some of the additional things that can be done as an out-of-door class. the students hope to gain greater experience to practicing english and engaging in teamwork by having outside classes (nimasari, 2018). the teacher also can employed various types of activities such as watching videos on youtube, online advertisements, english songs, and games to avoid students from boredom (nurkhamidah et al., 2021). the integrated teaching technique can then be used in classroom activities to engage the students’ interests. this study showed that traditional approaches such as memorizing vocabulary, grammar, and translation do not inspire pupils to improve their communication abilities. students merely remember phrase patterns and do not practice them in real-life situations. vongvilay et al. (2020) stated that classical methods are unable to increase students’ communication. learning a language becomes rigid when vocabulary lists and grammatical rules are memorized without actual practice. thus, employing a range of learning approaches is essential. the matter may be provided through a variety of mediums, classroom structure, learner roles, exercises, topics, and skills. using the learning media is also a must. according to astuti & nurhayati (2020) students prefer to find learning media on their own. in this case, they supported their learning through technology such as youtube, music, and learning websites. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 233 the inappropriateness of esp design with the learner goals suggested that the curriculum and syllabus revisions are required. when the current scenario does not satisfy the "identified needs" of the target learner, a modification of the esp curriculum must be required (long, 2010). in line with richards (2001), saying that the introduction of the needbased syllabus as part of the process of curriculum renewal is highly recommended. regular curricular changes may be quite beneficial in ensuring that courses remain relevant to students' requirements. students will be able to practice receptive and productive abilities by using the new esp syllabus design. as a consequence, the need-based syllabus documents represent their needs in terms of macro and micro-skills by selecting and assessing "authentic materials." as a result, newly developed courses should address their prior learning experiences, language proficiency level, and the challenges they face. according to the researcher's point of view, esp has the following characteristics: (1) it should be flexible and adaptable to the students' need; (2) it should be adjusted to the students" learning needs (allowing students to study their specialization more effectively) and also the students' target needs (allowing learners to function the language effectively in target situations); (3)it is not only presenting language items, skills and strategies but also the doing activities through which the language and content are learned. in offering esp courses in indonesia, it is more effective and efficient to introduce a particular english diagnostic test or placement test for the new students of universities. the diagnostic test's purpose is to determine a student's level of english proficiency (basic, intermediate, or advanced). those in basic level should not be allowed to take esp classes, but should take egp in one semester if available. if possible, students should take introductory esp subject (esp subject designed as a transition subject from general english to advanced esp subject) or advanced esp subject after passing egp. based on the result of need analysis, the researchers formulated the syllabus for communication and islamic broadcasting which can be seen in the appendix (table 3). course developers can use the outcomes of this study to create an esp course for the communication and islamic broadcasting program in the following academic year. content descriptions and particular language skills can be used to guide the selection of acceptable techniques and subjects. it can also be used as a starting point for creating a coursebook or supplementary materials for students in this circumstance. 6. conclusion the research results highlighted that there is a gap between what learners believe to be their needs and what is covered in an esp course since it is conducted without evaluating students' learning needs. because of the monotonous learning method, inappropriate textbooks, and the short duration of the course, students were unsatisfied with the present esp course. the need analysis showed that the student's motivation for studying english is to support their future career. speaking was the most important english skill, followed by listening, reading, and writing. the aim of studying each english skill can be utilized to revise and improve the curriculum and esp syllabus based on the needs of the students. these results most likely assist the teachers in determining the student's professional language skills. it serves as the basic information for developing curriculum content, teaching materials, and teaching methods for esp, particularly for the islamic communication and broadcasting program. the most essential aspect of designing a syllabus and developing teaching materials is to consider the needs of the teacher as a facilitator as well as the needs of the students as user. references aliakbari, m., & boghayeri, m. 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(2015). book review: designing language and teaching curriculum: based on nation and macalister’s (2010). international journal of educational investigations, 2(2), 147-161. http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies vol. 3, no. 3, october 2021, pp. 225-235 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 235 appendix table 3. st. hartina & syahrir’s esp syllabus for communication and islamic broadcasting program meeting topic learning activities teaching method 1 an introduction to english for communication and broadcasting introducing to english for communication and broadcasting lecture 2 getting to know you asking for and giving personal information; introducing people pair work 3 mass communication talking about television program; retelling the favorite television program communicative language teaching (retelling) 4 digital media discussion experience in digital media group discussion 5 public opinion asking for confirmation and clarification; identifying personal opinion communicative language teaching (pair work) 6 radio and tv broadcasting making a podcast to practice as a broadcaster project-based approach role play 7 promotion and advertising promoting a product or event project-based approach 8 mid test 9 reporting and news writing techniques reading and understanding a magazine article writing an opinion / description essay intensive reading and writing 10 lobby, presentation and negotiation role play a meeting to negotiate solution using phrases to interrupt and prevent interruption role play pair work 11 public speaking keeping the audience attention by using set phrases presentation, practice and production 12 radio and tv reporting techniques reporting the news (new reporting) role play 13 radio and tv talk show role play an interview to defend one ideas debating a point of view group work role play 14 public relation using phrases to interrupt and prevent interruption asking for and giving information/direction group work role play 15 news anchor and reporting making a podcast to practice as the news anchor project based approach role-play 16 final test http://ojs.journal.unilak.ac.id/index.php/elsya elsya : journal of english language studies issn: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849/elsya.v5i1.11588 vol. 5, no. 1, 2023, pp. 27-44 journal homepage: https://journal.unilak.ac.id/index.php/elsya 27 original research lecturer attitudes on cross-cultural practices in efl online teaching andi nurhirmah, anugerah febrian syam, sumrah ap universitas muhammadiyah bulukumba, bulukumba, indonesia article info abstract article history: received 10 oct 2022 revised 17 january 2023 accepted 1 february 2023 most studies on the link between cross-cultural values and language teaching conducted in online settings almost always draw on students’ perspectives, yet few focus on how the attitudes of higher education lecturers in the conduct of this program. therefore, this study aims to investigate efl lecturers’ attitudes toward cross-cultural practices during efl online teaching. a qualitative approach with observation and semi-structured interviews via face-to-face and online meetings is used to collect the data in this research. using purposive sampling, this study employs four efl lecturers from muhammadiyah university as selected participants based on their experiences in teaching cultural-integrated classes at both offline and online schemes. the study discovered that efl lecturers understand cross-cultural practices in efl online teaching to be associated with personality traits, language roles, and understanding of local culture as a way to incorporate cross-cultural knowledge into their teaching. to foster effective interaction in the class, lecturers focus on conveying opinions and maintaining communication by understanding with whom to speak, where to speak, and ways to speak. these essences and fundamental attributes influence cross-cultural practices in efl online teaching. the study reveals that cultural differences, incorrect expressions such as a lack of appropriate word choices, and a mismatch of verbal and nonverbal language can cause cross-cultural teaching barriers. furthermore, the need to create an authentic environment, increase intercultural knowledge, and eliminate cultural stereotypes is to be addressed as cross-cultural teaching strategies in an efl online teaching context. keywords: cross-cultural practices efl higher education lecturer attitudes online teaching corresponding author: syam, anugerahfebriansyam@umbulukumba.ac.id 1. introduction the essential responsibility of the english as a foreign language (efl) lecturer in online language teaching is not only to focus on language as a complex unit during the online teaching process but also to place students in the correct position and comprehend what should be supplied to the students (garrett, miller & gilbert, 2021; tajeddin & pakzadian, 2020; setyono & widodo, 2019). the lecturers’ roles in guaranteeing the continuity of the learning process and the optimization of the integration of cross-cultural practices during online classes potentially face numerous challenges due to student characteristics, the contribution of the teaching strategy, the learning environment, and the lecturers themselves. regarding the challenges of the learning environment, the first problem that has arisen with online learning in the continuity of the learning process that integrates with the cross-cultural practices since the covid-19 outbreak was the inability to involve cultural integration into the knowledge transfer process caused by the absence of a good interaction process between lecturers and students, especially among the students themselves during online classes. furthermore, this problem creates the impression that the class is stiff and runs in one direction where the focus during the learning process is that students passively receive https://doi.org/10.31849 mailto:anugerahfebrian@gmail.com elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 28 lecturer attitudes on cross-cultural practices in efl online teaching information from the lecturer (jeffery & bauer, 2020). besides that, the class becomes inflexible and the cultural integration that should appear as an important aspect of language learning and communication practices becomes blurred and not implemented. highlighting interaction and communication in the process of efl teaching and learning in offline classes is certain, therefore incorporating these components into online learning presents a major challenge (huang et al., 2021; giyoto et al., 2022; alam et al., 2022). ensuring the existence of communication practices will bring students closer to practising communicative competence. apart from the issue of interaction in the classroom which results in a lack of cultural integration during language learning on online platforms, the problem that arises next is the impotence to translate cultural concepts in language learning. students experience difficulties in including the intended scope of crosscultural knowledge in language learning through online platforms (kefalaki et al., 2021). students’ struggle to see the importance of a balance between literal and cultural elements in language learning encourages lecturers to focus more on approaches that support students to better understand the vitality of literacy and cultural competencies in efl teaching during online classes. practising cross-cultural in teaching english is believed to strongly reduce problems that may appear due to a lack of understanding of the language’s complexity so that they could succeed in the meaning-making of the english translation of some sentences and other aspects related to it (auerbach, 2021; taşdemir & gürbüz, 2021; fois, 2020). in short, an understanding of culture and society’s behaviour regarding the target language is required by english learners, because culture, society, and language relate to one another. an issue that is no less important is when it comes to the practice of dominating the use of foreign country aspects rather than home country aspects which are implemented in the teaching and learning process. students will tend to assume that learning the target language is synonymous with only learning the target culture as well. this resulted in students having difficulties practising the target language in their everyday life. teaching the target language also needs to be accompanied by not only the target culture but also the home culture (celik & yildiz, 2019). therefore, the knowledge of a specific thing or expression from both cultural backgrounds is also required to avoid one perspective representation in efl classes (brisset, gill & gannon, 2021; winch, 2020; piccardo & north, 2019). the need to investigate the home culture and target culture's national identities regarding history, geography, and social structures to understand some language terms related to the target culture and the source culture because the goal is to generate interculturally competent language speakers. reconsidering the approaches to teaching language that integrates with culture in the classroom will be able to facilitate the students to comprehend the meaning of words and sentences and minimise misunderstandings whether in written or spoken form (munezane, 2021; zhang & su, 2021; hoff, 2020). cross-cultural practices in teaching a foreign language emphasised the need for students to not only practice language structures, pronunciation, and vocabulary to acquire native-like speakers but also to perform communicative competence. another challenge that frequently occurs in cross-cultural practices in efl teaching and learning is stressing the knowledge component over the competence and attitude components during online lessons. lecturers seem to prioritise aspects of knowledge transfer during online learning and ignore how learning practices and exercises involve attitude and skill components, especially those related to student involvement in class. meanwhile, the goal of language study has evolved from communicative knowledge to crosscultural understanding as a result of modern online platforms connecting with many people from various cultures (bakhov, 2021; chung, 2019; pudikova, 2019). in the model of cross-cultural understanding, efl lecturers are expected to guide students through the process of obtaining the contact of attitudes, knowledge, and abilities linked to communicative competence when using a foreign language (rivera-vargas, anderson & cano, 2021; thompson, 2018; song, 2019). on the one hand, the series of contact include alterations in attitudes, beliefs, identity, and values become the attributes that are not displayed in the cross-cultural practices in efl online classes. on the other hand, foreign language students need time and place to practice interpreting and associated skills (piniel & albert, 2018; oxford & gkonou, 2018). the communicative skills engage students to comprehend and explain the roots of cultural issues and lead them to practice crosscultural understanding to mediate appropriately to prevent misinterpretations occurring in their society. furthermore, exploration and interaction abilities enable cross-cultural speakers to identify connections and contrasts between their home cultures and those of other cultures, resulting in effective communication and the building of meaningful engagement (bosley, 2020; shadiev, sun & huang, 2019). an effective crosscultural speaker looks for opportunities to meet people from different cultures and share information through interaction in a foreign language. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 29 lecturer attitudes on cross-cultural practices in efl online teaching dealing with the involvement of knowledge, skill, and attitude in the implementation of cross-cultural practices in efl online classes, it is undeniable that the lack of students’ cross-cultural experience contributes to hindering the learning process and results in a discrepancy between their cross-cultural knowledge and other components (skills and attitudes in culture). this contribution relates closely to the series of cross-cultural contact which is commonly viewed as an unpleasant process and needs the modification of beliefs, notions, and attitudes (barrett, 2020; benattabou, 2020; pacheco, 2020). the way students communicate and interact during online learning characterises their inability to express appropriate attitudes and communicative skills such as the unpreparedness to interact in online classes, the inability to view oneself from the outside, the inability to see the world through the eyes of others, the inability to cope with uncertainty, and the ability to consciously use cultural learning skills. to tackle those issues related to cross-cultural practices in teaching efl online learning, many types of research had been conducted dealing with several areas. for example, aksenova et al. (2021) explored the challenges of cross-cultural communications in the era of the covid-19 pandemic. this study questioned the possible misunderstanding that occurred in cross-cultural online communication from the perspective of students. using a similar approach, another research comes from abduh et al. (2021) who investigated the voices of efl students on multicultural values in an indonesian islamic university. the study focuses on investigating the absence of university students’ views on multicultural values. in addition, syam et al. (2020) analysed the development of efl students’ understanding and beliefs in intercultural communicative competence in the university context. the focus of their study is to explore the development of intercultural communicative competence viewed from students’ perspectives. furthermore, katsantonis (2019) in his study examined the students’ position to develop cross-cultural understanding from cross-cultural learning projects. this study once again prioritised the viewpoints of students in dealing with cross-cultural understanding in performing projects for online classes. at last, makhmudov (2020) studied the dimension of culture that contribute to the importance of cultural understanding for english foreign learners’ communicative competence. this study explored the role of culture viewed from the form of interaction by students that impacted their intercultural communicative competence in efl classrooms. despite these previous studies, there is still limited research that emphasises lecturers’ perspectives on how they portray the attitudes during the practices of cross-cultural understanding in efl online teaching. moreover, this research aims to fill a vacuum left by previous studies that concentrated most on exploring students’ views and performances of engagement in cross-cultural classes. considering the lecturer's viewpoint on how to implement cultural-integrated teaching in efl classes makes a difference in seeing the extent to which cross-cultural practices are employed during online learning. therefore, the focus of this research is to investigate efl lecturers’ attitudes toward cross-cultural practices in efl online teaching. the research question underpinning this investigation is “how are the attitudes of lecturers on cross-cultural practices in the efl online teaching?”. 2. literature review 2.1 the role of lecturers and students on cross-cultural practices in efl classroom the role of efl lecturers in the practices of cross-cultural teaching is to help learners through the process of learning competencies in attitudes, knowledge, and skills related to communicative competence when using a foreign language in the model of cross-cultural understanding. lecturers assist students through exercises that consider and, transform their views about others. the student’s purpose on the other hand is to begin by challenging their preconceived notions before embarking on a process of discovery about the other, to become more eager to seek out and connect with others to develop a mutual relationship. certain knowledge must be obtained as students continue to analyse various cultures (thompson et al., 2018; parkhouse & massaro, 2019; kalimullina et al., 2021). the foreign language educator must devote time to investigating the home culture and target culture’s national identities concerning history, geography, and social structures. after students have spent time discovering the similarities and differences between their culture and that of the target culture, the lecturer must design activities that will educate them to create relationships with people from various backgrounds and languages. a lecturer naturally is an incarnation of culture. any lecturer is consequently expected to be educated about societal values, which he/she then conveys to students in classroom and even outside of the classroom. lecturer represents the mature society, the level to which he/she is cultured correlates with the ability to affect the students (samosa, 2021; mukhin, 2020; machynska & boiko, 2019). it is vital to highlight that in elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 30 lecturer attitudes on cross-cultural practices in efl online teaching a classroom setting, the students also learn informally and implicitly. a positive role model will have a favourable influence on the youngster. positive manner refers to the ideals of the society in which the lecturer and student are members. the attitude of society toward the lecturer determines how he or she transmits culture. in this situation, two factors are critical: first, the lecturer's professionalism; second, fashioning the young. on the one hand, lecturer professionalism embeds the concept of authority. the lecturer instils a culture of obedience and veneration for authorities, not only professional but also other valid authorities. on the other hand, fashioning the young displays society’s functional role of determining the direction in which society believes the route of young individuals (mittelbach & mcgill, 2019). facilitating students in handling and overcoming various cultural challenges. 2.2 the characteristics of cross-cultural practices in the context of online language education cross-cultural practice is linked to communicative practices in a foreign language in the context of online language education. the goal of language study has evolved from communicative knowledge to crosscultural understanding as a result of modern online platforms connecting with many people from various cultures (wu, 2022; bakhov et al., 2021; pudikova, 2019). one technique for systematically conceptualising and researching the information, attitudes, and behaviour related to successful cross-cultural communication has been identified as cross-cultural knowledge. it indicates that students must improve their cross-cultural awareness to be successful in cultural communication. it introduces new prerequisites for foreign language courses (teaching and learning). cross-cultural understanding necessitates that students acquire relevant information and skills about the target language and culture, as well as cultural awareness and that they are reflective and transferable across languages and cultures. recent models have identified two dimensions of cross-cultural understanding: culture-specific (target culture knowledge and abilities) and culture-general information and skills (more generalizable in nature and transferrable across cultures (smaoui, 2021; brunow & newman, 2020). the nature of cultural adjustment and learning, the impact of culture on communication and interaction between individuals or groups, and the function of emotions in cross-cultural, cross-linguistic interactions are all examples of culture-general knowledge. culture-general skills refer to characteristics such as the ability to demonstrate respect for cultural interests, tolerance and patience in cross-cultural scenarios, emotional regulation, and emotional resilience. cross-cultural competency necessitates the development of a perspective on two cultures (their own and that of the target language) as well as a position in which they may arbitrate between these two. 3. method 3.1 research design the study is compatible with a qualitative method, among others, in that it explores the effects of a specific program or set in the context of higher education. a qualitative technique is considered suitable as a description of the main objective of the research, which is to explore the attitudes of efl lecturers on cross-cultural practices in an efl online teaching program. 3.2 research participants to explore the integration of cross-cultural understanding in efl online classes in higher education, four lecturers with nine to twenty years of cultural-integrated teaching experience participated in this study. the participants are selected purposively based on their experiences in teaching cultural-integrated courses in offline and online schemes (see the demography of research participants in table 1). data is collected by spotlighting lecturers’ attitudes on the practices of cross-cultural understanding in online teaching environments at the higher education level. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 31 lecturer attitudes on cross-cultural practices in efl online teaching table 1. the demography of research participants lecturer teaching length (years) educational degree teaching field offline online lecturer 1 7 2 doctor cross-cultural understanding, coursepreneurship lecturer 2 9 2 doctor public speaking, intercultural communication lecturer 3 10 2 doctor cross-cultural understanding, esp lecturer 4 18 2 doctor cross-cultural understanding, academic writing 3.3 research instruments and procedures the study concentrates on the observation and semi-structured interviews which were aimed at spotlighting lecturers’ attitudes based on their teaching practices in efl online classes. considering the time of health protocol, the mode of interviews formed to be blended via face-to-face and online meetings. the observation focuses on the practice of online teaching implemented by the lecturers. on the other hand, the interview contains two fieldwork stages: first, the interview goal was outlined to the participants. in this stage, the purpose of the interview stage was familiarised at the beginning of the meeting and was occasionally reinforced during the interview when participants wanted to intensify the meaning of the interview subject being asked. this stage involves the introductions of the topic, perception agreement of interview attributes, and time allotment. additionally, this stage includes a set of profiling questions such as cultural-integrated teaching experiences and course expertise related to cross-cultural practices. secondly, the subject of the interview was asked participants in the form of open-ended questions. in this stage, the researcher followed up on the answer of the participants in-depth to explore the subject being asked. the interview subjects are presented in table 2. table 2. the interview questions no interview questions 1 what do you understand by ‘culture teaching’ in efl online teaching context? 2 how is your teaching time distributed over ‘language teaching’ and ‘culture teaching’ in an online setting? 3 what cultural elements can impact effective communication based on your experience in an online class? 4 what aspects do you consider key to effective communication in an online class? 5 what can be the origin of misunderstandings between individuals from different cultures during online learning interaction? 6 what countries, cultures, and peoples do you usually associate with english in your online classes? what do you mean? 7 what cultural aspects do you usually address in your online classes? when/how often do you do it? 8 how do you prepare your students to communicate in multicultural contexts? 9 what role does the student’s own culture have when learning a foreign language in an online class? the data collection then employs thematic analysis using an inductive approach by allowing the data to determine the themes related to the practices of the cross-cultural issue in an online teaching context. the technique of data analysis comprises four steps: (1) coding, the researcher highlighted the data based on the participants, the interview date, and the duration in minutes; (2) generating themes, the researcher narrowed elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 32 lecturer attitudes on cross-cultural practices in efl online teaching down the codes and created themes; (3) reviewing themes, the researcher compared the themes with the transcript; (4) defining themes, the researcher generated the final list of themes from the interview. 4. results the result indicates the lecturers’ attitudes on cross-cultural practices in efl online teaching contexts. it focuses on the exploration of how lecturers believe and sense when dealing with cross-cultural teaching activities enacted during efl online classes. concerning the focus, the results carried out how the lecturers encounter the problems of cross-cultural practices in efl online classes such as the loss of cultural integration, the lack of adequate translation of cultural concepts, the imbalance of cultural contents, and the inflexibilities of teaching culture. furthermore, here also presents in what way the lecturers cope with three cross-cultural components: knowledge, skill, and attitude in efl online classes. 4.1 knowledge of personality traits, language roles, and local culture to encounter the lack of adequate translation of cultural concepts in efl online classes in the lecturers’ attitude of how they understand the culture and deal with it in encountering the lack of translating cultural concepts in efl online classes, different results are found according to the character of each lecturer. in the practice, lecturers seemed to have different knowledge when dealing with cultural understanding based on each lecturer's life experience and characteristics. these differences cover personality traits, language roles, and local culture. the lecturer’s attitude starts with a tendency to see cultural interactions from one side. such a tendency associates events with what has been acknowledged and felt by oneself. this is closely tied to events that have been experienced and self-belief which results from being aware of the consequences., lecturer 1 stated: “i am a sensitive person and i couldn’t hate someone for a long time. it also happens to my students. i never get very angry in front of them, but it’s also my weakness. students perceive me as a good person and think i will be okay with everything. i think it’s something i can deal with culture in the university.” lecturer 1, 04/14/2022, 03:13 this portrait shows that the attitude to encounter the lack of adequate translation of cultural concepts in language learning depends on how students will perceive certain behaviour performed by the lecturer in the class. this portrait of personality seemed inflexible but it is acceptable to display such behaviour in online classes because it represents the expectation of the lecturer to address appropriate cultural concepts that occur in the teaching and learning process. showing appropriate personality characteristics attributed to the class is expected to lead to students’ further behaviour. dealing with different cultural knowledge experienced in an online class, lecturer 2 believed that every language represents specific culture. “i learn from the subject that every language represents specific culture. in my class, i emphasised to my students that you have to know your position because i am your lecturer. i mean when outside we can talk freely, but it’s different when we are in class.” lecturer 2, 4/16/2022, 02:54 the lecturer believed that to translate cultural concepts into online practices, the lecturer and students should use language accordingly based on the role that they possess. there are different positions existing between lecturers and students in interaction. moreover, they indicated that language should be performed based on the context where the interaction happens. it means that even though the interaction involves the same persons but when those persons interact in two different settings, in and outside the classroom, it can result in a different form of interaction. understanding the cultural concept is not comprised of traits or individual characteristics, but rather, a characteristic of the association between individuals. considering the connection of local culture in order to encounter the lack of translating cultural concepts, two lecturers had similar claims on this: elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 33 lecturer attitudes on cross-cultural practices in efl online teaching “i always compare with the general culture and their own culture, because i think we cannot leave students’ culture because it’s their habit including how they interact, how they communicate each other. i think it will be very influential to the process of our online teaching and learning.” lecturer 3, 4/9/2022, 05:44 “i know that culture affects language. the way i teach will depend on the context. touching the dominant culture in which we teach has a serious impact on our teaching and interactions with students.” lecturer 4, 4/6/2022, 02:30 this attitude implies that the lecturer-student interaction comes from the interpretation of common and their own culture. furthermore, the lecturers think that the role of students’ local culture contributes significantly to communicating and interacting in online classes. the way that the students express their ability to speak in such a polite manner reflects their habit of local culture. this type of habit impacts classroom interaction since students’ local culture underscored respect and politeness in communication with others. 4.2 cultural identification, behaviour, and experience as the approaches to tackle the loss of cultural integration in efl online classes when it comes to preventing the loss of cultural integration in efl online classes, three different results are found based on the attitudes of the lecturers in the class. these results cover cultural identification, cultural behaviour, and cultural experience. the lecturer identified that culture and language are inseparably linked components. this identification indicates that teaching culture is like teaching students real life. about this, lecturer 4 expressed: “cultural teaching in an online class is interesting because it is about the students’ real life and almost every day, every time, we found things concerning culture. so, the way students use language is very influenced by their own culture, such as when they are speaking, interacting, and communicating with others. recognize students’ culture in language teaching cannot be separated.” lecturer 4, 4/6/2022, 04:50 the above point further associated cultural identification as an aspect that is related to online classroom interaction and communication as long as it involves speaking. the lecturer emphasizes that teaching culture happens on every occasion and is influenced by identifying students’ own culture. this identification includes the way the students speak and communicate with others in the online class interaction. involving students in online class activities is not limited to positioning them to communicate like native speakers but allowing them to highlight their cultural identity in speaking is a way to integrate culture into language learning. another result regarding an approach to tackle the loss of cultural integration in efl online classes stressed the behaviour aspect. this component seemed to be identical to in-class orientation. lecturer 1 declared: ”from the beginning, i will tell my students about the attitude component. i felt comfortable when i apply this. i think all lecturers did this but in a different way.” lecturer 1, 4/14/2022, 08:32 in indonesian higher education, attitude or behaviour becomes one important component that is used to assess and evaluate students’ performance in the classroom. this may lead the lecturers to take the attitude component into account when dealing with cultural integration in teaching an efl class. teaching language does not refer to fully linguistic forms since language is also identic with performance that allows students to use certain behaviour to create comfort in the online class. on another occasion, lecturer 3 specified what the behaviour component means in teaching efl class. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 34 lecturer attitudes on cross-cultural practices in efl online teaching “sometimes i applied this. i will ask the students if you teach, you should apply to dos and dons. i think it’s cultural teaching about attitude.” lecturer 3, 4/9/2022, 09:21 behaviour is an aspect that contains what can and cannot be done in the class during the teaching and learning process. this ‘dos and dons’ approach teaches students cultural integration to prepare them to interact with people from other cultural backgrounds. the prioritising of cross-cultural experience becomes an important aspect of cultural integration existence in efl online classes. corresponding to this, lecturer 2 revealed: “sometimes i cannot talk too much about an unfamiliar culture. it’s better if we teach culture if we have some experiences from it. it will be different if we have some experiences than if we do not.” lecturer 2, 5/16/2022, 04:28 this attitude emphasises that the best way of teaching cross-culture in efl classes depends on how competent the lecturer is. this is to suggest that cultural integration can be applied to those who have experience with the culture. inadequate knowledge of different cultures stems from those who have no experience communicating with other cultural representatives and are hesitant to integrate with different cultures. dealing with cultural integration will be more effective when the lecturers have certain experiences with cross-cultural activities. 4.3 the essence of skill component in efl online classes: how to convey opinions and how to maintain communication corresponding with the essence of skill that impacts cross-cultural practices, the result detected two elements that tend to be considered in efl online classes. these issues encompass how to convey opinions and how to maintain communication which is closely related to the ability of students to handle communication. first, dealing with how to convey opinions is taken into account, lecturer 2 pointed out: “sometimes in the forum when i think that my opinion will not have an impact then i will keep silent. aspects that i consider is the way i deliver message and opinions. in informal settings, there are no significant obstacles i think when we communicate with close friends.” lecturer 2, 4/16/2022, 06:48 it is viewed that the ability to deliver messages and opinions sometimes becomes an obstacle, especially when dealing with a formal forum. this affected the students to be quieter rather than express ideas. students use this behaviour not because they lack ideas but because they placed a heavier weight toward the contribution of their opinions rather than the number of ideas that they convey. this type of skill contributes to the smoothness of teaching and learning in an online scheme. students in online class conversations may be seen as unmotivated whereas the skill of deft interaction they convey has a good impact on the class interaction. second, the essence of the skill component on how to maintain communication as stated by lecturer 1. “i like to communicate with others but sometimes i feel not secure. i am afraid i cannot make my partner enjoy our communication. i love to maintain communication.” lecturer 1, 4/14/2022, 12:47 the importance of maintaining communication in online classes seems to be a vital skill viewed by the lecturer. this skill can be seen in the tendency to respect others. this tendency resulted in appreciation from others and impacted enjoyable communication. this tendency is identified as cultural awareness in efl online classes. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 35 lecturer attitudes on cross-cultural practices in efl online teaching 4.4 the attributes of attitude in efl online classes: understand whom you speak with, where you speak at, and way you speak due to the attributes of attitude which are related to cross-cultural practices in efl online classes, the result discovered an understanding of whom you speak with, where you speak, and ways you choose to speak. these attributes are closely related to the attitude that will impact communication in online class. in relation to an understanding with whom you speak and where you speak, lecturer 2 stated. “when i treat people, i have to know their characters. for example, when i want to communicate with different persons, i have to understand those person’s characters first and the situations when and where i communicate with another person.” lecturer 2, 4/16/2022, 09:14 it is very concerning that the students who understand the person with whom they speak and the context where they speak are considered essential in cross-cultural practices. following the notion of understanding with whom you speak, lecturer 1 added: “i have to know my partner. if i do this, she will like it or not. we have to know with whom we speak.” lecturer 1, 4/14/2022, 16:12 if students understand with whom they speak including the identification of the characters, then the students can be more aware to speak or use communication styles that they apply when interacting in an efl online class. cross-cultural practices in class interaction can be defined as the process of transmitting information and common understanding from one person to another. after realising the others’background and communication setting, determining how students choose to use a certain communication style becomes easier. whether using more casual language or more formal language. this issue was stated by lecturer 3 below. “the way they communicate. i mean when you need to speak loudly and when you speak slowly. make sure you know who your communication partner is. if he or she is older than you then you have to be polite because politeness is still number 1. as a teacher, you have to be a model. a teacher is known for their attitude and their performance.” lecturer 3, 4/9/2022, 13:57 this is of course an important thing in communication and has an impact on the occurrence of crosscultural practices. in supporting this statement, lecturer 4 acknowledged: “i think we cannot forget about politeness. in the real context, some students forget about politeness when they are speaking, when they are treating their friends so i think we have to grow the politeness.” lecturer 4, 4/6/2022, 06:17 it cannot be denied that the lecturers are very noticeable in contextual understanding in online classroom interaction. from their viewpoints, it seems that students identified as cross-cultural communicators when they can identify a person, place, and way during the communication and interaction in the class. formality is connected to the concept of politeness, hence they both enable respectable and effective communication. communicative situations that are direct and informal are often perceived as impolite. 4.5 the barrier of knowledge in efl online classes: cultural differences, inaccurate expressions, and mismatch of verbal and non-verbal language with regards to what causes misunderstanding in an efl online class, the result comprised cultural differences, inaccurate expressions including lack of appropriate word choices, and mismatch of verbal and non-verbal language. dealing with barriers in interactions caused by cultural differences among students, lecturer 1 pointed out: elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 36 lecturer attitudes on cross-cultural practices in efl online teaching “different culture. especially, if we don’t know the context and with whom we speak. is it appropriate or not?” lecturer 1, 4/14/2022, 23:33 this type of barrier occurs when students come from different cultural backgrounds. following this statement, lecturer 2 added: “if we visit one place and we do not know the culture of that place.” lecturer 2, 4/16/2022, 24:02 inadequate knowledge of cultural differences may result in the inability to understand the context and with whom we speak. the inability to cope with cultural differences between lecturers and students or among students in online classes could be a significant factor causing misunderstanding in classroom interactions. second, when dealing with barriers in cross-cultural practices as a result of inaccurate expressions on the part of the speaker or the receiver's unintentional misinterpretation of an utterance as stated by lecturer 3. “if we don’t know the background. if you speak with javanese, i think you cannot speak loudly. if you speak with americans or in our case makassarese, it means you have to speak louder. it can also happen when you choose certain words, different words different meanings.” lecturer 3, 4/9/2022, 20:29 inaccurate expressions, including a lack of appropriate word choices, occur frequently when the illocutionary force of an utterance, such as a request, is ignored, resulting in speaker intent and hearer interpretation not matching. in an online context, however, such a disparity in meaning-making between speaker and hearer may harm the learning experience. third, when dealing with barriers as a result of a mismatch of verbal and non-verbal language, lecturer 4 denoted: “i think we have to understand language, the first is verbal then non-verbal. the verbal language should be supported by nonverbal language, i mean their gesture and their body language. sometimes they speak but we don’t understand what they mean. so, i think it can make miscommunication between students and lecturer.” lecturer 4, 4/6/2022, 19:45 in the context of online class interaction, while the function of verbal communication is mainly to transmit information, non-verbal communication occurred to express attitudes and emotions based on the received information on the attitude towards the person with whom to communicate. this indicates the way students display their gestures in the form of following attention or involving in conversation in online forum applications such as zoom to send meaningful messages to the whole class experiences. 4.6 the elaboration of foreign and home country aspects: types of cultural contents following the lecturers’ attitude in elaborating on foreign and home culture aspects, the result noticed three cultural contents. these contents cover the content of big c, the content of little c, and the concept of third place. on the one hand, when dealing with the lecturers’attitude in introducing the content of big c culture to their students in the class. lecturer 1 lead to point out: “i always introduce western, european, and other cultures.” lecturer 1, 4/14/2022, 28:50 the content embedded into the national identity of the country that gives meaning and value is identified as big c culture. the content of big c culture emphasised more on exploring the concept and characteristics of the educated middle-class country including the study of literature. in this content, the focus is to teach about the history, arts, and symbols of the respective country whether it relates to foreign or home country. on the other hand, lecturer 3 revealed the content of little c culture when reflecting on the cultural content to elaborate foreign and home countries: elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 37 lecturer attitudes on cross-cultural practices in efl online teaching “because i teach esp, it concerns with how to communicate with our business partner, how to negotiate. so first of all, i try to correct their performance. the way they behave. sometimes i said when you deal with people from java, you have to speak slowly, you have to try to find their interests, what dos and dons. usually, i prioritise dons, what we are not supposed to do, offer, and speak. in every meeting. because i have a short time in every meeting, i have to put it into communication skills.” lecturer 3, 4/9/2022, 23:42 the cultural content that focuses mainly on everyday life, social interaction, and communication including behaviour, beliefs, values, eating, dwelling, and talking habits is identified as little c culture. this content emphasises more on introducing culture as a way of life. the lecturer takes material from foreign country as well as home country by considering the meaning and values that represent each culture. apart from other contents, when dealing with incorporating cultural content in elaborating foreign and home country aspects, the lecturer brings the concept of third place. related to this, lecturer 4 emphasised: “it’s more about communication and their attitude. every meeting i always motivate them to know other cultures not only foreigners but they have to learn the real culture of others so we can compare one culture to another culture i think it’s good learning in the classroom when we can combine many cultures in the classroom.” lecturer 4, 4/6/2022, 22:12 the intersection of multiple native and target cultures as the major task of exploring the content in class activities is identified as ‘third place’. in the class activity, the lecturer engaged students in seeking multiple perspectives in understanding the cultural aspect of many countries whether they are conscious of it or not. from this point, it can be identified that third place is a neutral state which allows students to reflect on the target language culture and also on their own. 4.7 creating an authentic environment, raising intercultural knowledge, and dealing with cultural stereotypes as strategies to overcome the inflexibilities of teaching culture in efl online classes concerning the strategies to overcome the inflexibilities of teaching culture in efl online classes, the lecturers’ attitude considers creating an authentic environment, raising intercultural knowledge, and dealing with cultural stereotypes. first, when dealing with creating an authentic environment, lecturer 4 stated: “sometimes i invite my students to see other cultures besides their culture including local cultures and indonesian cultures. indonesia, it is consisting of many cultures. we can visit the real culture to see the real situation in their place, in that place. so, they have to practice in the real context.” lecturer 4, 4/6/2022, 26:15 efl online classes can increase students’ interest, motivation, and curiosity for cultural learning by creating an authentic environment such as providing individual tasks to visit the nearest interesting places that have strong cultural identities. for example, projecting an activity for students by observing a cultural image of one region (for example kajang in bulukumba, south sulawesi, indonesia which is also known as ‘black tribes’). students can also bring authentic materials about family life in the target culture or english eating and drinking habits to share with the entire class. these activities will make the class more engaging, and students will be more motivated to learn about the culture. second, when dealing with raising cultural knowledge, lecturer 3 commented: “i have a class with multicultural students. they come from kalimantan, papua, jambi. i ever asked them to speak in their mother tongue and not to feel ashamed of local culture by describing theirs.” lecturer 3, 4/9/2022, 31:17 learner-centeredness is critical in practising cross-culture. this practice allows students to portray their cultural awareness of the cultural differences occurred among students in the class. the students will raise their intercultural knowledge by treating culture, not as an abstract concept but rather the emphasis to place elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 38 lecturer attitudes on cross-cultural practices in efl online teaching the students’own community in the class. this strategy will impact the students to be more knowledgeable on the environment surrounding them. third, when dealing with cultural stereotypes, two lecturers stated: “maybe when i mention some examples about western cultures compared to local culture. that is when i prepare my students for cultural knowledge. you have to know the culture, you have to know with whom you speak. are they comfortable or not with you? we have to prepare our knowledge before meeting with new people.” lecturer 1, 4/14/2022, 39:22 “i usually inform my students if you want to be accepted in a community, you learn their culture, you appreciate other cultures.” lecturer 2, 4/16/2022, 35:15 students can engage in various tasks of cultural exploration by dealing with the identification of any cultural stereotypes that exist around the world. students, for example, can use posters/pictures to present their ideas about british people or any other nation. efl lecturers can integrate a variety of effective and practical techniques focusing on making culture teaching enjoyable experiences for both lecturers and students in efl online classrooms to achieve the learning program. a variety of tasks which identify stereotypes in culture contribute to guiding students to practise cross-culture in a better way in an efl online class. 5. discussion this study unveils seven categories to be associated with lecturers’ attitudes in encountering the challenges of practising cross-cultural teaching in efl online classes such as the loss of cultural integration, the lack of adequate translation of cultural concepts, the imbalance of cultural contents, the inflexibilities of teaching culture, and the intersection of cultural components. the seven categories cover cross-cultural teaching knowledge, cross-cultural teaching approach, cross-cultural teaching essence, cross-cultural teaching attribute, cross-cultural teaching barrier, cross-cultural teaching content, and cross-cultural teaching strategy. the visualization of these categories can be seen in figure 1. figure 1. cross-cultural practices in efl online teaching elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 39 lecturer attitudes on cross-cultural practices in efl online teaching the first category covers the knowledge of personality traits, language roles, and local culture to encounter the lack of adequate translation of cultural concepts in efl online classes. this category is identified as cross-cultural teaching knowledge. personality trait plays a significant role in cross-cultural teaching knowledge where the lecturer performed certain behaviour which represents the expectation of the lecturer to address appropriate cultural concepts that occur in the teaching and learning process to lead to students’ further behaviour. cross-cultural teaching knowledge also concerns how to use language accordingly based on the role that the lecturer and students possess. moreover, it is indicated that language use should be performed based on the interaction’s context which means that even though the interaction involves the same persons but when those persons interact in two different settings, in and outside the classroom, it can result in a different form of interaction. a different way to tackle the lack of adequate translation of cultural concepts is the role of local culture. the role of students’ local culture contributes significantly to communicating and interacting in an efl online class. the lecturer-student interaction comes from the interpretation of general and their own culture (mendzheritskaya & hansen, 2019; joseph & de silva, 2022). furthermore, incorporating local wisdom in the learning model has a positive impact on the students’ problem-solving and communication skills (fadli, 2020). the knowledge involves cultural integration through self-reflection, language exploration, and the influence of local culture into the knowledge transfer process creating a good process of interaction between lecturers and students, as well as between students during online classes. when it comes to handling the loss of cultural integration in efl online classes, the study revealed cultural identification, behaviour, and experience as cross-cultural teaching approaches. this second category portrays cultural identification and language as inextricably linked components. teaching culture is similar to teaching students in real life. besides, the cross-cultural teaching approach emphasises the importance of behaviour. behaviour becomes an important factor in assessing and evaluating students' performance in the classroom. inadequate knowledge of different cultures stems from those who have never communicated with other cultural representatives and are hesitant to integrate with others (wagner, 2021; valsiner, 2019; sobkowiak, 2019). this may lead lecturers to consider the behaviour component when dealing with english teaching. the cross-cultural teaching approach implies the best way to teach culture in foreign language classes is determined by the lecturer’s level of expertise. this is to imply that cultural teaching can be applied to those who have prior knowledge of the culture. the breadth of understanding about identity and cultural behaviour supported by various cross-cultural experiences is contributing factor in ensuring the existence of cultural integration in efl online classes. the third category encompasses how to convey opinions and how to maintain communication as the essence of skill component in efl online classes. this category is identified as the cross-cultural teaching essence. it is believed that the ability to deliver messages and opinions can impede at times, particularly when dealing with a formal interaction. this identified the ability to choose silence over expressing ideas. people engage in this behaviour not because they lack ideas, but because they believe their ideas will not be useful to the forum. this kind of ability lowers motivation. interactants in various conversations may be perceived as incompetent because they lack the motivation to perform competently, knowledge of competent lines of action in the context in question, or communication skills to carry off a deft interaction. respect for others demonstrates the ability to maintain communication. this tendency elicited praise from others and had an impact on enjoyable communication (burke & larmar, 2021; schlögl & jones, 2020; tanis, 2020). practising on how to convey opinions and maintain communication more effectively when it is merged with students’ awareness of cross-cultural concepts in efl online learning. the fourth category discusses the attributes of attitude in efl online classes which consist of understanding whom you speak with, where you speak, and way you speak. this category is identified as the cross-cultural teaching attribute. understanding with whom you speak, including one’s character, makes it easier to choose what speaking or communication styles students use when speaking with others in the class. knowing the background of the communication partner makes deciding how to use a particular communication style easier whether we use informal language or formal language (van ruler, 2018; rapanta et al., 2020). it is impossible to deny that lecturers pay close attention to contextual understanding in classroom interactions. students are identified as effective communicators when they can identify a person, place, and way during class communication and interaction. concerning this, fitriyani & andriyanti (2020) stated that formality is linked to the concept of politeness which allows for respectable and effective communication. students who apply interaction methods that can recognise the interlocutor, the context of elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 40 lecturer attitudes on cross-cultural practices in efl online teaching speaking, and the manner of speaking constitute an important sample in combining knowledge, skills, and attitudes as fundamental traits in integrating cross-cultural practices into efl classes. the fifth category covers cultural differences, inaccurate expressions, and mismatch of verbal and nonverbal language as the barriers of knowledge in efl online classes. an inadequate understanding of cultural differences may result in an inability to comprehend the context and the people with whom students communicate. the inability of lecturers and students to cope with cultural differences could be a significant factor causing misunderstanding in online classroom interactions. inaccurate expressions, such as a lack of appropriate word choices, occur frequently when the illocutionary force of an utterance, such as a request, is ignored, resulting in a mismatch between speaker intent and hearer interpretation. however, in an instructional setting, such a disparity in meaning-making between the speaker and hearer may be detrimental to the learning experience (aldemir, borge & soto, 2020; bloommaert, 2019; kim et al., 2021). furthermore, the inability to use non-verbal communication to express attitudes and emotions based on the received information on the attitude towards the person with whom to communicate indicates the cross-cultural teaching barrier. lack of cultural differences knowledge, inaccurate expressions, and mismatch of verbal and non-verbal language impacted to the challenges of cross-cultural practices in efl online teaching. the sixth category relates to the content of big c culture, the content of little c culture, and the concept of third place as the cross-cultural teaching content in efl online teaching. big c culture is the reflection of literature and art studies taught in educational institutions. if we teach about history, literature, arts, and community alongside the target language, the language will be embedded in the reassuring continuity of a national community, which gives it meaning and value. cross-cultural teaching practices have resulted in a significant shift in the concept of culture, with culture being adopted as a way of life (shadiev, wang & huang, 2021; pacheco, 2020). this little c culture is primarily concerned with everyday life, social interaction, and communication, as well as behavior, beliefs, values, eating, dwelling, and talking habits. the intersection of multiple native and target cultures as the primary task of language learners is to define for themselves what this ‘third place’ that they are seeking will look like, whether they are aware of it or not. third place is a neutral state that allows learners to reflect on both the target language culture and their own (pinzón, 2020). the last category concerns strategies applied to overcome the inflexibilities of teaching culture in efl online classes which covers creating an authentic environment, raising intercultural knowledge, and eliminating cultural stereotypes. this category is identified as the cross-cultural teaching strategy. by creating an authentic environment, such as visiting places with strong cultural identities, efl classes can increase students' interest, motivation, and curiosity for cultural learning. lecturers can also bring authentic materials to allow students to share with the class about family life that relates to cultural habits. lessons will be more engaging as a result of various cross-cultural learning activities, and students will be more motivated to learn about the target culture (jensen, 2019; derakhshan et al., 2022). the importance of learner-centeredness in developing intercultural competence cannot be overstated. this principle ensures that the learner’s own culture is not treated as an abstract concept, but rather that the learner's involvement in it is emphasised. students can participate in cultural exploration tasks such as dealing with cultural stereotypes to identify any cultural stereotypes that exist around the world. to achieve the learning program, efl lecturers can integrate a variety of effective and practical techniques focusing on making culture teaching enjoyable experiences for both lecturers and students in efl online classrooms. seeing how cross-cultural practices have a big impact on efl teaching especially when it is associated with the nature of the online system, one of the limitations of this study is the tendency to look at how the teaching process is carried out from the lecturer’s point of view, although it is clear that the online context cannot be just seen from the perspective of the university only but also in other contexts, such as the perspective of family and community. besides that, the limitation of the methodology concerning the number of participants involved in the study is taken into account. the further study relates to the investigation of multiple backgrounds of the lecturers who participated as the research subject should be more highlighted. the more various nations of origin represented as participants, the deeper the study of cross-cultural practices in efl online classes will become. therefore, the continuation of this study is expected to explore more on the perspectives of families and communities on cross-cultural practices during online language learning. elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 41 lecturer attitudes on cross-cultural practices in efl online teaching 6. conclusion this study presents perceptive notions of efl lecturers’ attitudes toward cross-cultural practices during efl online teaching. they scrutinised cross-cultural teaching knowledge, cross-cultural teaching approach, cross-cultural teaching essence, cross-cultural teaching attribute, cross-cultural teaching barrier, crosscultural teaching content, and cross-cultural teaching plan as ways to portray cross-cultural practices in their teaching. the result also demonstrates that the cross-cultural practices carried out in efl online classrooms contributed a lot to profiling students with intercultural features. this contribution could result from the way the students display the ability to convey opinions and maintain communication, identify persons and context within class interaction, and highlight cultural differences and accurate language expressions. this unveils the main subject of the study as the beneficial outcome of preparing higher education graduates who are capable of overcoming intercultural communication barriers, active in contributing to the multicultural community, and skillful in handling global challenges. acknowledgment this study was sponsored by the indonesian ministry 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(2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 197 understanding university teachers’ perspectives of english medium instruction in indonesia wulandari santoso * & putri rindu kinasih universitas bunda mulia, north jakarta, indonesia *wsantoso@bundamulia.ac.id article history received : 16 august 2022 revised : 30 september 2022 accepted : 23 october 2022 keywords emi medium of instruction internationalisation englishisation lecturers' perspectives abstract despite the massive growth of universities offering emi in non-anglophone countries including indonesia, there is little research regarding the underlying rationales for the implementation of emi and the perceptions of lecturers in relation to the enactment of emi. several studies have also highlighted the absence of official guidelines for emi in this context, which has contributed to the dissimilar practices of emi among indonesian universities. this case study aimed to find out the underpinning rationales for the implementation of emi at the indonesian universities. it also aimed to investigate how lecturers at the indonesian universities perceived the implementation of emi. semistructured interviews were conducted with nine non-english lecturers from both state and private indonesian universities. the results of this study showed that some factors, including promoting university internationalisation, enhancing academic reputations, and taking part in international competitions, were found to underpin the implementation of emi. in addition, this study also underlined the issue of internationalisation in relation to englishisation and its impacts on emi. in this study, the participants’ use of the indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to value multilingual practices. therefore, this study suggests that the indonesian linguistic ecology where bahasa indonesia and english co-exist with the hundreds of local languages should be taken into consideration in the educational language policy-making. 1. introduction to date, indonesia is known as the fourth largest population in the world which occupies thousands of islands across the country (the world bank, 2022). in addition, indonesia has more than 300 native languages and dialects spoken by different ethnic and cultural groups (bbc news, 2018). to unify such a diverse country, bahasa indonesia is utilised throughout the nation as an official language for communication. in other words, not only does it serve as a lingua franca, but also it functions as a symbolic unifying function for the nation (ridwan, 2018). as the country's official language, bahasa indonesia serves as a representation of national pride, national identity, a unifying bridge between citizens, regions, and cultures, as well as a medium for uniting tribes, cultures, and languages (bulan, 2019). nevertheless, the linguistic landscape of indonesia has been experiencing a dynamic change, such as the penetration of foreign languages, particularly in urban society (prayoga & khatimah, 2019). the state of the world, i.e., globalisation, has had a significant impact on how foreign languages, like english, are used in indonesia (marsudi & zahrok, 2015). on the one hand, globalisation has opened up possibilities for extensive international cooperation. for example, since the establishment of the asean economic community (aec) in 2015, indonesia has been committed to becoming an active player in realising the aec targets. one of these commitments is to prepare university graduates to actively participate in the asean market (aec council minister indonesia, 2020). consequently, it is expected that indonesian university students are proficient in using international languages, particularly english, to be able to compete at the global level. as a response to this huge demand, a number of universities in indonesia, both public and private, have provided specific courses that implement english medium instruction (emi) in the teaching and learning process for non-english study programs. there have been numerous studies that have focused on emi in various contexts. research results have shown that there is some positive motivation regarding the implementation of emi, e.g. improving english competence (chapple, 2015; costa & mariotti, 2022), acquiring english as a communication tool in the global era (hamid et al., 2013), taking part in the internalisation of universities (mckinley & rose, 2022; zhang, 2018), modernising universities (khan, 2013; zhang, 2018), and increasing access to job opportunities (barnawi, 2018, 2021; bozdoğan & karlıdağ, 2013). https://doi.org/10.31849/elsya.v4i2.11031 mailto:wsantoso@bundamulia.ac.id elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 198 with regard to the indonesian educational policy, the government does not have a specific guideline which aims to regulate the implementation of emi at the university level (dewi, 2017; simbolon, 2018, 2021). this suggests that these universities are putting emi into practice on their own. due to limited research in terms of the language policy, the rationales underpinning the implementation of emi in higher education in indonesia are still unknown. in addition, emi lecturers do not have adequate knowledge of how to implement emi in the teaching process (macaro & han, 2020). for example, lecturers are often confused between the terms bilingual class and international class. the lack of clarity surrounding the terminology may be due to insufficient information about emi and its pedagogical practices. hence, this distinct interpretation of emi has also affected the extent to which english is used as a medium of instruction. click or tap here to enter text.even when the class is conducted fully in english language, the focus has mainly been to improve students’ limited english skills and not to the subject course (simbolon et al., 2020).this phenomenon may exist due to the problem with students’ english proficiency, such as limited english listening and writing skills (khasbani, 2019; rogier, 2012) as well as poor vocabulary knowledge (macaro et al., 2016). consequently, there has been a concern raised by some scholars to provide sustainable teacher development available for emi teaching (dearden & macaro, 2021; macaro, 2019). given indonesia's active involvement in participating the aec, it is possible to predict that emi will be implemented in indonesian universities more extensively. considering that no explicit regulations have been formulated to accommodate this internationalisation agenda, understanding the driving forces behind the implementation of emi in indonesia is deemed crucial. moreover, it is also important to understand how lecturers respond to the topdown initiation of emi since at the micro-policy level, they often grapple with the changes in moi. this study aims to address the following research questions: 1. what are the underpinning rationales for the implementation of emi at the indonesian universities? 2. how do lecturers at the indonesian universities perceive the implementation of emi? it is expected that the results of this study are significant to inform stakeholders relevant to the implementation of emi in indonesia in terms of the policy-making and the pedagogical practice of emi, particularly in the indonesian universities. despite the urgent need for adopting this global phenomenon to the local context, this study outlines the importance of understanding emi in the indonesian multilingual setting with a different lens. the implications are further discussed in section 6. 2. literature review 2.1. emi as an emerging approach there has been a significant shift in the aim of language education in many educational settings, moving away from acquiring the language for communicative purposes to learning ‘content’ through the language (ibrahim, 2001; walkinshaw et al., 2017). this phenomenon is labelled quite differently, for example, in north america it is referred to as ‘immersion’ or ‘content-based learning’ and in europe, it came to be called ‘content and language integrated learning’ (clil) (coyle et al., 2010; macaro, 2018). the terms are usually (but not exclusively) associated with a secondary school context (lasagabaster, 2019; urmeneta, 2013). the purpose of this approach in canada and european countries is similar, that is, to provide a multilingual education for linguistically diverse students in order to equip them to meet opportunities and challenges in the increasingly multicultural world (barnard, 2014). in this paper, we focus on english as a medium of instruction (emi) in higher education. emi is a term that is still inconsistent since its meaning keeps evolving (airey, 2016; british council, 2013). dearden (2014, p. 4) defines it as: “the use of the english language to teach academic subjects in countries or jurisdictions where the first language (l1) of the majority of the population is not english.” this definition resonates with macaro et al. (2018) conceptualisation of emi which differentiates the utilisation of english as a medium of instruction to teach content in anglophone countries such as, the uk, the usa, australia, and canada from countries where english is not the first language of the majority of the population. macaro (2018) however, acknowledges that this definition is problematic as the term ‘first language’ is not always straightforward, especially in multilingual countries where multiple languages co-exist in a speech community. airey (2016) has attempted to make a distinction between emi, clil, and eap/esp. in his model of a language/content continuum, eap emphasises students’ language competence while emi is placed at the other end of the continuum as it focuses on content learning. meanwhile, clil is in the middle of the continuum as it gives equal weight to both content and language. macaro (2013) argues that this view regards emi as a fixed notion since it attempts to compare emi to other similar practices. nevertheless, macaro (2013) has criticised this approach to emi since viewing educational notions as a fixed entity could be problematic. he further argues that emi is a fluid concept which always goes through a process of evolution. in this sense, the conceptualisation of emi will largely depend on research evidence that informs emi practices, involving relevant stakeholders and end-users of emi. https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 199 in this study, we follow macaro’s (2013) stance that goes beyond the dichotomy of emi. underpinned by phillipson’s (1992) use fallacies in linguistic imperialism, knagg (2013, p. 24) has proposed some fallacies of what emi is: one of which is “the on-off fallacy” that regards emi as “an on-off switch, a black and white concept”. it is important to note that emi is a dynamic notion which operates at varying levels of educational institutions and classrooms. this perspective also applies to the extent to which english is used in student-teacher interactions inside and outside classroom contexts; what kind of ‘e’ in emi is enacted in the emi policies; and whether multilingual language practices are legitimated in such programmes. since the term ‘emi’ is still ill-defined and its conceptualisation is context-dependent, this study seeks to contribute to advancing the notion of emi that is also shaped by lecturers’ attitudes towards and understandings of the concept and practice of emi. despite its nuanced concept and blurred boundaries between emi and other-related educational practices, emi has gained much attention in many asian educational settings, for example in vietnam ( nguyen & nguyen, 2020), in malaysia (hasim & barnard, 2018; rahman et al., 2021), in china (galloway et al., 2017; yuan et al., 2020), in korea (kim, 2017), and in indonesia (hamied & lengkanawati, 2018). numerous western universities have also established bilateral relationships with universities in asia to administer emi programmes in various academic disciplines (barnard, 2014). even some of these universities have established their own campuses in countries such as, malaysia, japan, vietnam, and indonesia, on account of “capitalising on the hard currency of higher degrees earned in english in english institutions” (van der walt, 2013, p. 63). following this trend, some asian countries like malaysia, japan, and hong kong, have enacted regulations that universities should use english as a medium of instruction in a range of programmes (see hasim & barnard, 2018; saeed et al., 2018). the impact of the rapid growth of emi can be seen in the increasing number of universities that offer emi programmes across asia (see macaro et al., 2018) in order to meet the inevitable demand for english as well as to keep up with its growth as “the dominant lingua franca of academia” (galloway & rose, 2021, p. 1). 2.2. emi in indonesia in the indonesian educational context, a medium of instruction (moi) is not a new issue since it is as far back as 1950s that a foreign language, i.e. dutch, was used to train medical assistants in the first tertiary institution, university of indonesia, in jakarta (hamied & lengkanawati, 2018). bandung institute of technology (itb) established in 1920 also particularly stated in the document issued by itb school of pharmacy that dutch or english was used to deliver the lecture (hamied & lengkanawati, 2018). since then, many universities in indonesia have developed emi programmes to develop bilingual competence (tamtam et al., 2010). globalisation and the growing need for english as a key to global relations, economy, technology, and information have triggered the rise of emi in many contexts, including indonesia (despitasari, 2021; dewi, 2017; khasbani, 2019; simbolon, 2018). moreover, indonesia has become one of the most populous countries in the world with impressive economic growth and geographic advantages (hamied & lengkanawati, 2018). the important role of indonesia in international trade transactions has made the country appealing to its neighbouring regions, reinforcing english to become the international language for communication (hamied & lengkanawati, 2018; khasbani, 2019). as a result, indonesia has an urgent need to face this challenge through its educational system in order to prepare its citizens to engage in communication and to compete with people coming from different cultural backgrounds in this globalised world. in 2003, bilingual programmes or rsbi (pilot international standard schools) began to bloom at the school level where the moi changed from bahasa indonesia to english or a mix of both. nevertheless, this programme was cancelled in january 2013 since it attracted many criticisms, e.g., providing unequal access to education for all indonesian students (cahyani et al., 2018). hence, the government has encouraged indonesian universities to offer emi programmes, aiming to equip their graduates with english skills. as stated in the law of national education no 20/ 2003, universities could adopt a foreign language as a medium of instruction. even though there is no explicit statement which emphasises english as the language of instruction, the significance of english in various domains of life seems to be the rationale for administering emi courses (simbolon, 2018, 2021). in addition, asean economic community (mea) with the principle of “free flow of goods, service, investment, capital and skilled labour” being one of the four mea foundations (asean, 2015, p. 4) has provided a solid foundation for the implementation of emi in indonesian universities. in practice, many indonesian universities have offered two models of delivery, i.e. ‘regular programmes’ and ‘international programmes’. while the former uses bahasa indonesia as the moi, the latter utilises english. however, ‘international programmes’ are not always attended by international students, whereas ‘regular programmes’ are attended by domestic students (dewi, 2017). both programmes could be attended by any students depending on their preferences and language competence as well as their ability to pay higher tuition fees for the international programme (cahyani et al., 2018; dewi, 2017; simbolon, 2021). despite its promising trend, the implementation of emi is not without criticism. the issues around students’ english proficiency, teachers’ qualifications, and language hierarchies have been underlined by some scholars (e.g. hamied & lengkanawati, 2018; khasbani, 2019; ross & coleman, n.d.). the status of english as a foreign language https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 200 in indonesia has been a challenge in the implementation of emi. as hamied and lengkanawati (2018) argue, the inclusion of english in the early education stage will likely influence emi implementation's success at the tertiary level. unlike other countries in asia, english has become an optional subject at the primary level (kirkpatrick, 2011). moreover, many students have limited opportunities to use english in daily interactions unless english has become one of the main linguistic tools in their language repertoire. even so, they have to deliberately construct these englishspeaking spaces. another concern is that many emi programmes do not have qualified teachers to teach content in english (khasbani, 2019). ensuring teachers’ linguistic competence is crucial as it contributes to the effective transfer of knowledge and classroom communication. therefore, some scholars have proposed some pedagogical models that could be applied to emi classes with the aim to support students in co-constructing knowledge by means of the collaboration between content and language practitioners (see lin, 2016). lastly, the multilingual nature of indonesia has placed english in an intricate position where it co-exists with the national and local languages (hamied, 2012; zein, 2019, 2020). in this sense, emi may benefit speakers of english and on the other hand, disadvantage speakers of other languages (kirkpatrick, 2014). as a result, the issue of unequal power relations between languages is quite apparent in this multilingual setting. this concern has been raised by scholars who argue that a unique linguistic landscape and socio-political context should be taken into consideration in designing and implementing educational language policies. even though some research has attempted to examine emi in the indonesian context (despitasari, 2021; dewi, 2017; hamied & lengkanawati, 2018; khasbani, 2019; simbolon, 2018; simbolon et al., 2020), research aiming to address lecturers’ perceptions towards emi is still limited. the purpose of this research is to investigate the implementation of emi based on the perspectives of lecturers. the role of lecturers is crucial as their pedagogical and professional competence will contribute to the success of emi teaching (yuan et al., 2020). they are also expected to be able to balance the presentation of content materials with the use of english as a means of communication in classrooms. taking this into account, the study aims to investigate the underpinning rationales for emi in the universities in indonesia as well as the perception of lecturers regarding the implementation of emi in non-english majors. 3. method this research used a case study approach, which aims to obtain an in-depth understanding of the phenomenon under scrutiny in its real-life setting (gray, 2014; yin, 2009). the case explored in this study was the lecturers’ perceptions towards in the implementation of emi at the university level. the use of case study allowed the researchers to explore ‘how’ and ‘why’ questions regarding emi, i.e. how and why emi is implemented in the universities being studied. in addition, its flexible design may also uncover the relationship between the phenomenon and the context where it occurs, thus providing a more comprehensive picture of the case being investigated in its specific setting (gray, 2014; robson & mccartan, 2016). this study used semi-structured interviews to facilitate unexpected themes to emerge. a set of interview questions proposed by dewi (2017) were adapted to investigate the lecturers’ views of the implementation of emi in the indonesian universities. the interview questions cover the role of english in this modern era, the emerging market of emi, the implementation of emi in higher education, and the benefits as well as challenges in teaching emi. the interviews were conducted and recorded via zoom meeting, and each lasted between thirty to forty minutes. before the data collection process, the participants were informed that their responses would not affect their professional careers in any way since their identities and institutions would not be revealed to protect the confidentiality. thus, this study used pseudonyms and gave general information about the teaching subject and the status of the universities, e.g. state or private university. this research used purposive sampling to recruit participants who could facilitate the exploration of the issue relevant to this study (robson & mccartan, 2016). some criteria for selected participants were established, e.g. teaching non-english majors using english as a medium of instruction and having at least two years of teaching in emi classes. the information about the participants in this study can be seen in table 1 below. table 1. information about the participants no pseudonyms gender teaching subject university 1 charlie female finance private university 2 romeo male computer science private university 3 zulu male statistics private university 4 deborah female economic s private university 5 michael male computer science private university 6 oliver male business managem ent private university https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 201 7 norah female law state university 8 patrick male law state university 9 delta male social politic science state university the data obtained from the interviews were analysed using the thematic analysis (terry et al., 2017). the procedures of the data analysis followed these procedures: a. getting familiar with the data, including transcribing, read, and re-read the interview data. b. constructing codes, drawn from relevant literature and the data itself. both deductive and inductive approaches facilitated pre-determined codes and emerging codes to be included in the data analysis. c. constructing themes, categorising similar codes to potential themes. d. defining and labelling themes, drawn from relevant literature. e. writing up the report, including revealing codes and themes and selecting relevant quotations from the interview transcript to support the discussion of research results. 4. results 4.1. the role of english the participants expressed their views on the roles of english in the strategic domains of life. all of them also emphasised the importance of having some degree of english proficiency in order to compete globally, for example: deborah: “with the development of technology, … [being proficient in] english has finally become an obligation. in fact, maybe in some companies… english is no longer considered special… if the candidate could speak mandarin or japanese; it would be a plus point for them. so, in my opinion, it [english] has become a necessity and an obligation… if we want to survive in today's world, we have to be adaptive, right?” delta: “[being able to use] english is very important, especially in the field of international relations… it has become the official language for us to communicate with people from other countries… to engage in international transactions, build international cooperation with our neighbouring countries.” norah: “without english, i think we cannot show our ability to the world… english has become the main language for communication across the globe.” with reference to the educational sector, some of the participants highlighted the added value that students may benefit from their ability to use english, for instance: charlie: “it [students’ abilities in speaking english] could boost their confidence… it [english] could help them interact with their peers, lecturers, and society at large… based on my experience, students who are not excellent in their academic achievement but they could deliver their thoughts and ideas in international forums or communities, for example, in student exchange programmes, are more outstanding.” oliver: “well, it [english] makes them able to understand a wider range of sources. when, for example, i give an assignment from a journal or a business case that mostly uses english, they can understand the existing problems, as well as the context, the essence of this problem, and how to solve it… the students [who join the regular programme] often face difficulties [in understanding materials presented in english].” patrick: “i think that students could participate in international conferences… understanding global issues happening around the globe…” working as a lecturer in a private university in jakarta, michael who came from a small town in central java admitted that his english was not good compared to “rich people” (his original statement) in jakarta. fortunately, his capability of using english was getting better since he was forced to do presentations and write essays in english. he stated: michael: “for me, the use of english has unlocked access to knowledge…i am internationally-minded. english makes me able to compete internationally.” another participant also pointed out that being able to use english provides greater opportunities for students to access a wide range of good quality materials. zulu: “we know [that] materials that have excellent qualities are presented in english textbooks, journal articles… if we just refer to textbooks in indonesian… they are still very limited.” based on the research results, all of the participants regard english as having dominant roles in developing one’s ability to enhance their competitiveness. some of the participants have also underlined the need for acquiring english skills that could help them communicate with people from different countries. it is also interesting to see how english proficient students are deemed to have some added values which contribute to their self-development. one of the participants, for example, regards students who could speak english despite their poor academic performances are “more outstanding” (charlie). oscar has further compared students in the emi and non-emi programmme, with the former being more proficient in comprehending materials in english. these findings may demonstrate how the participants in this study have acknowledged the superiority of english in equipping individuals to participate in global competitions and transactions as well as to raise one’s academic status. https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 202 in addition, some of the participants have seen english as the forefront of linguistic tool which could provide more opportunities for students to gain and construct knowledge through various educational resources that are primarily available in the english language. for these participants, english has dominated science and scholarship as never before as it has become a lingua franca in the academic domain. zulu, a statistic lecturer, has also said that highquality textbooks published in indonesian are still few, thus, being able to understand reading materials in english becomes unavoidable to support both teaching and learning process. another participant, michael, has also mentioned that he is “internationally-minded” as he is able to learn through english. before working as a lecturer, he was a student in an international programme at the same institution. being immersed in the emi programme as a student has arguably shaped his perspective towards the concept of “internationally-minded”, although he does not further clarify what it exactly means for him. 4.2 the conceptualisation of emi enacted in universities there is no general consensus with regard to the definition of emi since its meaning is still evolving. the varied conceptualisations of emi are also reflected in the findings of this study, for example: charlie: “in the finance department, we have both regular and international programmes. the regular programme has also internationally accredited. the school of accounting itself got the accreditation from taiwan… the finance department has also affiliated with cfa, so some of the [core] courses are required to use english as a medium of instruction. in the finance international programme, we have a double degree programme. it means that students will earn two degrees recognized by international companies…all is administered in english.” charlie also stated that she had some international students studying in the international programme and inbound and outbound students joining the student exchange programme. as the finance department has run a double degree programme, the lecturers should follow the curriculum assigned by the partner university from australia. this also means that all the assessments, assignments, and examinations are prescribed to ensure the standardisation of the teaching and learning process. this conceptualisation of emi can also be found in delta’s responses during the interview, for example: delta: “english is used 100% in our [international] programme…in the regular programme, some courses also use english as a medium of instruction… we have established some international cooperation with our partner universities abroad…a double-degree programme. in our programme, we usually receive five to ten international students each year… from japan, australia, korea, latin america, and european countries.” he further stated that the international cooperation between indonesia and other countries could also result in the increasing number of international students studying in the university. this is also in line with oliver and deborah’s statements regarding how emi has been implemented in their university: oliver: “the international programme is very important because students will earn double degrees from our university and our partner university…. students will study in our campus for two years and have an opportunity to study abroad for two years.” two other lecturers from the same university, norah and patrick, also expressed similar perspectives towards this issue. they stated that the law faculty offered two types of programmes, i.e., regular and international programmes. while the former used bahasa indonesia as the medium of instruction, the latter used english. patrick also revealed: patrick: “but of course, the international programme charges a higher tuition fee compared to the regular [programme].” this view is also shared by some of the participants in this study, stating that students are required to pay more expensive fees in the international programmes. zulu and michael shared a similar response when asked about how emi is operationalised in their universities: zulu: “emi has been implemented since the establishment of this university. however, we used the bilingual approach to teach the students at that time since they were not really proficient in english.” michael: “since it [the university] was founded in 2000, it has implemented the so-called emi. everything is taught in english except for mkdu courses… so indeed, what has become the promotional strategy is [the] english.” while the other universities being studied have differentiated the emi programme, labelled as the international programme, these two universities did not apply such a policy since all the programmes used english as the medium of instruction. in addition, the participants also revealed how languages are used in the emi programme. while most of the participants said that english was used as a medium of instruction from the establishment of the international programme, zulu mentioned that the bilingual approach was initially implemented to assist students with low english proficiency. despite the varied usage of english in the emi programme, none of the participants denied that they used bahasa indonesia to a certain extent to solve practical classroom challenges. even some of the participants, e.g., romeo, zulu, and patrick, allowed their students to use bahasa indonesia in group discussions in order to create a more comfortable classroom atmosphere. https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 203 a special case is also found in one of the participants’ institutions which belongs to a foreign university in australia and has established its campus in indonesia since october 2021: romeo: “all of them [students] are indonesian students. we have not opened the programmes for international students due to administrative issues… but we have lecturers from abroad as well, not all is local lecturers.” with regard to the administrative requests for the lecturers in the emi programmes, all of the participants admitted that there were no specific english language requirements from their universities. they were not required to submit any toefl or ielts certificates as proof of their english language proficiency, although some of them had assumed that the interviews with the university officials might aim to assess their english competence. the lecturers from the state universities also stated that they followed the lecturer recruitment held by the ministry of education without any further selections focusing on their english language abilities. nevertheless, the lecturers from the state universities in this study agreed that the lecturers teaching the emi programme were qualified to teach the emi programme. as delta stated: delta: “all the lecturers in this university are capable of teaching through english… the recruitment process is very challenging for prospective lectures. so, if they are accepted to work here, they must be excellent.” the other lecturers assumed that their academic degrees obtained from universities abroad had made them eligible for teaching the courses in english. even some of the participants said that the partner universities also took part in the lecturer recruitment to ensure that the prospective candidate was qualified to teach in the respective university. although no specific requirements had been made regarding the lecturer’s english ability, all of the participants mentioned that prospective students should meet certain english proficiency scores. this was to ensure that students had necessary english skills, including listening, reading, speaking, and writing, so that they could follow the content learning delivered through english. this study arguably revealed an unexpected finding that only two of the participants claimed that there was an internal assessment administered by the quality learning department of the university that aimed to monitor their teaching process. among several marking criteria, one of them was whether or not the lecturer used english in the classroom. charlie, for example, stated that the assessor would observe her teaching practice without prior notice as a form of internal evaluation, although she also admitted that there was no sanction issued by the university if the lecturer did not follow the prescribed language policy. another participant, zulu, mentioned that the teaching process was recorded, thus, the recorded pedagogical practice could be used to check whether the lecturer adhered to the standard educational procedures. apart from these two participants, most of the participants’ performances in teaching curriculum subjects using english were not regularly evaluated by the universities. 4.3 the rationale for the implementation of emi in this study, all the participants agreed that integrating emi was important to receive international accreditation. they also shared how their university's current goal was to improve its ranking. charlie: “i think it’s because we need international accreditations… our aim is to internationalise this university… we expect to achieve a higher ranking.” the implementation of emi was also carried out to foster greater international collaboration with partner universities. zulu, for instance, mentioned how his students at his university took a double degree program through a collaboration with arizona state university. in this sense, emi was to support the internationalisation of the university: zulu: “we have had a partnership with arizona state university (double degree). we also have some international students in some of our programmes. norah: “this [emi] programme is to show our ‘existence’ to other universities. we have proven that we are able to administer this programme to internationalise our university. if we want to compete with other universities abroad, we have to be able to open an international programme for our students.” deborah: “so international class students are required to do… whether it's a dual degree, or an exchange, or a short course.” to put it another way, the implementation of emi has evolved into a tool for demonstrating its viability to other universities as the program expands the opportunities available to several international partners. two participants provided some intriguing reasons for putting emi into place. as opposed to bringing the university to the outside world, the implementation of emi could bring the international world to the local context: michael: “… the aim was to provide international quality for indonesians. so, initially, the establishment of this sgu was triggered by the financial crisis [experienced by indonesia in 1999].” romeo: “since this is an international university, the delivery of lesson materials is of course in english… this is a new branch in indonesia.” the motive of bringing the universities to achieve the highest ranking in this context was to convince parents and students that they could experience the international standard university in indonesia. these participants also stated that offering distinctive majors such as mechatronics and biomedical engineering, and utilising english as a medium https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 204 of instruction had successfully attracted students to enrol on these universities. all in all, all of the participants agreed that the underlying reason for integrating emi was to achieve a higher ranking and receive international accreditation. the participants stated, however, that there were no established regulations and norms regarding how the emi should be implemented in higher education. it is also interesting to note that no teacher training whatsoever was provided for all of the lecturers. 4.4 perceptions of lecturers towards emi as a form of englishisation the results of this study demonstrated the participants’ views towards the implementation of emi at the university level. despite the caveats entailing emi, all of the participants generally showed a positive perception of the enactment of emi since they agreed that it had offered innumerable advantages for the relevant stakeholders involved, including students, teachers, and institutions (see section 4.5). in addition, the interview results also revealed how the participants attempted to make sense of the proliferation of emi in the indonesian contexts. many of them perceived emi as having nothing to do with the so-called linguistic imperialism. they further stated that the massive exertion of emi did not have any significant impact on their identity, for instance: deborah: “… english is not imperialism or domination. yes, the point is that if we want to survive, we have to adjust, and adapt.” charlie: “i think it’s too far [to think that emi is a kind of imperialism] … english is a means of communication so that we can obtain competitive advantages.” michael also stated that he showed his identity as a javanese by maintaining his local accent when speaking english. having experienced as a student and a lecturer in the emi programme, during the interview michael did not state that he had made any attempt to imitate the so-called native speakers: michael: “i'm javanese, i grew up in javanese family, so my identity is still javanese… english is the first international language in the world. so yes, i forced myself to speak english even with the medhok [strong javanese] accent.” these participants viewed emi as a prerequisite condition to compete globally and finally lead this nation to become a developed country. they also acknowledged that english had become an international language that held a crucial role in international relations across countries. as oliver stated: oliver: “we have to realise that we need one language that can be used to communicate with other people from different countries and cultures. that’s why we need to learn the language that are understood by many people.” deborah also pointed out that the fear of english was not reasonable as english was required for students to “progress” (her original word). moreover, michael seemed to perceive that english had been “a common thing” (his original words) for him, thus, he did not consider it as a form of imperialism. in other words, he thought that english had been so internalized that it became part of his life. as a result, he felt that there was no need to question the strong domination of english, particularly in educational settings. some of the participants, however, showed some concerns regarding the widespread of english through the implementation of emi: zulu: “but if we do not know how to use english and bahasa appropriately, for example we mix both languages just as in anak jaksel […..], i think it shows that we have an identity crisis… we have to be able to use each language appropriately… appropriate grammar and vocabulary.” norah: “sometimes i feel writing in indonesian is more difficult… i wrote many articles in english. i don’t know if that also affects my writing skills in indonesian… somehow i think that much exposure to english could threaten our abilities in other languages.” zulu also stated that one’s english abilities could be used to label his/her social status: zulu: “being able to speak english doesn’t mean that we are cool... but having adequate proficiency in english could make us understand, for example, news in english without looking at the subtitle.” he argued that one’s intellectuality could not only be determined by his/her english ability. his perspective also corresponds to deborah’s statement, although both of them had a quite distinct view towards how emi contributed to linguistic imperialism. raised in yogyakarta, deborah stated that emi was regarded as “too prestigious” (her own word) in this context. she further clarified that the location where emi was implemented could also affect how society perceived this programme. in her opinion, people who lived in jakarta might perceive emi relatively differently compared to those who were in other parts of indonesia, where acquiring english abilities had not been seen as a priority. 4.5 possibilities and challenges in emi the participants expressed their views towards the advantages of implementing emi in their universities. zulu, charlie, and delta highlighted how emi could equip both students and teachers with adequate english skills: zulu: “for the lecturers, they will be more confident and build a good habit in presenting materials in english. for the students, english prepares them to upgrade their skills, e.g., they may want to pursue their master’s degree. so, they have already experienced being in an international situation.” https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 205 charlie: “what we are looking for is competitive advantage… that’s why parents want their children to learn english. there is something more that we can ‘sell’ with english.” delta: “the students are more confident… it is easier for them to get a job in the future because they already have english skills. for the lecturers… they can upgrade their skills… write journal articles in english.” these participants believed that emi could provide students with increased access to better employment as they had acquired the necessary english skills to engage in international communities. in addition, they also highlighted that emi teachers could improve their professional development as a teacher and as a researcher. in this study, some of the participants identified the international competition as the impetus for the implementation of emi: romeo: “our quality of education should be ‘international’, but we have to have impacts on the local context. ... in terms of human capital, we have to be able to compete globally.” romeo also stated that emi was very relevant to his university which only offered master’s degree programmes. he further explained that his students were mostly corporate employees who had been working in international companies. thus, they would benefit from the extensive use of english, which was deemed an important tool to increase the quality of human capital. the other participants shared a similar perspective on this matter: patrick: our university can compete with other universities, especially in the south east asian context… they [international students] could see that universities in indonesia could have an international standard of teaching and learning process.” norah: “our students have extra skills that can be beneficial for them in the workplace… [the students] can stand out in international communities… [the students] can compete with other students in western universities.” interestingly, one of the participants revealed that the university could receive a higher income since both local and international students were required to pay more expensive tuition fees to enrol on the emi programme: delta: “… to become a prestigious and recognised university in the world… and we cannot deny that the university can gain more profit.” these participants emphasised the potential benefit of emi that could increase the standard quality of the university so that universities in indonesia could compete with other universities abroad. the notion of ‘competition’ in this sense corresponds to the participants’ responses that achieving international rankings was of the utmost importance. despite the numerous potentials of emi, the participants also stated some concerns regarding the implementation of emi. many of them said that explaining complex concepts that required teachers’ adequate english proficiency had become the greatest challenge: oliver: “they [international students] said, it’s difficult for them to follow the lesson because of our accents.” charlie: “it [english] is not my native language. sometimes, i need to think before talking to my students.” deborah: “uhm, i'm not really good at english… for me, the biggest challenge is when i forget the vocabulary. so, for example, when i was teaching, i suddenly went blank.” norah: “we [the teachers] need to teach cognitively demanding concepts, and how could we explain them to our students with simplified sentences in english?” for these participants, there was room for bahasa indonesia in the emi programme in order to scaffold students’ content comprehension. not only teachers’ english competence, but for some of the participants, students’ english abilities could also affect the effectiveness of emi: zulu: “i think one of the most challenges in emi is students’ low proficiency in english. in the statistic course, i use general and common terms to understand concepts.” romeo: “the problem is how to deliver technical concepts with english, so that it’s easy for my students to understand. students’ english proficiency is varied. some of them may not understand what i explain in english.” although many of the participants considered ‘internationalisation’ as an advantage of emi, one of the participants regarded it as a challenge: delta: “i think the main challenge is that we have to change our way of thinking in order to become ‘internationalised’ because internationalisation is not only about the status of a university. it is also about how we can think ‘internationally’.” in this case, delta extended the meaning of internationalisation to a broader sense, that is, how teachers and students could make sense of the world, going beyond a simplistic view of events happening around them. for him, this required a critical evaluation of their life experiences as individuals and groups that could shape their critical thinking skills. to sum up, the participants had nuanced perceptions of emi as they seemed to still grasp the conceptualization of emi in their own institutions. while they were aware of the enormous potential of emi, they admitted that its implementation was not an easy task. since they had integral roles in emi, they expected to have sustainable teacher training as a form of professional support. https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 206 5. discussion emi programmes in higher education have been increasingly developing in various contexts and indonesia is no exception. this study sought to unpack the rationale for the implementation of emi in the indonesian universities and to investigate the lecturers’ perspectives with regard to both possibilities and challenges of emi in this context. informed by semi-structured interviews, this study examined the underpinning principles that may trigger the spread of emi with reference to the roles of english language and englishisation. in addition, this study shed light on the diverse conceptualisations of emi, reflected in how the universities label such a programme, use the language(s) as a medium of instruction, set recruitment criteria for lecturers, and assess lecturers’ teaching performances. in relation to opportunities and challenges faced by indonesian emi lecturers, this study investigated the possible benefits and obstacles of emi contributing to students, lecturers, and educational institutions. the findings of this study suggest that the inclusion of emi in the tertiary curriculum offers numerous advantages for both students and lecturers. in line with some previous studies (e.g. hamied & lengkanawati, 2018; jiang et al., 2019), several sub-themes, e.g. increasing confidence, improving english skills, having better future careers, have emerged from the data. figure 1. thematic framework of teachers’ perspectives towards english medium instruction in indonesia with regard to the institutional factor, the rationale for the implementation of emi appears to be supported by the need for achieving international academic reputations. this corresponds to the results of some studies (e.g. hamied & lengkanawati, 2018; lamb et al., 2021; simbolon, 2018), revealing that english is perceived as having an indisputable role in the internationally competitive market. the current study specifically found that international university rankings were to secure reputable positions among universities across the globe. this perspective is closely related to internationalisation, as stated by some of the participants. the growth of emi due to the internationalisation purposes is also reflected in prior research (e.g., yuan, 2020; zhang, 2018). in a nutshell, the notion of internationalisation in higher education refers to the incorporation of global or intercultural dimensions into the objective or delivery of teaching and learning (knight, 2004, 2013). this definition has been extended to include the university teachers’ perspectives of english medium instruction in indonesia english has dominant roles in developing one’s ability to enhance their competitiveness. no general consensus with regard to the definition of emi resulted in varied conceptualisations of emi. the implementation of emi was also carried out to foster greater international collaboration with partner universities. emi offered innumerable advantages for the relevant stakeholders involved, including students, teachers, and institutions. better employment increase the standard quality of the university international academic reputations there are enormous potentials of emi, yet the implementation is considered challenging. various conceptualisations of emi teachers’ and students' limited english proficiency narrow sense of 'internationalisation' https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 207 concept of intentionality into the process of integrating international aspects into tertiary education and to add explicit purposes, i.e., to improve the quality of education and to contribute to society at large (de wit et al., 2015). unlike two of the participants in this study who touched upon the importance of improving educational quality and impacting local people, the other participants seemed to perceive internationalisation as merely a way of competing with other universities. this may indicate that the implementation of emi in this context is largely determined by “political and ideological grounds rather than educational ones” (kirkpatrick, 2006, p. 71). in this sense, the idea of internationalisation aims to make the university more prestigious, increase the intake of foreign students, and compete among state and private universities (macaro, 2018). it could not be denied that these forms of internationalisation results in financial benefits for the universities, which have become one of the driving forces in the implementation of emi (simbolon et al., 2020). it has become apparent that the results of this study demonstrate the significance of english for improving global competitiveness. in other words, for the participants, the spread of english in this context is unavoidable, therefore, acquiring english is a must in order to engage in successful international participation, particularly in the educational domain (bowles & murphy, 2022; galloway & rose, 2021). the increasing status of english as a global language has raised an issue regarding englishisation (f. costa & mariotti, 2022), referring to the growing presence of english at all levels in the academic setting (galloway & mckinley, 2019). some scholars (haines et al., 2022; phillipson, 2015) argue that englishisation could serve as either a blessing or a threat in higher education. in this present study, english language requirements were applied to the prospective students enrolling on the emi programme. although none of the participants was required to meet a certain standard of english language proficiency, they presumed that their qualifications for being graduated from foreign universities had contributed to faculty hiring decisions. this phenomenon may indicate that englishisation could arguably lead to social injustice, i.e. both students and lecturers with limited exposure to english have limited opportunities for experiencing ‘the internationalisation’ in higher education. the fact that indonesia is a multilingual and multicultural country with hundreds of local languages should be taken into account in its language policy-making. this linguistically diverse country has consequently faced a complex issue regarding language policies and practices. the national language policy has gone through a long journey constituting important moments such as, the youth pledge in 1928, the first until the third language congress in 1950s-1970s, and other subsequent congresses (hamied, 2012). these historic events have contributed to the status and function of languages in indonesia. bahasa indonesia has gained the status of national language, while other indigenous languages have the status of regional or local languages. the country’s linguistic ecology has also expanded due to the dominant roles of english in the global level. nevertheless, positioning english within the richness of languages in indonesia is an intricate phenomenon (zein, 2019), let alone including it in the indonesia’s education curriculum and offering it as a moi. some of the concerns include in what level of education english should be introduced, how the incorporation of english could affect one’s mastery of bahasa indonesia and local languages, and whether the government have sufficient numbers of qualified english teachers, not to mention teachers who can deliver content through english. the dilemma mentioned previously are also reflected in some of the participants’ responses. they showed some apprehension concerning how the dominant roles of english could negatively affect one’s ability in using the indonesian language for academic purposes. the same unease about englishisation can also be found in murphy & mengistu (2022) research, revealing that it could pose a risk to the multilingual setting of tertiary education. in this current study, the participant's use of the indonesian language intended to facilitate communication and understanding of content learning could also be seen as a way to legitimate multilingual practices. although the monolingual english instruction remained popular, the participants had a more flexible stance towards the utilisation of english. none of them regarded the use of students’ own language as tainted. in contrast, they gave space for other language(s) to support students’ content knowledge despite the english-only policy imposed on the emi programme. the result of this study is similar to what kirkpatrick (2019) has argued that emi should not enforce the exclusive use of english as the linguistic resources of both teachers and students actually play significant roles in comprehending the content successfully. to put it another way, the implementation of emi “must be conducted within a framework of multilingualism” (kirkpatrick, 2019, p. 293). the implication of this view is that the ‘e’ in emi should be understood to also cover other english varieties instead of using a native speaker variety of english as a benchmark. in addition, the findings of this study suggest that emi is conceptualised differently within the participants’ institutions. these varied characteristics and aims of the programme could be shaped by the institutional context (chalmers, 2019). for example, the way universities structure their curricula, how they provide professional support for emi teachers and students, and how they use languages as a medium of instruction are informed by the opportunities and the limitations existing in each educational setting. unfortunately, similar to some research results (e.g., macaro & han, 2020; yuan, 2020), all of the participants in https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 208 this study did not receive any training and support to improve their teaching strategies and facilitate students’ various needs. obtaining phd degrees in english-speaking countries seemed to be the underlying reason for encouraging the lecturers to teach emi, as if assumed english proficiency is the major requirement for teaching the programme (kuteeva, 2014; worthman, 2022). without sufficient training and preparation in emi teaching, some teachers grapple to make meaningful connections between language and content, which are deemed important to mediate students’ mental processing and co-construct content knowledge (yuan, 2020). as for students’ support, the universities in this study did not offer language support in the form of academic english courses (eap courses) for both local and international students. according to the participants, the universities fully relied on the admission requirements, e.g. toefl or ielts certificates, assuming that these standardised tests could adequately predict students’ abilities in following emi in the long run. numerous scholars (e.g. hamied & lengkanawati, 2018; macaro, 2019) have suggested that extra language support for students is required to equip them with sufficient language skills. indeed, the awareness of educational institutions regarding students’ language needs will largely affect the successful implementation of emi (bienzobas et al., 2019; hua, 2019; macaro, 2020). focusing solely on the teaching of content without investing in professional development and in the integration of elt into the emi programme could be considered an unethical responsibility of universities (mckinley & rose, 2022). to sum up, the overall results of this study suggest that the implementation of emi requires deliberate planning which should go beyond making english the medium of instruction (worthman, 2022). it seems apparent that the universities involved in this study have placed a heavy emphasis on the competitive advantages emi could offer. as a result, these universities may not have solid theoretical and pedagogical underpinnings for the enactment of emi, particularly in the indonesian context. as some scholars (khasbani, 2019; worthman, 2022) argue, emi requires a transformation in the curriculum which should take into account the interconnectedness between english language teaching and the pedagogical setting. in addition, the multilingual nature of indonesia has contributed to the intricacy of emi. a crucial issue of how the implementation of emi could be grounded in multilingual and multicultural resources should become one of the considerations in the language planning and policy-making (chalmers, 2019; p. i. de costa et al., 2020; hamied & lengkanawati, 2018). it is essential to note that adopting the educational policy that has been reported successful in other countries requires thorough examinations as to whether and to what extent such a policy could fit in with a particular teaching context. 6. conclusion the results of this study have demonstrated that the implementation of emi is driven by various factors such as, encouraging internationalisation among universities, increasing academic reputations, and participating in global competitions. the participants in this study have generally shown a complex perception toward emi given both potential benefits and challenges that emi offers. some concerns about emi have also been underscored, e.g., students’ difficulties in understanding content, lecturers’ abilities in delivering materials in english, and a lack of professional emi support for teachers and students. this research, however, is not without limitations. the number of universities participating in this study was limited by the access to potential respondents. since this research employed a case study approach, it does not aim to generalise the findings to represent the majorities of universities in indonesia. the number of respondents could have been expanded if we could balance the number of state and private universities involved in this study. nevertheless, the results of this study have some degree of transferability, meaning that they could be transferred to other research contexts that share similar characteristics to the present study (korstjens & moser, 2018). it is also important to acknowledge that the data in this study relied on the participants’ subjective views towards the issues under scrutiny. data triangulation using other data sources, e.g. policy documents and classroom observation, would have enriched and improved the rigour of this case study. however, restrictions on the access to other potential research data has become a challenge as this study deals with institutional policies and practices. despite these limitations, this study has offered both theoretical and pedagogical implications. in terms of the theoretical sphere, this study has deepened the scope of the current literature in emi from the perspectives of university lecturers in the indonesian setting. it has also underlined the issue of internalisation in relation to englishisation and its impacts on emi. hence, this study has shed light on the importance of looking at emi with a critical eye, so that its establishment does not merely adopt what has been carried out in other states. as dewi (2017) argues, irrespective of the advantages of emi, english is not a neutral language as it is packed with certain values and ideologies. therefore, when it comes to language planning and policy, the indonesian linguistic ecology where bahasa indonesia and english coexist with the hundreds of local languages should be taken into consideration. this study has thus contributed to providing a different lens for reviewing emi from the perspective of multilingualism. with regard to the pedagogical sphere, this study has highlighted the need for providing sustainable professional development for emi lecturers as well as eap courses for emi students. this study has also called for balancing language policy-making which acknowledges english as a global language and at the same https://doi.org/10.31849/elsya.v4i2.11031 elsya : journal of english language studies issn (online) 2684-9224, issn (print): 2684-7620 vol. 4, no. 3, october 2022, pp. 197-213 https://doi.org/10.31849/elsya.v4i2.11031 how to cite this article: santoso, w., & kinasih, p. r. (2022). understanding university teachers’ perspectives of english medium instruction in indonesia. elsya : journal of english language studies, 4(3), 197-213. 209 time, places equal importance on the maintenance of indonesian and local languages (zein, 2019, 2020). clearly, given the rapidly expanding emi programme in indonesia, empirical research in this context is still lacking. further research could investigate emi from the perspectives of other relevant stakeholders, such as students, administrators, and government officials in order to obtain a more comprehensive understanding of emi in the indonesian setting. another possible research area is the effectiveness of emi in enhancing students’ content knowledge and english competence to inform best practices and provide a strong rationale for its implementation in higher education. 7. acknowledgement this journal article was prepared with funding assistance from the ministry of education, culture, research and technology of the republic of indonesia in 2022. references aec council minister indonesia. 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(2018). english-medium instruction policies in china: internationalisation of higher education. journal of multilingual and multicultural development, 39(6), 542–555. https://doi.org/10.31849/elsya.v4i2.11031 instructions for ispacs 2003 camera-ready manuscript elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 61 a review of some speech act theories focusing on speech acts by searle (1969) veronica saragi 1 , sikin nuratika 2 , fransiska 3 , maya yolanda 4 , and niki ardiyanti 5 1,2,3,4,5 applied linguistics center, pekanbaru, indonesia ve.nick0627@gmail.com article history received : 4 may 2019 revised : 17 may 2019 accepted : 2 june 2019 keywords speech act linguistics theory philosopher social life searle abstract before john searle wrote the book of speech acts, he wrote an article about “what is a speech act?” he was born in denver in 1932. he spent some seven years in oxford, beginning as an undergraduate in the autumn of 1952 with a rhodes scholarship, and concluding as a lecturer in philosophy at christ church. he has spent almost all of his subsequent life as professor of philosophy in berkeley according to smith (2003). this article aims to review the speech act theories by searle (1969) to know what the theories of speech acts according to him to aid researchers understand more on how to apply it in real social life. moreover, this article‟s references are accurate (valid) and they well argued. this article is highly recommended for the philosopher, specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study. therefore, this paper seen the speech act theories by searle (1969) will be more effective if we know and understand more about the speech act theories by searle (1969) to use it in real social life. 1. introduction before john searle wrote the book of speech acts, he wrote an article about “what is a speech act?” he was born in denver in 1932. he spent some seven years in oxford, beginning as an undergraduate in the autumn of 1952 with a rhodes scholarship, and concluding as a lecturer in philosophy at christ church. he has spent almost all of his subsequent life as professor of philosophy in berkeley according to smith (2003). this article aims to review the speech act theories by searle (1969) to know what are the theories of speech acts according to him to make us understand more to use it in real social life. this article is highly recommended for the specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study. therefore, this paper sees that the speech act theories by searle (1969) will be more effective if we know and understand more about the speech act theories by searle (1969) to use it in real social life. for instance, levinson (1983) confirms that when one utters a sentence like 'can you give me that book, please?', he/she produces a speech act of request. searle (1979) explains that the speaker utters the directive verbs with the aim of getting the hearer to do a good action or to avoid doing a bad action, and some of them are: advise, prohibit, warn, instruct, invite, order, request, encourage, insist, command, urge, suggest, recommend…etc. actually, first, the seed of the book speech acts was in oxford that searle acquired many of the characteristic traits that have marked his thinking ever since. these are traits shared by many analytic philosophers of his generation: the idea of the centrality of language to philosophy; the adoption of a philosophical method centred on (in searle‟s case a mainly informal type of) logical analysis; the respect for common sense and for the results of modern science as constraints on philosophical theorizing; and the reverence for frege, and for the sort of stylistic clarity which marked frege‟s writings. then, he sees language itself against the background of those neurobiological and psychological capacities of human beings which underpin our competences as language-using organisms while still conceiving language as central to philosophical concerns. he also has embraced a radically negative stand as concerns the role of epistemology in contemporary philosophy and braved territory not otherwise explored by analytic philosophers in engaging in the attempt to build what can only be referred to as a grand philosophical theory. finally, he has taken the respect for common sense and for the results of modern science as a license to speak out against various sorts of intellectual nonsense, both inside and outside philosophy. the thesis of basic realism is not, in searle‟s eyes, a theoretical proposition in its own right. rather it sanctions the very possibility of our making theoretical assertions in science, just as it sanctions the attempt to build a comprehensive theory in philosophy. this is because the theories we develop are intelligible only as representations of how things are in mind-independent reality. without the belief that the world exists, and that this world is rich in sources of evidence independent of ourselves – evidence which can help to confirm or disconfirm our theories – the very project of science and of building theories has the ground cut from beneath its feet. elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 62 in general, 'speech act theory' was found first by austin in his book 'how to do things with words', and now it is widely used in linguistics. austin notes: „promising is not something superior, in the same scale as hoping and intending‟. promising does indeed presuppose an intention to act, but it is not itself a feat of cognition at all. searle‟s achievement, now, was to give substance to austin‟s idea of a general theory of speech acts by moving beyond this cataloguing stage and providing a theoretical framework within which the three dimensions of utterance, meaning and action involved in speech acts could be seen as being unified together. 2. method the authors of this paper aim to review searle‟s work. thus, the method of this paper is largely intuitive as the analysis is based on the authors‟ perceptions and discussions. this method of this article review is qualitative description. this is chosen because of its ease of enabling researchers to simultaneously collect data on the theory and analyze said data. additionally, this method is the best one for an article review based mainly on the authors‟ intuition. this method is used to look at relevant studies on searle‟s theory. these related studies are then analysed with textual analysis, which is a methodology that lets researchers interpret the language in text. this analysis method is chosen in order to gain information regarding the speech act theory. 3. results there are many questions that searle thinks that will have answers from those questions. for example how do words relate to the world? how is it possible when someone say something, he means something, then the hearer understood what is meant (is it a statement, question, or an order). what is the difference between saying something and meaning it and saying it without meaning it? and what is involved in meaning just one particular thing and not some other thing? what is the relation between what i mean when i say something and what it means whether anybody says it or not? how do words stand for things? what is the differences between a meaningful string of words and a meaningless one? what is it for something to be true? or false? those questions form the subject matter of the philosophy of language according to searle (1969). he tries to explain that all the questions actually divided into two statement: make sense and not make sense. as we do know that people say something to their interlocutors and then the interlocutors can be understood easily what the speaker try to say. if these things possible for them to happen it ought to be possible to pose and answer the questions which examines that possibility. he distinguishes between the philosophy of language and linguistics philosophy. linguistic philosophy is the attempt to solve particular philosophical problems by attending to the ordinary use of particular words or other elements in a particular language. the philosophy of language is the attempt to give philosophically illuminating descriptions of certain general features of language, such as reference, truth, meaning, and necessity; and it is concerned only incidentally with particular elements in a particular language; thought its method of investigation, where empirical and rational rather than a priori and speculative will naturally force it to pay strict attention to the facts of actual natural languages. he sometimes employ the methods of linguistic philosophy, his book is an essay in the philosophy of language, not in linguistic philosophy. “linguistic philosophy” is primarily the name of a method; “the philosophy of language” is the name of a subject. it is also not an essay in linguistics. in that sense this essay is not in general about languages, french, english or swahili, but is about language. he approaches the study of the some problems in the philosophy of language through study of what he calls speech acts or linguistic acts or language acts. there are two types that he remarks about the course of his work. first, he shall offer characterizations of linguistic elements. for example, that such and such an expression is used to refer, or that such and such a combination of words makes no sense, or that such and such a proposition is analytic. he calls such remarks as linguistic characterizations. second, he shall offer explanations of and the generalizations from the facts recorded in linguistic characterizations. he calls such statements as linguistic explanations. philosopher‟s puzzlement in this connection has tended to concentrate on linguistic characterizations and to take two forms: first, there has been a a series of skeptical doubts about the criteria for the application of such terms as “analytic”, “meaningful”, “synonymous”, and the like. second, there have been general doubts about the verification of statements about language. actually, the criterion we have provided is quite clear: if you want to know if two words are synonymous ask yourself whether they mean the same. if you want to know a statement is analytic ask yourself whether it is true by definition or in virtue of its meaning. so, in our era of extremely sophisticated methodologies, the methodology of his book must seem simple. searle (1969) gives an example that he is a native speaker of a language. he wishes to offer certain characterizations and then explain the data in those characterizations, and explanations of his use of elements of that language. the hypothesis on which he is proceeding is that his use of linguistic elements is underlain by certain rules. he shall therefore offer linguistic characterizations by formulating the underlying rules. it is possible to distinguish at least two strands in contemporary work in the philosophy of language – one which concentrates on the uses of expressions in speech situations and one which concentrates on the meaning of sentences. 3.1 strength elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 63 there is much strength of this speech acts theories by john searle 1996. firstly, he explains the detail information about speech acts theories according to him and gives the examples of each theory. secondly, the language that he uses in their book also clear, so it is easy for readers to understand what the researcher tries to tell in his research. thirdly, the results of this study are important because they can help the philosopher, specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study to know more about speech acts theories. therefore, this paper seen the speech act theories by searle (1969) will be more effective if we know and understand more about the speech act theories by searle (1969) to use it in real social life. lastly, this study gives more detailed results. 3.2 weaknesses some weaknesses of speech acts theories were found by the authors. firstly, he explained to much the same things in each paragraph. secondly, it explained just about the theory without giving more examples on specific language. because of that, the readers could not understood which language that he want to explain the speech act theories. as do we know that every language and every culture has own characteristic. thirdly, he gave too much explanation only on the hypothesis of speech act that he assumes. lastly, he did not make many quotes or opinions from another researcher. 3.3 overall judgement this study contributes to the philosopher, specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study. therefore, this paper seen the speech act theories by searle (1969) will be more effective if we know and understand more about the speech act theories by searle (1969) to use it in real social life. 4. discussion as analytic philosophers, however searle has distinguished himself in a number of important ways from other. he sees language itself against the background of those psychological and neurobiological capacities of human beings which underpin our competences as language-using organisms while still conceiving language as central to philosophical concerns. he has embraced a radically negative stand as concerns. it is for this reason that he has been embracing a central role of epistemology in contemporary philosophy. he also has braved territory not otherwise explored by analytic philosophers in engaging in the attempt to build what can only be referred to as a grand philosophical theory. finally, he has taken the respect for common sense and for the results of modern science as a license to speak out against various sorts of intellectual nonsense, both inside and outside philosophy. he was never a subscriber to the view that major philosophical problems could be solved merely by attending to the use of words. rather, his study of the realm of language in speech acts constitutes just one initial step in a long and still unfinished journey embracing not only language but also the realms of consciousness and the mental, of social and institutional reality, and, most recently, of rationality, the self and free will. in speech acts he attempts to come to grips with the facts of language – with utterances, with referrings and predicatings, and with acts of stating, questioning, commanding and promising. at the same time searle has defended all along a basic realism, resting not just on the respect for the facts of how the world is and how it works, but also on a view to the effect that realism and the correspondence theory of truth „are essential presuppositions of any sane philosophy, not to mention any sane science‟. the thesis of basic realism is not, in searle‟s eyes, a theoretical proposition in its own right. rather – and in this he echoes thomas reid – it sanctions the very possibility of our making theoretical assertions in science, just as it sanctions the attempt to build a comprehensive theory in philosophy. this is because the theories we develop are intelligible only as representations of how things are in mind-independent reality. without the belief that the world exists, and that this world is rich in sources of evidence independent of ourselves – evidence which can help to confirm or disconfirm our theories – the very project of science and of building theories has the ground cut from beneath its feet. as concerns the willingness to speak out, john wayne style, against intellectual nonsense, as searle himself puts it: if somebody tells you that we can never really know how things are in the real world, or that consciousness doesn‟t exist, or that we really can‟t communicate with each other, or that you can‟t mean „rabbit‟ when you say „rabbit,‟ i know that‟s false. philosophical doctrines which yield consequences which we know to be false can themselves, by searle‟s method of simple reduction, be rejected. searle uses this method against a variety of targets. he uses it against those philosophers of mind who hold that consciousness or beliefs or other denizens of the mental realm do not exist. he directs it against the doctrine of linguistic behaviourism which underlies quine‟s famous „gavagai‟ argument in word and object for the indeterminacy of translation (quine, 1970). as searle puts it: „if all there were to meaning were patterns of stimulus and response, then it would be impossible to discriminate meanings, which are in fact discriminable‟. searle insists that he, just like quine and everyone else, knows perfectly well that when he says „rabbit‟ then he means „rabbit‟ and not, say, „temporal slice of rabbithood‟. quine, he argues, can arrive at the conclusion of indeterminacy only by assuming from the elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 64 start that meanings as we normally conceive them do not exist. generally speaking, 'speech act theory' was found first by austin in his book 'how to do things with words', and now it is widely used in linguistics. austin states that in uttering a sentence, the speaker is doing things as well as saying things (austin, 1962). many linguists state that speech acts are actions performed by speakers via utterances, and there are many types of speech acts and one of them is 'directives' (which is our main concern) that refers to the utterances which carry an attempt by the addresser to direct the addressee to do an action (parker & riley, 2005: arnoff & miller, 2002). for instance, levinson (1983) confirms that when one utters a sentence like 'can you give me that book, please?', he/she produces a speech act of request. the illocutionary act which is produced by the speaker can be performed by addressing a particular speech act type and the action tends to be done by the addressee. directives belong to searle's (1969) categories of speech acts types by giving a significance to their illocutionary force, and they can be directly or indirectly performed with the force of their illocution on the hearer (stranzy, 2005; bach, 2007). cruse (2006) shows that directives have a general principle which is concerned with the idea of leech's(1983) term 'a cost benefit scale', by which the action is said to be ranked according to the cost or benefit to the person carrying them out. copi (1972) shows that most linguists and philosophers give an interest to the significance of directives and their role in making a successful human communication. directives are performed by issuing the verbs which belong to the class of directive acts. there are many directive speech acts which share the same illocutionary point which is directing the hearer to do action. the meaning of english directive verbs varies from several aspects, for instance, some of these verbs put the hearer under a strong obligation, and the others bring a weak or no obligation towards the hearer. the verb 'direct' names the primitive directive illocutionary force. it is generally used in both the active form as in 'i direct you to…' and the passive form as in 'you are here by directed to…'. for example, 'i advise you to read'; and "you are here by advised to read" (wierzbica, 1987; tsohatzidis, 1994). the most widely acceptable classification of speech act type is that of searle (1969). what is significant here, is the directive type. on this line, perkins (1983) mentions that many verbs can be arranged systematically under the heading 'performative verb'. consequently, allan (1986) affirms that the verb is spells out the illocutionary force of the performing clause effectively because the meaning of the performative verb presents the essence of the illocution: i advice you..., i prohibit you..., and i warn you... then, action can be done implicitly without using the performative verb, but it can be inferred that there is indirect action behind the utterances by taking the context in which the utterances are uttered into considerations. for example, "reading is so beneficial' (advice), "he is a bad man" (prohibition) and" staying alone at this place is so dangerous‟ (warning). for decades, linguists were interested in the analysis and description of language from a structural perspective as they focused on phonological, morphological, syntactic and semantic properties of language. however, in the recent years, those linguists have turned into new branches of linguistics such as pragmatics, semiotics, sociolinguistics and psycholinguistics. these new branches are concerned with the function of language for the aim of making successful communication. thus, in order to use the language properly, there must be a pragmatic value to such a language, and the addresser must have extra-linguistic and non-linguistic knowledge about the world. moreover, the social relationship between the addresser and the addressee should be taken into account (morris, 1938; cobley, 2001). according to both leech (1983) and malmkjaer (2002), pragmatics is the study of the principles that govern language in use. its scope can be seen in a wide way to include a number of interesting phenomena such as discourse and conversational analyses that could be considered as the center of other areas of language study. it deals with the study of the intended meaning that the speaker implies regardless to the words meaning. yule (1996) shows that pragmatics highlights on the speaker's meaning, contextual meaning, invisible meaning and the expression of relative distance. on this basis, different pragmatic theories have been launched for examining meaning within context such as 'speech act theory', „cooperative principle', 'relevance theory' and 'politeness theory'. speech act theory is concerned with the traditions by which words function not only for transferring information but also to do actions. the start point of studying speech acts as a theory was noted in austin‟s (1962) book 'how to do things with words'. austin distinguishes between two types of utterances: 'performative' and 'constative' utterances. as the name suggests, performatives are the types of utterances which perform actions, and they cannot go true or false. for example, 'i'll go to school' performs an action,and it cannot be detected as true or false. performative utterances, therefore, do not state things, but they do things (robinson, 2003; holtgraves, 2002). on the contrary, constative utterances are used not to perform action, but just to describe something. they can go true or false depending on their truth conditions. for example, 'it is raining outside'. it seems that this sentence does not perform an action, yet it only describes something, and it can be false if it is not really raining (austin, 1962; hurford, heasley, & smith, 2007). the speech act theory has been modified by searle (1969). his contribution can be considered as a development of austin's work of speech elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 65 act theory. he rejects austin's distinction between locutionary and illocutionary acts. that is, austin believes that locutionary and illocutionary acts are separable. however, searle argues that since meaning and force are inseparable, the locutionary and illocutionary acts are inseparable. this indication may be specifically taken as in the case of the explicit performative or generally as in the case of the implicit one. for example, the explicit utterance 'i order you to do it' expresses an order, but the implicit utterance 'do it' may be taken as an order, advice, suggestion, urging or recommending on the basis of the relevant context (al-sulaimaan, 2010). mey (1993) shows that searle criticizes austin for his view which states that there are no differences between speech act and speech act verbs, and the verb should not be a criterion for the existence or non-existence of a particular speech act. as such, searle cited in (mey, 1993) proposes four criteria by which speech acts can be different and the type of the act can be determined. they are as follow: a. illocutionary point: the illocutionary point of speech acts differs from one act to another depending on the purpose it performs. for instance, the point of making an order attempts to make someone do something, and the point of making a promise obliges the speaker to do action. b. direction of fit: the term 'fit' describes the relation between the words and the world in which they are spoken. the 'fit' is either 'words to world' or 'world to words'. for instance, the act of the order has a 'world towords' fit because the utterances of the order would change the worlds, the representative acts such as assertion or statement have a 'words to world' fit as the uttered utterances describethings in the world they relate to. c. the expressed psychological state: the speaker's state can be expressed through using different acts. for instance, a statement, an assertion and an explanation express speaker‟s belief. the order expresses speaker's desire of doing an action, and a promise expresses speaker's intention to perform action. d. the force: the force of the utterances differs from one illocutionary act to another. for example: "i suggest that we go home now" and "i insist that we go home now". the illocutionary force of the second utterance is stronger than the illocutionary force of the first one. according to searle (1969), there are necessary and sufficient conditions for the speech act to be performed correctly and efficiently when uttering a specific utterance. thus, the act uttered by the speaker should meet such conditions in order to be performed successfully (searle, 1969: mey, 1993). now, we take some examples from searle‟ speech act theories. first, advice is the directive act by which the speaker directs the hearer to do a particular future action which carries an interest to the hearer. that is, when the speaker advises the hearer to do an action, he/she suggests that the hearer performs it while presupposing that it would be good for him/her to perform it. for example, an utterance like 'i advise you to read everyday' carries an interest to the hearer since reading everyday would lead to success (wierzbica, 1987). searle (1969) views that "contrary to what one might suppose advice is not a species of requesting. it is interesting to compare "advise" with "urge", "advocate" and" recommend". advising you is not trying to get you to do something in the sense that requesting is. advising is more like telling you what is best for you". according to searle's point of view, in the utterance 'i advise you to leave', the verb 'advise' issues the illocutionary force of the act of advising, and that force has a meaning similar to the illocutionary force of urging and recommending since all of them carry an interest to the hearer. on the contrary, the act of requesting brings an interest to the speaker; therefore, it is not interrelated with the act of advising. further, the utterance, 'you better reread the book of linguistics' is taken as an advice although it does not contain the verb 'advise'. the illocutionary force of advising in this utterance can be recognized by the hearer because it informs him/her to do what the best actionis. searle (1979) states that the act of advising (as warning) can take two illocutionary points. it takes the directive point and the assertive point. for example: "i advise you to go there (directive). "and passengers are here by advised that the train will be late (assertive)". in the first utterance, the speaker advises the hearer in terms of directing him/her to do a future action (to go there). in the second one, the speaker advises the hearer by asserting something which is not in the hearer's interest (the train will be late) and at the same time, he/she tries to get the hearer to do something about the uninteresting thing. as such, rintell (1979) states that the speaker must believe that the action he/she advises the hearer to perform has positive consequences to the hearer and he/she must be certain that the positive consequences will occur. it can be concluded that the act of advising is considered as a hearer based since it brings interest to the hearer; and in order for the act of advising to be felicitously performed, the hearer must benefit from it. on this basis, one cannot perform an advice by uttering an utterance like 'i advise you to be careless with your studying duties 'because it has a negative consequence to the hearer. second, the act of prohibition is similar to the act of forbidding since both of them have the same conditions of performing successful speech act. but, the act of prohibition differs from the act of forbidding in terms that when the speaker performs the speech act of prohibition, he/she is likely to forbid an action not only here and now, elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 66 but generally at other places and over along period of time. 'i prohibit you from making friendships with bad people'. thus, to prohibit someone from doing an action, is to show him/her that such action is bad, and he/she will suffer so much if he/she does it. that is, the speaker prohibits the hearer from doing something i.e. he/she prevents him/her from doing a bad action. it is expressed by 'i + verb (prohibit) you from doing x', for example, 'i prohibit you from driving so fast' and it is also expressed by 'do not do x', for example, 'do not drive so fast' (wierzbica, 1987). syntactically, speech act of prohibition can be performed by many devices such as using the imperative sentence, for example 'keep out'; that is, the imperative device is used to make prohibition from doing a specific action. further, according to speech act theorist, prohibition can be considered as an aspect of command in terms of showing that in command the speaker directs the hearer to do an action which is similar to the action of prohibition but in prohibition the speaker prohibits the hearer not to do a specific action (allan, 1986). the speech act of prohibition can be performed implicitly on the basis of appropriate context by uttering a declarative sentence, for example, one is speaking with his younger brother saying 'john is a bad boy'. here, the speaker is not only declaring a state of a person, but he indirectly prohibits his younger brother from john, and such an implicit device of performing prohibition by the speaker has a stronger illocutionary force on the hearer (his younger brother) (allan, 1986). allan states that from a syntactic point of view, the speech act of prohibition can be strongly expressed by the explicit device: "do not + v', for example, 'do not lie'. also, prohibition can be performed by using a device of a declarative utterance which is "no + noun". that is, no + the type of the action that hearer must avoid. for example, no smoking is allowed in the college', no playing football is allowed in the garden', and' no playing loud music here'! last, warning is the directive act by which the speaker warns the hearer against doing an action. that is, to warn someone from doing an action is to suggest that he/she should not do it, and it would be a matter of risk if he/she does it as in these two examples: "i warn you from driving so fast" and "i warn you that you shouldn't drive so fast". the addresser, by these two utterances, warns the addressee against doing a bad action (which is driving so fast). warning carries a meaning which includes request and command in a sense that the addresser warns the addressee in terms of requesting and commanding him to stop doing a bad or unpleasant action. the propositional content of warning (as a directive act) must predicate a future act of the hearer. for example, the utterance 'i warn you to stop smoking' shows that the hearer is directed to do a future action (which is stopping of smoking), but the utterance 'i warn you that smoking is so dangerous' does not predicate a future action of the hearer. it has an assertive meaning in a sense that the speaker asserts something to the hearer (which is smoking is so dangerous) (parker & riley,2005: searle,1975). according to that, searle (1979) shows that warning can take more than one illocutionary point. that is, the verb 'warn' issues either a directive point or an assertive point. for example: 'i warn you to stay away from the old man' (directive), 'i warn you that the old man is so dangerous' (assertive). the point of these two utterances is that the speaker either tells the hearer that something is the case or tells him/her to do something about it. in the first utterance, the speaker warns the hearer by directing him/her to avoid doing something (to stay away from the old man). in the second one, the speaker warns the hearer by asserting something (the old man is so dangerous). hinkle (1997) shows that it is conditional that warning the hearer from doing a bad action implies that his/her interest will suffer if he/she does it, as in the following utterance: 'the stove is so hot. so don't touch it'. warning also might be conventionally realized by its illocutionary force. for instance, the utterance, 'the ice over there is very thin' might be uttered by the speaker to issue warning (strawson, 2007). the performative utterances in some of the prophetic traditions issue, for example, directive speech acts in order to get people to do the action, and the constative utterances have an intended meaning which can be realized as a guidance to direct people to do the required action (gulen, 2009). however, there are some related studies taken from different sources. first, maarif (2016) examines the forms and contents of three types of directive speech acts in some prophetic traditions in terms of applying searle's rules of speech acts theory (1969). the three types are: advice, prohibition and warning. the illocutionary force of such three types of directives in the religious texts are highlighted in this research paper. it is generally hypothesized that speech act theory can be extended to different types of texts including the religious ones. the data of the current research paper are a random sample of the prophetic traditions containing directive speech act of advice, prohibition and warning chosen from both 'sahih al bukhari' and 'sahih muslim'. the selected data are 'six' prophetic traditions. then, they will be interpreted by depending upon certain religious books. these data have been translated by adopting dependable translation of: "the translation of sahih al-bukhari" (khan, 2009) and "the translation of sahih muslim" (siddiqui, 2009). the selected data have also been submitted to the felicity conditions of searle's (1969) in order to validate their application to the religious texts. it is hypothesized that the selected three types of speech act of directives in the prophetic traditions are used to direct the addressee to do beneficial actions or to avoid bad actions. for instance, the speaker 'the prophet muhammad (peace be upon him) directs the hearers to do good actions by using the speech act of advice, and to direct them to avoid doing bad actions by using the speech act of elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 67 prohibition; and to be far away from performing so bad actions by addressing the speech act of warning. also, to show that advice, prohibition and warning in the prophetic traditions can be explicitly and implicitly performed in terms of showing the illocutionary force of the selected types of directives. the discussion of the selected data will be made in terms of showing how advice, prohibition and warning are expressed and to what extent their intended meaning has been conveyed effectively to show the pragmatic value; and with referring to the syntactic devices of any selected type. the study is hoped to be of the theoretical significance. theoretically speaking, it can contribute to theoretical pragmatics as it would shed light on the universal principles which govern the production of speech acts. it is also hoped that this study will provide a contribution to research in language universal. second, smith (2003) conducted a research about “john searle: from speech acts to social reality”. the purposes of this research are: rationality in action is in other respects however a worthy continuation of the bold project of a grand theory initiated in searle‟s earlier writings. in particular, it extends his theory of institutional reality by drawing attention to the way in which the machinery of constitutive rules enables human beings to create what he calls „desire-independent reasons for action‟. we have already seen that it is possible to use the power of collective acceptance to impose a function on an entity where the entity cannot perform that function in virtue of its physical properties. this is what happens when we make a promise: we bind ourselves to performing certain actions in the future by using the power of collective acceptance to impose the corresponding function on our utterance and thus the status function of obligation upon ourselves. in this way we make commitments which constitute reasons for acting in the future which are independent of our future and perhaps even of our present desires. all uses of language involve the making of commitments of the mentioned kind, commitments which create desire-independent reasons for action. constraints of rationality such as consistency and coherence are in this way already built into language. for if you make an assertion, then you are thereby committed to its being true and to your being able to provide the corresponding evidence. rationality in action contains at the same time a further radical departure from searle‟s earlier views. for like so many analytic philosophers searle had earlier fallen victim to hume‟s scepticism as concerns the notion of the self, taking hume‟s „when i turn my attention inward, i find particular thoughts and feelings but nothing in addition by way of the self‟ to overwhelm our commonsense recognition that selves exist. but it is only for a self, as searle now shows, that something can be a reason for an action, and only the self can serve as the locus of responsibility. this move away from hume is still marked by a certain hesitation, however, so that there is a peculiar two-sidedness to searle‟s treatment of self and freedom in this new work. for on the one hand he writes of them in terms reminiscent of his treatment, in his earlier writings, of obligations and other deontic powers, as if they were abstract entities, the reflections of the logic of our language. this does not, to be sure, tell us what the self, and freedom, are. nor does it tell us how their existence can be compatible with the universal applicability of the laws of physics. it does, however, relieve us of the obligation to find some determinate part of physical reality (the brain? the body? some part of the central nervous system?) to which the self would correspond, and thus opens up a broader range of alternative conceptions of the relationship between the self and that which underlies it physically. in rationality in action and in his earlier works searle has set himself the task of describing in naturalistic fashion the way human beings and the societies they form actually work. searle has come closer to fulfilling this task than any other philosopher. indeed it can be said that his work represents a new way of doing philosophy. he has shown how we can move towards a philosophical understanding of culture, society, law, the state, of freedom and responsibility, of reason and decision, in a framework which takes naturalism seriously and yet is realistic about the social and cultural and institutional levels of reality by which our lives are so pervasively shaped. his contributions will surely have important implications for the development of moral, legal and political philosophy in the future. the difference between the studies above and this study is that they only research and provide that speech acts theories are able to apply in english and arabic, and also „desire-independent reasons for action‟ which it extends his theory of institutional reality by drawing attention to the way in which the machinery of constitutive rules enables human beings to create it. on the other hand, the purpose of this study is to explain some speech act theories focusing on speech acts by searle (1969). the result of this study is an article about a review of some speech act theories focusing on speech acts by searle (1969). it can be used as helping the philosopher, specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study. 5. conclusion this paper was designed to provide a review on the most prominent theories of speech acts of john searle, 1969 and discuss any shortcomings and/or merits of theories. the following conclusions can be drawn from this paper. firstly, searle explains that the speaker utters the directive verbs with the aim of getting the hearer to do a good action or to avoid doing a bad action, and some of them are: advise, prohibit, warn, instruct, invite, order, request, encourage, insist, command, urge, suggest, recommend…etc. then, his book is an essay in the elsya: journal of english language studies vol. 1, no. 2, june 2019, pp. 61-68 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 68 philosophy of language, not in linguistic philosophy. lastly and unfortunately, he explained just about the theory without giving more examples on specific language. because of that, the readers may not understand which language that he wanted to explain the speech act theories, as we know that every language and every culture has their own characteristic depending on the settings. references allan, k. 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