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. 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(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. 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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(2018). the use of project-based learning focusing on drama to promote speaking skills of efl learners. advances in language and literary studies, 9(6), 14-20. susilo, n. (2019). kahoot apps in elt context: an alternative learning strategy. elsya: journal of english language studies, 1(1), 11-15. takaesu, a. (2013). ted talks as an extensive listening resource for eap students. asian focused elt research and practice: voices from the far edge, 108120. 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 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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. 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. (2012). a questionnaire of beliefs on english language listening comprehension problems: development and validation. world applied sciences journal, 16(4), 508-515. lundsteen, s. (1979). listening: its impact on language and the other language arts. urbana, il: eric clearing house on reading and communication skills. nowrouzi, s., tam, s. s., zareian, g., & nimehchisalem, v. (2015). iranian efl students‟ listening comprehension problems. theory and practice in language studies, 5(2), 263-269. roskelly, h. (1999). the cupped hand and the open palm. the subject is writing, 125-35. rubin, j. (1994). a review of second language listening comprehension research. the modern language journal, 78(2), 199-221. saha, m., & talukdar, a. r. (2008). teaching listening as an english language skill. crossings: ulab journal of english studies, 2(2), 193-206. sari, r., putri, s. e., herdi, h., & hamuddin, b. (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). 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 this article is worth recommending. 6. acknowledgement the research author extends her gratitude to the applied linguistics center for their aid in the discussions that took place during the conception of this article. references abbas, m. f., & memberti, d. (2018). using friendliness, language, interest, and prior knowledge (flip) strategy to improve students’ reading comprehension in narrative text. elt-lectura, 5(2). arbaugh, j. b., fornaciari, c. j., & hwang, a. (2016). identifying research topic development in business and management education research using legitimation code theory. journal of management education, 40(6), 654-691. blackie, m. a. (2014). creating semantic waves: using legitimation code theory as a tool to aid the teaching of chemistry. chemistry education research and practice, 15(4), 462-469. bransford, j. d., & schwartz, d. l. (1999). rethinking transfer: a simple proposal with multiple implications. review of research in education, 24, 61–100. clarence, s. (2016). exploring the nature of disciplinary teaching and learning using legitimation code theory semantics. teaching in higher education, 21(2), 123-137. 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 44 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). freebody, p. (2013). knowledge and school talk: intellectual accommodations to literacy?. linguistics and education, 24(1), 4-7. freebody, p., maton, k., & martin, j. r. (2008). talk, text, and knowledge in cumulative, integrated learning: a response to'intellectual challenge'. australian journal of language and literacy, the, 31(2), 188. hamuddin, b. (2015). bringing ea into elt’s classroom: rising students’ awareness to avoid errors. eltlectura, 2(2). jackson, f. (2016). unraveling high school english literature pedagogic practices: a legitimation code theory analysis. language and education, 30(6), 536-553. luckett, k. (2010). knowledge claims and codes of legitimation: implications for curriculum recontextualisation in south african higher education. africanus, 40(1), 4-18. maton, k. (2013). making semantic waves: a key to cumulative knowledge-building. linguistics and education, 24(1), 8-22. schwartz, d. l., brophy, s., lin, x., & bransford, j. d. (1999). software for managing complex learning: examples from an educational psychology course. educational technology research and development, 47(2), 39-59. 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 story line. references alqaryouti, m., & sadeq, a. (2016). euphemism in the translations of surah al nisa‟a in the holy quran. journal of literature, languages and linguistics, 3, 44-50. arabiyat, t. a. (2016). theories and strategies of translation of political nuclear tests in the jordanian senate. journal of power, politics & governance, 4, 17-46. butkuvienė, k., & petrulionė, l. (2010). translation peculiarities of slanguage. kalbų studijos, (16), 3943. creswell, j. w., & creswell, j. d. (2017). research design: qualitative, quantitative, and mixed methods approaches. sage publications. ekasani, k. a., yadnya, i. b. p., artawa, k., & indrawati, n. l. k. m. (2018). category shifts in the translation of verb phrases in english cookbook into indonesian. international journal of linguistics, literature and translation, 1(4), 290397. istiqomah, l., erawati, m., & suparno, s. l. (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. (2018). indonesian poetry translation: the problem within. journal of english as an international language, 13, 64-87. santika, d. (2015). the translation strategy of slang expression in comic entitled the punisher. buletin al-turas, 21(1), 127-144. yuliasri, i. (2017). translators‟ censorship in englishindonesian translation of donald duck comics. indonesian journal of applied linguistics, 7(1), 105116. zanettin, f. (ed.). (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. 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 in the proliferation of cda’s application in any contexts, particularly in the three themes that this study found, i.e. economic, political, and social contexts. references brown, g. (1995). speakers, listeners and communication: explorations in discourse analysis. cambridge university press. carbaugh, d. (2007). cultural discourse analysis: communication practices and intercultural encounters. journal of intercultural communication research, 36(3), 167-182. darmayanti, n., & riyanto, s. (2013). critical discourse analysis of reporting on" saweran for kpk building" in media indonesia daily newspaper. international journal of linguistics, 5(4), 213. 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). fairclough, n. (1992). discourse and social change (vol. 10). cambridge: polity press. fairclough, n. (2013). critical discourse analysis: the critical study of language. routledge. fairclough, n., & kress, g. (1993). critical discourse analysis: manuscript. hamuddin, b. (2015). discourse on media: bringing hot news into elt's classroom discussion. proceedings of iselt fbs universitas negeri padang, 3, 87-95. iqbal, a., danish, m. h., & iqbal, f. (2014). critical discourse analysis of attributive words used with the word muslim: a corpus based study. international journal of linguistics, 6(4), 1. iqbal, a., danish, m. h., & tahir, m. r. (2014). exploitation of women in beauty products of fair and lovely: a critical discourse analysis study. international journal on studies in english language and literature, 2(9), 122-131. kaur, k., arumugam, n., & yunus, n. m. (2013). beauty product advertisements: a critical discourse analysis. asian social science, 9(3), 61. kaur, k., arumugam, n., & yunus, n. m. (2013). beauty product advertisements: a critical discourse analysis. asian social science, 9(3), 61. nordquist, r. (2020, january 28). discourse analysis: observing the use of language. thoughtco. retrieved from: 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 36 https://www.thoughtco.com/discourse-analysis-orda-1690462 smith, p., & bell, a. (2007). unravelling the web of discourse analysis. media studies: key issues and debates, 78-100. talbott, s. (1991). god and man in the gulf. time, 137(11), 35-35. vahid, h., & esmae'li, s. (2012). the power behind images: advertisement discourse in focus. international journal of linguistics, 4(4), 36. van dijk, t. a. (1985). handbook of discourse analysis. in discourse and dialogue. van dijk, t. a. (ed.). (2011). discourse and communication: new approaches to the analysis of mass media discourse and communication (vol. 10). walter de gruyter. wodak, r. (2001). what cda is about–a summary of its history, important concepts and its developments. methods of critical discourse analysis, 1, 1-13. 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. zhang, m. (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 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. (1968). utterer‟s meaning, sentence meaning and word meaning. foundations of language 4. 225242. grice, h.p. (1969). utterer‟s meaning and intentions. the philosophical review 78. 147-177. grice, h.p. (1975). „logic and conversation‟ in cole, p. & morgan, j. (eds.) syntax and semantics, volume 3. new york: academic press. pp. 41-58. hadi, a. (2013). a critical appraisal of grice‟s cooperative principle. open journal of modern linguistics, 3(01), 69. hanitzsch, t. (2007). deconstructing journalism culture: toward a universal theory. communication theory, 17(4), 367-385. jumadi. 2013. wacana, kekuasaan, dan pengajaran bahasa.yogyakarta: pustaka pelajar. ladegaard, h. j. (2008). pragmatic cooperation revisited: resistance and non-cooperation as a discursive strategy in asymmetrical discourses. journal of pragmatics, in press. leech, g. (1983). n., 1983, principles of pragmatics, london and new york. muhammad, a. a., & karim, h. a. (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. 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. everything contained in this article, however, does not reflect their opinions and is the opinions, 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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. 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. 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. 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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(2005). “linguistics for non linguistics”. library of congress cataloging in publishing data, printed in usa. perkins, r. (1983). “modals expressions in english”. london: frances pinter. quine, w. v. (1970). on the reasons for indeterminacy of translation. the journal of philosophy, 67(6), 178-183. rintell, e. (1979). “getting your speech act together: the pragmatic ability of second language”. working on bilingualism. robinson, d. (2003). “performative linguistic speaking and translation as doing things with words”. new york and london. routledge. searle, j. r. (1975). “indirect speech act”. vol 3. new york, academic press. searle, j. r. (1965). “what is a speech act?” london: cornell university press. searle, j. r. (1969). “speech acts. an essay in the philosophy of language”. cambridge: cambridge university press. searle, j. r. (1979). “expression and meaning”. cambridge: cambridge university press. siddiqui, a. (2009). “the translation of sahih muslim”. (1st ed). edited by mika'il al-almany. smith, b. (2003). “john searle: from speech acts to social reality”, university at buffalo, the state university of new york. stranzy, p. (2005). “encyclopedia of linguistics”. v.1, library of congress cataloging in publishing data. strawson, p. (2007). “intention and convention in speech acts”. cornell, university. oxford: university press. tsohatzidis, l. (1994). “foundation of speech act theory”. routledge: london and newyork. wierzbica, a. (1987). “english speech act verbs: a semantic analysis”. australia: academic press. yule, g. (1996). “pragmatics”. oxford: oxford university press. 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. 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 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(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. 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. 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. 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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(2011). efl (english as a foreign language) classroom discourse analysis of a vocational college and some reflections. online submission. xiong, t., & qian, y. (2012). ideologies of english in a chinese high school efl textbook: a critical discourse analysis. asia pacific journal of education, 32(1), 75-92. yoshida, h. (2008). an analysis of discourse in the efl classroom. osaka keidai ronshu, 59(2), 1-14. 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 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. (ed.). (2008). the theory and practice of online learning. athabasca university press. anwar, a., derin, t., nursafira, m. s., putri, n. s., & jazzawi, i. (2020). delivering positive message through# baliaman vlog: president joko widodo’s communication strategy. journal of election and leadership, 1(1), 57-63. baidawi, a. (2016). using visual media in teaching speaking. okara: jurnal bahasa dan sastra, 10(1), 54-65. gistituati, n., refnaldi, r., & syaifullah, s. (2019, january). using visual aids to develop students’ speaking skill. in international conference on islamic education (icoie 2018). atlantis press. hamuddin, b., syahdan, s., rahman, f., rianita, d., & derin, t. (2019). do they truly intend to harm their friends?: the motives beyond cyberbullying among university students. international journal of cyber behavior, psychology and learning (ijcbpl), 9(4), 32-44. hansen, m. b., & hansen, m. b. (2012). cinema and experience: siegfried kracauer, walter benjamin, and theodor w. adorno (vol. 44). univ of california press. kemp, j. e., & dayton, d. k. (1985). planning and producing instructional media. harper & row. lestari, n. (2019). improving the speaking skill by vlog (video blog) as learning media: the efl students perspective. international journal of academic research in business and social sciences, 9(1), 915925. mahmudah, l. (2015). an analysis of pronunciation exercises in duolingo application and its contribution as english learning media (doctoral dissertation, uin walisongo). menggo, s., suastra, i., budiarsa, m., & padmadewi, n. n. (2019). needs analysis of academic-english speaking material in promoting 21st century skills. international journal of instruction, 12(2), 739-754. mompean, j. a., & fouz-gonzález, j. (2016). twitterbased efl pronunciation instruction. language learning & technology, 20(1), 166-190. nunan, d. (1999). second language teaching & learning. heinle & heinle publishers, 7625 empire dr., florence, ky 41042-2978. safitri, n. s. a., & khoiriyah, i. (2017, july). students’ perceptions on the use of english vlog (video blog) to enhance speaking skill. in asean/asian 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 19 academic society international conference proceeding series. susilo, n. (2019). kahoot apps in elt context: an alternative learning strategy. elsya: journal of english language studies, 1(1), 11-15. umanailo, m. c. b., hamid, i., hamiru, h., assagaf, s. s. f., bula, m., nawawi, m., pulhehe, s., yusuf, s. & bon, a. t. (2019). utilization of qualitative methods in research universities. education science, 21(36), 20. xodabande, i. (2017). the effectiveness of social media network telegram in teaching english language pronunciation to iranian efl learners. cogent education, 4(1), 1347081. yurdean, p., & syafei, a. f. r. (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. 1, no. 1, february 2019, pp. 11-15 available online at: http://ojs.journal.unilak.ac.id/index.php/elsya 11 kahoot application in english language teaching (elt) context: an alternative learning strategy nunung susilo putri universitas lancang kuning, pekanbaru, indonesia nunung@unilak.ac.id article history received : 28 april 2019 revised : 25 may 2019 accepted : 22 june 2019 keywords learning strategy kahoot app english language teaching (elt) teacher abstract this research was designed in descriptive qualitative research. data were collected from several related works of literature on the application of kahoot online application in english classrooms. this present study has taken pointers from previous studies that have proven the effectiveness of using video as a learning medium for students, 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: 2337-6740 (print) issn: 2337-6880 (electronic) doi: https://doi.org/10.31849 vol. 5, no. 1, 2023, pp. xx-xx (in-press) journal homepage: https://journal.unilak.ac.id/index.php/elsya 1 original research expose application: a development of learning media for optimising young learners’ english vocabulary galuh sekararum setiawan, sri widayati, kartika rinakit adhe , wulan patria saroinsong universitas negeri surabaya, surabaya, indonesia article info abstract article history: received 19 oct 2022 revised 21 dec 2022 accepted 31 jan 2023 the need for english language proficiency in this age of globalisation demands a variety of efforts to learn the lingua franca as soon as possible. the use of media is one of the teaching strategies that kindergarten teachers could employ to maximise the interests and desires of the students in english learning. this study aims to describe the development of process design and validation of a proposed learning media called ‘expose’, which is empirically tested with a limited group. ‘expose’ is the media that was developed to meet the needs of vocabulary learning at the level of early childhood education. this type of research is r&d (research and development) using the assure model. validation of the content and media expert shows that ‘expose’ is being ‘very good’ for stimulation vocabulary for early childhood. furthermore, empirical tests on a limited group (20 children aged 5-6 years in lampah, gresik) the study revealed that using the expose application media to teach english vocabulary to kids between the ages of 5 and 6 significantly altered learning outcomes. the results of this research underscores how kindergarten teachers must be especially careful in choosing the appropriate vocabulary and learning technology for young children to learn. keywords: android early childhood education media research development vocabulary corresponding author: setiawan, galuh.18035@mhs.unesa.ac.id 1. introduction in this age of globalization, it is crucial to acquire english as a second language. this is because english is a global language that has dominated communication on a global scale, and this fact becomes a key driver behind the idea of english being important to be included in early childhood learning (premo et al., 2023; sun et al., 2023). schools must consider preparedness and an improvement in facing the era given the requirement to study english from a young age. teaching the pupil in two languages beginning at the kindergarten level is one way to do this. english language learning aims to improve language competence in the form of skills in listening to reading, speaking and also writing in english (shobikah, 2020). at the kindergarten level, english teaching primarily focuses on listening and speaking skills. this is because other skills are still not fully mastered by children. the existence of a differentiation between what is written and what is spoken when learning english will increase the level of difficulty for the child and not be in line for their growth english can be learned encouragingly if it is assisted by the existence of instruction media and not only sticking through lecture strategies (question and answer), because children tend to like games. the existence of learning media can also aid with students to get a meaningful learning experience. learning through direct experience (real object) or imitation (picture, doll, miniature, etc) help to maximise children learning experience (arsyad & fatmawati, 2018). https://doi.org/10.31849 elsya : journal of english language studies https://journal.unilak.ac.id/index.php/elsya 2 expose application: a development of learning media for optimising young learners’ english vocabulary learning tasks in their school will be enjoyable if they are done while playing. additionally, goswami (2022) and sh et al. (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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(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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(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 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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(1978). mind in society: the development of higher psychological processes. cambridge, ma: harvard university press. 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. 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). conversation analysis and psychotherapy: identifying transformative sequences. research on language and social interaction, 52(3), 257-280. rancew-sikora, d., & remisiewicz, ł. (2020). a candle to blow out: an analysis of first birthday family celebrations. journal of pragmatics, 158, 53-65. simone, m., & galatolo, r. (2020). climbing as a pair: instructions and instructed body movements in indoor climbing with visually impaired athletes. journal of pragmatics, 155, 286-302. stommel, w., goor, h. v., & stommel, m. (2019). otherattentiveness in video consultation openings: a conversation analysis of video-mediated versus face-to-face consultations. journal of computermediated communication. thielemann, n. (2020). allusive talk–playing on indirect intertextual references in russian conversation. journal of pragmatics, 155, 123-134. tuccio, w. a., & garcia, a. c. (2020). “i'd a set that back at the chocks”: the personal hypothetical “i would” in aviation flight instruction. journal of pragmatics, 157, 53-67. wilkinson, r. (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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(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 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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(2019). a review of affective strategy and social strategy in developing students’ speaking skills. creative education, 10(12), 3082–3090. https://doi.org/10.4236/ce.2019.1012232 https://doi.org/https:/doi.org/10.24815/eej.v13i3.26190 https://doi.org/10.29300/ling.v6i2.2776 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. 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(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. 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 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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(2021). a cross-national analysis of cultural representations in english textbooks used in china and germany. sn social sciences, 1(4), 1-19. 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