eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 1 the challenges of using treffinger learning model in improving speaking rizqi akbarani iain ponorogo, indonesia rizqiakbarani@iainponorogo.ac.id ni made anggi arlina putri iahn-tp palangka raya, indonesia nimadeanggi@gmail.com abstract treffinger learning model is one of the cooperative learning models, which allows students to creatively solve problems and encourages their interests in speaking. this research aims to unveil the challenges of using this learning model in improving speaking skill. drawing on the qualitative data collected through interviews, and observations. this research found that unveiled that students’ lack of motivation, ability in english, teachers’ readiness, and time made it difficult for the application of the treffinger learning model. keywords: treffinger learning model; teaching speaking; speaking skill introduction english is an international language which has been spoken as a communication tool for many sectors such as education, technology, diplomacy, economic, and industry (akbarani, 2019). english also important in globalization era. all people over the world learned english as their first language or second language. speaking is one of the four english language skills. speaking is also used by people in communication with others to achieve certain goals or to express their opinions, intentions, hopes, and viewpoints. (richards, 2006) said that the mastery of speaking skills in english is a priority for many second or foreign language learners. learners consequently often evaluate their success in language learning as well as the effectiveness of english course on the basis of how well they feel that they have improved their speaking skill. it can be said that encouraging speaking skill in language learning, especially in english is not easy thing. burns & joyce (1997) as cited in torky (2006) defined speaking as an interactive process of constructing meaning that involves producing, receiving, and processing information. its form and meaning are depended on mailto:rizqiakbarani@iainponorogo.ac.id mailto:nimadeanggi@gmail.com eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 2 the context in which it occurs, the participants, and the purposes of speaking. similarly, thornbury (2005) explained that speaking is a real-life activity that is carried out by speaker to express ideas to interact with listeners. the activities are unplanned and their continuity is based on situations. it means that speaking is the harder skill than writing, listening, and reading because speaking happens in real time and as communication toll with other. based on the preliminary study, the researcher found that learners got difficulties in speaking. they felt that speaking learning was difficult. it was due to they seldom got speaking materials and practice speaking. the researcher found that the learners’ speaking skill were low. furthermore, learners lacked motivation to speak. they were not active in learning. they were shy to speak. they realized that they did not have enough vocabulary to speak english. so, it makes teacher got difficulties to ask learners to speak english fluently. indeed, they needed attention and motivation to make their speaking better. the factors which affected learners speaking skill not only come from learners but also come from teachers, media or techniques. the problems from teacher, teacher could not create learning situation that would stimulate students’ activity. besides, media that was used by teacher in learning made some students bored. teacher seldom used the other media such as video, picture, or audio. furthermore, the technique of teaching was monotonous. teacher stood in front of the class, read the material from book, gave some explanations, and then asked students to do the exercises. teacher rarely made some work groups that could stimulate students to be more active in learning process. from the reasons above, it can be concluded that teacher needs an alternative learning model to teach speaking. treffinger learning model is one of cooperative learning model that has concept of creative problem solving where treffinger learning model is the revision from creative problem solving by donald j. treffinger. treffinger learning model is good to build students’ interests in speaking learning. treffinger learning model is one of the cooperative learning models, which allows students to creatively solve problems and encourage their interests in speaking (akbarani, 2019). according to al hadad (2015) as cited in (akbarani, 2019), treffinger learning model enables students to express their ideas through speaking or writing. hence, the researcher considers that using of treffinger learning model will help students improve their speaking skill. researcher intends to use treffinger learning model in teaching speaking using a mixed-method action research. the researcher believes treffinger learning model can improve the students’ speaking skill. this mixed-method action research aims to unveil to what extent treffinger learning model can improve the students’ speaking skill; the eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 3 classroom situation of using this learning model in improving students’ speaking skill; and the challenges of using this learning model in improving students’ speaking skill. methods in this research, researcher used two techniques to collect the data, such as interviews and observations, which were video and audio-recorded. the data consisted of qualitative data. in this research, the researcher interviewed the teacher and students to obtain the information from the teacher and students’ opinion about using treffinger learning model in speaking learning. researcher wanted to know the students’ and teachers’ point of view about using treffinger learning model, their opinion about the activities, and their opinion about advantages and disadvantages of treffinger learning model. researcher did observation as ways of finding out more about the students’ responses, students’ behaviors, and students’ activities during the teaching and learning process. finding and discussion this research aims to describe the difficulties and challenges of using treffinger learning model in improving speaking skill. this research found that treffinger learning model was not easy to be implemented where time, students’ motivation, students’ ability, and teacher readiness affected the learning process. based on findings, students’ motivation affected the learning process where not all students were active in discussion. some of students talked to their friends loudly and did not do the tasks together. to solve this problem, teacher should more active in monitoring as well as motivating, assisting, and guiding each group carefully. intani said that there are some obstructions in the implementation of treffinger learning model included limited time, students’ lower motivation, students’ dfferent ability, inadequate training for teacher (intani, 2015). treffinger learning model needed long time to be applied. it was happened because the students had different skill level, interest, motivation, and experience. the students’ thinking speed also affected the students’ work where the time limit and the topic were given by teacher are the one of the reasons which influenced the thinking speed. it was relevant with shoimin (2014) that time allocation to implement treffinger learning model was longer than the other learning model. conclussion and suggestion this research implies there are the difficulties that occur in implementing treffinger learning model in improving students’ speaking skill. in the eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 4 process, there were also some difficulties that i encountered such as: (1) the students’ motivation affected the learning process where not all students were active in discussion. some of the students talked to their friends loudly and did not do the tasks together. in this case, the teacher should more active in monitoring as well as motivating, assisting, and guiding each group carefully. (2) treffinger learning model needed a long time to be applied. in this research, the time which was given to group was relatively short. in the beginning, i implemented treffinger learning model, many students complained about the time setting. students needed more time to observe and understand the information and do the assignments. besides, every student has the different skill level, interest, motivation, and experience which affected the process in implementing treffinger learning model. references akbarani, r. (2019). how to improve speaking skill using treffinger learning model? eralingua: jurnal pendidikan bahasa asing dan sastra, 3(2), 143–150. https://doi.org/10.26858/eralingua.v3i2.10066 intani, f. s. (2015). implementasi pembelajaran pendidikan kewarganegaraan melalui model pembelajaran creative problem solving treffinger untuk membentuk kemampuan berpikir kritis siswa (studi pada sekolah menengah pertama negeri 16 surakarta). richards, j. c. (2006). developing classroom speaking activities: from theory to practice. guidelines, (relc, singapore), 28, 3–9. shoimin, a. (2014). 68 model pembelajaran inovatif dalam kurikulum 2013. yogyakarta: ar-ruz media. thornbury, s. (2005). how to teach speaking. london: pearson education limited torky, s., & fattah, a. e. (2006). the effectiveness of a taskbased instruction program in developing the english language speaking skills of secondary stage students. retrieved from ains shams university, website: https://eric.ed.gov /fulltext/ed523922.pdf eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 45 the use of ict in english teaching at smk (vocational high school) regency of ngawi during covid-19 pandemic ari amnan muhammadiyah university of surakarta arirocker28@gmail.com abstracts the objective of this research is to find out the english teaching during covid-19 pandemic. due to the covid-19 outbreak, all institutions of education in indonesia held the teaching and learning from home as a way to reduce the outbreak the virus spread. the ministry of education has a partnership with some providers (online class) where teachers and students can utilize it as media freely, on the other hand, teachers preferred to employ whatsapp (wa) in conducting the class. not all students have enough access to gain the facilities, such as the cost for buying internet data, mobile phone, and the reachable and stable signal for internet. teachers and students may require eligible infrastructures to run the class properly. keywords: ict., elt., covid-19. introduction in the early year 2020, the world was shocked by the outbreak of a new virus. that virus is originally from wuhan, china. found in the late of december 2019. world health organization (who) names the virus severe acute respiratory syndrome coronavirus-2 (sars-cov-2) and the disease as coronavius disease 2019 (covid19). it is confirmed that the pneumonia transmission of covid-19 can infect human to human rapidly (yuliana, 2020:1) nowadays, most governments around the world have for the moment closed educational institutions in an effort to stop the spread of the covid-19 pandemic. it is also implemented in indonesia, all institutions of education are closed and asked to conduct the teaching and learning from home. based on the letter of minister of education (chabibie, 2020), especially for area which is impacted by covid-19, should obey as the following instruction ; the process of learning must be run toward online, teachers do the activities from home through video conference, digital documents, and another online source to set the class. beside the ministry of education and culture has employed the online platform to set the class, the creativities of teachers are really needed in this pandemic. teachers are required to master information and communication technology (ict), and to keep the students learning process at home. there are some challenges in conducting online class for teachers such as; the teacher competence of using learning-apps, the internet service which not all area can eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 46 reach, and the communication among teachers-students-parent that is not integrated. the term used by teachers in doing works at home is called by “work from home” (wfh). because of prevention of the covid-19 outbreak, and to take down the chain of virus spreading, teachers and students might do the learning process from home trough online service. this research is about to find out the teachers way in delivering class (teaching) which belongs to ict where teacher must employ technology in conducting the activities of home schooling. underlying theories according to craig r. barret cited in (ammanni, 2016:1), technology enable teachers to become leaders in the education transformation around the world. technology which was created by human is able to make easier the learning process. 21st century era gets citizens to utilize of technology in daily activities; one of them is in education. in this field, the mixing of technology in the classroom is out looked as an central approach to raise the effectiveness of the teaching and learning process ( budiman, 2018:2). the phrase “information and communication technologies” (ict) refers to forms of technology which are used for broadcasting processing, storing, creating, displaying, sharing or exchanging information by electronic means. the broad definition of ict includes such as technologies as radio, television, video, dvd, telephone (both fixed line and mobile phones), satellite systems, and computer and network hardware and software, as well as the equipment and services associated with these technologies, such as video conferencing, email and blogs (alkamel & chouthaiwale, 2019). then, asabere and enguah in (cakiki, 2016) defined ict as the utensils, services, processes, and gears that supply the required environment with the physical infrastructure and the services for the generation, transmission, processing, storing and disseminating of information in all forms including voice, text, data, graphics and video. furhermore, based on undp cited in (cakiki, 2016:3) icts may be defined as information-handling devicesa varied set of stuffs, applications and services which are employed for producing, storing, processing, distributing and exchanging information. they include the ‘old' icts of radio, television and telephone, and the ‘new’ icts of computers, satellite and wireless technology and the internet. ict allows course administrators and teachers to vary lesson presentation styles to motivate students of varying interests, provides learning opportunities outside the classroom, and is perceived to cater more for individual differences. integrating technology into language instruction reduces teacher-centred understanding and students’ language learning anxiety, but encourages them to be risk takers to practice target language as they are digital natives (cakiki, 2016). eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 47 research method this research belongs to qualitative research, which is according to sharan b. and merriam cited in (sugiyono, 2017) as an inquiry approach useful for exploring and understanding a central phenomenon. the data were collected through questionnaires which spread toward google-form to the community of english teacher of vocational high school organization called mgmp (musyawarah guru mata pelajaran) in recency of ngawi finding and discussion based on the letter of instruction issued by the minister of education, especially for red zone (impacted by covid-19) the learning process should be held from home, as the information, several online course providers have made a partnership with the ministry of education and culture of indonesia to provide free online class as the following table; table 1: online class partner no. online class provider page address 1. rumah belajar https://belajar.kemendikbud.go.id 2. google g suites for education https://blog.google/outrearchinitiatives/education/offline-access-covid19/ 3. kelas pintar https://kelaspintar.id 4. microsoft office 365 https://microsoft.com/idid/education/products/office 5. quipper school https://quipper.com/id/school/teachers 6. sekolah online ruang guru https:ruangguru.onelink.me/blpk/efe72b2e 7. sekolahmu https://www.sekolah.mu/tanpabatas 8. zenius https://zenius.net/belajar-mandiri https://microsoft.com/id-id/education/products/office https://microsoft.com/id-id/education/products/office eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 48 ict platform rumah belajar google g suites for education kelas pintar microsoft office 365 quipper school sekolah online ruang guru sekolahmu zenius another the data showed that no one of the teachers employed the online class that recommended by the minister of education and culture. chart 1.0: teachers preference in online teaching the english teachers of vocational high school (smk) of ngawi mostly employed another choices; whatsapp (wa) in conducting the class during pandemic. in conducting the english class, teachers created whatsapp group (wag) for each class which has functions as follow; 1). teachers could communicate to students or vice versa, 2). teachers could share some announcements, 3). teachers could assign students to do some exercises, and then students submit the written one into jpg format 4). teachers could ask students to read materials then make the resume to be submitted to wag, 5). teachers could explain the materials in brief before giving exercise through wag. not all students have good understanding to operate the office tools on smartphone, so commonly; they do manually by writing on their own book note then take its photo to be submitted. during the class, students faced some struggles. they had a problem when their internet data is empty. without internet data, they couldn’t join the class because they cannot access the wag which required internet connection. another struggle is the stability of internet connection. students especially who stayed in the area that is difficult to find the service of internet, will get hard to join the class through wag. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 49 0 10 20 30 40 50 60 very ready ready not ready very not ready readiness column1 column2 chart 2.0: teachers readiness the data showed that teachers are ready enough in teaching english through online during pandemic although get some struggles. whereas teachers are steady, not all teachers have good knowledge in using online platform. it can be shown by their preferences. they preferred to employ wa to have the english class even though there are many options which are provided by governments above. they need to have a preliminary or introductory of teaching in pandemic. it means that teachers may have a bit description of what should they do during pandemic. they just get the instructions to teach online without clear description to be applied. conclusions during pandemic, teachers keep teaching and do their obligation as educator through online class. although the government has served some free online class, teachers preferred to employ whatsapp (wa) as the main tool for teachers in ruling the online class. even though wa is able to conduct the class, it has a bit weakness; 1) not all students have mobile phone, it was in line with (downes, 2020) many learners might not have a mobile phone of their own and so yteachers will be sending messages to students via their parents phone. 2) students’ limits data, it was in line with (downes, 2020) some people won’t eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 50 have a lot of data available for the lesson content. it should be considered about the content sharing use only text or small files. teachers and students may require eligible infrastructures to run the class properly. because of the different capability, students cannot be pushed to join the class through online class during pandemic. references | alkamel, m. a. a., & chouthaiwale, s. s. (2019). the use of ict tools in english language teaching and learning : a literature the use of ict tools in english language teaching and learning : a literature review. journal of english language and literature (joell), (february). ammanni, s. (2016). the role of ict in english language teaching and learning. international journal of scientific & engineering research, 7(7), 1–7. budiman, a. (2018). efl techer’s beliefe and practice on integrating ict in the classroom: a case study on the implementation of samr model in teaching reading descriptive text at ma assalam sukoharjo. jurnal penelitian humaniora, 39–51. cakiki, d. (2016). the use of ict in teaching english as a foreign language. participatory educational research (per), (september 2016). chabibie, m. h. (2020). pendidikan bermutu : inovasi pembelajaran digital. downes, c. (2020). emergency remote teaching using whatsapp. jakarta. retrieved from www.britishcounci.org sugiyono, p. d. (2017). metode penelitian kualitatif. (s. yustiyani suryandari, ed.). bandung: alfabeta. yuliana. (2020). corona virus diseases (covid -19); sebuah tinjauan literatur. wellness and healthy magazine, 2(february), 187–192. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 56 the correlation between students’ self confidence and their speaking skill at the twelfth grade of sma n 2 bukittinggi riva silvia sari; merry prima dewi institut agama islam negeri bukittinggi rivasilviasari01@gmail.com abstract the design of this research was correlational research. this research aimed to find out the correlation between students‟ self-confidence and speaking skills at the twelfth grade of sma n 2 bukittinggi. the background of this research was there were several problems related to students‟ self-confidence, and those problems were contrary to the theory. the population of this research was all of the twelfth-grade students of sma n 2 bukittinggi in the academic years of 2020/2021, which consists of 8 classes. the sample was 28 students taken by simple random sampling technique. the research results showed that there is a correlation between students‟ self-confidence and their speaking skill. the researcher found that the coefficient of correlation between students‟ self-confidence and their speaking skill was 0,286. there was a positive correlation and significance. it means that ho is accepted. thus, there is a positive correlation between students‟ self-confidence and speaking skills at the twelfth grade of sma n 2 bukittinggi. keywords: correlation, self confidence, speaking skills introduction there are four language skills that have to be mastered if we want to learn english; they are listening, speaking, reading, and writing. one of the main skills in english is speaking. speaking is a productive auditory or oral skill. it consists of producing systematic oral utterances to transfer meaning (nunan, 2004, p.48). it means that speaking is verbal communication that used mouth to speak and ear to listen to convey information or meaning. furthermore, speaking is two or more people communicate with each other about something that they think interesting to talk and relate to the situation (luoma, 2004, p.20). speaking can happen if there are two or more people talk to each other. they talk about something that they need to talk appropriately with the condition. otherwise, speaking is people who know a language as a speaker of a language, and speaking involved all people who know a language not only foreign language but also learners who have interested to learn english speaking (ur, 1991, p.120). mailto:rivasilviasari01@gmail.com eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 57 based on the researcher‟s preliminary research by conducting observation at the eleventh grade of sman 2 bukittinggi on february 2020 through observation, the researcher found some problems in the speaking. some of the students chose to be silent while learning speaking. some of the students chose to be silent while learning speaking. unfortunately, among all students, only a few students can answer questions given by the teacher. besides, the researcher found few students fell asleep, the students who speak with their friends, and the students who do other activities. conversely, there were some students observed and followed the lesson, answered the teachers‟ question, and speak english. furthermore, the researcher interviewed an english teacher on february 2020. based on that interview, the teacher said that some students chose to be silent when the teacher asked them to speak english. otherwise, the teacher mentioned that the students‟ interest in english was less. on the contrary, there were some students capable to speak english even though it was not perfect. in addition, the researher also interviewed some students on february 2020. some students mentioned that they had lack self-confidence. lack of students‟ self-confidence was caused by several factors. the factors were; the students felt anxious or nervous to speak english because they had difficulties thinking about english vocabulary, they didn‟t know how to pronounce a word or a vocabulary in english because they think that vocabulary in english is difficult to pronounce, they had difficulties deciding any tenses in english, the students felt shy to speak english. briefly, there were some students lack selfconfidence and the students had self-confidence in speaking. as mention previously, there is another aspect to speak, the important one is what people thinking and feeling. this involves; our inner voice, our level of self-confidence, our attitude, values, perceptions, and prejudices (rowson, 2005, p.15-16). the psychological aspects can influence the students to speak english. one of the aspects is level of self-confidence. self-confidence is a belief that someone who can do a task is based on whether or not they have been able to present in the past. someone who has self-confidence belief that they will be able to recover, leave negative things, and move to positive experiences (mcpheat, 2010, p.14). self-confidence can influence someone whether they have negative thinking about their own-self or they think positively to themselves. moreover, they can leave negative things that make them lack confidence mainly speaking. they are able to move to positive experiences. additionally, self-confidence is one skill that has precious to obtain and not to be underestimated (murray, 2006,p.53). in speaking, students should have self-confidence mainly to speak english. self-confidence significantly influences the learner‟s readiness to communicate in a foreign language (intrye, 2004, p.199). self-confidence eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 58 influenced the students when they want to communicate in english. many people are nervous about speaking up in group discussions. they are afraid about what they say looking bad or others will judge them stupid. people should improve their public speaking skills. then, they will feel more confident and they can easily speak in sharing opinions and ideas in front of other people (mcpheat, 2010, p.36-37). many people are nervous about speaking up in group discussions. they are afraid about what they say looking bad or others will judge them stupid. people should improve their public speaking skills. then, they will feel more confident and they can easily speak in sharing opinions and ideas in front of other people. method this research is a correlational research. correlational research involves measuring the relationship between two or more variables. correlational research often measures many different variables (lodico et al, 2010, p.273). the researcher used quantitative research to measure it because the researcher wanted to know the degree of relationship between the two variables. to collect the data, the researcher used a personality test and retelling a story or news event. otherwise, to analyze the data, the researcher used two variables for finding the correlation between students‟ self-confidence and speaking skills. the population of this research was all of the twelfth grade students in sma n 2 bukittinggi, which consists of eight classes. findings and discussion in finding, the researcher shows about the correlation finding and the interpretation of the data that are collected through students‟ self-confidence and speaking skill. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 59 description of the data table 1.1 data distribution statistics self confidence speaking skill n valid 28 28 missin g 0 0 mean 34.71 19.53 median 34.21 19.94 mode 22 21 std. deviation 10.026 3.478 minimum 22 13 maximum 55 27 sum 972 547 a. the description data of students‟ self-confidence in collecting the data for variable x, the researcher used the personality test that consisted of 25 questions or statements. it has three different options and different interpretations depend on the student‟s total points. in this test, the researcher gave 2 points for every „b‟ answer, 1 point for every „c‟, and 0 points for every „a‟. the theoretical data can be showed that mean; 34,71, median; 34,21, mode; 22, standard deviation; 10,02, minimum score; 22, maximum score; 55, and sum; 972. b. the description data of students‟ speaking skill in collecting the data for variable y, the researcher used the speaking test; retelling a story about the needle tree. besides, scored interview was used as the scoring of speaking tests. the scoring of the speaking test included components: pronunciation, grammar, vocabulary, fluency, and comprehension. the theoretical data showed that mean; 19,53, median; 19,94, mode; 21, standard deviation; 3,47, minimum score; 13, maximum score; 27, and sum; 547. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 60 c. the analysis of the data in this research, the data collected by using personality tests and speaking tests. the researcher was used statistical calculation to analyze the data which have been gotten. the researcher used the formula by using the pearson product moment correlation to find out the correlation. table 1.2 correlations self confidence speaking skill self confidence pearson correlation 1 .286 sig. (2-tailed) .140 n 28 28 speaking skill pearson correlation .286 1 sig. (2-tailed) .140 n 28 28 the table above showed the correlation coefficient r=0,286. it means that there was a positive relationship between self-confidence and speaking skills. based on the interpretation of the pearson product moment correlation coefficient between 0,20-0,40. thus, there was a low correlation between two variables. to know the magnitude of the correlation between self-confidence and speaking skill, the researcher consults with the interpretation table below: table 1.3 magnitude of correlation coefficient magnitude of correlation 0,801,00 very high 0,600,80 high 0,400,60 sufficient 0,200,40 low 00,20 very low eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 61 shortly, the correlation coefficient shows that the correlation between self-confidence and speaking skill was 0,286. this interpretation answers the third question in this research. based on the interpretation table above, 0,286 “has a low” correlation because it was between 0,20-0,40. in conclusion, the magnitude of the correlation between self-confidence and speaking skill was low. testing hypothesis there were two hypotheses; ha: there is a correlation between students‟ self-confidence and their speaking skill. the second hypothesis is ho: there is no correlation between students‟ self-confidence and speaking skills. to consult with the r-table, the researcher has to determine the degrees of freedom (df) and the significant alpha value (ɒ). the degrees of freedom in this research is n-2 = 28-2 = 26. after that, the researcher uses a significant alpha value (ɒ) = 0, 05. to determine whether the researcher will accept or reject the hypothesis, the researcher uses the formulation below: if > , so ha is accepted and ho is rejected if < , so ha is rejected and ho is accepted the researcher consults to r-table with significant alpha value (ɒ) = 0, 05 and df= 26. based on the r-table, it is obtained 0,3739, and the researcher has = 0,286. it means that score is smaller rather than r-table score. if < , so ha is rejected and ho is accepted 0,286< 0,3739, so ha is rejected and ho is accepted shortly, ho is accepted and ha which states that there is a significant correlation between students‟ self-confidence and speaking skill is rejected. conclusion in this research, it correlates the students‟ self-confidence score and their speaking skill score. based on the research question about the correlation between students‟ self-confidence and their speaking skill, it can be concluded: 1. the ha or alternative hypothesis of this research is rejected. it can be said that there is a correlation between students‟ self-confidence and their speaking skill. the result is obtained after the researcher consulted score to r-table. score that has been gotten by the researcher is 0,286 whereas r-table score on alpha 0,05 is 0,3739. it means that score is smaller than r-table score. as a result, ha is rejected and ho is accepted. 2. the results of this research have a positive direction between students‟ self-confidence and their speaking skill. it can be proven by the result which has been gotten by the researcher as much +0,286. it shows that between students‟ self-confidence and their speaking skill is in a positive line direction. shortly, if the students have high self-confidence, they have eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 62 high skill in speaking. conversely, if the students have low selfconfidence, they have low skill in speaking. 3. the magnitude of the correlation between students‟ self-confidence and their speaking skill is low. it can be proven by the coefficient of correlation is on category 0,20-0,40. it means that there is a low correlation between students‟ self-confidence and their speaking skill at the twelfth grade of sma n 2 bukittinggi. references arikunto, suharsimi. (2013). dasar-dasar evaluasi pendidikan edisi revisi. jakarta: bumi aksara. lodico, g. marguerite dean, katherine. (2010). methods in educational research from theory to practice second edition. us: jossey-bass a wiley imprint. luoma, sari. (2004). assessing speaking. new york: cambridge university press. mcpheat, sean. (2010). personal confidence & motivation. mtd training: mtd training & ventus publishing aps. murray, dinah. (2006). coming out asperger: diagnosis, disclosure, and selfconfidence, london: jessica kingsley publisher. nunan, david. (2004). practical english language teaching. new york: mcgraw-hill companies. part hyesook & adam r.lee. (2004). l2 learner’s anxiety, self confidence, and oral performance. kunsan national university: concordia university. rowson, pauline. (2005). communicating with more confidence. england: rowmark limited. sugiyono. (2015). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: cv alfabeta. ur, penny. (1991). a course in language teaching. new york: cambridge university press. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 47 the effect of collaborative writing technique through students’ writing announcement text at second grade in smp n 3 bonjol nova syafitry; absharini kardena institute agama islam negeri bukittinggi novasyafitry4@gmail.com absharinikardena@yahoo.co.id abstract this research was due to discover the effect of collaborative writing technique through students’ writing announcement at second grade in smp n 3 bonjol because some of students in smp n 3 bonjol still had problems in master english especially in writing text. some of the students had a problems in making paragraph clearly, in organizing their ideas, to found their grammatical or vocabulary error and etc. the research used experimental research, the researcher used quasi experimental design by using pretestposttest design. the data was through pre-test and post-test to experimental and control class. to analyze the data, the researcher used the normality by using lilifors test and the homogenity test by using f test and to test the hypothesis the researcher used t-test formula and consulted the result into t-table with level of significant α=0.05. from the result and accounting the pretest and posttest scores of experimental class, it was found using collaborative writing technique in writing had better result than using conventional technique. keyword: writing, collaborative writing technique introduction writing is an active human imagination or mind which always think of new things in moving the ideas in written expression. writing is one of the skills in english. according to harmer, writing in the language classroom is often seen as an extension of on support for the other skills. the purpose of the teaching of writing is to enable english foreign language students to master functional and monologue text in the form of genres such as descriptive, narrative, recount, procedure, and report. based on the researcher observation at smp n 3 bonjol, the students were not interest and looked bored in english class, some of them noisy, and did another activity, rather than paid attention and explenation to the teacher. besides, the students were also passively involved in teaching and learning process. the researcher found various kinds of problems confront by the students in making a mailto:novasyafitry4@gmail.com mailto:absharinikardena@yahoo.co.id eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 48 announcement text. the students explained that they were not able to make a announcement text in english for various reasons that, the students have a lack of vocabulary and the students have a limited ideas to make the announcement text. in smpn 3 bonjol the students are required to be able to make and understand the announcement text, it contained in the sub indicators of learning this material. meanwhile, students are still unable to make the announcement text. for the argument above, it can be said that influence the students announcement text mastery are the teacher and the students. the students should be brief and could answer what, when, where, and who. often it includes why and how. it seems that it is easy to make announcement, but most of students always feel difficult when they are asked to make their own, and the students achievement is not only affected by their ability and skills in writing. but also influenced by the method which is used. some teacher taught writing just gave explanation and exercises. it makes students less comprehended, less interest in writing, and makes students did not to continue the learning process. methods this research used descriptive quantitative method. descriptive quantitative research rfers the simantic phenomenom via statistical, mathematical or numerical. it means that experimental research is the research which tries to observed the cause effect relationship. this research was used two groups as sample. the experimental class was treated by applying collaborative writing strategy and the same english writing material in teaching writing. the population of this research was all of the second grade students (viii class) at smp n 3 bonjol. the researcher use test as the instrument of the research. in this research, the researcher gave the pre test and post test to identify the effect of collaborative writing technique on students writing skill. the test will set based on the goal of teaching and learning that would be achieve. the pretest use to know the students’ writing ability at the beginning and posttest use to know the development of the students’ writing ability after aplly collaborative writing in teaching writing. finding and discussion the researcher describe the result finding in using of collaborative writing technique in writing . the finding includes the using of collaborative writing can improve the students’writing. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 49 description of the data a) data from the pretest experimental class and control class the data analysis have been given by the research at the first meeting before conducting the treatment. the pre-test was carried out to identify students ability in writing before they got the treatment. table 1.1: table scores the result of the calculation of scores gained from the pre-test statistic experimental class control class n 23 23 mean score 46 43 standard deviation 6,95 6,55 minimum 40 35 maximum 55 55 the table 1 ,it shows that the mean of the experimental group pre-test score 46, while the mean of the control group pre-test 43 with a difference of these group’s score. b) data from the posttest of experimental class and control class the post-test was done after the treatment in order to find out if there any significant effect of using collaborative writing through students writing. the post-test was given to the experiment and control group after treated. both group were given the same test material and time allocation table 1.2. table scores the result of the calculation of the score gained from post-test statistic experimental class control class n 23 23 mean score 78 61 standard deviation 8,24 11,28 minimum 60 45 maximum 92 88 the table 2 above shows that the mean score of the experimental class posttest is 78 , while the mean the score of the post-test score of the control class is 61 . eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 50 it means that the mean score of the experimental class was higher than the control class. the standar deviation of the experimental class is 8,24 and the control class is 11,28. .table 1.3. the comparison of pre-test and post-test of the experimental and the control class test result the class pre-test post-test experimental class = 46 s= 6,95 s2= 48 = 78 s = 8,24 s2 = 68 control class = 43 s= 6,55 s2= 41 = 61 x = 11,28 s2 = 122,23 based on the table 3 above, the post-test result of the experimental class is higher than the pre-test result (78) higher than (46) . it means that the treatment that has been used by the researcher can help the students in improving the students’ writing . the comparison of the post-test result between experimental and control class showed that the control class test result was lower than experimental class. it is indicated by the mean score of the post-test result of control class ( 61 ) is lower than the experimental post-test result ( 78). it means that the students who were treated by using collaborative writing give better result than the students who were not taught by using collaborative writing. testing hypothesis a. the first hypothesis based on the first hypothesis , to find whether ha is accepted or rejected, the value of the t obtained was compared with the value of t-table. if the value of the t obtained is bigger than the value of the t-table the descriptive ha is accepted. however, if the value of t obtained is the same or lessthan the value of t-table, the null hypothesis ho is accepted. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 51 ha: there is significant effect of using collaborative writing trough students’ writing ability ho: there is no significant effect of using collaborative writing trough students’ writing ability then, the calsulation of pre-test and post-test scores of the experimental class were explained bellow: table 1.4: the mean score, standar deviation, variant, and sum square the class mean score ×) totally of sample (n) standar deviation variant ss pre-test experimental class 46 23 6,95 48 post-test experimental class 78 23 8,24 68 t= t= t t= t= 59,25 t= t= from the t test above, the mean score of the post-test ( ) is 78. it was bigger than the mean score of the pre-test ( is 46. it was found that t obtained is 59,25 and the t-table for degrees of freedom (df)= (na+nb-2)= (23+23-2)= 44 with level of significance ( ) 0.05 is 1.6802. through comparing the t-obtained and the t-table, it can be seen as -t-table ½ > tobtained > t-table ½ . it can be concluded that there was a significant effect of using collaborative writing technique through students’ writing ability in announcement text. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 52 b. second hypothesis ha means there are significant difference between using collaborative writing through students’ writing announcement text and the students’ who do not using collaborative writing with conventional technique through students’ writing announcement text. on the other hand, ho means there are no significant different between using collaborative writing with conventional technique through students’ writing announcement text. to measure whether the researcher would accept or reject the hypothesis, the researcher used this formula t-obtained located before t-table ½ , it means that ha accepted and hₒrejected (-t-table ½ > t-obtained > t-table ½ ) as explanation below: table1.5: the mean score, standar deviation, variant, and sum square t= t= t t= t= 19,10 t= t= from the calculation of post-test score of the experimental and control classes, the mean score of the post-test in experimental class ( is 78. it is greater than the mean score of the post-test in control class ( . the class mean score ×) totally of sample (n) standar deviation variant ss post-test experimental class 78 23 6,95 48 post-test control class 61 23 11,28 127,23 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 53 then, the standard deviation of each class is obtained and they are analyzed by using t-formula to find the value of t-obtained. it is found that t-obtained is 19,10 and the t-table for degrees of freedom (df) = (na + nb – 2) = (23+23 – 2) = 44 with level of significance ( ) 0.05 is 1.6082 through comparing the t-obtained and the t-table, it can be seen as -t-table ½ > t-obtained > ttable ½ . it can be concluded that there was a significant difference of using collaborative writing technique through students’ writing ability in announcement text. c. third hypothesis ha: the use of collaborative writing is better than using conventional technique ho: the use of collaborative writing is not better than using conventional technique the data gotten to prove the hypothesis above is the same with the data of the second hypothesis. the difference occurs in the form of onetailed or two-tailed tests and the third hypothesis in the form for one-tailed test. the curve of t-test result in third hypothesis ha accepted 1.6802 59,25 the graphic above is shown that tobtained was higher than t table, 59,25 > 1.6802. it means that the descriptive hypothesis (ha) was accepted or the null hyphotesis (ho) was rejected because tobtained was haigher than t table with ( ) 0.05 (one tail). hence, it can be concluded that use of collaborative writing is better than using conventional technique in students’ writing announcement text. based on the finding above, it can be concluded that all null hypothesis were rejected and all alternative hypotheses were accepted. it means collaborative writing technique has a significant effect on students’ writing ability and also has a significant difference toward students’ writing ability. last, using collaborative writing technique through students’ writing ability was better than without using conventional technique. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 54 conclusion this research was about the effect of using collaborative writing technique through students’ writing announcement text at second grade in smp n 3 bonjol. this section discusses the research finding based on the related study. this research was done by giving the writing test to the students in the experimental class and control classes, the function of the writing test is to see the students’ fluency to write english well, the grammar, the vocabulary, the fluency and the form. in order to express their own ideas, feelings based on the topic selected. from the explanation above, it can be conclude that collaborative writing as a technique can improve students writing ability in writing announcement text. other than that, collaborative writing can also be used as an effective technique to help teacher in teaching. references arifmiboy, kumpulan materi kuliah statistik, stain sjech djamil djambek bukittinggi, unpublished arikunto,suharsimi, manajemen penelitian, jakarta:rineka cipta, 2006 arapof, nancy, writing: a thinking process, tesol quartely,1967 brown, h. doughles, teaching by principle: an interactive approach to language pedagogy, san frasnsisco state university longman,2001 charles,j,assessing writing, cambridge unniversity press, 2002 e george ,wishon, lets write english,litton educational publishing, 1980 f lyle, bachman, statistical analysis for language assessment, the edinburgh building, cambridge, 2004 folse, s keith, great essay, houghton mifflin company, 1999 gustira, irvonny, eliza, and febria sri artika. an analysis of syntactic structures and error on the relative clause as found in students’ academic writing at the sixth semester students of english department. advances in social science, education and humanities research. vol 411 henita, astutu, absharini kardena, eliza, students’ difficulties in translating narrative text from english into indonesia at iain bukittinggi. volume 6, number 1, june 2020 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 55 lismay, leli, logical fallacies on students argumentative writing. journal of english language pedagogy. vol 5, no 02, july 2020 reflinda. enhancing academic writing ability for higher education students. vision vol 10 no. 10 juli – desember 2016 issn: 2086-4213 syahrul, widya syafitri, an analysis of students’ anxiety in academic writing at sixth semester students of english education department in iain bukittingi academic year 2017/2018. educative journal: journal of educational studies. vol 1, no 01, december 2018 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 81 the correlation between students’ internet activity frequency and their vocabulary size at iain bukittinggi m. rizki ramadhan syahrul institut agama islam negeri bukittinggi rizki97ramadhan@gmail.com abstract the design of this research was correlational research. this research aimed to find out the correlation between students’ internet activity frequency and their vocabulary size. in this research, the researcher found some problems, such as some students frequently used the internet. however, their vocabulary was still limited, and some students rarely used the internet and had much vocabulary. the researcher used quantitative research. the population in this research was 108 students that were the total of the students in the seventh semester in iain bukittinggi. the researcher took 30% of the population as a sample of this research which was 33 students. the researcher collected the data used questioners and tests. based on the finding, there was a significant correlation between students‘ internet activities frequency and their vocabulary size that used spss 20. first, it had sig values is smaller than alpha (0,000001<0,05) or r-measured was bigger than r-table 0,730 > 0,3440. second, there was a positive correlation between both variables (+0.730). third, the magnitude of the correlation was high, with a score between 0.710.90. the result showed that there is a correlation between student’s internet activity frequency and their vocabulary size. keywords: correlation, internet activity frequency, vocabulary size introduction in this pandemic covid-19, people use internet in all of the activities in order to limit the face to face interaction. in education, internet really helps teacher and student in learning process to gain the purpose of learning. in this pandemic internet is very importance in learning process, because students just stay at home and do online school at home by used mailto:rizki97ramadhan@gmail.com eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 82 internet. government said all of people should keep social distancing and physical distancing. in social distancing and physical distancing everyone need internet to communicate with other anyone. it really enhances everyone social life. in internet there was a lot english vocabulary. vocabulary still becomes an important part in determining the success of learning both first and second language, because vocabulary was one of component for increase someone language skill. internet ability is captured by someone when she or he can combine technology knowledge and information. in brief, in order to make students got material on the internet students need vocabulary. that why internet activity need vocabulary to increase students skill. according to kouvuniemi (2012), the internet is a vast environment in which language is used in many ways, sometimes even in the form of its own special slang, ‘online language’. most of the content in the internet is in written form, and majority of it is english.1it means that, english vocabulary become the most needed language to learn because almost all of the contents in the internet using english vocabulary. weganofa and lutviana (2018) stated that vocabulary size is the amount of the students’ vocabulary. based on the preliminary research in iain bukittinggi, the researcher found several problems. first, there some students who used internet frequently but their vocabulary was still limited. the students found any vocabulary which didn’t their meaning, but the students reluctant to open their dictionary, as the result it will difficult to understand the text in internet. second, there some students who rarely used internet and them had much vocabulary. methods the researcher used the quantitative research. according to sugiono (2009), a research is called as quantitative because of the data of the research uses numeric and using statistical analysis. the design of this research was correlational research. the research aims to find out correlation between students’ internet activity frequency and vocabulary size. the population of this research was the fifth semester students at iain bukittinggi. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 83 table 1.1 the population n o clas s tota l 1 a 33 2 b 37 3 c 38 tota l 108 the population of this research was 108 students which were the total of the students in the fifth semester in iain bukittinggi. the researcher used accidental sampling. researcher took 30% from population as sample of this research which was 33 students. researcher used this technique because all class is distributed equally. the researcher collected the data used questioners and test. findings description of the data data of questionnaire and test suharsimi (2015 ) stated that the questionnaire was scored in range 1 to 5. the questionnaire was divided into the positive statements and the negative statements. it can be found in the table below: table 1.1 likers scale alternate options positive negative very agree 5 1 agree 4 2 less agree 3 3 disagree 2 4 very disagree 1 5 furthermore, the researcher used test to find out the students vocabulary size. the test was adopted from paul nation vocabulary level test. the test that will be used to test of vocabulary size is vocabulary level test. in summarize, the questionnaire was about the students’ internet activity frequency (x) and the test was about vocabulary size (y). the data from the questionnaire and test were administrated through the google form which eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 84 has been converted to excel file format. the descriptive score of the students’ response toward the questionnaire and test can be viewed on the following table: table 1.2 descriptive of students’ response from the questionnaire and test variables n minimu m maximu m mean std. deviati on vocabulary size 33 2,00 29,00 13,9394 7,20217 internet frequency activity 33 53,01 110,05 82,7336 14,80262 based on the table 1.2, there were 33 students who responded to the questionnaire and test. the table questionnaire used likert scale which has alternate options: always, often, sometime, seldom, and never. er. the likert scale was considered as the ordinal type data. in other hand, the test was interval type data. in order to be able to find out the correlation between those two variables, the questionnaire result needed to be converted into interval type data. this was done by using msi add-ins in microsoft excel. for the questionnaire of internet frequency activity, the highest score was 110,05 the minimum score was 53,01, the standard deviation was 14,803, and the mean score was 82.73. for the test, the highest score was 29 points, the lowest score was 2 points, the standard deviation was 7,202, and the mean score was 13.94. prerequisite of data analysis before doing the testing the correlation between both variables, there were 3 prerequisite of data analysis. they are: making sure both of the data is interval type data, the data is distributed normally, and the data is linear. a. test the normality of the data the normality of the data was done in spss 20 application. it was done to find out whether the data distributed normally or not. the result of the normality test can be viewed on the table below: eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 85 table 1.3 normality of the data shapiro-wilk statistic df sig. vocabulary ,936 33 ,052 internet activities frequency ,961 33 ,277 based on the table 1.3, the sig value of both variables is 0.052 and 0.277, while the alpha is 0.05. in other word, the sig values of both variables are bigger than the alpha which means both of the data was distributed normally. b. test the linearity of the data linearity test is intended to determine the pattern of relationships between each independent variable with the dependent variable whether formed the data linear or not. it was done by using spss 20. it is used for testing the linear relationship between the independent variable (x) and the dependent variable (y). table 1.4 linearity of the data sum of squares df mea n squa re f si g. vocabu lary * xold between groups (combin ed) 1612,379 25 64,49 5 9,505 ,0 03 linear ity 865,852 1 865,8 52 127,5 99 ,0 00 deviatio n from linear ity 746,527 24 31,10 5 4,584 ,0 63 within groups 47,500 7 6,786 total 1659,879 32 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 86 the table 1. showed that significant value of the significant values is 0.063 which is bigger than the alpha (0.05). that means his data is linear. c. test the homogeneity of the data the purpose of homogeneity test is to know whether the population is the homogeneous or not, so the researcher use the f test. the homogeneity test by using f test. table 1.5 homogeneity of the data levene's test for equality of variances f sig. score equal variances assumed 17,682 ,083 equal variances not assumed based on the table 1.5 it was found that the sig value is 0.083 and the alpha is 0.05. this means that 0.083>0.05 in other word the data is homogenous. hypothesis testing correlation between internet activities frequency and vocabulary size the correlation was done using spss 20. it was done especially by pearson correlation option in the application. the result of pearson correlation can be viewed on the table below: table 1.6 correlation of internet activities frequency and vocabulary size internet activities frequency vocabulary internet activities frequency pearson correlation 1 ,730 ** sig. (2-tailed) ,000001 n 33 33 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 87 vocabulary pearson correlation ,730 ** 1 sig. (2-tailed) ,000001 n 33 33 based on the table 1.6 that the sig value is 0,000001. this means that the sig value is smaller than the alpha of the research which is 0,05. in other word, there was significant correlation between internet activities frequency and vocabulary size. in addition, another way to find out the correlation was to compare the r-measured with the r-table. based on the table above, the r-measured was 0,730 meanwhile the r-table for n=33 (df=31) is 0,3440. since 0.730 is bigger than 0,3440 this means that there was significance correlation between internet frequency activity and vocabulary size. the magnitude of the correlation between internet activities frequency and vocabulary size table 1.7 index correlation interpretation index interpreta tion 0.00—0.20 very low correlation. it is ignored or considered not correlate 0.21—0.40 low correlation 0.41—0.70 moderate correlation 0.71—0.90 high correlation 0.91—1.00 very high correlation based on the table above, it was known that the correlation was on the 0.71-0.90. this means, the magnitude of the correlation was high. in other word, there was high correlation between internet frequency activities with the students’ vocabulary size. discussion this research supported the theory from momani (2018) stated that there is a strong positive correlation between students’ internet exposure and their scores on the vocabulary. his finding assured the positive relationship between the internet exposure frequency and vocabulary learning in efl context. that is to say the more exposure to the internet, the more vocabulary efl students learn. based on the finding, the research had questions were answered. first, there was significant correlation between internet activities frequency and vocabulary size since sig values is smaller eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 88 than alpha (0,000001<0,05) or rmeasured was bigger than r-table (0,730>0,3440). this means that the students’ internet frequency activity could affect their vocabulary size. second, there was positive correlation between both variables (+0.730). in other word, the more students have activity in the internet the better their vocabulary size. third, the magnitude of the correlation was high (between 0.71—0.90). that means that there was high correlation between internet frequency activities with the students’ vocabulary size. it can be concluded that ha is accepted since there was significant correlation between internet activities frequency and vocabulary size. conclusion based on the finding of the research, there were several conclusions. first, there was significant correlation between internet activities frequency and vocabulary size. this means that the students’ internet frequency activity could affect their vocabulary size. second, there was positive correlation between both variables. in other word, the more students have activity in the internet the better their vocabulary size. third, the magnitude of the correlation was high. this means that there was high correlation between internet frequency activities with the students’ vocabulary size. it can be concluded that ha is accepted since there was correlation between internet frequency activity and students’ vocabulary size. this means the more students use internet the more they are exposed to the english language since the internet use english in majority, so that the students’ vocabulary size would improve. references dogruer, nazan ipek menevis, (2011). ramadan eyyam, the use of the internet for educational purposes. north cyprus: eastern mediteranian university. koivuniemi, milla. (2012). learning english vocabulary using the internet: a quantitative study of a group of first‐year upper secondary students. jyväskylä: university of jyväskylä. laufer, b. & ravenhorst-kalovski, g. c. (2010). lexical threshold revisited: lexical text coverage, learners’ vocabulary size and reading comprehension. reading in a foreign language. lee, louis leung paul multiple. (2004). determinants of life quality: the roles of internet activities, use of new nedia, social support, and leisure activities. hong kong: the chinese university of hong kong. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 89 m. kumar agarwa. (2010). internet-based language learning and teaching. latvia: riga technical university. momani, mowaffaq mohammad. (2015). the relationship between internet exposure and efl students’ vocabulary retention at tabuk university. saudi arabia: tabuk university. montgomery, judy k. (2007). the bridge of vocabulary: evidence based activities for academic success. united states: ncs pearson inc. sudartini, siti. (2010). internet and english language teaching. yogyakarta: uny. sudiran & eni prasetiyowati. (2014). the implementation of media in teaching english for young learners (eyl). celtic journal syawal, patahuddin, & nasrullah. (2017). the effect of internet on english learner behavior. parepare: ump. wan lin tan, angelina. (2017). relationship between vocabulary size and reading comprehension levels of malaysian tertiary students. (malaysia: tunku abdul rahman university college weganofa, riza and rizky lutviana. (2018). correlation between internet and passive vocabulary size. zhong, yunsheng. 2008. a study of autonomy english learning on the internet. qinzhou: qinzhou unviersity. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 51 the effectiveness of socrative application for formative assessment in teaching vocabulary at sma muhammadiyah 1 ponorogo fitriani nurhasanah; nurul khasanah institut agama islam negeri ponorogo (iain ponorogo) fitrianinh27@gmail.com khasanah@iainponorogo.ac.id abstract the objective of this research was to find out whether there is any significant difference vocabulary mastery between students who used socrative application for formative assessment and who are not used socrative application for formative assessment. this research applied quantitative research approach and used quasiexperimental design. in this research, the researcher used two classes (experimental class and control class) as a sample. the population of eleventh science grade in sma muhammadiyah 1 ponorogo was 115 students. the number of sample in this research was 30 students of experimental class (xi ipa4) and 31 students of control class (xi ipa3). the researcher used simple random sampling to choose the sample in this research. the data were obtained by using a pre-test and post-test. the pre-test was given to both classes before the treatment and the post-test was given after the treatment. after getting the score of pre-test and post-test, the data were analyzed and processed by using t-test formula using spss 23 versions for windows. the result of this research showed that the average of post-test of experimental class is 87.70 and the average score of post-test of control class is 77.74. the value of t-test = 3,226 with df = 59 on level significance 5%. according to the table value “t” = 1,671. then tcount higher than ttable (3,226 > 1,671). therefore, h1 is accepted and h0 is rejected. so, it can be concluded that there is significant difference on students’ vocabulary mastery that used socrative application for formative assessment and that are not. in the other words, socrative application is effective for formative assessment on students’ vocabulary mastery of eleventh science grade of sma muhammadiyah 1 ponorogo. keywords: socrative application, formative assessment, teaching vocabulary introduction english has turn out to be a lingua franca. a lingua franca can be defined as a language that is adopted for conversation between two speakers whose native languages or using it as a second language (harmer, 1997). it makes english as an international language that is learned many students in the world, not except in indonesia. in learning english, it always relates to the four skills. they are writing, speaking, reading and listening. besides the four cores of language skills, the mailto:fitrianinh27@gmail.com mailto:khasanah@iainponorogo.ac.id eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 52 students should have well understanding of english component such as grammar and vocabulary to support their mastery of four language skills. vocabulary refers to a setuof words for particulareilanguage orua list phrases that individual speaker of language use (hatch & brown, 1995). vocabularykis the mosthimportantfaspect in english teaching and learning. we can’t understand english without vocabulary. and also we can’t understand about english spoken and written while we have no vocabulary. based on this fact, vocabulary is not just very important aspect in learning english, but the most important aspect in learning english. to measure students’ vocabulary mastery, an english teacher needs to do an assessment in the end of english teaching learning process. however, the students usually don’t interest while formative assessment process and it can influence to their achievement in vocabulary mastery. based on the researcher’s preliminary study in sma muhammadiyah 1 ponorogo on october, 24th 2019, the researcher found some students of xi ipa 4 had low motivation and feel uninterested in english teaching and learning especially in formative assessment process. they didn’t give their best performance while doing the task from teacher. because of their uninterested and low motivation while formative assessment, it can influenced to their achievement in vocabulary mastery. almost 40% students of xi ipa 4 had limited vocabulary mastery. whereas, sma muhammadiyah 1 ponorogo was one of favorite school in ponorogo and it was a school that had a good reputation and a grade acreditation. sma muhammadiyah 1 ponorogo was also one of few school in ponorogo that had billingual program. one of many suitable solution that can be choosen to increase students’ interesting while formative assessment is by using mobile learning. mobile learning can be defined as electronical media devices such as the smartphone, computer, laptops that used in language learning. mobile learning can increase the mobility of learners, the learners can learn everytime and everywhere (gangaiamaran & pasupathi, 2017). with portable and personal mobile devices, learners cangbe engagedbmore flexible anduaccessible inmlearning practices withoutdconstraint on places. from the reason above, one of mobile learning application that can be used to doing formative assessment is socrative application. socrative application is one of the popular student online response systems that empower teachers to engage their students in classroom activities by using a quiz (maslawati, 2019). it is considered as a appropriate application that can be used to increase students’ motivationoin formative assessment. according to relevant research about mobileassisted language learning (mall) defined that socrative application not onlytican enhance students’ englishoability but alsohincrease students’ learning motivation. seemingly, itcis helpful andrefficient fordstudents using socrative application for formative assessment. socrative application can facilitate teacher’smquestion-giving andpanswersreceiving tasks. using this application, all studentsrcan answertseveral questions verygfast and the teacherfknowsdthetanswersdimmediately. thishapplication also has the following advantages, it is not neccessaryuto use neithereany software nor eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 53 any extraselectronic device, its only needs smartphones with connection to internet. this application also can facilitate the cooperative learning strategy more efficiently (david mendez coca and josip slisko, 2013). there are some previous research that study about the use of socrative application for classroom engagement. based on journal from laura tirlea, department of psychological sciences, swinburne university of technology. the title is “the use of socrative in promoting classroom engagement: a qualitative investigation”. she study about integrating socrative application into the statistics course changes the dynamic of the class and resulted in greater engagement, interaction and fun. socrative application has a positive impact on students’ engagement and interaction in class. therefore, it is different with this research (tirlea, 2018). in this research, the researcher focuses on the use of socrative application for formative assessment in teaching vocabulary. the other previous research is a journal from sam m dakka, sheffield hallam university in title “using socrative to enhance in-class student engagement and collaboration” also study about how using socrative application to assess the performance and engagement of students are enhanced as compared to traditional or other blended teaching and learning process. this research showed that using this student paced assessment (socrative application) despite the lack of collaboration aspects designed into the experiment did enhance the performance of the students on semester 2 as compared to semester 1. in the other word, it can be said that socrative application can improve students vocabulary mastery and enhanced student engagement (sam m dakka, 2015). therefore, the researcher interested to conduct the research with the title “the effectiveness of socrative application for formative assessment in teaching vocabulary at sma muhammadiyah 1 ponorogo” methods in this research, the researcher applied experimental research method. experimental research was a research that used experiment as a way to find the data and balancing of several features including validity, practicality and cost (howard j seltman, 2018). experimental research was chosen because it was the best quantitative design to determine probable cause and effect. because of this research used experimental research method, so the best research design that can be used was quasi-experimental research design. quasiexperimental research design was signed by the researcher assigned randomly different treatments to both different classes (mohammad adnan latief, 2012). in this research, the researcher observed the ability population of the research, and then selected two classes out of all the existing classes which are of equivalent level. next, the researcher randomly selected one of the classes into experimental group and the other one into the control group. the process of data collecting technique includes pre-test, experimental treatment and post-test. firstly, pre-test was given before experimental treatment to measure students’ vocabulary mastery. for experimental treatment, the researcher applied socrative application for formative assessment in the experimental class and used paper based evaluation in the control class. post-test eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 54 was given after experimental treatment both of classes to know students’ vocabulary mastery progress. and the last, the researcher compared the result pretest and post-test between both of clasess. finding and discussion table 1 the result of mean score of experimental class and control class group statistics class n mean score pre-test mean score post-test result experimental 30 69,000 87,700 control 31 70,000 77,742 based on the table above, the result of data analysis shows that the mean score pre-test of experimental class (students who used socrative application) is 69,000 and the mean score pre-test control class (students who used paper based assessment) is 70,000. while, the mean score posttest of experimental class is 87,700 and the mean score posttest of control class was 77,742. it means that there are any different mean score between experimental and control class. before doing analysis data to determine whether the data have normal distribution or not and also to compute how the random variable is to be normally distributed, the researcher doing normality test. the result of experimental class’s normality test by using kolmogrov smirnov (spss 23) is 0,053. the data can be said normally distributed if the sig > 0,05. this sig. value is 0,053 > 0,05. it means that the data from experimental class is normally distributed. while, the result of control class’s normality test by using kolmogrov smirnov (spss 23) is 0,200. the data can be said normally distributed if the sig > 0,05. this value is 0, 200 > 0,05. it means that the data from control class is normally distributed. homogeneity test in experimental research is used to know whether control group and experimental group that are taken from population have same variance or not. based on the calculation, the value of homogeneity test is 0,098. therefore, the data can be said homogeneous if the sig > 0,05. this value is 0,098 > 0,05. it means that the data from experimental class and control class were homogeneous. to analyze the data in this research, the researcher used t-test. it is used to compare the students’ vocabulary mastery between two class which used socrative application for formative assessment and not. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 55 table 2 the result of t-test calculation and independent sample test independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tail ed) mean differ ence std. error differe nce 95% confidence interval of the difference lower upper hasi l equal varian ces assum ed 14,01 6 ,00 0 3,22 6 59 ,00 2 9,958 1 3,0867 3,7816 16,1345 equal varian ces not assum ed 3,25 5 46,71 4 ,00 2 9,958 1 3,0590 3,8032 16,1129 based on the result of t-test in the table above, the value of sig. (2-tailed) was 0,002. it means that sig. (2-tailed) < 0,05. so, it can be used to get the basis decision in independent sample t-test. based on the basis of getting decision in independent sample t-test, if sig. (2-tailed) < 0,05 h0 is rejected and h1 is accepted. so, it can be concluded that there are any significant different score between students who use socrative application for formative assessment and student who didn’t use socrative application for formative assessment then, the table above also shows the mean difference is 9,9581, it refers to average different of students score in experimental class and control class with the confidence interval different is 3,7816 to 16,1345 (95% confidence interval of the difference lower upper). t value is the result of t test = degree of freedom (df)= n-2 (61-2= 59). the research result, t = 3,226, with df = 59 on level significance 5%. according to the value ttable = 1,671. it means that tcount > ttable = 3,226 > 1,671. from the calculation above, it was shown that the difference coefficient of students who used socrative application for formative assessment and students who were not used socrative application for formative assessment is 3,226. hypothesis test (t0) at 3,226 from the calculation above would be compared to the “t” index (tt) with condition below: 1. if the t0 > tt, h1 was accepted. it means that there was a significant difference between two variables. 2. if the t0 < tt, h1 was refused. it means that there was no significant difference between two variables. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 56 the calculation of (df)= n-2 (61-2=59) is 59. according to the table value “tt” with df = 59 on level significance 5% is 1,671. then the research result, t0 = 3,226, so t0 > tt (3,226 > 1,671). it means that h1 is accepted and h0 is rejected. from the calculation above, it can be seen that the students who used socrative application for formative assessment got better score than the students who were not used socrative application for formative assessment. according to terrion and aceti (2012), using student response system (socrative application) and technology based systems can enhance students’ engagement, where students can give an immediate feedback to the teacher questions. according to ismail el mahdi, abdulghani al-hattami and hala fawzi (2018), using technology based tools, such as socrative application enhances formative assessment and consequently improves students’ learning. the students’ engagement is improved when the teacher uses socrative application for formative assessment which leads to creating effective teaching and learning environment. so, it can be concluded that there is any significant difference score in vocabulary mastery between students who used socartive application for formative assessment and who aren’t use socrative application at the eleventh science grade students of sma muhammadiyah 1 ponorogo. conclusion based on data analysis, the researcher concluded that there was a significant different score on students’ vocabulary mastery between students who used socrative application and paper based assessment for formative assessment in the eleventh grade students of sma muhammadiyah 1 ponorogo. the students who are used socrative application for formative assessment got a better score than those who are not. the result of average score of post-test showed that experimental group or students who used socrative application for formative assessment (87,70) is higher than control group or students who didn’t used socrative application for formative assessement (77,74). it has been found that comparison between students’ vocabulary score who used socrative application for formative assessment and who are not is 3,226. this score is higher than ttable which is 1,671 at the level significant 5% and db = 59. it means that h1 is accepted and h0 is rejected. in the other words, socrative application is effective for formative assessment in teaching vocabulary. references coca, david mendez and josip slisko. “software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: an initial feasibility study with prospective teachers.” european journal of physics education, vol 4. 2013. ehmadi, ismail, abdulghani al-hattami and hala fawzi. “using technology for formative assessment to improve students’ learning.” the turkish online journal of education technology (tojet). 2018. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 57 gangaiamaran, ramya and madumathi pasupathi. “review on use of mobile apps for language learning.” international journal of applied engineering research. tamil nadu: research india publication, 2017. harmer, jeremy. the practice of english language teaching third edition. london: pearson longman, 1997. hatch, evelyn and cheryl brown. vocabulary, semantics, and language education. new york: cambridge university press, 1997. latif, mohammad adnan. research methods on language learning: an introduction. malang: university of malang press, 2012. maslawati, mohammad. “socrative in teaching tenses: indonesian students and lecturers’ perception.” creative education. 2019. seltman, howard j. experimental design and analysis. carnegie: carnegie mellon university, 2018. terrion, j. l. & v. aceti, “perceptions of the effects of clickers technology on student learning and engagement: a study of freshmen chemistry students.” research in learningtechnology. 2012. tirlea, laura et al. “the use of socrative in promoting classroom engagement: a qualitative investigation.” icots. 2018. 63 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall the implementation of the effective strategy for practicing extemporaneous speech style in public speaking novia yulanda english education department faculty of tarbiyah and teacher training state islamic institute of bukittinggi noviajuanda27@gmail.com abstract this research deals with public speaking class, especially in extemporaneous speech. the purpose of the research was to find out how was the effective strategy for practicing an impromptu speech in public speaking. the researcher applied a qualitative research approach. the technique of data collection was note-taking by collected data on books and journals. the data were analyzed using data reduction, data display, and drawing the conclusion. the results revealed that there are some effective strategies for practicing extemporaneous speech in public speaking. the introduction of the speech started from greeting the god, getting the attention and interest of the audience started by a familiar quote, telling a personal story to illustrate speech point, and revealing the topic to the audience. strategies explaining the body of speech were to have a card note. it is used to write the point of the speech presents the main points and sub-points in the body of the speech. establish eye contact with the audience into speaker opening words, vocal and visual gestures in perform, and make sure the speech has the desired impact on the audience, testimony quotes from expert statements to support the conversation. then, strategies concluding the speech began the conclusion with a restatement of the speaker's message by using positive words to the audience, praise and thanks to the audience, closing with an entertaining sentence or anecdote, chant rhymes, and chant rhymes and short poems. keywords: speech delivery style, student perform, public speaking introduction public speaking is one of the most practical classes will ever take, and often may be required to give presentations in other classes, and this course helps prepare you for that. effective speaking skills give a tremendous mailto:noviajuanda27@gmail.com 64 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall advantage at work too. overall, public speaking ability helps the speaker become a more active member of the community, allows the speaker to participate more fully in organizations you belong, and boosts the speaker's self confidence in both personal and professional contexts, it is no wonder that so many college graduates say public speaking was one of the most beneficial classes they took in school (stephen, 2013). speaking skill is one of the important skills that must be mastered by the learners in learning english. through speaking, speaker learns how to speak english easier because there are friends who can be their pairs to practice speaking english (maxom, 2010). when speaker speaks, they interact and use the language to express their ideas and feelings. speaking is not only remembering and memorizing the sentence, but speaking is spontaneous to show the speaker's idea orally. delivering your speech notes to remind you of the points you intend to cover. the notes should consist of key words or phrases, rather than complete sentences and paragraphs. this way, when you are in front of the audience, you will tell them what you know about the topic in your own words. prepare your notes by writing or printing key terms and phrases on index cards or sheets of paper. some instructors require students to use index cards because they are small and unobtrusive, do not rustle or flop over, and can be held in one hand, which allows the speaker to gesture more easily. other teachers recommend sheets of paper because you can get more information on them and because it is easier to print out computer files on paper. speech is a series of speaking activities carried out in front of the general public or giving speeches in a statement of opinion, or giving an overview of something. speeches can be made by several methods, introduction importu is a method of speech which is done without prior preparation, memoriter is a method of making speeches by memorizing the text script first, manuscript is a method of giving a speech which is done by reading the text during the speech, extemporaneous is a method of giving a speech, where the big concept of the speech will be conveyed during the speech. to become a good speaker and attract the audience, every speaker has a method in delivering a speech, one of which is the extemporaneous style is the most ideal style used by the speaker when delivering a speech. extemporaneous speaking is the art of giving speeches on the spot without notes or memorization relying only on the speaker’s depth of knowledge and their ability to explain what they know in a coherent, engaging manner. as a category of forensics competition, extemporaneous speaking or “extemp” as it is commonly known is the manifestation of public speaking skills in their purest form without the support of notes or memorization, the speaker is on her own when she is in front of an 65 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall audience, with only her memory, knowledge, and command of language to aid her. extemporaneous method requires you to know the content of your speech quite well. in fact, when you use this method properly, you become so familiar with the substance of your talk that you need only a few brief extemporaneous speech a carefully prepared and rehearsed speech that is presented from a brief set of notes. your first speech provides a foundation for speeches you will give later. as you develop your skills of extemporaneous speaking, you will find yourself able to speak confidently and with strong eye contact in class and out. speech has a part were introduction of the speech, explaining the body of speech and concluding the speech. the research aimed at know about how was the effective strategic for practicing extemporaneous speech in public speaking so the researchers conducted an observation study, observing visits to the journal and book sites related to the study title to obtain data sources. the first observation was made in mid october 2020 through november 2020, with such an observation earned important points on the issue of public speaking. based on the data that researchers got in the journal, the problem in opening the speech is the speaker difficulty in determining the titles of an interesting speech, the speaker difficulty in starting the opening of the speech in order for audience to be interested in listening. the problem in delivering a speech is difficulty in developing the content of a speech, delivering the content of a speech by reading, not using the media or props for delivering a speech, grounding and being afraid to miss the part. the problem with closing a speech is the difficulty in drawing a conclusion because it does not understand the content of the speech (husna, 2012). based on the data, the problem with opening a speech was a lack of confidence when it comes to the public; the problem with delivering a speech was a poor choice of wording which was unflattering (edo, 2012). the problem with opening a speech was the difficulty of finding an interesting idea, the stage of the delivery of a speech was the lack of confidence to appear in public because of not understanding the content of the speech (rizki, 2019). based on the explanation above, the reasons of the researcher are interested in this research, that the researcher wants to provide a better understanding about the effective strategy for practicing extemporaneously speech style in public speaking. there are some studies related to this research. the researcher found some researches that are observe by some researcher as follow. first, the thesis conducted by hoverove with the title “element of public speaking tools of building an effective speech”. the study revealed that the effective 66 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall speech is not only to create good speech which is clearly organized, supported by supporting material and completed by usage of lexical and syntactical items which will make the speech more vivid, but even more important part of the speech is way how the speech is said and the proper usage of nonverbal communication and vocal delivery (hoverove, 2012). second, “l2 speaking strategies employed by indonesian efl tertiary students across proficiency and gender” written by wahyuni. the research concluded that speaking proficiency and gender significantly affected the use of affective strategies only. the study also demonstrated that the students used strategies consciously, confidently, effortfully, or persistently because of the usefulness of the strategies or pleasure in using them (wahyuni, 2013). third, “a correlational study between students speaking ability and students’ self concept at the tenth grade students of smkn 1 payakumbuh in academic year of 2010/2011” written by astuti. the result showed that r = 0,81. it means that there was no correlation between students’ speaking ability and students’ self-concept at the ten grade students of smkn 1 payakumbuh in academic year of 2010/2011 (astuti, 2011). method data collection techniques will be taken from the data source. the data source intended in this research is the goal from which data can be obtained. if the researcher uses documentation, then the documentation or notes are the source of data. while the contents are notes of research subjects or research variables (suharsimi, 2006). the source of data used: a. primary data primary data is data get from the first source in the form of a library that contains new scientific knowledge or new understanding of facts or ideas directly. primary data sources are data sought by researchers and data obtained directly from research subject. and this primary data is also called first data (saifuddin, 2009). b. secondary while secondary data is source that cannot provide information directly to the data collector. secondary data source is data obtained from other parties. not directly obtained by research subject. in other words, secondary data is supporting data from primary data or firsthand data. secondary from this research will take various source such as books, journal. technique of data analysis from this research uses content analysis. qualitative studies are used to technique data analysis by content analysis with the conceptual zone. initially the words are gathered into common reference elements so that is so simple for construct concept. the concept is 67 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall hoped to adjustment the contents or messages of the work comprehensively (saifuddin, 2009). the steps applied in analyzing data are: 1. data reduction in the process of reducing and summarizing, the data will record and summarize by taking important things that reveal the theme of the problem. then notes have been obtained in the field with the description, the result of the construction is arranged in the form of reflection. reports that need to be reduced, summarized, sorted out the main things, focus on things that are important, looking for themes or patterns. 2. display data data display categorizes the unit of analysis based on the focus and aspect of the problem under research, or data that is stacked, thick reports by itself will be difficult to see the overall picture to draw agree with the conclusions. 3. drawing conclusion the final step is to conclude the data that allows the validity of the result obtained from the research. from the beginning the researcher must try to find the meaning of the data collected. from the data obtained, the researcher tries to draw conclusions that are usually still vague, doubtful. but, with increasing data the conclusion will be clearer. so, conclusion must always be verified throughout the research. findings and dicussion the extemporaneous method was a speech that is based on preparation, but the speaker presents his or her ideas freely by only using an outline or keywords. it is a carefully planned and well-prepared speech; extemporaneous speech style is an ideal method of speech because most speakers use extemporaneous speech style. speakers need to practice so that the preparation, the extemporaneous speech style had a strategy for practice extemporaneous speech style in public speaking. based on the findings of this research, the research also aimed to present research questions that have been answered due to the result of this research. to answer the research question, the researcher conducted descriptive qualitative research to analyse the phenomena to found detailed information. the data source of this research was from books and journal. according to the research question how was the effective strategy for practicing extemporaneous speech in public speaking, it can be concluded from the three elements of speech (introduction, explaining, and concluding). based on the data from the book strategy to introduction the speech was to need an index card, get attention and interest the audience with a familiar quote, introduced controversial issues, don’t talk too soon, establish a connection with the particular audience. the strategy to explain 68 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall the body of speech was using an index card to write the keyword, eye contact speaker with an audience, (vocal, volume, pronunciation, body language), share ideas from the expert or practitioners, and show the statistic. the strategy to concluding the speech was to leave the final impression, summarize your speech and provide closure, signalling the end of your speech and motivating the audience to respond. based on the data from the journal strategy to introduction the speech was start greeting to the god, get the audience's attention with a quotation so that the audience is interested in hearing the speech until the end. the strategy to explain the speech was to explain the content of the speech which is supported by facts, can be a story which is referred to as an illustration, analogy to compare two things to find similarities or differences, testimony quotes from expert statements to support the conversation, statistic, the numbers are used to show the comparison of cases in a certain type, repetition which functions to remember again with a different presentation. so, the research result showed that the effective strategy for practicing the extemporaneous speech in public speaking in introduction of the speech started greeting to the god, get attention and interest of the audience start by a familiar quote, tell a personal story to illustrate speech point, and reveal the topic to the audience. strategies explaining the body of speech was has a card note to write the point of the speech, presents the main points and subpoints in the body of the speech, establish eye contact with the audience into speaker opening words, vocal and visual gesture in perform, give chance to make sure the speech has the desired impact to the audience, testimony quotes from expert statements to support the conversation. strategies the concluding of the speech began the conclusion with a restatement of the speaker's message by used positive words to the audience, words of praise and thanks to the audience, closing with an entertaining sentence or anecdote, chant rhymes, and short poems. conclusion according to the finding are investigated by the researcher toward the research question, how was an effective strategy for practicing extemporaneous speech in public speaking. there are some effective strategies for practicing the extemporaneous speech in public speaking. the introduction of the speech started from greeting the god, getting the attention and interest of the audience started by a familiar quote, telling a personal story to illustrate speech point, and revealing the topic to the audience. besides, to arrange the body of the speech can use a card note. establish eye contact with the audience into speaker opening words, vocal and visual gestures in perform, and make sure the speech has the desired impact on the audience. then, strategies concluding the speech began the 69 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall conclusion with a restatement of the speaker’s message by using positive words to the audience. the closing takes no more than 5 to 10 percent of the speech. references astuti, sri silvia. (2011). a correlation study between students speaking ability and student self concept at the tenth grade students of smkn 1 payakumbuh 2010/2011 academic year. (unpublished study). bailey, jessica. (2013) extemporaneous speaking. national speech & debate association. beebe, a steven, beebe j susan.(2013) publick speaking handbook. pearson education, inc bramantio, edo. (2012) peningkatan kemampuan berpidato dengan metode pemodelan pada siswa kelas xi sma pancasila purworejo. purworejo. carnegie, dale.(1915) the art of public speaking. the home coresponden school. charli hepy and syafri hayati, s.s, m.pd. (2016). furnishing english students’proficiency for being public speaker to multilingual society at educational major. iain bukittinggi. coopman, stephen j. lull, james. (2010). public speaking the evolving art. boston: wadsworth cengage learning. creswell. john w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research. new jersey: pearson. dewi, ratna idha.(2013).imformative speaking using the extemporaneous speech method in a university public class. el moratji, latifa.(2017). effect of sustained impromptu speaking anad goal settingon public speaking competency development: acase study of efl college student in maroc. canadian center of science and education gay, l.r and airisian, peter. (2000). educational research: competencies for analysis and application. united stated of america: mc millan publishing company. gay, l.r et.al. (2011). educational research: competencies for analysis and applications. united stated of america: pearson education. j stephanie & lull james.(2010). public speaking the eloving art. san jose state universtiy. lucas, stephen e. (2009). the art of public speaking. new york: the mcgrawhill companies, inc. luoma, s. (2004). assessing speaking. cambridge: cambridge university press. morreale, sherwyn. (2010). the competent public speaker. new york: peter lang publishing. 70 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall lu’lu’ul asiyah, husna. (2012) peningkatan keterampilan pidato persuasi dengan media barang produk siswa kelas xii ips ma wahid hasyim yogyakarta. universitas negeri yogyakarta. nesa, rifka. (2015). an analysis the second year student’s strategies in overcoming the anxiety in public speaking of english department stkip abdi pendidikan payakumbuh 2014/2015 academic year. (unpublished study) nikitina, arina. (2011). successfull public speaking. academic transfer.com. mufanti, restu elok, nimasari, putri rohfin dkk. (2017) can i be a speaker. nata karya. o’hair, dan. rubbenstein, hannah. stewart,rob. (2010). a pocket guide to public speaking. boston, new york: bedford/st.martin’s. putra, anggayuh aditya budi utama.(2015). speech strategy used by steve job in the lounching of iphone: universitas brawijaya sabay, kenneth g.(2016).oral communication in context. c&e publishing,inc, :south triangle,quezon city setyojati, iman. laksono, sedyo dkk. (2019). persuasive strategy in prabowo’s politicalspeech at national agenda. sugiyono.(2013). statistika untuk penelitian.bandung: alfabeta. syafitri, widya. (2017). improving students’ speaking ability through simulation. iain: bukittinggi. trussell, christy, (2015). extemporaneous speaking talking to the next level: dripping spring high school. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 39 blended learning environment: promoting learners' self-efficacy desi puspitasari institut agama islam negeri ponorogo desipus@iainponorogo.ac.id abstract in recent years, blended learning has been utilizing in a variety of contexts. it emerges as one of the most popular pedagogical approaches which integrate faceto-face classes with the virtual learning environment. it offers learners considerable resources and materials. many researchers have reported on it since it thrived. it offers learners flexibility. it also gives the learners choices about when and where they learn and participate in online learning. therefore, it is used for teaching and training worldwide since many researchers found it an effective way to be used in the teaching-learning process. it is believed to enhance learners' understanding of learning a foreign language. some researchers also found that blended learning affects learners' self-efficacy stronger than the other instructional modes. this study employed qualitative research. it was used to determine how blended learning was applied in a class to boost learners' self-efficacy. in conclusion, the developments of technology recently encourage educators to apply a blended learning environment in the classroom. one of the important things is how it should be implemented to help the learners develop their self-efficacy and achieve their academic goals. keywords: blended learning, learning environment, self-efficacy introduction nowadays, the world has come to a disruptive era. it is also known as the intelligent industry. it is considered the fourth industrial revolution, coined by professor schwab (effoduh, 2016). it requires digital transformation. the change is based on the adoption of technologies. it deals with the innovation which will be developed day by day. education does not merely remain to set up the same classrooms. it is time for the teachers and learners to access the technology to explore new and innovative teaching and learning things. higher education is an obscure, rationalistic, and energizing open door that can change society to improve things (shahroom & hussin, 2018, p. 316). thus, teachers and learners should equip themselves with eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 40 technology to face the intelligent era. they have to be ready for that as it gives implications on the changes and shifts on both sources and methods in learning english. combining face-to-face and online learning is becoming a new method of teaching and learning. it is called blended learning. it is an educational program in which learners learn, in part, through online learning, with some control over time, place, path, and pace (maxwell, 2016). hence, learners can benefit from it that space and distance do not matter anymore. the face-to-face classroom exists in the present. it gives an overview of where the class is and how the progressing is. both teachers and learners interact in the real classes. the teachers can respond immediately to any misconceptions the learners have. they give correction of the students' understanding directly. it is also helpful to live up the curriculum and focus on the entire group's attention. it enables the teachers to observe the learners' works and collaborate and teach them in a collaborative manner that develops interpersonal skills (fahlvik, 2014). interpersonal skills are closely linked to self-efficacy. rubin, martin, bruning, & powers (1993) found that self‐efficacy mediated the impact of experience and situational difficulties on interpersonal communication outcomes. self-efficacy is a person's belief in their capability to perform a particular task successfully (bandura, 1977). it is distinct from the concept of self-confidence. it is a general personality trait that relates to how people act in most situations. self-efficacy, on the other hand, concerns particular tasks. thus, for specific duties, learners can have high self-efficacy for some tasks and low self-efficacy for others. moreover, bandura (1977) also claimed that self-efficacy is built more readily developed than self-confidence or self-esteem. it is a better indicator of how the individual can successfully perform the tasks effectively than their level of self-confidence or self-esteem. by applying blended learning, the classroom activities might change to warrant a rethink of the type of room used as the example is the teaching-learning process that needs a big class to deliver for about two up to three hours. it might be exchanged for a flipped-classroom approach by engaging interactive materials to access it online. it can be followed by small group work, seminars, discussion, or working on real-life case studies. it is expected that the learners will have better performance on how to overcome the tasks. therefore, this study needs to be conducted to determine how a blended learning environment empowers learners' self-efficacy. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 41 method this study employed a qualitative approach. it was defined as any research that produced findings utilizing statistical procedures or other means of quantification (strauss & corbin, 1990, p. 17). this approach required the researchers to seek instead of illumination, understanding, and extrapolation to similar situations. qualitative research focuses on understanding the humanistic approach to a research query. it is used to understand people's beliefs, experiences, attitudes, behaviors, and interactions. it was recognized as an approach in psychological studies to evaluate human behavior. since then, it is used in other research fields as well. one of the fields is education. therefore, this study retains a qualitative research design since it is used to describe how a blended learning environment increases the learners' self-efficacy. this study was a theoretical research paper. it is carried out in the interpretive paradigm. it explored the beliefs related to blended learning and self-efficacy. it defined blended learning and then played out the implications of the phenomena. results and discussion blended learning blended learning provides educators and learners with more opportunities for the teachers and learners to improve their skills. it happens when the learners study in a supervised brick-and-mortar location away from home, at least partially (maxwell, 2016). it implies that with teachers or guides, the learners attend a physical school. in other words, the online and face-to-face elements work together to provide an integrated course while learners are learning in a mixed-way. olah (2019) also notes that a blended learning environment is a structured education program in which a student learns at least partly through online learning, with some aspects of student control over time, venue, direction, or speed, and at least partly in a brick-and-mortar supervised location away from home. blended learning has some benefits for both teachers and learners. tomlinson & whittaker (2013) states there are some crucial things why blended learning is needed. one of them is responding more appropriately to learning styles. learners have the chance to work in a way that suits them without disrupting others by using blended learning. it provides a versatility that allows students to study whenever they want, anywhere, and at their own pace. it also makes teachers adapt more effectively to the various learning styles of learners. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 42 the next benefit is that it offers to learn a more in-depth approach. without feeling insufficient, learners can watch any video or listen to the audio as many times as possible. it helps learners to choose their direction based on their needs and desires through the most suitable means. they can go back to refresh their knowledge or, according to their situation, move on. it thus enhances learners' enthusiasm by inspiring them through the help inherent in the blended learning process. blended learning gives the learners more individual focus as well. it enables educators to give the attention they deserve to all learners. it is accomplished by designing a course that will take the learners' needs more closely into account. learners are encouraged to extend their understanding and go beyond what is needed in the course. according to their speed, they will review and consolidate anything online that has been presented in the classroom. the blended learning methodology offers the teachers a visual description of the success of individual learners. it offers the opportunity for learners to provide feedback. it enhances their performance and the ability to update and change course content to respond to learners' needs whenever necessary (cotfas, cotfas, & kaplanis, 2013). it is said that blended learning maximizes classroom social interaction. the learning environment provides a shared space where it is possible to serve communication as a social activity. thus, the instructor has more time for the learners to construct engaging learning experiences. teachers can take a back seat and let them interact with their peers in real-time. the teachers also listen intently to the learners. it enables them to respond adequately at a particular moment in time to the needs of the learners. in order to improve motivation and interpersonal capacity, blended learning is crucial. technology provides real-time methods in a blended approach by instantly giving input. it also offers several learning resources, various types of activities, activities that can be accessed at any time, whenever appropriate. it needs the supervision of the learners in their learning processes. it pushes them, thus, to be independent learners. the role of blended learning environment a mixed learning environment helps the learners to experience something on their own. it allows learners to learn about autonomy. it represents what they understand and what they have experienced. they expand on it, then. it allows them to improve their skills further. they will be more positive and independent learners as the students are getting proficient. since both have fulfilled their duties, eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 43 the relationship between teachers and learners tends to fade away. the trainer respects the interests of the learners and assumes responsibility for their learning. as a result, it allows both teachers and learners to perform their ultimate positions when their components are effectively integrated. some scientists believe that blended learning is fruitful. it makes the empowerment of learners simpler than face-to-face or entirely online courses (owston, 2018). moreover, empowerment is characterized by thomas & velthouse (1990) as increased intrinsic motivation. they propose four cognitions (task assessments). they are the cornerstone of empowerment, sense of effect, skill, significance, and choice. shea & bidjerano (2010) argue that there is a positive relationship between the structure of the coi (community of inquiry) and elements of a nascent theoretical construct called' presence of learning.' they said that learning represents some elements, such as self-efficacy and the other cognitive, behavioral, and motivational constructs of online learners' self-regulation. owston (2018) also said that blended learning offers preference and versatility in learning for learners. when and where they can participate in the online course, the learners can choose. it also shows that in blended learning, selfefficacy is greater than the other modes of instruction. also, learners tend to do higher in blended courses than in completely online or face-to-face courses. it has a strong sense of succeeding, thus. nguyen (2010) notes that both traditional face-to-face and online interaction are merged in a blended learning environment. it is an excellent option for higher education that many teachers follow in 100% of online teaching environments. it is said that blended courses, including comprehensive online courses, give learners the flexibility of online access to both lecture/course materials and discussions in the asynchronous classroom. however, the essential aspect of a blended learning environment is to use conventional face-to-face sessions to promote and stimulate an online social culture that promotes the acquisition of information through interpersonal and community discussion and disclosure. self-efficacy a study conducted by lynch & dembo (2004) found that in a blended educational setting, distance education and self-regulation literature identify learner self-regulation skills predictive of academic performance. five selfregulatory attributes were judged to be academic success predictive. they are intrinsic target focus, learning and success self-efficacy, control of time and research setting, help-seeking, and self-efficacy on the internet. they said that as a eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 44 controlling factor, verbal capacity was used. besides, the performance was operationalized as grades of the final course. self-efficacy is one of the critical aspects of self-regulation. self-efficacy beliefs are individuals' beliefs regarding their ability to achieve desirable results through their actions (maddux, 2016). thus, the self-efficacy assessment should be structured to achieve the various characteristics of the learners. the attitude of concern and the circumstances in which it arises should also be investigated. it is more likely that people who have a greater motivation to accomplish the tasks well would set more explicit and more challenging targets. it is correlated with the accomplishment of goals, which strengthens assumptions about self-efficacy. the contribution of learners' ever-evolving views of their academic abilities has been discussed through self-efficacy theory research. also, it affects their confidence that they can complete particular academic tasks, forecasts academic performance, and perceive experiences of success and failure. maddux (2016) also said that students with higher academic self-efficacy levels show higher academic goal-setting, appreciate academic achievement more, spend twice as much time studying, receive higher grades, and record higher focus and control when doing homework, compared to students with lower academic self-efficacy. the implementation of blended learning in developing learners' selfefficacy blended learning provides discretion and versatility for learners when and where they can engage in their course's online section. as satisfaction appears to be higher than in entirely online or face-to-face classes, this approach also gives them opportunities to select their preferred learning form. in blended classes, selfefficacy is usually more significant than the other two instruction modes to explore their abilities based on their interests. thus, in entirely online or face-to-face classes, they prefer to do better than their peers because they have a greater sense of achievement. the cognitive model of empowerment is dealt with through blended learning. it is an intrinsic motivation based on a sense of effect, competence, importance, and preference. it empowers the self-efficacy of the learners by following the interpretive viewpoint. since high self-efficacy leads individuals to work hard and endure in the face of setbacks, it plays a vital role. blended learning demands the learners to be independent learners. they should take responsibility for their learning. frankly, the teachers need to revise their syllabus. it is revised based on the constructivist pedagogy, which encourages the learners' self-efficacy. furthermore, implementing blended learning in the teaching process is not as easy as falling off a log. it needs supports from the other elements, such as policymakers. they need to collaborate in advancing the new eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 45 paradigm on how the learners study. the improvement is also needed for the teachers' teaching strategies to heighten the learners' self-efficacy. conclusion the disruptive era which compromises the development of technology suggests a new paradigm in the teaching-learning process. it is called blended learning. thus, teachers apply it to their classrooms as the current trends in teaching. they implement it to encourage the learners to think about the materials in numerous ways. they do not only sit in the class, but they can also evolve their online learning capabilities. self-efficacy is the confidence of learners in their ability to accomplish their objectives. using the strengths of each medium correctly is the secret to effective blended learning. it integrates the two separate learning environments such that each medium complements the other in an integrated way. one of the main aspects is how it can be applied to help students improve their academic objectives and achieve them. recommendations on blended course design are provided to increase the empowerment of learners. it may create a dilemma for any institution which has physical infrastructure. changing it takes time. consequently, it is necessary to think about what it means to strain the blended learning approach when the physical infrastructure is not ready yet. moreover, more research has to be done to identify and deal with challenges faced in this intelligent era. references bandura, a. (1977). self-efficacy: toward a unifying theory of behavioral change. psychological review, 84(2), 191. cotfas, d. t., cotfas, p. a., & kaplanis, s. (2013). methods to determine the dc parameters of solar cells: a critical review. renewable and sustainable energy reviews, 28, 588–596. effoduh, j. o. (2016). the fourth industrial revolution by klaus schwab. fahlvik, m. (2014). the teacher's role in the blended classroom. in practical applications and experiences in k-20 blended learning environments (pp. 239–248). igi global. lynch, r., & dembo, m. (2004). the relationship between self-regulation and online learning in a blended learning context. the international review of research in open and distributed learning, 5(2). maddux, j. e. (2016). self-efficacy. in interpersonal and intrapersonal expectancies (pp. 41–46). routledge. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 46 maxwell, c. (2016). what blended learning is-and isn't. blu: blended learning universe. nguyen, t. t. (2010). knowledge acquisition in a hybrid graduate teacher training program. in handbook of research on hybrid learning models: advanced tools, technologies, and applications (pp. 317–326). igi global. olah, d. a. (2019). technology tools for integration in the classroom. in faculty roles and changing expectations in the new age (pp. 101–114). igi global. owston, r. (2018). empowering learners through blended learning. international journal on e-learning, 17(1), 65–83. rubin, r. b., martin, m. m., bruning, s. s., & powers, d. e. (1993). test of a selfefficacy model of interpersonal communication competence. communication quarterly, 41(2), 210–220. shahroom, a., & hussin, n. (2018). industrial revolution 4.0 and education. international journal of academic research in business and social sciences, 8(9), 314–319. shea, p., & bidjerano, t. (2010). learning presence: towards a theory of selfefficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. computers & education, 55(4), 1721–1731. strauss, a., & corbin, j. (1990). basics of qualitative research. sage publications. thomas, k. w., & velthouse, b. a. (1990). cognitive elements of empowerment: an "interpretive" model of intrinsic task motivation. academy of management review, 15(4), 666–681. tomlinson, b., & whittaker, c. (2013). blended learning in english language teaching. london: british council. 1 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall character educational values on “aquaman” movie pola esianita; wiwin widyawati institut agama islam negeri (iain) ponorogo polaesianita@gmail.com abstract the purposes of doing this research are to find out the types of character education values found in the aquaman movie, (ii) recognize the character educations values are found in the aquaman movie that possibly increase student motivation. in this research, the researcher used library research. the data of this research are character educational values in the conversation among the characters of the “aquaman” movie. the data source in this research is a movie entitled “aquaman”. the result shows that there are 15 types of character educational value spoken by the characters. they are: honesty, tolerance, dicipline, hardworking, creativity, curiosity, national spirit, patriotism, friendly/communicative, peacemaker, environmental care, responsibility, loaylity, respect, love & afferction. then, the most dominant educational values in this movie is responsible and peacemaker value. keywords: character, education values, kemendiknas, and “aquaman” movie. introduction nowadays, watching a movie becomes a general activity. the people have different purposes in watching movie such as for refreshing, spending time, getting information and prespective, learning foreign language and try to understand cultures. most of people like watching no matter their life condition, whatever their background, whoever they are, sexes and ages. not only in big cities, but also in small town people are watching movie. due to advance technology development such as internet and smartphone, people can watch movie anytime and anywhere(humaira, 2018). movie is very effective to persuade people mind because it is covered with an interesting plot, and it is easy watching. because of its persuasive, a consumptoin of movie is being a basic need, even life style. movie can influence people easily because it is really close to our life. movie itself is inspired from a real life but it was added some flavours in order to make it more beautiful for entertaiment purpose. from the movie, viewer will be easily persuaded by the actual content presentation the engages audio visual sense so that messages in the movie will be easy to arrive in viewers mind (christoper & jacob, 2013). 2 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall because movie are familiar, evocative and non-threatning, grounded in both imagery and emotion, its are useful in teaching the human dimension required for developing as human beings and for building identity in young learners (sharjeel, 2013). for teachers, the movie experience helps also to confirm and clarify their role to bring new prespectives in teaching especially show character educational values. the formulation of character is one of the national educaional goals. article 1 of the 2003 education law states that among objectives of national education is to develop the potential of learners to have intellegence, personality, and noble character. currently character of nation strenghtening of the strategic priorities of national education program, given the states of the nation must be returned to the characterization of national identity (riyana, 2015). various ways can be made to build character education, including through watching movie. according to uswatun qoyyimah (2015), there are 18 types of character educational values based on kementrian pendidikan nasional (kemendiknas), include : religiousity, honesty, tolerance, dicipline, hardworking, creaivity, independent, democracy, curiousity, national spirit, patriotism, highly regard achievement, friendly/communicative, peace maker, good reader, environmental care, sociality, responsibility. based on the research by misbachul anam irvani (2015) student of state islamic institute (iain) of tulungagung, had conducted a research entiteld “character educational values in “the ron clark story” movie” that proofs there are many character educational values in “the ron clark story” movie directed by randa haines. in his thesis, he analyzed 18 character education stated by “kemendiknas” formulation. from the 18 character educational values above, he got 13 character educational values in “the ron clark story” that are honesty, tolerance, dicipline, hard working, creativity, democratic, curiousity, love homeland, appreciating achievement, friendly, like to read, sociality, and responsibility. in the other hand, 5 of 18 character educational values were not appeared on this movie. that are religious, independent, national spirit, love peace, and environmental care. aquaman is one of movie that also has a lot of character educational values for the audience. this movie direced by james wan and produced by warner bros pictures. from aquaman movie, the researcher finds something which interest. started with born upon the shores of the surface world, arthur curry discovers that he is only half human with the other half of his blood being of atlantean descent, thus making him the rightful heir to the throne of the undersea kingdom of atlantis. however, arthur learns the atlantis is being ruled by his malicious half brother orm, who seeks to unite the seven underwater kingdoms and wage war upon the surface. with aid from nuidis vulko and the gorgeous mera, arthur must discover the full potential of his true destiny and become 3 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall aquaman in order to save atlantis and the surface from orm’s evil plot (aquaman, 2018). from this movie, the researcher finds that main character’s adventure to be a king show more than one educational values we can learn especially leadership and nationalism values. it makes researcher motivated to find know deeply about character educational values in this movie. in the other side, aquaman is a one of movie include in box office. it can cloncluded that lot of people recognize this movie. this study focuses on analysis of character educational values in the “aquaman” movie. the researcher hopes this study would be able to emphasize the important of character educational values to the reader. therefore, based on explanation above, the writer is going to conduct a research to investigate the character educational values in “aquaman” movie under the title “an analysis of character educational values based on formulation of kemendiknas in the year 2013 related to “aquaman” movie”. methods in conducting this research, the researcher uses the library research and the approach that is used be the writer is descriptive qualitaive. kothari (2001) stated that “qualitative approach to research is concerned with subjective assessment of attitudes, opinions and behaviour.” there are two data sources for the analysis, the “aquaman” movie video and screenplay. the primary source of the data is the video and screenplay of “aquaman” movie. the file of the movie video is downloaded from www.ganool.com. secondary source is analyze the character educational values in “aquaman” movie based on kemendiknas’s formulation. there are 18 types of character educational values taken from kemendiknas’s formulation, includes: religiousity, honesty, tolerance, dicipline, hardworking, creativity, independent, democracy, curiousity, national spirit, patriotism, highly regard achievement, friendly/communicative, peace maker, good reader, environmental care, sociality, and responsibility. in conducting this research, the researcher uses documentary technique to collect the data by getting the data from reading the movie sceenplay and watching of “aquaman” movie by james wan. the researcher uses content analysis in which the the researcher tries to analyze data and to identify every utterance using character educational values based on kemendiknas’s formulation. then, the researcher describes the data which will answer the two research problem of analsis above. findings and discussion aquaman movie was directed by james wan and written by geoff johns, james wan and wll beall. the movie was released on november 24, 2018. the 4 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall movie also starring several actress and actors like jason momoa, amber heard, nicole kidman, willem daffoe, patrick wilson, dolph lundgren and yahya abdulmateen ii. in this study, the researcher focuses on uterances in term of character educational values that spoken by characters. there are 15 types of character educational values spoken by the characters which the researcher found by in “aquaman” movie directed by james wan: 1) respect is a positive feeling or action that is shown to someone or something that is considered important or is held in high esteem. it conveys admiration for a good or valuable thing. respect can show with an action or spoken way (suryati, 2018). the example, arthur loves his father so much. when a tsunami comes, arthur was separated from his father and mera helped him. finally, they found his father. but tom was not breathing. mera helped tom with her superpower. then, tom awake and arthur was very grateful to mera. 2) loyalty is an action to shows the support and participation of someone or something expected. loyalty to someone can be interpreted by an act of helping people who need help. it can be shown as a representation of friendship. the example is king orm had planned to be an ocean master, then attack the surface world. he did it because he thought the surface people had polluted the sea. before the ocean was damaged, he planned to stop it. mera asked arthur to help her prevent king orm’s planing. arthur finally agrees to help her. 3) patriotism value is an attitude that is brave, underlying, and willing to bleed for the nation and state. in other words, patriotism had meant the attitude of one who is willing to sacrifice everything for the success and prosperity of the hometown. the spirit of love and protect the nation (rahayu, 2012). for the example is asked when king orm asked why arthur came to the atlantis after all this time, and arthur said he wanted to stop him starting the war. 4) curiosity value is the desire to investigate and seek understanding of the secrets of nature. a sense of curiosity usually motivates us to seek and know a new thing. so it will increase knowledge and experience in learning activities. it is attitude and action that always strives to find out more deeply and extends from what it learns to see and hear. for the example is when arthur goes to the atlantis with mera. he was very excited and amazed with atlantis. it made him gave many questions to mera along the way. 5) hardworking is inclined to do anything and try hard to be able to achieve the target of dreams or goals. hardworking can be interpreted as an activity that is done in earnest without training. hardworking will never stop before the target work is achieved and always prioritizes or pays attention to the 5 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall results that have been done. for the example is vulko asks arthur to master everything that vulko had to teach if he wants to meet his mother. arthur works hard to passed all tests because he missed his mother so much. 6) love & affection value. generally, love is a positive emotion or feeling kindness, compassion, and affection. it contained in human beings aimed at other humans or other objects around them. while, affective is a feeling inside the heart that is sincere to love, and give happiness to others, or anyone loves. affection is expressed not only to the couple but also to love to god, parents, siblings, family, friends, and the other creatures that live on this earth. the example is arthur and king orm prepared for ring fire. while waiting, king orm told legend of karathen. then, arthur says that sometimes he wants to know king orm as his little brother and tells that he was not alone. 7) responsibility is the sense to assume or give duty and bear the consequences. a sense of responsibility rises because humans are aware of the good and bad consequences of their actions. besides that, sometimes humans realize they will need to sacrifice. the example is king orm gave arthur a chance to leave atlantis because he could not defeat him. king orm asked arthur not to prevent him to attack the surface. he refused it and keep challenge king orm. 8) creativity value also known as ability to think and act using knowledge, experience, understanding, common sense and insight. in the other words, wisdom can be interprated as activity based on experimental self knowledge and self transcandence (suryati, 2018). the example is arthur communicates with the whale to get in the whale’s mouth imitate pinnochio. 9) national spirit value. national spirit is creating and maintaining the sovereignty of a country by realizing a concept of shares identity of human organizations that have the same goals or ideals in realizing national interests. national spirit is also a sense of wanting to defend the country both internally and externally. the example is mera knows about king orm’s declare to attack surface world and she does not let it happend. mera looking for arthur to help her stop it. 10) environmental care is a reaction to the surroundings. not damage the natural environment. attitude environmental care will create a clean and beautiful environment. education is the most appropriate tool in providing knowledge, skills, and attitude of environmental care to humans. the example is on the way look for deserter kingdom in sahara desert, mera complained to arthur about surface people that waste trash not in the right place. mera said they are not protect the world and destroy the environment. 11) peacemaker is the attitudes, words, and actions that cause other people to feel happy and secure in their presence. where, attitudes, words and 6 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall actions are integrated into one (kemendikbud, 2013). the example is arthur and king orm fought on land. then, arthur defeats him. king orm was disappointed and asked arthur to kill him. atlanna cames then interrupts the two of them and says if she loves them both. 12) honestly is tell the truth, not to lie or say things that happen/fact. honestly can be interpreted as not cheating. doing something by applicable rules and so forth. it also can mean a similar act between one’s intention, words, and deeds. the example is king orm judge him betray the throne and defend arthur all this time. vulko not deny king orm and explain that arthur twice better than king orm to be a king of atlantis. king orm was very angry and imprison him. 13) friendly is a natural behavior of people who are easy to get along with. an example of a friendly attitude is good talker, smiling with others, polite, easy to helping others, greeting, and helping selflessly. this is signs with sincerity, and prejudice of all people (kemendikbud, 2013). the example is tom saved atlanna from a sea storm. then he took care of atlanna at his house and treated her kindly. 14) discipline is in compiles with something that is believed to be a responsibility. discipline means an effort to make someone have the ability to obey a rule. the example is atlantis has a rule that whoever can be getting king atlan’s trident, legally becomes a king of atlantis and king nereus obeys that rule. 15) tolerance is the attitude of respect and allows a different opinion or view. in this case, a person must respect the opinions of others who are different from his stands. generally, humans always have different views or opinions. this differences must be left as long as it is still in the right way (kemendikbud, 2013). the example is king orm asks the fisherman kingdom to join them attack the surface, but king ricou disagrees and says the fisherman will study the surface, not to destroy them. then, king orm appreciates king ricou’s decision. conclusion from this analysis, the researcher founds fifteen character educational values in aquaman movie, there are: are honesty, tolerance, dicipline, hardworking, creativity, curiosity, national spirit, patriotism, friendly/communicative, peacemaker, environmental care, responsibility, loaylity, respect, love & afferction. however, the dominant character education values in the movie is responsible, and peacemaker. 7 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall the character educational values are reflected in the aquaman movie explained in the utterances and act every character in the movie. every utterance has been analyzed based on kemendiknas’s formulation. references aquaman (2018). retrieved on february, 10, 2020, imdb: http://www.imdb.com/title/tt1477834/plotsummary. aquaman (film). retrieved january, 8, 2020, from wiki aquaman: https//dcextendeduniverse.fandom.com/wiki/aquaman. barsam, rcihard. looking at movies: an introduction to film. new york, london: w.w norton & company, 2016. bo, bao. "the differences between novels and films–enhance literature teaching by using films," education review, vol. 7. july, 2008. christoper p. jacobs, film theory and approaches to criticism, or, what did that movie mean?. dakota : university of north dakota, 2013). dewi anggraeni, pamamita. “the analysis of moral value of the “dangerous minds” movie.” salatiga: stain salatiga. 2012. dwi suryati, selvi. "an analysis of educational values in “life of pi” movie." lampung: uin raden intan. 2018. eder, jens. characters in fictional worlds: understanding imaginary beings in literature, film, and other. berlin: hubert & co. 2010. farrell, michael. foundations of special education. singapore: wiley blackwell publisher, 2009. gioia, dana, and kennedy x.j. literature: an introduction to fiction, poetry, and drama/includes. new york: harper collins collague publisher, 1995. humaira, maulidina "an analysis of moral value in’zootopia’ movie." aceh: universitas darussalam. 2018: 1. james mcgee, sharon. analyzing literature: a guide for student. salina: kansas state university, 2001. kothari, c.r. research methodology methods and techniques 2nd edition. jaipur: university of rajasthan, 2004. mukarromah, siti. "an analysis of character educational values in" zootopia" movie script" ponorogo: iain ponorogo, 2019. penguatan pendidikan karakter jadi pintu masuk pembenahan pendidikan nasional. retrived april, 17, 2020, kementerian pendidikan dan kebudayaan: https://www.kemdikbud.go.id. rahayu, puji. “murti nilai-nilai pendidikan karakter pada materi ajar buku kreatif berbahasa dan bersastra indonesia untuk smp kelas vii terbitan ganeca."surakara: universitas muhammadiyah surakarta, 2012. 8 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall qoyyimah, uswatun. “theories of moral education and implementation in indonesia: reenergizing cultural identity and addressing future challenges." education. 6. december, 2015. r, diyanni. literature: reading fiction, poetry, and drama, compactedition. singapore: mcgrawhill. 2001. r. frankle, jack. how to teach about values: an analytic approach. new jersey: prentice hall englewood cliffs, 1977. riyana, cepi. “the development of three dimensional animation film for character education media in elementary school." educational technology, 2. 2015. seshadri, c. "an approach to value orientation of teachers’ education", journal of value education, 5 (2005), 83–85. sinha, sudhinta. "teaching ‘human values’ for building character and shaping personality" journal of literature of humanities, vol. 5. june, 2017. w. creswell, john. education research planning, conducting, and evaluating quantitative and qualitative research 4th edition. lincoln: university of nebraska, 2011. yusof sharjeel, muhammad, "use of films for teaching social values in english classes at elementary level." journal of elementary education, 1. 2013. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 90 digital literacy in efl teaching nuriyatul hamidah uin sayyid ali rahmatullah tulungagung nuriyahamida@iain-tulungagung.ac.id abstract many questions have aroused in terms of media and technology used and its implication for language teaching and learning. the focus is on how students can be critically aware of media, especially digital media, for their learning. thus, the use of media in education impacts educational creativity development, such as digital technology applications. in terms of learning, digital literacy is the competency in understanding and using digital technologies effectively for learning. research has already explored the need for digital literacy in the classroom. this recent paper tries to figure out how digital literacy is implemented in the teaching of esp students. furthermore, the method used to describe the idea of this paper is a conceptual paper in which the writer tries to figure out how digital learning is implemented for learning. the writer used literature review from some journal articles and books written by the experts to gather the data. in conclusion, applying digital literacy must be well prepared on the way how it is used. it must relate to their competence, learning objectives, and language skills being taught. indeed, once the students are familiar with the technology being used, they significantly improve their skills. keywords: digital literacy, efl learning, language skills mailto:nuriyahamida@iain-tulungagung.ac.id eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 91 introduction nowadays, with the improvement of technology, teachers are supposed to integrate technology into the classroom. in the 21st century, technology has become significant changes in many homes around the world. its influence has invaded all facets of life, including english language teaching. this classroom engages students to be involved in the teaching and learning process using media served by technologies. indeed, it is also believed that the use of technology in the language classroom can be integrated for efl teaching and learning. the integration of technology and language learning can help the teaching and learning process, the teachers can design their teaching appropriately with the use of technology. on the other hand, the students also seem easy to have an opportunity to increase their learning by using the technology. at this point, they are required to be capable of understanding the device. thus, the more literacy skill on digital they have, the better they can utilize the technology for their learning. however, some students can use it while others are not able to. then, the question will be focused on how they can operate it. in line with these descriptions, in an academic context especially in english language teaching and learning, digital literacy is also considered to be one of the important things to support students learning. as harris (2015) proposed that digital literacy involves the way how they participate in community life, and gaining additional education and training. in summary, it is possible to include digital literacy as an important skill in the classroom to increase students learning process. recently, some research agrees on increasing student digital literacy as ease to help learners understanding the media or technology for their learning. benson & chik, (2010) states that technological change influenced eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 92 how learning and literacy in the 21st century are associated. along with this reason, schmar-dobler (2003) stated that educators need to adapt and integrate the curricula into a new digital context. it is also supported by kress (2003) and luzón (2002) who suggested that the teachers are required to use any accessible digital tools to ensure that education is appropriate to the requirements of today's society. to be more specific, the technology gives some effect on literacy abilities both in and outside of the school setting. in this context, when talking about digital literacy, the use of technology is also included. as supported by grimshaw, dungworth, and mcknight (2007) on their studies revealed that the use of technology may affect students’ skill in reading comprehension. emphasizing digital literacy for students reading skills may give an impact on their ability in comprehending the text. it is also supported by the finding of ertem (2010) figured out that there was a significant improvement in reading compression when the students are engaged in digital texts which incorporated animations. nevertheless, some considerations should be taken to foster students' digital literacy. the teachers are supposed to make an assessment to identify their own and their students' digital literacy skills and goals. besides, the instructions and teaching media must be of interest to the student. because some students are not quite interested in technology. in this context, digital literacy is more than just being able to use technology; it similarly includes the ability to find information. as it is argued by hague & payton (2010), digital literacy can be defined as the ability to access, share, create, collaborate and communicate effectively by applying digital media. further, this paper aims to give some review on how digital literacy is applied in language learning. thus, the result shows the explanation on the eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 93 way how it is applied as well as described the element that the teacher needs to know when maximizing digital literacy for their teaching. moreover, the writer also provides a review on digital literacy which is applied in language skills that are speaking, listening, reading, and writing skills. method this present study uses a qualitative research method. qualitative research focuses on understanding people's beliefs, experiences, attitudes, and behaviours (creswell, 2007). while this study is a theoretical research paper. it is carried out in the interpretive paradigm. therefore, the data collection is done using documentation techniques. in this paper, the writers explain more about what digital literacy is that can be meaningful for english learning. it explains how digital literacy affects students' learning as well as the instruction designed related to digital literacy. then, reviewing some literature from the field to identify the role of digital literacy to support students' learning. thus, this study is based on a conceptual research, it focuses on some reviews about digital literacy that is viewed effectively to maintain students' learning. findings and discussion digital literacy nowadays, the appearance of the internet and the development of technology have provoked changes in literacy and created a new form of literacy (schmar-dobler, 2003). the term digital literacy has been considered as a source in the learning process. in this context, in the education setting the teachers are required to be the facilitator and motivators who help students to prepare in the next phase of the digital environment by eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 94 employing digital literacy in the classroom like utilizing information and communication technology (ict) in efl teaching and learning process. regarding those roles, both as facilitators and motivators in the classroom, the success of the use of digital literacy in the classroom is related to teachers' decisions about the materials. thus, the students are supposed to learn how to use technological resources to support their learning (thorne, black & sykes, 2009; dooly, 2014). one of the uses of ict is using the internet in the classroom. gathering information from the internet sometimes requires a specific type of literacy such as using hyperlinks or application of critical thinking. as a consequence, students may be strained due to unsuccessful search of information. hence, as educators, we need to foster new literacies in the classroom by providing appropriate ict in the classroom. in relation to the discussion above, to face this competency in using digital media especially in the educational area. the writer suggests strengthening digital literacy especially for students who are learning how to comprehend and be successful in language learning. the term digital literacy can be understood as two dimensions, literacy and digital. digital literacy is a skill that relates to the capability of using a variety of digital technologies for different purposes. eisenberg (2008) defines digital literacy as a set of abilities and knowledge that allows us to find, organize, understand, evaluate, and use the information we need through digital technologies. in the classroom, digital literacy takes on many forms, for example, it includes when the teachers and students use social network applications to create effective learning, creating online content which can be utilized whether it is inside or outside the classroom. in short, the term digital literacy in the classroom can be defined as the way how technology is eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 95 linked into teacher-student relationships, broadening the way teachers present lessons, constructing assessments, and communicating with the students. moreover, it also includes social engagement, skills, and competencies that promote students' critical thinking, and the ability to judge information for trustworthiness and relevance. digital literacy in english language instruction once the teachers are going to applied digital literacy in english class, they need to consider some points. what the things need to be concerned about are the teachers need to design instructional solutions to foster new literacy in the classroom, it can be from the internet. first of all, the teacher should know what the students need, they must be provided some opportunities to experience the technology for themselves. the teacher should plan for the time it takes to do this. moreover, they also need to know whether the instruction is efficient for students' literacy or not. thus, the teachers need to give some instructions to the student appropriately. here, we proposed that the internet, for instance, could be the main medium in which both the teachers and students can share everything, especially for their learning. indeed, the new technologies in combination with the new literacies might offer valuable support for students' learning such as in students' reading development. this idea is also supported by ciampa (2012) who revealed that using e-book in english class can help students to be more motivated. the result shows that the students are highly motivated to read and write when using e-books. furthermore, the most important one when we are going to implement digital literacy for english language instruction is we need to eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 96 know students' proficiency level both in english and in technology use. after their proficiency level is identified, then defining the learning objective of the lesson which is related to the digital literacy skills must be the main goal since the aim is to develop their proficiency both in english and in technology use. objectives here meant as what the instructor believes students will be able to do by the end of class. hence, classroom activities should reflect the objectives. a standard objective refers to what students will be able to do at the end of the course. to create meaningful objectives, the instructor needs to evaluate the tools that students will need to accomplish these objectives. besides, the lecturer must know what kind of strategies will be used in the classroom to help the student reaching the lesson objective. thus, consider the technology that students will use in their daily practices. the importance of digital literacy cannot be separated from the daily classroom. it is important to select some media and material which can be taken from videos or websites to teach both language content and skills. thus, the teacher or lecturer needs to consider the use of technology as well as the lesson being taught such as the material or the topic as a part of learning content. another concern is what skill is being trained. thus, the content and also language skill can be taken at the same level. then, the design for the classroom activities can be focused on student-centered as the primly practiced activities in the classroom. this approach aims to engage students actively involved in their learning which is meaningful to their lives (peyton, moore, & young, 2010). hence, this technique would be more beneficial for students' achievement and their acquisition as well. besides, creating digital literacy also cannot be separated from the material which is authentically constructed for students' learning. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 97 hence, the material design should cover some criteria like providing thematic units, constructing problem-based learning, or project-based learning. those designs provide content into which authentic digital tasks can be integrated and combined. since it is language learning then the unit would include some lessons such as vocabulary, grammar, and so on. as english language learning develops basic digital literacy skills, many opportunities will arise to extend english language acquisition outside the class. since the learners are capable of maintaining digital literacy, they may have the capability to create and communicate with others through online platforms. this situation may provide unlimited english language acquisition activities. related to this description, digital literacy skills can be included into four language skills; speaking, listening, reading, and writing. as mentioned in the u.s. department of education, any project, topic, theme, or problem-based approach can be extended including language skills that are speaking, listening, reading, and writing. the next is discussing those four skills briefly. in the speaking classroom, the use of digital tools along with the lesson objective for speaking class can be implemented when the students are required to create a recorded audio file that is put online hence the others can listen and download that audio. this activity can make students more enthusiastic in which creating multimedia products can be highly motivating to the students. some activities that can be implemented for listening class are the students might be given an individual assignment to listen to podcasts, youtube videos, and another. thus, it is required that teachers should differentiate instruction and better meet the diverse needs, interests, and abilities of the students. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 98 other, reading skills and instructional language skills using a text or online texts can be meaningful. using images, hyperlinks to word meanings, illustrative videos, and recordings of word pronunciations can support the learning process. they also learn vocabulary as they interact with these various aspects of word meaning. in addition, as reading strategy is important for print reading, this thing should also be considered in digital environments. the last, writing skill is also considered to be authentic in which the classroom will be essential since the students are required to write any information for the readers. such writing projects may permit students to learn vocabulary, grammar, and digital literacy. further, writing-based technologies, especially those involving the internet such as blogs, digital stories, and wikis provide many opportunities for them to be an author. those digital tools can be used to communicate in and outside the classroom. as it is supported by thorne (2009) writing for audiences outside the classroom can construct and maintain identities as well as build community. thus, when the writers have the same idea, they might build up a new community that is interested in the same field. from the previous discussion above, here is an example of a lesson plan which is for the esl beginning level. in this lesson plan, the students are required to create a paragraph using simple present and the "be" verb as the objective of language learning. at the end of the class, they will be divided into small groups to discuss the paragraph that they created. they may share their commands or suggestion. the following is a brief description of the lesson plan. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 99 adapted from lincs: integrating digital literacy into english language instruction eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 100 conclusion and suggestion nowadays, the use of technology is also included in english language lerner. the use of technology for language learning presents some opportunities for students' language acquisition. thus, they need to be accustomed to the use of technology in the classroom. thus, digital literacy skill is needed. this skill refers to what people do with technology. to develop digital literacies within educational programs, it is needed to determine the tools being used which can be integrated with the learning practices directed towards the learning of course content and achieving learning objectives. it can be inferred that the use of digital devices has to be in line with the objectives and the goal of learning. indeed, learning environments also should be designed with the complexity of learning processes. some factors need to be considered when trying to improve student's literacy skills. first of all, the teacher needs to be aware of students' background knowledge. of course, in one class, there should be different abilities, knowledge, and motivation. in this case, once the teacher enhances students' digital literacy, s/he needs to consider those factors. as mentioned in the u.s. department of education, efl learners come from different backgrounds. they can differ from both learning experiences, language skills, and levels of experience with print literacy and technology. it can affect their ability to acquire digital literacy skills. this study proposed the conceptual theory of digital literacy in lagage teaching. thus for the upcoming researcher who are interested in conducting a research, future studies should cover the practice of applying digital literacy in language classroom which cover the instruction and the content of the lesson and the learning outcome. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 101 references benson, p. & chik, a. (2010). new literacies and autonomy in foreign language learning. in m-j. luzón, m.n. ruiz-madrid & m.l. villanueva (eds.) digital genres, new literacies and autonomy in language learning (pp. 63-80). newcastle-upon-tyne: cambridge scholars publishing. ciampa, k. (2012). reading in the digital age: using electronic books as a teaching tool for beginning readers. canadian journal of learning and technology, 38(2). creswell, j. w. (2007). qualitative inquiry and research design: choosing among five approaches (2nd ed.). sage publications, inc. ertem, i. (2010). the effect of electronic storybooks on struggling fourthgraders' reading comprehension. turkish online journal of educational technology tojet, 9(4), 140-155. eisenberg, m. b. (2008). information literacy: essential skills for the information age. journal of library and information technology, 28(2), 39-47. grimshaw, s., dungworth, n., & mcknight, c. 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(2003). reading on the internet: the link between literacy and technology. journal of adolescent & adult literacy, 47(1): 80-85. thorne, s.l., black, r., & sykes, j. (2009). second language use, socialization, and learning in internet interest communities and online gaming. modern language journal, 93: 802-821. thorne, s. l. (2009). mediating technologies and second language learning. in j. coiro, m. knobel, c. lankshear, & d. j. leu (eds.), handbook of research on new literacies (pp. 415–447). new york, ny: routledge. 71 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall word formation analysis found in english slangs used by justin bieber on instagram febi gilang pratama wiyaka entika fani prastikawati english education departement universitas pgri semarang entikafani@upgris.ac.id abstract this study aimed to find out the word-formations in english slang utilized on instagram captions posted by justin bieber. this study applied a descriptive qualitative method to capture the process of word-formation in justin bieber‟s english slang. in this study, the writers used the theory of yule about the word-formation process for analyzing the data of english slang. the writers obtained the data through reading, capturing, and understanding the captions posted during a year (june 2020 – june 2021). based on the data analysis, seven out of ten types of word-formation processes in english slang were used by justin bieber in his instagram caption. they are (1) clipping, (2) blending, (3) acronym, (4) borrowing, (5) derivation, (6) coinage, and (7) multi processes. the most frequent type of word formation process used by justin bieber on instagram is clipping with the 47 data‟s frequency (54%). this study implies that justin bieber frequently used clipping to make short the words on every posted video or photo so his followers can easily understand his feeling. keywords: english slang, word formation, instagram introduction language is a communication device that is used by people to convey messages to others in written or spoken. according to spolsky (1998), language is used to express meaning and maintain the relationship. according to kaye & downes (2000), language is representing the identity of the users of the language itself. when people speak to use the english language, they are using various english styles; one of the styles in the english language is the informal style. mailto:entikafani@upgris.ac.id 72 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall slang is the everyday language that is frequently used in informal situations (analysis et al., 2018) states that slang is a habitual language that is used among teenagers in a particular community with a specific interest. according to tinggi & asing (2017), three communities regularly use slang words in their conversation such as musicians, drug users, and skateboarders. slang language involves the developing of new words or dictions which never been existed before. in the process of creating slang words, there is a word-formation process that involves the existence of the words. for example, the word “woulda” included slanging word which means “would have”. the process of word-formation “woulda” is blending which means the combination of two separate words which actually can stand alone. there are 10 types of process of word formation such as coinage, clipping, blending, compounding, borrowing, acronym, backformation, conversion, derivation, and multiple processes. currently, the massive spreading of social media also inflicts the spread of slang language; one of the social media platforms that have big numbers of active users is instagram. according to statista (2021), the news portal website that provides the statistic of the active users of instagram, states that there are one billion active users use instagram a month in june 2018. on instagram when people post videos or photos, they can add captions. mostly, they write caption use english slang word. some studies have revealed the use of slang in a movie, song lyrics, and social media. the use of slang is sometimes intended to show strong emotions feeling in humor (zhou & fan, 2013). a study from wulandari (2012) investigated the types of slang words found in the song lyrics. a descriptive method was used in this study. the finding shows that there are four types of the word-formation process of the slang words in the lyrics such as clipping (uni, exam, and sov), acronym (u.s), blending (wanna, kinda, ain’t, shoulda, and let’s), and backformation. they found 50 data of slang words. this findings implies that the most of slang words appears are denotative meanings which means it doesn‟t change the meaning; the focus of slang words that used in the song lyrics was making the good rhyme. tinggi & asing (2017) also used the qualitative descriptive method to find the slang used in seven songs by meghan trainor. there are three types of the word-formation process of the slang words in the lyrics such as clipping, blending, and coinage. as a study from wulandari (2012), the slang words used in the song lyrics of this study were used for making the lyrics in a good rhyme. hafiza & rosa (2020) analyzed word-formation of english slang used in straight outta compton movie”. in this study, it was found six types of slang words based on yule‟s theory (2006). the data was taken from the movie script that there are 65 data of the slang words. the most often types 73 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall of slang words that appeared in this study are blending with 29,24%, which is 19 words. then followed by coinage with 26,16%, it is 17 words. after that followed by clipping with 24,66%, it is 16 words. then compounding with 13,84%, it is 9 words. and the last one is an acronym and multiple processes with 3,07%, it is 2 words. the study has revealed that most dirty words were used in the movie script as slang words. most of the characters in the movie are showed that they are uneducated, lower caste, and criminals. this implies that the background of education, caste in society, and the community are influenced by the way they use the languages. harared (2018) investigated how slang was created and used in the website 1cak.com. using a sociolinguistics study, it was found that there are 6 types of slang words, acronym, blending, borrowing, clipping, derivation, and initials. the data were taken from „trending‟ and „legend‟ posts on 1cak.site. many slang terms found in this study were tended to a comedic. many of them are acronyms or initials of certain words that only can be understood by the community of the “memer”, or the people who are loving the meme (texts or images that contain humor-based slang). this can be implied that slang was created by a certain community with particular purposes as mentioned by allan & burridge (2006). different from the previous studies, this study is trying to investigate the slang used by justin bieber in his instagram. investigating how a popular singer uses english slang in social media is crucial for the content of social media can influence the efl learners in using their english in daily life communication (tinggi & asing, 2017). for that reason, this study fills the exciting gap by investigating the slang used by justin bieber as a famous singer. this study is limited to a research question: “how is the process of word-formations in english slangs used in justin bieber‟s caption?” slangs according to fromkin et al. (2003), the term “slang” has been defined as a thing that everyone can realize but none of a single person can define. slang also has a process of forming words, as yule (2006) says such as coinage, clipping, compounding, blending, borrowing, back formation, acronyms, conversions, multiple processes, derivation (prefix, infix, suffix). a) coinage coinage is a word-formation process by inventing trade names for commercial products and using them in general terms. b) clipping clipping is one of the word-formation processes by making a long word or more than one syllable into a short form. c) compounding compounding is a word-formation process by combining two separate words to produce a new single word. 74 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall d) blending blending is one of the processes which combining two words to create a new word. it‟s by taking only the beginning of a word, then joining it to the end of the other word. e) borrowing borrowing is the one of word formation process by taking over words from other languages. f) backformation is a process of word-formation by reducing one type of word (usually a noun) to form a word of another type (usually a verb). g) conversions conversion is a process of forming a word by changing the function of the word (usually a noun to a verb) without any reduction. h) acronyms acronyms are a new word formed from the initial of a letter of the set of other words. i) derivation the derivation is a process of forming a word by adding a certain word (such as un-, mis-, -ish, -ism, and so, on). it could be at the beginning of the middle or in the last of the words. j) multiple processes multiple processes refer to the process of forming a word that is more than one process. method in this study, the writers used the descriptive qualitative method. the writers aimed to describe the types of slang words used by justin bieber based on yule‟s theory of the word-formation process (2006). the data were collected using the observation method (harared, 2018) that was applied during a year. in this case, the data was taken from instagram the captions posted by justin beiber during june 2020 until june 2021. after collecting the data, the writers analyzed the data based on the theory of about three stages of analyzing the data such as data reduction, data display, and conclusion drawing/verification (aldridge, 2002). findings and discussion this section is trying to describe the finding that is related to the types of word-formation of slang words used by justin bieber on his instagram‟s caption is presented in table 1. based on the analysis of slang words used by justin bieber on instagram‟s caption posted during a year (june 2020 – june 2021) there are 87 pieces of data collected in this analysis. from the data, we can conclude that the most frequent type of word formation that used by justin bieber is clipping; 75 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall which is 47 words or 54%. there is also blending, 18 words or 20,7%. then derivation is 8 words or 9,2%. after that is acronym, it is 6 words or 6,9%. then, borrowing and coinage with the same numbers, it is 3 or 3,4%. and the last is multiple processes, it is 2 or 2,3%. table 1 the frequency of word formation process on justin bieber instagram’s caption posted. no types of word formation frequency number percentage 1 clipping 47 54% 2 blending 18 20,7% 3 derivation 8 9,2% 4 acronym 6 6,9% 5 coinage 3 3,4% 6 borrowing 3 3,4% 7 multiple processes 2 2,3% total 87 100% a. clipping clipping is one of the word-formation types in english slang that is shortening the word or few letters. from the data, the writer was found some clipping process of word-formation on justin bieber instagram posted caption. these are the examples of clipping word-formation process on the instagram caption posted by justin bieber: luv u sweet gurl slang: luv the word “luv” from the data above is a slang word that refers to love. it becomes a slang word because it‟s a new word that is created with a certain word formation process, the clipping process. the word luv is 76 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall clipping from the word love by deleting the word e and changing the word o to u. another example is presented below: birthday gift love em slang: em the word “em” from the data above is a slang word that refers to them. it becomes a slang word because it includes word formation‟s process, clipping. the word “em” is shortening from the word “them”. b. blending blending is another process of word-formation type which associated to the process of forming english slang word. blending is a word-formation process by combining one word with another word to create a new word. for example: one of the most inspiring people i’ve ever been around slang: i’ve the word “i’ve” is a slang word that refers to i have. it‟s two separate words combined into a new single word. they are “i” and “have” and they can be classified into free morphemes because the two of them actually can stand alone. this word includes to slang word that classified into blending process of word formation; the word “i” + “have”. further, justin beiber also used the following blending in his caption: whole lotta... slang: lotta the word “lotta” refers to a lot of or lots of. this word is included in slang, particularly, the word was formed within blending wordformation‟s process. c. acronym in the process of word formation‟s type that stated by yule (2006), there is also an acronym, which refers to the process of forming a new word by using the initial letters. this type of slang word also appears on justin bieber instagram caption posted. for example: holding on is something [i] like do” who says that lol hope this makes you laugh. the word “lol” is included in a slang word that is classified into acronym process. the word “lol” actually is the initial letter from the word „laugh out loud‟ which means to express something funny or amusing. 77 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall another is found in a caption below: lil picnic wif bae the word “bae” in the sentence above refers to the acronym of “before anyone else”. it means a state of love feeling to someone such as sweetheart, baby, lovely, etc. d. borrowing borrowing is a process of word-formation type which refers to the process of creating a new single word by borrowing from other languages. this kind of slang word was also mentioned by justin bieber in his instagram caption posted. this is found in a caption below: my fur babies oscar and esther the word “fur” is a slang word that is classified into the borrowing process. the word “fur” is borrowing from french which means “a sheath or cover”. in french, fur used to mention a sheath that encases or covers a knife or sword made from hairy of an animal (merriam-webster dictionary). e. coinage coinage refers to a process of forming a new word by inventing trade names for commercial products and using them in general terms. there is 3 word that included to coinage appears in this study. for example: glizzy tucked the word “glizzy” here, is classified into coinage. it is taken from an american product which is the name of a gun. later, it changed into the name of hotdog. in this case, bieber tried to say that his braces were looked like a hotdog. f. derivation derivation is another process of forming slang words by adding a certain word (such as, un-, mis-, -ish, -ism, and so, on). it could be in the beginning or in the middle or in the last of the words. for example: when i’m tired, insecure, fearful, angry, sad… the word “insecure” means not confident. it is classified into derivation word-formation process, especially, suffixes. the word “secure” got prefix “in” 78 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall g. multiple processes the last word-formation process in this study is multiple processes. multiple processes refer to the process of forming a word that is more than one process. for examples: when @djtayjames says put your hands up you put you mutha fuckin hands up happy bday… the word “mutha fuckin” here, is classified into multiple processes of word-formation process. first, it is blending from the word “motherfucker”. then the second process is clipping from the word “mother fucking”. the word “mutha fuckin” here, means, remarkable or awesome. from the result of the research above, it can be seen that there are four types of the word-formation process of slang words. they are clipping, blending, borrowing, and acronyms. the most frequent type of slang word used by justin bieber on his instagram caption is clipping with a percentage of 57,9%. in this study, there are 19 data collected analysis of the slang words. the most often used by justin bieber on his instagram‟s caption is clipping, it is 11 words. then, blending, it is 5 words. after that, there is acronym, which is 2 words. and the last is borrowing, it is 1 word. the data analysis indicated that the large numbers of the types of slang words are clipping with 11 words then followed by blending with 5 words. this indicated that bieber as an influencer aimed to maintain the relationship with his fans. bieber wanted to show his feeling through the captions posted on his videos or photos with a simple word. that is why bieber used clipping in most of his captions posted and followed by blending. bieber wanted to convey the messages with a simple shortened sentence, so that everyone, particularly his fans could understand the meaning. from the analysis, the writer compared the study with other similar studies but it has different subjects and sources of the data. this study had differences from the studies (analysis et al., 2018; moreau, 2018; wulandari, 2012; tinggi & asing, 2017). the most dominant of the data sources from those 3 studies were taken from song lyrics, while the data of this study were taken from social media, instagram, particularly on the caption that was posted by justin bieber. besides the differences, there are similarities between this study and those 3 previous studies. the study and those 3 previous studies were found at least 2 similar types of slang words, they are clipping and blending. then, this study was also compared with other studies. hafiza & rosa‟s study has differences from the author‟s study. the data of hafiza and rosa‟s study were taken from the movie script, while this is different from the 79 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall author‟s study which was taken from the captions of justin bieber on instagram. in hafiza and rosa‟s study, the most dominant type of slang word is blending while in this study clipping is the most frequent type of slang word. the other study was done by harared (2018). from harared‟s study, it has similarities between this study. both of the data of the study were taken from social media. the two studies also used the same theory while analyzing the slang words based on yule‟s theory (2006). but there is a difference between the two studies. while the data sources of this study were specifically taken from instagram‟s caption posted by justin bieber, an influencer. the data of harared‟s study were particularly taken from the 1cak.com site, the website that provided the entertainment using meme (images and text that created humor-based slang). conclusion there are 10 types of slang words based on yule‟s (2006) theory about the word-formation process. in this study, the writer found 87 data of the slang words. the first type of slang word that appeared in big numbers is clipping then the second number is blending. this can be indicated that justin bieber tended to convey the messages in a short sentence. bieber wanted to make short the sentence on his instagram caption so that everyone could be easy to understand the meaning. the researcher hopes that this study can be used as a reference to study slang words so that the next researcher can use different approaches, methods, and perspectives. references aldridge, d. (2002). review: michael huberman & matthew b. miles (hrsg.) (2002). the qualitative researcher‟s companion review: michael huberman & matthew b. miles (eds.) (2002). the qualitative researcher‟s companion rese a: michael huberman & matthew b. miles (eds.) (2002). forum qualitative sozialforschung / forum: qualitative social research, 3(4). https://doi.org/10.17169/fqs-3.4.787 allan, k., & burridge, k. (n.d.). taboo and the censoring of language sweet talking and offensive language. 29–54. analysis, a. n., slang, o. f., in, w., lyrics, s., & on, e. (2018). an analysis of slang word in song lyric eminem on album kamikaze. e-journal of english language & literature, 7(4). fromkin, v., rodman, r., & hyams, n. (2003). an introduction to language sevent edition (p. 634). hafiza, m., & rosa, r. n. (2020). an analysis of word formation of english 80 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 2, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall slang used in straight outta compton movie. e-journal of english language & literature issn, 9(1). harared, n. (2018). slang created and used in 1cak.com site: a sociolinguistics study. humaniora, 9(2), 119. https://doi.org/10.21512/humaniora.v9i2.4262 kaye, a. s., & downes, w. (2000). language and society. language, 76(1), 215. https://doi.org/10.2307/417438 moreau, e. (2018). what is instagram, anyway? lifewire, 1–9. putri wulandari1, h. a. (2012). the types of slang words in the lyrics of “jigsaw” album by lady sovereign. september, 1–16. spolsky bernard. (1998). sociolingustics (p. 71). tinggi, s., & asing, b. (2017). identifying slang words in meghan trainor’ s song. 3(2). zhou, y., & fan, y. (2013). a sociolinguistic study of american slang. theory and practice in language studies, 3(12), 2209–2213. https://doi.org/10.4304/tpls.3.12.2209-2213 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 31 the effect of scaffolding technique in teaching writing of recount text at smk pembangunan bukittinggi novia shinta institut agama islam negeri bukittinggi, indonesia noviashinta72@gmail.com abstract this research was aimed to know the effect of using scaffolding technique in teaching writing of recount text at first of smk pembangunan. the method used in this research was a quantitative method. to attain the reliability of the test instrument, the researcher used rubric of scoring namely an analytic scoring which was adopted from john anderson to score the students’ writing on the pre-test and the post-test. to analyze the data the researcher used ttest formula and consulted the result into t-table with the level of significance α = 0.05. the research findings showed that the result of the pre-test and post-test score of the experimental class tₒ (-7,578) was higher than t table (1.717). hₒ was rejected and hₐ was accepted. it means that there is a significant effect of using s c a f f o l d i n g t e c h n i q u e i n t e a c h i n g w r i t i n g o f r e c o u n t t e x t . then, the calculation of the post-test both classes: was experimental class and control class, it was obtained that the tₒ (8,307) was higher than the t table () with a degree of freedom (df) = 22. so, the alternative hypothesis (hₐ ) were accepted, which means that there is a significant difference between using scaffolding technique and conventional. it can be concluded that the hypothesis is accepted. it is proved that using scaffolding technique can help the students in improving their ability in writing recount text. keywords: scaffolding technique; writing recount text; english writing method introduction writing is one of the important skills that must be learned by students. it becomes important since writing is one of the ways to communicate besides speaking. considering the importance of writing, students should be able to write well. according to harmer, being able eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 32 to write is very important for everyone who learns english (jeremy harmer, 2006, p. 46). writing can help students to learn and develop their english by expressing their knowledge, experience, and so on. it can be expressed in the form of essays, a paragraph, a letter, a short, etc. writing is considered as one of the challenging and difficult skills by the students. nunan states that writing is a difficult skill, as it needs the coordination of motor skills and the brain. many factors make the students feel difficult when they are doing the writing. in other words, they do not have an idea to write a text, such as an example of a recount text. in writing, they often lack vocabulary, have a lot of mistakes of spelling and choice of words, lack ideas. according to curriculums 2013, the students are taught to express meaning in a short functional written text or write a simple essay accurately and fluently. based on the syllabus, there are several kinds of texts that students need to master, one of them is recount text. recount text is used to tell a chronological event that happened in the past. it is used to inform or entertain the reader. wahidi refers recount to a written recount of recall of events, with attention to sequence, accuracy, and often detail. the purpose of the story is to tell a series/ sequence of events and check their significance in some way. it expresses attitudes and feelings about events. the social function of a recount text is to give a sequential and detailed account of an event, series of events, or incidents that happen in the past. recount text is a kind of text which uses to recall events in chronological order to informing to entertaining the readers. the preliminary research which was conducted on the students’ ability in writing recount text at first grade in smk pembangunan bukittinggi found that most of the students a got low score in their writing. this phenomenon was indicated through the value of students under minimal completeness criteria. meanwhile, the minimal completeness criterion is 65. then, the students had low competency in organizing ideas into a good paragraph. it can occur because the students do not know what to do or what to write. this happened because of some problems that are faced by students when they start to write. first, students have a lack of vocabulary. second, they still confused about how to organize sentences into a good paragraph. besides, the teachers just used the conventional technique in teaching and forced the students to memorize, which can make the students felt bored. therefore, the students were not interested in the eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 33 subject then some students had low scores. this phenomenon creates the students writing ability will never develop. scaffolding is one kind of technique in learning. wood et al define scaffolding as the support provided by teacher/parent (tutor) that allows students to meaningfully in and gain skill at problem solving (brian r. belland, 2017, p. 4). it could be defined as the role of teacher and others in supporting the learners’ development and providing support structures to get to that next stage or level (wang yuanying, 2011, p. 46). by understanding the definition of scaffolding technique, this technique can be used in teaching writing. scaffolding writing is intended to be a temporary technique in order to make the learner be an independent writer. in teaching writing, the teacher does modeling what should the students do to start writing. as an alternative technique, scaffolding may help the teacher to know the weakness of the students in writing so the teacher can build up the students’ knowledge. furthermore, it supports the notion that writing process that involves growth, development, and learning as well as a product. it also helps students to become actively involved in growth, development and learning as well as a product. it also helps students to become actively involved in assessing their needs, progress, achievement, and effort (rose et.al, 2003, p. 42). based on the background of the study described above, the researcher interested in conducting the study “the effect of using scaffolding technique in teaching writing of recount text at the first grade of smk pembangunan.”the conceptual framework of this research can be created as follows : figure 1. conceptual framework of research scaffolding technique what is the significant result of using scaffolding technique toward students’ writing skill on recount text scaffolding technique the procedure of using scaffolding technique according sylivia read 1. conducting inquiry 2. modelling 3. shared 4. collaborative with group learners 5. independent the criteria to measure the students’ writing skill: 1. organization 2. vocabulary 3. grammar 4. language use 5. mechanics eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 34 a hypothesis is an explanation for certain behaviors, phenomena, or events that are occurring or will be occurring. l.r gay state that the hypothesis is formulated after the review of related literature and before the execution of the study. based on the conceptual framework above, the hypothesis of this research could be formulated as follows: 1. ha: there is a significant effect of using scaffolding toward a student’s ability in writing recount text. ( hₐ : ) h : there is no significant effect of using scaffolding toward the student’s ability in writing recount text. ( hₒ : ) 2. hₐ : there is a significant difference in the student’s writing skills between the students who use scaffolding and the students who use the conventional technique in writing recount text. ( hₐ : ) hₒ : there is no significant difference in the students writing skills among the students who use scaffolding and the students who use the conventional technique in writing recount text. ( hₒ : ) 3. hₐ : the writing skill on recount text of the students who use scaffolding better than the writing recount text of the students who do not use scaffolding. (hₐ : ) hₒ : the writing skill on recount text of the students who use scaffolding worse than the writing recount text for the students who do not use scaffolding. ( hₒ: methods in this research, the researcher used quantitative research. quantitative research is a kind of research that collects the data in the eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 35 form of the number. according to sugiono (2009, p. 13), research is called quantitative because the data of research use numeric and using statistical analysis. there are many types of quantitative research. dealing with the problem of study states before, the researcher used the experimental research type in this research. according to suharsimi arikunto (1995, p. 105), the experimental research is the research to know whether any cause or not from the treatment that is given to the subject. thus, the researcher used experimental research, since the researcher wanted to know whether any cause or nor after using scaffolding in the study recount text. a quasi-experimental research design used in this research in which it is a kind of experimental research design that has less control in extraneous variables (donald ary, et.al., 1996, p. 328). there is a random assignment of the subject into two groups: experimental class and control class. both classes, conduct the pre-test and post-test and only the experimental class give treatment. findings the data used for this research was obtained from the result of the students’ writing test. the data collected were analyzed to answer the research questions as follows : 1. is there any significant effect of using scaffolding technique towards students’ mastery in writing recount text at the first grade of smk pembangunan bukittinggi? 2. is there any significant differences in students’ writing recount text between the students’ who are taught by using scaffolding technique and those who are not taught? 3. is the recount text which is written by the students who are taught using scaffolding technique better than those who are not taught? the findings were intended to explain whether there is any significant effect of using scaffolding techniques on students’ writing recount text. besides, they were analyzed to know whether or there are not any significant differences of the students’ writing recount text among the students who use scaffolding technique and the students who do not use scaffolding technique and to know whether the writing recount text of the students who use scaffolding technique is better than the writing recount text of the students who do not use scaffolding technique. this study was conducted by applying experimental research. there were two groups in the research, namely the experimental and control group. this research applied a writing test in which the total eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 36 score is 100. the pre-test was given before the treatment and the posttest was given after the treatment. the researcher gave the treatment to students in the experimental group by applying scaffolding technique. after conducting the research, the researcher got the data of students’ scores on the pre-test and post-test from the experimental and control group. table 1. the score of pre test and post test of experimental group no students’ initial pre test post test 1 ara 40 78 2 aa 46 80 3 as 64 76 4 dga 68 86 5 fa 42 68 6 np 50 80 7 mf 42 86 8 rp 48 78 9 rpp 68 70 10 sa 42 78 11 tfn 62 88 12 vr 44 76 total ʃ = 616 ʃ = 944 mean 51.33 78.66 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 37 based on the table above, the student’s achievement in writing recount text in the experimental group showed the lowest score of the pretest was 40, and the highest score of the pre-test was 68 and the mean of pre-test was 51.33. on the other hand, the lowest score of the post-test was 68, and the highest score of the post-test was 88 and the mean of the posttest was 78.66. table 2. the score of pre test and post test of control group based on the table above, the student’s score in writing recount text in the control group showed the lowest score of pre-test was 40, and the highest score of pre-test was 68 and the mean of pre-test was 52.33, on the other hand, the lowest score of post-test was 68, and the highest score of post-test was 88 and the mean of post-test was 6.83 based on the explanation above, it shows that the student’s score in the experimental group was higher than the student’s score in the control group, wherein the pre-test ( 51.33 ) and the score in posttest ( 78.66 ). the total score of the mean score in the experimental and control group showed that there was a significant effect on the improvement of student’s scores between pre-test and post-test. no students’ initial pre test post test 1 ap 56 60 2 ar 60 62 3 ft 52 58 4 fww 56 64 5 ne 44 56 6 rd 56 58 7 rs 60 65 8 rf 52 60 9 rp 40 58 10 ss 68 70 11 sw 44 64 12 iz 40 55 t o t a l ʃ =628 ʃ =739 m e a n 52. 33 60. 83 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 38 discussion the research in conducted in three steps. the first step is pretest. pretest is used to check the students’ knowledge about recount text before being taught by using scaffolding technique. the second step is treatment; in this treatment the researcher apply their technique in teaching recount text. and the last step is posttest, in this posttest is the result of applying the scaffolding technique in teaching writing recount text. from data analysis, the objective pf this study was to know if there was an effect of using scaffolding technique in teaching writing of smk pembangnan bukittingi. then the result of writing recount text was significant different before and after taught by using scaffolding. this result shows that the stdents more can write a good writing by using scaffolding technique. based on the result of posttest that showed the score is higher than pretest. the score of pretest is 60.83 and the score of posttest is 70.66. from this result it can answer the research objective, that is, is there any significant difference on the students achievement in recount text skill before and after being taught by scaffolding technique in first grade of smk pembangunan bukittinggi? it means that there is significant different in the students writing of recount text before and after by using scaffolding technique because the value of posttest higher that pretest. here the advantages of using scaffolding in writing. from students’ the advantages are :1. challange but reasonable tasks that stimulate thinking and motivate efforts to learn. 2. meaningful instruction and feedback that helps drive further development an appropriate pace. 3. a learning environment where they are valued as individuals, a collaborative, group and a class. 4. a learning environment where their creativity and thought processes are acknowledge and accepted. and from teacher are: identify and use areas of strength and weakness to tailor learning experiences at the individual and group level. 2. engage students in social interactions to enable learning. 3. better understand students as individual learners, learners in a small group setting and learners in a larger social setting. 4. discover unique through processes that different students may use to solve problem. from the findings it can be stated that the scaffolding technique is effective in teaching writing. this statement was supported by wood et al used the term scaffolding to refer to the instructionally supportive activities and social interactions that occur between the child and other individuals as they guide effective learning and development in the zdp (mackiewich and isabella, 2013, p. 45). so in teaching writing is eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 39 necessary to use scaffolding as the technique to make easier the students write something. if we back to the previous study, this research has the same result from the previous studies that stated scaffolding techniques effective in teaching writing. from the result, this research supported the previous study from yulia yasinta entitled the effectiveness of using scaffolding technique toward students’ skill in writing descriptive text, and from kasmaini entitled the implementation of scaffolding in improving students’ activeness in writing. based on the explanation above, the use of scaffolding technique gives positive effect in students’ writing ability. it has been verified by the result of data analysis in that there is a significant difference between students writing ability before and after being taught by using scaffolding technique. it can be concluded that the used of scaffolding techniques is effective in teaching writing of recount text in first grade of smk pembangunan bukittinggi. conclusion and suggestion after obtaining the data analysis of the scores obtained in english test, it could answer the problem of the study, which to measure the effect of scaffolding technique in the teaching of recount text at first grade in smk pembangunan bukittinggi, it was concluded that the students taught by concept scaffolding technique gain better than those taught by non-concept scaffolding technique. it was proved by mean score of the students who were taught by scaffolding technique was 78.66 and the students who were taught without concept scaffolding technique was 60.83. based on the result of hypothesis test calculation, it was found that the value of significant probability (sig.2-tailed ) is 0.00. the result is 0.00. the result is 0.00<0.05, it means h₁ was accepted and hₒ is rejected. from the result of testing hypothesis using the calculation of t-test, it is shown that the students taught by concept scaffolding technique gain better than those taught without concept scaffolding technique. the finding of the study interpreted that the alternative hyphotesis stating that there is a significant effect of scaffolding technique in teaching of writing recount text at smk pembangunan bukittinggi. the finding of the study interpreted that the alternative hypothesis stating that there is a significant effect of scaffolding technique toward writing recount text ability of the first graders of smk pembangunan bukittinggi. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 40 based on the research that the researcher has done. it showed that the technique that usually used by the teacher at school didn’t influence the students’ ability in writing. therefore the researcher wants to suggest : 1. all english teachers should use scaffolding technique as one alternative technique in teaching writing. it could increase the students’ interest in learning english, especially in writing, and change their views that learning writing is not difficult. 2. scaffolding t e c h n i q u e t h a t co u l d h e l p t h e st u d e n t s i n wr i t i n g a p a r a g r a p h 3. the next researcher could develop the scaffolding technique to apply in the teaching and learning process in the future. references anderson, mark dan kathy andersen. (2003). text tyype in english. new york : macmilan education australia arikunto, suharsimi. (1995).manajeman pendidikan. jakarta: rineka cipta. a, read silvia. (2010) model for scaffolding writing instruction : imsci. vol.64, no: 48 belland,brian r. ( 2 0 1 7 ) .”scaffolding : definition, current debates, and future directions”. usa. utah state university dave, pratima shastri. (2010). communicative approach to the teaching of english as a second language. mumbai : himalaya publishing house. hannafi. (2009). designing task for the communication classtoom. cambridge : cambridge university emilia emi. ( 2012). engaging and exploring recount writing: a practical guide for classroom teacher. south australia: departement for eduction and child development gay, lorraine r, mills, geofrey and araisian, peter w . (2011). educational research : competencies for analysis and applications, new jersey : pearson education, inc. harmer, jeremy. (2006). the practice of english language taching. third edition. kurniawan, lanny. (2017). english for smk 1. national library: catalonging in publication data nunan, david. (2005). practical english language teaching young learner. new york : mcgraw-hill companies. syafitri, widya. (2016). the implementation of genre-based approach in teaching writing at sma solok. vol 5no.2 2016 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 41 sugiono. (2009). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r&d). bandung : alfabete eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 67 teaching the less-skilled comprehenders by using “the fab four” fenty andriani, m.pd institut agama islam negeri ponorogo abstract this study investigates how the “fab four” strategy implemented to teach the less-skilled readers in state institute of islamic studies of ponorogo. the design of this study is qualitative. twentyseven english department students of the third semester are the subjects of the study. the fab four strategy is applied by having the lecturer model four comprehension strategies (summarizing, questioning, predicting, and clarifying) through guided group discussions. using this strategy, improvements have been noted in students reading comprehension. the result of this study indicates that the “fab four” is a great strategy to teach the less-skilled comprehenders as they are trained to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information. key words: the fab four, less-skilled comprehenders introduction the teaching-learning process of reading has a particular importance as reading is a basic skill to learn something and very fundamental for students. unfortunately, in fact, many students consider that reading is a tiring and difficult activity as they not only have to read the text but they also have to activate their prior knowledge and match them with the information they get in order to achieve comprehension. without comprehension, reading is just an activity to decode printed materials with no understanding. however, in the case of comprehending texts, no matter how good ability they have, occasionally still face comprehension failure when reading text. then, if the proficient readers still face comprehension failure how about the less-skilled comprehenders are. in the case of comprehending text, it seems reasonable if most of the students have difficulty since they are only asked to read a certain text then answer the questions. in this case, actually, the process happening cannot be called as a strategy to teach reading, but it is appropriate to be called as a way to test students. as a matter of fact, asking students to answer such questions after they have finished reading is really a testing strategy rather than a teaching one. this is actually evidence that the teaching strategy of reading comprehension is not successful yet. based on the explanation above, therefore, the writer offers a teaching strategy that may be able to solve the problem in comprehending texts, especially for the less-skilled comprehenders. it is the the “fab four” strategy. this strategy, based on palincsar and brown (1984) identifies four basic strategies (predicting, clarifying, questioning, and summarizing) that help students recognize and react to sign of comprehension breakdown. the objectives of this research are to give description and explanation about the implementation of the “fab four”strategy and the students’ responses toward the implementation of this strategy. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 68 method in conducting this study, the researcher used the descriptive qualitative as the research design. descriptive research is a research to describe a situation which is conducted without manipulation or giving special attention to the subject as all of the activities run nature. qualitative study is designed to describe the observed phenomena with words rather than with number. twenty-seven english department students of the third semester in iain ponorogo were the subjects of the study. findings the researcher described the implementation of the “fab four” strategy in teachinglearning process and the students’ responses toward the implementation of this strategy below. a. the results of the first observations the researcher observed the process of how the “fab four” strategy implemented by the help of observation checklists and field note. the lecturer started the lesson by greeting the students then checked the attendance list to make sure that all of the students were present. before starting implementing the strategy, she reviewed little bit the previous lesson. afterward, the lecturer made the students be more enthusiastic to learn since she told that they were going to learn a way to comprehend texts easily. this strategy was called the “fab four”strategy. the lecturer explained that there were four steps in the implementation of this stategy, namely predicting, generating questions, clarifying, and summarizing. she added that by conducting those four steps, the students could not only practice to speak english, but they could also learn how to overcome their comprehension failure, such as: new vocabulary, unclear reference words, and unfamiliar concepts. afterward, the lecturer distributed the texts and asked the students to read the title. stimulating the students’ background knowledge dealing with the title, which was going to discuss, was the next activity the lecturer did. she asked whether or not the students had known the text before. some of the students said “yes”, but most of them replied “no”. the lecturer, then, modeled the four steps of the “fab four” strategy, namely predicting, generating questions, clarifying, and summarizing one by one. she started by giving instruction to the students as follows. lecturer: now, let’s see if this is what really the author wrote. read the first sentence of the story: walter crane was a rich merchant. what do you think the author is going to tell us? it showed that the lecturer dis not only started the class by building or stimulating the students’ background knowledge but also conducting a predicting step. then, the following utterance was the example for questioning step. lecturer : read the first sentence of the story: walter crane was a rich merchant. what do you think the author is going to tell us in the first paragraph? for the third step: clarifying, the lecturer used context clues to explain the meaning of a certain word. she did not directly tell the meaning instead gave a chance to the students to look at the context of the sentence. after modelling the example of how to predict, generate questions, and also clarify difficult words, the lecturer explained that those were the examples of conducting the three eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 69 steps in reciprocal teaching. then, she continued discussing the next paragraph with the same strategy: asking questions related to the content of the paragraph and clarifying the difficult or new words. besides, she also asked what the students have learnt from the first and second paragraph, which could be called as summarizing step. in the case of summarizing step, the lecturer stimulated the students to add comment or information by giving reward for the ones who could answer the question. next, the lecturer appointed one student to be “the lecturer” to practice leading the discussion of the second paragraph in front of the class. during the student “lecturer” performance, it was found that there were such difficulties faced in guiding the student “lecturer” to speak english. after doing the activity, the lecturer challenged the students to ask questions related to the activity had already been done. after performing how to implement the strategy, the lecturer divided the class in a mix ability group of three to discuss the last paragraph by applying the strategy. as there were 27 students, 9 groups were formed. the lecturer told the student “lecturer” to write the word “lecturer” beside his name in his group task paper to indicate that the role of the lecturers would really change on the next meeting. during the discussion, the lecturer monitored, kept on track, and helped the students overcome the obstacle. she moved around to check each group whether or not the students really could implement the strategy. the condition of the class was quite noisy. most of the students had difficulty in speaking english and clarifying difficult words. thus, they often asked for the lecturer and dictionary help. after practicing the strategy, the lecturer had the students report the activities which had already been done in the group task sheet. in this case, they had to answer three instructions: generate questions, clarify difficult words, and also summary the text. at the end of the lesson, the lecturer discussed the students’ difficulties during the activities. then, she asked the students to answer some questions. the lecturer gave final feedback and told her students to get ready for the next meeting as they were still going to learn by using the “fab four” strategy. b. the result of the second observation like the first meeting, the lecturer started handling the class by checking the attendance list. the lecturer reminded the students the four strategies of the “fab four” strategy. she continued distributing the texts and the students’ tasks to each student in each group. here, it should be noted that the group tasks were used to report the activities which already had been done. different from the first meeting which asked the students to answer three instructions in the group task: generating questions, clarifying difficult words, and summarizing the text, the second meeting had the students answer four instructions: predicting, generating questions, clarifying difficult words, and summarizing the text. the lecturer asked her students to directly discuss the text given by applying the four steps of the “fab four” strategy. she reminded that the role of “lecturer” should be rotated so that the one who had been the “lecturer” in the first meeting had to be the students in the second meeting. since the order of the “lecturer” had been decided in the first meeting, the students “lecturer” could directly lead the discussion. unfortunately, when finally the lecturer asked the students who were going to be the students “lecturer”, there were only some students who raised their hands. the others eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 70 were afraid of being the students “lecturer”. therefore, the lecturer supported them by helping them in leading the discussion. the students looked braver to lead the discussion. next, the lecturer distributed a piece of paper containing a conversation between students and lecturer which could be used by the students as a guideline in acting as a lecturer as many of them got some problems before. finally, the students started discussing the text. during the discussion, the students still got problems to speak english and clarify difficult words. however, the lecturer patiently explained again how to clarify difficult words that before looking at the dictionary, they could use the context clues to identify the meaning of new vocabularies as had been explained before. she explained that the students should guess the meaning by looking at the preceding and following of the difficult word. however, she did not ask any follow-up question to enrich the students’ conversation. the students, then, answered the group’s task which consisted of four instructions. individually, the second and third instruction had each student write down his own predictions about what the author might discuss, and also had them generate questions related to the text they had discussed. the third and fourth instruction had to be discussed together with their group. it was related with clarifying difficult words and what they had learned from the text. it was crucial that each student cited reference points in the texts that were the evidence to clarify or support questions and/or commentary. at the end of the lesson, the lecturer gave feedback to the students’ activity after implementing the “fab four” strategy. different from the first meeting which spent much more time, the second meeting could be finished on time as the time well. c. the result of the questionnaire the questionnaire given to the students was meant to find out the students’ responses toward the implementation of the “fab four” strategy. the researcher included four possible answers which indicated different agreement: a= very b = quite c = less d = not then, in order to gain reliable interpretation from the data got, the researcher classified the questions into three parts. they were as follows: 1. questions 1-3 dealt with the material. 2. questions 4-8 dealt with the teacher’s role in the classroom. 3. questions 9-17 dealt with the strategy. table 1. the result of questionnaire no answers a b c d 1 20 7 2 18 9 - 3 26 1 4 3 17 7 5 3 22 2 6 3 20 3 1 7 2 20 5 8 3 21 3 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 71 9 5 18 2 2 10 17 7 3 11 3 8 14 2 12 7 16 4 13 4 17 6 14 6 16 3 2 15 3 11 10 3 16 4 8 13 2 17 15 8 2 2 after classifying all of the data gained, the frequency of each number was counted to know the proportion of each part of questionnaire. it was calculated by using this formula: the sum of students’ responses of one question x 100 % the number of the students 1. the students’ opinions about the texts. no. a b c d 1 67,57 % 32,43 % 2 62,17 % 37,83 % 3 83,78 % 16,22 % from the students’ responses, it was revealed that most of the students felt the texts were so interesting (67,57 %). most of them comprehended the texts (62,17 %). yet, some students thought that the texts were difficult. meanwhile, more than 80% students agreed that the texts could motivate them to read (83,78 %). 2. the students’ opinions about the lecturer’s role in the classroom. no. a b c d 4 8,10 % 59,46 % 32,43 % 5 10,81 % 83,78 % 5,40 % 6 8,10 % 75,67 % 13,51 % 2,70 % 7 5,40 % 75, 67 % 18,91 % 8 8,10 % 83, 78 % 8,10 % from the table, it can be seen that the lecturer’s role really affected the students’ motivation and participation. the students admitted that the lecturer gave understandable explanation (59,46 %). most of them also agreed that the lecturer supported them to participate actively in the class (83,78 %). the lecturer explained the strategies step by step clearly (75,67 %). besides, it was clearly seen that the lecturer guided both the students “lecturer” (75,67 %) and the other students (83,78 %). 3. the students’ opinions about the strategy. no a b c d 9 13,51 % 75,67 % 5,40 % 5,40 % 10 72,97 % 18,91 % 8,10 % 11 8,10 % 35,13 % 51,35 % 5,40 % 12 32,43 % 56,76 % 10,81 % 13 10,81 % 72,97 % 16,22 % eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 72 14 29,73 % 56,76 % 8,10 % 5,40 % 15 8,10 % 43,24 % 40,54 % 16 16,22 % 35,13 % 43,24 % 5,40 % 17 56,76 % 8,10 % 5,40 % from the above result, it was known that more than 70 % students gave positive responses and high interest. they said that the strategy applied was interesting (75,67 %) and easy to be done (72,97 %). at first, before the strategy was implemented, the students had difficulty in comprehending texts (51,35 %), but after the lecturer implemented the “fab four” as a strategy, it was easier for them to understand the texts (56,76 %) and the others (32,45 %) stated that it was very easy to comprehend the texts. besides, there were also some other positive effects gained after implementing the strategy, such as: it motivates the students to speak (72,97 %) and study english (56,76%). besides, this strategy could also enrich their vocabulary items (43,24 %). however, sometimes they still found difficulty to do the strategy if the lecturer did not guide them (43,24 %). in short, most of the students really wanted to apply this strategy again (56,76 %). discussion the purpose of this part is to relate the results of the study and the theories. it was conducted to prove whether the results described above support, develop, or contrast with the theories. it was divided into two sections: the implementation of the strategy, and the students’ responses toward the implementation of the strategy. a. the implementation of the “fab four” strategy in the first meeting, the top-down model of reading was performed since the lecturer started the class by stimulating the students’ background knowledge, making predictions, and confirming to the text whether the predictions hypothesized were correct or not. in other words, the students started with a complex problem then worked down toward the smaller elements. as stated by nunan (2003) that a top-down model begin with the largest elements and works down towards smaller elements to build comprehension of what is being read thus, here, it proved that the fab four strategy uses top-down models of reading since the students begin with complex problems to solve and then work out or discover (with the teachers’ guidance) the basic skills required (slavin, 2000). then, since in constructivist learning theory, the top-down model of reading is used, it means that the fab four strategy can be called as a well kind example of constructist learning theory (palincsar & brown in slavin, 2000). moreover, in the first meeting, the lecturer also modelled how to implement the strategy with very short pieces of literatures. he started by discussing paragraph by paragraph. it means that a suggestion stated by rosenshine and meister (1994) in order to start this strategy with very short pieces of literature or short sections of a larger work (a chapter or section of a novel, biography, etc.) was well conducted. this activity allowed students to practice their skills before moving on to longer readings. after being showed how to implement the four comprehension strategies by the lecturer, the students were grouped into small groups of three to apply the strategy independently. here, the lecturer assigned individual student to take turns "teaching" and "modelling" the strategies in their small group. this metacognitive exercise encouraged students to think about their own eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 73 thought processes when using reading strategies (palincsar and brown, 1984). it was a great way to make the students be more enthusiastic in following the conversation. based on the explanations above, it showed that in the first meeting, the lecturer followed both the stages of reading, namely pre-reading, whilst reading, and post-reading activity, and the procedures in implementing the fab four strategy. however, unfortunately, the teacher chose the student “lecturer” who modelled the four strategies in front of the class with the one whom she thought wanted to be a lecturer in the future, not the one whom she thought had less difficulty in conducting the activity. as suggested by slavin (2000) that actually it is better if the lecturer starts with the student whom s/he thinks will have less difficulty with the activities. in this case, the researcher believes that there would be some expected effects, such as: 1) the time could be managed well since the lecturer did not have to spend much time to guide the student “lecturer” performed in front of the class. 2) the students could see a good example to apply the four strategies so that they might not ask so many questions how to implement the strategy. the teaching-learning activities in the second meeting were the same with the first one. here, the students discussed the texts with their group by implementing the four steps of the fab four, namely predicting, generating questions, clarifying, and summarizing, besides, they also changed the role of the students “lecturer” orderly so that all of the students could be the leader of the group. this activity was an important part of the process (rosenshine and meister, 1994). in short, both meetings, based on the result of observation checklists and the researcher’s note, proved that the fab four strategy implemented by the lecturer was students-centered since the students actively learned by themselves. however, that the lecturer’s role in the teachinglearning process could not be ignored was important to be underlined. here, the teacher guided, kept on track, and monitored the students’ activities. as stated by rosenshine & meister (1994) that the teacher should spend his/her time to move around the room to visit each group’s discussion. s/he also might ask a follow-up question to enrich the conversation. b. the students’ responses toward the implementation of the fab four strategy the students’ responses which were obtained from the questionnaire showed that most of them gave positive responses toward the implementation of the fab four strategy. here, they agreed that this strategy could motivate them to speak english (72,97 %) with their group since the fab four strategy was designed as a discussion technique. the dialogue itself, as written by palincsar, ransom, and derber (1989), is used as the medium because of two reasons. firstly, it is a language format with which children are familiar (as opposed to writing, which may be too difficult for some struggling readers). secondly, dialogue provides a useful vehicle for alternating control between teacher and students in a systematic and purposeful manner. in addition, most of the students stated that this strategy could also enrich their vocabulary items (43,24 %). besides, most of them also agreed to apply this strategy in reading the other kinds of texts (56,76 %) since they felt that this strategy could help them in enhancing comprehension and obtaining the detailed information of texts (56,76 %). in this point, their statements strengthened palincsar and brown’s statement in 1984 that the eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 74 fab four strategy was built on four strategies that good readers used to comprehend texts: predicting, generating questions, clarifying, and summarizing. in short, implementing this strategy is very useful and helpful for the students not only to comprehend the texts but also to speak english. conclusion and suggestion the fab four is a students-centered strategy since the students actively learned by themselves by having the lecturer’s guide. as stated by rosenshine & meister (1994) that the lecturer should spend his/her time to move around the room to visit each group’s discussion. asking a follow-up question to enrich the conversation is also needed. the lecturer follows the procedures in implementing the fab four strategy, namely predicting, clarifying, questioning, and summarizing. the teaching-learning activities the result of questionnaire proved that this strategy is very useful for students especially for the less-skilled comprehenders to comprehend english texts. however, it is suggested to choose the “lecturer” role with the one who has less difficulty with the activities. in this case, the researcher believes that there will be some expected effects. first, the time can be managed well since the lecturer does not have to spend much time to guide the student “lecturer” performed in front of the class. second, the other students are able to see such a good example in applying the four strategies that they might not ask so many questions how to implement the strategy. overall, the fab four is a great way to teach students how to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information. therefore, it is strongly suggested that other lecturers or teachers would apply this strategy to teach the less-skilled readers in order to boost their reading comprehension. bibliography nunan, d. 2003. practical english language teaching. new york: the mcgraw-hill companies. palincsar, a.s. 1986. http://www.mediawiki. org/http://wikimediafoundation.org/. palincsar, a.s. & brown, a. 1984. reciprocal teaching of comprehension-fostering and comprehension monitoring activities. cognition and instruction, 1(2), pp. 117-175. paliscsar, a.s, and brown, a.l. 1986. interactive teaching to promote independent learning from text. the reading teacher, 39(8), 771-777. rosenshine, b., & meister, c. 1994. reciprocal teaching: a review of the research. review of educational research, 64, pp. 479-530. slavin, robert e. 2000. educational psychology (6th edition). usa: allyn and bacon. http://wikimediafoundation.org/ eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 29 the problems of early childhood education during covid-19: an appraisal analysis of “does early childhood education still matter during covid-19? on the jakarta post nadiah ma’mun, ahdi riyono abstract this article explores the rhetoric of yuliana in describing the difficulties of parents, teachers, and school administration during covid-19 health crisis. this study is guided by content analysis and the analytical framework of appraisal from systemic functional linguistics, which concerned with the language of evaluation. the study reveals that in order to show the problematic matters of poor early students, their parents, the teachers, and the owner of a daycare center, yuliana utilizes the appraisal system in a variety ways, with the aim to show some alternative solutions to the owners of the schools and the governments as to invest more because of the importance of early education for young generations for the future. keywords: early childhood education, covid-19, the jakarta post, and appraisal analysis. introduction the jakarta post is one of the leading english language newspapers in indonesia. apart from presenting news in various fields, the newspaper also provides a column intended for public voices, namely the opinion column. in the issue of october 27, 2020, there was an interesting opinion from a lecturer at one of the leading private universities in jakarta, and also the owner of one of the daycare centers in depok. he told about the impact of covid-19 on early school children, teachers and school administrators during the pandemic spreading. the early childhood education is an important milestone in a person’s life, and still many young children in indonesia are missing out on school, recreation, interaction with their peers and in general, their childhood, because of the health crisis (the jakarta post, october 27, 2020). the use of appraisal system for making meaning in the opinion column is interesting to do research. there are some previous researches on appraisal as an evaluation language. such as ross & caldwell (2019), sukma (2018), tiani (2017), handono (2017), mazlum & afhin (2016). those articles are used to show the gap of this research, this research focuses on the use of attitude analysis on an opinion column. appraisal theory is part of the study of interpersonal metafunction in systemic functional linguistics which focuses on evaluating language, attitudes, emotions, and how a text has goals and problems (martin & white, 2005). appraisal can be used as a tool to dissect texts in critical discourse analysis as expressed by fairclough (2001). eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 30 in discourse and communication, attitude as a part of appraisal system in the systemic functional linguistics may be regularly observed, particularly in relation to daily public opinions in the society. the use of language for evaluation is sensible in connection with journalistic media. the language process involves three domains of meaning, namely (1) experiential meaning, halliday (1994) calls it ideational meaning, (2) interpersonal meaning, emphasizes interpersonal relationships, and (3) textual meaning, something meaningful when visualized through writing. these writings can be realized through words, phrases, and clauses through proper diction, even aesthetically reflected visual appearance. in systemic functional grammar these three domains are called metafunctions. the first metafunction is the ideational function, in this realm it plays a role in the construction of meaning related to the physical and experience of language users. in this realm, it focuses on how a person's social experience is constructed in language. the second domain is the interpersonal function, which deals with the delivery of opinions and attitudes between writers and readers, between speakers and listeners. this function shows the action taken to experience in the social interactions, which is realized through speech acts. the interactions in this function show the clause as the subject of the exchange of meanings. one of the discourse analysis studies full of interpersonal meanings is the appraisal system as a negotiation of attitudes in the text. the third is the realm of meaning in the textual function. the realm of textual meaning becomes a link between ideational and interpersonal meanings. martin & white (2005) divided the appraisal system into three subsystems, namely attitude, engagement, and graduation. attitude refers to the speaker's/ writer's expression of feelings, including emotional reactions, assessments of one's attitudes, and evaluation of objects. engagement governs how the speaker / writer position himself with the text and the listener / reader and how he bonds with the listener / reader. meanwhile, graduation relates to a scale or grading that involves attitude and engagement. this study will only discuss one of the three subsystems, namely attitude. as mentioned above, the attitude subsystem focuses on evaluating oneself or other people, events, circumstances, or actions that are reflected in one's words and writings. these judgments can be either positive or negative. martin & white (2005) divided attitude into effect, judgment and appreciation. affect is specifically related to an emotional response to something, whether other people, themselves, or events. affect can be in the form of adjectives, such as: sad, happy, angry; verbs such as: like, hate, be happy; adverbs, such as: joyfully, with anger; and nominalization (a verb or adjective turned into a noun): happiness, sadness, anger and hatred. judgment relates to attitudes or judgments, both positive and negative, of human behavior. in simple terms, judgment is related to ethical judgments, including judgments related to the practice of religious values (martin & white, 2005). judgment is divided into two types, namely the judgment of esteem and the judgment of sanction (martin & white, 2005: 52). judgment award is related to eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 31 33% 23% 44% appraisal analysis affect judgement appreciation normality: how normal a person is; capacity: how capable a person is; and tenacity: how persistent or tenacious a person is. meanwhile, judgment sanctions are related to veracity: how honest or trustworthy a person is; and propriety: how ethical a person's behavior is (martin & white, 2005). meanwhile, appreciation refers to an assessment of natural phenomena. in short, appreciation is related to assessments that are aesthetic in nature (martin & white, 2005). apart from the three sub-categories of attitude above, the concepts that are also important and will be discussed in this study are the concept of appraiser and appraised. appraiser refers to a subject or person who feels or gives an assessment, either in the form of affect, judgment, or appreciation, while appraised refers to something or object that is assessed or evaluated, whether human, object or activity (martin & white, 2005). methodology this research uses a qualitative method with content analysis technique. data are in the form of lexico grammar containing an appraisal system from the data source of marta yuliana's article entitled ‘early childhood education during covid-19’. the analytical framework uses an appraisal of systemic functional linguistics. then the results of the analysis are presented in the form of a description and narrative. result and discussion the opinion column of ‘ does early childhood education still matter during covid-19’ by marta yuliana, october 27, 2020 edition has the uniqueness of language which are concise, straightforward and contains appraisal systems that can influence readers. following are the findings of the appraisal data. table.1 appraisal system attitude affect judgment appreciation + + + 12 5 5 7 16 6 https://translate.google.com/history https://translate.google.com/history eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 32 a total of 51 data were found, dominated by appreciation as many as 22 pieces, also found 12 judgments, and affect by 17 pieces. this shows that in rhetoric, the writer of the article uses lexicogrammar which shows appreciation. appreciation relates to aesthetic judgments. this finding is different from the findings of bayu permana sukma's research, which found more judgments in the slogan data written on the campaign fabric of the prospective regional head candidates. the following is an example of each attitude. 1. affect a. socio-emotional skill (+) (1). james heckman discovered in his research that quality early childhood education provided a persistent boost in socio-emotional skills, which had a greater effect on the later-life outcomes of an individual (yuliana, the jakarta post, 2020). in data 1a, the phrase that shows affect is socio-emotional skills. the author cites james heckman's research to convince readers that social emotional skills are very important for the development of children in the future. by using the phrase socio-emotional skills, this paper brings out positive feelings towards early childhood education even during the covid-19 pandemic. it is in line with martin and white’ assertion that affect is concerned with registering and negative feelings ( 2005, p. 42). b. greater effect (+) (2). james heckman discovered in his research that quality early childhood education provided a persistent boost in socio-emotional skills, which had a greater effect on the later-life outcomes of an individual (yuliana, the jakarta post, 2020). the same thing is also found in data 1b. in this data, the phrase greater affect which raises a positive feeling that early childhood education will greatly impact various intelligences, especially children's emotional intelligence in dealing with life problems and how to find ways to get out quickly in dealing with them. c. violent crimes (-) (1). for instance, it can lead to a 65 percent reduction in lifetime violent crimes, a 40 percent reduction in lifetime arrests and a 20 percent reduction in unemployment. (yuliana, the jakarta post, 2020). the negative affect in the data of 1.c, namely; violent crimes emerged when early childhood education was shared by all parties. the author uses the appraisal form of negative affect with the purpose of endorsing all early education stakeholders to pay attention to the fate of early childhood education, especially children from those who are unable to experience difficulties accessing education during the covid-19 pandemic. the difficulty is due to the lack of online facilities that it faces. besides that, the teachers also have difficulties in carrying out their duties as educators to the children. the use of the phrase ‘violent crimes’ in the text is not just as information, but it has an intention of asking the government to take a eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 33 role in overcoming the problems faced by early childhood education institutions. the author emphasized that if we ignore the education for your leaners, it will cause social unrest and violent crimes in the future. d. losing their jobs (-) (2). early childhood educators are losing their jobs (yuliana, the jakarta post, 2020). in the data of 1.d, the negative affect caused by the phrase losing their jobs can be meaningful to inform that stakeholders must pay attention to the fate of early childhood teachers, those who lose their jobs because there are no students studying in school because of the various difficulties they face. losing a job causes sad feelings for the perpetrator. many professional teachers are forced to find other jobs to support their lives. 2. judgment a. claim (+) (1). while experts claim that the early childhood years are important milestones in a person's life, many young children in indonesia are missing out on school, recreation, interaction with their peers and in general, their childhood, because of the health crisis (yuliana, the jakarta post, 2020). data 2.a claim shows that the author strengthens his argument by quoting several experts, he assesses that his argument will be easy to believe if it is strengthened by the research findings. the author considers that the community pays less attention to early childhood education. therefore, people need to be reminded of the importance of education at that level. thus, the use of the word 'claim' shows a positive judgment. b. reduction in lifetime violent (+) for instance, it can lead to a 65 percent reduction in lifetime violent crimes, a 40 percent reduction in lifetime arrests and a 20 percent reduction in unemployment (yuliana, the jakarta post, 2020). the phrase in data 2.b reduction in lifetime violent expresses the assessment that early childhood education can reduce the crime problem by 40% and as much as 20% reduce for unemployment in the future. (yuliana, the jakarta post, 2020). c. has to do it (-) if her school gives her an assignment, she has to do it on the weekends, because during the weekdays, the only mobile phone in her house is used by her older brother and her mother, who cleans houses part-time (yuliana, the jakarta post, 2020). eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 34 the phrase has to do it in data 2.c reminds us all that responsibility is part of moral judgment. teachers as a professional profession must continue to carry out their responsibilities even though there are many obstacles that must be faced. the author uses these phrases to show that the teacher remains loyal to his profession. therefore, we need to avoid negative attitudes towards teachers, especially those who teach in early childhood schools. in appraisal theory it is part of moral judgment. indirectly, the writer wants to state that avoid negative assessments of teachers if they do not understand the real reality. d. a huge impact (-) overall, the health crisis has had a huge impact on our children’s emotional, social and mental health and wellbeing, and it has been hardest on children like nayla who live in poverty and are digitally excluded. (yuliana, the jakarta post, 2020). the phrase a huge impact appears an assessment of the impact of the health crisis on early childhood education. the biggest ones are the emotional, social and mental health impacts, especially those faced by children of poor parents. the use of the phrase as rhetoric should be chosen by the writer. the rhetoric selection aims to ensure that it can be bad for children at this age and will affect the mental condition of the child as an adult. 3. appreciation a. to try and survive (+) many people who run preschools and kindergartens have had to let go of their staff, sometimes their most experienced teachers, to try and survive what is looking to be a lengthy process of recovery. (yuliana, the jakarta post, 2020). in 3.a data, appreciation is shown by the phrase to try and survive. the phrase refers to a pandemic that will last a long time. so that school administrators are forced to let go of their professional teachers so that they can still survive and save the school from the impact of the pandemic that has no end. this appreciation is positive for both teachers and schools. teachers can find other jobs that can support their lives, while for school, they will still survive. in this case, the writer performs positive acts of appreciation. b. struggling (+) the majority of early childhood centers are struggling to stay afloat, parents with young children are struggling with home-schooling, and early childhood educators are losing their jobs and having to make ends meet by taking odd jobs or offering tutoring lessons seven days a week (yuliana, the jakarta post, 2020). the word struggling in data 3.b above explains that schools and parents are still struggling to survive their life from the calamity. children still struggle to learn even with limited facilities, and for school they try to keep going even though eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 35 they are stumbling. the author shows a positive attitude of appreciation for the business of the school owner and the parents of students. they don't blame anyone, but they are looking for a solution in order to exist. c. solution (-) there is no easy solution to overcome this calamity, but it must start with every one of us, and it must start now (yuliana, the jakarta post, 2020). the phrase no easy solution in data 3.c emphasizes that solutions to the impact of a pandemic need comprehensive and joint handling. we must all be involved in dealing with this pandemic. the author shows a negative appreciation for efforts that are not done together, and still start from each individual himself. d. financial difficulties (-) worse, many parents with children below 6 years of age have decided to stop sending them to school, citing financial difficulties and health concerns. (yuliana, the jakarta post, 2020). the author acts of negative appreciation towards parents for not sending their peacock children to school during this pandemic. the author uses the phrase financial difficult is to show that without sufficient finance, early childhood education will not work well. precisely because the need for credit (pulsa) and cellphones to be able to take part in online learning cannot be avoided. for poor parents, the choice to stop their child's schooling is a decision that must be taken even if it threatens their child's future. actually, the author wants to remind the government to pay attention to this problem and immediately provide assistance. conclusions the results and discussion indicate that the three attitude sub-categories, namely affect, judgment, and appreciation are used in the author's rhetoric opinion. the most dominant appreciation is based on the efforts of parents, teachers and early childhood school management in order to survive the onslaught of long covid-19 pandemic. from all appraisal data, it is known that feelings, judgments and appreciation are positive and negative. all are used by the author so that the writing of the article has a strong influence on the reader. so this article does not only provide information but also invites us all to care about the impact of this disaster on the early childhood education sector. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 36 references halliday, m. a. k. (2014). halliday’s introduction to functional grammar (fourth edition). new york: routledge. martin, j. r., & white, p. r. r. (2005). the language of evaluation. appraisal in english. new york: palgrave macmillan. mazlum, f., & afshin, s. (2016). evaluative language in political speeches: a case study of iranian and american presidents’ speeches. international journal of linguistics, 8 (4), 166. https://doi.org/10.5296/ijl.v8i4.9398 nugraheni, y. (2011). sistem appraisal pada teks iklan komersial di tabloid nova. jurnal parole, 2 (1), 45–58. retnowati, y. (2013). efektivitas iklan dalam meraih partisipasi politik. jurnal wacana 12 (3). ross, andrew s & david caldwell. (2019). ‘going negative’: an appraisal analysis of the rhetoric of donald trump on twitter. jurnal language and communication. elsevier. sukma, bayu permana. (2018). sistem appraisal pada slogan dalam kain rentang kampanye politik bakal calon kepala daerah kabupaten dan kota bogor, ranah: jurnal kajian bahasa, 7 (2), 132—145. doi: https://doi.org/10.26499/rnh.v7i2.603 tiani, riris. (2017). ‘judgement sebagai system appraisal dalam iklan kecantikan visual media cetak’. jurnal nusa, vol.12.no. 4 november. tim kbbi. (2017). kamus besar bahasa indonesia edisi kelima. jakarta: badan pengembangan dan pembinaan bahasa, kementerian pendidikan dan kebudayaan. wijayanti,k.d. (2020). analisis appraisal teks editorial pengudarasa dalm majalah panjebar semangat. prasasti : journal of linguistics, vol.5. number 2 november. 2527-2969. appendixes appraisal analysis on ‘does early childhood education still matter during covid-19’ by marta yuliana no lexicogrammar attitude affect judgment appreciation 1 claim v (+) 2 missing out v (-) 3 health crisis v (-) 4 to stop sending them v (-) eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 37 5 financial difficulties v (-) 6 health concerns v (-) 7 the low enrolment v (-) 8 try and survive v (+) 9 no exception v (-) 10 socio-emotional skill v (+) 11 greater effect v (+) 12 violent crime v (-) 13 unemployment v (-) 14 struggling v (+) 15 wait out v (+) 16 achieving the country’s target v (+) 17 mattered v (+) 18 a persistent boost in socio-emotional skills v (+) 19 a greater effect v (+) 20 reduction in lifetime violent crimes v (+) 21 reduction in unemployment. v (+) 22 struggling to v (+) 23 losing their jobs v (-) 24 unable to sit v (-) 25 becoming bored v (-) 26 with hardly any scheduled physical v (-) 27 so important v (+) 28 a matter of priorities v (+) 29 the greater priority v (+) 30 usually pushed aside as v (+) 31 has to do it v (-) 32 a huge impact v (+) 33 clearly exacerbates v (-) 34 a need to design v (+) 35 holistic and integrated v (+) 36 lack of stimulation v (+) 37 no easy solution v (-) 38 solution v (-) 39 with fun v (+) 40 coaching to help v (+) 41 special incentives v (+) 42 tax reductions v (+) 43 to provide a child v (+) 44 low-income families v (-) 45 multibranch v(+) 46 multidimensional v (+) 47 multidisciplinary v (+) 48 commitment v (+) eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 38 49 educated v (+) 50 entertained and excited v (+) 51 must start v (+) jumlah 17 12 22 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 9 socio-affective strategies employed by students in speaking class maulid robiansyah; pryla rochmahwati institut agama islam negeri (iain) ponorogo. radenmaulidrobiansyah@gmail.com pryla@iainponorogo.ac.id abstract this research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at smp ma’arif 1 ponorogo. this research employed qualitative approach, and the design was case study was conducted on the eighth grade b class of smp ma’arif 1 ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the eighth grade b class of smp ma’arif 1 ponorogo. the data in this research is collected through interview, observation, reviewing the documents. the data were analyzed by using data mattew b miles and michael hubberman’s view of data reduction, data display and drawing conclusion. the result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; pre activities, main activities, and the last activities. in pre activities there are two activities, greeting and apperception. in main activities, teacher applied “socio-affective stratgies. the findings that. in the last activities the teacher gave an evaluation and motivation. in evaluation activity a teaching and learning process need to be evaluated. (2) those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at eighth grade b class of smp maarif 1 ponorogo is very important because as a teacher holds an important position in the learning process. the roles teachers play in english language teaching (elt) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc. keywords: socio-affective strategies and teaching speaking introduction english has four basic language skills. they are speaking, reading, and writing, and listening. speaking and writing are productive skills. meantime, listening and reading are included receptive skills. the four skills are learned by the people to make them understand english well. it is taught to develop the students' language qualification. it is learned by the students to communicate. to communicate well with people around the world, the most important skill to be mastery by the students is speaking. speaking itself is interpreted as mailto:radenmaulidrobiansyah@gmail.com mailto:pryla@iainponorogo.ac.id eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 10 ainteractive process of building meaning that involves manufacturing, receiving and cultivating information (kathleen and david nunan, 2005;2). it is an important skill to promote human quality in their communication and interaction with others. speaking can be learned by people to conduct communication directly. it can be used by people to maintain a human relationship. they can use it to convey the purpose of information. furthermore, richards state that the acquisition of speaking skills in english is a priority for many second-language or foreign-language learners. therefore, learners frequently evaluate their triumph in language learning as well as the effectiveness of their english course on the basis of how much they feel they improved in their language competence (jack c richard,2008;19). it means that speaking is an important skill that must be learned in english foreign language. indeed, the students’ achievement will be measured by their speaking ability. in other word, they have good achievement it means thatstudents can speak well in english. speaking skill is used to transfer information, concepts, explain things, conduct a discussion with other people. and certain people with our stories. so, some information can be taken and shared by people to another communicatively. it is like willing's perception in bailey and nunan's book, communicative learners like talking to a friend in english, listening to native speakers and learning through conversation. speaking is a complex skill requiring the simultaneous use of different abilities which often develop different rates. it means the mastering of speaking skills needs to be practiced continuously. speaking needs more time to be mastered by several people since it is not a simple skill. it is needed in every teaching and learning process, to answer questions, to ask questions, to conduct a discussion, to do a presentation, etc. so, language is used continuously as a media for communication in mastering the target language. based on the facts gathered from observation at smp ma'arif 1 ponorogo there were some problems with the teaching speaking process in the eighthgrade b class of smp ma'arif 1 ponorogo. speaking english was difficult for them, but the teacher did not give much attention to it. they had boring activities in the english class. many students face some problems dealing with speaking english. they have difficulties in producing appropriate english utterances and lack self-confidence to speak english. they are embarrassed and not confident to speak english in front of their teacher and friends.they often feel afraid of making a mistake when they speak english. furthermore according to one of the english teacher the students feel difficult to study in speaking because their self-confident and motivation in speaking is low. in this case, for every teacher, the most challenging task is to grab a student's attention and effectively convey the message. a teacher should be creative in creating suitable and attractiving activities to help their students improve their oral production since english teachers play important roles to support and to help their students practice english in class. their prime motive eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 11 is to make sure that the ideas are thoroughly explained to the students. they aim to impact each lesson in such a way that it creates a lasting impression on their minds. another important aspect that concerns teachers are how to continuously hold the attention of the students throughout a classroom session. making the teaching-learning process an interesting, entrancing, and beneficial experience is also of prime importance for the teachers. however, the most important point is giving motivation in teaching-learning activity. motivation is an important aspect that can be lead students to learn successfully. the role of motivation in the learning process is really important to achieve the goals. without high motivation, learners with good notable abilities can not achieve their goals. in line with this, the use of various language learning strategies to support the teaching and learning process of speaking is important. language learning strategies vary widely and they are divided into distinct categories. oxford (1990;16) described language learning strategies are mainly classified as memory, cognitive, compensation, metacognitive, affective, and social strategies. socio-affective strategies as a part of language learning strategies separately under the category of indirect language learning strategies. furthermore, rubin in afdalmaujon a hardan (2013, 1713) defined language learning strategies as behaviors, steps, or techniques that language learners apply to facilitate language learning. moreover, ghani (2013, 1715) in afdalmaujon a hardan defined language learning strategies as specific actions, behaviors, steps, or techniques that students frequently use to improve their progress. in a comprehensive definition, kahraman defines socio-affective are the mental and physical activities that language learners consciously choose to regulate their emotions and interactions with other people during their language learning process (kahraman, 2013;2). in more detail, according to o'malley and chammot (1990) in lystiana nurhayat hakim and yuan suniar (2019;128)define socio-affective strategies as strategies that help learners regulate and control emotions, motivations, and attitudes toward learning, as well as help learners, learn through contact and interaction with others. furthermore, to support this research, there are some previous research which have shown the implemented of socio-affective strategies. first, the journal is made by (lystiana nurhayat hakim and yuan suniar, 2019) which has the title socio-affective strategies in enhancing students' speaking motivation. the objective of this research is to solve the students' problems and enhance their speaking ability. a teacher has to be able to use languagelearning strategies especially socio-affective strategies that can involve students in practicing speaking and give motivation. the study utilized qualitative research. the finding of the study indicated that the implementation of the socio-affective strategies was successful in improving the students' speaking ability since the criteria of success were achieved. they assume that using socio-affective strategies can improve speaking mastery. from their eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 12 research can be concluded that there was an influence of the use of socioaffective strategies in teaching speaking. second, previous research from a journal made by (afrina, 2015) which has a title socio affective strategies used in speaking iii by the english department students of stain batusungkar. the objectives of the study are to find out whether there is an improvement in students' speaking skills by using socio-affective strategies. in conducting the research, the writer applied qualitative research design as the research methodology. from her research can be concluded that there was an influence of the use of socio-affective strategies in teaching speaking. it is can be seen they thought that socioaffective strategies helped them to enhance their motivation and confidence in speaking. third, the previous research from a journal is made by (siamak zeynali, simin zeynali, seyyed fariborz pishdadi motlagh, 2015) which has a title the effects of socio affective strategy in the enhancement of reading comprehension among iranian efl learners. this study adopted quasi-experimental design with proficiency test to find the homogeneity of groups. the objective of this research is to investigate the effects of socio-affective strategies in the enhancement of reading comprehension in iranian efl learners and also the present study aimed to determine the relationship between socio/affective strategy and reading comprehension in iranian intermediate efl learners. from their research, the researcher concludes that there are outcomes that show that using socio-affective strategies was a more helpful factor for learners to answer reading comprehension questions. departing from the problems above, the researcher intends to know the implementation of socio-affective strategies used in their class, under the title “socio-affective strategies used by students in speaking class at smp ma’arif 1 ponorogo. this research interest on (1) how students employed socio-affective strategies?, (2) how is the role of the teacher in supporting the socio-affective strategies used by students in speaking class at smp ma'arif 1 ponorogo?. methods in this research, qualitative study was used as the first model as the approach. additionally, kothari (2004;3) states that the qualitative research is concerned with qualitative phenomena relating to or enclosing quality or kind. besides that, mackey and gass (2005;162) explain in brief the definition that qualitative research can be taken to refer to research that is based on descriptive data that does not make (regular) use of statistical procedures. qualitative research is conducted through intense or prolonged contact with a field or life situation. these situations are typically banal or normal ones, reflective of the everyday life of individuals, groups, societies, and organizations. mattew b miller and michael hubertman (1994;6) state that the researcher attempts to capture on the perceptions of local actors from the inside, through a process of deep attentiveness, of eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 13 empathetic understanding and of suspending or bracketing preconceptions about the topic under discussion. the data of this research were conducted through observation, interview, and documentation. the research procedure of this research is formulated as follows : planning, aplication, and reporting. the additional case study as the research design. yin (2003;13) defines a case study as "a case study is an empirical inquiry that investigates a contemporary phenomenon (the 'case') within its real-life context, especially when the boundaries between phenomenon and context may not clearly evident". the researcher employed the case study research to describe the teaching speaking using socioaffective strategies at smp ma’arif 1 ponorogo. findings and discussions 1. the socio-affective strategies employed by students teaching is a process of transferring knowledge between teachers and students in the teaching environment (school). a teacher needs a method or strategy to create effective teaching speaking. to make the students understand the material easily, the teacher must have an appropriate method or strategies. the english teacher in smp ma'arif 1 ponorogo used socio-affective strategies in teaching students' speaking skills. the socio-affective strategies encourage students' belief with their own/develop their self-confidence when they should speak in front of the class. furthermore, habte-gabr (2006) in lystiana nurhayat hakim and yuan yuniar (2019;128), proposed that socio-affective strategies are strategies that using feelings in the teaching-learning process include empathy between the learners and the instructors to build a positive effect because the relationship between of them is important. they also state that socio-affective strategies are the most stated effective strategies to increase student's learning. in using socio-affective strategies, the students have several strategies. this research involves six strategies for the students. based on the data analysis on the previous part, there were several findings that were found in relation to students’ socio-affective strategies. the first strategy for the students in socio-affective strategies was asking question. in the class, the students were demanded to ask each other and their teachers for clarification and correction to increase their speaking. based on the data analysis of the observation and interview, it was supported that they did strategies of asking questions because they asked clarification and correction. furthermore, when they speak in the front of the class when on the group work, they did consider the vocabulary that they were going to speak. if they did not know the pronunciation of the vocabulary, they asked clarification and correction from their friends. based on the data analysis, it can be concluded that the students used asking questions about clarification and correction with the teachers and their friends. furthermore, oxford (1990;145) said that asking questions helps students get closer to the intended meaning and thus aids their understanding. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 14 the second strategy for the students in socio-affective strategies was cooperating with others. based on the data analysis, it was found that the students used strategy of cooperating with others. in cooperating with others, the students were demanded to cooperate with their friends. from the data analysis, the students did cooperate with others, but they did not cooperate with proficient users. based on the data observation and interview, it was supported that the students applied cooperating with others especially with their friends or peers and did not applied cooperate with proficient users. the strategy of cooperating with others is a good opportunity for the students to develop their english proficiency if they can train themselves to practice english language. furthermore, oxford (1990;146) said that cooperative learning consistently shows the following significant effects: increase confidence and enjoyment, greater and more rapid achievement, more respect for the teacher, stronger language learning motivation, and more language practice opportunities. the third strategy for the students in socio-affective strategies was empathizing with others. in empathizing with others, the students was apply this strategy. based on the observation and interview, it was supported that the students applied empathizing with others successfully. for examples, in the main activity, when their friends can notunderstood, their friends who more understood gave the explanation in the simple ways. however, social strategies, can help all students increase their abilityto empathize by developing cultural understanding and becoming aware of others’ thoughts and feelings (oxford, 1990;146). the fourth strategy for the student in socio affective strategies was encouraging yourself. in the class, the teachers used encouraging yourself strategy such as making positive statement and rewarding yourself. for the examples, the teachers gave some motivation and always appreciate the efforts of their students by giving awards like applause, etc. this strategy that the teacher applied was suitable with the effective ways in teaching speaking class. this strategy traying to give a description of being a teacher is not just limited to providing knowledge but to be a figure who provides motivation to their students. from four strategy of socio-affective strategies that the teacher applied ,these strategies were employed in the speaking class. this strategies very effective used at speaking class. furthermore, oxford (1990;135) said that that affective strategies help to regulate emotions, motivation, and attitudes. meanwhile, social strategies help students learn through interaction with others. besides, o’malley and chamot (1990) in lystiananurhayat hakim and yuan suniar (2019;128) proposed that socioaffective strategies helps the learners regulate and control emotions, motivations, and attitudes toward learning, as well as learners learn through contact and interaction with others. in addition, researcher fined eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 15 that these all the characteristic of socio-affective strategies. those characters are as follow: a. focused on cause to emerge cultural understanding and becoming aware of others’ thoughts and feelings. b. permitstudents to become more self-directed. c. are flexible. d. assist to the main goal, communicative competence. e. it requires group cooperation and interaction. f. concentration to the lesson. those all are how socio-affective strategies method implemented in building students' speaking skills at 8th grade b class students of smp ma’arif 1 ponorogo. 2. the role of the teacher in supporting socio-affective strategies used by students as one of the educational activities, teaching speaking holds an important role that must be conducted truly, therefore the role of the teacher is very important. english foreign language (efl) teachers play the greatest role in developing students'speaking skills. jeremy harmer (2007;107) said that a teacher is like a gardener because he/she plants the seeds and watches them grow. students are the field and the seed is seen as the knowledge planted by educators. as gardeners take very good care of the flowers of the rose, water them when necessary, the teacher also plays different roles in the lives of the students not only by planting knowledge in them but also acting as a model in the classroom and outside it with their personal lives. furthermore, vilar in salcuk koran (2015;407) proposed that teachers have two primary functions in education: the managerial and the instructional functions. the latter refers to the conditions that teachers create for learning to take place and the other is the knowledge that the teachers impart in the classrooms. teachers should undertake these functions synchronously for streamlined language instruction because they can not be separated. in english language teaching classes teachers are expected to teach effectively, to guide students and to keep order in the classroom. furthermore, leu (2005) in salcuk koran (2015;407) state that the most crucial role teachers are expected to play in providing and maintaining a good quality of education. to achieve this quality, teachers should be promoted to use their energy, knowledge along with motivation. thus, teachers should play various roles according to the skills and needs of the learners. the roles teachers play in english language teaching (elt) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc. furthermore, according to jeremy harmer (2001;275-276), there are three important roles that teachers can play if eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 16 they want to get their learners to speak fluently. there are prompter, participant, and feedback provider. on the other hand, based on the observation and interview with the teachers and students at eighth grade b class of smp ma'arif 1 ponorogo, the researcher found that in the eight grade b class, the teacher always played the role as a teacher. for the examples during the speaking tasks, the teachers always gave some motivation to their students in the preactivity and the last activity. then, the teacher always takes as a model, monitor, facilitator, assessor when the main activity goes on. then, the teacher gives feedback after the oral activity. one more role is that of the participant. in this activity, when the teacher participates in discussions not as teachers but as peers of language learning. the teacher usually assigns students to perform a speaking activity and from time to time intervenes to give feedback or corrects mistakes only when necessary. based on the explanation above, it was known that the role of a teacher in supporting the implementation of socio-affective strategies at eighth grade b class of smp ma'arif 1 ponorogo is very important because as a teacher holds an important position in the learning process. conclusion the researcher conclude that the implementation of using socioaffective strategies, the teacher applied 6 strategies such as askig question, cooperating with other, empathizing with other, reducing students’ anxiety, encouraging them to speak, and controlling their emotional.the students also have positive mindset or perception toward used socio-affective strategies in teaching speaking at eighth grade b class at smp ma’arif 1 ponorogo. and, those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at eighth grade b class of smp maarif 1 ponorogo is very important because as a teacher holds an important position in the learning process. the roles teachers play in english language teaching (elt) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc references afriana. socio affective strategies used in speaking iii by the english department students of stainbatusungkar. journal basis,vol.3,1,2015. http://ejournal.upbatam.ac.id/index.php/basis/article/view/428(accesse d 20 august 2019). hakim, lystiananurhayat and yuan suniar. 2019. socio-affective strategies in enhancing students' speaking motivation., jurnal basis, vol. 6no.1.http://ejournal.upbatam.ac.id/index.php/basis/article/view/428 (accessed 20 august 2019). http://ejournal.upbatam.ac.id/index.php/basis/article/view/428 http://ejournal.upbatam.ac.id/index.php/basis/article/view/428 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 17 hardan, afdalmaujon a. 2013. language learning strategies : general overview, procedia social and behavioral sciences, 4th international conference on new horizons in education, 106. (accessed24 august 2019). harmer, jeremy. how to teach english. england: longman, 1998. kahraman. f,g.the effective of socio-affective language learning strategies and emotional intelligence training on english as a foreign language (efl) learners’ foreign language anxiety in speaking classes.bilkentuniversity, 2013. http://www.thesis.bilkent.edu.tr/0006387.pdf, (accessed 20 august 2019). koran, selcuk. the role of teacher in developing learners’ speaking skill, researchgate(online), https://www.researchgatenet/publication/322112785, (accessed 9 april 2020). kothari, c.r. research methodology: methods and techniques (second revised edition) new delhi: new age international publishers, 2004. mackey, alison, susan m. gass. second language research: methodology and design. london: erlbaum associates publishers, 2005. miller, mattew b. an expanded sourcebook qualitative data analysis: second edition. united states of america: sage publications, 1994. m. bailey, kathleen and david nunan (series editor). practical english language teaching speaking. boston: mc graw hill, 2005. richard, jack, c and rodgers. teaching listening and speaking, from theory to practice, new york : cambridge university press, 2008. samida, deepak k, 2013. language learning strategies. major english paper (online), https://www.ugc.ac.in/mrp/paper/mrp-major-engl-201318577-paper.pdf, (accessed 20 august 2019). oxford, rebecca l. language learning strategies :what every teacher should to know. boston: university of alabama, 1990. yin, r.k. case study research: design and methods (3rd ed.) thousand oaks, california: sage, 2003. zeynali, siamak, simin zeynali, seyyed fariborz pishdadi motlagh. 2015. the effects of socio affective strategy in the enhancement of reading comprehension among iranian efl learners, international journal of language and linguistics, 4 (2-1):9-22, university of tabriz, iran. https://www.academia.edu/31665578/international_journal_of_language _and_linguistics_the_effects_of_socio_strategy_in_the_enhancement_of_re ading_comprehension_among_iranian_efl_learners, (accessed 20 august 2019). http://www.thesis.bilkent.edu.tr/0006387.pdf https://www.researchgatenet/publication/322112785 https://www.ugc.ac.in/mrp/paper/mrp-major-engl-2013-18577-paper.pdf https://www.ugc.ac.in/mrp/paper/mrp-major-engl-2013-18577-paper.pdf https://www.academia.edu/31665578/international_journal_of_language_and_linguistics_the_effects_of_socio_strategy_in_the_enhancement_of_reading_comprehension_among_iranian_efl_learners https://www.academia.edu/31665578/international_journal_of_language_and_linguistics_the_effects_of_socio_strategy_in_the_enhancement_of_reading_comprehension_among_iranian_efl_learners https://www.academia.edu/31665578/international_journal_of_language_and_linguistics_the_effects_of_socio_strategy_in_the_enhancement_of_reading_comprehension_among_iranian_efl_learners microsoft word 3. rizki amalia fix.docx 18 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall audiobook for inclusive students: its effective practice rizky amalia utomo; faizatul istiqomah institut agama islam negeri (iain) ponorogo; institut agama islam negeri (iain) tulungagung riskyli62@gmail.com abstract the purpose of this study is to describe audiobook as learning media and to describe factors influencing the successful used of audiobook by the blind students in inclusive school. this study was conducted at ma muhammadiyah 1 ponorogo. the instruments were observation, interview, and documentation. the result of this study revealed that the process of the use audiobook for supporting references in learning english, the teacher introduces an audio application and then installing it on a blind students’ hand phone or laptop. the factor influencing the successful use of audiobook by the blind students there are two factors that are internal and external factor. internal factor that influencing the success of blind students in english learning by using audiobook the existence of enthusiasm from within. external factor that from parents, teacher, caregivers, and also their friends. all of them always help the blind students when needed. key word: audiobook, learning media, blind students, inclusive school introduction in indonesia, english is adoption as the foreign language. it is include in curriculum education that every school runs. it becomes a local content in elementary school, a compulsory subject in junior school and senior high school and a complementary subject of the higher education institution (natria, 2007). education is a basic right for all citizens without exception. it can be found in the 1945 constitution of indonesia, article 31(1), which states that every citizen has the right to get proper education and teaching accessibility. it includes everyone, no matter their religions, wealth, ability, and ethnicity. law no. 20 of 2003, on national education system, chapter 4, article 5, paragraph 1 and 2 also states that every citizen has the same right and opportunity to acquire qualified education. besides, citizens who have special needs such as physical, emotional, intellectual and social disabilities are entitled to obtain special education. it means that people with disabilities have the same right as other people to study through inclusive education (aryanti, 2014). in indonesia has been regulated in law no.8 of 2016 concerning persons with disabilities. recognize that disability is an evolving concept and disability is the result of interactions between people with limited abilities and attitudes and 19 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall the environment that hinders their full and effective participation in society based on equality with others (appendix act 19 of 2011 concerning ratification of the crpd , opening translation of crpd letter (e) recognizing that disability is an evolving concept and that disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others, (convention on the rights of persons with disabilities), preamble, crpd. fundamental principles, practices, educational material and teaching aids used to teach various subjects to students with special needs are few and far between. in some cases, material has been prepared for internal use at specialized schools or in other closed environments. in other cases, knowledge has been passed from teacher to teacher as part of workplace training. no systematic material on pedagogical principles, practices, educational material and teaching aids exist for areas such as teaching first language teaching, foreign language teaching, mathematics and music for the blind. the project has collected and collated information on good inclusion practices in five select areas (teacher skills, alternate media, and support structures, preparation for inclusion and teaching environment. according to cynthia ann bowman (2004) disabilities the right to receive a free appropriate public education in the most integrated setting possible. equal access to, and subsequent success in, education is the gateway to changing many other areas of life for individuals with disabilities. it is necessary to first recognize the difficult journey to the legal right of integration. for persons who are blind, learning a foreign language can further reduce the gap that is caused by the vision loss and at the same time increase recreational opportunities. more specifically, it enables persons who are blind to access different kinds of media. a foreign language can allow a person who is blind to access various e-books and audio books widely available on the internet. based on the research by andi hamzah fansury (2019) audiobooks are educational materials that blind learners can use in every situation and every time without being tied to any place or without other people’s help. audiobooks produced for blind learners can create an environment to provide, enrich, inform, guide and teach subjects fully by creating an environment to learn and also develop independent learning skill to solve problems and answer questions as well as discuss different course related topics. learning process in inclusive class based on reality in the field the teacher still use the same learning method as other normal students, but at the end of the learning the teacher has an approach for blind students. based on descriptive above, researcher will know audiobook as english learning media is used by the blind inclusive school students of ma muhammadiyah 1 ponorogo. 20 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall methods in this research, the researcher uses qualitative research method. data were collected through observation, interview, and documentation. in this study the researcher acts as a key instrument, full participant as well as data collectors, while other instruments are supporting and the presence of the researcher is known by the informant. so, by directly attending the researcher can interact socially with the school principal, english teacher, blind students, and related parties to get data about audiobook as english learning for blind students at ma muhammadiyah 1 ponorogo with full observation as a researcher. the result of data collection was analyzed by the following steps, namely data reduction, data display and drawing conclusion. finding and discussion 1. audiobook as english learning media used by the blind inclusive school students at ma muhammadiyah 1 ponorogo inclusive education means education where all students are equal participants in the learning process. provision of inclusive education is based on the belief that those with disabilities should not have to depend on specialized services alone to benefit from educational resources, activities and practices that are otherwise available to all (julka, 2015). the school accommodates all children regardless of physical, intellectual, social, emotional, or other condition. because every child has the right to gets proper education. as an ma muhammadiyah 1 ponorogo is a school that accommodates children who have special needs. so that in learning tailored to the needs of children instead of children who are adapted to the speed and nature of the learning process. before we know more about teacher’s teaching english at inclusive class, first we must understand the condition and situation of students in the class. in ma muhammadiyah 1 ponorogo it organized an education system that has normal students and blind students in one class, in term of application, preparation, and regarding the learning model. in ma muhammadiyah 1 ponorogo is not much difference between normal students and blind students, however in teaching and learning activities that distinguish between normal students and blind students is from the approach taken by the teacher during the learning activities. according to stella olivia (2015) “teachers are required to collaborate with other professions or human resources in planning, implementation, and evaluation. the approach for the blind students is to reread the material to them, the teacher explains the material in near blind students. in this case the teacher would explain about message the short text directly translated by the teacher, because blind students are limitation of physic, they would have difficulty in interpret of main the text. sometimes the teacher asked to blind 21 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall students to wrote the message in braille after listening to the teacher’s explanation. another approach used by the teacher is to introduce audio applications which are installed on hand phone or laptop for blind students to study in class or outside the classroom. as submitted by andi hamzah fansury (2019) there is an audiobook can be used by the blind student in the classroom or at home, to give them access to books, documents, exercises and other material either existing or adopted in any digital. based on andi’s definition “audio books have been used to teach children to read, as a method for the blind to have access to books, and as a learning format for everything from learning a foreign language, guitar lessons, motivational seminars, and cooking lessons. the self-help industry utilizes audio books to tape workshops, conferences and basically uses them as a learning tool. 2. factors influencing successful used of audiobook by the blind inclusive school students at ma muhammadiyah 1 ponorogo audiobook media that used in english learning process always had successful to blind students. the observation and interview with blind students of ma muhmmadiyah 1 ponorogo had some factor influencing as the reason for using audiobook. in every learning process that is done certainly not always run smoothly. in every learning there must be various problems that interfere, hinder, complicate or even lead to failure in achieving the learning objectives. but in this school ma muhammadiyah 1 ponorogo keep trying to find ways to succeed the blind students, so that no blind students are left behind in learning, especially in english learning, various ways have been done starting from the approach as has been done by teacher. the teacher used the approach by explaining or reread the material for blind students, because for teacher all students who were taught had to understand the material as a whole, so as not to be left behind. another way here the school is invited to work together with the orphanage in making learning successful by introducing an audio application and then installing it on a blind students’ hand phone or laptop. so that can make it easier for the blind students to understand the material that has been taught without having the teacher repeat the material many times. the factor of influencing successful in english learning by used audiobook, which is two factors: factor internal and external. they are factors which come from inside the individual. according to h d brown (2007) these factors are specified by the individual students like motivation, attitude, personal practice and study habits. each of these factors is an individual element of learners′ ability to acquire a foreign language but each component also interacts with another. they are factors that come from 22 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall outside the individual. based on h d brown (2007) external factors can be different for each individual, but their common attribute is that they are based solely on the circumstances outside of the control and influence of the learner”. internal factor that influencing the success of blind students in english learning by using audiobook the existence of enthusiasm from within. they follow the lesson they sitting in front. they appear to be active when attending the lesson, sometime they also ask and give opinions. in the learning blind students needed encouragement or motivation. in addition, another internal factor needed also external factor. on external factors they are numbering of point to help blind students, so that learning is successful namely: family factor and community factor. these factors help the blind students in learning are from the support and encouragement of the family and the teacher. the way parents and teacher educated and pay attention to their students will affect success in learning. conclusion the process of the used audiobook for supporting references in learning english, the teacher introduces an audio application and then installing it on a blind students’ hand phone or laptop. for our laptops, we installed nvda and for the hand phones, we put talk back and smart voice. after the application is installed on the hand phone or laptop the blind students are activated and they can use directly. here blind students can choose the material what they need to learn, they can learns through the internet by using google or web to search for e-books related to the material in finding material they use the help of audio applications, so they can search for himself without the need for help from her friends. the factor influencing the successful use of audiobook by the blind students there are two factors, that are internal and external factor. internal factor that influencing the success of blind students in english learning by using audiobook the existence of enthusiasm from within. external factor that from parents, teacher, caregivers, and also their friends. all of them always help the blind students when needed. the successful of using audiobook as media for students in learning english at ma muhammadiyah 1 ponorogo are providing opportunities for students to learn language by utilizing and practicing the material in all composition of learning language. references abery, brian h. inclusive education strategy: a textbook usa: unicef armenia, 2018. 23 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall amstrong, derrick “inclusion: by choice or by chance?”, inclusive education. university of sydney library: routledge taylor and francis group, 2011: 29-39. anonym. teaching the blind foreign language. europe: erasmus. aryanti, widya “difficulties in learning english faced by visual impaired students at center of language development (p2b) in state islamic university (uin) sunan kalijaga”, inclusi. yogyakarta: uin sunan kalijaga, 2014: 190-206. bowman, cynthia ann. et.al., a guide to high school success for students with disabilities. london: greenwood press, 2004. bown, h. d. principles of language and teaching. usa: pearson education internasional, 2007 denzin, norman k. and lincoln, yvona s. the sage handbook of qualitative research. california: sage publication inc, 2018. downes, brenda and miller, stave. media studies. uk: teach yourself book, 1998. fansury, andi hamzah. et.al., “audiobook as teaching media to blind students in learning efl”, education, language teaching, and science. makasar: bosowa university, 2019: 1-9. hatch, j amosh. doing qualitative resarch in education setting. new york: albani, 2002. heinich, robert et.al., intructional media and technology for learning. columbus: macmillan publishing company, 1982. julka, anita. including children with special needs upper primary stage. new delhi: national council of educational research and training, 2015. media communication, (online), https://en.m.wikipedia.org/wiki/media_(communication) accessed thursday 23 april 2020. natria, ima. “students errors in using simple present tense in writing descriptive texts the case of the eight year students of smpn 2 brebes in academic year 2006/2007”,thesis, unnes, semarang, 2007. olivia, stella.menuju pendidikan inklusi panduan praktis untuk mengajar edisi ketujuh. yogyakarta: pustaka pelajar, 2015. ozgur, aydin ziya. and gurcan, halil ibrahim. “an audiobook project for blind students at the open education system of anadolu university”, educational technology. turkey: anadolu university, 2004: 3-10. rosada, admila et.al., menjadi guru kreatif praktik-praktik pembelajaran di sekolah inklusif. yogyakarta: pt kanisius, 2018. stake, robert e. qualitative research : studying how things work. united state of america: the guilford press, 2010. uu 8 tahun 2016 tentang penyandang disabilitas, (online), https://www.jogloabang.com/pustaka/uu-8-2016-penyandangdisabilitas accessed on sunday 19 january 2020. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 18 politeness strategy performed in satu jam lebih dekat talk show on tv one: a pragmatic approach nur aini syah institut agama islam negeri ponorogo nurainisyah2021@gmail.com abstract talk show program on tv one is a program that uses language as a means of communication. to create the success of cummunication, it needs a strategy. this study aims to find out the politeness srategies used in satu jam lebih dekat talk show on tv one. the method used in this article is descriptive qualitative method. the data source of this research is oral data source, which is focused on the speeches between the presenter, interviewees, and mystery guest with the sources from a number of ministers in our country by downloading on the site www.youtube.com. for data analysis technique, the researcher used the contextual method with the pragmatic competence-in-dividing. and for the theory, the researcher focuses on politeness strategies by brown levinson's theory (1987: 94).the results indicate that there are 16 types of politeness strategies of satu jam lebih dekat program namely bald on record, positive politeness-attend to hearer, positive politeness-intensify interest, positive politeness-use group identify marker, positive politeness-seek agreement, positive politeness-avoid disagreement, positive politenessassert speaker’s knowledge, positive politeness-include both speaker and hearer in activity, positive politeness-give or ask reasons, positive politeness-give gifts, negative politeness-be conventionally indirect, negative politeness-question, hedge, negative politeness-give deference, negative politeness-impersonalize speaker and hearer, off record-give hints, and off record-give association clues. the most dominant use of politeness strategy is positive politeness-asking an agreement with the 42 percentage. the politeness strategies of this speech acts support the effectiveness of talk show and will minimize threats, protect, and extract information from interviewees without any compulsion due to the use of this politeness strategy. keywords: pragmatics, politeness strategy, talk show introduction as a means of communication and interaction, language has very important role in human life. humans use language to convey their messages to their listeners. in conveying their message, it needs cooperation. the harmony of the relationship between the speaker and the interlocutor can be maintained if each participant is always polite and respects one another. according to the leech mailto:nurainisyah2021@gmail.com http://www.youtube.com/ eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 19 (2011: 121) he argues that the principle of politeness is as a necessary principle, which avoid from serious difficulties. therefore, the principle of politeness is needed to build a good relationship between speakers and listeners (grice, 1989: 26-27). research using pragmatic reviews, especially language politeness, was conducted by nurhayati (2010) with the title "realization of language teaching in the ronggeng dukuh paruk novel by ahmad tohari". this research discusses speech acts and the realization of language politeness. this research tends to lead to the types of speech acts and the realization of language politeness in a novel. furthermore, hasibuan's (2005) in his reserach entitled "“perangkat tindak tutur dan siasat kesantunan berbahasa (data bahasa mandaling (mandaling language data)" discusses the existence of illocutionary power in speech acts by combining linguistic knowledge with a background in cultural knowledge and understanding of the context when speaking. then rahadini, a.a and suwaro (2014) with the title “kesantunan berbahasa dalam interaksi pembelajaran bahasa jawa di smp n i banyumas” discuss the form of language politeness of teachers and students in javanese language learning interactions at smp n 1 banyumas which is seen from the contents of the speech of teachers and students who adhere to the principles of wisdom, the principles of formality-tepa selira, the principles of respect and humility-andhap asor. research using other language politeness was conducted by alviah, iin (2014) with the title “kesantunan berbahasa dalam tuturan novel para priyayi karya umar kayam”. in her research, she discusses the types of illocutionary speech acts, and the characteristics of the speech used to create language politeness. from the results of previous study before, they generally discuss about politeness which is used to review programs on television, internet, novels, emails, as well as in occupations such as teachers, students, students university, lecturers, sellers, and buyers. from the previous study, it helped researchers to get the opportunity to take research on politeness but using different object that is in a television program, namely a talk show. this study has similarities with previous studies, that is about language politeness. the difference is in the object of research, and also this study does not discuss the whole speech act, but this research focuses on politeness strategies using brown levinson's theory (1987: 94). the object chosen in this study was the talk show "satu jam lebih dekat (sjld) on tv one". the sjld talk show was chosen as the object of research because: the sjld talk show program provided many inspirations to the audience which discusses about human interest, family, career, hobbies, and their personal life. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 20 about the theme of this talk show, this talk show has a narrower theme. this program only focuses on discussing one character in depth to touch his humanist side. the humanist side raised is reflected in the difficult career struggles of the speakers and many challenges of them. and the most important is we can gain valuable lessons from all the history of its figures. in this study, the researchers focused on the speeches between the presenter, interviewees, and mystery guest with the sources from a number of ministers in our country. the number of ministers appointed in this study were (1) dr. rizal ramly, minister of maritime affairs broadcast on january 1, 2016, (2) retno marsudi, minister of foreign affairs aired on january 8, 2016, (3) tjahjo kumolo, minister of home affairs aired on february 12, 2016, (4) dr. yuddy crisnadi, m.s minister of apparatus and state apparatus empowerment broadcast on february 19, 2016, and (5) khofifah indar parawansa, minister of social affairs broadcast on may 3, 2016. this research is a research related to the use of language as communication between the presenter, interviewees or motivator and mystery guest. this study uses pragmatic theory as an overview because in the conversation between the presenter, interviewees and mystery guest, there are many language relationships with the external elements of language as a characteristic of pragmatics. it is as stated by searle (1976: 16) that the production or expenditure of a sentence under certain conditions is a speech act, and speech act is the minimum linguistic unit of communication, the speech act is the most important thing in pragmatic studies. futhermore, this research uses politeness strategies performed in satu jam lebih dekat talk show with some reasons, (1) a person's politeness is judged by his ability to explore the potential of his language and its properly and correctly ( 2) polite language will facilitate the delivery of messages in communication and (3) language that is less polite can hurt the feelings of others so it often creates new conflicts in communication. politeness here is associated with the concept of "face" which is followed by various politeness strategies that aim to minimize the threat of the face, which is better known as the fta or the face threatening act (brown levinson, 1987: 68). this theory is famous with the four politeness strategies, namely (1) direct politeness (bald on record), (2) negative politeness, (3) positive politeness, and (4) indirect politeness or off record (brown levinson, 1987 : 68). this politeness strategies by brown levinson, is expected to be able to support the effectiveness of satu jam lebih dekat talk show on tv one. methods this research uses descriptive qualitative with the aim of case study (subroto, 1992: 7). it means the researcher records carefully and takes the data in the form of words, sentences, discourses, pictures or photos, diaries, memoranda, videos and types. the purpose of this research is to understand and describe cultural phenomena that are hidden or little known to people (santosa, 2014: 27). eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 21 this research also uses pragmatic. it means, this study is based on reactions or responses from the interlocutor or listeners (subroto, 1992: 61). the data sources of this research is taken from oral data sources in the form of speeches between presenters, interviewees and mistery guest which contain of directive speech acts and their politeness strategies whichs airs on january until may 2016. in addition, this study also uses purposive sampling technique based on certain considerations in accordance with the objectives. the purposive sampling here is based on criteria, including: (1) host, (2) resource persons or interviewees, (3) mistery guest who interacts directly with the speakers, and (4) politeness strategies in satu jam lebih dekat talk show, on january to may 2016. the method of this data collection is inductive. it means that the data is collected one by one then it will be analyzed (santosa, 2014: 29). the data that is collected gradually will become large and adjusted for the purposes of this study and the last, for the data analysis uses contextual analysis method. according to rahardi (2005: 16), the contextual analysis method is a method of analysis that is applied to the data by basing, calculating, and relating the identity of the existing of that contexts. findings and discussions politeness is closely related to the concept of 'face' or in english it is called the concept of a face. the concept of face or face refers to the opinion of goffman quoted by brown & levinson (1987: 61) that the face is the self-image, reputation, or self-esteem of someone who is emotionally emotional by someone. that face can be lost, it can be preserved or saved, increased and must be uprooted. the politeness strategy in this research has important thing as way of the speaker to make his speech polite and appreciated. in this regard, the following is a discussion of politeness strategies of illocutionary speech act in satu jam lebih dekat talk show on tv one. table 1: the politeness strategy of satu jam lebih dekat talk show no politeness strategies amount percentage 1. bald on record 20 2,2% 2. positive politeness-attend to hearer 8 0,9% 3. positive politeness-intensify interest 50 5,4% 4. positive politeness-use group identify 98 10,6% eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 22 marker 5. positive politeness-seek agreement 389 42% 6. positive politeness-avoid disagreement 37 4% 7. positive politeness-assert speaker’s knowledge 23 2,5% 8. positive politeness-include both speaker and hearer in activity 15 1,6% 9. positive politeness-give or ask reasons 109 11,7% 10. positive politeness-give gifts 13 1,4% 11. negative politeness-be conventionally indirect 3 0,3% 12. negative politeness-question, hedge 1 0,1% 13. negative politeness-give deference 19 2% 14. negative politeness-impersonalize speaker and hearer 1 0,1% 15. off record-give hints 89 9,6% 16. off record-give association clues 53 5,7% total 928 100% table 1 shows the realization of politeness strategy of directive speech act in satu jam lebih dekat talk show. the most frequent of politeness strategy used in satu jam lebih dekat talk show is positive politeness-seek agreement. the data analysis based on the classification of table 1 as follow: the realization of politeness strategy a) direct politeness (bald on-record) direct strategy is a strategy of politeness that is used when the speaker’s wishes to do face threatening act in maximum efficiency exceeds the hearer’s eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 23 desire (brown and levinson, 1987: 9495). the data indicate a direct politeness strategies (bald on-record) can be seen in the following data. (1) the context of the speech: the conversation took place between indy rahmawati (host) and tjahyo kumolo (speakers). indy rahmawati asks where a place to put his guitar? then mr tjahyo kumolo ordered to put the guitar near his seat. forms of speech: indy rahmawati : okay, it was already mention some group including koes plus group. can i put that guitar? where i should go? 153) tjahyo kumolo : put it there! (154) indy rahmawati : put it okey (154/sjld-tk/ ttd type-commanding /12 februari 2016) in the conversation number (154) there is a direct politeness strategy (bald on record). direct politeness strategy used to refer to the speaker’s wishes to do face threatening act in maximum efficiency exceeds the hearer’s desire. it is deliver by mr tjahyo kumolo with the sentences "put it there!". it is as the lingual marker of their politeness strategies (bald on record). b) positive politeness-use group identify marker positive politeness is directly aimed at the hearer’s positive face (brown and levinson, 1987:101). the data indicate a positive politeness-use group identify marker can be seen in the following data. (2) context of speech: the conversation took place between indy rahmawati (host) with rizal ramli (speakers). indy rahmawati shows enclosed photo. indy asks mr. rizal to guess whose picture and how the stories happened. forms of speech: indy rahmawati : there should be seen mr, on this view. (046) this is a picture guest it! (047) indy rahmawati : look back if can’t seen! (050) already imagine in your mind sir? (051) eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 24 (046/sjld-rr/ttd type asking/1 januari 2016) (051/sjld-rr/ttd type asking/1 januari 2016) in conversation the data (051) are positive politeness -using a marker of group identity. this shows that the hearer desire of politeness regarded as something that is also wanted by the speaker, what is desired by the hearer is also something to be desired by the speakers. it is showen in the speech data is (051) submitted by indy rahmawati "already imagine mr? (051). the word 'sir' is a marker of group identity of married man. this speech included in ttd type 'asking'. c) positive politeness –seek agreement positive politeness is aimed at the hearer positive face (brown and levinson, 1987: 101). the data indicate a positive politeness-use group identify marker can be seen in the following data. (3)the context of speech: the conversation took place between indy rahmawati (host) with tjahyo kumolo (speakers) and also yon koeswoyo. indy rahmawati inquire and praised the meeting with idol is like a dream. forms of speech: indy rahmawati : back to mr tjahyo this meeting like a dream or not? (169) just said before that this meeting just like a dream, this meeting like a dream? (170) tjahyo kumolo : last time i hunt for tickets indy rahmawati : and watch the idol, right? (171) tjahyo kumolo : until histora at the last time (169/sjld-tk/ttd type-asking/12 februari 2016) (171/sjld-tk/ttd type-asking/12 februari 2016) indonesian journal of applied linguistic, vol. 7 no 1, 1 july 2 in conversation the data (169) and (171) are positive politeness -looking approval. this shows that the desire of hearer regarded as something that is also wanted by the speaker. it is delivered by indy rahmawati "and watch the idol, right? (171)”. its speech became a lingual marker of positive politeness strategy seeking approval. the word “right?” is a marker of seeking approval. this speech includes ttd type-asking. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 25 d) positive politeness-ask reason positive politeness is directly aimed at the positive hearer face (brown and levinson, 1987:101). the data indicate the positive politeness strategy ask the reason can be seen in the following data. (4) the context of speech: the conversation took place between indy rahmawati (host) with tjahyo kumolo (speakers). indy rahmawati ask about the tiger statues. then indy asked about who is waiting and keeping the statues. indy also ask why the number of statue should be five. forms of speech: indy rahmawati : on the back is also still there, get into the middle of the room there's a tiger, tiger statues. (130) is there a story mr tjahyo kumolo? (131) tjahyo kumolo : well if the tiger was indeed from the process i put some historic objects treasure together. indy rahmawati : then, who keep this thing? who is? (132) tjahyo kumolo : waiting for what it meant? (135) indy rahmawati : awaiting these things meant. indy rahmawati : why should even 5? (139) tjahyo kumolo : just five only (132/sjld-tk/ttd type-asking/12 februari 2016) (135/sjld-tk/ttd type-asking/12 februari 2016) in conversation the data (132) and data (135) contained positive politeness leave questions or ask for a reason. this politeness shows that the desire of speakers to provide questions or ask forreasons to hearer. it is delivered by indy rahmawati "then, who keep this thing? who is? (132) (132)". conversations (132) these speakers provide questions to the hearer with the aim to provide advice indirectly to the hearer. suggestions in question are to find a place to store these statues. suggestions indirect form of the question is what a form of positive politeness is. the data (135) as submitted by indy rahmawati is "why should even 5?" this speech also contains the intention of seeking reasons as well as providing advice indirectly. utterances (132) and (135) included in the ttd type-'ask'. in this talk show, the speakers fulfill politeness strategies by implementing these strategies. the form of strategic markers of positive politeness such as the word “wow surprise”. it means, the speakers pay the attention to the preferences.then, the form of positive politeness strategy -group identity marker eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 26 is shown by using the word “sir, mom, friend”. a marker for positive politeness strategies-seeking approval is by using the word “no?, yes?, right?”. then, the form of positive politeness strategy marker avoids disagreement by using the word “may”. they also use the word “we” to mark the lingual marker of positive politeness strategies-involving speech partners in activities. and the lingual marker of negative politeness strategies – by using hedging sentences the word “i think”. this talk show also contains motivation, advice, and invitations. so, the use of politeness stratey is very necessary in this conversation, in order to make comfortable in communication, conveying information, motivation, advice or life teachings. the use of this politeness strategy will make this talk show effective, they will minimize face threats and will protect each other's faces. speakers also can extract information from interviewees without any compulsion due to the use of this politeness strategy. therefore, this politeness strategy is able to support the effectiveness of the satu jam lebih dekat talk show on tv one. conclusions and suggestion based on the data classification and analysis, the politeness strategy in the directive speech act of satu jam lebih dekat talk show are bald on record, positive politenessattend to hearer his interest, wants, needs, and goods, positive politeness intensify interest to hearer, positive politeness-use in group identity markers, positive politeness-seek agreement, positive politeness-avoid disagreement, positive politeness-assert or presuppose speaker’s knowledge and concern for hearer’s want, positive politeness-include both speaker and hearer in the activity, positive politeness-give or ask for reasons, positive politeness-give gifts to hearer, negative politeness-be conventionally indirect, negative politenessquestion, hedge, negative politeness-give deference, negative politenessimpersonalize speaker and hearer, off record-give hints, and negative politeness give association clues. the most dominant use of politeness strategy is positive politeness-asking an agreement. the politeness of directive speech acts supports the effectiveness of talk show because of some factors which is influence such as sub-directive speech act to please, to request, to ask, to order, to invite, to forbid, convincing, to obligate, to show, to give, to hope, to want, to warn, to advise, to request, and to permit. the other factor is the use of some politeness strategies which minimalize face threatening act. the use of sub-directive speech act, politeness principle, and eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 27 politeness strategies support the effectiveness of talk show from the receiver, the content, the time, media, form, source, cognitive, affective and conative effect. some limitations for this study related to the topic discussed in this article are as follow: (1) this article only focuses on the use of politeness strategies. thus, for the future study, it can study the speech act as a whole aspect, (2). this research studies the speech act of satu jam lebih dekat talk show from pragmatic point of view. in the future, it is suggested that it can be studied by focusing on its style of language. references brown, p., dan levinson, s. (1987). politeness some universals in language usage. cambridge:cambridge university press. fotouhi, f., dan ziyaei, f. (2015). the role of politeness strategies in writing emails. iran: indian journal of fundamental and applied life scieces, vol. 5, no. 1, hlm 5294-5298. gil, j.m. (2012). face-threatening speech act and face-invading speech act: an interpretation of politeness phenomena. argentina: international journal of linguistics, vol. 4, no.2, hlm 400-411. grice, h.p. (1989). studies in the way of words. england: harvard university press. gunarwan, asim. (2007). implikatur dan kesantunan berbahasa: tindak tutur dan kesantunan berbahasa: beberapa tilikan sandiwara ludruk dalam yassir nasanius (peny). pellba 18. jakarta: pusat kajian bahasa dan buadya unika atma jaya. leech, geoffrey. (2011). prinsip-prinsip pragmatik (terjemahan oleh m.d.d oka). jakarta: ui press. _____________. (2015). prinsip-prinsip pragmatik (terjemahan oleh m.d.d oka). jakarta: ui press. mahsun. 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(1993). metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistik. yogyakarta: duta wacana university press. sulaiman, m., dan khoshaba, l. (2016). speech act as a basic of understanding dialogue coherence with reference to engish-arabic translation. macedonia: international jurnal of social science and humanities, vol. 1, no. 1, hlm 68-98 timberg, bernard. (2004). television a history of the tv talk show. usa: university of texas press tripp, s.e., guo, j., dan lampert, m. (1990). politeness and persuasion in children’s control acts. north-holland: journal of pragmatic, vol. 14, hlm 307-331. yule, george. (1996). pragmatics. oxford: oxford university press yuliana, r., rohmadi, m., dan suhita, r. (2013). daya pragmatik tindak tutur dalam pembelajaran bahasa indonesia pada siswa sekolah menengah pertama, basastra: jurnal penelitian bahasa, sastra indonesia dan pengajaranya, vol. 2, no. 1, hlm 1-14. zhao, y., dan throssell, p. (2011). speech act theory and its application to efl teaching in china. tasmania: the international journal-language society and culture, issue. 32, hlm 88-95. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 42 shifting from theory to practice: efl student teachers’ readiness in online practicum hikmatus syarifah universitas islam negeri walisongo, semarang-indonesia hikmatussyarifah25@gmail.com ma’rifatul fadhilah universitas islam negeri walisongo, semarang-indonesia marifatul.fadhilah@walisongo.ac.id abstract a practicum is a study program designed to prepare pre-service teachers readiness to apply the theory they have learned previously. this practicum also intends to give pre-service teachers a chance to practice their teaching skills. pre-service teachers are affected significantly by the shift from offline to online learning. the aim of this research was to discover the reflective practices of efl pre-service teachers’ readiness in an online practicum, particularly their readiness to use technology in their learning. this research was qualitative research with a case study approach. this research setting was an online practicum at the department of english education, walisongo state islamic university of semarang. the participants in this research were pre-service teachers who attended an online practicum. the data collected through reflective practice based on gibbs’ reflective cycle theory was then analyzed using thematic analysis. the results of this research revealed that the participants did not have any significant issues with the use of technology in the pedagogical and professional aspects since they were familiar with the technology in their study and daily life. keywords: online teaching practicum, pre-service teacher, reflective practice, teacher’s readiness. introduction covid-19 pandemic has spread all over the world and successfully attacks all aspects of human life, such as social, economic, and education. education is one of the fields affected by pandemic, especially in teacher education. almost two years of teaching and learning have been done online. online teaching has created unprecedented barriers for teachers, forcing them to adjust to online teaching. lockdowns in school create an entirely new situation for teachers, students, and parents (könig et al., 2020). a typical situation in schools where students usually gather in class and mailto:hikmatussyarifah25@gmail.com mailto:marifatul.fadhilah@walisongo.ac.id eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 43 meet face-to-face now changes automatically. teachers, students, and parents must also adjust to this situation. alternative schools are the only way to keep the teaching and learning process going. various platforms have been used to support learning activities. pre-service teachers are affected significantly by the shift from offline to online learning. online learning requires a lot of preparation. teachers should be prepared in three competences; pedagogical competence, professional competence, and technological competence. teachers must adapt to online teaching, which demands them to address challenges and embrace new teaching and learning practices using a variety of technology and digital resources. for almost two years from 2020 to 2022, learning in schools was carried out fully online. teachers had to repeatedly design new programs to support students in the online learning process. this is because teachers had never dealt with online learning before, so they have to design a new program. this has required a complete change in the pedagogical approach to teaching and learning, as well as the implementation of a variety of new technologies (howard et al., 2020). school closures occurred in almost all countries starting in march 2020. although schools have begun to reopen, they are still given restrictions, not immediately fully open. teachers confronted great difficulties in adapting to online learning, maintaining communication with learners, and assisting learners in their learning and development. with the closure of this school, teachers, students, and even parents are required to be open to technological developments. as a result, digital technology has become an important issue, especially for pre-service teachers’ study this pandemic. a practicum is a study program that is designed to prepare preservice teachers where they apply the theory that has been learned previously. teaching practicum has an important role for pre-service teachers. it means that pre-service teachers share their knowledge with high school students. it is a good opportunity for pre-service teachers to share their knowledge that they have learned in a teacher education program at a university (noguera & mccluskey, 2017). practicum, which is usually carried out offline for schools, is now changing online. students and teachers utilize internet-based learning technologies to communicate with one another and interact with course information in online learning (downing & dyment, 2013). the use of technology as a medium in this online learning is the media itself. today’s schools are often associated with technology, therefore ict (information and communication technology) should become more integrated into the educational curriculum, and students should be given opportunities to employ modern technology tools and digital resource to solve problems eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 44 (könig et al., 2020). therefore, it is necessary to prepare pre-service teacher students to carry out online practicum by utilizing ict so that the learning process can take place well. the point at which someone is ready to accept or practice a new behavior is called readiness. in other words, readiness is the competence that a person processes when they are physically and mentally ready to do something. teacher’s readiness is described as the condition in which a teacher has adequate physical, social, and emotional competence or aptitude. teaching readiness is defined as a teacher who must have an attitude of teaching readiness because it is his responsibility. in online teaching, not only physical and non-physical readiness must be prepared, but also the ability to master ict is an important aspect. readiness to use ict in learning means that a teacher uses technology as a medium of learning. and in this online practicum, pre-service teacher students are required to master ict. pre-service teachers’ readiness includes three aspects of competence: pedagogic competence, professional competence, and competence in using technology. there are several studies that have examined pre-service teachers’ readiness in teaching practicum. the first study is on studentsteachers’ strategies in engaging classroom interaction in the context of the teaching practicum (heikonen et al., 2017). in the framework of the teaching practicum, the aim of this research is to get a better understanding of the tactics used by pre-service teachers in classroom engagement with students. the study focuses on the cognitive, behavioral, and emotional methods that pre-service teachers describe utilizing in both challenging and empowering classroom occurrences. the next is readiness in computer assisted language learning (call) and teaching (park et al., 2020). this study examines pre-service teachers’ readiness to use call in their teaching. however, this study did not explore the readiness of pre-service teachers to teach in an online practicum. and there is little that discusses the readiness of pre-service teachers to teach in an online practicum, such as the covid pandemic and its effects on teacher education in england: how teacher educators moved practicum learning online (kidd et al., 2020). nevertheless, this study focuses on the challenges that arise from school closures during the pandemic and how they impact educators. this study explores how to adapt and transfer learning to the online space. this research has not explored the readiness of pre-service teachers in the use of technology. therefore, this study is underexplored so this study must explore the readiness of pre-service teachers to teach in an online practicum, especially their readiness to use ict in their learning process. reflective practice can be used as a tool to determine the readiness of pre-service teachers in an online teaching practicum. reflective practice is eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 45 important to maintain good and quality teaching and learning practices (roberts et al., 2021). reflective practice has a positive impact on teacher education in ensuring that pre-service teachers reflect on their teaching practice. the purpose of this reflective practice is to make pre-service teachers better prepared for teaching practice, especially in online teaching practicum. the other purpose is to prepare pre-service teachers to become professional teachers in the future. methods research design this research is qualitative research. qualitative research aims to comprehend the phenomenon of what the research subject is experiencing, such as behavior, perception, motivation, action, and so on. this research used a case study approach according to robert k. yin, which intended to describe the results of research and try to find a comprehensive description of a situation (yin, r. k, 1984). the reason for using this method is because the phenomenon to be studied is a case that requires an in-depth descriptive study, namely to determine the readiness of pre-service teachers to teach in an online practicum, especially using technology. a case study is effective when the researcher want to understand a specific problem or situation in detail and where people can identify cases with a variety of information. in general, a case study is more appropriate for research related to how or why questions. setting and participants the setting of this research was an online practicum at the english education department of uin walisongo semarang. practicum is one of the courses that must be taken as a graduation requirement at a university, especially for teaching education. practicum is offered in the seventh semester and students can take it after they have taken microteaching. the practicum was initially carried out offline but is now online due to covid19 pandemic. the participants of this research were pre-service teachers who took an online practicum. seven pre-service teachers volunteered to participate in this study, including six females and one male. these pre-service teachers are majoring in the english education department. data collection method and research procedure data collection techniques through interviews and questionnaires allowed the researchers to obtain in-depth information about the readiness eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 46 of pre-service teachers in online practicum. this method was chosen because interview is a useful data gathering tool in which participants’ preparation could be revealed through their actions, feelings, and attitudes (park et al., 2020). the questionnaire also aimed to collect data and find answers to questions about the readiness of pre-service teachers to teach online, especially their readiness to use technology. the goal of this study was to get a thorough understanding of the subject, it was conducted qualitatively. through reflective practice data was collected. this technique aimed to reveal the readiness of efl pre-service teachers to practice teaching in online practicum. reflective practice is a method of learning from experience (arslan, 2019). from experience, teachers can learn about their teaching learning and it will make a professional teacher. this technique of collecting data through reflection was considered appropriate because it helps pre-service teachers to learn from personal experience, especially bad experiences. with this reflection, pre-service teachers can correct their shortcomings and will improve their teaching. the participants can write down what they feel when teaching online practicum according to the prepared questions. the data reflection was taken in august 2021. this reflection was distributed via whatsapp in the form of word or pdf file. the researchers contacted the participants personally because the responses were confidential. the researchers asked the participants to fill the forms or to write a reflection of their teaching. reflection consists of six questions according to the gibbs reflective cycle (1988). these stages include the following: description of the situations and conditions, feeling about the experiences, evaluation good and bad experiences, analysis to understand the situation, conclusion about what someone has learned and done in the teaching, and action plan about what will someone does in the future if you face the same situation. data analysis the main objective of this research is to explore the readiness of preservice efl teachers in online practicum. this study also explored the readiness of pre-service teachers to use it in learning activities. this research adopted a qualitative research methodology by utilizing thematic analysis. there are six steps in analyzing thematic data analysis; 1) identify the data (which means to read and re-read the data that has been obtained and note the important points), 2) make a code (code the data or take the main points in each sentence), 3) create a theme (after being coded, turn it into themes), 4) review the themes that have been made (recheck), 5) define and give a eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 47 clear name for each existing theme, and 6) analysis means compile and produce reports (braun v. & clarke v., 2006). interviews are a great method for generating insight that includes attitudes, experiences, and feelings (park et al., 2020). qualitative study will provide the potential to find out various views and experiences. the data collected from the reflection were then analyzed based on gibbs reflective cycle. the findings of this study were analyzed and presented based on the answer of the reflection. findings based on the answer from the reflection data provided by participants, the following is an explanation of their readiness in teaching practicum. 1. learning conditions while online the covid-19 pandemic has had a tremendous impact on all aspects, including education. education that was originally carried out face-to-face has now shifted to online. online learning or distance learning surprised everyone, not only students but also teachers. it was a challenge for teachers to create an effective classroom atmosphere. this reflection was used to determine the extent of the readiness of pre-service teachers in the online teaching practicum. in addition, the reflection also contained several main points, among others, to find out how they felt before and after carrying out the online teaching practicum at school/madrasa, and whether they had anticipated the situations that would be faced during the online teaching practicum, as well as good and bad experiences during the online teaching practicum. participant f i felt little pressured because when i asked the teacher for corrections related to learning materials in the form of power point, learning videos and google assignment forms, there were any revisions, because these were adjusted to what the previous teacher had made, while i did not know it. for the next meeting, i have anticipated all the problems i experienced before, prepared a google form according to the teacher’s wishes and prepared a network to facilitate the learning process. before studying i prepare everything i need. the good experience that i got during ppl, i was given a mentor teacher who was very helpful and paid attention to what i was doing, so i knew what was right and what was wrong. i can understand how to teach well, prepare lessons well, create efficient and organized learning, know how to use applications that are very helpful in the assessment process such as google forms and score recaps with spreadsheets. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 48 the bad experience i had was the response of students who were less active in learning, i have tried to provide interesting learning media but only a few students were active, then some students also did not take part in learning through google meeting for various reasons, such as having no quota and bad signal. 2. readiness for online teaching practicum participant z before ppl, i felt happy but a little restless because every day i thought about how the technical implementation of ppl would be, and i was afraid that when i taught, i would get naughty students or what i taught was not understood by the students, so i felt a little restless and afraid behind the feeling of euphoria towards ppl. but when the ppl took place and i started teaching ma children, especially class xi, i felt happy and entertained by the students, when i held a google meet many of them were active in question and answer, when i asked them to read the material, i presented on power point. they were enthusiastic to read it even though some did not want to read because of their lack of confident their english reading skills were not fluent, but after convincing the students they finally wanted to read the material. it’s nice to be able to teach the new world directly with ma children who are fun, although there are bound to be children who are disobedient in doing their assignments, but i always convince and invite them to study and do assignment. based on the reflection data above, it can be concluded that pre-service teachers feel nervous, confused, and worried before teaching practicum begins. they can not imagine how it will be taught later because they have never been in direct contact with the teaching system. but after practice, they are happy because the reality is not as difficult as imagined. the enthusiastic response of students also adds to the enthuasism of a teacher. 3. skills in online learning participant z i learned to be more patient in dealing with situations like this and i understand that online teaching and learning activities are more difficult for both teachers and students. the teacher cannot control students directly and students do not get detailed material and explanations so that students’ understanding is reduced. what i can do to make teaching and learning activities more effective is to do a google meet in every meeting, and i have to be more assertive with lazy students. i can use some of the rules to make students feel that learning online must also obey the rules. and i will always give an evaluation at every meeting or i will hold a question and answer or eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 49 quiz directly using google meet to find out the level of students understanding. at the end of each material i will hold a test and for students who get the best score will get a reward. from the reflection data above, it can be concluded that a teacher must stay alert and responsive in dealing with everything that happens in the classroom. skills in teaching also need to be prioritized in teaching because with that teaching and learning process will be carried out as expected. 4. efforts in carrying out online learning participant k to become a competent teacher candidate, there are many things that must be improved and prepared. changes in my attitude and behavior will take precedence. this is because as a pre-service teacher, i will interact with various school/madrasa residents. moreover, students will imitate me a lot as their educator. i will also improve my teaching skills and innovate according to the times. this is so that students still feel at home in the learning process and feel that learning is becoming an addiction. this is important so that students do not feel burdened by the current developments. 5. organize online learning activities participant l to manage and control classroom conditions to remain conducive during online learning, a good strategy is needed. the teacher cannot control directly and students do not get an understanding of the material and explanations in detail so that student understanding is reduced. the way that i did to make the class more effective was to do a google meeting in every meeting and also i have to be firm with the students. a firm attitude sometimes needs to be applied when teaching. it means that sometimes relaxed and sometimes serious. the researchers concluded from the reflection data above that implementing online learning requires some effort. efforts can come from teachers and their efforts to facilitate the teaching and learning process. the quality of teaching from a teacher can be improved through reading, looking for several reference sources that are relevant to the material, and always being updated with educational developments. 6. utilizing the use of media/platforms to support online learning online learning or distance learning cannot be separated from technology. along with the times, technology is getting more eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 50 sophisticated. therefore, educators must follow these developments so that the learning process can run optimally. in carrying out online learning, we need several platforms to support the learning process. there are some platforms that we may already know about, but there are also some platforms that we may not know about. as teachers, we must know how to use the platform properly and correctly. this reflection aims to determine the readiness of pre-service teachers to use various platforms to support online learning. participant i in this lesson, i only used google meeting platform to support online learning. but in the future, i will learn and improve more about various platforms that can be used in online learning. maybe a web such as linktree, making digital e-books, or you can also use a discord and quizziz platforms during the learning process. and i still have to continue to study and find out about platforms that might be interesting for students to understand the learning material. based on the answer data given by participants above, they have used several platforms to support online learning. in the use of technology, they were quite mastered, but there was one participant who wanted to learn more about using the platform. the participant wanted to try other platforms that could attract students’ attention. the use of technology should be used to the maximum extent possible. discusssion in a teaching practicum, a teacher must meet three aspects of competence: pedagogic, professional, and skills in using technology. the pre-service teachers’ readiness to use technology in learning needs more attention. this is in accordance with what was expressed by park, that preservice teachers in the current era are expected to be more prepared to use technology in their learning (park et al., 2020). previous studies have conducted research on the pre-service teachers’ readiness in teaching, but in this research, teaching readiness in using technology as a learning medium has not been researched. examples of previous research have been described by the researcher in the background sections. meanwhile, in this research, the researchers focus on pre-service teachers’ readiness to use technology as a learning medium. this is different from previous research, considering that learning in the current era has shifted online due to the covid-19 pandemic. although there have been eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 51 face-to-face meetings, even then it has not been completed. the results show that the current research and previous research reveal the same results: preservice teachers are ready to teach online. it can be concluded that in this research, the researchers provide a clear description and explanation of the pre-service teachers’ readiness in an online teaching practicum and also provide an overview of their readiness to use technology in their learning. pre-service teachers start their teaching practicum by creating and designing attractive media/platforms so that students remain enthusiastic about participating in learning even though the learning is done online. designing interesting learning also aims to make it easier for students to understand the material being taught. in designing this media/platform, it is adjusted to the needs of students so that the learning process can be followed as much as possible. conclusion and suggestion this research describes the pre-service teachers’ readiness in an online teaching practicum and also describes their perceptions of the implementation of the online teaching practicum. from the reflective practice data above, it can be concluded that: in a teaching practicum, what the teacher must prepare is not only mastering the materials being taught but also the ability to manage the class and the ability to use technology in learning. mastery of the material is indeed a priority in teaching, but if it is not supported by other abilities, the learning process cannot run smoothly. this research reveals that the teaching readiness of pre-service teachers includes three aspects; pedagogical, professional, and readiness to use technology in their learning. based on the findings from the reflective practice data provided by the participants, in their teaching readiness, they stated that they were ready to practice teaching online. they had prepared various things, such as teaching materials, media, and techniques that they have to prepare for an online teaching practicum. but there were some participants who thought that offline learning is more effective than online learning because it allows participants to practice teaching directly. they had made various efforts and preparations so that the learning process could run as optimally as possible. in addition, they have also arranged learning activities in the form of lesson plans so that learning runs in a structured manner. they tried to create classroom conditions to remain active and effective even though learning was done online. online teaching requires special skills, especially in using technology in their learning. all participants seem to have applied the technology well. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 52 in the use of technology, the participants did not have any significant issues with the use of technology in the pedagogical and professional aspects since they were familiar with the technology in their study and daily life. in addition there were also participants who had a willingness to develop their skills in using technology. references arslan, f. y. (2019). international and multidisciplinary perspectives reflection in pre-service teacher education  : exploring the nature of four efl pre-service teachers ’ reflections. reflective practice, 20 (1), 111–124. https://doi.org/10.1080/14623943.2018.1564652 downing, j. j., & dyment, j. e. (2013). teacher educators ’ readiness , preparation , and perceptions of preparing preservice teachers in a fully online environment  : an exploratory study. the teacher educator, october 2014, 37–41. https://doi.org/10.1080/08878730.2012.760023 heikonen, l., toom, a., pyhältö, k., pietarinen, j., & soini, t. (2017). student-teachers ’ strategies in classroom interaction in the context of the teaching practicum. journal of education for teaching, 43 (5), 534–549. https://doi.org/10.1080/02607476.2017.1355080 howard, s. k., tondeur, j., siddiq, f., scherer, r. (2021). ready , set , go  ! profiling teachers ’ readiness for online teaching in secondary education. technology, pedagogy and education, 30 (1), 141–158. https://doi.org/10.1080/1475939x.2020.1839543 kidd, w., murray, j. (2020). the covid-19 pandemic and its effects on teacher education in england  : how teacher educators moved practicum learning online. european journal of teacher education, 43 (4), 542–558. https://doi.org/10.1080/02619768.2020.1820480 könig, j., jäger-biela, d. j., & glutsch, n. (2020). adapting to online teaching during covid-19 school closure: teacher education and teacher competence effects among early career teachers in germany. european journal of teacher education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650 noguera, j. s., & mccluskey, k. (2017). a case study of early career secondary teachers ’ perceptions of their preparedness for teaching  : lessons from australia and spain. teacher development, 21 (1), 101–117. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 53 https://doi.org/10.1080/13664530.2016.1204353 park, m., son, j., & park, m. (2020). pre-service efl teachers ’ readiness in computer-assisted language learning and teaching. asia pacific journal of education. https://doi.org/10.1080/02188791.2020.1815649 roberts, p., barblett, l., boylan, f., knaus, m. (2021). revitalising reflective practice in pre-service teacher education  : developing and practicing an effective framework education. reflective practice, 22 (3), 331–344. https://doi.org/10.1080/14623943.2021.1881888 yin, r. k. (2014). case study research and applications: design and methods. fifth edition. los angeles: sage eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 37 the effectiveness of using advertisements to improve students’ writing skills tien rafida universitas islam negeri sumatera utara, indonesia tienrafida@uinsu.ac.id sholihatul hamidah daulay universitas islam negeri sumatera utara, indonesia sholihatulhamidah@uinsu.ac.id elsa septriana wijaya nasution universitas islam negeri sumatera utara, indonesia elsaseptriana02@gmail.com abstract this research was conducted to analyze the effectiveness of using advertisements in improving students' writing skills. the subjects of this research were an english teacher and 26 students in x-mipa class. an interview was conducted with the teacher to gather the data, and the questionnaires were distributed to the students. the data were then qualitatively analyzed. to analyze the data, the steps used were data reduction, data display, and conclusion. this study concluded that using advertisements helped students feel happy, enthusiastic, and motivated in their writing lessons. however, some students needed help expressing their thoughts in writing lessons due to a need for more vocabulary. the usage of advertisements in the classroom has helped students' writing abilities. based on these findings, it is recommended that all teachers use advertising intensively in their teaching to improve their students' writing skills further. keyword: advertisement, english teaching, writing skill introduction writing is the most complex skill to learn because there are so many writing-related aspects that students must be aware of (babayiǧit & stainthorp, 2010). writing lessons require advanced vocabulary; otherwise, it is impossible to express ideas in writing. many high school students struggle with writing in english as a foreign language. the main reasons students struggle to write well in english are the lack of vocabulary and knowledge of several essential writing mailto:tienrafida@uinsu.ac.id mailto:sholihatulhamidah@uinsu.ac.id eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 38 components. these aspects of writing include vocabulary, grammar, punctuation, spelling, sentence structure, and sentence coherence. on the other hand, teachers must explain the genre before assigning students to write and the types of text assigned to students. the students must be familiar with various text types, including recounts, narratives, descriptive, reports, procedures, persuasive, and arguments. the representation of a language by a writing system is called a written language. students can provide feedback when applying for jobs in the field and when writing letters, instructions, and reports. furthermore, the medium of instruction is one of the critical elements determining teachers' performance in enhancing students' writing abilities. a teacher must be able to devise an appropriate method for a more effective, engaging, and beneficial teaching and learning process. writing in english is the subject that students find the most challenging because students have to write with proper grammar, sentence structure, and punctuation. the media of teaching are necessary for teaching and learning the communication and information technology era, particularly in writing topics. writing is challenging to teach and learn because it necessitates mastery of more than just grammatical and rhetorical features but also proper conceptual and emotional aspects. students' difficulties can be seen when they write an english text; most of them make mistakes in their writing. students struggle with writing because they must gain writing skills and adhere to proper writing rules. some english teachers need help resolving the issue of using appropriate techniques in teaching english writing (munir, 2016). it can be seen in the way english teachers teach writing during the process of teaching and learning. it is influenced by how the teachers teach; for example, teachers must teach all writing rules and provide students with enough writing exercises. sometimes the teacher asks them to read about writing topics. as a result, students' writing skills in schools could have improved. furthermore, to succeed in writing well, students must learn to write correctly and according to the rules; thus, they must know and understand the correct writing rules. to help students understand the rules, teachers must instruct students in writing using appropriate methods and techniques, such as images, videos, and commercial media. based on the preceding statement, it is assumed that the students' quality can be improved when the teacher implements innovative models or activities to make the students more participating. in analyzing the teaching of english, specifically writing skills. previous research has shown that using media increases the skills and performances of students during teaching-learning activities (xodabande, 2017). unlike previous studies that focused on the effectiveness of media in teaching english writing, this study examines english writing as a foreign language. furthermore, most previous studies investigated the effectiveness of teaching media such as video, movies, network telegram, and games; this study focuses its analysis on the use of advertisement media in eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 39 improving students' writing skills. the use of advertisements as teaching media in english writing classes among senior high school students has received little attention, so this study aims to fill that void, taking the case of the tenth grade of senior high school of teladan sei rampah. an advertisement text is a written or typewritten advertisement that intends to share a narrative about a product. the findings of this study will provide evidence of the effectiveness of using advertisement media to improve english writing skills. this study will also shed light on how english teachers can use advertising effectively to improve their students' writing skills. methods the researchers in this study used the descriptive qualitative method. the data were collected through a semi-structured interview and questionnaires. the interview aimed to gather more data and information from the teacher on using advertisements in writing persuasive text and the teachers' difficulties in using advertisements in teaching writing. the questionnaire was used to discover the effectiveness of advertisements in teaching learning writing. the data was analyzed using data analysis based on miles, huberman, and saldana's (2014:8) data analyzing technique; data condensation, data display, and drawing and verifying conclusions. findings the primary participant of this study was an english teacher at the senior high school of teladan sei rampah. some questions were given to the teacher. first, the researcher asks the teacher about the process of english in the classroom. the teacher said that she usually starts the teaching and learning process with activities such as; giving the students apperception, brainstorming, or a little ice breaking to get the students' focus. the second was about the importance of writing english. according to her, writing in english is essential and needed in activities. the third question was about what activities were carried out in the writing teaching process. she usually explained writing from the structure of the text first, then the characteristics of a text she would teach. after that, students were asked to understand the text first. then students were asked to write examples of similar texts, sometimes done alone or in groups. the fourth question was about students' participation in english class. in her opinion, the participation of the students in english class was good, and they were interested in the class when learning english in her class. the next question that the researchers gave to the teacher was about how to increase students' participation in the class that the teacher teaches. from her perspective, she used the appropriate learning material with exciting methods to make the students easily understand. the next question was about the difficulties of using media in the teaching process for the teacher. moreover, she said some things could be improved in teaching and learning. for example, the teacher needed to prepare the materials and learning video. using advertisements in the teaching and learning process also had a little obstacle faced by the teacher because she had to prepare the materials by searching eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 40 websites, newspapers, magazines, etc. the teacher needed a long time to prepare the material well. another question was about the findings on students' learning difficulties in english class, especially in expressing in writing during the learning process. according to the teacher, the students struggle to write rather than speak in english. it was because the spelling of words in english is different, and the students also needed to learn how to start writing; there was no idea in their minds. the eighth question was why these difficulties occur. she answered that these difficulties occurred because the students did not master vocabulary in english. the ninth question was about the english writing ability of the students. in her opinion, students'students' english ability needed to improve because they rarely practiced writing. the tenth question was about the motivation of students to learn to use media (advertisement). she said that students are interested in writing using media because it can increase their english to write. the next question was about the teacher's teaching method for writing. the teacher used the direct method or face-to-face in learning to write. the twelfth question was whether the teacher used media (advertisement) in teaching and learning, especially writing. the teacher said, "never before." question thirteen was about the students' enthusiasm to use learning media. she said, " yes, because if you use media, the material will be more interesting and easy to understand. it made the students enthusiastic about learning". the fourteenth question was about students writing skills improvement after using media in the teaching and learning process. the teacher said the students' writing skill has to improve after using media in the teaching-learning process because using advertisement in the teaching-learning process can increase vocabulary in english. moreover, the last question was about whether implementing teaching using media (advertisement) effectively increases students' participation in learning english. from her perspective, implementing teaching using media (advertisement) more effectively increases students' participation in learning english because it is easier to convey the materials for learning, so it is not rigid. furthermore, the findings from interviews with the english teachers'' were further confirmed by the questionnaires to 26 students. based on the results of the questionnaires researchers gave students, here is the percentage of each statement in chart form. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 41 i enjoy learning english  i like learning to write in english 4% 96% 0%0% statement 1 strongly agree agree disagree strongly disagree 8% 81% 0% 11% statement 2 strongly agree agree disagree strongly disagree eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 42  writing in english is difficult  i have difficulty expressing ideas when writing in english  i have no difficulty in expessing ideas when writing in english 4% 58% 38% 0% statement 3 strongly agree agree disagree strongly disagree 4% 31% 10% 55% statement 4 strongly agree agree disagree strongly disagree eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 43 discusssion in this section, the researchers would like to discuss and explain the findings regarding using advertisements as media in teaching writing. the following section discusses the results of interviewing the english teacher and questionnaires to 26 students. according to the above results of interviews and questionnaires with the teacher and students, using advertisements to teach writing was very effective. students reaped benefits in their studies. using advertisements to teach english writing advertising as a medium for teaching english writing was influential in the teaching and learning process. it was critical to improving the students' ability to master english skills, particularly in learning english writing. it can be seen from the teacher's answer given to the researchers. the researcher asked the teacher the first question about learning english in the classroom. in the first question, the teacher said that she usually starts the teaching-learning process with activities such as; giving the students apperception, brainstorming, or a little ice-breaking to get the students' focus. the ice-breaking that the teacher means can be a quiz or guesswork. the teacher made sure that the class was in a new condition. after that, she instructed students to open the book that would become the topic of discussion that day, then the study process as usual. sometimes the teacher uses small groups in learning, or usually with lecture methods. the second question was about the importance of writing english. according to her writing, english is essential and needed in daily activities. writing activities can develop our written communication, especially with the students. the third question was about what activities are carried out in the writing teaching process. she answered this question with the usually explain, writing 40% 40% 20% 0% statement 5 strongly agree agree disagree strongly disagree eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 44 from the structure of the text first, then she will explain the characteristics of a text that she will teach during the day. after that, students were asked to understand the text, and then the teacher asked the students to create examples of similar texts. this activity is to make sure that students understand the text. the exercise did alone or in a small group. the fourth question was about the students' participation in english class. in her opinion, the participation of the students in english class is excellent, and they are interested when learning english in her class. however, sometimes their participation can be less than enough to follow the teacher's material because she emphasizes scores. she will reduce their score if someone needs to follow the lesson well. in addition, the students responded well when teachers used advertisements in their teaching english writing classes, and they were motivated to learn writing. students' positive responses in the learning process were signed that they are motivated to learn english writing. students felt happy and enthusiastic about learning english writing when the advertisement was used as the teaching medium. the next question the researcher gave the teacher was about increasing students' participation in the teacher's class. from her perspective, she used the perfect learning material with an exciting method to make the students easily understand the teaching-learning process. it means the teacher should make an exciting method or technique when teaching the class. the next question was about the difficulties of using media in the teaching process for the teacher. she said there are some difficulties in the teaching-learning process for this question. for example, the teacher must prepare the materials and make learning videos. using advertisements in the teaching-learning process also get difficulties for the teacher. she had to prepare the materials by searching the website, newspaper, magazines, etc. the teacher needed a long time to prepare the material well. for a better situation, the teacher should prepare the material well before entering the class and give the material to the students. another question was about finding students with learning difficulties in english class, especially in expressing in writing during the learning process. according to the teacher, the students sometimes need help to write rather than that speak in english. it was because they spelled the words in english differently, and also, the students needed to learn how to start writing. there is no idea in their mind. also, students' interest in writing english could be more vital. then they need more vocabulary mastery and understanding of grammar. so the teacher has to guide them in writing lessons. the student's difficulties could be more vocabulary, grammar, and interest when learning english. therefore, teachers must use appropriate media according to student's needs and interests to help students improve their skills in english writing class. the difficulty is widespread in learning; there are no students who do not eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 45 experience difficulties. the teacher is responsible for providing feedback to students in learning, and the difficulties faced by students can be easily solved. the eighth question was, "why do these difficulties occur." she answered that these difficulties occur because the students need to gain mastery of english vocabulary. according to (dian & hapsari, 2007), teaching english vocabulary to young learners takes work. teachers must have many ideas. the introduction of the review of vocabulary items must be done through learning media. the ninth question was about the english writing ability of the students. in her opinion, students' abilities in writing english needed to be improved. not only do they need more vocabulary they also rarely practice writing. having sufficient vocabulary is very important to help students more easily express their ideas in writing. thus, the teacher motivates students to master or memorize more vocabulary. in addition, teachers should also be responsible for monitoring students during english writing sessions and providing guidance to students if they have problems expressing their ideas in writing. english teachers should encourage students to practice writing more at home. to improve writing skills, students should be encouraged to practice writing both in and outside school. the tenth question was about the students' motivation to learn media (advertisement). she said, "students' are interested in writing using media because it can increase their english to write." the teacher's statement is the same as the previous study (ismaili, 2013): using media in teaching has improved students’ ability in english writing classes. the next question was about the teacher's method of learning to write. the teacher used the direct method in learning to write. she used the direct method because the teacher has to guide the students in writing lessons. the twelfth question was whether the teacher used media (advertisement) in teaching and learning, especially in writing. the teacher said, "never before." it means that the teacher never used media or anything in the teaching-learning process, but she knows about the using advertisement in teaching english. she only never implemented this method in her class. question thirteen was about the student's enthusiasm for learning to use learning media. she said, "yes, because if i use media in the teaching-learning process, the material will be more interesting and easier to understand. it made the students enthusiastic about learning". the fourteenth question was whether students' writing skills improved after using media in the teaching and learning process. the teacher said that the student's writing skill has improved after using media in the teaching-learning process because advertisement can increase their vocabulary in english. furthermore, the last question was about whether implementing teaching using media (advertisement) effective or not in increasing student participation in eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 46 learning english. from her perspective, implementing teaching using media (advertisement) more effectively increases student participation in learning english because it makes it easier to convey learning, so it is not rigid. using media to teach english was adequate for the students and the teacher in the teaching-learning process. furthermore, students' participation can be seen by their interest in learning english gained through questionnaire scores. based on the questionnaire the researcher gave students, here are the result of the percentage of each statement. for the first statement, "i enjoy learning english," it was found that 4% strongly agreed that students enjoy learning english, 96% agreed, and 0% of the students chose disagreed and strongly disagreed. the researcher can conclude from the previous percentage that most students enjoy learning english. it is also relevant to what the teacher said before. during the teachinglearning process, the students can follow the teacher's material. it shows that the students enjoy learning english. in the second statement, "i like learning to write in english, " 8% strongly agreed with this statement, while 81% agreed and 11 % strongly disagreed, and no student or 0% chose strongly disagreed with the second statement. so it means that most students like learning english in writing text. the third statement was about "writing in english is difficult" the percentage shows that 4% strongly agreed, 58% agreed, 38% disagreed, and 0% strongly disagreed with the third statement. the researcher can see that some students did not find it challenging to write english, but most students also had difficulty writing english, which is involved with the teacher's statement. the students had difficulty expressing their idea in writing and needed to learn how to start the writing process. the teacher said above is also relevant to the following statement on the questionnaire students’ field. the following statement, "i have difficulty expressing ideas when writing in english," 8% strongly agreed with this statement, 69% agreed, 23% disagreed, and 0% strongly disagreed. this statement proves that the previous statement affects the students' difficulties in expressing their ideas. also, teachers know about these problems and are responsible for solving them and improving the students' learning process. the fifth statement, "i have no difficulty in expressing ideas when writing in english," and the percentage of students were; 0% strongly agreed, 8% agreed, 46% disagreed, and also 46% strongly disagreed on this statement. because the percentage of disagreed and strongly agreed were the same, most students complicated expressing their ideas when writing in english, which is also involved in the previous statement above. overall, our findings demonstrated the importance of media in teaching and learning. as a result, teachers must use appropriate media following their students' needs and interests in order to assist students in improving their ability in english writing classes. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 02, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 47 conclusion and suggestions this study analyzed and described the effectiveness of using advertisements to teach english writing at the senior high school teladan sei rampah. the study discovered that the teacher in the school used advertisements in their teaching english writing class, based on interviews and questionnaires with the english teacher and students. advertisements were discovered to be effective in teaching english writing. it made the students happy, and they were eager to learn english writing. the advertisement has helped students improve their english writing skills as long as it is provided based on their needs and interests. when teachers used advertisement media in their english writing classes, the students were effectively engaged and enthusiastic in completing english writing assignments assigned by the teachers. however, most students struggled with writing due to a lack of vocabulary. therefore, having a rich vocabulary is critical for students to express themselves more easily in writing. as a result, it is the teacher's responsibility to motivate students to master or memorize more vocabulary. furthermore, a teacher should be responsible for monitoring students during english writing sessions and providing guidance to students with difficulty expressing their writing ideas. english teachers should encourage their students to write more at home. students should be encouraged to practice writing not only at school but also outside of school in order to improve their writing skills. it is suggested that teachers select and use teaching and learning media based on the student's needs and interests during teaching and learning english writing, such as advertisements and pictures. finally, after correcting the results of students' writing, teachers must provide feedback. it is one of the teachers' rules in the teaching and learning process, along with the use of media in improving english writing skills among high school students. further research on media use in teaching english writing should include more students from various levels of schools across indonesia to provide more comprehensive findings on the topic of interest. furthermore, comparing various types of media, including internet social media such as facebook, instagram, whatapps, and others, in improving students' writing skills could contribute to the existing literature on media use in teaching and learning. references as, a., wardarita, r., & wardiah, d. 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(1987). learning the language of practice. curriculum inquiry, 17(3), 293–318. https://doi.org/10.1080/03626784.1987.11075294 tien rafida universitas islam negeri sumatera utara, indonesia sholihatul hamidah daulay universitas islam negeri sumatera utara, indonesia (1) elsa septriana wijaya nasution universitas islam negeri sumatera utara, indonesia (2) abstract introduction discusssion eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 18 students’ satisfaction level of english online learning at smpn 1 ampek angkek resi oktaviani institut agama islam negeri bukittinggi, indonesia resi.okta96@gmail.com abstract this research was conducted due to problem faced by students to understand the material, on limited internet network access, and less enthusiasm about online learning. this study aimed to see the students' satisfaction level of english online learning.this was a survey research . the population and sample of this study were students of viii smp n 1 ampek angkek. where this research used the incidental technique. the data collection technique was through questionnaire as an instrument. the data analysis technique was collected data, tabulate the data, calculated the data to average, and interpret the data. based on the results of research and data analysis, the research found that students’ satisfaction in implementing online learning on the learning technologies item, the results showed that the students were quite satisfied with the learning carried out, namely the data obtained (64,92%). students' satisfaction in the item pedagogical models shows that students were quite satisfied with the data obtained (71,51%). and students' satisfaction in online learning with the instructional strategy item shows the results that students are quite satisfied with the data obtained (64,08%). based on the results of this study it can be concluded that the students in class eight at smp n 1 ampek angkek are quite satisfied with english online learning that has been done by obtaining 66,83% data which means quite satisfied. keywords: english methods; english online learning; satisfaction introduction in november 2019 indonesia was shocked by the health crisis, namely the coronavirus. coronavirus diseases 2019(covid-19) is a new type of disease that has never been previously identified in humans sign and general symptoms of covid-19 infection, among others symptoms of acute respiratory disorders such as fever, coughing, and shortness of breath (wahyu aji, 2020). it means coronavirus a fever that very dangerous for human life. since this epidemic has spread around the world, especially in indonesia, the government and the ministry of education and culture (kemendikbud) have issued a warrant to study at home. the closure of eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 19 schools and educational facilities was the choice of many in the country, both at the elementary and university levels. a total of 13 countries including china, italy, and japan have closed schools throughout the country to stop the spread of flu-like viruses. that affects almost 290 million students, said unesco. to prevent the spread of covid-19 transmission in particular school residents and the public at large, the ministry of education and culture (kemendikbud) published several letter circulars related to the prevention and handling of covid-19. first circular letter number 2 the year 2020 about prevention and handling of covid-19 in the ministry of education and culture. second, circular letter number 3 the year 2020 regarding prevention of covid-19 on education units. third, letters circular number 4 of 2020 concerning the implementation of education policy in an emergency spread coronavirus disease (covid-19) among others, it contains directions about the learning process from home (fieka nuru, 2020). it means from the circular letter learning process should do home. at present, indonesia have implemented a policy of online learning activities from a distance. to break the chain of transmission of the coronavirus (covid-19), social distancing applies to everyone. the enactment of this policy has an impact on the closure of places of worship as well as canceled time collection agendas. the outbreak of this coronavirus also caused the implementation of the work from home. finally, school and campus nationally carry out online learning. this fact is what makes pandemic covid-19 a serious impact on the education sector globally. nowadays, in pandemic covid-19, gadgets and the internet have become a need for everyday activity. gadgets and the internet as ones of products developing technology are possible to help people fulfill their needs. for general people, technology is usually employed for communicating with friends or colleagues in everyday life, until sending credential information from home. expecially for students, students these days can also employ technology or gadgets for the importance of their education. in addition, access internet services are often employed to share new information regarding school activities or homework, either by the teacher or by students. more ever learning english is one important material in each school. english is one of an international language which has an important role in the world. in some countries, english is the official language which is used for education. in indonesia english is a foreign language that is taught from junior high school to university. the people learn english because they know that english now is an international language. there are four skills in english as speaking, listening, reading, and writing. learn english means eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 20 you have to know how to speak, how to write, how to listen, and how to read in english. english also takes an important role in every aspect of human life, such as education, technology, communication, economics, banking, tourism, and scientific researcher in the world including indonesia. besides, to learning english people can find from many place school, library, internet (online learning), etc. online learning is part of the modern transformation of higher education (shirley bach et.al, 2007). it means using online learning the students can be innovative and creative in learning. for example, using email and mobile phones become a mas form of communication in the developed world. other examples now, using whatsapp application, email, zoom video, etc can share information and knowledge. the success of students in learning is strongly influenced by the quality of services provided by the school. this is because quality service can provide comfort in learning, can foster motivation to learn, etc. which can support student success in learning. thus, students' success in learning that is reflected in students' achievement will automatically show the quality of an educational institution. satisfaction is one factor that influences learning. according to kotler in fajar darmawan, satisfaction is a feeling happy or disappointed someone which comes from a comparison between impressions on the performance of a product and his hopes (fajar darmawan, 2015). so that it can be concluded that satisfaction is a feeling that comes when we compare what is we expect what we get it. based on the researcher preliminary interviews with some students and teacher at smp n 1 ampek angkek using whatsapp aplication in november 2020 student had some problems in english online learning. as we know in english learning many factors are getting good achievement one of them is understanding the material, but in fact, there are many students say not understanding with some material that the teacher given, besides, the teacher giving material by online learning. the education succeeds if the teacher provides material to make understand. however, with the existence of covid-19, the teacher cannot provide material effectively and efficiently because limited the time. next, nowadays gadgets is the alternative an electronic which is very fond of children, having much access makes them ignore other things and more focused on the gadget. when people need gadget to study, of course they need internet network too. but as we know not all places have easy internet access. last, learning is one factor to be successful, everyone wants to succeed as they have done, but it depends on how enthusiasm they in learning. in online learning, students looked less enthusiastic because of the eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 21 condition nowadays most of them feel bored to learned at home. the learning process that has been running at smp n 1 ampek angkek is still putting students as learning objects, and teacher as a subject or central learn, so interactions tend to run in the same direction, and students' not active in the class. students are rarely allowed to explore and do what they are interested in. the learning process in this one direction causes students to be less active in processing information. students do not become active learners to discover their meaning of knowledge. students see more and listen. this condition is certainly not supportive cognitive development of students. this is because students are not allowed to play a role actively using his ability to explore the learning environment to obtain new knowledge. based on this condition so that the researcher interested to research online english learning at smp n 1 ampek angkek especially class viii had some problems in learning english. therefore, the researcher proposed this research entitled "students' satisfaction level of english online learning at smp n 1 ampek angkek “. methods in this research, the researcher used survey as instruments research. survey research is defined as the collection of information from a sample of individuals through their responses to questions (julie ponto, 2015). this research included in quantitative research that analyze by using numeric data. survey research can use quantitative research strategies for example by using questionnaire with numerically rated items. quantitative research is a kind of research that collects the data in the form of numbers. according to margono, quantitative research is a process to find a knowledge which is use the numeral data (margono, 2007). dealing with the theory, this research concerned with descriptive quantitative to describe the students satisfaction level of online learning at smp n 1 ampek angkek. 1. population a population is all of object that is researched by the researcher. according to arikunto,”a population is a set (or collection) of all elements processing one or more attributes of interest.” according to the explanation above a population is the whole of subject use by the researcher. as sugiyono states that the population is generalization region consisting of the objects and subject that have certain qualities and characteristics defined by the researchers to learn and then make the conclusion (sugiyono, 2009). in this research, the population was all of the students eight grade students (viii class) smp n 1 ampek angkek in academic year 2020/2021. the population is described in the following table: eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 22 table 1. the total population of the eight grade students of smp n 1 ampek angkek in academic year 2020/2021 no classes number of students 1. viii.1 31 students 2. viii.2 33 students 3. viii.3 32 students 4. viii.4 29 students 5. viii.5 29 students 6. viii.6 30 students 7. viii.7 29 students 8. viii.8 29 students total 242 students (source : english teacher in smp n 1 ampek angkek) from the table above, the population of this research was 242 students that were total of students at smp n 1 ampek angkek. 2. sample sample is part of the number and characteristics possessed by population, so the number of sample taken must be able to represent the population in reserach. according to sugiyono, samples are part of the number and characteristics possessed by the population. samples were chosen because researcher have limitations in conducting reserach both of time, funds, and a large population. then the reseracher must be able to get a sample that can represent the population. in this research the researcher used accidental sampling, accidental sampling is a sampling technique based on chance, namely consumers who accidentally or incidentally meet with the reseracher can be used as a sample (sugiyono, 2017). whereas the sample of this reserach were 32 respondents from 242 of population, the reseacher take 32 respondent cause the resercher use technic accidental sampling. instrumentation instrument is a tool which is used by the researcher to get the data. in this research the researcher used the questioner as an instrument. distributing questionnaires can be done in several ways, such as submitting questioner in person, by mail, and by email. but in this reserach the reseracher used google foam as application to distribut questionaire. there are two kinds of questioners: closed and open questioners. in this research the researcher used closed questioner. according to sugiyono, closed questioner is questions that need short answer or the respondent just need to choose one answer from the questioner (sugiyono, 2013). by using closed questionnaire, it helps the respondent to answer quickly and case researcher to conduct data analysis for entire questionnaire that has been collected. the eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 23 questionnaire is used to see students’ satisfaction level on online learning english at smp n 1 ampek angkek. to construct the questionnaire, the researcher was used some step. they were: a) identify variable of the problem b) elaborate the variable into sub variable c) make the questionnaire and arrange the questionnaire in order to construct the questionnaire d) distribute the questionnaire via online link or whatsapp aplication. the questionnaire can be valid if it measures accurately as what is intended to be measured. it means that the researcher should do the validity to judge the questionnaire is valid by consulting the content validity to the expert. this research uses short answer to answer some questionnaires by providing five answers. the respond in questionnaire uses 5 point liker scale to measure satisfaction. sugiyono states that “liker scale is aimed to measure attitude toward others. type of the data is interval. table 2. ranting scale of liker scale categories statement very satisfied 5 satisfied 4 less satisfied 3 dissatisfied 2 very dissatisfied 1 technique of data collection this research is conducted by applying several steps. they are preparation, operating, and final operating. 1) preparation a) collect the source and reference related to the research b) design the questioner 2) operating a) distribute the questionnaire to the respondents b) answer and complete the questionnaire by respondent c) submit the questionnaire to the researcher that the respondents have done. 3) final operating a) group of questionnaire b) check and calculate frequency of respondents answer for each option by using the formula that suggested c) analyze the result of the questionnaire eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 24 d) describe the research finding technique of data analysis in analyzing the data, the researcher was used the descriptive quantitative. there are some processes to analyze the data by following several steps, as below: 1) collect the students questioners 2) calculate of the percentage of the data where: ac= achievement sc= score of achievement si= score of ideal 3) then, found the mean of the data by using formula where: x = mean σx= total of percentage n= number of cases 4) categorised the satisfaction after found the mean of the data, the reseacher calculated all of mean gotten from each indicator and to gain the data interpretation for each indicator. table 3. mean score satisfaction scale category 20% 36% sangat tidak puas (very dissatisfied) 36,1% 52% tidak puas (dissatisfied) 52,1% 68% cukup puas (quite satisfied) 68,1% 84% puas (satisfied) 84,1% 100% sangat puas (very satisfied) 5) made the conclusion the researcher calculate all the percentages gotten from each indicator to gain the conclusion for each indicator findings this research used survey research. the data were collected from students class eight at smp n 1 ampek angkek. the research sample was 32 respondents. the data were through questionnaire. in distributing questionnaire, the researcher used online research using google form. the students’ answers on questionnaire were tabulated then, researcher analyzed the data. the students' answer on questionnaire were analyzed to eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 25 answer the research question about students' satisfaction level on online learning english. as stated in the technique of data analysis in chapter iii, the procedures that were used after collecting data, analyzing the data, calculating the frequency of respondents’ answer. in this research the data related three components of the students’ level. they are; learning technologies, pedagogical models, and instructional strategy. 1. description of the data this research was conducted in september 2020. the data were collected by using questionnaire and there were 32 students as a respondent in this research. in addition, after getting the data, calculatet the frequency and calculated the mean of the data, the researcher also calculated the percentage score of each item by multi playing each the respondents’ alternative answer by using likert scale. 2. analysis of the data online learning is a form of distance learning, distance education that using technology as media to learning. there are some component that to see students’ satisfaction in learning online. there are three components or indicators questionnaire. the result of the respondent answer can be seen in the following graphic below: a) learning technologies in questionnaire there were nine statements about learn technologies related to students’ satisfaction level on english online learning. learning technologies in online learning included asynchronous and synchronous, communication tools, email,chat, multimedia technologies, web authoring, tools, course management system. figure 1. the students’ satisfaction on english online learning 60,78 64,37 63,46 75 0 20 40 60 80 learning technologies series 1 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 26 based on the graphic above, it is related to the form of the students’ satisfaction on english online learning. there are 4 forms of students’ satisfaction on english online learning, they are asynchronous and synchronous communication tools such as email,chat was 60,78. multimedia technologies such as graphics, vidio, and animation was 64,37. web authoring tools was 63,46. course management system was 75. based on the mean score satisfaction of the data, the form of students’ satiafaction is in learning technologies with the average score of 64,92 which is had satisfied with the mean score quite satisfied 52,1% 68%. b) pedagogical models the second indicator of the questionnaire is pedagogical models of the students’ satisfaction on english online learning. pedagogical models in online learning included open / flexible learning, distributed learning, learning communities, communities of practice, knowledge building communities. figure 2. students’ satisfaction on online learning based on the graphic above , the data showed that in the average score of students satisfaction on online learning. there were 69,99 average acore that open / fleksible learning. 69,37 average score in distributed learning. 71,25 in learning communities. 78,12 in communities of practies, and 70,62 in knowledge building. in this indicator students satisfaction mean score were 71,51 wich had quite satisfied with scale 52,1% 68% c) instructional strategy the last indicator of the questionnaire is instructional strategy. instructional strategy in online learning included promoting authentic learning activities, supporting role playing, promoting articulation and reflection, promoting collaboration and social negotiation, supporting 69,99 69,37 71,25 78,12 70,62 60 65 70 75 80 pedagogical models series 2 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 27 multiple perspective, supporting modeling and explaining, providing scaffolding. figure 3. students’ satisfaction of online learning on instructional strategy based on the graphic above, that showed the average score students satisfaction of online learning on instructional strategy. promoting authentic learning activities is 72,49. supporting role playing is 66,24. promoting articulation and reflection is 67,18. promoting collaboration and social negotiation is 61,25. supporting multiple perspective is 71,87. supporting modeling and explaining is 70,31. and providing scaffolding is 73,43. based on the mean score satisfaction of the data, the form of students’ satiafaction is in instructional strategy with the average score of 64,08 which is had quite satisfied with the mean score satisfied 52,1% 68% based on the explanation three indicaators above, the reseracher concluded the students’ satisfaction level of english online learning on the graphic below: figure 4. mean of students’ satisfaction of english online learning 72,49 66,24 67,18 61,25 71,87 70,31 73,43 55 60 65 70 75 instructional strategy series 3 64,92 71,51 64,08 60 65 70 75 learning technologies pedagogical models instructional strategymean mean : 66,83 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 28 in conclusion, the mean of the students’ satisfaction of english online learning is 66,83% it means that students satisfaction of english online learning is satisfied. discussion depending on the research, it was found that students were satisfied with the english online learning. students feel satisfied because by used online learning they can learn at a flexible place and time. online learning also makes the students getting new knowledge, and online learning also makes the students more creatively cause in online learning they should learn independent learning and online learning opportunities for learners to take control of each others learning success. pranoto et al state that online learning improves independent learning ability (pranoto, 2009). so that online learning giving benefits for students to be independent in learning. in addition online learning allows for students to work at a time and a place that is compatible with their learning needs. students’ satisfaction can be defined as a experience, perception and evaluation of the service and learning system at the school. online learning is a form of education and learning that via technology. according to sopiatin students satisfaction is a positive attitude of students towards teaching and learning service carried out by teachers because of the match between what is expected and needed with the reality they receive. it means if the teaching and a learning services received match what is expected by the students , they will satisfied, and if the services received are not suitble the students will feel dissatisfied. using online learning most of people getting new knowledge. in online learning there are several components that students’ getting. dabbagh divided it ,there are learning technologies, pedagogical models, and instructional strategy. based on the reserach it could be explained that the students’ level of english online learning. first, learning technologies, learning technologies such as asynchronous and synchronous communication tools, such as email and chat, and multimedia technlogies, such as grapics, vidio, and animation, enable the implementation of these strategies. students feel satisfied with this indicator, cause in online learning , using technology is a utilizes the internet and digital media in delivering material. and this is a form of digitalization in the world of education that has many benefits. dabbagh and ritland addition online learning is an open and distributed learning system using pedagogicals tools, which are made possible through the internet and network based technology. second, pedagogical models pedagogical models are views about eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 29 teaching derived from learning theory and enable implementaion of specific instructional and learning strategy. such as: open or flexible learning, distributed learning, learning communities, communities of practice, knowledge building communities. in pedagogical model the students ask to make a communities or join in learning communities. these communities pursue students to creation of knowledge by sharing individual knowledge to achieve learning. last, instructional stategies are the plans and techniques that the instructor or instructional designer uses to engage the learning and facilitate learning. there are example of instructional strategies such as, promoting autentic learning activities, supporting role playing, promoting articulation and reflection, promoting collaboation and social negotiation, supporting multiple perspective, supporting modeling and explaining, providing scaffolding. in this results, the students also feel satisfied, because the teacher gave access to sharing material. this results of this study ilustrate that while each students is accept online learning, the data also provided insight to beefits and drawbak of the online learning, but from the data reseracher seen students getting many benefits of online learning. my role in this reserach to see how is students satisfaction in english online learning. based on the data analysis about students satisfaction level of english online learning, it had showed some assumtion could be taken about students’ satisfaction level of english online learning at smp n 1 ampek angkek. there is a mean score to describe the students’ satisfaction level on english online learning namely: very satisfied, satisfied, quite satisfied, dissapointed, and strongly dissapointed. it can be seen that students’ satisfaction level on english online learning had less satisfied with percentatage and score 66,83%. students satisfaction level on english online learning at smp n 1 ampek angkek is quite satisfied. conclusion and suggestion based on the finding and discussion that have been percented in the previous chapter, it could be concluded that many students satisfied in english online learning.it can be seen from the collecting of the data from questionnaire of students smp n 1 ampek angkek. there are three component that uses to see students satisfaction level of english oline learning, first, learning technology, pedagogical models, and instructional strategy.furthemore, in some form of students’ satisfaction level of english online learning above, the reseracher found the average was 66,83. it means the level satisfaction of students smp n 1 ampek angkek in online learning is quite satisfied.the reseracher also suggest to the next researcher to eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 30 conduct correlation reserach to satisfaction in english online learning. english teacher, teachers are advised to make better use of advances the media, or technology that can be used as an alternative to learning as well as a source of social studies learning so that the teaching and learning process can not only be done in class, one of them with using online learning as a learning resource. references alberta. (2002). instructional strategies. canada: alberta learning. arifa, fieka nurul. (2020). tantangan pelaksanaan kebijakan belajar dari rumah dalam masa darurat covid 19. info singkat, no.7, vol xii. arikunto, suharsimi. (1998). prosedur penelitian suatu pendekatan praktek. jakarta:rineka cipta. bach, shirley et.al. (2007). online learning and teaching in higher education. usa: open university press. brown, douglas. (2000). principles of language learning and teaching person. san fransisco: longman. darmawan, fajar. (2015). pengukuran tingkat kepuasan pemanfaatan elearning. universitas pasundan bandung vol 7 no.4. dewi, wahyu aji fatma. (2020). dampak covid-19 terhadap implementasi pembelajaran daring di sekolah dasar. jurnal ilmu pendidikan, vol 2 no 1. harmer, jeremy. (2007). the practice of english language teaching:fourth edition. cambridge: longman. hamalik, oemar. (2009). dasar-dasar pengembangan kurikulum. bandung:remaja rosda karya. margono. (2007). metodologi penelitian. jakarta: rineka cipta. pranoto et.al. (2009). sains dan teknologi. jakarta: pt gramedia pustaka utama. sugiyono. (2009). metode penelitian penddikan: pendekaran kuantitatif, kualitatif, r & d. bandung:alfabeta. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 24 revealing the philosophy of starbucks logo: semiotic analysis lambok hermanto sihombing1 president university, indonesia lambok.president@gmail.com puji lestari2 indraprasta university puji.indraprasta@gmail.com abstract starbucks is among the most recognizable coffee shops in indonesia. people will recognize starbucks by looking at the logo on the cup. the logo is essential in conveying the company's image and impression to customers. a brand's logo represents its identity. this study aims to analyze the idea behind the starbucks logo. this research utilizes a qualitative approach. to assist researchers with their analysis, the semiotics method and the representation theory from stuart hall are implemented in this research. the result indicates that starbucks logo reminds us to be good to people and the world. keywords: brand; color; identity; logo; representation introduction in today's business marketplace, branding is a crucial competitiveness component that distinguishes similar goods or services offered by different organizations in customers’ minds and make them more desirable (cuong, 2020). branding is essential for establishing a strong relationship with customers, and it will have the ability to influence client selection and loyalty. moreover, the stronger the bond between the brand and the client, the greater the customer's preference for the brand and brand loyalty is (bilgin, 2018). brand loyalty refers to a buyer's reluctance to purchase and utilize goods from a competing brand in which they lack trust. when a buyer is devoted to a brand, he or she believes that the brand has the proper features and quality at a reasonable price. even if other brands provide a lower price or higher quality, brand-loyal customers will remain loyal to their preferred brand (natarajan & sudha, 2016). eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 25 starbucks corporation is a coffeehouse in the united states. its main office is located in seattle, washington. starbucks coffee intends to expand its operations to more than 70 countries by the beginning of 2020. starbucks coffee outlets offer hot and cold beverages, pastries, and snacks. starbucks coffee was established by zev siegl, jerry baldwin, and gordon bowker. after moving to milan in the 1980s, howard schultz operated a coffee shop. schultz established more franchisees throughout the united states. recently, coffee has become an integral part of people's daily lives. we can all freely visit coffee shops for coffee and desserts. in coffee shops, we could also socialize and interact with others (pandey, et.al., 2021). starbucks has established a brand with significant brand loyalty (tepper, 2013a). starbucks is renowned for its coffee. the company took something as fundamental as coffee and added value to it. the brand is defined as much by its attitude as by its products. for starbucks enthusiasts, the experience is more than a daily espresso infusion; it is immersion in a politically correct, cultural shelter from daily stresses (mc dowell, 1996, p.1). the starbucks reward loyalty card (my starbucks reward card) is a smart marketing strategy. consumers can purchase a standard gift card, continue to use it, collect points, and ultimately receive a personalized rewards card. the more frequently the card is used, the greater the rewards and beverages gained. the reward member rank provided even more advantages (starbucks rewards, 2016). another campaign developed by starbucks was the treat receipt. consumers can bring the receipt from the morning and use the coupon for another iced beverage later on the same day (starbucks melody, 2015). starbucks creates an environment where customers feel they are away from home and work, in a peaceful ambiance, with handy locations, and where everyone is welcome (hennessey, 2012; marshall, 2015; niamh, 2015). in addition to the experience, seasonal offers and promotions help refresh the starbucks brand. as a result of starbucks' excellent customer service, people are price insensitive and willing to pay a premium for its products (niamh, 2015; tepper, 2013a). starbucks' net revenues of $4.9 billion in the third quarter of 2015 represented an increase of 18% year-over-year. the revenues can be ascribed to new digital initiatives, such as the 2009-launched my starbucks rewards program. since its inception in 2009, the program has developed substantially. customers that joined the club would receive free drinks or meals dependent on the number of earned stars. the number of active users hit 10.4 million. there were 6,2 million gold members, representing a 32% increase over the third quarter of 2014. (harris, 2015). starbucks is ubiquitous, dependable, and gives customers a "homey feeling." the starbucks brand delivers reliability, which people appreciate (niamh, 2015). starbucks has been able to communicate with customers and create an online community for its followers due to social networking. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 26 starbucks is especially popular because it created mystarbucksidea.com, a website where consumers can submit their ideas to the business and feel more engaged (niamh, 2015). from the background above, the researchers view that starbucks brand delivers reliability, provides excellent customer service, and gives worth products. those factors make starbucks brand much more popular. even though the price is expensive, the loyal brand customers do not mind about it. as a result, they prefer the brand to price. the brand itself cannot be separated with the logo. when people see the image of twin-tailed mermaid with green color, they will directly notice that it is starbucks. from that description, the researchers see that logo plays an important role in attracting loyal-brand customers. the logo must have its meaning or philosophy. thus, in this study, the researchers are interested in analyzing the philosophy of starbucks logo. to reveal the philosophy of starbucks logo, the researchers applied semiotic approach and the representation theory from stuart hall. in semiotics, a sign signifies anything representing something else, such as an object or a concept. as the swiss linguist and founder of european semiology, ferdinand de saussure discovered a combination of sound and image as a signifier and the underlying concept (content) as a sign (signified). the significance of this indicator is the shape of the information conveyed by the word, sounds, visuals, or cues. in addition, saussure and peirce emphasize the significance of the link between the sign and the object or the signifier and the signified. different individuals will define this relationship in a variety of ways. peirce leverages the existence of additional triads—icon, indexical, and symbolic—to explain the nature of the sign's relationship. all three readily explain how visual signs function so that the explanation of the link between signs is primarily visual (smith, et.al., 2004). furthermore, the saussurean semiotics focuses on the sign, the meaning of a brand's logo, whereas the peircian semiotics examines the placement of the brand logo in advertisements, analyzing the relationship between brand identity, brand slogans, and other sign and code systems that influence communication with consumers. therefore, the brand might become an inseparable semiotic entity, an emblem in the consumption context. essentially, it is the transformation of symbols and brand signals into signs that transmit meaning to living persons or identities (gaines, 2008; manning, 2010; mick et al., 2004; lury, 2004). thus, "brand semiotics" are the fundamental components of a central meaning system in which brand symbols operate as letters or words in the language of consumption. the greater the number of brand symbols and brand language, the more difficult it will be for customers to comprehend and share (muniz and o'guinn, 2001) brand meaning can be an alternative social structure and provide economic value. therefore, "brand semiotics" is a socio cognitive semiotic process that links consumers to consumption systems and shared meanings (thellefsen et al., 2007). semiotic branding enables the eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 27 creation of a brand that is instantly recognizable and distinguishable by a simple logo, sign, or even color (eco, 1976; mick & buhl, 1992; mick et al., 2004; mick et al., 2004). representation studies describe, symbolize, or represent an entity or process (oscario, 2013). according to hall, representation is a significant cultural practice. this culture is covered in the concept of "shared experience," which is quite broad. share the same experience, the same programming language, and the same concept to describe how the depiction is. a working language with three representation theories is required for operation. first is the method that acts as a mirror to conceal the underlying significance of everything captured by the human senses. second is the purposeful approach, which humans utilize as a communication tool from someone's point of view. the third approach is constructionist, which holds that individuals construct meaning through their use of language (hall, 1997). hall also describes representation as "the process of establishing meaning through the incorporation of language in the development of the desired meaning." thus, discourse analysis, the study of ideology, and the study of representation are intricately linked. to put it another way, the meaning obtained from the depiction of a certain thing exists due to its ideology. stuart argues that ideas are established and evolved through representations, with events occurring not only verbally but also visually. not only do individual concepts exist in the representation system, but there are also methods for organizing, adding, and grouping ideas or concepts, as well as varied degrees of relationship complexity (supandi, 2017). methods this research analyzed the philosophy of starbucks logo. the semiotics approach and theory of representation from stuart hall were used for this study. to figure out how the philosophy of starbucks logo is, the authors did several steps in this research. first, the author analyzed and found out the meaning of the logo and color using semiotic approach that includes signifier and signified. second, the authors connected the semiotic analysis of starbuck logo with the representation theory from stuart hall. the last, the authors concluded the whole observation. findings in order to fully understand the result of this research, firstly, the authors observed the elements of starbucks image that includes logo and color using semiotic approach. this observation would be beneficial as it could help the authors know the meanings of its logo and color. in this study, the starbucks logo changes will be analyzed from the very beginning up to now. in the starbucks logo, we will always see the image of siren. the siren image has existed since 1971 as seen in figure (1). eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 28 figure 1. a siren image source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ according to steve murray, a creative director in the starbucks global creative studio cited in flandreau (2016), “siren is not a real person, but we kind of think of her as one. she’s the biggest symbol of our brand, really, other than our partners (employees). she’s the face of it”. the siren resembles a superb mermaid. frequently, a siren is represented with two tails. she may seem like an odd pick for a coffee company's spokesperson. the history of how and why the siren came to be is quite intriguing (flandreau, 2020). discusssion in a closer observation, the researchers analyzed deeply about the logo changes in starbucks started in 1971 until now. in figure 2, we can see the starbucks logo used in 1971. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 29 figure 2. strabucks logo in 1971 source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ according to cicilia (2016), she stated that terry heckled designed and implemented the above logo as the company's first trademark. the logo has an image of a siren, specifically a mermaid. the logo still contains starbucks, coffee, tea, and spices because starbucks has just begun its career. the logo still includes starbucks, coffee, tea, and spices because starbucks has only recently begun its professional career. they are in the public domain. therefore they continue to provide the company's name and indicate that they offer coffee and tea. this original logo's visual semiotics is dominated by the color brown, which signifies strength and comfort. since brown is similar to gold, it is also associated with an opulent and luxurious impression. white is a neutral color that may be combined with any color, and the white writing creates a minimalist style. the logo's disadvantage is that the siren picture is misspelled because it displays the original image. as it depicts a naked image of the siren, this first logo generates considerable controversy from the larger community. therefore, starbucks altered its emblem for the first time to avoid controversy and adverse perceptions that could ultimately lead to the company's demise. this initial one has also incorporated a round sign for excellence, which means that starbucks always expects perfection. this circular eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 30 visual depiction is also included in the logos for the following modifications (cicilia, 2016). in 1971, the founders chose the name starbucks after being inspired by moby dick. next up: logo creation. during a search through some old marine literature, something stood out. a siren-like, strange maritime figure called to them. steve stated, "they adored the design and believed it reflected what starbucks stood for." "therefore, we drew inspiration from that and designed the logo accordingly. moreover, she turned into the siren." there are two significant ties between starbucks and the maritime community. seattle, our hometown, is a port city. due to their proximity to puget sound, they feel a profound connection to the water. 2) coffee frequently travels large distances over water to reach them. even today, large container ships transport the cargo to the port. they have redesigned their siren several times throughout time. steve said, "we saw a lot of her in the beginning." the menu was first updated in 1987 when handcrafted espresso beverages were added. at that time, the logo went from brown to green (flandreau, 2020) that can be seen in figure (3). figure 3. strabucks logo in 1987 source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ in 1987, following the alteration of the design in response to criticism, a second logo was produced. this alteration significantly impacts their appearance, since their semiotics shift from brown to green, black, and white. the new dark green logo represents future starbucks firm development, distinctiveness, freshness, and wealth. this inner circle's dark hue indicates strength and creates an appearance of exclusivity for the organization. adding a gleaming star to the new starbucks emblem symbolizes the company's aspiration to become an industry leader in the coffee and tea industry. starbucks still provides white writing and has not been altered; however, tea and spices have been eliminated, leaving simply "starbucks coffee." however, siren's body is still clearly visible in the emblem, this modification eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 31 controversial. this issue caused starbucks to alter its logo once more. two stars denote brightness in visual semiotics; hence, starbucks should be bright and dazzling (varlina, et.al., 2021). the following logo changes can be seen below (figure 4). figure 4. strabucks logo in 1992 source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ according to flandreau (2020), he stated that they became a publicly traded firm in 1992. we further modified the logo by magnifying the siren. starbucks redesigned their logo in 1992, decreasing the location of the siren image so that it is more prominent from a distance. since siren's navel is no longer depicted, the contentious element has been eliminated. the old logo retains the same arrangement of visual semiotics in colors and stars (utami, 2018). there are still two stars in the logo, and the color scheme of green, white, and black remains unchanged. this company's third image update is sufficient to defuse criticism. this time, due to its logo, starbucks gained acceptance and can join the foreign market without issues around its logo (varlina, et.al., 2021). the last logo changes can be seen in 2011 until now (figure 5). eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 32 figure 5. strabucks logo in 2011 until now source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ in a closer observation, in 2011, starbucks corporation began removing the words "starbucks" and "coffee" from the company's and its corporate entities' names. a logo that reinforces the company's mark while preserving its identity. the name of the female mermaid is siren. in the concept of visual semiotics, siren is portrayed as a seductive man whose attractiveness might entice sailors. then, in the explanation of its visual representation, the siren image on the logo is compared to a company's aim, establishing a brand worth billions of dollars and more that can be accessed globally through its cafe network. this use of the siren image in the emblem is already a departure from the previous, obscene siren picture. last, on the usage of visual cognition, they still retain the color green, but green is employed at a higher resolution, so it seems brighter than previously; yet, this does not alter the message (cicilia, 2016; utami, 2018). the name "starbucks" should be removed from the logo, as the corporation has successfully built brand recognition in the neighborhood. only a market-recognized brand is capable of engaging in this type of activity. the removal of the term "coffee" in the starbucks logo can be explained by the fact that the company is well-known for its coffee business. as a result, the public already knows what they will receive when they visit the store without needing eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 33 further writing. in addition, this modification could lead to confusion about apple inc.'s logo, leading to market expansion. with the brand's position on the market, there is even the chance of a lifestyle shift. even though the images and colors have not changed, starbucks has also modernized its company internally (cicilia, 2016; utami, 2018). steve murray, a creative director in the starbucks global creative studio cited in flandreau (2016) stated, “we really refreshed the logo and took the words starbucks coffee off of it. we went back in and did…we call a little bit of work on her. gave her a little bit of more modern hair, did a little face work on her and just cleaned her up a little bit”. “i hope when people see the siren on their cup, of course it’s going to stand for what they’re going to get from starbucks,” steve said. “if the siren is on that cup of coffee, it’s going to be awesome.” “it’s definitely about coffee but it’s about a lot more than coffee. it’s about…being good to people, being good to the world,” steve said. “that’s definitely something that we do in the way that we source our coffee and that we help farmers, the way we treat our customers and the way we treat our partners. i think it’s about being good citizens of the planet and taking care of each other in that way and standing up for what we believe in” (flandreau, 2016). conclusion and suggestion to conclude, starbucks' logo has undergone three iterations until they discovered one that conveyed the brand's essence while retaining its integrity. due to the controversy that arose in society, the logo change was delayed, but other features can be captured, including its aesthetic impacts. while starbucks is now deleting letters from its design, the logo may alter in the future to reflect the notion that it will be continually updated. consequently, the visual effects like colors, designs, and letters will have a significant impact on the future development of a brand. in the process of analysis, the study observed the changes to the starbucks logo in order to determine what their logo represents. however, it will be lot more exploratory and intriguing when subsequent researchers add more specifics about how the logo influences customer preferences. extensive studies might include the percentage of devoted customers and the location of the starbucks coffee shop. references bilgin, y. (2018). the effect of social media marketing activities on brand awareness, brand image and brand loyalty. business & management eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 34 studies: an international journal, 6(1), 128–148. https://doi.org/10.15295/v6i1.229 [2] cicilia. (2016). sejarah dan perkembangan logo starbucks. cuong, dam tri. (2020). the impact of customer satisfaction, brand image on brand love and brand loyalty. journal of adv. research in dynamical & control systems. flandreau, m. (2020). starbucks. starbucks.com. https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ hall, s. (1997). representation: cultural representations and signifying practices. london: sage publication. harris, r. 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(2013). pentingnya peran logo dalam membangun brand. binus university: jakarta barat. pandey, r., ganatra, v., jamnik, s., goel, p., goyal, p., xuan, c. l., kee, d. m. h., mein, h. h., en, l. x., & zen, l. j. (2021). an empirical study on customer satisfaction, perception, and brand image in starbucks coffee in india, asia. international journal of tourism and hospitality in asia pasific, 4(1), 53–63. https://doi.org/10.32535/ijthap.v4i1.1021. smith, k. l. moriarty, s. kenney, k., dan barbatsis, g. (eds). (2004). handbook of visual communication: theory, methods, and media. routledge. supandi, m. (2017). perempuan dalam novel dakwah : lakon, 6 (1), 1–12. tepper, r. (2013a, march 7). in starbucks brand loyalty keeps it ahead of the artisanal coffee movement. retrieved march 17, 2016, from starbucks brand loyalty. utami, a. p. (2018). infografik: evolusi logo starbucks dari masa ke masa. diakses pada 17 november 2021. https://kumparan.com/kumparanfood/infografik-evolusi-logostarbucksdarimasa-ke-masa-1533787551941496412/full. http://www.forbes.com/sites/rachelhennessey/2012/08/06/3-reasons-whystarbucks-still-shines-despite-market-shortcomings/#10916874d4fb http://www.forbes.com/sites/rachelhennessey/2012/08/06/3-reasons-whystarbucks-still-shines-despite-market-shortcomings/#10916874d4fb https://doi.org/10.32535/ijthap.v4i1.1021 eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 35 varlina, et.al. (2021). analisis perubahan logo dalam tinjauan desain komunikasi visual dan representasi brand perusahaan. jurnal sociaperti. lambok hermanto sihombing1 president university, indonesia puji lestari2 indraprasta university abstract introduction methods this research analyzed the philosophy of starbucks logo. the semiotics approach and theory of representation from stuart hall were used for this study. to figure out how the philosophy of starbucks logo is, the authors did several steps in this resea... findings discusssion in a closer observation, the researchers analyzed deeply about the logo changes in starbucks started in 1971 until now. in figure 2, we can see the starbucks logo used in 1971. figure 2. strabucks logo in 1971 source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ according to cicilia (2016), she stated that terry heckled designed and implemented the above logo as the company's first trademark. the logo has an image of a siren, specifically a mermaid. the logo still contains starbucks, coffee, tea, and spices ... in 1971, the founders chose the name starbucks after being inspired by moby dick. next up: logo creation. during a search through some old marine literature, something stood out. a siren-like, strange maritime figure called to them. steve stated, "th... figure 3. strabucks logo in 1987 source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ (1) in 1987, following the alteration of the design in response to criticism, a second logo was produced. this alteration significantly impacts their appearance, since their semiotics shift from brown to green, black, and white. the new dark green logo r... the following logo changes can be seen below (figure 4). figure 4. strabucks logo in 1992 source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ (2) according to flandreau (2020), he stated that they became a publicly traded firm in 1992. we further modified the logo by magnifying the siren. starbucks redesigned their logo in 1992, decreasing the location of the siren image so that it is more pro... there are still two stars in the logo, and the color scheme of green, white, and black remains unchanged. this company's third image update is sufficient to defuse criticism. this time, due to its logo, starbucks gained acceptance and can join the fo... the last logo changes can be seen in 2011 until now (figure 5). figure 5. strabucks logo in 2011 until now source : https://stories.starbucks.com/stories/2016/who-is-starbucks-siren/ (3) in a closer observation, in 2011, starbucks corporation began removing the words "starbucks" and "coffee" from the company's and its corporate entities' names. a logo that reinforces the company's mark while preserving its identity. the name of the f... the name "starbucks" should be removed from the logo, as the corporation has successfully built brand recognition in the neighborhood. only a market-recognized brand is capable of engaging in this type of activity. the removal of the term "coffee" i... steve murray, a creative director in the starbucks global creative studio cited in flandreau (2016) stated, “we really refreshed the logo and took the words starbucks coffee off of it. we went back in and did…we call a little bit of work on her. gave her a little bit of more modern hair, did a little face work on her and just cleaned her up a little bit”. “i hope when people see the siren on their cup, of course it’s going to stand for what they’re going to get from starbucks,” steve said. “if the siren is on that cup of coffee, it’s going to be awesome.” “it’s definitely about coffee but it’s about a ... conclusion and suggestion eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 58 teacher’s feedback in teaching speaking luluk rahmatia trisna aini; pryla rochmahwati institut agama islam negeri (iain) ponorogo deklukaini11@gmail.com pryla@iainponorogo.ac.id abstract this research deals with teacher’s feedback in teaching speaking at the seventh grade of smpn 4 ponorogo. this research was conducted for several purposes. they are: 1) to know the implementation of teacher’s feedback in teaching speaking at the seventh grade of smpn 4 ponorogo, 2) to know students’ response to the teacher’s feedback in teaching speaking at the seventh grade of smpn 4 ponorogo. the researcher applied qualitative research approach and the case study was the research design. in this research, the researcher analyzed the data by mattew b miles and michael hubberman’s; data reduction, data display, and conclusion and verifications data. it is a methodological on data analysis which involved an interview, an observation, and a documentation. then both english teacher and the students especially 7g and 7h classes of smpn 4 ponorogo were the source and the object of this study. the findings of this study clarified that: (1) the english teacher implemented this feedback by giving tasks and inviting performance. starting by the teacher chose the task and read the task to give the example of how to pronounce the words. then the students should immitate it and improve their speaking of what they have took from the text in front of the class. while enjoying the students’ performance, the teacher took the scores and gave the feedback. it concluded on oral and written feedback. something difference on this point than other points of feedback, the teacher applied on excellent point which is same as 10 scores in 1 point. focusing on lower students to motivate their english skills and upgrading the students (the middle and the upper one) were the teacher’s goal in this strategy implementation. (2) the students’ response was very positive. it is shown when the researcher looked at the students were very active during doing the assignments. through this feedback, the students can get several points in learning english such as feeling motivated and appreciated, getting an active assessment, and getting additional scores to upgrade their low scores. in the end, the researcher concluded that the teacher’s feedback applied positively in increasing students’ speaking ability. keywords: teacher’s feedback, teaching speaking introduction language is a sword in knowing the difference and understanding others' to communicate with each other in getting information commonly. english itself has become a trending language in this era, called an international language. in indonesia, english is not a stranger anymore because most people learn about english whether it is used for studying or working. knowing that english has been in every level of education whether it is informal or formal classes such as kindergarten, elementary school, junior high school, senior high school, university, course until the department of a big firm. all of them need english for communicating with each other in a small community or a large mailto:deklukaini11@gmail.com mailto:pryla@iainponorogo.ac.id eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 59 community. simply english is a very important one which is always is looked for by many people in developing their next target. talking about english, it contains several skills which should be owned by beginners such as reading, writing, listening, and speaking. there are four skills in the english language one is receptive and another is the productive skills ( ganesh b. mundhe, 2015). moreover talking about productive skills (writing and speaking) which are full of practice is important in developing english. when talking about theoretical, english comes to receptive skills (listening and reading) thought by the teacher in class. so it is not enough even only theory in class, but the students need practice in increasing their ability through having productive skills in themselves. speaking is such a fundamental human behavior that we do not stop to analyze it unless there is something noticeable about it (kathleen m.bailey, 2005). it means that in daily naturally, we speak up to produce a communicative interaction. speaking becomes a common skill used by learners in enhancing their english ability. it helps many people to practice through understanding fluency, vocabulary, pronunciation, and also the english structure. being speakers are not forced by being fluent and great pronunciation but the point of it is knowing, understanding, and responding to the topic that is being talked about. on false assumption that speaking is difficult, the other hand speaking is easy because of having a freedom in exploring the ideas. the result of the students are more active in practicing naturally by the teacher's help. this means that teacher's strategy is needed in teaching-learning to get students' progress. so, through those clarifying that speaking skill should be owned by students especially for english beginners. it aims to control and handle the target of the learning process. teaching speaking needs many strategies in catching students' attention in class. it is not easy when talking about this skill, because students are still less in practice. teaching has a basic meaning as the process to give information to the students. when teaching activity is happening, the teacher is also transferring knowledge, message, or skill to the students and at the same time also occurring interactive processes between teacher and students (matius ganna. dkk). even though crowded class does not guarantee that the class is very active on speaking english, but in this classes teacher's role should be applied this situation into effective learning like inviting students to communicate in english such as permission going to the toilet, permission going to the office, asking teacher's repetition or other cases. so the teacher is able to catch their attention in every activity they do. even the students' practice is in a very limited sentence but they try to practice what they can. meanwhile, the teacher should always be students' example and a reminder when they try not to obey the instruction. feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative (john hattie & helen timperley, vol. 77, no. 1). students are very satisfied with getting rewards like scores or gifts because it is able to motivate them after doing assessments and to motivate them to do the best next performance. nobody does not like being cared for by the teacher through giving feedback in learning. another getting support the students are able to get correction explanations in materials that they have done. it aims to upgrade their ability in learning english and to correct their mistakes, so they will know whether it is correct or not and they will not repeat the same mistakes. then the teacher is able to share knowledge theoretically and psychology and the students are able to catch the materials easily eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 60 through getting correction and motivation also always upgrading themselves in learning english. observing that teacher's feedback which is applied to teaching-learning is an "excellent" form. through that feedback, the students' assignments are able to be corrected by the teacher's correction to get a better performance next and better result of learning. the "excellent" point is very influential for the students' upgrade scores and feels motivated to study anymore (researcher’s result observation, 2020). offered some reasons like more motivating and increasing students' character in speaking. knowing that feedback is able to apply in teaching writing or teaching speaking or other skill aspects which is something needed for the students. the study has several previous research which was from past research. first, the research finding that can be a consideration theory is taken from the thesis of universitas lampung by silka samarindo, hery yufrizal, and budi kadaryanto with the title " analyzing of teacher's feedback used in teaching speaking". using a case study research design that analyses how verbal feedbacks were given based on tunstall and gipps' typology, the result of the study was the teacher gave seven out of eight feedbacks. four types of evaluative feedback and three types of descriptive feedback. 44% feedback given to students' pronunciation which total was 86 feedback. the dominant feedback was categorized into descriptive feedback. 41% feedback given to students' comprehension which total was 80 feedback. the dominant feedback was categorized into evaluative feedback. the last, 15% feedbacks given to the students' vocabulary which total was 30 feedback. the dominant feedback was categorized into evaluative feedback. the researcher suggests that in terms of students' responses towards the feedback, facilitating feedback can motivate students in learning speaking. furthermore, adjusting feedback with students' characteristics is important to be applied by the teacher (silka samarindo.dkk, 2003). second, “the characteristics of teacher’s feedback in the grade nine students of smpn 2 depok” by wahyu anggraeni. the research used a descriptive design. it applied an observational method to collect the data. then the data were obtained through careful observations in the natural setting where the research was conducted. the study involved the teacher and the students of the ninth grade of smpn 2 depok in the first term of the academic year of 2011. observations were done by attending the speaking classes and making field notes of all that happened in the classroom setting during the speaking learning and teaching process. being helped by an audio recorder, the researcher recorded all the speech events of the classroom community members under observation. this audio recording technique enabled the researcher to preserve the authenticity of the data. to gain comprehensive and accurate data, the researcher crosschecked the data obtained by comparing those data with those which were obtained by interviewing some of the students and the english teacher involved in the research. the researcher also distributed the questionnaire to all of the students in the class. to check the trustworthiness of the data, triangulation was also used. then the researcher compared and gathered data with other relevant researches and theories and consulted the lecturers involved in the study. based on analyzing the teacher's feedback clarified that the teacher mostly gave feedback in the form of explicit corrections. also, the teacher's feedback focused more on phonological errors, especially pronunciation (wahyu anggraeni, 2012). eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 61 third, "the effect of teacher's feedback in speaking class on students' learning experience" by m. tolkhah adityas. this study investigated the effect of teacher's feedback in speaking class on students' learning experience in a local context. this study involved sixty-eight participants from three classes in the eleventh grade of man tempel, yogyakarta. observational study and survey are the methods utilized to gain the data. supported by qualitative data, this study attempts to figure out the effect of teacher’s feedback in speaking clas on students’ learning experience. teacher’s feedback motivates the students and informs them about their speaking ability. giving informational feedback too much was regarded as having the possibility to cause embarrassment and other negative learning experiences. those clarifying that the speaking class gives a balanced amount of feedback. in addition to that, distributing a short and simple questionnaire to the students to find out their personalities and expectations from their teachers in terms of delivering feedback may be necessary (m.tolkhah adityas, 2008). method qualitative approach is a form of systematic empirical inquiry into meaning (shank, 2002). in this research, the researcher applied qualitative research in having the natural experience to identify the real result of observation by observing the location in the real social-life environment at smpn 4 ponorogo. focusing on the design of this observation was a case study research design. the case study is a research strategy that focuses on understanding the dynamics present within a single setting (abdul manab, 2015). demunck describes participant observation as the primary method used by anthropologist doing fieldwork (demunck, 1998). in this part explaining that the researcher is an instrument. being an instrument of this research, the researcher has to be the key instrument: an interviewer, an observer, and a collector to get the data related to teacher's feedback in teaching speaking in smpn 4 ponorogo. then participant of this observation is the process enabling researchers to learn about the activities of the people understudy in the natural setting through observing and participating in those activities (barbara b. kuwalich, 2005). findings and discussion 1. the implementation of teacher’s feedback in teaching speaking at the seventh grade of smpn 4 ponorogo the theory is not the only target of learning especially english. it should be completed in practice. as we know that many skills which have to be had by students in learning english such as writing, reading, listening, and speaking. for the teaching of english to be successful, the four skills, reading, listening, speaking, and writing should be integrated effectively (lorena manaj.s, 2015). it is why the english skill should be had by students even though in an average way the students have one or two skills only. furthermore, students can learn the theory and catch it but students seldom can practice in real situations moreover daily at school with their friends and teacher. the problems that appear in students' speaking are lack of self-confidence and anxiety (dea aris fitriani. dkk, 2). they may comfort with certain feelings that eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 62 affect their english speaking such as unconfident, shy, anxious, nervous, and worry. if the students can not believe in themselves, it is going to be a big problem with their goal in the learning process. so, the teacher's role is needed in the teaching-learning process. surely most teachers have some strategies to solve the students' learning problems. this way the teacher should prepare before having a class to handle students during the learning process. the teacher communicates more instructions orally in the classroom to students (alamgir khan. dkk, 2017). teachers with poor communication skills may cause the failure of students to learn and promote their academics. while students should know whether it is right or not moreover in the material in class. both the teacher and the students should have good communication or interaction on enhancing chemistry to catch the goal of the teaching-learning process. another way of communication is an important way of upgrading students' habits to speak english. based on the researcher's observation clarified that the teacher found difficulty in enhancing their speaking. then the teacher created the strategy called feedback as students' reward in every students' assignment especially in the seventh grade of smpn 4 ponorogo. as we know that reward is a prise that given by a person to other person when they have done something good (dinda cantik setya handeyekti, 2017). it can be their motivation and appreciation like what english teacher of smpn 4 ponorogo applied. possibility for all students who are in learning process, they need a reward after doing assignments or activity that refresh their mind and give the best performance next. it is 7g and 7h which were called special classes because they need an effective strategy to support their speaking ability. this reward can be got when the teacher gives assignments and the students should do like re-writing the text and speaking in front of the class as performance. it can be in group and individual but the teacher consists on take their score individually. the teacher clarified on researcher's interview that the goal of this reward is to give motivation to lower students in the learning process and to upgrade more medium and upper students' abilities in the learning process. direct test evaluates speaking skill and abilities in actual performance (april ginther, 2013). through performance, the students could get scores in speaking skill. then the students don't need to do a remedial in upgrading their score in the middle or final examination and the students can get an active score in every meeting so, the teacher advises them to change their "excellent" score with their low score got. but it can't be changed the whole "excellent", the teacher has a requirement that is only maximum 3 excellent points. then, 1 excellent point is the same as 10 scores so, the students can only change 30 points for better middle or final score next. another requirement is not for students who already have good scores. the score should be upper than 75 as a certain score (kkm). so, based on teacher's perspective that the divided points will be fair. thus, clarification about the teacher’s feedback approved that the researcher found the teacher applied both written and oral feedback. the direct oral corrective feedback and the indirect written corrective feedback have been applied during teaching-learning process in teacher’s feedback strategy. it’s like in the theory in a previous chapter, the teacher don’t apply coded or uncoded indirect written feedback, but the implementation in the activity is mostly oral feedback. so, after performing eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 63 the teacher directly give oral feedback such as “good job”, “improve more your pronunciation”, “be loud voice, please”, and so on. then the teacher only gives a suggestion to correct the writting if it is needed. it means the teacher’s written feedback is in excellent point like that. but the correction applied to oral feedback above. so, the students could correct themselves by the teacher's reminding and advice on enhancing their speaking performance next. the teacher is only like reminder and motivator in the case. then based on types of teacher’s feedback that has been applied was informal feedback and students self feedback. through both types of teacher’s feedback, the students can get fast feedback nd the students can upgrade their knowledge by being active students. the same thing that the teacher should be smart at handling to active class. helping the students on identify each material given clearly. based on researcher’s observation that the teacher's way to communicate with the students on getting their attention like asked them to repeat what teacher said, doing question-answer when they felt confused on material, discussion, and gaming which were shown in the middle or the end of learning to upgrade students' concentration. then the researcher clarified that this strategy has two concepts in increasing students' speaking ability in class like; 1) excellent plus when the students need this score, they should do assignments fast and in time, it doesn't have a correction both written and spoken feedback, it should good pronunciation and performing on loud voice. it can be called as a perfect performance based on the teacher's score characteristic. 2) excellent no plus when the students have corrections both written or oral and the time is not a time, they will get this score from the teacher. moreover, when the students are asked to re-write and repeat the performance, they can have a long time to get this score. concluding that the students should do assignments in a time, through that they will get an excellent plus from the teacher. then they will get more excellent scores than other friends. the reason to give speaking tasks was applied by several things, they are rehearsal (applied on students' grouping), feedback (it could be written and oral), and engagement (teacher's motivation). so, the teacher approved that the speaking task was very important in enhancing students' activeness during the learning process. on the other hand, the students could get the output of their learning result and the teacher could increase students' goals in the teaching-learning process. all learning strategies have advantages and disadvantages like this one. based on clarification, this strategy doesn't apply to lower students in reality. they are still in a low position, but it is one of the advantages for students who are in medium and upper, they can be better than before. they feel motivated by the teacher's reward strategy applied. because originally they have high spirit on learning english and get the best score. it looked like a challenging soul. the lower students who were predicted by the teacher are limit. so, the teacher hopes that this strategy has a good effect on lower students in increasing speaking skill. on the other hand, the researcher clarified that they still enjoy the learning process in class among eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 64 teachers, upper students, medium students, and lower students. it means that still have good communication to break out the learning's problem in class generally. 2. the students' response to teacher's feedback in teaching speaking at the seventh grade of smpn 4 ponorogo in teaching-learning activity, students as educators are the target of every education. teachers need the students and the students need teachers on transferring the knowledge directly or indirectly. in practicing english, the students should have partners especially at school. having partners help them to improve communicative english skills and to add their knowledge easier. some students who became the researcher's target interview clarified that in previous times they didn't like english moreover speaking skill. they felt bored, lazy, and counfused when they know english lesson in the day. but there was a good teacher's strategy applied in enhancing speaking skill. then the students felt having better speaking ability like knowing new vocabulary, understanding on how to pronounce the words, and improving the motivation on loving english. trough that feedback as reward and appreciation, they are more like english caused motivation which enhanced students' learning process. some of young learners in indonesia are mostly lazy to learn english because they think that english is a difficult subject (irawati dan an fauzia rozani syafei, 2016). so, through applying feedback as students' reward which is for appreciation and praise in enhancing students' speaking skill, hopefully, the students can pay attention and have the best scores in the english lesson. it was approved when the researcher observed that the students were very active and they paid attention to the teacher's explanation on materials in front of the class. they are looked at full of concentration at class. then they add more points to upgrade their scores. among daily examination, middle examination and final examination need addition scores to upgrade students’ scores. sometimes the teacher does remedial test to improve it. unluckily the feedback is only for upgrading students’ daily examination. the teacher had a perspective to create something different on strategy. thus, according to teacher's statement that the strategy was most effective to upgrade most students' speaking ability. it showed how effective the reward was. the researcher found the clarification of students who were from both 7g and 7h classes. 3 students were from 7g and 3 students were from 7h that have been done by in august. then the researcher will make a report that the interview process is done online and offline because of the situation. the big point in this clarification, it can be valid data on this study. because the source and the object were based on the real-phenomenon that is recommended observation on this study. speaking is a difficult skill according to students' perspective because the students' interest was less. but mostly they were edicted on this reward strategy in enhancing speaking skill. several reasons become the underlined point for students through applying this feedback in the learning process; 1) the students won't do the remedial test because they changed their bad scores to good scores through the excellent point in teacher's feedback. 2) the students can get active scores in class in the teaching-learning process though changing the excellent point to the teacher. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 65 3) the students can feel motivated and appreciated to learn english more especially speaking skill. in another hand, they feel happy and enjoy all materials given. then through feedback as reward in the teaching-learning process, they have the opportunity to be better students such as when they perform by having loud voice, fluent english, and having good writing in english. by applying this feedback as students’ reward is very effective in increasing speaking skill on teaching-learning english at smpn 4 ponorogo. on the previous chapter has been clarified that the students were very excited when they get an excellent points and they feel appreciated on it. conclussion the researcher concluded that teacher’s feedback in teaching speaking at the seventh grade of smpn 4ponorogo was applied both written and oral feedback. it is used informal feedback (direct oral feedback) and student self feedback (the feedback is applied to help the students on how to be active in increasing english skill). this goals are; first, it focused on lower students to motivate their willing in studying english. second, it influence the middle and the upper students to upgrade their speaking ability. this feedback is not for adding the low scores in final examination value but it is for adding the low scores in daily examination. the students’ response to the teacher’s feedback in teaching speaking at the seventh grade of smpn 4 ponorogo was positive. several reasons why the students were very spirit on teacher’s feedback; by having excellent point they would not do a remedial-test, they could get active assessment during teaching-learning process, and they could perform better than before by having some corrections from the teacher. references mundhe, ganesh c. teaching receptive and productive language skills with the help of techniques. pune research: an international journal in english. vol. 1. issue. 2. 2015. m. bailey, kathleen.practical english language teaching speakingsingapore: the mcgraw-hill companie. 2003. 47. ganna, matius dkk. teachers' strategies in teaching speaking case study of an english teacher in sman 1 toraja utara. helen timperley,john hattie.the power of feeback. revie of educational research. vol.77. no. 1. samarindo, silka dkk.analyzing of teacher’s feedback used in teaching speaking. thesis. university of lampung. 2003. anggraeni,wahyu.the characteristics of teacher’s feedback in the grade nine students of smpn 2 depok. thesis. universitas negeri yogyakarta. 2012. adityas,m. tolkhah.the effect of teacher’s feedback in speaking class on students’ learning experience. thesis. universitas sanata dharma yogyakarta. 2008. shank.qualitative research. 2002 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 66 manab, abdul. penelitian pendidikan pendekatan qualitative.kali media: depok sleman yogyakarta. 2015. demunck. participant observation. 1998. www.qualitative-research.net, barbara b. kuwalich,vol.6, no. 2, may 2005). manaj.s,lorena.the importance of four skills reading, speaking, writing, and listening in a lesson hour. european journal of language and literature studies. vol. 1. no. 1. 2015. fitriani, dea aris dkk. "a study in students english speaking problems in speaking performance". pontianak. khan, alamgir dkk. communication skills of a teacher and its role in the development of the students’ academic success. journal education and practice. vol. 8. no. 1. 2017. ginther, april.assessment of speaking. the encyclopedia of applied linguistics. blackwell publishing. 2013. setya handeyekti, dinda cantik. “an analysis of reward...”. fkip ump. 2017. an fauzia rozani syafei, irawati.the use of reward and punishment to increase young learner’ motivation in learning english as foreign adapted to indonesian context. jelt. vol. 5. no. 1. 2016. http://www.qualitative-research.net/ eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall the effect of using context clues strategy on reading comprehension at the first grade students of smk harapan bangsa panti nikmah khairani1, eliza2 state islamic institute of bukittinggi nikmahborreg59@gmail.com abstract the main problem of this research was “is there any significant effect of using context clues strategy toward students’ reading comprehension?”. therefore, objective of this research was to find out whether or not there is significant effect of using context clues strategy on students’ reading comprehension. in this research, the researcher used quasiexperimental method by using the pre-test and post-test. the population of this research was 142 students consisting of four classes. the sample was x.otkp there are 34 students which was treated as experimental class taught by using context clues strategy and x.bdp there are 34 students which was treated by conventional. based on the finding, three hypothesis (ha) were accepted. the first, the result of the pre-test and the post-test scores of experimental class was found that the tobtained (10,31) more than ttable (1,960). the second, the result of the post-test scores of experimental and control class were found that the tobtained (4,21) more than the ttable( 1,960). the last, the result of the post-test of experimental class and control class were found that tobtained (4,21) more than ttable (1,960). it means that by using context clues strategy in teaching english gives significant effect on students’ reading comprehension. keywords: reading comprehension, context clues, strategy. 1. introduction reading is one of the important english skills for students to learn because reading can provide some information and knowledge for students. by reading, the students can more easily understand what students learn about. in reading, the students will get benefits for themselves. reading is a process of interaction between the students and the reading material that is read by students.as alderson said reading as the interaction between a readers and the text, in the process of reading the readers not only looking at print, but the readers deciphering of what the reader has read, thinking means, relates to the other the readers has read and things the readers knows, and the readers expect to next of text. reading can improve students’ english skills. reading will expand students’ vocabulary mastery and then students can apply it when speaking in english. nunan stated that reading is determine the meaning of words through combined the information of text and own knowledge background. reading is a process of students to comprehend the text and get message or to know what the authors’ aim in the text by students’ prior knowledge.it can be concluded that reading is an ability that complex process for getting understanding information from the text through guessing, predicting, mailto:nikmahborreg59@gmail.com eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall deciphering and capable recognizing the relationship among ideas of the text by combining the readers’ knowledge background. when reading, students can use strategy to understanding text more. the goal of reading is comprehension. mcnamara states “comprehension is the interpretation of the information in the text, the use of prior knowledge to interpret this information and, ultimately, the construction of a coherent representation or picture in the reader’s mind of what the text is about”. it means comprehension is the ability to understand and to explain of what the text is about. one big part of comprehension is having a sufficient vocabulary or knowing the meanings of enough words, so that student can know the text is about.in reading comprehension, the students should understand about the text and get main point about the writer told in the text. the ability to comprehend english text is necessary for readers because many kinds of text books are written in english. thus, good readers can comprehend a text by understanding sentences and texts. when students read a text, students sometime find difficult words. students do not always look the meaning of word in a dictionary. in fact, there are several strategies that can be used to find out the meaning of unknown words. when students used several ways to determine the meaning of what they read or the meaning of unknown words called as strategy. the students use the ability to understand or to get the aim of the text by reading strategy. the strategy that used to find the meaning of unknown word in the text by guess the meaning from the context is known as context clues. zeitzoff stated that context clues is a strategy to determine the meaning of unknown words by using words, title, and pictures. it means context clues is the strategy used by the teacher to the students with guess the meaning of unfamiliar word or used the clue on the text. smith said that the best strategy to determine and identify the meaning of unfamiliar words is to work out it is from the context. thus, understanding the context can help the students to improve students’ reading comprehension, it can make students easier to find out the meaning of unfamiliar word, message and detail information from the text. context clues are guessing the word meaning from the context.context clues are clue in the text to help students understand and know the meaning of word by guess the meaning of the unknown words. with the clues in the text, it makes easier for students to comprehend the english text that students read.when students find difficult words, students can get the meaning of those words by guessing from the context without looking at dictionary. the meaning of the words has been included in the context, from the context students can know the meaning of the words. french stated that context clues are words or phrases that surround words the students do not know and as clues or signals to get the meaning of words. zeitzoff stated that by cues or signals students get the meaning in the text. when students use these cues, students read with greater fluency and comprehension. thus, context clues are one of strategies in reading that use to guess the meaning of unknown word in the text. sutarsyah stated that guess the meaning of unfamiliar words are students’ need. it will help students read faster and easier. denton et.al stated context clues give students an idea, or hint, of what an unfamiliar word might mean. the clues are found around the unknown words in the text. in the other words, context clues are information in the text, which can use to help deduce the meaning of unknown words. context clues are words, pictures, graphs, tables, and all of which might be included in the text. context clues give advantages to students if the eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall students use this strategy, students will read faster, easier, greater fluency and comprehension. clues that help students identify unknown and difficult words. context clues can be identified through some clue words or phrase, such as: “is refers to” for definition, “similarly” for synonym, “although” for antonym, “such us” for example, and for general. based on the clue word, the students can be identified the context directly. and then, when student understand the context, student can be guessed the meaning of unknown word, and then students can be caught the idea, news, message or information from the text. according to bauman et.al in denton there are some types of context clues strategy that can be directly taught to the students; definition clues, synonym clues, antonym clues, example clues, and general clues. definition clues are determines the meaning of unknown words by phrases or words that define or explain. writer sometime gives definition of unknown words after mentioning the word. these definitions are usually set apart from the main part of a sentence by commas or parentheses. sutarsyah states a definition gives the meaning of words. the writer may use words, phrases, or statements to define something. the clues or signal words that used in definition clues are means, refers to, can be defined as. synonym clues are the author uses a word having same or same meaning nearly as another word or other word in sentence. sutarsyah stated that by using the similarity/ synonym clues students can guess the meaning. they will display the same meaning of the unknown words. the clues or signal words that used in synonym clues are like, similarly, or, that is, the same as, in other words, commas, semicolon (;). dashes (-), parenthesis ( ). antonym clues are determine the meaning of unfamiliar words by using another words or phrases that means opposite of unfamiliar words. sutarsyah stated that by using contrast/ antonym clues students can guess the meaning of unfamiliar words. students will find the opposite meaning of unfamiliar words. signal words that used in antonym clues are despite, however, on the other hand, although, but even thought, rather, while, yet, and nevertheless. example clues are determines the meaning of unknown words by looking example that explain or clarify it. sutarsyah said that examples help students to understand the meaning of new words. the writer provides examples to help students know the meaning of unfamiliar words. the examples are giving signals by certain words or phrases. signal words that used in example clues are such as, including, for example, for instance, and to illustrate. general clues are determines the meaning of unknown words by guessing from the description of a situation or figuring it out from the information in the text. nuttal as cited in sutarsyah stated that the meaning is clear by students’ experience and imagination. students’ background knowledge and experience can help students to figure out the meaning of unknown words. according to denton there are procedures of applying the context clues strategy in teaching reading: 1) asking some students to share what they know about descriptive text. 2) telling students the topic and the objective of the study. 3) giving a brief explanation about the text based on the topic chosen. 4) showing the cart which simply lists the different types of context clues in front of the class. 5) explaining each of context clues with the sample sentences while pointing to the chart. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 6) guiding the students to find meaning of unfamiliar words based on the clues in the sample sentences by following the instructions of context clues strategy. 7) grouping students in partnership. 8) giving each partnership a copy of a short passage as a practice to find the meanings of unfamiliar words based on the clues in the sentences by following the instructions of context clues strategy. 9) giving each partnership a copy of chart to guide their work. 10) circulating around the room and being the available for guidance. 11) guiding students to make a brief conclusion of the lesson. 12) evaluating the whole activities that have been done. according to kjesbo there advantages of using context clues strategies, namely: first, vocabulary, context clues help students to build students’ vocabulary knowledge have in order to learn the meaning of unknown words. second, reading fluency, context clues help students decide how to pronounce words. for example, you can put a bow in your hair or you can bow to the audience. third, reading comprehension, context clues help students see the “bigger picture” and understand what students are reading about, including new topics or subjects. last, enjoyment of reading, students who are able to use context clues to understand what students are reading may enjoy reading more. context clues can be applied in teaching learning process to improve students’ reading comprehension. according to apriliyanti study, the application of context clues strategy can improve the students’ reading comprehension. by context clues strategy the score of students reading text kept increasing. the students felt that context clues strategy is very effective to help students improve students’ reading comprehension. therefore, context clues strategy can improve students’ reading comprehension and effective strategy in helping students to improve students’ reading comprehension. in addition, denton states that context clues can give students an idea or hint for the possible mean of unknown word might mean. the clues are found around the unknown word whether in the same sentence or in other sentences before and after the sentence containing the unknown word. thus, context clues strategy gives benefit to students’ competence in comprehending reading materials. according to the expert, context clues strategy is a good strategy to teaching english learning, but the extent of the impact by this strategy still be questionable. that is why, the researcher would to test and prove it and also the researcher identify of the problems in detail what the students’ problem in reading comprehension. based on the preliminary research was conducted on july 2020 at first grade of smk harapan bangsa panti by interview with teacher and students. the researcher found some information about students’ problems. first, the students’ knowledge of word meanings,lack of vocabulary or knowledge of word meanings may influence the students’ reading comprehension. when the students got a new text or new word that did not familiar for them or rarely used in course class, it made students were confused to understand the text. students were difficult to comprehend the english text. when students did not know the meaning of word students tend to asked the teacher, friend and looking at dictionary. but, there are still students cannot use the dictionary well. the other problem was about students’ eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall motivation in reading english text. it was strengthened by the teacher’s admit and students interviewed. students assumed that english is difficult thing. it could be bad influence in students’ understanding in english text. students said ”i cannot read the word and sentence in english, moreover the meaning of the words, i did not know”. when the students studied in classroom they were sleepy, bored, talking with friend. in other words, motivation affects the students learning process especially in reading, while the strategy affects students’ motivation in learning. motivation and strategy has a tight relationship in learning process. therefore, if students have good motivation in reading or in learning english, students would try to understand the sentence or text in english. actually, the teacher has used various strategies, but the students’ scores did not increase. so, the researcher is interested in using context clues strategy. is the students’ reading score increase by using context clues strategy?. from the statement above, the researcher is interest to conduct a research entitled: “the effect of using context clues strategy on reading comprehension at the first grade students of smk harapanbangsapanti”. based on description above, the problem of this research is formulated as follows: is there any significant effect of using context clues strategy toward students’ reading comprehension?. 1. method the design of this research is an experimental research. experimental research is used to determine the cause and effect relationship between the variables. creswell states that experimental research is group comparison studies, the researcher would determine whether one activity or materials make a difference in results of students. the researcher evaluated by giving the material for one group and other group does not. in other words, this research consists of two groups; one group will treated with context clues strategy on reading comprehension; it is called as experimental class and other group do not it can called as control class. the researcher evaluated by each class whether there is students’ difference results. population is part of the research. ary argued that population is defined as all members of any well-defined class people, events, or objects. the population of this research is first grade of smk harapan bangsa panti. there are four classes for the first grade students and the total 142 students. the sample is part of the population that taken in a certain way from the population itself. according to creswell, sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population. in this research the researcher used purposive sampling technique. according to sugiyono, purposive sampling is sampling technique with certain considerations. the sample of this research choose two classes of the tenth grade of smk harapan bangsa panti that are x otkp and x bdp because of some consideration and some purposes. the first consideration, these classes are taught by the same teacher. the second consideration, these classes have the same characteristics and levels. instrumentation is the whole process of collecting data by using the instrument. in experimental research, the instrument that will be used by the researcher is the test. the test is used to measure the knowledge, skill, feeling, intelligent, or attitude of an individual or group. based on this research, the researcher gave pre-test and post-test to identify the effect of using context clues strategy in experimental class. however, the researcher gave usual treatment in eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall control class. the pre-test is used to know the students’ reading comprehension at the beginning and post-test used to know the development of the students’ reading comprehension after applying context clues as strategy of teaching reading. the researcher used the t-test in analyzing the data. to find out how the effect of using context clues strategy on students’ reading comprehension, the researcher used statistical calculation of t-test to determine the final calculation to (t observation) did using context clues strategy had an effect on students’ reading comprehension or not. the t-test was a kind of statistical calculation used to examine the truth or false of null hypothesis that stated no significant differences between the result of two samples from a same population. in this research, the researcher was test the hypothesis by using t-test to compare the difference of the mean score between two classes. there are some hypotheses that will be tested. first, pre-test and post-test scores of experimental and control class that analyzed whether there is or no significant effect of students’ reading comprehension by using context clues strategy. second, to see the difference significant different between students’ reading comprehension post-test score in two classes. third, it is same with the second step, but the difference is in graphic of two tailed tests or one tailed test. 2. findings this section describes about the analysis of the data collected to answer the formulation of the problems; 1) is there any significant effect of using context clues strategy toward students’ reading comprehension? 2) is there any significant difference between students who taught using context clues strategy and students who taught without using context clues strategy? 3) is the students’ reading comprehension who taught using context clues strategy better than students who taught without using context clues strategy? the findings of the research; first, using context clues strategy in teaching english at the first grade of smk harapan bangsa panti had a significant effect in increasing the students’ reading comprehension. second, there is significant difference between the students who taught by using context clues strategy and students who taught by conventional. third, students who taught by using context clues strategy is better than conventional. based on the hypothesis result, researcher found that using context clues strategy toward students’ test result gave significant effect on students’ reading comprehension. based on the result from the data analysis, it can be seen that ho was rejected for first, second, and third hypothesis. it means ha was accepted. there were some explanations about the testing hypothesis above. first of testing hypothesis, the researcher found that using context clues strategy on students’ reading comprehension gave significant effect on students’ reading comprehension. it can be showed from the mean score of pre-test and post-test in experimental class. the mean score of pre-test of experimental class was 43,97 and the mean score of post-test was 69,85. it means that the mean score of post-test of experimental class was higher than the mean score of pre-test of experimental class. the t-test result is showed that the t-obtained was 10,31 higher than the t-table 1,960. the differences of both classes was caused by the treatment given. the fact showed that context clues strategy had significant effect in increasing the students’ reading comprehension. so that, the students’curiosity can be improved. it can be seen from eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall the students’ reading comprehension which is showed by the achievement of the students’ score. in the second hypothesis, it has also proven that the using context clues strategy on students’ reading comprehension gave significant difference on students’ reading comprehension. it can be showed from the mean score of post-test in experimental and control classes. the mean score of post-test of experimental class was 69,85 and control class was 59,41. it means that the mean score of post-test of experimental class was higher than the mean score of post-test of control class. the ttest result is showed that t-obtained was higher than the t-table, 4,21> 1,960. the difference of both classes was caused by the treatment given. the fact showed that context clues strategy had significant difference in increasing the students’ reading comprehension. finally, the data of the experimental and control classes were also obtained to indicated the students who taught by using context clues strategy from the data that was obtained. it was found that the mean score of post-test ot the experimental class (x.otkp) was higher than the mean score of the control class (x.bdp) 69,85> 59,41. it can be concluded that context clues strategy can help students to increase their reading comprehension eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 3. discussion description of the data there were 68 students who were involved in the pre-test; 34 students in the experimental class and 34 students in the control class. there were also 68 students who were involved in the post-test; 34 students in the experimental class and 34 students in the control class. table 4.7 the comparison of pre-test and post-test of the experimental and control classes test result the class pre-test post-test experimental class x = 43,97 s = 10, 719 s2 = 114,90 x = 69,85 s = 9,96 s2 = 99,21 control class x = 42,94 s = 12,192 s2 = 148, 65 x = 59,41 s = 10, 499 s2 = 110,24 based on the table above, the post-test result of the experimental class is higher than the pre-test result (69,85 is higher than 43,97). it means that the treatment that has been used by researcher can help students in improving their reading comprehension. the comparison of the post-test results between experimental and control classes show that the control class test result is lower than experimental class. it is indicated by the mean score of the post test result of control class (59,41) is lower than experimental post-test result (69,85). it means that the students who are treated by using context clues strategy give better result than the students who are taught by using conventional technique. analysis of the data in analyzing the data of this research, the researcher used two kinds of data analysis; pre-test and post-test from experimental and control classes. the pre-test of two classes showed that both experimental and control classes were equal at the beginning of the research because they were normal and homogenous. the researcher used the liliefors test to find out whether the data distributed normally or not and used f-test to obtain whether the data of two classes were homogenous or not. testing the hypothesis a. the first hypothesis to measure whether the researcher accepted or rejected the hypothesis, the researcher used the formula two tails test to find whether ho or ha is accepted or rejected through comparing the pre-test and post-test of experimental class. the value of the t-obtained was compared with the value of the t-table, it means ha accepted and ho rejected (t-obtained> t-table). then, standard deviation of each class was obtained and they are analyzed by using t-formula to find the value of t-obtained. it is found that t-obtained is 10,31 and the t-table for degrees of freedom (df) = (na + nb – 2) = (34+34-2) = 66 with level of significance (∝) 0,05/2 (0,025) is 1,960, it was found that the t-obtained is greater eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall than the t-table. so, it can be concluded that there is a significant effect of using context clues strategy on students’ reading comprehension. figure 1: the curve of the t-test result in the pre-test and post-test of experimental class ho rejected ha accepted ttab = 1,960 tobt = 10,31 from the data, it shows that the descriptive hypothesis (ha) is accepted or the null hypothesis (ho) is rejected because t-obtained was higher than the t-table. so, it can be concluded that there is a significant effect of using context clues strategy on students’ reading comprehension. b. the second hypothesis to measure whether the researcher accepted or rejected the hypothesis, the researcher used the formula two tails test to find whether ho or ha was accepted or rejected through comparing the post-test of experimental and control classes. the value of the t-obtained was compared with the value of the t-table, it means that ha accepted and ho rejected (t-obtained > t-table). then, the standard deviation of each class was obtained and they were analyzed by using t-formula to find the value of t-obtained. it is found that tobtained is 4,21 and the t-table for degrees freedom (df) = (na + nb – 2) = (34+34-2) = 66 with level of significance (∝) 0,05/2 (0,025) is 1,960, it was found that the tobtained is greater than t-table. it is shown in the figure below. so, it can be said that there is any difference of the students’ reading comprehension between students who taught by using context clues strategy and the students who taught without context clues strategy. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall figure 2: the curve of the t-test result in the post-test of experimental and control classes ho rejected ha accepted ttab = 1,960 tobt = 4,21 from the data in curve above, it means that the descriptive hypothesis (ha) is accepted and null hypothesis (ho) is rejected. so, it can be concluded that there is any difference of the students’ reading comprehension between students who taught by using context clues strategy and the students who taught by using conventional. c. the third hypothesis to prove this hypothesis, the researcher used the formula one tail test-right to find whether ho or ha is accepted or rejected through comparing the post-test of experimental and control classes. the value of the t-obtained was compared with the value of t-table, it means that ha accepted and ho is rejected (t-obtained > t-table). then, the standard deviation of each class was obtained and they were analyzed by using t-formula to find the value of t-obtained. it is found that tobtained is 4,21 and the t-table for degrees freedom (df) = (na + nb – 2) = (34+34-2) = 66 with level of significance (∝) 0,05 is 1,645, it was found that the t-obtained is greater than t-table. figure 3: the curve of the t-test result in the post-test of experimental and control classes ho rejected ha accepted ttab = 1,645 tobt = 4,21 from the data in curve above, it means that the descriptive hypothesis (ha) is accepted and null hypothesis (ho) is rejected. so, it can be concluded that the students’ reading comprehension that are taught by using context clues strategy is better than the students who taught without using context clues strategy. 4. conclusion and suggestion based on the research question about using context clues strategy on students’ reading comprehension, it can be concluded that: eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall first, there is a significant effect of using context clues strategy on students’ reading comprehension. it was found that the value of t-obtained (10,31) was higher than t-table with the level significant ½ ∝ 1,960. it means that alternative hypothesis (ha) of this research was accepted that context clues strategy gave significant effect on students’ reading comprehension. second, there is significant difference between the students who taught by using context clues strategy and students who taught without using context clues strategy. it was found that the value of t-obtained 4,21 was higher than the value of t-table with the level of significant ½∝ 1,960. it means that the alternative hypothesis (ha) of this research was accepted and null hypothesis (ho) was rejected. moreover, the mean score of post-test in experimental class was greater than the mean score of post-test in control class. third, the students’ reading comprehension by using context clues strategy is better than conventional. it is proved by the data of the post-test of both classes where the mean score of experimental class is 69,85 and the mean score of control class is 59,41 meanwhile both of classes have the same level of ability in pre-test. if it also compared with t-test result, t-obtained was greater than t-table (4,21>1,645), it means the alternative hypothesis was accepted. finally, teaching in the classroom by using context clues strategy as a reading strategy is an effective way to increase students’ reading comprehension. it can be seen through the data analysis of the previous chapter. the theories stated before in the previous chapter are now supported by the result of this study. references alderson, j. charles. (2000). assessing reading. united kingdom: cambridge university press. apriliyanti, et.al. (2018). improvingstudents’ reading comprehension through context clues strategy at the eight grade of smp dharma wanita medan. kairos elt journal, 2 (3), 166. ary, donald, et.al. (2010) .introduction to research in education. wadsworth: cengage learning. creswell, john w. (2012) .eduacational research: planning, conducting and evaluating quantitative and qualitative research. university of nebraska lincoln: pearson. denton,carolyn, et.al. (2007). effective instruction for middle school students with reading difficulties: the reading teacher’s sourcebook. texas: texas education agency. kjesbo, rynette r. (2010). free, educational handouts for teacher and parents.handy handouts.no. 272, from www.superduperinc.com. mcnamara,danielle s. (2007) .reading comprehension strategies: theories, interventions, and technologies.mahwah, new jersey: lawrence erlbaumassociates. nunan, d. (2003) .practical english language teaching.new york: mcgrawhill. http://www.superduperinc.com/ eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall smith,frank. (2004) .understanding reading: a psycholinguistic analysis of reading and learning to read. london: laurence erlbaum associates. sugiyono. (2013) .metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. sutarsyah,cucu. (2014) .understanding english texts some strategies for effective reading for non-english students. jakarta: rajawali pers. zeitzoff,helen. (2005) .using context clues to help kids tackle unfamiliar words. u.s.a: helen zeitzoff. microsoft word 4. niken.docx 24 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall logico semantic relation analysis of clause complex in cnn news niken sri noviandari; dolar yuwono institut agama islam negeri (iain) ponorogo abstract this study deals with logico semantic relation in cnn news text. the objectives of this study is to discover the types of logico semantic relation of clause complex used in cnn news and to know the dominant type of logical semantic systems interpreted in cnn news. the researcher applied qualitative approach and used content analysis design. the technique of collecting data was documentation. the data of the research was logico semantic relation meanwhile the news text of cnn was as the data source of the research. the data were analyzed by data reduction, data display, and conclusion drawing/verification. the findings showed that (1) the types of logico semantic relation used in the five news texts of cnn were expansion (elaboration, enhancement, and extension) and projection (locution). the total number of logico semantic relation was 201 or 100% which consisted of 153 items or 76,10% of expansion and 48 items or 23,90% of projection. (2) expansion (elaboration) was the most dominant type among all kinds of logico semantic relation which appeared in 92 times or 45,80%. the second rank was projection (locution) that was 48 times or 23,90%. the third position was expansion (enhancement) which occurred 33 times or 16,40%. meanwhile, expansion (extension) appeared 28 times or 13,90%, and the last one was projection (idea), which had no percentage (0 times or 0.00%). the researcher concludes that there are two types of logico semantic relation used in the cnn news text, those are expansion (elaboration, enhancement, and extension) and projection (locution). the most dominant type of logico semantic relation that appears in the text is expansion (elaboration). keywords: cnn news, clause complex, logico-semantic relation. introduction in this millennium era, learning english has a very significant role. english is the language that is used to communicate in the whole world. by being able to speak english well, somebody can be easily to express their message to the people from the other countries or to catch the message from the foreigner whether oral or written. it helps everyone who comes from different language and countries to interact easily. however, if people do not have ability to speak english well, they will have some difficulties to interact with foreigner. moreover, mastering english is a must for the students who study in a university which contributes to their professional career in the future, because nowadays almost all new technology uses english as the language. besides, most of universities in indonesia have applied english test to select and to increase the quality of the 25 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall students. especially for students who want to continue their study abroad or whoever who want to get a good job, the must have a certificate of english test such as toeic, tefl, ielt with a certain score. all of these cannot be reached easily without a good ability of english. so, the importance of mastering english in this millennium era cannot be avoided. english consists of four language skills, those are writing, reading, speaking, and listening which are mastered by students. in indonesia, english language teaching concerns with text or genre. consequently, it is important to apply sfl (systemic functional linguistic) in writing a text or constructing a sentence. it is as important as applying grammar or structure. meanwhile, sfl plays an important role in english language teaching. to understand the meaning of a text, we can analyze it by its sentence. sentence must consist of some units, such as words, phrase, and clause. in composing a good sentence, people cannot be only focused on the grammar or the structure but also to the meaning. besides, to make a meaningful sentence, people also must concern how the structure construct the meaning and also the structure of each clause because to know whether a sentence is good nor not we can see from the structure of each clause. there are two kinds of clause that important to be understood. those are clause simplex and clause complex. clause complex is the term systematists used for the grammatical and semantic unit formed when two or more clauses are linked together in certain systematic and meaningful ways, while clause simplex refers to single clause units (or sentence of only one clause) (suzzane eggins, 2004). a clause complex is composed of one clause after another clause after another clause. in other words, a sentence can be called as a clause complex when the sentence consists of some clause which have good structure and meaning. each clause must have relation with the other clause. therefore, if there is a sentence that consists of some clauses but there is no relation among the clauses, it cannot be called as a clause comlpex. regarding to clause complex and its relation to meaning, halliday (1985:193) stated that we shall consider the connections between the clauses as the logical component of the linguistic system: the functional semantic relationships which constitute the logic of natural language. it concludes that a clause complex should have a cohesive unit in which there is a logical relation regarding to a semantic view mentioned as logical semantic relation. the categories of clause complex relation actually apply over other areas of the grammar as whole: not just clauses but also groups and phrases form ‘complex’ and they do so along the same principles as the clause. thus, the writer chooses to analyze clause complex over clause simplex. therefore, in understanding the meaning of a sentence the students need to have ability about logico semantic analysis system. logico-semantic system is the system that defines the particular form of relationship of meaning between related clauses (suzzane eggins, 2004). it studies about the incorporation either 26 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall dependent or independent clause. there are two main options clauses may be related through projection or expansion. therefore, logico semantic is important to be understood by the students.whereas, logico semanticis the subject which needs more concentration and more focus to undersand. it is very important to analys the meaning of clause especially in a claus colmplex. thus, based on the background above the researcher is encouraged to conduct a research dealing with logico semantic relation anylis of clause complex based on sfl in cnn news. methods in this study, the researcher conducted a qualitative research method. khotari (1990) mentioned that qualitative research is a research that concerns qualitative phenomena. donald ary (2010) stated that qualitative researchers seek to understand a phenomenon rather than breaking it down into variables by focusing on the overall picture. in other words, qualitative research is research that focuses on analyzing the data in form of words rather than numerical data. while the research design, the researcher applies a content or document analysis as the research design. content or document analysis is a form of analysis applied to written or visual materials to classify defined material characteristics. the analyzed resources may be journals, magazines, web sites, interviews, tv programmers, commercials, musical works, or any of a variety of other types of records (donald et al., 2010). in this research, data source that the researcher used are the students of english department who are taught systemic functional linguistic and the text of cnn news. interview and documentation are used to obtain the data about the student’s perspective about systemic functional linguistic subject and to obtain the data about logico semantic relation. as a consequence, the data collected should be analyzed and reported by the researcher as the result. the researcher arrives to do the study after gathering the data to find out the research questions in this study. qualitative data analysis is a process in which data are checked and organized, and extracted from observation, interview and recording. qualitative data analysis consists of three current activity flows: data reduction, display, and verification of the data. qualitative research can make their research findings more credible by drawing from evidence from a variety of data sources. after that, a triangulation technique is used to validate the data. triangulation was suggested as a means to improve validation levels or to strengthen the legitimacy of research studies by contrasting the outcomes of various methods with a common unit of analysis. findings 1. types of logico semantic relation the findings of this research present the data from documentation. data 27 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall analysis in this part describes logico-semantic relation system used in cnn news texts that consist of projection (locution and idea) and expansion (extension, elaboration, and enhancement). a. types of logico semantic relation used in texts 1 based on the text entitled “skipping breakfast tied to higher risk of heart-related death, study finds.”, it was found that there are 35 sentences in text 1, which 27 of them are clause complex. it also found that the text contains some types of logico semantic relation, those are projection (locution) and expansion (extension, elaboration, and enhancement). there are 12 items of locution, 7 extension, 27 elaboration, and 5 enhancement, with total number is 52 logico-semantic relation. the most dominant of text 1 is expansion (elaboration). b. types of logico semantic relation used in texts 2 the title of the text 2 is “girl’s deadly reaction to toothpaste is extremely rare, allergist reminds parents.”. it was found that there are 17 sentences in text 2 (“which 14 of them are clause complex. it also found that the text contains some types of logico semantic relation, those are projection (locution) and expansion (extension, elaboration, and enhancement). there are 9 items of locution, 6 extension 10 elaboration, and 4 enhancement, with total number is 29 logicosemantic relation. the most dominant of text 2 is expansion (elaboration). c. types of logico semantic relation used in texts 3 there are 34 sentences in text 3 “stop letting your kids stare at ipads in restaurants, science says.”), which 19 of them are clause complex. it also found that the text contains some types of logico semantic relation, those are projection (locution) and expansion (extension, elaboration, and enhancement). there are 1 items of locution, 4 extension 16 elaboration, and 9 enhancement, with total number is 30 logico-semantic relation. the most dominant of text 3 is expansion (elaboration). d. types of logico semantic relation used in texts 4 there are 22 sentences in text 4 (“climate changes is helping spread a fungus that attacks bananas”), which 13 of them are clause complex. it also found that the text contains some types of logico semantic relation, those are projection (locution) and expansion (extension, elaboration, and enhancement). there are 5 items of locution, 4 extension 6 elaboration, and 5 enhancement, with total number is 30 logico-semantic relation. the most dominant of text 4 is expansion 28 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall (elaboration). e. types of logico semantic relation used in texts 5 there are 51 sentences in text 5 “sunscreen enters bloodstream after just one day of use, study says”), which 38 of them are clause complex. it also found that the text contains some types of logico semantic relation, those are projection (locution) and expansion (extension, elaboration, and enhancement). there are 20 items of locution, 7 extension 33 elaboration, and 10 enhancement, with total number is 30 logico-semantic relation. the most dominant of text 5 is expansion (elaboration). 2. the dominant types of logico semantic relation used in cnn news there are 201 logico-sematic relations or 100.00% of total number or logico-semantic relations, which consisted of 153 items or 76,10% of expansion and 48 items or 23,90% of projection. from the table above, expansion (elaboration) is the most frequent type among all the types of logico-semantic relations which appears 92 times or 45,80%. it based on this calculation !" "#$ 𝑥100%. it means that elaboration is the dominant type of logico semantic relation used in the text. the second rank is projection (locution) that is 48 times or 23,90%, it based on this calculation %& "#$ 𝑥100%. the third position is expansion (enhancement) which occurs 33 times or 16,40%, it based on this calculation '' "#$ 𝑥100%. meanwhile, expansion (extension) appears 28 times or 13,90%, it based on this calculation "& "#$ 𝑥100%. and the last one is projection (idea), which has no percentage (0 times or 0.00%). discussion there are 92 items or 45,80 % of elaboration used in the 5 cnn news texts. elaboration is used the most in the text. elaboration is shown through the equal (=) symbol. while the symbol alpha (𝛼) and beta (𝛽) indicates the independent and dependent clauses. alpha (𝛼) indicates the independent clause and beta (𝛽) indicates the dependent clause. the following are examples of elaboration which are taken from text 3 and text 5 : 𝛼 there are no studies =𝛽 that warns against having too many hours of those activities. (text : 3, sentence: 33) (2) 𝛼 the new fda study enrolled 24 healthy volunteers =𝛽 who were randomly assigned to a spray or lotion screen (text : 5, sentence: 19) 29 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall (3) 𝛼 so oxybenzone remains in use; 𝛽 in fact, a 2018 report by the new ewg estimated =𝛽 that it was two-third of chemically based sunscreens sold in the united states. (text : 5, sentence: 33) the word that in the second clause is identified as expansion (elaboration). and ‘in fact’ on the third sentence also act as the indication of elaboration. the words are indicated for specifying in greater detail of clause complex. there are 28 items or 13,90 % of extension used in the cnn news text. extension is marked by the plus (+) symbol. while the number 1,2,3 and so on, indicates the initiating and continuing clauses. the symbol of number 1 indicates the initiating clause and number 2,3, and so on indicates the continuing clauses. the following are examples of extension which are taken from text 1 and text 5: (1) 1 breakfast is traditionally believed as the most or at least one of the most important meals of the day, +2 but there are not much data available to say ‘yes’ or ‘no’ to this belief. (text : 1, sentence:4) (2) 1 more research is needed to determine whether missing the meal actually +2 and why such an association exists. (text : 1, sentence : 21) (3) 1 oxybenzone was absorbed into the body at about 50 to 100 times higher concentration +2 than any of these other three chemical they tested. the word but in the first example above is identified as expansion (extension) and the word and, and than in the second and third examples are also identified as expansion (extension). those words indicate for giving an exception and adding some new element in a clause complex. there are 33 items or 16,40 % of extension used in the cnn news text. enhancement is shown through the (x) symbol. while the number 1,2,3 and so on, indicates the initiating and continuing clauses. the symbol of number 1 indicates the initiating clause and number 2,3, and so on indicates the continuing clauses. the following are examples of extension which are taken from text 1, 2, and 5: (1) x1 or b. if you need to do 16 hours, 30 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 2 try to consider skipping dinner and not breakfast or lunch. (text : 1,sentencez: 35) (2) 1 we don’t want to trivialize this, x2 because we want people to be careful. (text : 2,sentencez: 15) (3) x2 while science continues to answer question about sunscreen, 1 callif and other experts call for the public to continue to protect their skin from the dangerous rays of the sun. (text : 5,sentencez: 46) the word if in the first example above is identified as expansion (enhancement), the word because in the second example is also identified as expansion (enhancement) and the word while in the third example is also identified as enhancement. those words are indicated for qualifying circumstantial of condition in a clause complex. there is 48 item or 23,90 % of logico-semantic relations of locution which were used in the cnn news texts. locution which is mostly used in the texts is parataxis. it has function to present a construction of wording. the following are the examples of locution which taken from text 1 and 4: (1) “2 our paper is among the ones that provide evidence to support long-term benefits, 1 bao said. (text : 1,sentencez: 5) (2) 1 longo warns “2 be careful (text : 1,sentencez: 32) (3) 𝜶 new research suggest 𝜷 that climate change is aiding the spread of this highly destructive plant infection. (text : 4,sentencez: 2) the verbal words such as ‘said’, ‘warns’, ‘suggests’, indicate the projection of locution. there is 0 % idea used in the cnn news text. it means, idea is the least used in the text. conclusion the types of logico semantic relation that is used in the five news texts of cnn are expansion (elaboration, enhancement, and extension) and projection (locution). the total number of logico semantic relation is 201 or 100% in which in which 153 items or 76,10% of expansion and 48 items or 23,90% of projection. 31 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall the most dominant type of logico semantic relation is expansion (elaboration), which appears in 92 times or 45,80%. the second rank is projection (locution) that is 48 times or 23,90%. the third position is expansion (enhancement) which occurs 33 times or 16,40%. meanwhile, expansion (extension) appears 28 times or 13,90%, and the last one is projection (idea), which has no percentage (0 times or 0.00%) references deford , christine, (2008). cnn.com analysis. donald, a. (2006). introduction to research in education. usa: wadsworth. eggins, s. (2004). an introduction to systemic functional linguistics, (new york : ny 0010. gerot, l. & wignell, p. (2000). making sense of functional grammar. australia: aee publishing. given, lisa. m. (2008). the stage encyclopedia of qualitative research methods: volume 1&2. thousand oaks: sage. https://edition.cnn.com/2019/04/17/health/meals-ipads-screens-familydinner pare nting-go-ask-your-dad/index.html, accessed from internet on april 28th, 2019. https://edition.cnn.com/2019/04/22/health/skipping-breakfastcardiovascular death -study/index.html, accessed from internet on april 28th, 2019. https://edition.cnn.com/2019/04/22/health/toothpaste-deadly-allergicreaction per spective/index.html, accessed from internet on april 28th, 2019. https://edition.cnn.com/2019/05/07/health/banana-disease-climatechangetrnd/in dex. html, accessed from internet on may 12th, 2019. https://edition.cnn.com/2019/05/06/health/sunscreen-bloodstreamfdastudy/index. html, accessed from internet on may 12th, 2019. khotari, c.r. (2014). research methodology, india: new age. mathew b. miles, mathew b., & huberman, m. (1994). an expanded sourcebook qualitative data analysis. california: sage. widiastuti, e. (2013). an analysis oo logico-semantic relation of clause complexes in breaking news of voa. universitas muria kudus.. yuwono, d. (2016). writing from practice to theory: getting smart and creative to write. yogyakarta: magnum pustaka utama. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 5 the effectiveness of using number head together (nht) strategy in teaching speaking at first grade of mas darul makmur sungai cubadak miftahul hidayati institut agama islam negeri bukittinggi, indonesia hidayatimiftahul75@gmail.com abstract this research background was triggered by students problems at the first grade of mas darul makmur sungai cubadak. the purposes of this study were to identify the effectiveness of the use of the number head together (nht) strategy in teaching speaking at mas darul makmur sungai cubadak. this research used qualitative method with first grade mas darul makmur sungai cubadak students as the research population. the sample in this research was all students at first grade. in this study, the researcher used total sampling. data collection was carried out by interview, observation, and documentation. in the interview, the researchers interviewed the teachers who used the number head together in teaching speaking. there are 15 questions asked by the researcher to the teacher. in the observation, the researcher used an observation checklist. in addition to documentation, the data is taken from students' scores in speaking. then the student's score was analyzed by the researcher. based on the result of the study, it was revealed that number head together strategy was effective in teaching speaking. this can be seen from the results of the researcher interview with the teacher who used number head together strategy, and also it can be seen from the result of the observation sheet and was supported by an average student learning outcomes in speaking which reached 82.770%. it can be said that the number head together strategy was in very effective category. keywords: islamic major; number head together; teaching speaking introduction speaking is one of the aspects of language skills that are productive; it means a skill that people have to convey ideas, thoughts, and feelings so that ideas that are available in the mind of the speaker can be understood by others. speaking means expressing ideas or oral messages actively through mailto:hidayatimiftahul75@gmail.com eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 6 sound-symbol so that, communication activities occur between the speaker and the speaker partner. indeed everyone is committed to be able to speak or do communicate orally, but not all people have the skill to speak properly and correctly. therefore, speaking lessons must be a concern. based on the preliminary research conducted on january 27th, 2020 at the first grade of mas darul makmur sungai cubadak, the researcher found that the teacher using number head together in teaching speaking. the teacher using number head together in teaching speaking because the teacher found several problems in students speaking ability. they are: first, students are lack of motivation in learning to speak because of lack of vocabulary, students not confident in speaking because bad in pronunciation and refuse to speak out for fear of being wrong this happen because in learning speaking. students usually using the local language in speaking class and half of them do not answer the question when asked by the teacher. students said speaking is so difficult and complicated. this has happened because english language not used in society. because in speaking students not only say something but students should use the correct word, pay attention to the grammar, etc. by using number head together students can be motivated in learning speaking because using this technique is simple and fun for students and students will act in learning speaking. second, students who do not understand the subject matter feel embarrassed to ask the teacher and their friends so that students become afraid to learn speaking especially when students do not know how to say words in english. but by using number head together students has a sense of the team identified, so the students feel stronger when they are together in a group. in a group, students will discuss with their group friends what they do not know, and those who understand the material will explain it to their friends. third, when the teacher divides students into groups only a few students discuss the material. to explain the result of group discussion teacher usually asks students to come to the front of the class, almost all students do not want to present to the class, because they do not participate in the discussion and do not understand the result of the discussion. only active students will be able to explain the result of the discussion. but by using number head together all group discussions should prepare themself to explain the result of the discussion because the teacher will call them randomly. so, the students help each other because all of the members have to know and get ready to answer and explain the group's answer. so, not all students prepare themself to answer. based on the problem above, the researcher was interest doing the research that the title is “the effectiveness eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 7 of using number head together (nht) strategy in teaching speaking at first grade of mas darul makmur sungai cubadak” based on the background of the problem above, the researcher found some problems that accrued in learning speaking at mas darulmakmur sungai cubadak which are: student`s not motivated in learning speaking because of lack vocabulary, students who do not understand the subject matter feel embarrassed to ask the teacher and their friends or the student`s just silent when they do not understand, not all students discuss the material. when the teacher divides students into groups only a few students discuss the material. based on the identification of the problem above the researcher limited the scope of the problem on the effectiveness of using number head together strategy in teaching speaking at first grade of mas ponpes darul makmur, based on the identification of the problem above, this research question was formulated as “how effective of using number head together strategy in teaching speaking?” the purpose of the research was to identify how effective of using number head together (nht) strategy in teaching speaking. methods this research was design to know how the effectiveness number head together in teaching speaking at second grade of mas ponpes darul makmur. this research was use descriptive qualitative. thus, it was being suitable for this research due to the researcher was find the answer of the question from understanding the patterns of the data. the researcher was use quantitative method to answer research question about speaking score. then, the researcher was used qualitative to answer research question to explain interview and observation result. 1. population according to sugyono population is a group of individuals who have the same characteristic. population includes all the characteristics or properties possessed by the subject or object. the population of this research were all of the students of second grade students at mas ponpes darul makmur. the population of the research is as follow: eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 8 table 1. the population of the first grade students in mas darul makmur 2019/2020 academic year no jurusan class student 1. ipa 1 19 2. mia 1 18 total 37 source: administration staff of mas ponpes darul makmur from this table, the population from this research was 37 students that is the total of the students’ class in second grade at mas ponpes darul makmur. 2. sample according to sugiyono sample is part of the number and characteristics possessed by the population. sample is part of the population. sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population. in this research the researcher used total sampling. arikunto stated that so have to take population. the researcher used total sampling technique because population in this research less one hundred and this research focus at first grade of mas ponpes darul makmur of 2020/2021 period which consist of 37 students. based on the explanation above, it can be concluded that sample represents the quality and characteristics of population. in this research the researcher used total sampling technique because population in this research less one hundred and this research focus at first grade of mas ponpes darul makmur of 2020/2021 period which consist of 37 students. instrumentation was known as the tools to get the data which were needed by researcher. the researcher got the data from kinds of instrumentation that were interview, observation and documentation. to determine sample of this research the researcher was use total sampling technique. sugiono stated that total sampling is a sampling technique where the number of samples is the same with population. reason for taking total sampling because accords to sugiyono when the population less than one hundred, so all the population was used as the research sample. in this research the sampling consist 37 students first grade which ipk and mia class mas darul makmur. a. interview in this researcher the researcher will use semi-structured interviews. semi-structured interview is a common interview guide approach its purpose is to ensure that general area play information is collected from each interviewee; it provides a lot more focus than a conversational approach. it means the researcher prepares the question interview before eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 9 doing the interview to the informant of the research. the reseacher was did interview with the three teacher who used number head together strategy. b. observation checklist observation is purposeful, systematic and selective way of watching and listening to an interaction or phenomenon as it takes place. according to david at.al said that participant observation requires you to actively participate in the activity or event that you are investigating, with our without the knowledge of the participants. when engaged in online participant observation, it is important to do best to be as open minded as possible. in this research the researcher used observation checklist. an observation checklist is a list of things the observer will look at while observing the class. this observation checklist is what the steps of using number head together in teaching speaking at second grade of mas darul makmur sungai cubadak. c. documentation according to sugiyono the documentation is the record of events that have already passed. the documentation can be a form of writing, drawing, or the monumental work of someone. arikunto also stated that documentation is search the data about circumstances or variable that is like notes, transcripts, books, newspaper, magazine, etc. documentation is a unit of information that can be written or in form of picture and video. in this research, the researcher was used the students’ scores after learn speaking by using number head together as the documentation. the purpose of documentation will to know how well the strategy effectiveness for teaching speaking. in order to make the instrumen becomes valid, the researcher have been done the validity. according to arikunto, the main requirement the test was created by considering the validity. to make a good instrument, the researcher has been done validity. in this research, the researcher used the expert validity. in expert validity, the researcher gave to the three lectures to validate the instrument; researcher used interview, observation checklist and documentation as instruments. in analyzing the data, the researcher used the descriptive quantitative research. in this technique, the data researcher was be analyzed by several steps: a) interview and observation analysis the researcher analyzes the data of instruments to get the inference of researcher result. arikunto explains that data analyses it meant by processing data obtain by using formula or rules that are eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 10 applicable to research or design approach taken. in this research, the researcher described whether the effectiveness of using number head together in teaching speaking at second grade of mas darul makmur sungai cubadak. in this technique, the data were analyzed by several steps: sugiyono explained that there were several step to know the data of observation and interview state that activity in qualitative data analysis done interactively and continuously carry through to completion so that the data is valid. it would be explained as follow; 1) data collection: the researcher collects the data through observation and interview. 2) data reduction: the researcher resumes the data and focus on the research aspects and unnecessary aspects were reduced by researcher. 3) display the data: the researchers make the result of the research that consists of the use number head together in teaching speaking. 4) conclusion: the researcher concludes the finding based on the use number head together in teaching speaking . b) document analysis 1) collected the data from the teacher. 2) tabulating the data 3) analyzed the students speaking score 4) calculated the percentage of frequency for each score by using the formula as follows : r : (h-l) b : 1 + (3.3) log n i : r b i : interval r : the high score – the total lowest score – 1 b : 13.3 log n (n= total sample) 5) put the score into distribution table 6) after getting the percentage of the data, the researcher was determine the mean, of the result from percentage of each item. to find mean, of the percentage, the researcher was used the formulas as follow : mean = x : ∑ 𝐹𝑥 𝑛 eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 11 7) the students percentage is arranged into the diagram of rating quality percentage. 8) the mean of percentage is arranged into the table of rating scale. as the result, the researcher used scale to arrange the level of effectiveness. the researcher was give interpretation of result by using table which described as below: table 2. the data interpretation of students test result percentage of rating scale rating quality 81% 100% very effective 61% 80% effective 41% 60% quite effective 21 % 40% ineffective 0% 20% very ineffective source: dewi ratna sari, fairuza amrozi the reseacher made the conclusion based on the result of interview with the teacher and what precentage and what rating quality of students score in speaking activity by using number head together. findings this chapter described the finding of the about analysis of the data collected to answer the research question as follow: “how effective of using number head together strategy in teaching speaking at first grade of mas darul makmur sungai cubadak?” in this research the researcher used interview, observation checklist and documentation as instruments. this aims to know how effective of using number head together (nht) strategy in teaching speaking. the informant is a fourth grade english teacher mas darul makmur sungai cubadak. total of informant is one english teacher mas darul makmur sungai cubadak. this research has been validated by mrs dr. hayati syafri, ss, m.pd, merry prima dewi, m.pd, mutia rahman, m.pd, and mrs agseora ediyen,m.hum. 1. description of the data a. data from interview the interview did with the english teacher on saturday, march 20th 2021. the researcher used indonesian to interview the three teacher. the interview was related to use number head together (nht) strategy in teaching speaking. there were 14 questions that were asked to the teacher, based on the the interview result above about the use of number head together in teaching speaking process used by the teacher. the interview done by the researcher directly where the researcher come to eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 12 the school and did interview with the teacher. based on the interview instrument, there are fourtheen items that are observed by the researcher. the first question, the researcher asked the teacher does the teacher use number head together in teaching speaking. the teacher said that she use number head together in teaching speaking at first grade of mas darul makmur sungai cubadak. in the second question, the researcher asked the teacher what are the steps used by the teacher in teaching speaking using number head together. the teacher said that she used four steps of number head together. first, gives students a number and devide them into a group based on the number or numbering. second, gives question to each group or asking the question. third, asks students to discuss questions in groups or thinking together. fourth, designate students who will answer the question. the third question, the researcher asked the teacher about how to apply numbering step in teaching speaking. the teacher said that in numbering she divides students into several groups and gives students a number that is paired on the students head. each student has a different number in the group. she devides students into three to six students each group. she prepared the number from home and make numbers as attractive as possible so that students are more enthusiastic in learning speaking. the fourth question, the researcher asked the teacher about what are the advantages of using numbering steps in teaching speaking. the teacher said that the advantages of numbering are the students more enthusiastic in learning speaking and they also very interested in having numbers attached to their heads. when we teach speaking monotonously the students get bored quickly. they shy and not confident when asked to appear in front of the class, when we give a number to them they are required to be more active in speaking class because each of them will get a turn to be appointed and convey the results of their discussion. the fifth question, the researcher asked the teacher about what are the obstacles or weakness of numbering steps. the teacher said that the weakness of numbering steps is in giving student numbers sometimes a little noisy, but it is not a big problem. it happened because they were enthusiastic about these numbers. the sixth question, the researcher asked the teacher about how to apply asking the question step in teaching speaking. the teacher said that in this step she gives questions to students in the form of a list of eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 13 questions that have been prepared based on the learning material. each group gets a list of questions consisting of three to six questions. the seventh question, the researcher asked the teacher about what are the advantages of using asking the question steps in teaching speaking. the teacher said that in this step in asking questions to students it is more patterned because she prepared the all before come to the class. the eighth question, the researcher asked the teacher about what are the obstacles or weakness of asking the question steps. the teacher said that there are no obstacles or weaknesses in asking question step because the teacher prepared the question based on the material. the ninth question, the researcher asked the teacher about how to apply thinking togeher step in teaching speaking. the teacher said that in thinking together step after asking questions to students then we ask students to discuss in group. all students are required to actively speak and discuss the answers. all group members must know what the answers of the questions. the tenth question, the researcher asked the teacher about what are the advantages of using thinking together steps in teaching speaking. the teacher said that the advantages in this step are all students are active in groups because they are required to know the answers of the question. so the students will focus on the answers of the questions. the eleventh question, the researcher asked the teacher about what are the obstacles or weakness of thinking together steps. the teacher said that when students asked to discuss in groups the class becomes noisy. sometimes it is also difficult to control the student voice. the twelveth question, the researcher asked the teacher about how to apply answering step in teaching speaking. the teacher said that in the application of answering step she call the students number and the number called must appear in front of the class and answer the question asked by the teacher. all students must be prepared to present the answer front of the class. the thirteenth question, the researcher asked the teacher about what are the advantages of using thinking together steps in teaching speaking. the teacher said the advantages of answering step are students are not shy and more confident in answering questions because they have prepared answers in groups. the fourteenth question, the researcher asked the teacher about what are the obstacles or weakness of answering steps. the teacher said that the obstacles or weakness in this step are students whose names have not been called are less focused on listening to their friends who answer eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 14 the questions in front of the class because they are busy preparing to appear. b. data from observation checklist the checklist observations were carried out in class x ipa and ipk on monday, march 22th 2021. in making this observation the researcher saw what the teacher and students` activities were doing number head together strategy in speaking class. in this observation, the researcher observed what the steps of number head together used by the teacher at the beginning to the end of the lesson and the researcher found several steps of number head together carried out by the teacher, namely: first, giving students numbering. second, asking the question. third, thinking together. last, answering. based on observation made by researcher, the researcher found that the teacher uses four steps of number head together. in the first step, the teacher divides students into several groups, each group consists of three to six students, each student has a different number in the group. teacher gives the number that has been prepared to students, after that students use the number given by the teacher on the head. in second step, the teacher gives some question in the form of a list of questions to each group. in third step, the teacher gives time for students to discuss in groups. last step, after the time for discussion run out the teacher calls or appoints students based on students numbers. students whose names are called must answer the questions given by the teacher. the data is in the form of checklist observation. there were 11 items included in the observation checklist. the data obtained to determine the contents of checklist observation are the result of observation made by the researcher. how to collect data using electronic media in the form of cell phones totake video and photo of teaching and learning activities in class and bring books to write something needed by researcher for research material which has been prepared by the researcher, based on the description above, it can be concluded that the teacher uses four steps of number head together in teaching speaking. in using this strategy students are more enthusiastic in learning and they also more interested in learning speaking. this is reinforced by ms.hazizah, an english teacher at mas darul makmur sungai cubadak who said: “using number hea together strategy in teaching speaking is very helpful for students. students are more active in speaking class and more interested”. (interviewed 20 maret 2021) eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 15 c. data from documentation in order to measure the effectiveness of number head together strategy in teaching speaking at first grade of mas darul makmur sungai cubadak, the researcher come to the class and saw the learning process. the researcher showed the students score in speaking. the researcher decided to analyze and see the effectiveness of using number head together strategy in teaching speaking. after that, the researcher also calculated the data into percentage table. at the last, the score of the three indicators will be calculated in order to see whether the use of number head together strategy effective in teaching speaking. table below show the students score for speaking. figure 1. students percentage for speaking score diagram shows that only 2 students get the score between 88-89, 6 students get the score between 86-87, then 6 students get score between 8485, 9 students get the score between 82-83, 9 students get the score between 80-81, and 5 students get the score between 78-79. then, the result of the students mean score of percentage in speaking score is arranged into rating scale. as the result, the researcher use rating scale to arrange level of effectiveness. the researcher will give interpretation of result by using table which: 0 1 2 3 4 5 6 7 8 9 10 78-79 80-81 82-83 84-85 86-87 88-89 f eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 16 table 3. students percentage in speaking percentage of rating scale rating quality 81% 100% very effective 61% 80% effective 41% 60% quite effective 21 % 40% ineffective 0% 20% very ineffective the table shows the percentage mean scopes of the students are 82,770 (81% 100%). the score is obtained from the students in understanding specific information. it is found that the ability of students with the score percentage 82,770 was very effective. to sum up, the ability of the students specific information was very effective. discussion based on the result, the data collected from the students, it was found that this strategy was effectively used because in using this strategy students are required to be active in the speaking class. they also must prepare themselves to appear in front of the class. in using number head together strategy it will shorten the time for students to discuss and maximize learning hours. one of the important thing is this strategy could achieve learning goals in speaking class. those finding was strengthened with kielven` statement that stated number head together strategy is one of simplest and useful of group strategy, means the teacher can use this strategy to make students active in teaching speaking. second, number head together strategy was affective in teaching speaking at first grade of mas darul makmur sungai cubadak because the teacher was used all steps or procedures of number head together, so that the students easy to understand the material by discuss with group members. referring to the theory, number head together strategy can improve communication skill for students in teaching speaking. based on the data analysis that was found by researcher, the mean score of the students speaking is 82,770 (81% 100%). thus, it is clear that the theory says that number head together strategy is very effective when teaching speaking and improving students` speaking ability for students x mia and ipk mas darul makmur sungai cubadak, it occurs because all of students answer the question front of the class. number head together strategy is one of the cooperative learning, it refers to classroom strategies which students work on learning activities in small groups and receive rewards or recognition based on their group`s eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 17 performance. based on explanation, we can see that number head together strategy is effective in teaching speaking and support by students` scores. conclusion and suggestion based on the interview, of the research the researcher with the teacher result and students speaking score at x mia and x ipk class mas darul makmur sungai cubadak it can be concluded that the number head together strategy is effective using by the teacher when teaching speaking. based on the result of interviews and observation conducted by researcher and teacher, it can be concluded that the number head together strategy is effective in teaching speaking and number head together is also considered to make students interesting in teaching speaking. based on the result of the students speaking scores also showed that number head together was very effective used by the teacher when teaching. evidence by the average value of class x mia and x ipk students reaching 82,770% and it is classified as very effective. references arikunto, suharsimi. (1995). manajemen penelitian. jakarta: rineka cipta alfi, intan. (2015). improving the sudents` speaking skills through communicative games for the grade viii students of mtsn ngemplak. yogyakarta: yogyakarta state university 2015. araisian p.w, mills g. & gay l.r. (2011). educational research: competencies for analysis and application. new jersey: pearson education, inc. brown, d. h.(2004). teaching by principles an interactive approach to language pedagogy. new york:longman inc. huda, miftahul. (2011). cooperative learning: metode, teknik, struktur dan model penerapan. yogyakarta: pustaka pelajar. harmer, jeremy. the practice of english language teaching. cambridge: longman. ibrahim,muhsim dkk.(2000). pembelajaran kooperatif. surabaya:university press. kagan, spencer and miguel kagan. (2009). cooperative learning. www.kaganonline.com,kagan publishing. knap, peter and megan watkins, (2005). genre, text, grammar. australia: university of new south wales press. nunan, d. (2003). practical english language teaching. singapore:mc grawhill. rahmanina.(2009). the effectiveness of number head together technique in teaching reading views from students learning motivation in smp 1 luhak nan duo. padang: iain imam bonjol. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 1, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 18 rahmadani, s. (2017). the effectiveness of numbered head together (nht) to improve fluency of speaking ability of the 2nd grade students at junior high school mdia bontalo. makassar: uin alauddin makassar. riwayati. (2017). the effectiveness of numbered heads together to teach reading comprehension for the eighth grade students of mts maarif andong. surakarta: iain surakarta. richards,j.c. (2009). teaching listening and speaking. new york: cambridge university. richard jack c, and schmidt,(2010). dictionary of language teaching & applied linguistics. london; pearson education limited. sugiono. (2015). metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d. bandung: alfabeta. wiraman, wendi. (2007). analysis of learning strategies in speaking class at the second grade students` of senior high school. lampung: lampung university. wahyuni ,ani dwi. (2016). the effectiveness of short movie for teaching speaking eighth grade students at smp negeri 3 kalimanah. universitas of muhammadiyah purwokerto. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 32 code switching in indonesia bilingual education nala sita rukmi; nurul khasanah sekolah tinggi keguruan dan ilmu pendidikan (stkip) pgri jombang institut agama islam negeri (iain) ponorogo abstracts indonesian government policy supports the international of education at the secondary level, consequently more institutions have commenced bilingual programs. content is taught both in bahasa indonesia and english, making codeswitching in classroom discourse. the study was conducted at a single international school in semarang, east java, indonesia. this case study explored in what ways and under what circumstances indonesian teachers and learners use code-switching in the selected bilingual classroom and semi structured interviews with six-bilingual class students and teachers at an international secondary school in semarang, east java in indonesia are used to get the data. the finding shows teachers’ and students’ code-switching demonstrated collectivist phatic functions – for example, teachers code-switched to build rapport, remind students and reduce students’ anxiety, and students code-switched to show their solidarity and concern for their peers. thus, interconnectedness was a key characteristic of code-switching by both teachers and students. this study argues that code-switching is not just about language deficiency, but involves intentional communicative purposes which support teaching and learning. it can be concluded that code-switching can be a useful tool to bring about understanding of unfamiliar concepts and processes as well as the language associated with them. keywords: code switching, bilingual education, international secondary school introduction the implementation of the bilingual education in indonesia started in 2004 and gained its popularity for about 8 years establishing 1300 schools categorized as international standardized schools in 2012. english has become the language of choice in the current globalization era, and thus individuals around the world are striving to learn it. there is a rapid increase in the number of people who need to learn english because of employment and further education opportunities, socioeconomic growth, or keeping up with the advance of science and technology. in southeast asia, english is widely used as an international language, and in 2009 was officially chosen as the working language of the association of southeast asian nations (asean) (kirkpatrick, 2012b). indonesia as one of the asean countries has taken english as its most important foreign language. seen from the concentric circles model of the spread of english (kachru, 1988), it belongs to the expanding eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 33 circle of countries where english traditionally has the status of a foreign language. the teaching of english has been implemented over time from the level of primary (not compulsory) up to higher degree levels. a trend in indonesia has been to establish educational institutions, either pre-university schools or higher education institutions, with a bilingual program, meaning the use of two languages in teaching a content subject. at the school level, for example, a bilingual education policy was introduced in 2003, law no 20, for the national education system (act of the republic of indonesia, 2003) which required the central government and/or local government to establish one international standard school (iss), or commonly known as rsbi (the pilot international standard school) at each educational level (i.e. primary, junior secondary, senior secondary and senior vocational) in each of the approximately 450 districts of the country (coleman, 2009). however the rsbi policy was disbanded following the constitutional court in 2013. the reason for the termination was that it did not provide equal access to quality education (aritonang, 2013). nevertheless, the practice of using bilingual or english medium of instruction (emi) is still pervasive (zacharias, 2013). however, the crucial issue is that the teaching of english in indonesia has not been a success (cahyono & widiati, 2004) and it has been reported that many high school graduates have very low english proficiency (kirkpatrick, 2012a). in spite of this, schools and education institutions are still vigorously opening up programs offering english as the medium of instruction because it attracts applicants and is seen as raising the prestige of the school. the secondary school where this study took place began implementing a bilingual program in 2019 in two departments – accounting and business administration at vocational high school in semarang . the opening of this bilingual program was in line with the higher education act no. 12 on internationalization of education (act of the republic of indonesia, 2012). i became aware that the bilingual program at this institution had attracted many students and considerable attention, but it had been executed without sufficient preparation. for example, bahasa indonesia and english were to be used as the medium of instruction but there was no clear policy about the proportion of each language during instruction. also, teachers in this program were not ready to teach bilingually because they had low english proficiency. to solve this problem, the teachers were sent to undertake english courses. some teachers told me informally that they felt burdened and under pressure but they took it as a challenge. i noticed that teachers had another challenge, which was to provide their own materials for teaching in this program due to the lack of suitable textbooks. several teachers used monolingual textbooks in bahasa indonesia while some of them used english references to support their teaching eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 34 i also noticed that students in this program found it hard to follow the classroom instruction, and sometimes did not understand the teachers’ explanations. nevertheless they still expected their teachers to use english so that they could gain more language exposure. these informal observations initiated my interest in code-switching in the bilingual program. code-switching is the systematic alternate use of two or more languages in a single utterance or conversational exchange by bilinguals for communicative purposes (levine, 2011). in the multilingual environment of this program, the students and teachers shared a local vernacular language, javanese, and a national language, bahasa indonesia. english is used for particular instrumental functions but it is hardly ever used for naturalistic communication outside the classroom. bilingual education in indonesia was firstly in the educational system when the vernacular languages (such as: javanese, sundanese, batak) were taught as a subject from elementary school to the end of junior secondary school. as the popularity of english increased, the teaching of a local language at some schools has been replaced by english, and since 1994 the teaching of english in primary school has been popular, even though not as a compulsory subject. it is compulsory in junior and secondary schools. among the asean countries, indonesia is the only country which does not require english as a compulsory subject in the primary education curriculum. this relates to the need to promote use of the national language as well as maintain local. generally in indonesia, it is very tough to make students use english outside classrooms. seen from sociolinguistic perspectives, the institutional language or the academic discourse is only happening in the classrooms via teachers. students will choose their first language or vernacular language for social discourse (tarone & swain, 1995, p. 170). it is therefore crucial to consider, with the popularity of english, the complex situations in the classroom involving teachers and students. the use of english as the medium of instruction should be followed up by teachers’ competencies and skills, the context of teaching and their aspiration and perception about their learners . in line with this argument, baker claimed: decisions about how to teach [second language learners]….do not just reflect curriculum decisions…they are surrounded and underpinned by basic beliefs. about….[the learners’ main languages] and equality of opportunity (baker, 1993, p. 247). thus, bilingual education in indonesia is related to the use of english in schools and tertiary education, which in turn involves the central issue of this study, classroom code switching. the practice of code--‐switching is often perceived negatively as a lack of linguistic competence. people who code--‐switch when speaking are assumed eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 35 having lack of fluency in their target language. in school settings, it is even prohibited by some educational policies (blackburn, 2018). in the implementation of using the students’ l1 and l2 simultaneously during the teaching and learning process in bilingual classroom, the switch from one language to another cannot be avoided. moreover, the switch occurs when teaching emergent bilingual students who are in the process of developing their new language for academic purposes(gracia & kleighfen, 2018). in some situations, teachers as bilingual speakers may need to switch or mix their language when communicating with their students. this practice of switching language is called code switching. code-switching has attracted considerable research over the last few decades and has become a response towards addressing the needs of local classroom contexts when it is used (creese & blackledge, 2010). it has been the focus of study in africa (arthur, 1996, 1997; setati et al., 2002; probyn, 2009; moodley, 2007; andersson & rusanganwa, 2011), in the middle east (rezvani & rasekh, 2011), in america (seidlitz, 2003; palmer, 2009), and in asia (lin, 2006; martin, 2005; then & ting, 2011). among these diverse classroom code-switching studies, the often-quote dearly studies have been conducted in two main areas of context i.e. second language classrooms (esl/efl classrooms) and bilingual education classrooms. method this case study explored the usage of code switching and also the features of code-switching for both teachers and students. using a case study approach, it involved semi structured interviews with a bilingual class over one semester at an international secondary school in east java in indonesia. this study adopts a qualitative research paradigm, namely interpretivism, which seeks an understanding towards a subjective world of human experience (cohen, manion & morisson, 2011). the ontological characteristics can be interpreted from realities which are captured from collective or multiple evidence which is commonly experientially and socially based. the selection of research methodology needs to be guided by the purpose of the research and the intended research questions. the overarching research question of the study is: in what ways and under what circumstances do indonesian teachers and learners use code-switching in the selected bilingual classrooms? the study was conducted at a single international school in semarang , middle java, indonesia. this was a secondary bilingual school in semarang , international bilingual secondary school. the choice of the research site is influenced by merriam (1998) who noted that qualitative research most often comes from the personal interest of the researcher. i chose this particular school eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 36 because i had been a teacher there for about nine years and had a personal interest to investigate the bilingual program after noticing some issues within it. the research participants were (a) indonesian teachers teaching content subjects through english and (b) indonesian students undertaking a bilingual program in the secondary bilingual education. i visited the site one week earlier to adjust to the environment during a break period and talked to to some teachers who had started their routine work before their teaching activities began. in fact not many teachers were on campus since it was just after a major islamic feast, therefore calls were made to the potential teacher participants’ and appointments made with them directly. culturally speaking, people prefer being approached in person so initial discussion with teachers was held at their most convenient places. by meeting them in person, it was easy to inform them about the research and obtain their agreement. the study involved detailed interviews with teachers and students. semi-structured interview with some stimulated recall interviewing participants is the most common data collection method in a qualitative study (cassell & symon, 2004, p. 11). the interviews were done to explore participants’ experiences in their code-switching practice. six teachers and six students were interviewed. prior to collecting the data, i came to the classes and informed the students about the research. i invited the students who were willing to participate in semi-structured interviews. i conducted semi-structured interviews with some of the participants before conducting the observation with a purpose to gain more background knowledge of the participants and the classroom situations. finding teachers’ interview : teachers stated their views about the concept of the establishment of the bilingual program, for example t1 revealed his opinion for opening the bilingual program: i hope that this program is not merely a trend but it has a good mission, for global market perhaps (t1, interview). t1 mentioned that the reason for opening the program should not have been just a trend but it should have a clear target. in fact some teachers blamed the students for having low english proficiency; therefore teachers thought that using english was not a good idea, which made them not use english at all. another concern is that the program should have recruited teachers who have sufficient english, and also the ability to teach in a bilingual program. according to t5, teachers knew how to teach the content subject, but not through english: teachers should have sufficient proficiency in english. sometimes they are just good at teaching the content subjects but they don’t want to use eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 37 english. they are more comfortable to use bahasa indonesia (t5, interview). teachers’ level of comfort in using english is thus clearly a factor in the degree to which the program was in fact bilingual. the concept of code-switching for transmitting knowledge refers to codeswitching as a strategy or an approach to bridge the knowledge gap of the students. these two examples which occurred in different sessions show the use of code-switching to transfer knowledge by using indonesian words in english sentences: t4: today we’ll talk about general journal. bagaimana cara pendebitan dan pengkreditan (how to put the account into debit or credit) then coding, kode 1, 2, 3, 4 (how to give code 1,2,3,4) t4: some of you using dollar, some of you using rupiah [indonesian currency]. even some of you using tanda tanya (question mark). the examples above demonstrate teachers’ switching out of english into bahasa indonesia to bridge students’ understanding by using indonesian words and phrases in an english sentence. in the first example, the teacher switched into bahasa indonesia to tell students about the topic how to put an account into debit or credit and also to determine the coding in computer accounting. meanwhile the second example showed that the teacher used indonesian words tanda tanya instead of the english words question mark. the teacher switched into bahasa indonesia to help students understand the explanation better. the teacher stated in detail her reason for code-switching in the following interview: i used english when talking about something general, then moving into bahasa indonesia when explaining how to put the accounts into debit or credit. that was the main knowledge the students had to keep in their mind. i was afraid if they did not understand my explanation; therefore i moved into bahasa indonesia (t4, stimulated recall) the second strategy of code-switching for constructing and transmitting knowledge is to bridge the students’ understanding by reiterating information. the excerpt below is one example of how a teacher repeated information when she explained the topic historical balancing account which should have zero value: t4: the historical balancing account should be zero. anda tidak boleh mengisi historical balancing account itu karena di account itu adalah semacam account yang digunakan untuk mengecek (you cannot fill out historical balancing account because this account has a function to check your work) if you’ve already finished entry all of this account, dilihat nilai nya nol atau tidak (you need to see the value, zero or not). eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 38 the excerpt above reveals that the teacher is repeating the information which she stated at the beginning of her talk. even though the repeated information is not directly following on from the original sentence, it seems clear that this type of code-switching is for restating the message or emphasising the information. connecting to students’ local understanding can sometimes best be done by using an indonesian word in an english sentence where there is no direct translation that reflects the local context. in other words, single-word code-switching may happen when the teacher uses an indonesian word as a special term in her explanation, for example in the following case: t5: …modal asing itu adalah modal yang diperoleh (foreign capital is the capital you get) from external. it can be from bank, it can be from investors, it can be from ‘rentenir’ (a loan shark) ((giving funny expression))… whatever. the teacher above switched out of english and used bahasa indonesia’s locally meaningful word rentenir with the reason that she stated as follows: no, i cannot find the english word for ‘rentenir’ so that i just said ‘rentenir’ because they do understand in indonesian context… i just could not find the translation of this word in english and there is no terminology ‘rentenir’ in accounting (t5, stimulated recall). from the above statement, the word rentenir (a loan shark) best describes the context the teacher’s explanation. this word refers to a person commonly found in a village who makes money by lending cash with an extreme interest rate. therefore rentenir can also be called lintah darat (a blood sucker). the teacher found it convenient to use such a local word since the english term may not be semantically equal and also because of the familiarity of this word. t5: okay, well done! and i like your slides it’s very interesting slides and i hope eeh the next group will have a slide like these slides ((smiling and pointing her finger towards the powerpoint slides)). saya harapkan kalian bisa membuat slide seperti ini (i hope you can make the slide like this), it’s very nice slide. slidenya itu bagus eeh siapa yang bikin (the slide is good..who made it)? you ((talking to a student))? t5 began to deliver her feedback in students’ presentation by conveying praise in english. she said that she liked the powerpoint slides. she switched out of english into bahasa indonesia to state her expectation for other groups that they should make good powerpoint slides as well for their own presentation. code-switching is the systematic alternate use of two or more languages in a single utterance or conversational exchange by bilinguals for communicative purposes (levine, 2011). in the multilingual environment of this program, the students and teachers shared a local vernacular language, javanese, and a national language, eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 39 bahasa indonesia. english is used for particular instrumental functions but it is hardly ever used for naturalistic communication outside the classroom students’ interview: students of this program stated their views about the concept of the bilingual program and what they felt and experienced. s1 revealed that not many teachers used english: the bilingual program and the regular ones are almost the same. not many teachers can use english in class; we can count how many teachers who use english and those who don’t (s1, interview). s1 who was a ‘first generation’ student, enrolled in the first bilingual program offered by the institution, stated that how much english was used in each subject varied and it depended on the teacher. s2 added further information about the bilingual program: this program is open just for following the trend. we are not ready with the facility, human resources are not 100% available. so in my opinion.. like.. we are the first victims, poor us. i compared it with my high school in blitar (a rural area in east java). the bilingual program there was not that bad. so it [this program] should have been much better than high school level (s2, interview). it seemed that students had high expectations for this program. they felt disappointed after knowing they had been treated similarly to other students in the regular programs. s2 also made a point that the program should have been better than the bilingual program she took in her high school. the students generally expected that the teaching and learning activities should have been fully done in english and they actually wanted to limit the use of first language in the classrooms. s3 reported her opinion that she expected to use english only: i prefer full english in the class, not bilingual. it will force the students to read and do the activities in english. they will understand more english terminologies. on the other hand, if the teachers used bilingual, the students would use bahasa indonesia more and ignore english (s3, interview) the interview above indicates that using full english could give students more opportunities to get in touch with english. conversely, some students thought that using bilingual pedagogy was a good strategy to learn english gradually as stated by s2: i think as a start we need to use bilingual. even we can use three languages before full english. if we force ourselves to use english it can make us lost (s2, interview). eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 40 moreover, s6 stated that teachers should employ the first language in order to enforce the students’ understanding towards the explanations that they made: teachers’ explanation should be delivered bilingually, first should be in english then repeated again in bahasa indonesia as reinforcement (s6, fgd). the interview above implies that first language still needs to be used in the bilingual class. however, some students, on the other hand, were cautious that using first language or codeswitching in the classrooms has some drawbacks; for example s5 admitted that it could slow the progress to learn the target language: too much bahasa indonesia can make us hard to use english because we are not familiar to use full english (s5, interview). moreover, s4 added that code-switching makes the languages less structured and confusing: when we switch languages, sometimes our talk gets more confusing and not well structured because we do not realise of what we said (s4, interview). s4 made a point that switching languages might make the speaker have less control of what he/she says which can cause confusion for the interlocutor or the listener. also found that using the first language made them spoiled and less attentive to the english explanation as stated by s3: we like listening to bahasa indonesia more than english. when the teacher explains in english, we do not give a full attention or force ourselves to think in english, we wait until the teacher explains in bahasa indonesia (s3, interview). discussion in short, students had different perceptions on the use of the first language in the classroom; some believed that using full english was best for gaining target language exposure; while others still believed that using bilingual was more reasonable to gain gradual improvement in learning the target language. in fact, most of the students expected to have more english exposure in their classroom learning, the excerpt above made an important point, that if students knew an explanation was coming in their first language, they did not listen as attentively to the english explanation. students will choose their first language or vernacular language for social discourse (tarone & swain, 1995, p. 170). it is therefore crucial to consider, with the popularity of english, the complex situations in the classroom involving teachers and students. the use of english as the medium of instruction should be followed up by teachers’ competencies and skills, the context of teaching and their aspiration and perception about their learners . eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 41 ensuring the students’ understanding is the main goal why the teacher switched into bahasa indonesia in this situation. the teacher inserted the indonesian words and phrases into her english explanation since she considered the information as the main knowledge that students have to keep in their minds. apparently, the teacher was aware that using english explanation in this segment might not achieve students’ understanding therefore she decided to switch into bahasa indonesia. bilingual persons use their two languages as opposed to their abstract ability in them is called functional bilingualism (baker, 2001). it implies that function and context are two factors which vary widely depending on how much an individual speaker can maintain the use of the two languages over time in classroom discourse in bilingual education programs, switching and mixing between languages are common practices (see arthur & martin, 2006; ariffin & husin, 2011). lin (2008) defines classroom code-switching as the alternating use of more than one language by any of the classroom participants. levine (2011, p. 65) prefers the term code choice to code-switching since what he means by code is referring to ways of making meaning or semiotic systems in both linguistic and non-linguistic situations. in short, classroom code-switching refers to systematic use of two or more language alternations within one speech event occurring in the classroom discourse. code-switching as it was explored pedagogically, also carried socio cultural, interpersonal and affective functions. however, the primacy of l1 was clearly apparent, especially for students for whom the classroom was an arena for the required use of english as a part of the mandated bilingual medium of instruction. meanwhile, teachers used code-switching as a support to enact their classroom tasks including transferring knowledge, managing the classroom and building interpersonal relations with the students. conclusion this conclusion chapter articulates the interpretation of the major findings to explain how the practice of code-switching is shaped by the issues of a bilingual program . to answer the overarching research question, the way teachers and students codeswitched in the classroom demonstrated their multilingual competence in an educational setting where the bilingual policy had not been fully elaborated and the environment. was also not supportive of bilingual learning. (macaro, 2014, p. 15). students on the other hand used code-switching for communicating their thoughts in a meaningful way. although their interactions were limited to their classroom presentations, the way they code-switched was for building connection eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 42 with the audience. their tl limitation could sometimes impede the message but then code switching became the bridge to make sense of their language. further research should investigate trans language practice in the similar context of this study i.e. where english is taken as a foreign language. it will be important to show how and why participants used multiple languages in the process of making sense of their bilingualism. this field of study can also explain how bilingual teachers and students gain experience and understanding of the content subject as well as the tl teaching and learning. references act of the republic of indonesia. 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(2004). the tapestry of english language teaching and learning in indonesia. malang: state university of malang press. ferguson, g. (2003). classroom code-switching in post-colonial contexts: functions, attitudes and policies. aila review, 16(1), 38-51. ferguson, g. (2009). what next? towards an agenda for classroom code-switching research. international journal of bilingual education and bilingualism, 12(2), 231241. garcía, o., & kleifgen,j. (2018). educating emergent bilinguals: policies, programs and practices for english learners. (2nd ed.). new york, ny: teachers college press. kirkpatrick, a. (2014a). afterword. in r. barnard, & j. mclellan (eds.), code switching in university english-medium classes: asian perspectives (pp. 214-221). bristol: multilingual matters. lin, a. (2008). code‐switching in the classroom: research paradigms and approaches. in k. a. king & n. h. hornberger (eds.), encyclopedia of language and education (pp. 273-286). boston: springer us. levine, g.s. (2011). code choice in the language classroom. bristol: multilingual matters. martin, n. (2011). code-switching in indonesian as a second language classrooms: code switching between indonesian and english. saarbrücken: lap lambert. moodley, v. (2007). code-switching in the multilingual english first language classroom. international journal of bilingual education and bilingualism, 10(6), 707722. macaro, e. (2014). where should we be going with classroom code switching research? in r. barnard & j. mclellan (eds.), code-switching in university english-medium classes: asian perspectives (pp. 10-23). bristol: multilingual matters. palmer, d.k. (2009). code-switching and symbolic power in a second-grade twoway classroom: a teacher's motivation system gone awry. bilingual research journal, 32(1), 42-59. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 1, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 44 rezvani, e. & rasekh, a. (2011). code-switching in iranian elementary efl classrooms: an exploratory investigation. english language teaching, 4(1), 1825. tien, c. & li, d.c.s. (2014). code-switching in a university in taiwan. in r. barnard & j. mclellan (eds.), code-switching in university english-medium classes asian perspectives (pp. 92-104). bristol: multilingual matters. truckenbrodt, a. & de courcy, m. (2002). implementing a bilingual program. melbourne: association of independent schools of victoria. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 36 bullying depicted in cyberbully movie fitriah nur kamilah universitas abdurachman saleh situbondo finkakamilah99@gmail.com firqo amelia universitas abdurachman saleh situbondo firqo_amelia@unars.ac.id dwi taurina mila wardhani universitas abdurachman saleh situbondo dwi_taurina@unars.ac.id abstract from this research, the researcher identified types of bullying and impacts of bullying in cyberbully movie. the design of this study is qualitative. the method is used to describe and analyze bullying in movie cyberbully. the data collection was done by watching cyberbully movie, screen capturing the scenes, and writing down the utterances indicating both the types and impact of bullying. the data analysis was done by classifying the types of bullying in cyberbully movie by using the theory national centre against bullying (2010), finding the impact of bullying in cyberbully movie by using the theory of rigby (2003). the finding of the research found that there were twenty data for three types of bullying on the main character in movie cyberbullying: verbal bullying, social bullying ,and cyberbullying. here the researchers also managed to find twenty-four on data for the impact of bullying which consists of three types, namely: low psychological well-being, poor social adjustment, and psychological distress. keywords: bullying, impact of bullying, movie cyberbully. introduction at present, film is not only a means of entertainment but film is also one of the media used to convey moral values to encourage social change. as a mass media, films are also used as a medium to describe issues that occur in society. stories in films usually depart from phenomena that occur around us because currently films play a role in the formation of mass culture. among the issues that arise in society, especially at school, bullying is one of the issues that has received attention from the public. bullying is an ongoing and deliberate misuse of power in relationships through repeated verbal, physical, and/or social behavior that mailto:finkakamilah99@gmail.com mailto:firqo_amelia@unars.ac.id mailto:dwi_taurina@unars.ac.id eltall (english language teaching, applied linguistics and literature) vol. 3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 37 intends to cause physical, social and/or psychological harm. it can involve an individual or a group misusing their power, or perceived power, over one or more persons who feel unable to stop it from happening (national centre against bullying, n.d.). cyberbully (2011) is a television film that tells the story of bullying faced by a 17 year old student, named taylor hillridge who gets a personal laptop for her birthday and given the freedom to access the internet and have social media accounts without being monitored by her mother and younger brother envy it. taylor, the main character, is bullied by some of her school friends, especially lindsay fordyce, and she tries to commit suicide. the analysis of bullying has been a research topic for a long time. researcher found several previous studies that had same subjects but different theories or same theories but films that were the object of research were different. the first research by ningrum (2020) article is entitled “the impacts of bullying to the main character in the movie carrie: a literary psychological analysis”. her research aims to identify the types of bullying and describes the impact of bullying on the main character in carrie’s film. she uses ken righby’s theory which describes the impact of bullying and identifies or classifies data based on the types of bullying by the national centre against bullying (2019). the second research done by sirly (2017), her article is entitled “bullying portrayed in mean girls movie: a psychoanalysis”. the analysis focused on identified types of bullying and described the impacts of bullying in mean girls movie. identifying and classifying data based on the types of bullying used by the national centre against bullying (2010) and psychoanalysis from freud (1973) and describing impacts of bullying using theory of righby (2003). the last research belongs to hia (2019), whose research is entitled “portrayal of cyberbullying in the movie cyberbully”. the analysis focused on identified types of cyberbullying and described the effect of cyberbullying in cyberbully. the analysis was used by explaining cyberbullying theory by willard (2007) and to describe the effects of cyberbullying, the researcher used theory by rayes (2019). from this cyberbully film, researchers found research problems, namely: what are the types of bullying faced by the main character in the movie cyberbully? and what are the impacts of bullying faced by the main character in the movie cyberbully? then, the purpose of the research are to classify the types of bullying faced by the main character in the movie cyberbully and to describe the impacts of bullying faced by the main character in the movie cyberbully. review of literature psychoanalysis according to saul mcleod (2019), psychoanalysis is defined as a set of psychological theories and therapeutic methods which have their origin in the https://www.simplypsychology.org/psyche.html eltall (english language teaching, applied linguistics and literature) vol. 3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 38 work and theories of sigmund freud. jarvis (2011) states that psychoanalysis is a theory that focuses on the dynamic relationship, between the body, mind and social order. psychoanalytic criticism is one of the literary criticism that is concerned to human beings behavior. the theory of psychoanalysis can be used for all imaginary human creations including literary works, such as novels, movies, or plays. likewise, literary scholars who are interested in freud's thought cultivate this science in a literary context. bullying according to ken rigby (1996:1), bullying begins with a desire to hurt someone. indeed bullying has sometimes been defined, though not in our view quite adequately, as the desire to hurt. this desire arises not unnaturally when we do not like someone. this act of bullying creates fear, pessimism, depression, and even suicidal actions. bullying itself can be caused by some reasons such as superiority, hate, differences, and contradiction with the others, and it has two basic forms which are physical and non-physical bullying (rigby, 2007:20). type of bullying based on the national centre against bullying (2021), below are the different types of bullying that can occur: 1. physical bullying physical abuse includes hitting, kicking, tripping, pinching, and pushing or destroying property. physical violence causes short-term and long-term damage. (national centre against bullying, n.d.) 2. verbal bullying verbal abuse includes calling, humiliation, temptation, intimidation, homophobic or racist comments, or verbal abuse. while verbal bullying can start harmless, it can rise to levels that start affecting individual targets. (national centre against bullying, n.d.) 3. social bullying social oppression, sometimes referred to as hidden intimidation, is often more difficult to recognize and can be done behind the backs of people being bullied. it is designed to damage a person's social reputation and/or cause humiliation. social oppression includes: a) lying and spreading rumors b) negative facial or physical gestures, menacing or contemptuous looks c) playing nasty jokes to embarrass and humiliate d) mimicking unkindly e) encouraging others to social exclude someone f) damaging someone’s social reputation or social acceptance (national centre against bullying, n.d.) https://www.simplypsychology.org/sigmund-freud.html eltall (english language teaching, applied linguistics and literature) vol. 3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 39 4. cyberbullying cyberbullying can be overtly using digital technology, including hardware such as computers and smartphones, and software such as social media, instant messaging, text, websites, and other online platforms. cyberbullying can occur at any time. it can be done publicly or privately and sometimes only known by the target and the person doing the bullying. cyberbullying may include: a) abusive or hurtful texts, emails or posts, images or videos b) deliberately excluding others online c) nasty gossip or rumors d) imitating others online or using their log-in (national centre against bullying, n.d.) impact of bullying according to rigby (2003), where bullying is highly aggressive and conspicuously damaging to others as in the case of physical assault, one would expect legal consequences. here are the four categories of negative, damaging, health conditions that can be identified as the impacts of bullying: 1. low psychological well-being. these impacts include states of mind generally considered unpleasant but not acutely distressing, for example, general unhappiness, low self-esteem, and feelings of anger and sadness. (rigby, 2003:584) 2. poor social adjustment. this impact normally includes feelings of aversion toward one’s social environment, evident through expressed dislike for school or workplace, manifest loneliness, isolation, and absenteeism. (rigby, 2003:584) 3. psychological distress. this is considered more serious than the first two categories. this state includes high levels of anxiety, depression, and suicidal thought. (rigby, 2003:584) 4. physical unwellness. there are clear signs of physical disorder evident in medically diagnosed illness. (rigby, 2003:584) synopsis the researcher resumes the synopsis of cyberbully (2011) a teen drama television film that premiered on abc family on july 17, 2011. in the early scenes cyberbully (2011) on her 17th birthday, taylor got a laptop from her mother. taylor was happy with the freedom to access the internet without her mother always watching her on the other hand her brother was jealous and wanted to borrow taylor's laptop. taylor became a victim of cyberbullying when she became a member of a social media site called cliquesters. things started to go wrong when eric hacked into her account and wrote "i'm a bad girl, someone has to hit me" on her profile. her classmate named lindsay and his gang who always bully taylor, and finally also make taylor's friend named cheyenne stay away from her because he feels hurt because she is by taylor's side. on the other hand, https://en.wikipedia.org/wiki/teen_drama https://en.wikipedia.org/wiki/teen_drama https://en.wikipedia.org/wiki/teen_drama https://en.wikipedia.org/wiki/abc_family eltall (english language teaching, applied linguistics and literature) vol. 3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 40 taylor's closest friend, samantha, cyberbullied taylor by creating a cliquestres account and pretending to be a man who approached taylor. method the researcher uses qualitative as the research method. the data contained in it is in the form of descriptive and not in the form of numbers as is the case in quantitative research. according to john w. creswell (2014: 23), qualitative approaches to data collection, analysis, interpretation, and report writing differ fromthe traditional, quantitative approaches. purposeful sampling, collection of open-ended data, analysis of text or pictures, representation of information in figures and tables, and personal interpretation of the findings all inform qualitative methods. to support the method, the researcher uses the theory of bullying by the national center against bullying (2010) to identify the type of bully. the researcher also employs the theory of bullying by ken rigby (2003) to define the impact of bullying on taylor in cyberbully. to analyze the film, the researcher uses a contextual method which includes the analysis of intrinsic and extrinsic elements as the literary work analyzed. this paper reflects the reality of the real world (beard, 2001:2). the analysis of the intrinsic elements in this paper focuses on the characters and conflicts while the analysis of the extrinsic elements focuses on the types, impacts, and resolutions of bullying. the steps below are to answer the data collection in research problem about bully and the impact on cyberbully movie: watching and understanding cyberbully, identifying the data related to the problem of this study, screen capturing for the scenes, and writing down the utterances, gestures, and pictures that imply kinds of the bully and the impact of the bully in cyberbully. there are s o m e ways to analyze the data. the steps of the analysis are: describing the types of bullying in cyberbully using theory the national center against bullying (2010), describing the impact of bullying in cyberbully using theory bullying by ken rigby (2003), and concluding the result of the data analysis. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 41 findings and discussion findings this section describes the findings of the research relate to types of bullying and effects of bullying. for analyzing the types of bullying, the national center against bullying theory (2010) was used and for analyzing the effects of bullying, the researcher used rigby theory (2003). the researcher found twenty data in this study of the four types of bullying according to the national center against bullying, three types of bullying have been found in this film, namely verbal bullying, social bullying, and cyberbullying. on the other hand, there are three effects of bullying that have been found from this film, including low psychological well-being, poor social adjustment, and psychological distress. table 1. research findings no. types frequency effect of bullying low psychological well-being poor social adjustment psychological distress physical unwellness 1. physical bullying 2. verbal bullying 2 2 3. social bullying 7 7 2 4. cyberbullying 11 7 4 2 datum 1 minute: 00:02:39 – 00:02:43 “my brother wears shoes like that, he is ten” lindsay mocked taylor for wearing red shoes, lindsay said that the red shoes were the same as those of her ten year old brother, lindsay said that out loud and laughed with her squad as taylor passed the side of lindsay's car. this is included in the type of verbal bullying. it happened when someone humiliation and temptation to someone else. from this case taylor feel sad. meanwhile, feelings of sadness is one of criteria of low psychological well-being. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 42 datum 2 minute: 00:08:14 – 00:08:47 figure 1. lindsay’s comment at taylor’s cliquestres taylor posted a photo of her with samantha on her social media account, namely cliquesters, then samantha who saw lindsay's comments on the photo immediately told taylor over the phone. when taylor saw lindsay's comment, she said to samantha that it wasn't very good and taylor's face looked sad. the sentence from the comments that lindsay uploaded was "lardo and dog face". hate speech or ridicule that was made on this social network was cyberbullying. lindsay did cyberbullying to taylor by hurtful comment in social media. the impact of this cyberbullying is low psychological well-being because taylor felt sad about that comment. datum 5 minute: 00:19:09 – 00:20:02 lindsay : “damn, hei – oh, actually come to school today.” lindsay’s friend : “i owe you five bucks.” samantha : “what’s your problems?” lindsay : “i don’t have a problem, you do. little miss i’d never go all the way.” lindsay’s friend : “such a hypocrite.” lindsay : “how many guys you hook up with this weekend 10, 20.” lindsay’s friend : “you should have a drive-thru.” lindsay and her friends again mocked taylor who still came to school, not only there, lindsay also mocked as if taylor had slept with many boys. taylor did not go against the words of lindsay and her friend, samantha was the one who asked what lindsay had a problem with. in this situation taylor could only stay silent and hold back her anger, she thought that her friend would forget the status eltall (english language teaching, applied linguistics and literature) vol. 3. no. 02, 2022. available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 43 incident that eric made on her account. lindsay also spreading bad rumors about taylor. from the conversations of lindsay and friends, it can be ascertained that taylor got social bullying because the characteristics of social bullying are spreading negative rumors, damaging reputation, insulting, isolating, and damaging someone's relationship. the negative rumors that lindsay created could damage taylor's reputation and make taylor's relationship with those around her worse. the impact from this situation is low psychological well-being, because taylor feel sad. datum 9 minute: 00:25:51 – 00:27:20 helen poltent : “no big surprise, she nasty” jim hunter : “can smell clap on her” lindsay fordyce: “bet you big money has herpes too” taylor got blasphemed again. after seeing what james done, taylor saw of her cliquestres friend's hurtful comments on her page. one of her comments came from lindsay. taylor couldn't hold back her tears when he saw that comment, she threw her laptop then ran out of the house and was alone, all the bad words were spinning again and ringing her, she frustrated about all bad comments. taylor's current crime is cyberbullying which makes her cried and lonely (isolation). the impacts faces by taylor is included in poor social adjustment because of the isolation and manifest loneliness that taylor feels is a feature of poor social adjustment and the other is low psychological well-being because taylor felt sad until she cried. datum 10 minute: 00:28:59 – 00:29:12 lindsay : “damn, should’ve brought the disinfectant. don’t wanna use these sinks after the skank patrol, hahaha” lindsay played nasty jokes, when taylor and her close friends cheyenne and samantha chatted while fixed their makeup in front of the sink, lindsay who came with some of her friends started played nasty jokes in front of taylor and her friends by saying "damn, should've brought the disinfectant. don't wanna use these sinks after the skank patrol, hahaha”. this type is social bullying because lindsay humiliated taylor and her friends using nasty jokes. taylor who came out of the toilet with a sad face indicated that the impact of the bullying experienced was low psychological well-being because taylor felt sad. eltall (english language teaching, applied linguistics and literature) vol. 3. no. 02, 2022. available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 44 datum 12 minute: 00:29:44 – 00:30:54 taylor :“look i know that a lot of people are saying stuff about me online, they stuff that’s totally not true, and i guess i just wanna make a to – do well it kind of is uhmm, its really gross stuff and we’re gonna have it slept anybody or anything and…” scott : “i’ll see in history” scott also stayed away from taylor. not long ago after cheyenne left taylor in the corridor, scott, taylor's favourite person, passed by and she tried to say hello and explain what had happened but scott answered it nonchalantly by saying "i’ll see in history" and left taylor too, at this moment taylor looked very sad, then cried and locked herself in the locker room because she was shunned by the people closest to her. in this data taylor again experienced social bullying, where bullying is characterized by exclusion from people around or a group. the impact of bullying this time that taylor got was poor social adjustment and low psychological well-being because taylor locked herself and she felt sad until cried in the locker room and did not attend class. datum 13 minute: 00:32:33 – 00:35:51 figure 2. bad comments about taylor after seeing those bad comments, taylor said to her mother, taylor: "oh i am so popular now, this ones from lindsay love, this is my favourite, if she says a james told her i’ve take off my clothes up for five bucks" when taylor gave an explanation via writing on her cliquestres page, about the rumors saying that sleeping with james was not true, taylor actually got some bad comments from her friends, her friends who knew that taylor had missed class and locked herself in the locker room instead mocked her through comments on taylor's account. her mother, who found out from taylor's father, immediately asked eltall (english language teaching, applied linguistics and literature) vol. 3. no. 02, 2022. available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 45 what happened to taylor's cliquestres account, then taylor showed her account she burst into tears she was felt sad then starts crying again and closes her laptop. this act is cyberbullying because many hurtful words and also many nasty gossip or rumors which made by lindsay in social media caused taylor to cry and decide not to go to school the next day. therefore, the impact experienced by taylor is poor social adjustment and low psychological well-being because she felt sad and starts not going to school and locked herself at home. datum 14 minute: 00:37:17 – 00:38:38 taylor : "now they're saying i miss school because i am pregnant and i’m some kind of prostitute" samantha : "nobody believes that stuff" figure 3. bad comments about taylor lindsay was gossiped and spreaded rumors on the cliquestres account. taylor, who promised her mother that she would not open a cliquestres account through her laptop, instead borrowed samantha's account and laptop to see her account, when she opened her account page she saw lindsay's and her friend's comments which started spread rumors again, taylor looked sad and said to samantha while saw that comments "now they're saying i miss school because i am pregnant and i’m some kind of prostitute", samantha tried to comfort her with "nobody believes that stuff", but taylor denied it again because one of her closest friends avoided her because she believed in it. taylor was also angry because she was worried the gossip would lead scott to believe she was pregnant this section was included in the type of cyberbullying. it happens when someone creates bad gossip or rumors through their social media to bully or embarrass their target. in this case, lindsay spread rumors that indirectly said that taylor was not in because she was pregnant, and from this situation taylor experienced sadness as well as anger. meanwhile, feeling of sadness and anger is the criteria for the impact of bullying, namely low psychological well-being. eltall (english language teaching, applied linguistics and literature) vol 3. no.02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 46 datum 17 minute: 00:42:11 – 00:43:40 figure 4. lindsay uploaded nasty jokes videos this data is a joke video uploaded by lindsay on her cliquestres account with the caption "taylor hillridge works her corner!!”. the content of the video tells of taylor with a pregnant body seducing a man to sleep with her for a cheap price. taylor, who couldn't stand watching the video, couldn't help but cry. this is a cyberbullying because lindsay uploaded a joke video on her cliquestres account with the aim of humiliating or bullying taylor. taylor felt sad and very anxiety. meanwhile feeling anxiety is the criteria of psychological distress. datum 18 minute: 00:44:10 – 00:48:30 “i'm the real taylor hillridge, and i told you everybody hate me so much, but maybe i do because now i hate me too, here we go, i really don't see the reason for trying, for talking, and for breathing, just done. so that it’s i guess, bye”. figure 5. taylor took much medicine taylor who felt herself hated and shunned by her friends decided to make a video that she is the real taylor hillridge on her account, she said that it was all over. after uploading the video taylor took medicine and hiding in the bathroom to commit suicide. from taylor's actions, it can be said that she got cyberbullying because she because she was humiliated by lindsay through uploading videos on eltall (english language teaching, applied linguistics and literature) vol 3. no.02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 47 her social media accounts and the impact that taylor experienced was psychological distress that led to depression and attempted suicide. datum 19 minute: 01:05:52 – 01:07:11 figure 6. samantha admitted her mistake samantha admitted the bad thing she did to taylor that she was the one who created james's account, talk to taylor, pretended to be james, and also told everyone that taylor gave him std. taylor who heard that was sad and shut herself in her room. samantha's actions were cyberbullying because she created an account named james and helped spread rumors using her cliquestres account. on the other hand, taylor's impact is poor social adjustment because she showed solitude and locked herself in her room. datum 20 minute: 01:22:17 – 01:23:40 lindsay : “look it’s the psycho twins” samantha : “just ignore her” taylor : “no, i’m not ignore her anymore. hey lindsay, you know you think probably being funny but you should know your word really hurt and i think you should stop attacking people online” lindsay’s friend : “weww, get her lands” samantha : “no, she is right, you guys should stop, you’re making everyone miserable” lindsay : “ouhh, the twins are sticking up for each other, how cute” eltall (english language teaching, applied linguistics and literature) vol 3. no.02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 48 figure 7. lindsay still mocking taylor lindsay mocked taylor and samantha in the cafeteria. taylor who returned to school accidentally met samantha and asked her to sit together in the cafeteria, but when she was looked for a seat, lindsay and her friends again said ugly nicknames, she also made fun of samantha knowing that she is pretend to be james, so that lindsay said "look it's the psycho twins". taylor was angry and could not stand lindsay's taunts towards her and immediately turned to lindsay's place and advised lindsay to stop saying obscenities, hurtful word and stop attacking people in cliquestres. lindsay's actions this time were one of the hallmarks of verbal bullying, as she bullied taylor with a calling "psycho twins". from the bullying, the impact on taylor is anger, while feeling of anger is part of low psychological well-being. discussion bullying is defined as a distinct type of proactive aggression characterized by a power imbalance between the perpetrator and victim that typically involves repetition (olweus, 1999; solberg & olweus, 2003) from time to time, cases of bullying in the world are increasing and this case is always in the spotlight in society. based on the results of data analysis, researcher found three types of bullying and three effects of bullying. researcher found the dominant type of bullying is cyberbullying. cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. it can include sharing personal or private information about someone else causing embarrassment or humiliation. some cyberbullying crosses the line into unlawful or criminal behaviour (stopbullying.gov, n.d). in this case, a friend of taylor named lindsay who often bullies’ often posts malicious comments on her cliquestres account, and also lindsay makes a very nasty joke video. from the results of the current study, it was found that the most dominant type of bullying was cyberbullying. the amount of bullying experienced by taylor made her angry, sad, frustrated, shut herself up and also attempted suicide. from the results of previous studies and current research, we can know that cyberbullying has a negative impact related to psychology. the difference with the eltall (english language teaching, applied linguistics and literature) vol 3. no.02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 49 findings of previous studies is in the results of the most dominant bullying, namely: verbal bullying, social bullying, and also cyberstalking. conclusion and suggestions conclusion based on the research findings, the researcher concluded from the film cyberbully (2011) that people who constantly intimidate can obtain any means to intimidate the target, and that the perpetrator does not feel guilty because he does bullying too frequently and considers it as jokes or just a normal thing. another thing that the researcher might concluded is that it is very important to use social media wisely and carefully so as not to invite negative things like cyberbullying that taylor hillridge obtained. researcher found three types of bullying, and the most common type of bullying found was cyberbullying because this type can be easily done by anyone. the impact is also very negative because it can harm the victim's mentality, similarly, this research discovered that the dangerous impact that taylor received was psychological distress (suicide attempt). belongs to mbah, remy mbah (2020; 48), teachers presented their perceptions on bullying and its effects. from the response found,teachers reported that bullying reduces academic performance and cause other students to dropout of or change the school. also, they share similar responses that bullying can result in student’s death and other use as a mechanism of survival. as a result, the film's goal is to convey to the audience that bullying has numerous negative consequences, and that we, as viewers, must do everything we can to prevent bullying from occurring. suggestions the researcher realized that this research has to be continued by other academics after analyzing bullying in cyberbully (2011). there are still numerous flaws in this study. as a result, the researcher suggests that the next researcher use a psychoanalytic approach to analyze bully in greater depth. furthermore, while physical bullying was not found in this study, the researcher proposes that future research focus on psychological bullying and physical bullying on other things. another suggestion from the researcher is to use social media wisely so that bad things don't happen, one example is cyberbullying, and also don't ignore when there is bullying around us, prevent it as much as possible by reporting to parties who are able to mediate or solve it. finally, the researcher hopes that this research might offer readers with enough insight and enthusiasm to pursue this research forward. eltall (english language teaching, applied linguistics and literature) vol 3. no.02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 50 references beard, adrian. (2001). text and context: introducing literature and language study. london: routledge. creswell, john w. (2014). research design : qualitative, quantitative, and mixed methods approaches . united states of america. hia, nadya i. a. (2019). potrayal of cyberbullying in movie cyberbully .situbondo: (unpublished thesis) faculty of letters university of abdurachman saleh situbondo. mbah, remy mbah (2020). the perception of students about school bullying and how it affects academics perfomance in cameroon . memorial university of newfoundland. mcleod, saul (2007). id,ego,super ego. retrieved march 23, 2021, from https://www.simplypsychology.org/psyche. mcleod, saul (2007). psychoanalysis. retrieved march 23, 2021, from https://www.simplypsychology.org/psychoanalysis. national centre against bullying. (2021). types of bullying. retrieved march 23, 2021, from https://www.ncab.org.au/bullying-advice/bullyingforparents/types-ofbullying/ national center for education statistics. (2017). indicators of school crime and safety: 2016. washington dc: u.s. department of justice ningrum, d. w. c., & bahri, s. (2020). the impacts of bullying to the main character in the movie carrie : a literary psychological analysis. pioneer: journal of language and literature, 12(1), 43-54. olweus, d. (1999). sweden. in p. k. smith, y. morita, j. junger-tas, d. olweus, r. catalano, & p. slee (eds.), the nature of school bullying: a cross-national perspective (pp. 7–27). florence, ky: routledge. rigby, k. (2003). consequences of bullying in schools. the canadian journal of psychiatry, 48(9), 583-590. rigby, k. (2007). bullying in schools: and what to do about it (revised and updated. australia: acer press sirly, n. a. w., & novitasari, n. f. (2017). bullying portrayed in mean girls movie. pioneer: journal of language and literature, 9(2), 130-140. stopbullying.gov. (n.d). what is cyberbullying? https://www.stopbullying.gov/cyberbullying/what-is-it https://www.simplypsychology.org/psyche https://www.simplypsychology.org/psyche https://www.simplypsychology.org/psychoanalysis https://www.simplypsychology.org/psychoanalysis https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-ofbullying/ https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-ofbullying/ https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-ofbullying/ http://www.stopbullying.gov/cyberbullying/what-is-it eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall rethinking the pedigrees of african cultural watershed: a post-colonial inquest nto chinua achebe’s arrow of god malesela edward montle university of limpopo department of languages (english studies) school of languages and communication studies faculty of humanities edward.montle@ul.ac.za abstract the african cultural identities have undergone earth-shattering shifts from the precolonial epoch to the colonial and post-colonial periods. it is the colonial empire that advented in the african continent in the 15th century and attempted to erode and stigmatise african cultural practices as part of its mission to take control of africa. despite africa being under a democratic administration today, african cultural identities are still marginalised, chiefly, by colonial remnants that have not yet been successfully uprooted. thus, this paper aims to re-anatomise the african cultural identity-crisis in the present day from the onset of colonialism in the continent. it utilises a qualitative method to crystallise this african cultural watershed from a literary perspective. this noted, chinua achebe’s arrow of god is purposively sampled for this paper as a primary reference point by dint of its conformity to the main theme of the study. the paper, comprehensively, blames the enduring colonial fragments in the present day for the african cultural identity-crisis as they hinder decolonisation and peril african cultures. the colonial legacies in africa today, like in the colonial times, are found to be championing western identities at the expense of african cultural identities, hence, the latter is still menaced. keywords: african identities, colonialism, culture, western identities introduction the pre-colonial antiquity of africa depicts the continent as an institution of civilisation that richly embraced cultural belief systems. according to montle (2021), these cultural norms served as guiding principles in all spheres of african endeavour. they were, inter alia, utilised to assert gender roles, educate, communicate, convey meaning and maintain peace and discipline. essentially, cultural conventions served as an educational device in the pre-colonial african context where the culturally-driven tuition was and is still dubbed oral literature. this encompasses an engagement with riddles, proverbs, folktales, songs, myths, idioms, legends and epic poems for a particular objective such as to have fun, guide and educate. rodney (1972, 70) notes that “the colonisers did not introduce education into africa; they introduced a new set of formal educational institutions which partly supplemented and partly replaced those which were there before.” it is the colonisers that arrived in the african continent and perceived africans as being in possession of “no cultural traditions of their own, no religious, economic or political background worthy of serious attention” (roscoe 1970, 1). as a result, the coloniser imposed western cultures, religions and ideas upon the african natives eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall and this affected the aboriginal african cultural belief systems. the coloniser’s attempt to enforce western identities upon africans waged a clash of identities that resulted in a crisis that is still prevailing today. several studies such as montle (2021), mogoboya & montle (2020), asma (2015) and afisi (2008) have sought to explore the catalysts of african cultural identity-crisis in the modern day but have not anatomised the pretexts of this crisis from its foundational roots and the circuitous manner in which it has warmed its way into the post-independence dispensation. the study identifies this as the gap and employs achebe’s arrow of god to relay an image of the dawn of african cultural identity-crisis and its constant development. this noted, the study would endeavour to respond to the research questions that it is premised on such as what are the pretexts of african cultural watershed, why are colonial remnants are still enduring and how can african cultural identities be re-essentialised. theoretical lens of the study the paper hinges on post-colonial theory to dichotomise the pedigrees of african cultural watershed. africa, like other continents around the globe, was colonised by european powers, hence, post-colonial theory is germane to undergird this study as it ordinarily centres on previously colonised states. the antique scholars of postcolonial theory such as lye and waldron (1998, 10) assert that “post-colonial theory deals with the reading and writing of literature written in previously or currently colonised countries, or literature written in colonising countries, which deals with colonisation or colonised peoples.” this is also maintained by the contemporary sages of post-colonial studies like ashcroft (2017, 1) who state that “post-colonial theory deals with the effects of colonisation on cultures and societies and those societies' responses.” furthermore, due to post-colonial theory’s comprehensive approach to colonially rooted maladies, the researcher observed the essence of including the theory of afrocentricity to enhance the study’s focus, which is postcolonial africa. according to monteiro-ferreira (2009), afrocentricity is a theoretical approach that aims to hub the experiences of africans in the continent and diaspora within their socio-historical and cultural perspectives. as the study’s focal point of inquest is the post-colonial context of africa, afrocentricity becomes a pertinent aid of the post-colonial theory to underpin the study and crystallise the pedigrees of african cultural watershed in the post-colonial period through the lens of chinua achebe’s arrow of god, in which, the writer “bears witness to the foundational and historical wound of post-colonial nigeria and africa” (msiska 2018, 48). the postcolonial setting of most african societies exudes colonial maladies that are still virtually at their prime. various scholars have explored these ills and their impact on socio-economic and development of africa. for stance, sall (2018) points out the appalling levels of racial tension and debasement of standards in some african societies as legacies of colonialism that are still rearing their ugly heads in the continent. furthermore, other scholars of post-coloniality such as dlova, hamed, and tsoka‐gwegweni, j (2015) are concerned about the lethargic resuscitation of african identities, which are so outpaced eurocentric identities in today’s africa. these researchers conducted a study in which they explored the role of the colonial past in the preference of a skin stone. the scholars found that africa has not yet been de-westernised or emancipated from colonial identities as many africans still subscribe to the colonial notion that the black skin tone is ugly and the white one is eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall beautiful. moreover, participants (black women) in gwaravanda (2011, 1) confessed to resorting to the use of skin whitening products as a dark skin tone is “embarrassing and humiliating”. this vindicates the extent to which african identities are ostracised in the modern day. methods research method and design this paper sets out to rethink the pedigrees of the african cultural watershed in the post-colonial context through the prism of achebe’s literary text, arrow of god. by virtue of its literariness, the study utilises a qualitative research method, which is usually non-empirical and is employed to aid the researcher to comprehend the characteristics, attitudes and reactions of the phenomenon being studied (babbie 2014). furthermore, as the study is literary in nature, it adopts textual analysis as its design, which is mainly employed “for the close readings of literary texts, these methods also rely on literary theory and background information to support the reading” (mauer & venecek 2021, 205). data collection the study is purely text-based and collects its primary data from achebe’s selected novel, arrow of god. the data from the chosen literary text is supplemented by data collected from other secondary sources such as the internet, journal articles and academic books. sampling the researcher uses a purposive sampling method to choose achebe’s arrow of god as a case in point for this study amongst other post-colonial african novels because of its outstanding depiction of the focal theme of the paper. according to lucas (2014), a purposive sampling technique qualifies the researcher to choose a sample on the basis of its characteristics that are believed to be applicable to the study. thus, the researcher selected achebe’s arrow of god due to its delineation of the colonial influence on african cultural identity-crisis. data analysis the data collected for this study is analysed, presented and discussed through relevant themes that are aligned to the main objective of the study, which is to unveil the pretexts of african cultural identity-crisis in the post-colonial setting. to effect this, the researcher employs a qualitative thematic content analysis method, which is “the process of identifying patterns or themes within qualitative data” (maguire & delahun 2017, 3352). finding and discussion this section of the paper presents and discusses the findings from achebe’s arrow of god, which is the primary reference point to fulfil the main objective of the study. the findings are presented and categorised according to these themes: the aboriginal african cultural identity, the genesis of african cultural watershed and the interface between african culture and christianity. the aboriginal african cultural identity achebe’s arrow of god brilliantly provides an image of the aboriginal african cultural identity. this is the earliest african cultural identity that had no foreign contact. the novel sets in nigeria and its opening scenes depict this aboriginal african cultural identity before the crisis emerged. this utterance: “then the new eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall moon sometimes hid itself for many days behind rain clouds so that when it finally came out it was already half-grown. and while it played its game the chief priest sat up every evening waiting,” (achebe 1964, 1) exudes fanatical belief in cultural doctrines. the aforementioned point is confirmed by the mentioning of a chief priest and reaction to the moon. in the african context, particularly the nigerian kinfolk, chief priests serve as “mediators between the people and the deities and consciously offer reasonable guidance and assistance to the people in their dealings with the spiritual forces” (oloidi 2020, 1). the comportment of the moon, in the african culture, is also associated with various meanings depending on the tribe concerned. vannier (2020, 70) notes that in the context of umuaro in south nigeria where achebe’s arrow of god sets in, “the moon informs the timing and regulation of numerous social activities and its regular presence and absence in the night sky is part of a matrix that connects people, communities, nature, the heavens, spirits, and god.” the cultural traits in the opening of the novel substantiate that africa was opulently framed by cultural belief systems. this could be further braced by the chief priest, ezeulu’s belief in ancestral worship, blood sacrifice and the construction of a shrine: “ulu, i thank you for making me see another new moon. may i see it again and again. may this household be healthy and prosperous. as this is the moon of planting may the six villages plant with profit. may we escape danger in the farm—the bite of a snake or the sting of the scorpion, the mighty one of the scrubland. may we not cut our shinbone with the matchet or the hoe. may our wives bear male children. may we increase in numbers at the next counting of the villages so that we shall sacrifice a cow and not a chicken as we did after the last new yam feast. may children put their fathers into the earth and not fathers their children. may good meet the face of every man and every woman. may good come to the land of the riverain folk and to the land of the forest peoples” (achebe 1964, 3). the ancient african cultural kingdoms relied on appeasing their ancestors for success, protection, healing, wisdom and guidance. these ancestors were the only source of the african natives’ spiritual contentment and they would perform rituals and blood sacrifices to earn their favour. thus, the predominant setting of the novel, the umuaro area was very cultural and rituals were performed in this vicinity for various reasons. one of the captivating ritual nuances in the novel is the allusion to the symbol known as ikenga: figure 1: ikenga source: https://en.wikipedia.org/wiki/ikenga eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall according to klemm, zucker and sanyal (2022, i), “when an igbo male comes of age, he may ritually be offered an ikenga, which becomes not only his proud possession to be preserved and honoured for the rest of his life, but is also an integral part of his identity as a unique individual.” this is substantiated by the narrator’s remark in the novel: “i may explain that ikenga is the most important fetish in the ibo man’s arsenal, so to speak. it represents his ancestors to whom he must make a daily sacrifice. when he dies it is split in two; one half is buried with him and the other half is thrown away” (achebe 1964, 15). the genesis of african cultural watershed achebe’s arrow of god, subsequent to delineating the aboriginal african cultural identity, set out to portray the genesis of african cultural identity-crisis and its development until the post-colonial day. the novel pinpoints the arrival of colonialists in the african continent as the inception of a cultural crisis. the colonialists, who hail from the european world, advented in africa with their identities that clashed with those of africans. it is these european forces’ intervention in african affairs that eroded the african understanding of life and engendered a cultural crisis (montle, 2020). this is portrayed in achebe’s arrow of god where the arrival of colonialists in the ancient nigeria brought about alterations to the cultural systems that africans had embraced. this was driven by the europeans’ stereotypical attitudes against african culture: “his (winterbottom) bedclothes were sodden and his head formed a waterlogged basin on the pillow. after the first stretch of unrestful sleep he would lie awake, tossing about until he was caught in the distant throb of drums. he would wonder what unspeakable rites went on in the forests at night, or was it the heart-beat of the african darkness? then one night he was terrified when it suddenly occurred to him that no matter where he lay awake at night in nigeria the beating of the drums came with the same constancy and from the same elusive distance. could it be that the throbbing came from his own heat-stricken brain?” (achebe 1964, 13). the colonialists found the african cultural identity too diverse from theirs and perceived it as dark, savage, backward and unsophisticated and theirs as light, pure, innocent and refined. this colonial perception is still enduring today as modern-day researchers such as kanuma (2011, i) comment that “there are reasons why africa is such a backward place: why it is the beggar continent that perpetually lives off handouts called 'foreign aid' even as it sits on an abundance of natural resources; why most of its countries are lands of broken down infrastructure, stratospheric jobless rates, ramshackle government institutions, education systems.” equally important, achebe’s arrow of god also points out that the colonialists depicted themselves as cultured and one of their mission included bringing the light to the african continent, which they deemed as dark: “fifteen years ago winterbottom might have been so depressed by the climate and the food as to have doubts about service in nigeria. but he was now a hardened coaster, and although the climate still made him irritable and limp, he would not now exchange the hard life for the comfort of europe. his strong belief in the value of the british mission in africa was, strangely enough, strengthened during the cameroon campaign of 1916 when he fought against the germans. that was how he eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall had got the title of captain. unlike many other colonial administrators who also saw active service in the cameroon he carried his title into peacetime” (achebe 1964, 13). the excerpt above substantiates the colonialists’ stereotypical perception of africa being ‘backward’. these discriminatory words from the excerpt, “…depressed by the climate and the food as to have doubts about service in nigeria…. he would not now exchange the hard life for the comfort of europe,” denote that africa is inferior to europe. moreover, plous and willians (1995, 795) assert that “this view of blacks was so widely accepted that the entry for negro in the ninth edition of the atteridge (1884: 316) stated authoritatively that the african race occupied the lowest position of the evolutionary scale, thus affording the best material for the comparative study of the highest anthropoids and the human species.” this noted, it is the colonialists that engineered the inequality based on race. the interface between african culture and christianity the colonialists, in an effort to westernise and sophisticate the african continent as part of their mission, overran the continent with christian missionaries. geering (2002, 21) notes that the term, ‘christianity’ “is derived from the medieval latin christianitas. it was originally a synonym for christendom, meaning the geographical domain where christ ruled ...” scholars and other political activists postulate that the missionaries played a major in the conquest of africa. one of the late south african archbishop, desmond tutu’s popular quotes orates, “when the missionaries came to africa they had the bible and we had the land. they said 'let us pray.' we closed our eyes. when we opened them we had the bible and they had the land” (tutu, 1990). religion became one of the artilleries that the colonialists utilised to astutely conquer the african land. these missionaries preached a gospel that depicted the african cultural practices as evil, thus, a clash between the two identities. missionaries such as mr goodcountry in achebe’s arrow of god encouraged the african natives to turn against their cultural practices, which are deemed evil: mr goodcountry told the converts of umuaro about the early christians of the niger delta who fought the bad customs of their people, destroyed shrines and killed the sacred iguana. he told them of joshua hart, his kinsman who suffered martyrdom in bonny. “if we are christians, we must be ready to die for the faith,” he said. “you must be ready to kill the python as the people of the rivers killed the iguana. you address the python as father. it is nothing but a snake, the snake that deceived our first mother, eve. if you are afraid to kill it do not count yourself a christian” (achebe 1964, 20). according to manala (2013), christianity perceived african customs such as the above-mentioned ones as pagan and evil, and ultimately eroded them. this scholar and others point out the colonialists’ christianity as an enduring pretext for african cultural watershed. as life progresses, many people, including africans, buy into the notion that religion is a better guide in life and this poses a menace to the value of eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall african culture. katongole (2001, 179) asserts that “according to 1990 estimates, 41 percent of africa's 550 million people were christians ... the percentage is much higher in countries south of the sahara: over 60 percent of ghana's 19 million people are christian; 65 percent of cameroonians are christians.; 75 percent of zambians are christians, and 78 percent of uganda's 20 million people are christians.” african cultural subscribers such as the former south african president, jacob zuma find the expansion of christianity in the present day as concerning. he is cited in smith (2021) stating, “christianity introduced by european missionaries mainly in the nineteenth century had destroyed the safety net for orphans, elderly people and the poor” and also said, “as africans, long before the arrival of religion and [the] gospel, we had our own ways of doing things. those were times that the religious people refer to as dark days but we know that during those times, there were no orphan[age]s or old-age homes. christianity has brought along these things” (smith 2011). the scholars and activists above appear to share a common view regarding the erosion of african cultural systems where colonialism and its canons such as christianity are blamed. as portrayed in achebe’s arrow of god, the colonialists persuaded many african natives into believing that the african culture is wicked. it is stated, “the first umuaro man to kill and eat a python was josiah madu of umuagu. but the story did not spread outside the little group of christians, most of whom refused, however, to follow josiah’s example. they were led by moses unachukwu, the first and the most famous convert in umuaro” (achebe 1964, 20). the missionaries’ success in having african natives such as unachukwu convert to christianity emanates from concrete allusions to some of the agonising cultural obligations such as blood sacrifices, ritual deaths and other decrees: “i see you are one of the progressive ones. when you’ve been here as long as allen was and understood the native a little more you might modify some of your new theories. if you saw, as i did, a man buried alive up to his neck with a piece of roast yam on his head to attract vultures you might have second thoughts. we british are a curious people, doing everything half-heartedly. look at the french. they are not ashamed to teach their culture to backward races under their charge. their attitude to the native ruler is clear. they say to him: ‘this land has belonged to you because you have been strong enough to hold it. by the same token it now belongs to us. if you are not satisfied come out and fight us.’ what do we british do? we flounder from one expedient to its opposite. we do not only promise to secure old savage tyrants on their thrones—or more likely filthy animal skins—we not only do that, but we now go out of our way to invent chiefs where there were none before. they make me sick” (achebe 1964, 15). utterance such as the above quote had many african natives proselytised into christianity and this worked in the favour of the colonialists. mills (2011, 2) notes that “most missionaries for a long time pursued the idea of separation of converts from traditional society and encouraged their converts not to participate in many national customs and rites [and] this problem was exacerbated when the missionaries urged their converts to remain neutral in the wars, many others urged eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall their converts not participate in wars.” the aforementioned point explicates the manner in which the colonialists used religion to emerge victorious against the african natives. this is also demonstrated in achebe’s arrow of god where africans were divided as some of them embraced the christian missionaries whereas others denounced them. this worked to the benefit of the colonialists who joined forces with some african natives to take control of africa: “those guns have a long and interesting history. the people of okperi and their neighbours, umuaro, are great enemies. or they were before i came into the story. a big savage war had broken out between them over a piece of land. this feud was made worse by the fact that okperi welcomed missionaries and government while umuaro, on the other hand, has remained backward. it was only in the last four or five years that any kind of impression has been made there. i think i can say with all modesty that the change came after i had gathered and publicly destroyed all firearms in the place except, of course, this collection here. you will be going there frequently on tour. if you hear anyone talking about otiji-egbe, you know they are talking about me. otiji-egbe means breaker of guns” (achebe 1964, 15). the colonialists as mirrored in achebe’s arrow of god triumphed over african natives and imposed western identities such as christianity upon the africans. franz (1998, i) affirms that “colonialism disrupted not only the political organization and economic production of the many african political entities, it also brought forms of cultural alienation, invasion, and disorientation.” the colonialists’ victory over africans resulted in the erosion of african cultural systems despite the dispensation of independence where the democratic leadership of the continent, which dethroned the colonial administration, at large set out to re-essentialise african cultural identities. montle (2022) asserts that the contact between african and western identities engendered a cultural upheaval that still vexes africa in the present. in the post-colonial period, the christian religion is persistently expanding and becoming more predominant that african cultural systems. maxwell (1997, 141) substantiates the aforementioned point: the expansion of christianity in twentieth-century africa has been so dramatic that it has been called ‘the fourth great age of christian expansion’. according to much-quoted, if somewhat unreliable, statistics, there were 10 million african christians in 1900, 143 million in 1970, and there will be 393 million in the year 2000, which would mean that 1 in 5 of all christians would be an african. equally important, the aboriginal african cultural identities have been eroded by colonial fragments such as christianity and the democratic african leadership is yet to satisfactorily rehabilitate them. this could be evidenced by a recent case of discrimination against african cultures in south africa, which was reported on several media platforms. sibanyoni (2021) on sowetan live newspaper reported, “a casual trip to a midrand mall on wednesday turned into a nightmare when ndebele activist and author thando mahlangu was allegedly hounded out of the shopping complex by a man who described himself as the mall owner. his sin, apparently, was that he went into the boulders mall wearing a ndebele traditional attire.” it was further reported that mahlangu said, “you are telling me i'm not supposed to wear african [clothes] in africa,” and the centre manager told him, “i'm saying this eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall is a public place... i'm not allowing that here, this is my mall... right of admission is reserved,” (sibanyoni 2021). this incident was condemned by many south africans who deemed it a legacy of colonialism. kwena moabelo in a cnn newsletter by princewill (2021) states, “the manager was wrong to deny an african entry to a mall in africa while wearing african clothes. it speaks more to a colonised mind where an african cannot even take pride in their african cultural attire.” this occurrence affirms that african cultural systems are still affected by the colonial past and more still needs to be done to rehabilitate and reessentialise them. conclusion and suggestion the problems relating to the quintessence of african cultures in the modern day are deeply rooted in colonialism as this paper has reasoned through achebe’s arrow of god. the paper has aimed to uproot the pretexts of african cultural watershed and utilised achebe’s arrow of god to trace this problem from the genesis of the colonisation of africa. the findings revealed that the colonialists have engendered this african cultural identity-crisis by imposing western ethos such as the christian religion, eurocentric medicine, clothing and leadership upon african natives. this could imply that africa needs to address and re-address that above mentioned western identities, which are prevailing today in an effort to re-essentialise african cultural identities. the colonialists have laid a concrete foundation of eurocentric identities in the african continent and these identities are mostly responsible for the corrosion of african cultures (montle 2021). therefore, this paper suggests that african cultures be restored, validated and acclimatised by, first, addressing the foundational western identities and other colonial remnants in africa. future research could centre on mechanisms that could be employed to embrace african cultures and restore their pride. references achebe, c. (1964). arrow of god. heinemann. afisi, t. (2008). rethinking the african identity crisis. journal of african cultural studies, 26(2), 234-247. eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall ashcroft, b. (2017). postcolonial theory. in the wiley-blackwell encyclopedia of social theory, b.s. turner (ed.). https://doi.org/10.1002/9781118430873.est0281. asma, c. (2015). postcolonial african literature and the identity questiona special reference to ngugi wa thiong’o’s ideological pronouncements. master’s dissertation, biskra: mohamed khider university. babbie, e. (2014). the basics of social research (6th ed.). wadsworth cengage. franz, v. (1998). media and the preservation of culture in africa. https://www.culturalsurvival.org/publications/cultural-survivalquarterly/media-and-preservation-culture-africa. geering, l. 2002. christianity without god. polebridge press. gwaravanda, e.t. (2011). shona proverbial implications on skin bleaching, some philosophical insights. journal of pan african studies, 4(1), 195-218. kanuma, s. (2011). african mentalities account for africa's backwardness. https://allafrica.com/stories/201111010242.html. katongole, e. (2001). prospects of ecclesia in africa in the twenty-first century. logos: a journal of catholic thought and culture 4(1), 178-195. klemm, p., zucker, s., and sanyal,k. (2022). ikenga (igbo peoples). https://smarthistory.org/ikenga/. lucas, s. (2014). qualitative comparative analysis in critical perspective. sociological methodology, 44(1), 1-35. lye, d. & waldron, i. 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(2009). afrocentricity and the western paradigm. journal of black studies, 40(2), 327–336. montle, m.e. (2020). debunking eurocentric ideals of beauty and stereotypes against african natural hair (styles): an afrocentric perspective. journal of african foreign affairs, 7(1), 111-127. montle, m.e. (2021). skin whitening as a menace to african identity through tony morrison’s the bluest eyes. rainbow: journal of literature, linguistics and cultural studies, 10(2), 48-56. montle, m.e. (2022). (re) purposing identity in african literatures: a postcolonial analysis of nadine gordimer’s selected novels. doctoral thesis. turfloop: university of limpopo. msiska, m. h. (2018). colonialism, trauma, and affect: chinua achebe’s arrow of god as oduche’s return. research in african literatures, 49(4), 46–66. https://doi.org/10.1002/9781118430873.est0281 https://allafrica.com/stories/201111010242.html https://smarthistory.org/ikenga/ http://husky1.stmarys.ca/~wmills/course322/9missionaries_conquest.html eltall (english language teaching, applied linguistics and literature) vol. 3 no. 2, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall oloidi, j. (2020). the role of the chief priest (ezemmuo) in igbo traditional religion of nigeria: a historical exploration. https://www.openacessjournal.com/abstract/32. plous, s. & williams, t. (1995). racial stereotypes from the days of american slavery: a continuing legacy. journal of applied social psychology, 25 (1), 795-817 1. princewill, n. (2021). “i'm always chased away and victimized," says shopper told his traditional clothing is 'indecent' in south africa mall. https://edition.cnn.com/2022/03/26/africa/south-africa-ndebele-clothingcalled-indecent-intl/index.html. rodney, w. (1972). how europe underdeveloped africa. bogle l’overture, london. roscoe, a. (1970). mother is gold. cambridge: cambridge university press. sall, t. l. (2018). the rainbow myth: dreaming of a post-racial south african society. ocassional paper 73. institute for global dialogue (igd). sibanyoni, m. (2021). man ordered to leave mall because he was wearing ndebele traditional attire. https://www.sowetanlive.co.za/news/south-africa/2021-0324-man-ordered-to-leave-mall-because-he-was-wearing-ndebele-traditionattire. smith, d. (2011). jacob zuma blames christianity for breakdown of south african traditions. the guardian, wednesday 21 december 2011, 17.02 gmt. available: http://www.guardian.co.uk/word/2011-/dec/21/jacob-zuma-blameschristianity. tutu, d. (1990). crying in the wilderness: the struggle for justice in south africa, edited and introduced by john webster. mowbray. http://www.guardian.co.uk. https://www.openacessjournal.com/abstract/32 1. princewill, n. (2021). “i'm always chased away and victimized," says shopper told his traditional clothing is 'indecent' in south africa mall. https://edition.cnn.com/2022/03/26/africa/south-africa-ndebele-clothing-called-indecent-intl/index.html. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 1 he use of card game and total physical response (tpr) method to improve deaf students’ english achievement at slb-b pertiwi ponorogo septian eka pratiwi, pryla rochmawati. institut agama islam negeri ponorogo septianekapratiwi@gmail.com abstract deaf students are having challenge in understanding language especially english language as third language. the difficulty of the students is to understand new vocabulary without the visual media. besides that, the teacher seldom uses sign language and approaches to every student in teaching-learning process. in order to make students easily in learning english language, some possible ways should be applied by using card game and one of method by using total physical response (tpr) method. card game is a tool applied in learning process which helps student to remember new vocabulary by using picture and total physical response (tpr) is teaching method that can be applied to practice student motor activity. this research aimed to improve deaf students’ achievement by using card game and total physical response (tpr) on eleventh grade at slb pertiwi ponorogo. in this research, researcher formulated the problems are: 1) how can card game and total physical response (tpr) improve student’s activeness in english class at slb pertiwi ponorogo?. 2) how can card game and total physical response (tpr) method improve deaf students’ achievement at slb pertiwi ponorogo?. the design of this research was classroom action research. it included two cycles to enrich deaf student english achievement. each cycle covered four steps: planning, acting, observing and reflecting. the data were collected by observation, interview and documentation and vocabulary test.the result of the research showed that the students improve their achievement in two cycles. students’ activeness improve significantly at 33,33% to 83,33% at the second cycle. furthermore, there is improvement at students’ vocabulary mastery 66,67 % first cycle to 100% at second cycle.based on result of the research, it can be concluded that the implementation of card game and total physical response (tpr) method can improve student’s english achievement. keyword: card game, total physical response (tpr) method, and deaf students’ english achievement. introduction deaf students have difficulties in some skills especially for hearing and interact each other. according to peter westwood the degree of hearing loss influences the degree of difficulty the student will have in learning from auditory methods of teaching. a priority goal in the education of all students mailto:septianekapratiwi@gmail.com eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 2 with impaired hearing it to advanced their language and literacy skill as much as possible.1 language is a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings.2 actually, the students use sign language for interaction during learning process in the classroom. in every nation, sign language is developed variously based on the sign used in daily. so, sign language is different based on the grammatical language and vocabulary in every nation. the teacher uses indonesian sign language in learning process. he has difficulties in understanding language, especially for deaf students who get deaf since they were born. it supports the prediction that the readers who are deaf and do not speak well will have difficulty reading.3 in primary school, the teacher using signs can accelerate the child’s understanding. it had been an experience that ‘the flowing movements of sign seem to assist the speech patterns’.4 it applied in senior high school of slb to helps students understand the lesson. sign language has its own grammar, vocabulary, and literature used just as a spoken language.5 in sign language, students who are deaf use expression and body language to construct what they informed. so, sign language as an aid is to improve students skill during the learning process. gesture language also helps the teacher to communicate the material of education. the gesture is designed to help the student understand the message.6 when it uses by hearing children, we can easily distinguish gestures from words. the teacher who teaches in slb has a particular skill for teaching the students, especially in communication language. the classroom is not interesting because of some factors such as teachers seldom use the various method of teaching, besides that teachers have a limitation in using sign language. so, the teacher does not get participation from the students. based on the observation at slb pertiwi ponorogo, the researcher found that the students are not interesting in learning the english language because the teacher seldom used visual aid to explain the lesson. besides that, the teacher usually taught the english lesson by giving the meaning of the word. besides that, the teachers always give exercises without the explanation of material. it had done the teacher because the teacher has low skill in indonesia sign language. so, the 1 peter westwood, what teachers need know about teaching methods(australia: acer press, 2008), 50. 2 h. douglas brown, principles of language learning and teaching, 5th ed (white plains, ny: pearson longman, 2007), 6. 3 marc marschack and praticia elizabeth spencer, the oxford handbook of deaf studies, language, and education, vol.2 (new york : oxford university press, 2010), 288. 4 jenny frouded, making sense in sign : a lifeline for a deaf child ( britain : cromwell press, ltd, 2003), 26. 5 tammy gallion, improving vocabulary comprehension for deaf or hard of hearing students (marshal university press: marshal university scholar, 2016), 12-13. 6 arthur m. glenberg and michael p. kaschak.”the body’s contribution to language”. in the psychology of learning and motivation, ed. brian h. ross (united stated of america : academic press, 2003), 111. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 3 student was hard to get what teacher taught.7 the observation provides that the teacher who are teaches in slb have to know the approach during teachinglearning process. one of the approach in teaching deaf student is giving deaf reader a full and accurate picture of what reading is all about.8 it be a practice for deaf student to understand the text themselves. the students also interested about the material of the lesson. so, student can study the material by giving the meaning of the picture. based on the interview with an english teacher at slb pertiwi ponorogo, the teacher makes the english test depend on students’ grade english skill and their awareness. the aim of the teaching english at slb is to understand the english language as second language. the curriculum of the special school is 2013 curriculum. the focus of teaching english is help the student to get vocabulary and giving knowledge about the grammar of english language.9 felder and solomon assert that the four dimensions of learning style are visual-verbal, active-reflective, sensing-intuitive, sequential-global.10 based on the dimension of the learning style, the teacher have to know how to teach the students. the deaf students as visual-verbal learners because they are loss hearing so they get knowledge from visual media. besides that, the visual learners remember best what they see pictures, diagrams, flowcharts, timelines, films, and demonstrations. students who are verbal learners get more out of words written and spoken explanations.11 so, the researcher uses picture media in the learning process. teachers always use a picture or graphics-whether drawn, taken from books, newspapers, and magazines, or photographs to facilitate learning. pictures of all kinds can be used in a multiplicity of ways, as show drill, communication games, understanding, ornamentation, prediction, and discussion. one of the most appropriate uses for pictures is in the presenting and the checking of the meaning.12 teacher also uses game to teach english learning in group or every person. the game is properly organized, and to act as an intermediary between learners and the teacher. games also help the teacher to create contexts in which the language is useful and meaningful.13 the kinds of game for learning language is matching game, board game and g the game language for the deaf student is card game to interact and giving understanding the english language. 7 observation at slb pertiwi, ponorogo, on october 10 th 2017. 8 marc marschark, harry g. lang and john a. albertini, educating deaf students from research to pratice, (new york: oxford university press, 2002), 166. 9 interview with english teacher at slb pertiwi, ponorogo, on february 1 th 2018. 10 marc marschark,et.al., don’t assume deaf students are visual learners , (online), 2016,(http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf, accessed on december 15 th 2017) 11 ibid., 12 jeremy harmer, the practice of english language teaching, third edition (san francisco: longman, 2007), 134-135. 13 adrew wright, david betterdge and michael buckby, game for language learning, third edition. (new york: cambridge university press, 2005), 3. http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 4 the card is useful for matching activities, where students have to find another student in the class with a similar card or one that has the answer to the question on his or her card. the student can each be given word cards to hold in front of them and then be asked to move around until students form a line where all the cards together form a question or a sentence.14 the card game is one of the kinds of education game. card game usually offers the fascinating challenges that the player may ever encounter. during the course of play, the player uses strategy, memory, cunning, and a whole host of other qualities to put together the best hand possible (or to bluff with the worst hand out there).15 the card game will help deaf students in understanding the english language by using pictures and game. by relaxing condition, the student can input the material of the english language easily. generally, the deaf students need more time to develop their brain than normal children because of students’ environment is not support on their development. their input is lower than normal children in the learning process. so, teachers have to use teaching method which focuses on motor activity to improve their communication and the mental. tpr is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. 16 tpr is right-brain learning. the tpr classroom, then, was a great deal of listening and acting.17 the students are understood and response what the teacher instructs attentively. this method helps the teacher to improve student activeness in the learning process. based on the explanation, the researcher wants to portray card game and total physical response (tpr) method to improve deaf students’ english achievement at slb-b pertiwi ponorogo. methods in this research,, the researcher applied classroom action research.this research intended to improve student’s skill in english class and their activeness in teaching-learning process by card game and total physical response (tpr) at slb-b pertiwi ponorogo. ebbutt asserts that action research as a systematic study that combines action and reflection with the intention of improving practice.18 it helps researcher to get solution for improving students’ achievement. zuberskerritt asserts that ‘the aims of any action research project or program are to bring about practical improvement, innovation, change or development of social practice, and the practitioners’ better understanding of their practices’. 19 classroom action research involves teacher in their classroom. it also involves 14 ibid., 140-141. 15 barry rigal, card game for dummies (canada: willey publishing inc, 2005), 1. 16jack c. richards and theodore s. rodgers, approach and methods in language teaching (united of state america: cambidge university press, 1999), 87. 17cantoni, gina p, using tpr-storytelling to develop fluency and literacy in native american languages ( us: educational resources information center (eric), 1999), 54. 18 louis cohence, research methods in education (new york: taylor& francis e-library, 2007), 298. 19 ibid,. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 5 groups of teachers examining common issues. the aim of this action research is to improve classroom practice or to improve practices in the school.20 it implied to this research to improving students’ english achievement. according to kemmis and mctaggart, who are major authors in this field, ar typically involves four broad phases in a cycle of research. the first cycle may become a continuing, or iterative, spiral of cycles which recur until the action researcher has achieved a satisfactory outcome and the research time to stop.21 the procedure of the classroom action research (car) covers fourth components, there are as plan, ,action, observation and reflection. the second data is quantitative by calculating the students’ answers of multiple choice test and written test. the average score of the test and percentages of students score wether they achieve the minimum mastery criterion (kkm) or not through the formula. the data from test from test was analyzed by using calculating the mean the formula:22 note: x: mean ∑: sum the score n: total numbered if the student f: frequently x: total score 20donald ary, et al, introduction to research in education (canada: nelson education, ltd, 2010), 515. 21 anne burns, doing action research in english language teaching: a guide for practitioners( new york: routledge, 2010),9. 22 retno widyaningrum, statistik pendidikan ( ponorogo: stain po press, 2007), 20-49. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 6 it is also analyzed by using percentage as follows note: p: percentage f: frequency of answer n: the number of respondent findings the descriptions of the classroom action research process of each cycle follow: 1. cycle 1 a. planning for the first cycle, the researcher planned everything that needed for the researcher. based on the observation in teaching-learning process, the researcher prepared treatment in improving students’ vocabulary and writing skill of eleventh grade. the activities were done in these method points as follows: 1) make a lesson plan based on the theme. the teacher made lesson plan as the foundation for teaching-learning process. the teacher prepared subject matter, manage time, choosing of determining of the evaluation system, determine of study source, prepare the tools to support teaching learning process etc. the researcher prepared the lesson plan for the first cycle with “ make a plan “ as the theme. 2) prepare the material the material used was the dialogue text about “ activities”. besides that, the researcher gives the future tenses material. it was copied as many as 6 pieces for students’ text and students’ worksheet. 3) the researcher prepared the research instruments 4) the teacher made evaluation instruments to know students’ development such as : a. observation sheet which would be used in observing the research. b. field note which would be used to note the situation when students do the activity. c. the teacher gave evaluation formed written and multiple choice assignment. this assignment worked by each student. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 7 b. acting for the third meeting, the researcher did some activities. the researcher came into the classroom and ascertained all students watch the researcher in front of the class. then the researcher greeted by using oral language clearly. the researcher gave explanation about activities.the researcher ask to give some the example of the activities. students rewrote the dialogue on the whiteboard and translate every word together. the researcher explained the picture and the vocabularies of the activities. the researcher ask to repeated the vocabularies by observing the researcher which use oral language. the resesrcher explained the future tense one by one the formation of the future tense. the researcher ask to student to make the example of the sentence by using future tense on the whiteboard. the reseacher asked to make a grup which conducted 2 students and matched the picture card and word card. the time to work was 8 minutes. if the grup was finished, the researcher asked to student rised their hand and submitted their worksheet. the researcher reflecting the students’ working. the researcher gave a written test about future tense. the times was 10 minutes. after that, the researcher giving multiple choice test about the material of the day. the time was 20 minutes. the researcher reviewing about all material which would be teach to students that day.then, the researcher ascertained students to watch the researcher and then the researcher greeted to students to close the teaching-learning in the classroom. ( look appendix 1) c. observing during in the classroom, the researcher observe and made some notes about class situation and student activeness during the teaching-learning process. the researcher got the result of the students achievement as their comprehension of the material and activeness in learning writing and vocabulary using tpr method and card game. the result of observation in the first cycle explained as follows: 1) observation sheet table 4.1 result of the observation sheet in cycle 1 no aspect of being observed yes no notify 1 writing activities  2 vocabularies activities  3 discussion with the pair  4 the class is active  5 following the teaching-learning process well  6 getting the passiveness  the researcher found that the students response on instruction to make a pair for discussing the material. students also see the students’ explanation during eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 8 teaching process but they did not give feedback to get understanding the material. in the cycle 1, the researcher found that students’ vocabulary is limited. so, the classroom was not active to ask the answer to the material. in another side, the researcher found the result of the observation in cycle 1 in the following: table 4.2 the result of students’ activeness observation in cycle 1 no name aspect of variable a p 1 dicky cahyo gumelar  2 muhammad faisal amin  3 niamul tamami  4 rifa bela rafsanjani  5 safitri  6 subekti lulus raharjo  notes: a: activeness: students are smart and fast response to doing teacher’s instruction in the learning process. p: participate: students follow another student without have an idea. based on table 4.1, the researcher found that the participation of the student was low. it provided that 2 of 4 students were active during learning process. 2) test the researcher measured students’ achievement used multiple choice test about the activities. the teacher asks the students to answer by choosing one of the multiple answers. the kkm is 70. if the result of the test is same or up to 70, the student was achieved. on the other way, if students’score is under to 70, the student was not achieved. table 4.3. the test result of test in cycle 1 no name score note kkm score 1 dicky cahyo gumelar 70 96 achieve 2 muhammad faisal amin 70 80 achieve 3 niamul tamami 70 76 achieve 4 rifa bela rafsanjani 70 66 not achieve 5 safitri 70 73 achieve 6 subekti lulus raharjo 70 63 not achieve total finish 454 4 percentage 66,67% eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 9 in table 4.3, the researcher found that 2 of 6 students are not achieving because they get a score below the kkm. so, the researcher has to improve students’ skill to get score more than kkm. d. reflection based on the observation in the class, the student still confused about what would they do in class. they always do not to pay attention the teacher to know teacher’s instruction. automatically, the class was passive because student have limited vocabulary to understand the english language. so, the teacher need to guide student one by one for understand the material and vocabularies. based on the table above, it can be state that student progress record increased when taught by using tpr method and card game in cycle one. the result of observation on students’ activeness and participate did not show maximal score. the evaluation result of students’ vocabulary was poor. 2 of 6 students were active in learning process, 4 studets were participate but they have achievement. so, any students still not yet success. teacher should monitor students’ discussion intensively and give clearly reinforcement for the better result. besides that, there were 3 students who got more than 70 and 3 students who got under 70. it means that the students’ progress record is under the criteria of succes. so, the researcher want continues to the cycle 2 2. cycle 2 a. planning in this stage, the researcher planned a better planning to solve the problems in the previous meeting. the meeting in the cycle was one meeting. the activities were same with the first cycle, the differences than cycle 1 is giving attention and explanation for every student. besides that, the students ask to give instruction so that students focuss on the material. the activities was explain in the following : 1) make a lesson plan based on the theme. the teacher made lesson plan as the foundation in teaching learning process. the teacher prepared subject matter, manage time, choosing of determining of the evaluation system, determine of study source, prepare the tools to support teaching learning process etc. the researcher prepared the lesson plan for the first cycle with “make a plan “ as the theme ( look the appendix 1) 2) prepare the material the material used was the dialogue text about “ activities” and for the next material is future tense. it was copied as many as 6 pieces for students’ text and students’ worksheet. 3) the researcher prepared the research instruments 4) the teacher made evaluation instruments to know students’ development such as : a. observation sheet which would be used in observing the research. b. field note which would be used to note the situation when students do the activity. c. the teacher gave evaluation formed written and multiple choice assignment. this assignment worked by each students. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 10 b. acting for the third meeting, the researcher did some activities. the researcher came into the classroom and ascertained all students watch the researcher in front of the class. then the researcher greeted by using oral language clearly. the researcher gave explanation about the activities. the researcher ask to give some the example of the activities. students rewrote the dialogue on the whiteboard and translate every word together. the researcher explained the picture and the vocabularies of the activities. the researcher ask to repeated the vocabularies by observing the researcher which use oral language. the resesrcher explained the future tense clearly. the researcher ask to student to make the example of the sentence by using future tense on the whiteboard. the reseacher asked to make a grup which conducted 2 students and matched the picture card and word card. the time to work was 8 minutes. if the grup was finished, the researcher asked to student rised their hand and submitted their worksheet. the researcher reflecting the students’ working. the researcher gave a written test about future tense. the times was 10 minutes. after that, the researcher giving multiple choice test about the material of the day. the time was 20 minutes. the researcher reviewing about all material which would be teach to students that day.then, the researcher ascertained students to watch the researcher and then the researcher greeted to students to close the teaching-learning in the classroom. (look appendix 2) c. observing during in the clasroom, the researcher observe and made some notes about class situation and student activeness during the teaching-learning process. the researcher got the result of the students achievement as their comprehension of the material and activeness in learning writing and vocabulary using tpr method and card game. the result of observation in the second cycle explained as follows: 1) observation sheet table 4.5 the result of the observation sheet in cycle 2 no aspect of being observed yes no notify 1 writing activities  2 vocabularies activities  3 discussion with the pair  4 the class is active  5 following the teaching learning proccess well  6 getting the passiveness  the table 4.5 explained that there are a changing in every aspect of the observation after revised the planning of the research. the researcher found that the classroom was more be active to the material of the lesson. in another one, the observation of students’ participation get improvement than cycle 1. it explains on the table 4.6. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 11 table 4.6. the result of students’ activeness observation in cycle 2 no name aspect of variable a p 1 dicky cahyo gumelar  2 muhammad faisal amin  3 niamul tamami  4 rifa bela rafsanjani  5 safitri  6 subekti lulus raharjo  notes: a: activeness : students are smart and fast response to doing teacher’s instruction in learning process. p: participate : students are follow another student without have an idea. 2) test the researcher measured students’ achievement used multiple choice test about the activities. the teacher ask the students to answer by choosing one of the multiple answer. the kkm is 70. if the result of the test is up or same in 70, the student was achieved. if the students get score under kkm criteria, the student was not achieved. table 4.7. the test result of cycle 2 no name score note kkm score 1 dicky cahyo gumelar 70 100 achieve 2 muhammad faisal amin 70 80 achieve 3 niamul tamami 70 100 achieve 4 rifa bela rafsanjani 70 93 achieve 5 safitri 70 83 achieve 6 subekti lulus raharjo 70 73 achieve total finish 529 6 based on the table 1.7, it was better result than cycle 1. all students get achieve and get the score up to the kkm . it means that the use tpr method and card game in learning english language was success to improve their brains’skill and english skill. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 12 d. reflection based on the observation in the class, the students more anthusias to attend in learning process. they were active to answer the teacher’s question when teacher tried to ask the example of the activites in the whiteboard. besides that, there were 6 students who got more than 70. it means that the students’ were succes by getting score more than kkm. discussion after the data had been collected, the research analyzed the data. analysis data is the process of interpreting data which has purpose to manage the information as its functions till has the correct meaning with the suitable purpose of the study.23 besides that, analysis data is break the data into manageable units, and discovering what is important and what is to be learned, and the data obtained from the result or responses from teaching activities by using tpr method and card game. the results of analyzing was to see whether the implementation of tpr method and card game is successful or not. so,the decision is made whether the implementation or continue the next cycle. the data from the test is analyzed by using calculating the mean, the formula is.24 note: x: mean ∑: sum the score n: total numbered if the student f: frequently x: total score it is also analyzed by using percentage as follows: note: p: percentage f: frequency of answer n: the number of respondents to interpret students’ score, the researcher used ordinal scale as the measurement tool to determine students’ vocabulary skill. the criteria of students’s score as follows: 90-100 = very good 80-89 = good 70-79 = fair 60-69 = low/ remedial 23 prof. dr. h. wina sanjaya, m. pd, penelitian tindakan kelas (jakarta: kencana prenada group, 2009) 26. 24 retno widyaningrum, statistik pendidikan ( ponorogo: stain ponorogo press, 2007), 49. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 13 0 20 40 60 80 100 cycle 1 cycle 2 activeness participation test result 50-59 = remedial formula of mastery learning : mastery learning = number of students who achievement kkm x 100 number of students the criteria of students’vocabulary at eleventh gradeof slb-b pertiwi is said imptove if the mean of students in the second cycle is higher than the mean score of students in the first cycle and soon. the researcher conducts the research in two cycles. by using tpr method and card game, the research’s result had established that there are a significance improvement in students’ activeness and achievement. it can be seen in diagram below, as follow: diagram 5.1 the percentage of students activeness and achievement 1. sudents’ activeness based on the responses’ students in learning process during in two cycles, the researcher find out the improvement in the students activeness. it can be seen in a table below : table 4. 13 the student activeness in cycle 1 and cycle 2 cycle students’ activeness students’ participation students percentage students percentage cycle 1 2 33,33% 4 66,67% cycle 2 4 83,33% 1 16,67% in table 1.9, the researcher found that there are 2 student are active and 4 student are participate in cycle 1. the students’s activeness is 33% and the students’ participation is 66%. in cycle 2, the researcher found 5 students are active in the class. the percentage of students activeness in cycle 2 is 83,33%. it proved that the students’ activeness is rising from 33% to 83,33%. 2. students’achievement the researcher also also observes students’ achievement bu using multiple choice test. based on th students achievement, the researcher find out that there eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 14 cycle 1 cycle 2 are 66% of students who passed in the cycle 1 and the amount of passed student in the cycle 2 increase well enough become 100%. in can be explained in the table as follows: table1.4.14. the students’achievement in cycle i and cycle ii cycle students’achievement total of students percentage cycle 1 4 66,67% cycle 2 6 100% it also provided that there was improvement from cycle 1 to cycle 2 in the criteria result of vocabulary test. the researcher found two students got good very good score, two students got good score and two students got fair score in cycle one. the other one, there are three students got very good score, two students got good score and one students got fair score. diagram 4.2 the result of vocabulary test based on score criteria the researcher concluded that the use of tpr method and was able to improve the students vocabulary and writing achievement for eleventh grade students of slb-b pertiwi ponorogo. it supports that the history of the total physical response based on premise that the human brain has biological program for acquiring any natural language on the earth-including the sign language of the deaf. the process is visible when the researcher observes how infants internalize their first language. it looks to the way that children learn their native language.25 25 nining pujiningsih, “improving students’english vocabulary by using total physical response”, ( thesis, sebelas maret university, surakarta,2010) , 26. eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 15 in another one, games are important in teaching vocabulary because they highlight the necessary and important word to achieve the objectives of the game.26 besides that, games create a fun and relaxed atmosphere where young learners could learn fast and retain word better.27vernon also argued that games are an effective tool to teach vocabulary to young learner.28 children participate and pay more attention because they enjoy themselves and the classroom and feel and doo better during and after the game.repeetation will be less boring and fun for children to which consolidates their lesrning of new words. from the action in cycle 1 and cycle 2, the researcher found the strength and weakness of the tpr method and card game. a. the strengthness of card game and total physical response (tpr) method 1) card game a) student more actively to understanding the material especially vocabularies by using picture media. b) students are enthusiastic to doing the game and discus with other students about the vocabularies. c) the card game help students to remember the vocabularies easily. 2) total physical response (tpr) method a) the students more focus on teacher’s instruction and do it quickly. b) the students always give active response during teaching-learning process. b. the weakness of card game and total physical response ( tpr) method on applying total physical response(tpr) method, the researcher found that the student sometimes confuse when the teacher give instruction in fast speaking. so, the students can not to response the instruction correctly. in other side, on applying card game, the students more focus on time of game. they do not correct their worksheet before they submit to the teacher. conclusion and suggestion according to the research result, the use of card game and total physical response ( tpr) method at slb-b pertiwi ponorogo can improve deaf students’ english achievement in acdemin year 2017/2018. the result of students’ activeness showed at 33,33% to 83,33% at second cycle. in another one, the result of this research showed that the result of students’achievement on vocabulary is 66,67% at first cycle and 100% at second cycle. it means that the result of cycle 1 and cycle 2 have improvement significantly. 26 sahar ameer bakhsh, using games as a tool in teaching vocabulary to young learners, (online),vol. 9, no. 7, 2016,(http://dx.doi.org/10.5539/elt.v9n7p120, accessed on december 30th 2017), 123. 27 huyen n and nga k. learning vocabulary through games. asian efl journal, 2003, 5. 28 vernon, s. the benefits of using games, retrived june 20 th 2014, 2009,(http:www.english.com). http://dx.doi.org/10.5539/elt.v9n7p120 eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 16 references peter westwood. what teachers need know about teaching methods. australia: acer press. 2008. douglas brown. principles of language learning and teaching. fifth edition. san fransisco : longman. 2007. marc marschack and praticia elizabeth spencer. the oxford handbook of deaf studies, language, and education. vol.2. new york : oxford university press. 2010. jenny frouded. making sense in sign : a lifeline for a deaf child. britain : cromwell press. ltd. 2003. tammy gallion. improving vocabulary comprehension for deaf or hard of hearing students. marshal university press: marshal university scholar. 2016. arthur m. glenberg and michael p. kaschak.”the body’s contribution to language”. in the psychology of learning and motivation, ed. brian h. ross. united stated of america : academic press. 2003. observation at slb pertiwi, ponorogo, on october 10 th 2017. marc marschark, harry g. lang and john a. albertini, educating deaf students from research to pratice, (new york: oxford university press, 2002), 166. interview with english teacher at slb pertiwi, ponorogo, on february 1 th 2018. marc marschark,et.al., don’t assume deaf students are visual learners , (online), 2016,(http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882016-9494-0&domain=pdf, accessed on december 15 th 2017) jeremy harmer, the practice of english language teaching, third edition (san francisco: longman, 2007), 134-135. adrew wright, david betterdge and michael buckby, game for language learning, third edition. (new york: cambridge university press, 2005), 3. barry rigal, card game for dummies (canada: willey publishing inc, 2005), 1. jack c. richards and theodore s. rodgers, approach and methods in language teaching (united of state america: cambidge university press, 1999), 87. cantoni, gina p, using tpr-storytelling to develop fluency and literacy in native american languages ( us: educational resources information center (eric), 1999), 54. susan gregory, juliet bhisop and lesley sheldon, deaf young people and their families: developing understanding(new york : cambridge university press, 1995), 9. marc marschark, raising and educating a deaf chlidren (united stated of america : oxford university press, 1997),12. jenny froude, making sense in sign: a lifeline for a deaf child (britain: cromwell press.ltd, 2003), 26. http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf eltall (english language teaching, applied linguistics and literature) vol. 2 no. 1, 2021 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 17 marc marschark, harry g. lang and john a. albertini, educating deaf students from research to pratice, (new york: oxford university press, 2002), 5. marschark, harry g. lang and john a. albertini, educating deaf students from research to pratice, (new york: oxford university press, 2002),76. lani florian and john hegarty, ict and special educational needs: a tool for inclusion (britain: open university press, xii. marc marschark, harry g. lang and john a. albertini, educating deaf students from research to pratice, (new york: oxford university press, 2002), x. lani florian and john hegarty, ict and special educational needs: a tool for inclusion britain: open university press,119. douglas brown, principles of language learning and teaching, fifth edition ( san fransisco : longman, 2007), 129. marc marschark,et.al., don’t assume deaf students are visual learners ,(online), 2016,(http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882016-9494-0&domain=pdf, accessed on december 15 th 2017) jack c. richards and theodore s. rodgers, approach and methods in language teaching (united of state america: cambidge university, 1999), 87. h.douglas brown, teaching by principles : an interactive ap,proach to language pedagogy, second edition( new york:addison wesley longman limited,2001 ) 29. teaching children using a total physical response (tpr) method: rethinking (online) handoyo puji widodo.(citeseerx.ist.psu.edu, accessed on december 6 th 2017). adrew wright, david betterdge and michael buckby game for language learning, third edition. new york: cambridge university press. 2005. prof. dr. h. wina sanjaya. m. pd. penelitian tindakan kelas. jakarta: kencana prenada group. 2009. retno widyaningrum. statistik pendidikan. ponorogo: stain ponorogo press. 2007. nining pujiningsih. “improving students’english vocabulary by using total physical response”. thesis, sebelas maret university, surakarta,2010. sahar ameer bakhsh, using games as a tool in teaching vocabulary to young learners, (online).vol. 9. no. 7. 2016. (http://dx.doi.org/10.5539/elt.v9n7p120, accessed on december 30th 2017. huyen n and nga k. learning vocabulary through games. asian efl journal. 2003. vernon. s. the benefits of using games. retrived june 20 th 2014. 2009.(http:www.english.com). http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf http://crossmark.crossmef.org/dialog/?doi=10.1007/s10882-016-9494-0&domain=pdf http://dx.doi.org/10.5539/elt.v9n7p120 eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 51 multimedia english teaching approach based on constructivist learning theory john michael sasan pau excellencia global academy foundation, inc. cebu city, philippines https://orcid.org/0000-0001-5987-6937 abj-4280-2022 johnmichaelsasan2@gmail.com corresponding author annabelle r. rabillas department of education principal i https://orcid.org/0000-0001-9897-7749 rabillasannabelle@gmail.com abstract in the context of english study, multimedia has provided learners with unique features and benefits. constructivist learning theory, on the other hand, has had a considerable impact on students' learning processes and progress as one of the most fundamental teaching theories in the field of education. this study looks at a wide range of sources to support the claim that integrating multimedia and constructivism theory improved students' overall english learning experience. while the authors of this study thought it would help students improve their english learning, they also wanted to give teachers a better method to help them reduce stress in the classroom while still providing an effective teachinglearning process the integration of multimedia and constructivist learning theory has shown to be one of the most practical and effective approaches for acquiring the necessary skills and knowledge. the usage of multimedia and constructivism highlights the need of putting the student first. the application of theory to the tool has transformed teaching into learning and vice versa. the authors believe that english teaching should be in line with multimedia and constructivism, in which students are free to construct meaning from content and interact, with teachers serving as facilitators of learning, assisting students in scaffolding their potential and internalizing learning through application and experience keywords: constructivism, english teaching, learning theory, multimedia https://orcid.org/0000-0001-5987-6937 mailto:johnmichaelsasan2@gmail.com https://orcid.org/0000-0001-9897-7749 eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 52 introduction filipinos’ english proficiency is very renowned throughout the world, in fact, in 2012 and 2013 the philippines was named the world’s best country in business english proficiency according to the results of its annual business english index (bei) even beating the united states (mendoza 2012). however, for the past years, the country has been declining in the english proficiency index. it was placed in the 13th spot in 2016, the 15th spot in 2017, the 14th spot in 2018, and the 20th spot in 2019 (cnn philippines staff, 2020). in 020, the philippines dropped from the 20th to 27th spot on the english proficiency index (epi) (baclig, 2020). the consistent drop in the country since 2016 has become the philippines' one major concern. furthermore, in 2021, who reported that 80 percent of filipino children “don’t know what they should know” in response, the philippines department of education (deped) said that this will be taken as a challenge to improve the philippines’ quality of education (aguilar, 2021). the senate has submitted a senate resolution no. 622 directing the declining english proficiency of filipino students. according to pangket (2019), the factors that affect the decline of the english proficiency of the students are still unclear. however according to mangada,2017 motivation play a significant role in attaining english language proficiency, thus, demotivating factors impede learners' learning motivation and this led to the unsuccessful mastery of english language proficiency. this remark was supported by pangket, 2019 stating that motivation influences learners’ proficiency. but he further added that cognitive and linguistic factors, teaching strategies, curriculum, and other pequirements impede the mastery of proficiency of learners (pangket, 2019). as a matter of fact, the philippines in its language proficiency has aided the economy and helped the country surpass india as the world's top voice outsourcing destination in 2012 (cabigon, 2015). according to the world economic forum annual meeting 2017, high english proficiency is associated with greater gdp per capita, and job seekers with strong english language skills earn 30–50% of the country's revenue (world economic forum, 2018). english as a second language is now more important than ever in the philippines, as seen by its standing as a core subject of education and curriculum (crookes, 2018). as the number of english language learners grows the efficacy of the english language the teachers should grow and enhance. in terms of good advances, technology offers a variety of ways to make education more engaging and productive. technology is one of the most powerful elements influencing social and linguistic change. it's been proven that mixing words and graphics improve people's ability to assimilate vast amounts of information. utilizing multimedia increases people's capacity to absorb large volumes of data it provides a complex multi-sensory experience in exploring the world (mayer, 2001).it is critical to employ a variety of teaching approaches eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 53 and to make the classroom atmosphere as interesting and dynamic as possible in order to attain the ultimate aim of student learning (nagler, 2016). there are numerous learning styles, teachers must incorporate activities that appeal to each one in their curriculum to ensure that all students succeed in their classes (gilakjani, 2012). multimedia technology and its application to teaching, which includes audio, visual, and animation effects, has come into full play in english class teaching, providing a favorable platform for reform and exploration of the english teaching model in the new era (shabiralyani, 2015). with the advancements in ict multimedia learning and teaching approach can be easily integrated (mayer & moreno, 2002). almara'beh (2015) supported the idea by saying that it aids in the enhancement of the learning process and improves information retention. however, rapanta, et al., (2020) highlighted that without an interactive environment and strong teacher-student interaction, multimedia alone would not suffice. constructivism is a teaching and learning philosophy based on the premise that cognition (learning) is the result of students' blending new information with what they already know (bada, 2015). constructivism is concerned with the scenarios and that are necessary for multimedia learning, such as research and decision-making applications, as well as cooperation and active involvement among learners (gilakjani, 2013). constructivists believe that the setting in which a topic is taught, as well as the beliefs and attitudes of students, have an impact on learning (gray, 2019). jaleel & verghis (2015) on one hand, said that by integrating the multimedia approach with constructivism theory, a dynamic knowledge production system may be created. thus, the goal of this study was to compile various literature that may support the assertion that the integration of multimedia and constructivist learning theory is essential for students' learning mastery. methodology during the review process, the retrieval, selection, and analysis of the literature were all rigorously followed. to find the sources, search terms and phrases such as multimedia, constructivism, learning theory, motivation, and a combination of constructivist multimedia were utilized. the paper focused on secondary sources that could provide strong grounds for the importance and influence of integrating multimedia and constructivist learning theory on students' english learning progress. this review was based on journal articles, a report, and a published journal in a local, national, and international publication that was cited by numerous significant authors. theoretical framework eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 54 the rapid development of information and communication technology in the 21st century promotes a significant impact on the teaching and learning process. incorporating the media (symbols, images, pictures, audio, video, animations, or a combination of all) into teaching enhances learners’ interest, understanding, and interaction (abdulrahaman, et al., 2020). in the field of education, teaching and learning theories are essential to ensure the quality and relevance of education. integrating constructivism learning theory and the media technology approach into the paradigm of teaching can expand classroom boundaries and improve the learners’ practical experiences. constructivism theory stresses the individual construction of knowledge by connecting their preexisting conceptions to their experiences (mathews, 1998; olusegun, 2015). according to cobern (1993), “learning by construction thus implies a change in prior knowledge, where change can mean replacement, addition, or modification of extant knowledge” (p.1). effectively utilizing the media and understanding the principles of constructivism can efficiently enable the teacher's role as a “facilitator of learning”—supporting the learners to progressively move toward mastery of tasks and create a unique learning environment necessary for achieving the desired learning outcomes. the decline of filipino’s english proficiency in the conducted online standard english test (set), administered by english proficiency education first, a swiss-based global company focusing on language, academic, cultural exchange, and educational travel programs. the philippines’ fall from 14th place in 2018 to 20th in the 2019 english proficiency index (epi) is a cause for worry that the country’s education sector should immediately address. according to the result, the philippines' drop from 14th to 20th on the 2019 english proficiency index (epi) is concerning, and the school system should address the problem as quickly as feasible (valderama, 2019). in one of the studies, college graduates in the philippines received an average score of 631.4 in english proficiency, which was lower than the 650-goal established for taxi drivers in dubai, united arab emirates. this was revealed in the early findings of two-year research-based on toeic measurements, which indicated that filipino graduates' english abilities were below compared of the taxi drivers in dubai (morallo, 2018). as seen by its standing as a core subject of education and development, english as a second language is now more important than ever in the philippines, as seen by its standing as a core subject of education and curriculum. many teaching approaches have been developed to improve the efficacy of the english language teaching process as the number of english language learners grows. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 55 in this era, contemporary english teachers’ challenges and obligations have risen. the direction of english language training has fundamentally changed as a result of the spectacular arrival of new technologies. in terms of good advances, technology offers a variety of ways to make education more engaging and productive. technology is one of the most powerful elements influencing social and linguistic change. the application of multimedia in the teaching of english it's been proven that mixing words and graphics improve people's ability to assimilate vast amounts of information. utilizing multimedia increases people's capacity to absorb large volumes of data it provides a complex multi-sensory experience in exploring the world through the presentation of information through text, graphics, images, audio, and video, and there is evidence to suggest that combining words and pictures increases the likelihood of people being able to integrate a large amount of information (mayer, 2001). students learn best when they can perceive the value and significance of the knowledge offered in class. students will not learn if they are not interested in the subject offered. it is critical to employ a variety of teaching approaches and to make the classroom atmosphere as interesting and dynamic as possible in order to attain the ultimate aim of student learning. students learn in a variety of methods. some like to learn visually, while others prefer to learn through aural or kinaesthetic means. charts, graphs, and drawings are used to teach visual learners. listening to lectures and reading is how auditory learners learn. learners who are kinaesthetic learn by doing. one, two, or three learning styles are available to students. there are numerous learning styles, teachers must incorporate activities that appeal to each one in their curriculum to ensure that all students succeed in their classes. we all appear to have distinct learning processes, despite the fact that we use all of our senses to gain information. to help all students learn, we need to teach as many of these preferences as possible (gilakjani, 2012). multimedia technology and its application to teaching, which includes audio, visual, and animation effects, has come into full play in english class teaching, providing a favorable platform for reform and exploration of the english teaching model in the new era, thanks to the rapid advancement of science and technology. multimedia technology has been proved to play an important role in enhancing student activities and initiatives, as well as efficient classroom instruction. larsen-freeman & freeman (2008) stressed that with the advancements in ict which multimedia learning and teaching approaches can be easily integrated, it eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 56 is now feasible to create linguistically rich learning environments by gathering recorded data and providing immersive inputs in lieu of the instructor. in the sphere of educational technology, the multimedia approach is undeniably one of the most important advances. it aids in the enhancement of the learning process and improves information retention. however, without an interactive environment and strong teacher-student interaction, multimedia alone would not suffice. again, although multimedia can objectively provide high-quality learning outcomes, failure to communicate and collaborate will nonetheless result in poor performance. english teaching based on constructivist learning theory in the field of education, learning theories are extremely valuable and important since they aid in the development of a high-quality learning process. according to the definition, learning theories are conceptual frameworks in which knowledge is gained, processed, and retained during learning. understanding is gained or lost, and knowledge and abilities are retained, all of which are impacted by cognitive, emotional, and environmental variables, as well as previous experience. jean piaget is widely regarded as the founder of constructivism theory. constructivism is a learning theory that proposes that individuals learn by experiencing things and then "constructing" their own understanding of those things using the information they already have (cherry, 2020). jean piaget was a swiss philosopher who was born on the 9th of august, 1896. he was also a natural scientist who was well-known for his research on cognitive development and learning theories, which he referred to as "genetic epistemology." he started his scientific career at the age of eleven, while he was a student at switzerland latin high school when one of his short writings was published (ibid). davis, et al. (1990) enumerate some points of jean piaget’s contribution to constructivism theory, the following are as follows: 1. we do not acquire knowledge passively, either via the senses or through speech; 2. the subject who is cognizant is actively accumulating knowledge. 3. cognition has an adaptive function in the biological sense, in that it seeks fitness or viability; 4. cognition, not the discovery of an objective ontological reality, serves the subject's construction of the experiencing world. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 57 constructivism is a teaching and learning philosophy based on the idea that cognition (learning) is the outcome of "mental construction," or pupils learning by combining new knowledge with what they already know. constructivists think that the environment in which a concept is taught, as well as students' ideas and attitudes, influence learning (olusegun, 2015). as a result, it may be utilized in the classroom immediately away. humans develop knowledge and significance through their experiences, according to this view. in and of itself, constructivism is not a specific pedagogy. many educational ideas and instructional practices have been affected by piaget's constructivist learning theory, and it is a prominent theme in many reform movements. constructivist education techniques have elicited a mixed response from the scientific community, with some research confirming their conclusions and others opposing them. according to driscoll (2000), constructivist philosophy holds that knowledge may exist entirely in the human mind and does not have to be related to any real-world reality. learners will be attempting to construct their own mental model of the real world based on their observations all the time. learners will update their mental models to integrate new information as they observe each new event, resulting in their own interpretation of reality. jonassen (1991) stipulates in his article entitled, objectivism versus constructivism: do we need a new philosophical paradigm? cited by almost one thousand times that thinking is based on the observation of physical and social occurrences that only the intellect can comprehend. the mind creates mental models to explain what has been witnessed to the knower. mental models, according to kant, are a priori rather than affected by extrinsic structures. furthermore, he argues that “… learning occurs most effectively in context, and that context becomes an important part of the knowledge base associated with that learning. so, rather than decontextualizing learning in isolated school environments, we should create real-world environments that employ the context in which the learning is relevant. a related approach is to require learners to serve a cognitive apprenticeship” (ibid., p. 11). davis, et al. (1990) said that in constructivism, learners are said to acquire their knowledge both collaboratively and autonomously. each person has their own set of abilities and concepts that they utilize to learn new things, and the community helps them by offering context and asking questions. jenskins (2000), believes that constructivist learning theories entail progressive teaching, or that 'active learning requires students to participate in practical activities. it suggests that constructivist theories are appealing to learners in particular. jenskins sees the need for the implementation of constructivism in improving classroom procedures and activities. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 58 the integration of multimedia to constructivist learning theory in english teaching by integrating the multimedia approach with constructivism theory, a dynamic knowledge production system may be created. constructivism is a teaching and learning philosophy based on the premise that cognition (learning) is the result of students blending new information with what they already know. constructivists believe that the setting in which a topic is taught, as well as the beliefs and attitudes of students, have an impact on learning. constructivism is a psychological learning theory that describes how humans learn and gain information (olusegun, 2015). learning, rather than being a stimulus-response event, requires self-regulation and the construction of conceptual frameworks through reflection and abstraction, according to von glasersfeld (1995). constructivism is concerned with the scenario and content that are necessary for multimedia learning, such as research and decision-making applications, as well as cooperation and active involvement among learners. students' learning motivation utilizing multimedia and constructivist learning theory according to kozma (1991) from the university of michigan, media may be described in terms of technology, symbol systems, and processing capability. the most visible feature of a medium is its technology, which comprises the mechanical and electrical components that determine how it works, as well as its shape and other physical qualities to some extent. these are the characteristics that determine whether a medium is classified as "television," "radio," and so on. if these characteristics have any effect on cognition, it is primarily indirect. because of its size, form, and weight, a student is more likely to learn on the bus with a book than with a computer, but this is changing as computers get smaller, lighter, and less expensive. on the other hand, certain cognitive effects of technology are more obvious. because of the size and resolution of many computer screens, reading text on a computer screen can be more difficult than reading text in a book. guan, et al. (2018) in their article entitled, on the advantages of computer multimedia-aided english teaching, published elsevier ltd. defined multimedia as a phrase used to describe a collection of many sorts of data. content kinds include text, music, static images, animation, video, and interactivity. it's usually recorded, exhibited, or accessed by information content processing devices like computers and electronics, but it can also be part of a live performance. multimedia devices are electronic media devices that are used to store and enjoy multimedia content. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 59 alemdag and cagiltay (2018) stated that the act of creating mental representations from words and visuals in many situations is referred to as multimedia tailored for learning. they are meant to aid learning by providing tools that may be utilized in presentations, classroom or laboratory learning, simulations, e-learning, computer games, and virtual reality, allowing learners to assimilate information both verbally and visually. multimedia learning involves a fundamental understanding of several topics. for example, the cognitive theory of multimedia learning presents three assumptions about how people learn from instructional resources (ibid.). guan, et al., (2018) enumerate some advantages of multimedia-aided english teaching. the following are as follows. 1. turning the abstract into the concrete when teaching a class, teachers will face certain difficult challenges or abstract subjects that are difficult to describe. multimedia may therefore be utilized to make abstract knowledge more real and immerse students in a visual environment. as a result, multimedia has a wide range of uses in english teaching, and it has the potential to assist students in learning english quickly. students appreciate seeing fascinating films and graphics that engage their interest in english training, as we all know. multimedia-assisted english training can pique their attention while also improving their vocabulary and phrase understanding. it assists students in retaining a high level of interest in their studies at all times. 2. providing information within limited time because reading and writing are both vital and difficult to teach, most instructors put in a lot of effort; nonetheless, the outcomes aren't always as excellent as they had planned. we all know that reading is an important source of information and a must for improving communication skills. when it comes to reading lessons, students should be able to recollect a lot of information from a chapter; yet, class time is limited, and they will most likely not be able to finish reading in the time provided. multimedia-assisted english education can help students comprehend and recall passages by delivering a lot of information in a short amount of time. 3. stimulating students’interest in learning in school, the purpose of english education is to improve students' language learning abilities while simultaneously improving their excitement for studying. many english teachers have tried almost every method to achieve this goal, but the results have been unsatisfactory. the most potent instrument for learning english is interesting, and increasing students' interest is eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 60 important in today's teaching process. multimedia may pique students' interest, and they may acquire a great hunger for knowledge as a result. multimedia can also attract students' attention and kindle their enthusiasm for studying english. 4. highlighting the main position of students – according to education reformers, students should change passive learning into active learning. students' critical roles will be stressed through multimedia-assisted english teaching, and students will understand the need for self-study. it has the power to change the perspectives of both teachers and pupils. finally, the students take over as the teacher and leader of the class. multimedia technology's integration, diversity, and engagement allow students and teachers to share information or ideas across digital and print resources. in this context, the phrases "digital" and "print" refer to multimedia-based apps or tools that communicate information to people in order for them to better understand concepts. al-hariri and al-hattami (2016) stressed that the use of technology in clinical and basic science activities has been suggested to be encouraged and even incorporated as a routine part of students' daily activities. internet learning, which has become one of the fastest-moving trends in education and offers a promising alternative to traditional learning, is the most important element that supports the use of technology in the educational system. people learn substantially better from a combination of words and visuals (which technology delivers) than from just words alone, according to a study. technology may assist students in becoming self-sufficient, capable members of society, and researchers. technology has a significant impact on how we live, study, and work. as a result of these shifts, technology tools and innovative applications of technology have the potential to improve people's lives through enhancing the efficacy of education and learning, business and government productivity, and national well-being. it's also been argued that teachers that incorporate a lot of technology into their classes do a better job of encouraging students to study and develop critical thinking skills. milovanovic, et al. (2013), claim that it is impossible to overestimate the value of multimedia technologies and apps in education as a teaching and learning aid. several research looking at the influence of multimedia technologies on the educational system has proven this. multimedia technology aids in the simplification of abstract content allows for individual modifications and allows for the coordination of numerous representations from various points of view. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 61 with the correct typefaces and design, using computer-based technology as an interface between students and what they're studying might be quite beneficial. when multimedia-based education is employed primarily in specific contexts, the benefits are maximized. using it in every situation would not provide the intended effects and would cost a lot of money in terms of infrastructure. we'll go through three scenarios in which multimedia training would be beneficial (gilakjani, 2012). furthermore, he provides the usefulness of multimedia in instruction. the summary is as follows: 1. when students' prior domain knowledge or spatial learning aptitude is low 2. when students aren't interested 3. when multimedia content that is effectively designed is available it is thought that incorporating multimedia-based resources into the teaching and learning process has a substantial and favorable impact on the achievement of learning objectives. it boosts the motivation of students. according to the interviews conducted by dodd, et al. (2015), the primary motivation for the teachers to use the materials was to pique the kids' attention. the quantitative and qualitative results of our study are favorable in that they were able to explain the motivations of instructors to use additional resources in their classes, as well as the effects those items have on students, as dodd, et al (2015) discovered in teachers appeared to assume that students can only learn and comprehend when they are motivated. this underlines the importance of properly utilizing auxiliary resources in the classroom. according to the results of their survey, students are more motivated when the teacher uses flashcards, pictures, music, realia, and video. as a result, while deciding how to design classes and courses, instructors and education professionals should take these findings into account. teachers said that a good learning environment is necessary for students to properly learn and grasp the knowledge they are teaching and that a good learning environment can only be created after students are motivated. similarly, they emphasized that in order to have motivated students, the correct use of extra materials must be used to keep their attention (ibid.). teachers must be more knowledgeable as facilitators than as information providers. instead of just one or two works, facilitators must be aware of a wide range of materials available to assist students to enhance their language abilities. the language textbook is no longer the exclusive source of information. multimedia programs use sound and video to show how native speakers interact; electronic dictionaries and encyclopedias are available for quick reference; online newspapers provide current events in the target eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 62 language's countries; and (official) websites provide background information on policy, tourism, and political viewpoints. teachers must be able to teach pupils how to use all of this effectively. teachers must be adaptable as facilitators, responding to students' needs rather than what has been preplanned based on a curriculum developer's expectations about who would be in the classroom. discussion and conclusion based on the reviews, multimedia and constructivism theory have varying degrees of relevance and impact on learners' learning experiences. consider how combining the two could benefit the students' english learning. true, this review highlights the value of multimedia applications in education and their integration with constructivist learning theory. teachers should not, however, dismiss the value and significance of traditional teaching, as both have advantages and disadvantages, and both contribute to the enrichment of students' learning processes and experiences. the teacher must understand that no matter how good or effective the tool is, it is useless if they do not know how to use it effectively or do not have the confidence to do so. this simply implies that the teacher needs to broaden their teaching perspectives and be responsive to changing conditions. everyone must comprehend that learning is a never-ending process and that teaching requires the ability to relearn and unlearn. furthermore, in terms of theories, the teacher must recognize that while there is no one-size-fits-all teaching theory for students, it is still necessary to comprehend those notions in order to effectively stress and deliver lessons. as previously stated, no matter how amazing the tool or model is, if the instructor does not understand how to use it properly, both the teacher and the learners will suffer. more importantly, as can be seen, the constructivist approach to teaching has provided principles and guidance to improve students' learning and acquire the skills that are in need in today's society. the integration of multimedia and constructivist learning theory has shown to be one of the most practical and effective approaches for acquiring the necessary skills and knowledge. the usage of multimedia and constructivism highlights the need of putting the student first. the application of theory to the tool has transformed teaching into learning and vice versa. the authors believe that english teaching should be in line with multimedia and constructivism, in which students are free to construct meaning from content and interact, with teachers serving as facilitators of learning, assisting students in scaffolding their potential and internalizing learning through application and experience. eltall (english language teaching, applied linguistics and literature) vol.3 no. 02, 2022 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 63 references: ajibade, s. s. m., dayupay, j., ngo-hoang, d. l., oyebode, o. j., & sasan, j. m. 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(2016). effective classroom-management & positive teaching. english language teaching. 9(01). 163-172. doi:10.5539/elt.v9n1p163 vygotsky’s philosophy: constructivism and its criticisms examined liu & matthews, international education journal, 2005, 6(3), 386-399. https://ph.news.yahoo.com/ph--world-s-best-country-in-business-english.html https://ph.news.yahoo.com/ph--world-s-best-country-in-business-english.html https://doi.org/10.1007/s42438-020-00155-y eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 75 the appraisal analysis of character in resolution part of the old man and the sea by ernest hemingway kadek sonia piscayanti universitas pendidikan ganesha sonia.piscayanti@undiksha.ac.id abstract this research aimed to analyze the character of santiago in resolution part of the novel “the old man and the sea” by ernest hemingway using sfl appraisal theory. from the data analysis, it was found that attitude (affect) and graduation (force) dominated the appraisal items in the resolution part of “the old man and the sea”. in total there were 34 appraisal items found. there were 11 appraisal items on affect found (29.72%), 3 items on judgment (8.1%), 1 item on appreciation (2.7%), 5 items on engagement (13.5%) and 17 items on graduation (45.94%). those expressions developed from character revelation through dialogue and narration on setting, and those difference marks significant importance of character’s development in the resolution part. the character revelations found in the resolution part are: reflective, affectionate (caring and loving), humble, wise, realistic, and optimistic. this research showed the contribution of appraisal theory, especially attitude and graduation to develop a character in fiction, to be more exact, vivid, and naturally convincing. in the context of language teaching, the awareness of linguistics expression, language evaluations on meanings and values are relevant to be introduced from early to get better understanding of the language. keywords : character, character revelations, attitude, affect, judgement, appreciation, engagement, graduation 1. introduction the old man and the sea (abbreviated as toms) is an epic and famous novel written by ernest hemingway. this novel is a short novel by ernest hemingway published in 1952, which was awarded pulitzer price in 1953 and nobel prize for literature in 1954. this is considered as one of the best literature works in the 20th century. it tells a heroic story about an old man and his journey to catch a fish in the sea where he had a fight not only with a big fish but also with the nature and himself. this novel presented many philosophical values that can be learned. the old man showed us much to learn, from the strength as a human and as a strength as an old man who fights against the sea, and himself. he proved that a journey of an old man does not mean useless, he proved to people around that he can still conquer the nature regardless his age and weak physical condition. literature is a device to express meaning and values, through which we can learn from. literature is a verbal work of art that has purpose to educate, to entertain, to educate and to inspire. literature is a powerful tool to value life in a rich, creative, engaging and elaborative ways. toms is the invention of ernest hemingway that deals not only with the eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 76 issue on heroism as the theme, but also with humanity as central theme. this work is one of the greatest works in literature, as it is born from experience. josephs (1966: 52 in vitacolonna (1989)) stated that the key method of hemingway’s writing is inventing from experience, in which the author does use his own experience and does invent from it. once hemingway wrote “if you have a story, it is not hard to tell. maybe people won’t believe it. but you can tell it straight and true. a writer, of course, has to make up stories for them to be rounded, and not flat like photographs. but he makes them up out of what he knows.” (baker, ed., 1981: 678 in vitacolonna (1989)). from the sentence, it is confirmed that a story that is born from experience is the best one. from an experience, a writer should make up stories to be rounded and not flat. that is the best power of fiction. fiction according to kennedy (1983) comes from the latin word “fictio”, a shaping, a counterfaiting, is a name for stories not entirely factual, but at least partially shaped, made up, imagined. prose fiction is a literary work that focus on the development of character in a made-up and convincing chronological arrangement. to make it short, prose fiction is a made up story about character. it means that the prose fiction is building character through made up events in a made up settings. novel is one of kinds of literature that is categorized under prose fiction. toms is categorized as a short novel. short novel has the same elements as novel, namely character, characterization, plot, setting, point of view, and moral values. among those elements, character and plot are the two most important elements. character is the subject of the story while plot is how the character runs the story through sequence of events. in this research, character is analyzed through resolution part using appraisal theory. the novelty of this research is that appraisal theory used to identify linguistic expressions found in the character development of specific part in resolution that gives a significant contribution in strengthening the character to be more vivid, emotionally convincing and impressing. resolution part is one of the most significant part in prose fiction that it gives new insights on how linguistic expressions in resolution part analyzed through appraisal framework can construct more vivid and naturally convincing character. resolution part is the best part of literature that will mark the meaning, the values and the impression of the story. character development in narrative is revealed by many aspects, firstly by direct presentation and secondly by indirect presentation (basuki, 1988). direct presentation can be delivered through description and or by conversation. meanwhile indirect presentation can be delivered through interior monologue, flow of thoughts and action. it is presented through sequences of moments in the story. the common sequence structure in literature is beginning, middle, and end. resolution is the end of the structure. it gives more powerful impact towards the story. this research aims at focusing the analysis on the end structure because end structure among those three is considered to be the least structure that is rarely talked about. meanwhile the significance of resolution is literature is very important. resolution is a part where the power of literature anchored. this part is the last for the writer to explore the power of the words. that is the last that makes an overall impact of a story, whether the story is meaningful or not, whether it is valuable or not, and whether it is memorable is not depends on the power of resolution. resolution also is the gate where eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 77 meanings happen in the audience’s minds. impression, emotions, feeling, statement of appreciation, come in this stage. the resolution part is the most powerful part of a literature. meaning and values are refocused and reinterpreted here, as it is more developed and strongly structured. literature has a very deep meaning. we can analyze literature with many perspective, one of those is by analyzing the linguistics expression, through sfl. systemic functional linguistics is the tool used to analyze linguistics expression. the analysis used appraisal theory by martin and white (2005). appraisal is concerned about the interpersonal meaning of a language. in this research particularly we will focus on the aspect of attitude and graduation which mostly appear as the appraisal items used to describe character. according to martin and white (2005:35), attitude is a framework of mapping feeling as they are construed in english texts. this system involves three semantic regions, namely emotion, ethics, and aesthetics. in this framework, they are named as affect, judgement, and appreciation. engagement deals with sourcing attitudes and the play of voices around opinions in discourse. meanwhile graduation attends to grading phenomena whereby feelings are amplified and categories blurred. attitude and graduations are mostly used here because it is a framework of mapping feelings as they are construed in english texts. character is developed through sequence of events that lead to sequence of feelings. the tools to express emotions are linguistic expressions to represent emotions, feelings, setting and voice, psychological states of minds. in this analysis, we will discuss the aspects of attitude, engagement and graduation that are found in resolution part of the novel toms by ernest hemingway. the novelty of this research is that there are some appraisal items that are found in the resolution part of the novel build the new insight of how character is built through character revelation and setting. 2. literature review 2.1 situating literature in sfl prose fiction is a made up story about character. character is defined as a subject of a story. meanwhile characterization is the way how character is being represented. there are many kinds of character. first, main or major character. second, minor character. main character is the subject of the story while minor character is the supporting character that helps the plot to run logically. there are some ways of revealing character namely direct and indirect representation. direct representation is the way the character is revealed through description or narration and dialogue. while indirect representation is the way a character being represented through description or narration, interior monologue, flow of thoughts, actions, and also dialogue. in this research, we will see how major character of santiago is revealed through dialogue or conversation to present his character. character runs the story through plot. plot is the arrangement of events in a story. it has structure namely beginning, middle and end. according to basuki in the book anatomy of prose fiction (1988), prose fiction has plot structure namely introduction, middle and eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 78 end. in introduction, there are some aspects that are build, from the introduction of character, introduction of setting, introduction of problem. in the introduction of problem, it is introduced the points of attack that will lead to problem. in the middle part, the points of attack are developed through some stages namely crises, climax, and finally anticlimax. in the end part, the resolution, the points are meanings that are described through character, the problem solving, or the moments where character meets his/her final battle with the conflicts. literature research on character and character development in the context of sfl are many. first is by khrisna, djatmika, et.al (2020) found that character is developed through stages of orientation, complication, and resolution. in each stage the character is developed personally, emotionally, and physically. however, the gap i found is that there is no focus on character development in the resolution part. therefore, this research is aimed at exploring the character development in the resolution part to meet the differences from orientation and complication stage. the focus of this research is to see how character is built through character revelation and setting in the resolution stage by using appraisal theory. second one is by horarik (2003) on his essay appraisal and narrative. in his research he found that narrative teaches through two kinds of subjectivity; intersubjectivity (a capacity to “feel with” a character) and supersubjectivity (a capacity to stand over a character and evaluate his or her action ethically). however in this research, i will try to see how character develops from both perspective of intersubjectivity and supersubjectivity because the appraisal theory used here needs a comprehensive look on the detailed description of character. it will see it as a linguistic expression and evaluated from many aspects of appraisal theory from attitude, engagement and graduation. this is important to analyze all the items of appraisal, because their presence can not be ignored and because their presence is meaningful in character development. this research, then will focus on how character is revealed through resolution part. the importance to see this because usually the character develops his manner gradually, and at the end the character will be stronger or more powerful than before after series of struggle in the story. the character’s growth can be seen from the dialogue, the setting, and the narration. these aspects reveal the power of character. in this case, the character santiago becomes stronger emotionally and psychologically after series of battle in his life. to see how the character is revealed in the resolution part, i will analyze the character through appraisal theory, on the aspects of attitude, engagement and graduation. 2.2 appraisal theory according to martin and white (2005), appraisal in sfl is the area of discourse semantic, to emphasize the meaning beyond the clause. it can be divided into three subsystem namely attitude, engagement and graduation. attitude is the way feeling is expressed, including emotional reactions, judgements of behaviour, and evaluation of things. engagement deals with sourcing attitude and the play of voices around opinion in eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 79 discourse. while graduation attends to grading phenomena whereby feelings are amplified and categories blurred. attitude can be divided into three categories; namely affect, judgement and appreciation. according to martin and white (2005:42), affect is concerned with registering positive and negative feeling; judgement deals with attitude towards behaviour which we admire or criticize, praise or condemn; appreciation involves evaluations of semiotic and natural phenomena. engagement deals with sourcing attitudes and the play of voices around opinion in discourse. while graduation attends to grading phenomena whereby feelings are amplified and categories blurred. according to li and gao (2013), affect is the core of the attitude system, being either negative or positive, reflects the emotional responses and evaluation. judgement explains the values that indicates how the appraiser, by reference to certain social norms and conventions or system of values, construct judgement toward human behaviour or activities. while appreciation is thing-oriented, involving the resources adopted to assess objects, processes and natural phenomena especially in aesthetic level. some appraisal analysis on literature have been widely researched. some of them are by macken-horarik (2003) on appraisal and the special instructiveness of narrative. this research considers the role of appraisal system in narrative discourse from the point of view writer/reader relations. it reveals the semantic attributes and analytical apparatus developed to contribute to creation of a text axiology in ideal readers. the research gives insight to explore more about the narrative discourse from the point of view writer/reader relations. li and gao (2013) try to use appraisal theory to analyze conflict discourse between mother and her daughter-in-law in the novel double-sided adhesive through attitudinal meanings. they found that affect and judgement appear mostly in the novel. this research gives deep understanding on the analysis of attitudinal meanings through affect and judgment. in relation to this research, it can give a comparison on how conflict is analyzed especially in the development of character in the story. khrisna, djatmika, et.al (2018) found that character is developed through stages of orientation, complication, and resolution. the evaluation was focused on the character’s emotion, personality and physical condition. by using appraisal theory the character can be analyzed as developed gradually in each stage. but here in this context, there is lacking of specific development of character in the resolution stage. this is where the gap i found, and will be analyzed more here. another appraisal analysis was done by li (2016) through which attitudinal aspects of english song shows the importance of appraisal theory to build interpersonal relation between the author and the song. to put in context, it can be learned that interpersonal relation also built between author and the novel. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 80 another research was done on appraisal theory about the commentary of ernest hemingways’ a farewell to arms by using the analytical tool of attitude, engagement and graduation system. to put in this context, i also used the analytical tool of attitude, engagement and graduation. after reviewing some research, i found that the character development viewed from appraisal theory is still few especially in the context of resolution. character is developed not only by the character revelation by dialogue but also through setting and narration. the analysis of character in novel on appraisal items especially in resolution is the novelty of this research. 3. research methods the method of this research is descriptive qualitative in which it uses description to describe the linguistics expression. the design used is content analysis. content analysis is a systematic research method for analyzing and making inferences from text. the primary data is the text of the old man and the sea by ernest hemingway especially on the resolution part. the analysis used appraisal theory by martin and white (2005). 4. results and discussion 4.1 the result of the analysis can be seen in the following table. table 4.1 appraisal analysis of character in the old man and the sea appraisin g items appraiser affect judge ment appreciati on engagem ent graduat ion appraised beat me santiago’’ neg +hap manolin truly beat santiago’’ force: intensific ation (process ) manolin truly santiago” force: intensific ation (quality) manolin didn’t beat manolin heteroglo ss: disclaim/ deny santiago do you +des eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 81 want you want santiago” +des manolin i want manolin” +des santiago very big santiago” force:qu antificati on of mass sea small santiago” force:qu antificati on of mass skiff hard to see santiago” force:qu antificati on of mass skiff i missed you santiago” +hap manolin very good santiago” pos +reac manolin not lucky santiago” -norm manolin not lucky anymore santiago” force:int ensificati on via repetitio n manolin the hell manolin” neg +hap luck do not care manolin” heteroglo ss:contrac t disclaimdeny manolin’s family much to learn manolin” force: quantific ation mass/pr esence santiago get a good santiago” +prop manolin always have santiago” force : intensific ationmodality the knife heavy brisa santiago” force : quantific ation (mass) sea eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 82 maybe three. maybe more manolin” heteroglo ss entertain dialogistis tic expansive ness heavy brisa old man manolin” +val santiago something strange santiago” -sec chest was broken santiago” -sec chest plenty santiago” force: intensific ation (mass) manolin he was crying narrator -hap santiago empty beer cans narrator force : intensific ation (mass) beach dead barracudas narrator force : intensific ation (mass) water a great long narrator force :intensifi cation (mass) fish a huge tail narrator force: intensific ation (mass) fish heavy steady sea narrator force :intensifi cation (mass) sea great fish narrator force :intensifi cation (mass) fish didn’t know people heteroglo ss:contrac t disclaim shark eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 83 from the table above we can summarize the result of the appraisal items found as follows. table 4.1.1 the summary result of appraisal items appraisal items number of items percentage affect 11 29.72% judgement 3 8.1% appreciation 1 2.7% engagement 5 13.5% graduation 17 45.94% total 37 100% from the table we can see that attitude aspects found are; 4.2 discussion 4.2.1 discussion on each appraisal items the discussion on each appraisal items from the table above can be explained as follows. here i used bold to mark the findings on attitude (affect, judgement, and appreciation), italics to mark the findings on engagement, and underline to mark the findings on graduation. [4.2.1] they beat me, manolin. the expression is categorized as affect because it expresses the emotion of santiago who was beaten by the fish. he is the appraiser to the appraised manolin. this is taken from the direct speech of santiago while he explained about the fight he had with the big deny handsome, beautifully formed force : quantific ation (mass) didn’t know either heteroglo ss:contrac t disclaimdeny was dreaming narrator +hap the old man the lions narrator +hap the old man total items 11 3 1 5 17 eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 84 fish. the mark using double quotes for the indication that the appraiser was in a speech (following halliday 1994). the emotion that was captured is a bit sad and low. according to martin and white (2005:42) affect is concerned with registering positive and negative feeling and the expression above portrayed santiago’s feeling of a bit sad and unhappy. thus it is categorized as negative +happiness or unhappiness. [4.2.2] they truly beat me. the expression is categorized as graduation on the type of force (intensification) as process. beat gives an intensification of the process of verb beat which means very intensely felt as a hard beat. it shows more on the process of the verb beat instead of only beat, but truly beat. [4.2.3] truly the expression gives an intensification of the quality. it is different from the intensification of process. truly here means the quality of the beat is really big. the intensity here is more powerful. this is to show how hard the fish fought santiago in the ocean and that the fish was a strong and powerful enemy to santiago. [4.2.4] he didn’t beat you. the expression is categorized as engagement (disclaim) and deny. according to martin and white (2005:97) disclaim is the textual voice which positions itself as at odds with, or rejecting, some contrary position. this expression is delivered by manolin as appraiser to santiago. he denied the fact that santiago was beaten by the fish because santiago is his role model as a fisherman. he denied the fact that santiago lost the battle with the huge fish because he understood that santiago is a special man who can conquer the fish and the sea. [4.2.5] what do you want done with the head? the expression is categorized as positive affect (desire). since the appraiser santiago asked sincerely to manolin the question. santiago feels emotionally positive about the head of the fish he had fought for. head is the symbol of the major success in conquering the fish. if the fish is done, the head is the biggest price for the winning symbol. but here santiago feels that he gives the power to decide for manolin to do something with the head. [4.2.6] you keep it if you want it. the expression is categorized as positive affect (desire). this is to show that the appraiser santiago want to give manolin the best thing as the head of the fish because he deserved it. manolin is a young boy who appraised santiago as his teacher in the sea. santiago feels positive to give manolin the best part of the fish. [4.2.7] i want it. the expression is categorized as positive affect (desire). it shows that manolin really wants the head of the fish. this is to support santiago’s effort to have such a big battle with the fish, and because their relationship is more than just friends, the exchange of positive emotion is shared between them. santiago feels that manolin is more than just a young boy but a best friend. [4.2.8] the ocean is very big the expression is categorized as graduation on the type of intensification (quality). santiago is the appraiser who was trying to convince manolin (appraised) that he is eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 85 amazed at the ocean (the universe) as opposed to his small power as human. the ocean is the symbol of how big universe is compared to human. [4.2.9] and a skiff is small and hard to see the expression is small is categorized as graduation intensification (quality). santiago is the appraiser who was making a comparison between the ocean and the skiff. he said that the ocean is very big and a skiff is small and hard to see. here skiff (a small boat) is compared to ocean. ocean is the symbol of universe while skiff is the symbol of human. [4.2.10] hard to see the expression hard to see is categorized as graduation intensification (quality). santiago is the appraiser who was making a comparison between ocean (universe) and human (skiff) through the intensification of quality, that the ocean is very powerful and unlimited while human (skiff) is too small and nothing which is symbolized through expression very hard to see. santiago is humbled by the power of universe as opposed to his power. [4.2.11] i missed you the expression i missed you is categorized as positive affect. santiago is the appraiser to appraise manolin in a positive emotion. he really missed manolin in the sea when he had a big battle with the huge fish and hoping manolin was there with him to help. [4.2.12] very good the expression is categorized as appreciation. the types of appreciation is reaction on quality (martin and white, 2005:56). this is the reaction by santiago when manolin said that he caught fish. it is an encouragement and reinforcement by santiago to support manolin. according to martin and white (2005:57) reaction is related to affection (emotive) which has interpersonal metafunction. to santiago, manolin is not only a friend but a soulmate in the sea. so his achievement is seen as a big progress and he celebrated it by saying appreciation with supporting words. [4.2.13] not lucky the expression is categorized as negative judgement on the type of social esteem. martin and white (2005:53) categorized social esteem into three categories namely normality, capacity, and tenacity. unlucky here belongs to negative social esteem (criticise) in which santiago as appraiser thought that he is not a lucky person. [4.2.14] not lucky anymore the expression is categorized as graduation on the type of intensification via repetition. according to martin (2005:148) the intensification can be realized through repetition. it is called semantic infusion in the category of non-figurative. [4.2.15] the hell the expression is categorized as interjection which according to jordens 2002 (in martin and white, 2005:69) it is a particular types of swearing and other exclamations that maybe associated with particular types of attitude. in this context, i categorized this as affect negative +hap, because it represents unhappiness state of manolin with the so-called luck. he did not trust luck as it is as a sign that he is not happy with just being lucky. [4.2.16] do not care the expression is categorized as engagement (disclaim) and deny. according to martin and white (2005:97) disclaim is the textual voice which positions itself as at odds with, or rejecting, some contrary position. this expression is delivered by manolin as appraiser to react to santiago on his family. this happened when santiago asked whether manolin was eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 86 allowed to fish with him. manolin’s response about his family’s concern on fishing with santiago is a denial. he denied the fact that he must obey his family for not going with santiago. [4.2.17] much to learn the expression is categorized as graduation type force sub type quantification on mass/presence. much here represents manolin’s respect to santiago’s skills from which he can learn much from. much is the quantification of mass. much means uncountable mass. it means a lot. here manolin represented that he can learn a lot of knowledge on fishing from santiago. [4.2.18] get a good the expression is categorized as judgements of propriety in the subtype of propriety of positive social sanction (martin and white, 2005:53). this appraisal is delivered by santiago to manolin. this is to show that santiago cares a lot about manolin and he demanded manolin to get a good killing lance that will teach manolin again how to fish in the ocean with good preparation. [4.2.19] always the expression is categorized as graduation within infused intensification. according to martin and white (2005:143) with infused intensification there is no separate lexical form conveying the sense of up-scaling or down-scaling. rather the scaling is conveyed as but one aspect of the meaning of a single term. it is under the subtype of modality. to put in context, santiago suggested manolin to have prepared everything in need for a good fishing such as a good killing lance. [4.2.20] heavy brisa the expression is categorized as force quantification in the sub-type of mass (presence). according to martin and white (2005:148) quantification involves scaling with respect to extent of size, weight, strength, number. heavy brisa represents the sea winds that strongly blew when santiago was in the ocean. [4.2.21] maybe three. maybe more. the expression is categorized as graduation on the type of heteroglossia within the subtype of the dialogistic expansiveness of modality. this is to emphasize that manolin was not sure how many days that brisa happened. modality here means that it is a possibility of uncertainty. according to martin and white (2005:107) the modality is a sign that the appraiser’s knowledge of the matter (brisa) is to some degree limited. [4.2.22] old man the expression is categorized as appreciation, within type of positive valuation. this is to represent that manolin value and appreciate santiago as positive role model. manolin considers santiago as his teacher so keeping santiago safe is his duty. this is why manolin tries to make santiago feels secured by appraising him with positive appreciation. [4.2.23] something strange the expression is categorized as affect since it produces feeling or emotions. it is a type of negative security. in which here santiago as appraiser feels insecure about his condition. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 87 [4.2.24] was broken the expression is categorized as affect since it produces feeling or emotions. it is a type of negative security. in which santiago feels insecure about his chest after being beaten by the huge fish. [4.2.25] plenty the expression is categorized as graduation on the type of force under the type of subtype of intensification of mass. this means that the appraiser santiago wants to put emphasis that he suffered a lot. plenty means a lot. [4.2.26] he was crying the expression is categorized as affect on the type of negative happiness. this is because manolin feels sad about santiago and his condition. [4.2.27] empty beer cans the expression is categorized as graduation on the type of intensification (quality). the setting with focus on the situation around the beach strengthens the feeling of santiago and his emotions. [4.2.28] dead barracudas the expression is categorized as graduation on the type of intensification (quality). the setting represents the atmosphere of silence and sadness. [4.2.29] a great long the expression is categorized is categorized as force quantification in the sub-type of mass (presence). this is to represent the size which is very long since it is the biggest fish ever in the context of santiago’s journey. [4.2.30] a huge tail the expression is categorized as force quantification in the sub-type of mass (presence). this is to represent that the fish’s tail is very big. it is the biggest fish in the context of the story, a shark or called tiburon. [4.2.31] heavy steady the expression is categorized as force quantification in the sub-type of mass (presence). heavy steady refers to the sea. [4.2.32] great fish the expression is categorized as force quantification in the sub-type of mass (presence). this is to represent the magnificent power of the fish that santiago fought. it is not an ordinary fish but indeed a great fish who faced a great human (santiago). [4.2.33] didn’t know the expression is categorized as engagement (disclaim) and deny. the people in the story as appraiser showed their amazed feeling at the huge fish that they never know existed before. [4.2.34] handsome beautifully formed the expression is categorized as graduation on the type of intensification (quality). this is to show how beautiful the huge creature is and how amazed they are at seeing the handsome animal. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 88 [4.2.35] didn’t know either the expression is categorized as engagement (disclaim) and deny. this is to show that no people in the context of the story have noticed or have known the creature before in their entire life. [4.2.36] was dreaming the expression is categorized as positive affect (desire). this represents the peace falls upon santiago who has won a battle of life and death with universe (the sea and the giant fish). [4.2.37] the lions the expression is categorized as positive affect (desire). the lions are representation of the king of animal which could be the symbol that santiago has reached his final goal as human. 4.3 character development of santiago to discuss the character development of santiago, i will describe the character development as follows. i will show the analysis of how character santiago develops through resolution part with the discussion of findings above 4.3.1 reflective character first, santiago is more reflective. he undergoes series of battles with the nature and therefore he becomes more reflective and respective to nature. that he can not beat the nature. the phase “ocean is very big” represent santiago’s respect to nature. it can be seen in the discussion above point [4.2.8] on the appraisal item very big which belongs to graduation (subtype of quantification-mass). ocean is symbolized here as universe that ocean is capable of doing everything, because it is a nature that owns the power. however, as we can see on the point of [4.2.9] “and a skiff is small and hard to see” belongs to graduation on subtype of quantification-mass in which santiago reflects as if a skiff is a human capacity that is not capable to fight the nature. skiff is a boat that can easily be played by the mighty ocean who owns the power. santiago reflects on the human capacity that compares nothing to nature. the graduation of appraisal is used here to compare and contrast the quantity of power between the nature and the human. in this resolution, santiago is more reflective due to his battle with the fish and the ocean. he becomes more aware of his own limit as an old man. 4.3.2 affectionate, caring and loving character santiago shows more affectionate, caring and loving it can be seen from the clause “i missed you.” as can be seen in the discussion of finding above point [4.2.11], i categorized this as a positive affect because it raises the positive and warm feeling to other character, manolin. manolin has been the old man’s best friend, a young man that learns a lot from santiago. this clause is a proof that santiago respects the young man and that the young man deserved to be respected. it can also be seen from the the expression used that shows how close they are. in the resolution part, the character reveals even stronger power of eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 89 intimacy between santiago and manolin. in the beginning and middle part, this relationship do not reveal much. but here, in resolution part, it gives us clearer picture of santiagomanolin’s relationship. this shows that santiago cares about manolin so much. he showed that he supports manolin in such a way. this is also supported by the expression “very good”. in the discussion point of [4.2.12] “very good” belongs to positive appreciation in the form of “reaction”. reaction category here based on the quality whether the appraiser like it or not. here, santiago seems to like it very much. when santiago says “very good”, he shows that he likes what manolin does. he reacts positively towards manolin. another proof is the point of [4.2.5] and [4.2.6] which show positive affect from santiago to manolin. the expressions show that santiago cares about manolin so much is expressed through “what do you want done with the head?” and that he is willing to give the best part of the fish for manolin by saying “you keep it if you want it.” 4.3.3 humble character third, santiago is more humble. it can be seen from the expression, “no, i am not lucky.” according to martin and white (2005:53) it belongs to negative judgement on the type of social esteem, on substype of normality (criticise). as can be seen in the point of discussion [4.2.13] “i am not lucky” refers to his feeling about his own self-esteem, that he is not lucky or he does not have the luck to be able to handle hard situation. he is humbled more. this also supported by the next expression “i am not lucky anymore”. in the discussion point [4.2.14] shows that it belongs to graduation on the types of intensification via repetition. the power of graduation via repetition here gives more emphasis on how santiago feels more humbled. he feels that he is not as lucky as usual (he used to be lucky) so he said “i am not lucky anymore” to intensify his feeling. 4.3.4 wise character the fourth, santiago is wise. it could be seen from the clause “we must get a good killing lance” that belongs to positive judgement on social sanction on the subtype of propriety as discussed in point [4.2.18]. it shows that santiago is wiser to handle the situation after the experience he had. he wanted to be more ready and steady for any possibilities. it is also supported by the next expression “and always have it on board”. the discussion can be found in point [4.219] that belongs to graduation within infused intensification on the subtype of modality. this graduation type put bigger power of emphasis to show that santiago is much more anticipating and risk-taking. “always” refers to the readiness on each situation. 4.3.5 realistic character santiago is realistic and honest as can be seen in the point [4.2.23] which says in the expression “in the night i spat something strange” in which it belongs to negative affect insecurity. here santiago is realistic and honest about his feeling that he feels insecure about his condition. this is also supported by the point [4.2.24] on the expression “was broken”.the expression is categorized as affect since it produces feeling or emotions. in eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 90 which santiago feels insecure about his chest after being beaten by the huge fish. he is realistic about his physical condition. another support is shown in the point [4.2.25] “plenty”. the expression is categorized as graduation on the type of force under the type of subtype of intensification of mass. he is realistic that he suffered a lot. 4.3.6 optimistic character the optimistic character of santiago can be seen in the last part of the resolution that he was dreaming of the lions. it can be found in the point [4.2.36] on the expression “was dreaming” . the expression is categorized as positive affect (desire). this represents the peace falls upon santiago who has won a battle of life and death with universe (the sea and the giant fish). it is supported by the point [4.2.37] on the expression of “the lions”. the expression is categorized as positive affect (desire). the lions are representation of the king of animal which could be the symbol that santiago has reached his final goal as human. santiago has shown not only to himself but also to other people that he is the strong and powerful fisherman as he could fight a shark by himself. 4.4 the contribution of appraisal on character development the contribution of appraisal in the context of character development in literature is as follows. first, it gives clear and vivid picture of character in terms of physical appearance. by the use of narration, dialogue, and description, character can be revealed thoroughly. the role of appraisal here especially graduation is to give emphasis on the quality and quantity of things that empower the character development. according to basuki (1988) character develops through narration and description to give real picture of character and convincing character. second, it gives clear and emotional picture of character in terms of psychological state of mind. the role of affect and judgement is very significant to build a strong emotional and psychological “picture” of a character. without attitude aspects such as affect, judgement, and appreciation, the emotional state of characters’ mind can not be delivered clearly. it is also the power of engagement and to give more emphasis on the real mind state of the character. as found by khrisna, djatmika, et.al (2020) that character is developed through stages of orientation, complication, and resolution. in each stage the character is developed personally, emotionally, and physically. here the contribution of appraisal theory is very significant. last but not least, this contribution of appraisal goes along with findings by mackenhorarik (2003) which found that character develops from both perspective of intersubjectivity and supersubjectivity. in this context, both are used in this analysis because the appraisal theory can be found in both ways and contribute significantly in this study. intersubjectivity is the feeling to think from the character’s mind and supersubjectivity is the capacity to feel the character from outside as to evaluate it objectively. eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 91 4.5 the contribution of appraisal on language teaching the contribution of appraisal theoruy on language teaching are as follows. first, it builds stronger awareness of language and the appropriate use of language in its context. in language teaching this is significant to train students to apply different language in different discourse as to rehearse language sensititivity. second, it builds language confidence and sensitivity as the knowledge on appraisal will sharpen, deepen, and widen the perspective of the language. 5. conclusion it can be concluded that the appraisal is significant in literature especially in character development because it uses every aspects of appraisal including attitude, engagement and graduation to evaluate the language in literature context. this study on appraisal analysis on literature can open more discourse and more possibility to stimulate further research on similar theme. references dong, t., & lin, x. (2018). attitude in appraisal theory : a comparative analysis of english versions of changgan xing. international journal of comparative literature & translation studies, 6 (1). kennedy, x.j. (1983). literature. an introduction to fiction, poetry, drama.boston. little, brown and company. khrisna, d.a.n, djatmika, m. r. nababan, riyadi santosa. (2018). depicting the character of santiago in the novel the old man and the sea from the systemic. functional linguistics perspective. https://doi.org/10.20961/pras.v0i0.32020.g21412 koesnosoebroto, s.b. (1988). panduan pengajar buku the anatomy of prose fiction/sunaryono basuki koesnosoebroto. jakarta. depdikbud. li, x. (2016). an attitudinal analysis of english song discourse from the perspective of appraisal theory. journal of language teaching and research, 7(3), 559–565. li, y and gao, y. (2013). an attitude study on the conflict between mother and her daughter-in-law in the novel double-sided adhesive from appraisal theory perspective. journal of language teaching and research, 3(10), 1784–1789. https://doi.org/10.4304/tpls.3.10.1784-1789 luciano vitacolonna. (1977). text structures, action description, and symbolic meanings of hemingway’s the old man and the sea. https://www.academia.edu/33810580/text_structures_action_description_and_sym bolic_meanings_of_hemingways_the_old_man_and_the_sea https://doi.org/10.20961/pras.v0i0.32020.g21412 https://www.academia.edu/33810580/text_structures_action_description_and_symbolic_meanings_of_hemingways_the_old_man_and_the_sea https://www.academia.edu/33810580/text_structures_action_description_and_symbolic_meanings_of_hemingways_the_old_man_and_the_sea eltall (english language teaching, applied linguistics and literature) vol. 1 no. 2, 2020 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 92 macken-horarik, m. (2003). appraisal and the special instructiveness of narrative. 23(2), 285–312. martin, j. r., & white, p. r. r. (2005). the language of evaluation. palgrave macmillan. the, h. s., man, o. l. d., & sea, t. h. e. (1977). text structures, action description, and symbolic meanings of hemingway’s the old man and the sea, p. 227–235. 61 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall textbook analysis of "grow with english book 1" najla nurul aulia universitas singaperbangsa karawang, indonesia 1910631060112@student.unsika.ac.id evi karlina ambarwati universitas singaperbangsa karawang, indonesia evi.karlina@fkip.unsika.ac.id abstract textbooks play an important role in teaching and learning. hence, textbooks are required to meet the standard. the purpose of this study is to find out whether the book "grow with english book 1" is appropriate to be used as teaching material. content analysis was conducted by using the standard criteria from badan standar nasional pendidikan or national education standards agency as well as the criteria of cunningsworth (1995)'s theory. it was found the book met all the criteria, i.e. material, language, material presentation, and graphical aspects. it can be concluded that the book is suitable to be used in english classroom at elementary school level. abstrak buku teks memiliki peranan penting dalam pendidikan. oleh karena itu, buku teks harus berkualitas dan berstandar. tujuan penelitian ini adalah untuk mengetahui kelayakan buku “grow with english book 1” sebagai bahan ajar. penelitian ini menggunakan pendekatan penelitian kualitatif dengan menerapkan analisis isi terhadap buku. kerangka analisis yang digunakan adalah standar acuan badan standar nasional pendidikan serta kriteria cunningsworth (1995). hasil analisis menunjukan bahwa buku ini memenuhi semua kriteria, yaitu aspek materi, bahasa, penyajian dan grafis. oleh karena itu, dapat disimpulkan bahwa buku ini layak untuk digunakan di kelas bahasa inggris di tingkat sekolah dasar. keywords: textbook analysis; grow with english; teaching english to young learners introduction a teacher needs teaching materials in order to be effective in teaching. the teaching process will be improved by utilizing teaching materials, and the material can be conveyed more effectively. teaching material is defined as learning material that is used to assist students in the process of learning 62 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall (nurdiani, 2014). one example of the teaching materials is the utilization of a textbook. the textbook plays a crucial role in teaching and learning english because each chapter contains numerous teaching and learning activities. learning material, tasks, dialogues, and activities are all part of the role. textbooks contain activities that could hone learning skills, such as writing, reading, listening, and speaking skills. textbooks are expected to have quality content following the applicable curriculum. the use of textbooks in indonesia is very high; teachers in teaching often use textbooks. the government in indonesia then issued books that were following the 2013 curriculum, which was distributed to schools in indonesia free of charge. besides that, there are still many books following the 2013 curriculum published by other publishers with varying prices and content; therefore, teachers need to sort out which books are right and appropriate for the level of their students. each textbook has a unique design. the cover, the title, and the contents may all play a role in the books' varying appearance. the textbooks' quality will serve as another indicator of the variations between them. the textbook's author could present the material in a variety of ways. the textbook should be chosen carefully, and this is something that should concern both teachers and students. teachers should think about a lot of stuff already included in the book. several aspects are evaluated using the framework of the national education standards agency (bsnp). these include the material and content, language, presentation of material, and graphics. they are all adjusted to meet the requirements of ministerial order number 8 of 2016 concerning books used by education units. there have been some attempts to analyze textbooks. ariebowo (2017) said that teachers in indonesia must be able to conduct autonomous textbook evaluation in order to choose the teaching and learning materials for their classrooms, given the tendency of the indonesian government to alter the curriculum whenever a new administration is elected. according to bhowmik et al., (2014) and garinger (2001), textbooks can serve various functions for teachers, including as a primary resource, a source of supplementary material, an inspiration for classroom activities, and even as the curriculum itself. according to the findings of (cunningsworth, 1995), a textbook is a resource that can help achieve goals and objectives that have already been established in terms of the needs of learners. there have been several studies done in the past that concentrate on content analysis. one of them is a thesis written by (mumtaz, 2020). the research was conducted to explain the criteria of general attributes and learning–teaching content in the english textbook. the second study was a journal article by apriyani et al (2019) the objective of this study was to apply cunningsworth's theory to evaluate particular eighth-grade english textbooks. the research was conducted in the same manner as this research, which 63 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall investigates the content of english textbooks used by teachers in the classroom. to make it different from the previous researches, the researcher is interested in analyzing the elementary school grade 1 textbook entitled grow with english book 1 because no one has ever analyzed this book before. in light of this context, the researcher formulated the following research question: 1) based on the bsnp framework and cunningsworth theory, how appropriate is it to teach book 1 of "grow with english" to first-grade elementary school students? this research aims to evaluate a book for grade 1 elementary school students in indonesia entitled "grow with english" book 1 (mukarto, sujatmiko, josephine s.m., & widya kiswara, 2016) published by erlangga, the researcher chose this book because no one has ever analyzed it and other reasons include: that the 2013 curriculum considers this book, that it is easily obtainable in both online and offline stores, and that it is frequently used in elementary schools in indonesia. the researcher evaluated the textbooks using cunningsworth's theory because it encompasses all aspects, including the textbook's external and internal factors. the theory-based evaluation criteria include objectives and approaches, design and organization, language content, skills, topic, methodology, teacher's guides, and practical considerations. methods in this study, content analysis was used. analyzing and drawing conclusions from text and other qualitative data is called content analysis. qualitative methods are also utilized in research conducted in other fields, such as education, which is one of those fields (puspitasari, 2021). for qualitative studies, use of content analysis is common. there are many different research methods used to analyze text data, and qca is just one of them. qualitative researchers often rely on document analysis, which includes both public and private records, as a primary data source. in many types of investigations, documents serve as crucial sources of information. primary source for this study is a textbook chosen by the researcher titled "grow with english book 1." findings the appropriateness of the textbook based on aspects of the bsnp framework there are four aspects that are adjusted to the ministry of education and culture regulation number 8 of 2016 concerning books used by education units including material aspects, language aspects, material presentation aspects, and graphical aspects. 64 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall material aspects a. there are several components in the material aspect; the first is that the book must maintain the truth and accuracy of the material, update data and concepts, and support the achievement of the goals of national education. after analyzing the book "grow with english" book 1, it can be assessed that it can maintain the truth and accuracy of the material, update data and concepts, and can support the achievement of national education goals, namely to function to develop capabilities and shape dignified national character and civilization in order to educate the nation's life, aiming to develop the potential of students to become human beings who believe in and fear god almighty, have a noble character, is healthy, knowledgeable, capable, creative, and independent, it can be seen in the section "a letter from the authors". figure 1. a letter from the authors b. the second component of the book must use theoretically and empirically correct material sources. after being analyzed in the reference section, this book can be assessed using theoretically and empirically correct source material based on expert research. figure 2. references 65 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall c. a good textbook must have components that can encourage independence and innovation for learners. the grow with english book 1 has lots of questions and games that students can work on and do individually or in groups with other students, so that they can encourage independence and innovation in students. figure 3. group games in the book "grow with english" book 1 figure 4. individual activities that can encourage self-reliance and innovation for learners in the book "grow with english" book 1 d. learning materials must be able to motivate learners to develop themselves. after being analyzed, this book is quite capable of motivating students to develop themselves, because there are many 66 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall things in this book that can foster creativity, students' sociability, and knowledge that students have not gotten before. figure 5. one of the materials that teaches students how to socialize in the book grow with english book 1 e. the last component in the material aspect is that books must be able to maintain national unity and unity, accommodate diversity, mutual cooperation, and respect various differences. can be seen from the illustrations in this book presenting pictures of children with different races and ethnicities but still side by side, there is also a lot of material in this book that requires students to work together in a group. this of course can foster mutual cooperation and respect. differences in students. figure 6. illustrations on books featuring students of different races and ethnicities 67 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall language a. the use of english in this book can be said to be precise and clear according to the developmental level of the age of grade 1 elementary school students. the choice of words that are simple and not too many and it makes this book easy to understand for low level elementary school students as can be seen on page 49. figure 7. this book uses words that are age-appropriate b. the illustration material in this book is very appropriate to the developmental age level of grade 1 elementary school students, and the existing illustrations are seen to be able to clarify the material/content in the book, with illustrated material that is easily understood by readers who are in grade 1 elementary school make this book accessible for students to understand figure 8. this book uses illustrations that can clarify the material 68 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall c. in addition to the simple choice of words, the use of communicative and informative language in this book enables readers to understand the positive messages conveyed. this book also uses vocabulary that has educative, polite, ethical, and aesthetic characteristics according to age development. figure 9. this book uses communicative and informative language d. the title of this book is grow with english, which means growing with english; this title suits elementary school students who are still in a period of growth and development. this title is also related to the content in the book, which is easily understood by elementary school students so that they can grow and develop. in addition, the chapter titles in the book are also aligned with the content in the chapter; for example, in the chapter "at the pet shop" which contains material about pets, it can be said that this title can attract interest to read and there is no provocative element in it. 69 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall figure 10. the chapter titles in the book are also aligned with the content in the chapter aspects of material presentation a. in this book, the material is presented interestingly so that the meaning to be conveyed is properly preserved and intact, which students can then understand. this book also has an interactive element because it contains a barcode to scan, which contains an audio listening file so that students not only learn to read but also learn to listen. figure 11. example of a page with a qr code to scan b. a good textbook must use illustrated material, both text and interesting pictures according to the developmental level of the reader's age and being able to clarify material / content and manners. then, this book can be said that the text and pictures contained in this book are very interesting for lower-level students and can explain the material politely and there are no illustrations that contain elements of pornography, 70 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall views of extremism, radicalism, violence, sara, gender, and other deviation values. figure 12. examples of illustrations in pictures that are considered polite c. the presentation of the material in this book can stimulate students to think critically, creatively, and innovatively. as in the "draw and say" section, students are asked to describe animals and mention what animals they drew and how many animals they drew. figure 13. examples of assignments that can make students think critically, creatively and innovatively d. this book contains contextual insight in that it is relevant to everyday life and can encourage learners to experience and find positive things for themselves that can be applied in everyday life, as seen in figure 9. e. the presentation of the material in this book can be said to be interesting so that it is fun for the reader and can foster a deep sense of curiosity. 71 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall grade 1 elementary school students certainly liked the interesting presentation of material. figure 14. fun activities in the book graphic aspects a. the grow with english book 1, which is intended for grade 1 elementary school students, has a size appropriate to their age development level and book material/content, 17.50 cm x 25.00 cm, with a book weight of 350 gr. figure 15. book size "grow with english book 1" b. the appearance of the layout of the elements on the cover of the book can be said to be harmonious, and unity and is suitable for textbooks for young learners. 72 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall figure 16. proper layout of the book cover c. the colors used in this textbook already look harmonious and can clarify functions; books with lots of consistent and harmonious colors can attract elementary school students' reading interest; it can be seen from almost all the pages of the book "grow with english book 1." figure 17. harmonious colors in the book d. the use of letters and font sizes can be said to be following the age level of development in grade 1 elementary school students because they use fonts that look attractive to look at and the size is not too big and not too small so it is easy for grade 1 students to read them. 73 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall figure 18. the use of letters and font sizes are appropriate e. the illustrations used in this book look clear and precise to clarify the message conveyed. the picture illustrates activities such as stand-up with illustrations of students standing and sit down with illustrations of students who are sitting. figure 19. illustration in book that look clear and explain the meaning of the pictures discusssion based on the results of the analysis of "grow with english book 1" using the bsnp instrument, it can be seen that this book also fits the textbook analysis criteria from cunningsworth (1995): aims & approaches, design and organization, language content, skills, topic, methodology, teachers book, practical consideration. 74 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall a. aims & approaches in the book "grow with english book 1" the material is suitable for the purpose of teaching and according to the needs of learners. with a book intended for grade 1 elementary school students and light and fun material that makes this book easy for learners to understand, it can be said that this book is good enough to be taught to grade 1 elementary school students. then, in it, there are many different learning and teaching styles that don't only focus on reading and writing; in this book, there is material that teaches listening and speaking, as well as several activities that allow students to hone creativity and independence. b. design and organization this book has a qr-scan feature on some of its pages. the qr code can then be scanned and contains an audio file that students can listen to while learning, which can hone their listening skills. the book's content can be described as well organized because it is divided into 8 chapters that cover a variety of material topics, and each chapter contains at least one section that focuses on one of the four skills (reading, writing, listening, and speaking). c. language content the main grammar that is still simple and contained in the book can be said to be suitable for students who are still at a low level. the vocabulary in the book is also a vocabulary that is still easy for students to understand, pronounce, and remember. there are several materials that make students able to dialogue with words that are still not difficult to pronounce. d. skills this book has 8 chapters in which there must be material that aims to teach four different skills, for example, in the "listen and say" section of the book, which instructs students to listen and say the dialogue they hear, and in the "look and say" section. & write," which instructs students to see and write down what they see; in the "read and circle," which instructs students to read then round off the words they have read; in the "say a chant," which instructs students to chant a chant that exists. with skills-sharpening material that is still fairly basic and simple, it makes it easy for students with low levels to understand the material. e. topic the topics presented in this book are spelled out well. the topics in this book are varied and aim to teach students about the material in different chapters. these topics are suitable for students who are in grade 1 of elementary 75 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall school; these topics are also of interest to young learners because they are still fairly easy topics to teach them. by providing content that is relevant to students' everyday lives, grow with english book 1 can help them become more self-aware and open up new avenues of learning.the topics are sufficiently sophisticated in terms of subject matter because the vast majority of students are familiar with them. f. methodology this book focuses on learning to introduce english vocabulary and hone four skills (reading, writing, listening & speaking). not only that, this book also provides material on how to communicate and think critically, creatively and innovatively g. teacher’s book this book offers improved direction and instruction for the teacher. the activities that are included in the textbook serve as the basis for the presentation of the material that is included in the teacher's manual. h. practical consideration the book “grow with english book 1” can be said to be not too cheap. this book is a package book with a soft cover and paper suitable for grade 1 elementary school students, because the cover and paper are thicker, the textbook is durable and long-lasting. moreover, this book can be purchased from a wide variety of stores, both offline and online. conclusion and suggestion the conclusion of the research can be stated as follows, taking into account both the findings and the discussion of the research: this book is in accordance with the components of material aspects, language aspects, material presentation aspects, and graphical aspects of the bsnp and the eight criteria from cunningsworth's theory (1995) so that this book can be said to be appropriate for a teacher's teaching material for first-grade elementary school students. this research still has a lot of shortcomings; for future researchers, it is hoped that they can review the book "grow with english book 1" in depth. references apriyani, l. a., & robiasih, r. h. (2019). eight grade text book evaluation by cunningsworth’ s theory. journal of english language and pedagogy, 2(2), 94-103. 76 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall ariebowo, t. (2017). the evaluation of the seventh-grade english textbook when english rings the bell: a survey research (doctoral dissertation, sanata dharma university). bhowmik, s. k., nolasco, r., arthur, l., rowland, l., barrs, k., charalambous, c. y., & quarterly, t. (2014). textbook evaluation and elt management: a south korean case study. asian efl journal. elt journal. https://doi. org/10.1017/cbo9781107415324, 4. cunningsworth, a. (1995). choosing your coursebook. macmillan. garinger, d. (2001). textbook evaluation. tefl web journal, 1(1), 231-45. mumtaz, i. (2020). a content analysis of “when english rings a bell”: an english textbook for seventh grade (ed. 2017) (doctoral dissertation, iain ponorogo). puspitasari, d. (2021). blended learning environment: promoting learners’ self-efficacy. eltall: english language teaching, applied linguistic and literature, 2(1), 39. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 1 students’ perceptions on a multimodal digital storytelling book use in a writing class during covid-19 pandemic mukminatus zuhriyah universitas hasyim asy’ari tebuireng jombang. indonesia zoehrea@gmail.com abstract this study aimed to describe the students’ perceptions toward the use of a multimodal digital storytelling book in the writing class during covid-19 pandemic. this research used a descriptive qualitative design. meanwhile, the participants of this study were twenty students in the second semester of an english language education department in a private university located in east java. the data were collected through the closed-ended questionnaires which were shared through google form. these questionnaires consisted of seven statements related to the use of a multimodal digital storytelling book in their writing class. after all the data were collected, then, the data were tabulated and calculated its frequency for each questionnaire item. the results of questionnaire analysis revealed that more than 85% of the students gave positive perceptions toward the use of a multimodal digital storytelling book in their writing class. hopefully, the results of this study can become a reference for english teachers especially and language teachers generally when they teach writing online. keywords: multimodal digital storytelling book, students’ perceptions, writing class introduction covid-19 pandemic has changed the education system from face-to-face meeting in the offline class into the full online learning. dealing with this, united nations (2020) has stimulated many innovation proposals to overcome the education problems because of the covid-19 pandemic in the world. in the field of language education, many educators from different countries have had to quickly respond to this condition so that the teaching and learning of languages, especially a foreign language learning, could still be delivered with the good quality (brzoska, 2020; reimers et al., 2020). then, teachers and the students had to adapt this situation (urbieta & peñalver, 2021). both the teachers and the students had to carry out the teaching and learning process from home. in indonesia, this condition had happened since march, 2020. all of the teachers used the online tools for video conferences such as google meet, zoom, webex, etc (atmojo & nugroho, 2020). then, nugroho & eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 2 mutiaraningrum (2020) explain that the teachers also used the online platforms such as whatsapp, google classroom, edmodo, moodle, telegram, youtube, etc. because almost all the teachers had implemented the same ways and online learning tools, gradually the students got bored with this online learning (mindaningsih et al., 2022; zuhriyah & fajarina, 2022). the teachers had to be as creative as possible to handle their online classes (zuhriyah & fajarina, 2021). the teachers should be able to create an interesting learning atmosphere in their online classes. this was a duty for all teachers in order that their students had the good mastery for what they had learned. dealing with this, to make the students easy their learning materials, the teachers also should be able to provide the interesting learning media in their online efl classes. media is a learning tool that helps the students understand the learning materials easily. watrianthos et al. (2022) state that media is a tool of learning that can be used to enhance the learning quality. one of the media that can be used in this online learning is multimodal digital storytelling. multimodal digital storytelling is basically narratives combined with voices, images, musics and videos that the people create based on their experiences and they upload them on the internet. according to ladino (2017), multimodal digital storytelling is a way of presenting a story by integrating modes, such as: gestures, audio, videos, images, labels, and words and involving five senses to decode the message of the story and foster multisensory perception. multimodal digital storytelling gives the students the chance to improve and showcase their multimodal meaning-making skills, play with languages and genres, become creative, and make others inspired (buendgens-kosten, 2021). some studies have investigated the use of digital storytelling in the language teaching and learning. the results of these previous studies show that digital storytelling is able to develop the students’ language knowledge and literacy (jones & chapman, 2017; widodo, 2016). meanwhile, lestariyana & widodo (2018) found that digital storytelling could engange the students’ active paticipation in the language class and utilize different linguistic resources in their multimodal texts created. in addition, urbieta & peñalver (2021) had developed the rubric for assessing the digital storytelling created by the students in which assessed several aspects, such as vocabulary, adequacy, grammatical accuracy, phonological control, cohesion and coherence, audiovisual design, editing and camera techniques, kinesics, proxemics and collaboration. related to the implementation of multimodal digital storytelling in the english writing class, there are also some previous researchers having investigated these issues. balaman (2018) carried out an experimental study in which the results showed that the students in the experimental group taught writing using digital storytelling-integrated writing instruction had higher writing ability than the students in the control group taught writing usingtraditional paper-based writing practices. additionally, puspitasari (2018) conducted the study about the use of digital storytelling in her writing class. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 3 she explained her experience when using digital storytelling in her writing class. she conluded that the use of digital storytelling helped the students very much when they composed narrative writing. the gap for this study was that all those previous studies mentioned above were carried out before the pandemic of covid-19. then, the previous studies did not always investigate the perceptions of the students when the implementation of digital storytelling in their efl classrooms, especially writing classes. so that, there were still scarce studies exploring the students’ perceptions toward the use of digital storytelling, especially multimodal digital storytelling book, in teaching and learning of writing. therefore, the researcher in this present study conducted this research with the purpose to describe the perceptions of the students toward the use of multimodal digital storytelling book in their online writing class during covid-19 pandemic. methods this study was conducted to find out the students’ perceptions toward the use of a multimodal digital storytelling book in the writing class. that is why this study used a descriptive qualitative research method. according to moleong (2012), a qualitative study is a study that has the purpose to comprehend anything that the research subjects experience, such as behaviours, perceptions, motivations, etc. sani et al. (2018) explain that a qualitative study is carried out to understand the social phenomenon from the views of the research participants. then, this research also used a descriptive research method to describe the students’ perceptions toward the use of multimodal digital storytelling book in the writing class. a descriptive study has the purpose to describe the facts and the research participants’ characteristics in a certain area systematically (sani et al., 2018). this study was conducted at the second semester students of an english language education department in a private university in east java. twenty students in this second semester became the participants of this study. to collect the data for this study, the researcher used questionnaires. before collecting the data, the researcher gave the explanation about anything related to multimodal digital storytelling book to the students through google meet meeting. meanwhile, the multimodal digital storytelling book itself used website of app.bookcreator.com. after giving the explanation, the researcher used the multimodal digital storytelling book in the online writing class for six meetings. after these six meetings, the students were given questionnaires consisting of seven closed questions using four likert scales, namely strongly agree, agree, disagree, and strongly disagree. these questionnaires were administered through google form. to analyze the data, the researcher first tabulated the results of the questionnaires and continued processing them. afterwards, the researcher calculated the frequency of the answer of each questionaire item stating eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 4 strongly agree, agree, disagree, and strongly disagree. after knowing the frequency, the researcher determined the categories on the questionnaire results. the answers selecting strongly agree and agree were categorized as a positive perception toward the use of multimodal digital storytelling book in the students’ online writing class. on the contrary, the answers selecting disagree and strongly disagree were categorized as a negative perception toward the use of the multimodal digital storytelling book in the students’ online writing class. findings the results of questionnaire analysis showed that most of the students gave positive perception to the implementation of multimodal digital storytelling in writing class. most of them stated that the application of multimodal digital storytelling in their writing class could make them get the new knowledge and motivate them more in learning writing. the detail questionnaire results can be seen in the following table. table 1. results of questionnaire analysis statements strongly agree agree disagree strongly disagree perception multimodal digital storytelling book can give the new knowledge 45% 50% 5% 0 positive learning writing using multimodal digital storytelling book is enjoyable 45% 55% 0 0 positive multimodal digital storytelling book is interesting to be applied in the writing class 55% 40% 5% 0 positive multimodal digital storytelling book stimulates the enthusiasm and challenge to enhance the writing ability 50% 40% 10% 0 positive multimodal digital storytelling book can motivate to 45% 45% 5% 5% positive eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 5 learn writing multimodal digital storytelling book boosts selfconfidence in writing 40% 55% 5% 0 positive multimodal digital storytelling book is effective for learning to write 55% 35% 5% 5% positive table 1 above shows that the majority of the students gave positive perceptions toward the use of multimodal digital storytelling book in the class of writing. the following is the detail description of the analysis results. the students got the new knowledge from the use of multimodal digital storytelling book 45 % of twenty participants or 9 students stated that they strongly agreed if the use of multimodal digital storytelling book in the class of writing could give them the new knowledge. meanwhile, 10 students (50% of the respondents) agreed and 5% or 1 student only disagreed. based on those data, it can be known that 95% of the students had positive response to the statement that multimodal digital storytelling book in the class of writing gave the new knowledge. this was because they had not known what multimodal digital storytelling book in the class of writing was. after that, they got the knowledge how to use the multimodal digital storytelling book for learning writing. the students felt that learning writing using the ebook of multimodal digital storytelling book was enjoyable 45% of 20 respondents or 9 students strongly agreed that learning writing using multimodal digital storytelling book was enjoyable. then, 55% of 20 respondents or 11 students agreed to this statement. no student disagreed or strongly disagreed that learning writing using multimodal digital storytelling book was enjoyable. these data showed that 100% of the students gave a postive perception that learning writing using multimodal digital storytelling book was enjoyable. it could be said that learning writing using multimodal digital storytelling book can stimulate the students’ enjoyment in learning writing. multimodal digital storytelling book is interesting to be applied in writing class eleven students (55% of the participants) strongly agreed that the implementation of multimodal digital storytelling book in their writing class eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 6 was interesting. eight students agreed with it and one student disagreed with it. so the students’ perception toward this statement was positive. multimodal digital storytelling book could stimulate the students’ enthusiasm and challenge to enhance their writing ability 50% of the respondents (10 students) stated their strong agreement with the statement that multimodal digital storytelling book could stimulate the students’ enthusiasm and challenge to enhance their writing ability. next, 40% of the students agreed and 10% disagreed. thus, it could be said that the students had a positive perspective toward the statement that multimodal digital storytelling book could stimulate the students’ enthusiasm and challenge to enhance their writing ability. multimodal digital storytelling could motivate to learn writing 45% of the respondents strongly agreed that multimodal digital storytelling book could motivate the students to learn writing. 45% of the participants also agreed with it. one student (5%) gave their disagreement response to this statement and one students strongly disagreed with it. the conclusion was that the students had a positive perspective toward the statement that multimodal digital storytelling book could motivate the students to learn writing. multimodal digital storytelling book could boost the students’ selfconfidence in writing 40% of the respondents strongly agreed that multimodal digital storytelling book could boost the students’ self-confidence in writing. meanwhile, 55% of the participants stated their agreement with the statement that the students’ self-confidence in writing class increased because of the use of multimodal digital storytelling book. 5% of the respondents or one student only disagreed with it. all in all, the students gave their positive perspective toward the statement that multimodal digital storytelling book could boost the students’ self-confidence in writing. multimodal digital storytelling book was effective for learning to write 55% of the students stated their strong agreement with the statement that multimodal digital storytelling book was effective for learning to write. afterwards, 35% students agreed with it. one student (5%) disagreed and one student (5%) strongly disagreed with it. in conclusion, there was students’ positive perspective that multimodal digital storytelling book was effective for learning to write . discusssion based on the findings above, it can be known that more than 85% of the students had positive perceptions toward the use of multimodal digital eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 7 storytelling book as the media in learning writing. the students stated that multimodal digital storytelling was a new thing that they learned. by having the new knowledge about multimodal digital storytelling, the students were expected to be able to implement it in learning writing both individually and collaboratively. the students also gave the perception that multimodal digital storytelling could create enjoyment for the students in learning writing. this feeling of enjoyment could increase the students’ motivation to practice writing more and more so that their writing ability got improvement. besides, it has been known that the teaching and learning process should be conducted in the joyful environment so the students became more creative and could explore their ability more. it is a fact that the students’ feeling interested in learning writing could raise their spirit to learn more and more. so the students do not feel to be forced when learning writing. therefore, the students create their own passion to learn writing and they become more active in the class of writing. dealing with this, robin (2016) stated that multimodal digital storytelling could make the students become more active to participate in their teaching and learning process. most of the students also gave their perception that the use of multimodal digital storytelling book in writing class was an interesting thing. according to wahyuni & yulianti (2016), one of the interesting things in learning a foreign language is when the students can express their ideas freely in their writing. besides that, multimodal digital storytelling book that provided the learning materials in the forms of combination of written texts, recorded voices, videos, and interesting pictures could make the students more interested in learning writing. next, most of the students also gave a positive perception that multimodal digital storytelling book could stimulate the students’ enthusiasm and challenge to enhance their writing ability. the students’ enthusiasm raised because they were provided with various forms of materials in the multimodal digital storytelling book, such as written texts completed with interesting pictures, recorded voices, and embedded videos. akbarjono et al. (2022) explained that students’ enthusiasm could make the students active in the learning process. in the case of motivation, the students gave their opinions that multimodal digital storytelling book could motivate them to learn writing. multimodal digital storytelling book could attract the students’ attention because of the explanations of writing materials were presented in the form of voice recorded and then, embedded in the book which was completed with many interesting pictures and topics. ratnaningsih (2019) assumed that interesting pictures could raise the students’ motivation. afterwards, the students became more active to participate in the class of writing because of their high motivation. this could make their writing ability improved. in addition, the students agreed that their self-confidence to write better became higher because of the use of multimodal digital storytelling book. the students were not afraid anymore to have mistakes because they could read eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 8 and learn the writing materials more and more in the multimodal digital storytelling book. they could only listen to the recorded voice when they were lazy to read the explanation. they also could open the videos when they felt that they had not understood yet. to sum up, they could choose the forms of the materials that they wanted. they had many sources for their writing materials so their self-confidence became higher. mardiansyah (2018) argued that the higher the students’ self-confidence had, the higher the students’ writing ability could get. after they had higher self-confidence in writing, automatically they became more brave to express their ideas in their writing without feeling of anxiety. finally, most of the students agreed that the use of the multimodal digital storytelling was effective for writing class. they felt that their writing ability got higher because of the multimodal digital storytelling book. conclusion and suggestion based on the results and discussion, it can be known that the use of multimodal digital storytelling book in the online writing class during the covid-19 pandemic got postive perceptions from the students. more than 85% students gave their positive perceptions on each questionnaire item related to the use of multimodal digital storytelling book in their writing class. to sum up, the use of multimodal digital storytelling book in writing class could give the new knowledge to the students, make the students enjoy and feel interested in learning writing, challenge the students’ writing ability, stimulate and motivate them to learn writing, and improve their confidence in learning writing. thus, it can be said that multimodal digital storytelling book is appropriate to be used in the online writing class. therefore, hopefully this study results can become the consideration for the english teachers to use multimodal digital storytelling book when they teach online writing. because this present study was limited to investigate the students’ perceptions of the use multimodal digital storytelling book in the writing class, it is suggested for the future researchers to conduct the research in the same areas but in the different parts, such as the implementation of the multimodal digital storytelling book in speaking, listening, and reading classess as well as the investigation of the students’ and the teachers’ perceptions on the use of that multimodal digital storytelling book. references akbarjono, a., belawati, e., & afriani, z. l. (2022). students’ enthusiasm in learning in the covid-19 outbreak. journal of research on language education (jorle), 3(1), 15~19. retrieved from https://ejurnal.teknokrat.ac.id/index.php/jorle/article/download/1773 /795 atmojo, a. e. p., & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 9 journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76 balaman, s. (2018). digital storytelling: a multimodal narrative writing genre. journal of language and linguistic studies, 14(3), 202–212. retrieved from http://www.jlls.org/index.php/jlls/article/view/996 brzoska, k. (2020). learning in the time of covid-19. retrieved from https://www.cambridge.org/elt/blog/2020/08/28/learning-time-covid19/ buendgens-kosten, j. (2021). digital storytelling multimodal meaning making. innovative language pedagogy report, 103–108. https://doi.org/10.14705/ rpnet.2021.50.1243 jones, s., & chapman, k. (2017). telling stories: engaging critical literacy through urban legends in an english secondary school. english teaching: practice & critique, 16, 85–96. https://doi.org/10.1108/etpc-02-2016-0031 ladino, m. m. l. (2017). multimodal storytelling as moments of critical literacy and multimodal composing in the esl preschool classroom. universidad pontificia bolivariana. lestariyana, r. p. d., & widodo, h. p. (2018). engaging young learners of english with digital stories: learning to mean. indonesian journal of applied linguistics, 8(2), 489–495. https://doi.org/10.17509/ijal.v8i2.13314 mardiansyah, r. (2018). a correlation between self-confidence and essay writing achievement. edukasi: jurnal pendidikan dan pengajaran, 5(2), 154– 166. https://doi.org/10.19109/ejpp.v5i2.2326 mindaningsih, wahyudin, u. r., & bariah, o. (2022). perspektif guru pendidikan agama islam mengenai pembelajaran online di masa pandemic covid 19. edukatif : jurnal ilmu pendidikan, 4(2), 1969–1980. https://doi.org/10.31004/edukatif.v4i2 moleong, l. j. (2012). metodologi penelitian kualitatif. bandung: pt remaja rosdakarya. nugroho, a., & mutiaraningrum, i. (2020). efl teachers’ beliefs and practices about digital learning of english. edulite: journal of english education, literature, and culture, 5(2), 304–321. https://doi.org/10.30659/e.5.2.304321 puspitasari, d. (2018). the use of digital storytelling (dst) to help students in learning multimodal writing. leksika, 12(2), 66—71. retrieved from http://jurnalnasional.ump.ac.id/index.php/leksika/article/view/3803 ratnaningsih, s. (2019). the use of image media to increase learning motivation in the field of social sciences in elementary school students. ncolwis 2019, august 29-30, padang, indonesia, 1–7. https://doi.org/10.4108/eai.298-2019.2289156 reimers, f., schleicher, a., saavedra, j., & tuominen, s. (2020). supporting the continuation of teaching and learning during the covid-19 pandemic annotated resources for online learning. oecd. retrieved from https://www.oecd.org/education/%0asupporting-the-continuation-ofteaching-and-learning-during-the-covid-19-%0apandemic.pdf eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 10 robin, b. r. (2016). the power of digital storytelling to support teaching and learning. digital education review, 30, 17–29. retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=5772440 sani, r. a., manurung, s. r., suswanto, h., & sudiran. (2018). penelitian pendidikan. tangerang: tira smart. united nations. (2020). policy brief: education during covid-19 and beyond. urbieta, a. s., & peñalver, e. a. (2021). multimodal discourse in digital storytelling: an assessment tool proposal. computer assisted language learning electronic journal, 22(2), 14–25. retrieved from http://callej.org/journal/22-2/urbieta-penalver2021.pdf wahyuni, s., & yulianti, f. (2016). the use of guesing game to improve students’ speaking skill. getsempena english education journal, 3(2), 12–22. retrieved from https://www.neliti.com/journals/getsempena-englisheducation-journal/catalogue watrianthos, r., handayani, r., hasibuan, r., ambiyar, & refdinal. (2022). students’ perceptions of android-based interactive multimedia in learning biology. edukatif : jurnal ilmu pendidikan volume, 4(4), 5010–5016. https://doi.org/10.31004/edukatif.v4i4.3044 widodo, h. p. (2016). engaging young learners of english in a genre-based digital storytelling project. cambridge: cambridge university press language teacher research. zuhriyah, m., & fajarina, m. (2021). course review horay and critical thinking skills: the effective teaching model for students’ grammar competence in remote efl classrooms. journal on english as a foreign language, 11(2), 297– 317. https://doi.org/10.23971/jefl.v11i2.2974 zuhriyah, m., & fajarina, m. (2022). the effectiveness of blended synchronous and asynchronous learning for teaching reading comprehension. al-ishlah: jurnal pendidikan, 14(1), 795–802. https://doi.org/10.35445/alishlah.v14i1.1237 mukminatus zuhriyah universitas hasyim asy’ari tebuireng jombang. indonesia abstract introduction methods findings discusssion conclusion and suggestion eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 86 an adaptive blended learning in english language teaching desi puspitasari institut agama islam negeri (iain) ponorogo, indonesia desipus@iainponorogo.ac.id citra siwi hanayanti universitas madura, indonesia citra.siwi.hanayanti@unira.ac.id abstract the post-covid-19 outbreak exposes vulnerabilities in the educational system. the learning process shifts from online to blended learning. this article aims to describe the process of adapting blended learning for english education students. this article discusses the process of applying blended learning to english education students, the difficulties of doing so, and the impact on students who learn using blended learning at iain ponorogo. this research was conducted on 6th-semester english education students at iain ponorogo. the findings of this study show that the lectures were conducted in blended learning in the english education department at iain ponorogo. the students said that blended learning helps them to understand the material easily. the finding of this study also revealed a positive impact experienced by students. adaptive blended learning provides the students with new experiences as it combines virtual face-to-face learning and classroom interaction. keywords: blended learning; english language teaching; efl students introduction since the coronavirus disease (covid-19) spread to indonesia, many human activities have had to undergo many changes. educational activities have also experienced the impact of the emergence of the virus. to prevent the spread of covid-19, the government issued orders for all educational institutions to limit and even stop various activities that cause crowds and social contact. since then, educational activities initially carried out eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 87 face-to-face in the classroom have to turn into distance learning with an online learning system. online learning is a learning system that uses technology networks in the learning process (susanti & prameswari, 2020). the online learning system has been commonly used since 2020. until the end of 2021, the government has permitted several levels of education in certain areas to conduct face-to-face learning again. however, it must be done within the limitations according to the level of ppkm in their respective regions. many educational institutions are still implementing the two learning systems alternately to the current conditions of the spread of covid-19. many educational institutions are applying blended learning to adapt to the current pandemic conditions and educational needs. combining face-to-face and online learning is becoming a new method of teaching and learning. it is called blended learning. it is an educational program in which learners learn, in part, through online learning, with some control over time, place, path, and pace (puspitasari, 2021). hence, learners can benefit from it because space and distance no longer matter. the face-to-face classroom exists in the present. it overviews where the class is and how it progresses (bukhari & mahmoud basaffar, 2019). both teachers and learners interact in actual courses. the teachers can respond immediately to learners' misconceptions (brown, 2002). they give correction of the student's understanding directly. it is also helpful to live up to the curriculum and focus on the entire group's attention (tomlinson & whittaker, 2013; hrastinski, 2019). it enables the teachers to observe the learners' work and collaborate and teach them in a collaborative manner that develops interpersonal skills (fahlvik, 2014). in this study, the researcher examines the process of adapting the implementation of blended learning to english education students at iain ponorogo. in the pandemic era, students have virtual meetings during the learning process. in post-pandemic, the teaching-learning approach combines virtual and face-to-face interaction classrooms. in face-to-face learning classes, students practice their english skills directly by interacting with lecturers and friends. still, since learning has been conducted online, many changes have occurred in it, directly impacting various aspects of student learning activities. therefore, implementing blended learning is one eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 88 of the solutions to carrying out educational activities during the postpandemic outbreak. in another study conducted by susanti & prameswari (2020) regarding the application of blended learning during the covid-19 pandemic, they found various challenges in the teaching and learning process experienced by students, teachers, and parents in sdit nurul yakin and how they implement blended learning in english subjects. the learning process is carried out using online learning media in the form of google classroom and google meet, as well as offline learning, which is expected to be carried out by parents as teachers of the students at home. in this study, the researchers focus on the blended learning experience of english education students at iain ponorogo and find out the student's perspectives. the research questions of this research include: (1) how the process of implementing blended learning for english education students, (2) what are the challenges of implementing blended learning for english education students, and (3) the impact of blended learning on english education students. the classroom activities can be effectively carried out by using blended learning. using compelling interactive materials to access it online might be substituted for complete online learning in a mixed classroom approach. it may be followed by small-group work, seminars, discussions, or working on real-world case studies. the learners' performance in completing the activities is anticipated to improve. methods the research design used in this study was descriptive qualitative, where the data is collected in the form of words and presented descriptively (cresswel, 2010). qualitative research does not depend on the results of numerical calculations. the procedure for conducting qualitative research is flexible according to the field's needs, situations, and conditions. this method is used for analysis to describe and answer the studied problems in more detail. by the focus of this study, the researcher described the findings related to the blended learning adaptation process experienced by english education students in the 6th semester at iain ponorogo for the 2021/2022 academic year. the data obtained by the researcher was data from eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 89 interviews and observations. interview data were acquired from the students of the english education department. the data obtained will then be analyzed in 3 phases: data reduction, data display, and conclusion. findings based on the circular number: b-1363/ln.32.1/pp.00.9/02/2022 issued by iain ponorogo, the implementation of blended learning at iain ponorogo officially starts from the beginning of the even semester of the 2021/2022 academic year. it was precisely starting on february 21, 2022. blended learning at iain ponorogo began to be implemented after previous learning activities had to be entirely online since the beginning of the covid-19 pandemic. implementing blended learning was regulated by policies set by the campus. still, in practice, the procurement of activities learning in the classroom also depends on the consent of lecturers and students. in general, learning activities at iain ponorogo are held for 14 meetings in each course for one semester. in iain ponorogo, blended learning was implemented by following the rules of online and offline learning schedules following existing regulations. english education students in the 6 th semester have been determined to conduct online learning activities for 7 weeks before the midterm exams and then only be able to hold face-to-face meetings after the midterm exam for 7 weeks of learning activities until before the final exam. during the process of teaching and learning with a blended learning model, to hold learning activities both online and offline, it is necessary to have learning media as a facility to support learning activities. in iain ponorogo, the conventional classes (offline) classes are carried out in classrooms directly by utilizing physical media, just like the classes before the covid-19 pandemic. the different thing about the classes is the implementation of health protocols. however, during online learning, using learning media such as lms (learning management system), media conference apps, etc., is essential for the continuity of the teaching and learning process. the use of online learning media is even still used during face-to-face learning activities in blended learning. the data obtained showed that 5 (tadris bahasa inggris/english education) tbi classes in the 6th semester, namely tbi a, b, c, d, and eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 90 e, organized complete online learning activities during the pre-midsemester teaching and learning process. in contrast, there were some differences in teaching and learning activities after the mid-semester. according to the data obtained, the teaching and learning activities after mid-semester are primarily carried out online and offline. even in some courses, many have held whole offline learning from midsemester until before the final semester. the most widely used learning media in all classes is whatsapp group. in addition to whatsapp groups, google classroom is an lms application commonly used in teaching-learning. virtual learning also cannot be separated from the conference app, where the most widely used in english education is the google meet application. although these three apps are the most commonly used, many other apps are also used to support learning activities in english education classes, such as youtube, e-learning, and zoom meetings. the researcher gave some questions regarding the learning experience using the blended learning method to some respondents from tbi a, b, c, d, and e. from the interview, the researcher asked the student's assessment of this blended learning on a scale from 1 to 5. it used the likert scale. they stated that their learning experiences through blended learning were good (87%). meanwhile, 10% of informants said it was very good. according to most respondents, the material presented during blended learning can be more easily understood because if the students have problems learning online or offline, they can ask questions to the lecturer directly during offline learning. in addition, with this learning model, students are not easily bored because they only have to do online or offline learning. all respondents felt that the biggest obstacle experienced during semester 6 was the learning conducted after the mid-semester exam. many schedule changes occurred, and sometimes suddenly confused. the data shows some of the impacts felt by students, both negative and positive impacts. the impact experienced by students on the physical condition of students who become tired, some feel unable to understand the material due to confusion. some feel it is easy to understand because learning is carried out with 2 models. some feel blended learning is eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 91 enough to provide variety in learning activities so that learning activities are not dull. discussion the covid-19 pandemic forces all educational institutions to be able to adapt to various learning conditions. conventional learning, generally done offline before the pandemic, had to be done online at the beginning of the covid-19 pandemic. both learning models are standard, and even many educational innovations are commonplace in various educational institutions. one of them is the implementation of blended learning to organize educational activities. educational activities that implement blended learning combine offline learning that is carried out face-to-face and online by utilizing a digital system; to be categorized as blended learning, at least 30 to 79% of learning activities must be carried out online using online learning media. adaptive blended learning provides an individualized learning experience with technologies focused on the learners’ strengths (greving et al., 2020). the data shows that learning activities in english education semester 6 iain ponorogo can be categorized as blended learning. it is because, overall, over 55% of learning activities are carried out by utilizing online technology using several learning online learning media such as whatsapp group, google classroom, e-learning, google meet, zoom meeting, and youtube. in contrast, the rest of the learning is done face-to-face (offline) in the classroom. from the data obtained, most students think that with the implementation of blended learning, the learning material is more understandable than the previous learning method, which was only done online. implementing blended learning encourages students to quickly understand the material better and be more active in learning, to improve student learning outcomes. this learning also emphasizes students learn independently by utilizing various sources to increase their knowledge (pardede, 2012; singh, 2021). in addition, blended learning has other advantages, namely the efficiency of learning time management and variations in learning that make students not feel bored compared to online learning. this advantage is that blended learning offers more flexibility in terms of time, place, and variety of learning methods compared to online and face-to-face methods. based on eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 92 observations, it also shows that blended learning makes it easier for educators to share their teaching and learning materials with students through various lms (learning management systems) and other media as intermediaries between teachers and students. it is also said that the use of digital technology enabled online learning, where activities could be created to change in response to the demands of each individual student; hernández & ramírez, 2016). implementing blended learning also has various shortcomings, especially for those applying this learning method for the first time (picciano et al., 2014). from the data obtained based on the respondent's answers, all agreed that the biggest obstacle to implementing blended learning was the changing learning schedule. the schedule change results from the flexibility of time and place and blended learning variations. with this flexibility, lecturers and students can change the learning schedule according to the majority agreement. due to the schedule change, students often experience confusion about when and where or with what media the learning will take place. from the implementation of blended learning that students have carried out for one semester. there are several impacts felt by students, both positive and negative impacts. students can develop skills and experience using digital technology because blended learning can accommodate broad technological developments without having to leave face-to-face learning. a study conducted by lynch & dembo (2004b) found that in a blended educational setting, distance education and self-regulation literature identify learner self-regulation skills predictive of academic performance. in addition, with blended learning, most students can understand the learning materials well because, in online learning, students can do independent learning by exploring information via the internet. in contrast, the lab focuses on active learning and application experiences during faceto-face learning. by having a strategy for organizing teaching, delivering appropriate, unique teaching, and making it easy for students during the learning process (hockly, 2018), the students can be interested in the study field. with the teacher's good material delivery strategy, most students can easily understand the material. however, because the learning organization strategy, especially schedule organization, is still lacking, many eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 93 students feel confused. learning becomes less efficient and makes it difficult for students to follow the learning process. according to (nguyen, 2021), a mixed learning environment combines traditional face-to-face and online engagement. many teachers use it as a top choice for higher education in contexts that are entirely online (al zumor et al., 2013). the flexibility of online access to both lecture/course materials and discussions in the asynchronous classroom is allegedly provided to learners by blended courses (hardiansyah et al., 2021), including comprehensive online courses. the crucial component of a blended learning environment. however, it is the utilization of traditional face-to-face meetings to encourage and support an online social culture that supports information acquisition through interpersonal and group debate and disclosure (shahroom & hussin, 2018; sasan & rabillas, 2022; olah, 2019) conclusion and suggestion blended learning is a learning method that combines conventional classes with online digital technology-based courses that have various advantages. among these advantages are the varied classes that make students not quickly get bored, the use of appropriate methods and media that can make students easy to understand the learning material, and advantages in terms of time, place, and learning media. although there are many advantages obtained from blended learning, in its implementation, there are still various challenges that become obstacles for students in the learning process, such as the organization of learning that needs to be more neatly arranged so that learning becomes more efficient and can be readily accepted by students. with the implementation of blended learning, students felt a positive impact on learning, including the material being studied becoming easier to understand because of the collaboration in the use of various online learning media and the existence of face-to-face interactive classes. in addition to the positive impact, the application of blended learning also has a negative impact, namely student confusion due to some learning that is less efficient due to chaotic schedules that are not consistent and neat. overall, the process of adapting the application of blended learning to english education students in semester 6 of iain ponorogo is quite eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 94 acceptable for students. although there are still various challenges in the learning process, this blended learning brings learning innovations that can be considered positive during the covid-19 pandemic. references al zumor, a. w. q., al refaai, i. k., eddin, e. a. b., & al-rahman, f. h. a. (2013). efl students’ perceptions of a blended learning environment: advantages, limitations and suggestions for improvement. english language teaching, 6(10), 95–110. brown, h. d. (2002). english language teaching in the “post-method” era: toward better diagnosis, treatment, and assessment. methodology in language teaching: an anthology of current practice, 9, 18. bukhari, s. s. f., & mahmoud basaffar, f. (2019). efl learners’ perception about integrating blended learning in elt. arab world english journal (awej) special issue on call, 5. cresswel, j. w. (2010). research design: pendekatan kualitatif, kuantitatif, dan mixed. pustaka pelajar. fahlvik, m. (2014). the teacher’s role in the blended classroom. in practical applications and experiences in k-20 blended learning environments (pp. 239–248). igi global. fazal, m., panzano, b., & luk, k. (2020). evaluating the impact of blended learning: a mixed-methods study with difference-in-difference analysis. techtrends, 64, 70–78. greving, s., lenhard, w., & richter, t. (2020). adaptive retrieval practice with multiple-choice questions in the university classroom. journal of computer assisted learning, 36(6), 799–809. hardiansyah, m. a., ramadhan, i., suriyanisa, s., pratiwi, b., kusumayanti, n., & yeni, y. (2021). analisis perubahan sistem pelaksanaan pembelajaran daring ke luring pada masa pandemi covid-19 di smp. jurnal basicedu, 5(6), 5840–5852. hernández, y., & ramírez, m. p. (2016). adaptive and blended learning for electrical operators training. proceedings of the 8th international conference on computer supported education. hockly, n. (2018). blended learning. elt journal, 72(1), 97–101. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 1, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 95 hrastinski, s. (2019). what do we mean by blended learning? techtrends, 63(5), 564–569. lynch, r., & dembo, m. (2004). the relationship between self-regulation and online learning in a blended learning context. international review of research in open and distributed learning, 5(2), 1–16. nguyen, l. t. h. (2021). teachers’ perception of ict integration in english language teaching at vietnamese tertiary level. european journal of contemporary education, 10(3), 697–710. olah, d. a. (2019). technology tools for integration in the classroom. in faculty roles and changing expectations in the new age (pp. 101–114). igi global. pardede, p. (2012). blended learning for elt. online submission, 2(3), 165– 178. picciano, a. g., dziuban, c., & graham, c. r. (2014). blended learning. routledge london, uk. puspitasari, d. (2021). blended learning environment: promoting learners’ self-efficacy. eltall: english language teaching, applied linguistic and literature, 2(1), 39. sasan, j. m. v., & rabillas, a. (2022). multimedia english teaching approach based on constructivist learning theory. eltall: english language teaching, applied linguistic and literature, 3(2), 51–65. shahroom, a. a., & hussin, n. (2018). industrial revolution 4.0 and education. international journal of academic research in business and social sciences, 8(9), 314–319. singh, h. (2021). building effective blended learning programs. in challenges and opportunities for the global implementation of e-learning frameworks (pp. 15–23). igi global. susanti, d. i., & prameswari, j. y. (2020). adaptasi blended learning di masa pandemi covid-19 untuk pembelajaran bahasa inggris di sekolah dasar. lingua susastra, 1(2), 50–61. tomlinson, b., & whittaker, c. (2013). blended learning in english language teaching (vol. 252). british council. desi puspitasari institut agama islam negeri (iain) ponorogo, indonesia citra siwi hanayanti universitas madura, indonesia abstract introduction methods findings discussion the data shows that learning activities in english education semester 6 iain ponorogo can be categorized as blended learning. it is because, overall, over 55% of learning activities are carried out by utilizing online technology using several learnin... from the data obtained, most students think that with the implementation of blended learning, the learning material is more understandable than the previous learning method, which was only done online. implementing blended learning encourages student... in addition, blended learning has other advantages, namely the efficiency of learning time management and variations in learning that make students not feel bored compared to online learning. this advantage is that blended learning offers more flexibi... conclusion and suggestion eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 50 teachers' perception on online learning of english foreign language in the post covid-19 pandemic firdaus ditya pamungkas universitas soerjo ngawi fidityapamungkas@gmail.com abstract a global pandemic caused by coronavirus or covid-19 gave horrible impacts toward many important sectors, including education. this global crisis including indonesia, forced educational institutions to switch their teaching methods into online teaching and learning for around two and a half years. in the post covid-19 pandemic, the education was back to normal where schools and university accepted students to learn in the classes. therefore, the use of online learning that was important during covid-19 pandemic, might be useful to give variation in learning process in the post covid-19 pandemic. this study was conducted to explore teachers’ perception on online learning of efl in the post covid-19 pandemic. the participants were 21 efl teachers from university and secondary school in indonesia. this study used a qualitative descriptive approach with online questionnaire. from the finding and result, it showed that teachers considered efl online learning was still important because online learning provided flexible time in scope of teaching. furthermore, the contents or materials of online learning could be saved on the internet for long time and could be seen or accessed again. in conclusion, efl online still gave positive impact towards students and teachers in the post covid-19 pandemic. keyword: post covid-19 pandemic, efl, perception, online learning introduction a global pandemic has happened in the early 2020 caused by coronavirus or covid-19. covid-19 is the disease caused by a new coronavirus called sars-cov-2. world health organization (who) first learned of this new virus on 31 december 2019, following a report of a cluster of cases of ‘viral pneumonia’ in wuhan, people’s republic of china. who announced the outbreak of covid-19 as a global public health emergency on 30 january 2020.1 since then, 21st global crisis has spread all over the world. according to who, in 2020 there were around 3 million global deaths in the covid-19 pandemic. 1 alisha ishrath et al., “covid-19 (pandemic): a review article,” j res med dent sci, vol. 2021, 2021, www.jrmds.in. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 51 this crisis gave horrible impacts toward many important sectors, including education. around 1.5 billion children and youth were out of schools in 195 countries, from pre-primary to higher education. most educational institutions in the world have decided to temporary close and switch their methods to online teaching and learning.2 in indonesia, with the number of populations of 260 million, the covid19 pandemic also affecting 4,621 universities that spread throughout indonesia which serves 8.3 million students. 3 regarding the prevention of covid-19, schools and colleges should be closed.4 according to kemendagri that several actions must be taken to prevent this virus by; carrying out hand hygiene by using a hand sanitizer, washing hands with soap if the hands look dirty, avoiding eye, nose, and mouth supervision5. in indonesia, the government obligated people to keep their distance from one to another. people also were not allowed to gather in one place, even for education. online teaching and learning in indonesia gave new challenges for educational institutions, teachers, and students. educational institutions need to prepare online platform for online teaching and learning without giving much burden to students while teachers need to prepare some outstanding strategies for online teaching. online learning is access to learning experiences via some technology. the use of online teaching and learning will be an effective solution during the pandemic6. online learning can be referred to the use of digital tools for teaching and learning7. these digital tools can be used to study everywhere and anytime without getting restrained by time and place. 2 huynh thi anh tram, “efl teachers’ perception on challenges of online teaching during covid-19 pandemic: a case study,” international journal of social science and human research 04, no. 06 (june 30, 2021), https://doi.org/10.47191/ijsshr/v4-i6-42. 3 dewi padmo, lidwina sri ardiasih, and olivia idrus, “online learning during the covid-19 pandemic and its effect on future education in indonesia,” in the impact of covid19 on the international education system (proud pen, 2020), 71–86, https://doi.org/10.51432/978-1-8381524-0-6_5. 4 hermansyah hermansyah and aridah aridah, “teachers’ perception toward the challenges in online english teaching during covid-19 pandemic,” indonesian journal of efl and linguistics 6, no. 1 (may 19, 2021): 63, https://doi.org/10.21462/ijefl.v6i1.342. 5 hermansyah and aridah. retno puji rahayu and yanty wirza, “teachers’ perception of online learning during pandemic covid19,” jurnal penelitian pendidikan 20 (2020): 392–406. 7 novrika nartiningrum and arif nugroho, “online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials,” english franca : academic journal of english language and education 4, no. 2 (november 13, 2020): 115, https://doi.org/10.29240/ef.v4i2.1494. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 52 information and technology developing rapidly support online learning 8 . technology and information also ease teachers and students to carry out their daily activities, from messages, assignments, and online communication through message and assignments to improve several things online. mostly, online learning occurs via the internet, which is also called e-learning, different term to distance learning. meanwhile, in online learning, there are synchronous and asynchronous approaches. synchronous learning is defined as real conditions and situations via the internet using devices such as direct messages, shared screens by connecting data in the form of video and audio, while asynchronous learning is defined as a process of learning that can delay the time9 . so, this pandemic forced students and teachers to learn with online learning. in 2021, most countries decided to give vaccines to their people to reduce the effect of covid-19 toward human bodies. this policy gave positive impacts towards many sectors including education. after two and a half years of covid19 pandemic, schools and universities started to re-open their institutions and accepted students to study in classes. nowadays, english has still become foreign language in indonesia. english is a compulsory lesson started in junior high school but many english courses accept elementary students to teach them basic english. however, covid-19 pandemic forced both english courses and formal schools to implement online teaching and learning for their students. a study about the use of online learning among efl students showed that students aware of the benefits of using online learning and they also have a highly positive attitude towards online learning in english10. furthermore, he explained that online learning system can adapt to aim of improving communication and enrich students’ learning experiences. it can be said that online learning provides both advantages and challenges for teachers and students. anyhow learning of language can be in many forms and fashions.11 self-study is one of the most common and significant means of learning a language. in personal perspective, a learner can progress and improve his/her language knowledge and skills from as little as an hour’s self-study a week. moreover, college students who learn efl (english for foreign language) are more familiar with self-study compared to junior or senior high students. 8 hermansyah and aridah, “teachers’ perception toward the challenges in online english teaching during covid-19 pandemic.” 9 hermansyah and aridah. 10 mohammed mohammed nasser hassan ja’ashan, “the challenges and prospects of using e-learning among efl students in bisha university,” arab world english journal 11, no. 1 (march 15, 2020): 124–37, https://doi.org/10.24093/awej/vol11no1.11. 11 hermansyah and aridah, “teachers’ perception toward the challenges in online english teaching during covid-19 pandemic.” eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 53 information and communication technology (ict) was needed in online learning especially in english foreign language. there are three benefits of using ict (information and communication technologies) in efl (english for foreign language) class; helping teachers to conduct interesting and fun learning activities, promoting autonomy learning, and motivating students to learn. ict can be a better solution than traditional method of teaching (face to face)12. however, there are more preparation and equipment in using ict for efl learners. the main challenge facing educators today is primarily how to effectively manage and deliver educational services and curricula to stakeholders, the education community, and the marketplace. 13 a previous study done by ashrafzadeh and sayadian investigated university instructors’ concerns and perceptions of technology integration14. it was discovered that the sources of the instructors’ concerns are administrative facilities, instructors’ technology literacy toward technology integration and accessibility of technology for all students which are still lacking. it can be said the use of ict provides many interesting ways of teaching and give both teachers and learners to explore and develop their experience and abilities but ict also need many preparations, steps, and proper equipment to facilitate process of online learning in efl works well. according to explanation above, this paper, therefore, is conducted to observe teachers’ perception on online teaching english in the post pandemic era. perception is thinking about what has been done and can be done with the behavior.15 meanwhile, teacher’s perception can be described as the developed opinion after a certain experience. teachers’ perceptions form a prominent component to describe the environment of the learning process. 16 a study showed that many efl teachers have not been properly trained nor had much experience of online teaching during covid-19 pandemic17. many challenges 12 nartiningrum and nugroho, “online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials.” 13 mohd khaled yousef shambour and muhannad a. abu-hashem, “analysing lecturers’ perceptions on traditional vs. distance learning: a conceptual study of emergency transferring to distance learning during covid-19 pandemic,” education and information technologies, 2021, https://doi.org/10.1007/s10639-021-10719-5. 14 nartiningrum and nugroho, “online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials.” 15 hermansyah and aridah, “teachers’ perception toward the challenges in online english teaching during covid-19 pandemic.” 16 hermansyah and aridah. 17 anh tram, “efl teachers’ perception on challenges of online teaching during covid-19 pandemic: a case study.” eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 54 were faced by efl teachers, such as lack of proper training for doing online class and related issues, lack of computer and digital technology competency, lack of time for online course design and online test preparation as well as student’s learning facilitation, motivation, and interaction. in addition, a study explained that a lack of proper preparation and growth for doing online classes, teachers face difficulties in conducting online classes18. the biggest challenge for online classes is technological and network challenges. there are some opportunities that can be explore both by teachers and students in online learning. however, some challenges also face them in using ict for online teaching and learning, especially in english as foreign language (efl). therefore, researchers wanted to know the teachers’ perception on online learning especially in english foreign language (efl) in the post pandemic era and how about the challenges and the opportunities. in the post pandemic era, teachers could teach students in classes. they could tend to use face to face learning instead of online learning. this study wanted how far the use of online learning when teachers could teach students in class. 18 h d c priyadarshani and d jesuiya, “teacher’s perception on online teaching method during covid-19: with reference to school level teachers at faculty of education, the open university of sri lanka,” shanlax international journal of education 9, no. 2 (march 1, 2021): 132–40, https://doi.org/10.34293/education.v9i2.3662. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 55 methods this research was carried out in indonesia which ranks second language in language diversity among other countries worldwide 19 . the participants were 21 efl teachers from university and secondary school in indonesia. at minimum, all the teachers own a bachelor degree in teaching english as foreign language. using a qualitative descriptive approach, this research used survey method to investigate the teachers’ perceptions toward online teaching efl in the post pandemic era with the challenges and the opportunities. survey approach is used when the researcher wants to gather information, opinions, beliefs, or perceptions about a current issue from a large group of people20. the instrument used in this research was an online questionnaire. the questionnaire was formulated based on the theories portrayed in the literature review stating pros and cons of online learning speaking implementation. there were 10 items in the questionnaire. 3 statements were an open-ended statement, while the 7 other statements were closed-ended statements. an open-ended statement allows the subject of research to give further opinion about the statement. a close-ended statement requires the subject of research to only choose “agree”, “neutral”, or “disagree”. the data of this research was analysed descriptively. in this research, the online questionnaire is conducted to examine the percentage of efl teacher who are teaching online, the frequently application used in online learning as well as the challenges face by efl teachers when teaching during covid 19 pandemic, and tried to find out the teachers’ perceptions towards online learning efl in pandemic era. findings a. teachers’ perception on efl online teaching during the post covid-19 pandemic questions response yes no frequency percentage frequency percentage are you teaching efl offline classes in september 2022? 20 95,2% 1 4,8% do you still need to teach online while you can teach offline in classes? 20 95,2% 1 4.8% 19 subhan zein, “english, multilingualism and globalisation in indonesia,” english today 35, no. 1 (2019): 48–53, https://doi.org/10.1017/s026607841800010x. 20 reza pustika, “future english teachers’ perspective towards the implementation of e-learning in covid-19 pandemic era,” journal of english language teaching and linguistics) e-issn, vol. 5, 2020, www.jeltl.org. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 56 do online teaching give advantages in your teaching? 16 76,2% 5 23,8% table 1: application of online teaching among efl teacher during the post covid19 pandemic the table above shows that 20 teachers or 95,2% from 21 teachers start to teach offline teaching in efl classes. 20 teachers or 95,2% teachers still need online teaching while they can teach offline teaching in classes. in addition, 16 teachers or 76,2% from 21 teachers still feel the advantages of online teaching during the post covid-19 pandemic. b. platforms or applications that used in efl online teaching platforms/ applications frequency percentage zoom 14 70% google applications 16 80% microsoft team 5 25% moodle 4 20% edmodo 1 5% whatsapp 1 5% telegram 1 5% kahoot, 1 5% quizizz 1 5% table 2. platforms/ applications that used by teachers in efl online learning from this table, it is found that 80% teachers from 20 teachers who used online teaching during the post covid-19 pandemic, used google application. teachers used google meet, google classroom, google form, etc in online learning. there are 14 teachers or 70% teachers used zoom, 5 teachers or 25% used microsoft team, 4 teachers or 20% used moodle, 1 teacher or 5% used edmodo, quizizz, whatsapp, kahoot, and telegram in online learning. c. the challenges faced by teachers in efl online learning during post covid19 pandemic the challenges agree neutral disagree frequ ency percen tage frequ ency percen tage frequ ency percen tage lack of computer and digital technology competency affects the efl online process 19 95% 1 5% 0 0% lack of time for online course design and online test preparation 19 95% 1 5% 0 0% eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 57 affects the efl online learning process i got difficulty in following up the students' achievement in efl online teaching 9 45% 6 30% 5 25% students online learning facilitation (internet connection, gadget specification) affects the efl online learning 20 100% 0 0% 0 0% students’ motivation affects additional efl online learning process 19 95% 0 0% 1 5% students’ interactions affect efl online learning process 17 85% 2 10% 1 5% table 3. the challenges faced by teachers in efl online learning during post covid-19 pandemic as can be seen from table above, 19 participants or 95% agree that lack of computer and digital technology affects the efl online learning process and only 1 participant is neutral about that. then, 19 participants or 95% also agree that lack of time for online course design and online test preparation affects the efl online learning process and 1 participant is also neutral about that statement. in addition, 9 participants or 45% state that they got difficulty in following up the students’ achievements in efl online learning although there ae 6 participants or 30% neutral about that statement and 5 participants or 25% disagree with this statement. furthermore, 19 participants or 95% agree that students’ motivation affects additional efl online learning process in offline learning classes and only 1 participant does not agree about that statement. 17 participants or 85% agree that students’ interactions affect efl online learning process although 2 participants is neutral and 1 participant disagree about the statement. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 58 discussion based on the data of table 1, there are three conclusion that can be resumed from it. first, almost all of participants (20 participants from 21 participants) started to do offline teaching and learning in september 2022. then, 20 participants also agree that they need to teach online while they can teach offline in classes. in addition, 16 participants from 21 participants also argue that online teaching give advantages in their teaching. online teaching offers flexible time and can be done everywhere while offline teaching give limitation in scope of time and place. meanwhile, from the data of table 2, 80% teachers from 20 teachers tend to use google application in their online teaching. teachers used google meet, google classroom, google form, etc in online learning. teachers show the lesson, share the materials and exercises then directly give explanation and make interaction with students during online learning using this application. besides, there are many other platforms or applications that is be the favourites for teachers in online learning like microsoft team, zoom, moodle, edmodo, quizizz, whatsapp, kahoot, and telegram. there are 14 teachers or 70% teachers used zoom to make interaction with students in online learning. 5 teachers or 25% used microsoft team. 4 teachers or 20% used moodle that has been provided by the school or campus. 1 teacher or 5% used edmodo, quizizz, whatsapp, kahoot, and telegram in online learning. other challenges related to the teachers that efl teachers face in online learning are also shown in table 3 above. firstly, the problem of student online learning facilitation like internet connection and gadget specification are encountered by 19 participants. it reveals that 95% teachers agree that internet connection and gadget specification affect online learning process. teachers and students without reliable internet access or some from disadvantaged background lack high quality learning device, they often struggle to 80% 70% 25% 20% 5% 5% 5% 5% 5% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% platforms/applications that used by teachers in efl online learning google apps zoom microsoft teams moodle edmodo whatsapp kahoot quizizz telegram eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 59 participate in online course. secondly, intrinsic motivation is a big issue, since students may have difficulty in seeing the relevance of learning english. 21 from the table, 19 participants or 95% agree with statement that students’ motivation affects efl online learning process although 1 participant or 5% disagree with those statements. then, the statement about “students interactions affects efl online learning process”, 17 participants or 85% agree with that statement, 2 participants or 10% neutral, and 1 participant or 5% disagree with this statement. it means that students’ interaction also hinders the process of online learning for all efl teachers, so even the when the teacher prepares a well-planned online leaning but cannot encourage interaction from learners, it is still not an effective and successful. 22 conclusion and suggestion from the finding and discussion above, the teachers’ perception on efl online learning in the post covid-19 pandemic are teachers have been ready and need to teach in efl online learning although they can teach offline in classes. in september 2022, most teachers start offline teaching although there are 1 teacher from participants who still teach online. then, they tend to use zoom and google applications (google meet, google classroom, google form, etc) as platform or application in online learning. meanwhile, some of them also use microsoft team and moodle and only 1 teacher uses edmodo, quizizz, whatsapp, kahoot, and telegram in online learning. in addition, most teacher agree that lack of computer and digital technology affects the efl online learning process. furthermore, they also go along with opinion that lack of time for online course design and online test preparation affects the efl online learning process. references anh tram, huynh thi. “efl teachers’ perception on challenges of online teaching during covid-19 pandemic: a case study.” international journal of social science and human research 04, no. 06 (june 30, 2021). https://doi.org/10.47191/ijsshr/v4-i6-42. hermansyah, hermansyah, and aridah aridah. “teachers’ perception toward the challenges in online english teaching during covid-19 pandemic.” indonesian journal of efl and linguistics 6, no. 1 (may 19, 2021): 63. https://doi.org/10.21462/ijefl.v6i1.342. ishrath, alisha, mohammed mazher ahmed, namarata pal, and siri muppidi. “covid-19 (pandemic): a review article.” j res med dent sci. vol. 2021, 2021. www.jrmds.in. mohammed nasser hassan ja’ashan, mohammed. “the challenges and 21 anh tram, “efl teachers’ perception on challenges of online teaching during covid-19 pandemic: a case study.” 22 anh tram. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 60 prospects of using e-learning among efl students in bisha university.” arab world english journal 11, no. 1 (march 15, 2020): 124–37. https://doi.org/10.24093/awej/vol11no1.11. nartiningrum, novrika, and arif nugroho. “online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials.” english franca : academic journal of english language and education 4, no. 2 (november 13, 2020): 115. https://doi.org/10.29240/ef.v4i2.1494. padmo, dewi, lidwina sri ardiasih, and olivia idrus. “online learning during the covid-19 pandemic and its effect on future education in indonesia.” in the impact of covid19 on the international education system, 71–86. proud pen, 2020. https://doi.org/10.51432/978-1-8381524-0-6_5. priyadarshani, h d c, and d jesuiya. “teacher’s perception on online teaching method during covid-19: with reference to school level teachers at faculty of education, the open university of sri lanka.” shanlax international journal of education 9, no. 2 (march 1, 2021): 132–40. https://doi.org/10.34293/education.v9i2.3662. pustika, reza. “future english teachers’ perspective towards the implementation of e-learning in covid-19 pandemic era.” journal of english language teaching and linguistics) e-issn. vol. 5, 2020. www.jeltl.org. rahayu, retno puji, and yanty wirza. “teachers’ perception of online learning during pandemic covid-19.” jurnal penelitian pendidikan 20 (2020): 392–406. shambour, mohd khaled yousef, and muhannad a. abu-hashem. “analysing lecturers’ perceptions on traditional vs. distance learning: a conceptual study of emergency transferring to distance learning during covid-19 pandemic.” education and information technologies, 2021. https://doi.org/10.1007/s10639-021-10719-5. zein, subhan. “english, multilingualism and globalisation in indonesia.” english today 35, no. 1 (2019): 48–53. https://doi.org/10.1017/s026607841800010x. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 77 metaphorical expression used in poetry in book "the everyday poet" by deborah alma ayu gres oktavia sinaga1, marlin steffi marpaung2 fakultas keguruan dan ilmu pendidikan universitas advent indonesia corresponding author: marlin.marpaung@unai.edu abstract poetry is characterized as a kind of literature or creative writing that uses a variety of poetic approaches to stimulate the reader's emotions and imagination. this study focuses on the metaphorical expression used in poetry in the book "the everyday poet" by deborah alma. the objectives of this study are to determine the types of metaphors reflected in deborah alma’s poetry book "the everyday poet," to find out the most common types of metaphors used, and to explain the meaning of the metaphors contained in the poems. the methodology used in this study is descriptive qualitative research. the data were obtained through library research and a variety of literature to present a descriptive issue. the result of this study showed that there are twelve metaphors in the book "the everyday poet." there are six anthropomorphic metaphors, one animal metaphor, two abstract to concrete metaphors, and three synesthetic metaphors, and based on the data, the most commonly used metaphor is anthropomorphic metaphor, which has six lines in the book "the everyday poet" by debora alma. keywords: metaphor, poetry, the everyday poet introduction people use both spoken and written language in literary works in a variety of ways. for instance, to communicate with others, express our opinions and feeling, ask and answer questions, write a journal, send an email, make an essay, write a diary, and many more. literature is a term that refers to written texts that are distinguished by their careful use of language, including features such as creative metaphors, beautiful phrases, elegant syntax, rhymes, and aesthetic alliteration. literature combines human understanding with artistic expression to reflect human thought and emotion in beautiful words and forms. it means that literary work is something more than the language from which it is constructed (meyer, 1997; moody, 1971). a literary work is a singular artistic creation that uses words to express the feelings, thoughts, and experiences of people. literary works are the specialized language that authors use to communicate their thoughts, feelings, and experiences to their audience (rahman, 2018). poetry is a type of literary work in which carefully chosen words are used to convey the poem's intended meaning. poetry is the oldest genre in mailto:marlin.marpaung@unai.edu eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 78 literary history and the most important literary form out of all the others, and poetry expresses thoughts, feelings, and experiences of certain locations, people, and moments. it can investigate emotions and provide a picture of the human experience. stated that poems are not like ordinary speech or writing; they are specially made objects in words. it means that poetry is the choice of words and their arrangement to draw the reader's attention to certain elements of the language in order to understand the poem's own message. poetry can be defined as a type of language that expresses itself more strongly than ordinary language (gill, 1995; laurence & thomas, 1992; marpaung & rahmadhan, 2021). one of the most unique components of poetry is the use of figurative and metaphorical language. a metaphor is a type of figurative meaning that is an explicit comparison between two things, unlike an object, by identifying or replacing one with the other. figurative language is a type of language that uses words or expressions that have deeper meanings than they do in their literal sense. a metaphor is a figure of speech that leaves off the comparison terms by using like, as, or than and suggests that one thing is similar to another. deborah alma is the emergency poet. she offers consultations and poetic remedies to comfort those in need of a pick-me-up for the soul and is the editor of the emergency poet, an anthology of anti-stress poems. deborah alma, the world's first and only emergency poet, travels in her 1970s ambulance to schools, libraries, and festivals, offering consultations and prescribing poems as cures for various maladies: to comfort, purge melancholy, provide hope, and give courage. deborah alma's book "the everyday poet"—poems to live by—is designed to address your everyday needs: whether work is getting you down, you need a moment to relax, you're having trouble sleeping, or you need some romantic guidance, the book has a poem for you. metaphor analysis has long been used in literary studies, particularly poetry. several researchers have conducted research that focuses on interpreting metaphors in poetry. specifically, researchers are describing the meaning of metaphors contained in poetry (rahman, i.a., 2018; rasse, c., onyskos, a., & citron, f., 2020; lan, chun, & yin, zichong, 2020). hence, this study focusses on the type of metaphor and the meaning from the whole book of “the everyday poet” by deborah alma. therefore, three research questions were formulated in this study: 1. what are the types of metaphors in "the everyday poet" by deborah alma? 2. what is the most common type of metaphors used in “the everyday poet” by debora alma? 3. what are the meanings of the metaphors contained in "the everyday poet" by deborah alma? eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 79 literature review poetry poetry is characterized as a kind of literature or creative writing that uses a variety of poetic approaches to stimulate the reader's emotions and imagination. the poet creates a piece of writing that arouses the reader's emotions by combining rhythm, word choice, sounds, rhymes, structure, and other elements. poetry comes in a wide variety of formats and styles, and the text is frequently divided into units called stanzas. poetry employs language as a medium. before the language is used as a medium for poetry, it already has a meaning of its own according to the language norms and patterns, which must be understood and mastered. this is what makes poetry challenging to comprehend. the aesthetic, oblique expression, and compression qualities that are essential to poetry make it difficult to comprehend what it is expressing (dirgeyasa, 2017). metaphor in figurative language, a metaphor is a comparison or analogy formed between two objects that are not often addressed as if they have anything in common. alm-arvius (2003, p. 90) declared that "metaphors are common in language use, and ordinarily, it does not seem to require any particular effort to construct and understand them." a metaphor is a kind of figurative language used to think about something by analogy. according to peter (2002), metaphor is figurative language that directly compares one thing to another. metaphor is defined by lakoff and johnson (1980) as a device of the poetic imagination and a rhetorical flourish—a matter of extraordinary rather than ordinary language. types of metaphor experts have proposed several theories about the various types of metaphors. the parera theory is one of them. metaphors, according to parera (2004), can be classified into four types: 1. anthropomorphic metaphor anthropomorphic metaphor compares the similarity of experience with what is contained in the metaphor user's body. users of language compare the similarity of experience to what is in itself or to their own bodies. there is a word relation in anthropomorphic metaphors that is supposed to be used specifically for a human feature or element but is associated with inanimate objects. 2. animal metaphor animal metaphors are metaphors that demonstrate the existence of associations that appear between the characteristics of the animal and human nature. in eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 80 reality, not only the characteristics are being compared but also the elements of the animal's body. from animals to inanimate objects, and from humans to animals. 3. abstract to concrete metaphors a metaphor from abstract to concrete is a type of diversion metaphor in which abstract expressions are transferred to concrete expressions. 4. synesthetic metaphor a synthetic metaphor is a type of metaphor that deviates from one sense to another. this metaphor's fundamental creation is a diversion of responses based on the experience of understanding one another. expressions can be created by diverting stimulus from one sense organ to another, such as from the sense of hearing to the sense of sight, or from the sense of touch to the sense of hearing, and so on. related studies several research focused on metaphor, figurative language, and poetry have been conducted. research focus on figurative language in poetry were done by (nur, m.r.o & miranti, r.r.,2018, hutauruk, b.s., 2019, khairunisa, et al., 2020). research focus on explaining the meaning of metaphor in poetry were conducted by (rahman, i.a., 2018; rasse, c., onysko, a., & citron, f., 2020; lan, chun & yin, zichong.,2020). research focus on metaphorical expression used in poetry were done by (ketaren, s.v., & br. pakpahan, e.m., 2021). methodology research design and data collection this study employs a qualitative descriptive research method. the researchers obtain the data through library research and data collection from a variety of literature. this study's literature is drawn not only from books, but also from journals, reference articles, and the internet. the subject of the research is deborah alma's poetry book. data collection methods in qualitative descriptive research are diverse and aim to discover the who, what, and where of phenomena (sandelowski, 2000). in collecting the data, researchers conducted this study in some steps. the first step is choosing the poetry book. second, read the poem line by line to look for figurative language, especially the metaphors. the researchers then put it in a table and classified it based on the types and meanings of metaphors. third is identifying how many metaphorical words are contained in the poetries and identifying the types of metaphors used in poetries, and the eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 81 last is recognizing poetries in order to interpret the meaning of the metaphors in the poetries collection from "the everyday poet" by deborah alma. the data are derived from the metaphorical expression found in the book "the everyday poet." this research's data has been presented in written form, and it describes the findings of the analysis related to the metaphorical expressions used in poetry. the researchers obtained the data from a book. findings and discussion findings types of metaphors the researchers discovered the types of metaphor in the book "the everyday poet" after analyzing the data. parera (2004) classified metaphors into four types: anthropomorphic metaphor, animal metaphor, abstract to concrete metaphor, and synesthetic metaphor. the poet's metaphors were classified into tables by the researchers based on the verse of the poem. to answer research question number 1, the analysis is presented on table 1. table 1. the types of metaphor in a semantic perspective tittle of poetry line types of metaphors work without hope by samuel taylor coleridge (p.17) the bees are stirring birds are on the wing animal metaphor the darkling trush by thomas hardy when the frost was spectregrey abstract to concrete metaphor danse russe by william carlos williams (p.32) the sun is a flame -white disc in silken mists abstract to concrete metaphor dirty bird by jane burn (p.24) the mirror is taunt synesthetic metaphor the tom-cat by don marquis (p.69) o his eyes are coals from the middle of hell o and his heart is black and hard anthropomorphic metaphor anthropomorphic metaphor sonnet 130 by william shakespeare (p.86) o my mistress’ eyes are nothing like the sun, o coral is far more red than her lips’ red anthropomorphic metaphor anthropomorphic metaphor kisses by thomas campion (p.87) that kisses were the seals of love anthropomorphic metaphor la belle dame sans merci: a ballad by john keats i see a lily on thy brow, with anguish moist and feversynesthetic metaphor eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 82 (p.94) dew, the tables turned by william wordsworth (p.149) sweet is the lore which nature brings synesthetic metaphor green by d.h. lawrence (p.163) the dawn was apple-green, the sky was green wine held up in the sun anthropomorphic metaphor to answer research question number two, the results are presented on table 2. table 2. most common type of metaphor type of metaphor line contain metaphor anthropomorphic metaphor 6 lines animal metaphor 1 line abstract to concrete metaphors 2 lines synesthetic metaphor 3 lines based on table 2 above, it can be concluded that the most common type of metaphor used in the book "the everyday poet" is anthropomorphic metaphor, which has six lines. meaning of metaphor the researchers discovered several meanings in each poem that the poet wanted to convey to the readers through the use of figurative language such as metaphor after analyzing the data. to answer research question number three, the meaning of metaphors is presented on table 3. table 3. the meaning of metaphor the metaphor meaning of metaphor the bees are stirring, birds are on the wing the speaker describes the ways in which “nature” appears to work all around him. as he is traveling through a natural environment, he is able to observe the “slugs” leaving “their trails” and the “stirring” of the bees. he can see the various animals all moving in their individual lives although it is still winter. there are birds in the air, “on the wing” and winter seems to smile at the thought of the coming spring. when frost was spectregrey the presence of frost indicates that it is winter, and the adjective "spectre-grey," coined by hardy, suggests a haunted landscape. the sun is a flame -white disc in silken mists it is sun-rise, and the ‘silken mists', and 'flame white disc [sun]' combine to create a picture of eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 83 natural beauty. the harmonious setting creates a picturesque morning for williams to perform his dance. the solitude and quiet of a ‘morning' add to williams' 'lonely' sense, the poet enjoying this moment completely alone in the early sun. the mirror is taunt when we look in the mirror, we will see our own face, we can see how we look. when people judge our appearance as bad or good, it can all be seen from a mirror. his eyes are coals from the middle of hell this poem uses the metaphor of a tomcat to show how fickle humans can be. some other metaphors include eyes made of coal. "his eyes are coals from the middle of hell" depicts that the person in the poem is angry with a terrible glare like coals of fire. and his heart is black and hard a person or thing with a black heart is thought to be innately evil. my mistress’ eyes are nothing like the sun the speaker describes the woman he love’s eyes, noting that they are not like the suns. coral is far more red than her lips’ red he then compares her lips to coral, a reddishpink, and concludes that her lips are much less red. that kisses were the seals of love this poem states that a kiss is proof of one's love for the person they love. "kisses were the seals of love" means that he wants to possess the one he loves through a kiss. i see a lily on thy brow, with anguish moist and fever-dew, the speaker informs the knight that he appears to be in poor health. he tells him that his face is as pale as a lily and that he is sweating profusely, as if he has a fever. sweet is the lore which nature brings nature provides a greater pleasure than intrusive human inquiry. the dawn was applegreen the sky was green wine held up in the sun lawrence's "green" expresses a woman's loss of innocence, or virginity. the color green, as implied by the title, is the central motif of this poem, representing the woman's initial innocence and naiveté. lawrence's opening images depict an inexperienced woman's view of her surroundings. the moon is a "apple-green petal," the sky is "green wine held up in the sun," and the dawn is "apple-green." through virginal green lenses, nature takes on a wondrous, fantastical quality. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 84 discussion based on the findings, there are various types of metaphors found in poetry in the book "the everyday poet" by deborah alma. poem title line contain metaphor type of metaphor work without hope, p.17 1 line animal metaphor the darkling trush, p. 20 1 line abstract to concrete danse russe, p. 32 1 line abstract to concrete dirty bird, p. 24 1 line synesthetic metaphor the tom-cat, p. 69 2 lines anthropomorphic metaphor sonnet 130, p. 86 2 lines anthropomorphic metaphor kisses, p. 87 1 line anthropomorphic metaphor la belle dame sans merci: a ballad, p. 94 1 line synesthetic metaphor the tables turned, p. 149 1 line synesthetic metaphor green, p. 163 1 line anthropomorphic metaphor based on the research that has been conducted, there are twelve lines (sentences) that contain metaphors. the abstract to concrete metaphor type is the most common of the 12 lines of metaphor found in some of the poem titles. nevertheless, the researchers were focused on using parera’s theory in analyzing the types of metaphor in the book of “the everyday poet” by debora alma. conclusion based on the findings, the researchers concluded that the poetry in the book "the everyday poet" contains 12 lines of metaphor, of which 2 are abstract to concrete metaphors, 3 are synesthetic metaphors, 1 is animal metaphor, and 6 are anthropomorphic metaphors. anthropomorphic metaphor is said to be the dominant types of metaphor. the poet attempts to describe their feeling or something by comparing the similarity of their experience or their own bodies using anthropomorphic metaphor. based on these findings, the researchers concluded that metaphor plays an important role in poetry writing. the poet can express their feelings to the reader through the depiction or comparison made by the poet, making the poetry more interesting to read. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 85 references dirgeyasa, i. w. 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(2020). figurative language in amir hamzah’s poems. linguistica, vol. 9, no. 1, 258-266. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 86 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 11 high school efl teachers’ continuous professional development: target needs, reflection, and challenges mulualem eshete mekie*, girma gezahegn department of english language and literature, college of social sciences and humanities, arba minch university, arba minch, ethiopia department of foreign languages and literature, college of humanities, language studies, journalism and communication, addis ababa university, addis ababa, ethiopia *email: mulualemeeshete@yahoo.com (corresponding author) abstract this research investigated the high school efl teachers’ continuous professional development target needs, reflection and challenges. further, the target needs of the efl teachers were analyzed by adapting hutchinson and waters’ model (1987). the data were collected using a test, questionnaire (consisted of five parts), and interview; these were administered to 20 high school efl teachers. a test was administered to identify efl teachers' present situation and difficulties, and questionnaire parts 1, 2 and 4 dealt with the efl teachers' difficulties, needs and purposes in the program. moreover, these were used to identify efl teachers’ target needs centered on their lacks, necessities, and wants to function in the target situation effectively. parts 3 and 5 concerned high school efl teachers' reflection and challenges in the professional development program they are involved in. additionally, interviews were conducted with the high school efl teachers to gather data to examine in-depth results of the target needs, reflections and challenges. the results suggested that the high school efl teachers have different views of their lacks, wants and necessities. the findings also demonstrated that the high school efl teachers reflected that the current professional development program practicing in their school was never conducted to help efl teachers develop their profession. finally, the result revealed that high school efl teachers face various challenges in the current program they are taking. therefore, the professional development should be revised according to efl teachers’ target needs, reflections and challenges. key words: efl teachers, continuous professional development, target needs, reflection, challenges 1. introduction a teacher who has opportunities to develop and improve can provide such opportunities to his or her students. as stated in hargreaves & fullan (1992, p. 1), wood maintains that "opportunities to learn also require opportunities to mailto:mulualemeeshete@yahoo.com eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 12 teach". several educational theories and practices to enhance the caliber of the teaching and learning process emerged in the 20th century. in order to keep ahead with the change, continuous professional development (cpd) is growingly becoming a crucial factor for teachers' career advancement. according to hargreaves and fullan (1992), cpd is required for teachers in order to consistently advance their knowledge and abilities in order to improve their teaching techniques and students' learning possibilities. besides coping with the transition, a teacher's primary responsibility is to create lifelong learners in their students, so in addition to adjusting to change, he or she must show commitment to and enthusiasm for ongoing learning (day, 1999). in the current global understanding and intellectual and interpersonal communication english language plays a vital role since it is widely used as an international language. as a result of this, english language teaching (elt) is a significant field, and english language teachers must keep updated with the changes and innovations in their field. therefore, cpd is an important component in teachers’ professional competency. in line with this, luke & mcardle (2009) and curtis as cited in bailey, curtis, & nunan (2001) stated that professional development is a foundational element in teachers' development and staying abreast with the rapidly evolving field of elt for being an effective foreign language teacher. since 1980s language education in ethiopian has shifted from teacher-centred to learner-centered, the importance of teacher's has not declined. still, to make students autonomous in their learning, teachers have a great role and responsibility to provide favorable conditions. as a result, students can reach the correct and enough knowledge; check, assimilate, adapt and reconstruct that knowledge according to their needs. therefore, english language teachers are expected to be aware of changes in english language teaching and they have to sustain themselves with these changes. however, the knowledge that teacher gain in their department or field may not be adequate for the intensifying prospects. therefore, teachers should develop their competency in their working environment. in doing so, teachers ought to follow new innovations, share ideas and experiences with their colleagues, and reflect on their performance through cpd. experts in the field of education and other fields have been exploring strategies for effective professional development programs, and this can be achieved if the programs are based on trainees' needs. in relation to this, lee (2005, p. 39) stated that in the professional development program, "administrators put a lot of emphasis on the latest hot topics, rather than attempting to individualize, and personalize professional growth plans". so that, institutions must recognize the needs of teachers to make them more dynamic, change their personal approach, and stimulate them to develop. in other words, professional development programs can be achieved and effective when it is organized according to eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 13 teachers' personal needs. therefore, before planning professional development programs, it is necessary to collect data about teachers' needs. the topic covered in the professional development programs are usually determined by the teachers, institutional administrations, or trainers. and, therefore, it is believed that the content usually reflects trainers' interests or chosen among trendy issues in the profession. in order to develop effective professional development programs, trainers' perceptions/feedback, expectations, and needs have to be identified, and the programs must be developed accordingly. once professional development programs and activities covered in the programs are based on teachers' needs, it is easy to decide what contents to be included and to determine approach/s that will be used. for example, koc (1992) suggests that professional development programs planners should first determine the needs of the teachers and then select the teachers to participate in in-service training. similarly, dudley evans t., & st. john, m. (1998) points out in planning a teacher training program, initially the needs of the trainees should be identified and analyzed. further, the needs of the trainees should be categorized in terms of skills, knowledge and attitude. finally, aims should be set, in accordance with participants' knowledge, experience, previous training, the workload and the financial constraints so that participants are selected, and decisions about the program contents are made. consequently, bearing in mind all factors mentioned earlier, teachers’ need assessment should be done, and the programs must be designed based on the need assessment result. there are a significant number of previous studies conducted on efl teachers' perceptions, efl teachers' needs for professional development and efl teachers' obstacles faced in the professional development program. further, local researchers, for example, abrar k. & hailu g. (2022), investigated the cpd needs of primary school efl teachers. the findings showed that teachers must develop their english language proficiency skills, subject matter, and pedagogic and content knowledge. in getachew w., eba m. & zeleke t. (2019), they investigated the primary school english language teachers' professional development needs during in-service training. moreover, the finding indicated that there was no need assessment of primary school efl teachers' training before the professional development program was designed. it also indicated that primary school efl teachers did not perform the minimum requirements expected from them to be english language teachers. moreover, the finding showed that primary school efl teachers need to be trained contents like subject area, especially in speaking, writing, grammar, and vocabulary. belilew m. & hailemariam m. (2017) investigated self-directed and external professional development program obstacles facing ethiopian primary school eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 14 efl teachers in southern zone of tigray region. further, the results revealed that lack of interest, dissatisfaction in their job, unattractive salary, lack of knowledge and skills to action research and misunderstanding of the concept of professional development and how to do it were the major self-directed obstacles to professional development activities. additionally, it is revealed that inadequate in-service training, supervisors' lack of knowledge, skills and expertise in tefl, workload, and lack of stakeholder support and recognition were the major external obstacles to the professional development program. finally, birhanu s. (2014) assessed efl teachers' self-initiated pd perceptions and practices. moreover, the research findings revealed that despite insufficient practices, the teachers had a clear consensus on the need for employing selfinitiated professional development in their working environment. further, there seemed to have more awareness of self-driven professionalism with a few practical experiences in their workplaces. however, their school management problems, limited learning facilities and discouraging traditions of selfimprovement created pressure on teachers' implementation of the self-initiated professional development. local researches mentioned above were focused on the primary school efl teachers' professional development needs, perceptions and practices, and selfdirected and external obstacles. and, these researches did not use a clearly specified theoretical framework which guided the study and the data analysis methods. however, this study is different from the above studies in terms of the research subject and the theoretical framework used. besides, this research mainly focused on high school efl teachers as the subject and analyzing their target needs, feedback and challenges. in addition, this research used hutchinson and waters' (1987) needs analysis approach because their ideas were specific and clear target goals. moreover, their approaches are workable for adult learners with specific occupational courses or programs. hence, the researcher found the approaches are more practical and feasible in this research and more convenient for analyzing the target situation. therefore, the researcher found their works are useful for examining high school efl teachers' professional development needs. in general, in designing a professional development program, designers need to understand and consider teachers as adult learners and identify their need to ease their learning as a principle. likewise, the professional development program/s may not be successful and may not bring the desired changes unless teachers/learners participate in the designing process. despite the importance of investigating efl teachers' target needs, reflection/ feedback, and challenges in professional development program design, the professional development program given at ethiopian high schools was not preceded by such investigation. therefore, it seems that providing professional eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 15 development programs at ethiopian high schools lacks a solid base to offer effective professional development programs. therefore, this study investigated high school efl teachers' target needs, reflections, and challenges in professional development programs. thus, this study attempts to answer the following questions: 1. what are the high school efl teachers' target needs in the professional development program? 2. what are the high school efl teachers’ reflections on the professional development program they are involved in? 3. what challenges do high school efl teachers face in the professional development program? 2. methodology 2.1. participants the participants were twenty high school efl teachers at the sawlla and meles zenawi secondary schools at goffa zone, snnpr. the samples were chosen using the purposive and comprehensive sampling techniques to select research participants. these sample selection strategies were used since it is the most suitable for this research. further, the selected participants were experienced in teaching english language at high school level. therefore, it is assumed that they have enough experience to investigate their target needs, reflection, and challenges in the professional development program. 2.2. instruments this study used three instruments to triangulate data: a test, a questionnaire (three in number), and an interview. the purpose of the test was to identify the present situation of high school efl teachers in terms of professional development areas, as stated by widodo, h. p. (2018), and to decide on the difficulties they have in their teaching english language. furthermore, the test was administered to cross-check the exacted difficulties that high school efl teachers reported. the test was developed based on the knowledge of efl teachers' needs assessment before conducting professional development programs. these professional development areas have much to do with what competence efl teachers need to develop. further, particularities of context play an important role in shaping the areas of professional development that efl teachers need to pursue. in particular, as stated by widodo, h. p. (2018), efl teachers' knowledge comprises taxonomies of knowledge. these include content knowledge, pedagogical knowledge, and pedagogical content knowledge. in addition, knowledge of educational contexts, language policy and curriculum knowledge, research knowledge, knowledge of reflection, technological knowledge and literacy, technological pedagogical content knowledge, and knowledge of the disciplinary language are included in the taxonomies. these areas of knowledge were spelled out in eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 16 the test in high school efl teachers' needs assessment before conducting professional development programs. furthermore, the test consisted of 60 multiple choice questions and was categorized according to the abovementioned scopes of efl teachers' professional development. furthermore, each of these scopes was represented by a different number of multiple-choice questions (range: 4 to 10). five different parts of a self-reporting questionnaire were intended to answer the research questions. the first part questionnaire focused on efl teachers' difficulties in teaching english language. the second part of the questionnaire focuses on efl teachers’ needs based on efl teachers’ professional development areas, and the third part was to examine efl teachers' reflection/feedback on the current professional development program which is implemented. moreover, these three parts of the questionnaire included fifty (50) items in each and was divided into ten (10) sections based on efl teachers’ professional development areas identified by widodo, h. p. (2018). furthermore, the third part of the questionnaire emphasized efl teachers' purposes for enrolling in the professional development program and consisted of ten (10) items and organized in the form of a likert scale. lastly, the final part of the questionnaire aimed to identify the challenges that efl teachers face in the professional development program and contained fifteen (15) items. further, these parts of the questionnaire are structured using a likert scale. in addition, since the questionnaire was organized in close-ended questions, a semi-structured interview was incorporated to ensure there should not be missed information and to get information that may not be obtained through other tools. this was used to give subjects a chance for free expression of their opinion that they may not want to share with others and to collect rich data, which is valuable to understand subtle meanings in the phenomena under focus. accordingly, this study employed a semi-structured interview which consisted of three leading questions under the research questions to allow the interviewees to express their feelings and get information that may not be obtained through other tools. all interviews were audio-recorded, transcribed and analyzed in light of the research questions. furthermore, the data derived from the test and questionnaires were analyzed using descriptive statistical methods, including the mean and standard deviation for all scopes of the test and questionnaires. meanwhile, the verbal data from interviews were analyzed qualitatively then the findings were analyzed and interpreted. 2.3. reliability dornyei (2003) contends that reliability is the measurement of the degree to which the scores on the data collection tool are free of errors. in this case, the method used to measure reliability is internal consistency. it can be measured by the cronbach alpha coefficient, which ranges between zero and one. to have acceptable reliability, instruments need to score at least 0.60 (dornyei, eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 17 2003). to calculate the instrument's reliability, spss version 21 was used to obtain the cronbach alpha. table 1 below shows the instrument's reliability. considering that the acceptable reliability should be at least 0.60, it can be concluded that the six instruments shown in table 1 below are reliable. table 1 instruments reliability no instrument no. of items cronbach’s alpha 1 q u e st io n n a ir e s questionnaire on high school efl teachers’ difficulties according to efl teachers’ professional development areas 50 0.908 questionnaire on high school efl teachers’ needs according to efl teachers’ professional development areas 50 0.968 questionnaire on efl teachers’ reflection/feedback towards the current professional development program they are involved in 50 0.958 questionnaire on efl teachers’ purposes to participate in professional development program 10 0.850 questionnaire on challenges that efl teachers’ are facing in professional development program 15 0.947 2 tes t test for high school efl teachers based on efl teachers’ professional development areas 60 0.750 3. result 3.1. result of the first question the first research question was, "what are the high school efl teachers’ target needs in professional development programs?" it sought to identify the high school efl teachers’ professional development target needs and determine what the high school efl teachers need to do in the target situation. hutchinson and waters (1987) regarded target needs as an umbrella term, which hides several important distinctions in practice. a more useful technique is to look at the target situation in terms of necessities, lacks and wants that were used in this paper to analyze the high school efl teachers’ professional development target needs. in order to get the necessary information and answer this question, the high school efl teachers were given three copies of the self-reporting questionnaire. this was intended to identify the difficulties they have in teaching english language, determine the needs area that high school efl teachers want to train in the professional development program, and asked them to respond to 50 items on a five-point likert scale. further, to realize the high school efl teachers’ purposes of participating in the professional development programs eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 18 asked to respond to ten items on a four-point likert scale, and a test was administered to cross-check the exact difficulties that high school efl teachers were reported in the self-reporting questionnaire. finally, the data obtained through these instruments were triangulated with interview data. then, the result is presented as follows. 3.1.1. lacks of high school efl teachers’ on efl teachers’ professional development scopes/areas lacks is the gap between what students (in this research, high school efl teachers) have already known and what they have not known (hutchinson & waters, 1987). the data was collected through a self-reporting questionnaire (for 20 high school efl teachers) and a test (for eight high school efl teachers) to identify the lack of high school efl teachers. further, the questionnaire consisted of 50 items grouped into ten scopes of professional development, including five items in each. moreover, a test was used to identify the present situation of high school efl teachers in terms of professional development areas, as stated by widodo, h. p. (2018), and to decide on the difficulties they have in their teaching english language. furthermore, the test was administered to cross-check the exacted difficulties that high school efl teachers reported in the questionnaire. the test was developed based on the knowledge of efl teachers' needs assessment before conducting professional development programs. therefore, these areas of knowledge were spelled out in the test in high school efl teachers' needs assessment before conducting professional development programs. furthermore, the test was confined to 60 multiple choice questions and was categorized according to the scopes of efl teachers' professional development. moreover, each of these scopes was represented by a different number of multiple-choice questions (range: 4 to 10). then, the following section shows the results for the first research question. 3.1.1.1.the difficulty of efl teachers' on efl teachers' professional development scopes/ areas the difficulty area of efl teachers in the professional development questionnaire was used to identify the difficulty that efl teachers are experienced in performing their teaching according to their professional development scopes/areas. the questionnaire was designed based on the 10 efl teachers' professional development scopes/areas. it consisted of 50 items (5 items in each scope/areas) to identify the difficulty of efl teachers in the identified areas. according to the data obtained from the questionnaire, it seemed that the two scopes of efl teachers' professional development, i.e. technological pedagogical content knowledge and technological knowledge and literacy, with the mean scores of 22.70 and 22.35, respectively, fall into the main difficulty that efl teachers have in professional development areas (see table eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 19 2). the third and fourth rank was occupied by the research knowledge and knowledge of reflection with the same mean score of 20.60. the fifth rank was occupied by the language policy and curriculum knowledge with a mean score of 19.85. the sixth and seventh rank was content knowledge and pedagogical content knowledge, with the same mean score of 19.55. the eighth rank was for pedagogical knowledge, with a mean score of 18.40. furthermore, the ninth and tenth rank was the knowledge of educational contexts and knowledge of disciplinary language difficulty of the efl teachers with the mean score of 17.70 and 16.80, respectively, and falls into the least difficulty that efl teachers have in efl teachers' professional development areas. table2: difficulty of efl teachers on efl teachers' professional development scopes/areas no scopes/areas of efl teachers’ professional development mean std. dev rank 1 content knowledge 19.55 2.305 5 2 pedagogical content knowledge 19.55 2.665 6 3 research knowledge 20.60 1.729 3 4 knowledge of reflection 20.60 1.729 4 5 pedagogical knowledge 18.40 3.118 8 6 knowledge of educational context 17.70 1.838 9 7 language policy and curriculum knowledge 19.85 2.455 5 8 technological knowledge and literacy 22.35 1.565 2 9 technological pedagogical content knowledge 22.70 1.559 1 10 knowledge of disciplinary language 16.80 3.813 10 3.1.1.2.test result of efl teachers on efl teachers’ professional development scopes/areas table 3 below shows that the test result of the participants seemed that the test results of the three scopes of efl teachers' professional development, i.e. language policy and curriculum knowledge, technological knowledge and literacy and technological pedagogical content knowledge, with the same mean scores of 3.75 respectively, ranked from the first to third that efl teachers scored in the test. the research knowledge occupied the fourth rank with a mean score of 3.63, and the fifth-ranked test result was content knowledge with a mean score of 3.50. the knowledge of educational contexts occupied the sixth rank with a mean score of 3.13. the seventh and eighth rankings were the pedagogical content and pedagogical knowledge, with the same mean score of 3.00. the ninth rank was for the knowledge of reflection, with a mean score of 2.75. moreover, the tenth rank was the knowledge of the disciplinary language with a mean score of 2.63, which fell among the lowest test results of efl teachers. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 20 table3: test result of efl teachers on efl teachers’ professional development scopes/areas no scopes/areas of efl teachers’ professional development mean std. dev. rank 1 content knowledge 3.50 0.535 5 2 pedagogical content knowledge 3.00 0.926 7 3 research knowledge 3.63 0.518 4 4 knowledge of reflection 2.75 1.035 9 5 pedagogical knowledge 3.00 0.926 8 6 knowledge of educational contexts 3.13 0.991 6 7 language policy and curriculum knowledge 3.75 0.463 1 8 technological knowledge and literacy 3.75 0.463 2 9 technological pedagogical content knowledge 3.75 0.463 3 10 knowledge of disciplinary language 2.63 0.916 10 3.1.2. wants of high school efl teachers’ on efl teachers’ professional development scopes/areas nation and macalister (2010) elaborate related to students' wants or subjective needs in terms of what the learners wish to learn. further, hutchinson and waters's third class of needs is wants, i.e. what the learners want and feel they need. these needs are personal and, therefore, are sometimes referred to as subjective needs, which cannot be said to be general. they are quite unforeseeable and therefore indefinable. it is often pointed out that these may differ, even conflict, with necessities perceived by a sponsor or employer and lacks identified by the teacher. further, to identify the wants of high school efl teachers in the professional development program, the data were collected through a self-reported questionnaire which consisted of ten items, and they were asked to indicate their purposes for participating in the professional development program and their wants and feel they need to achieve through the program. the questionnaire was organized on four points likert scale, and the results are presented as follows. table 4 below revealed that the efl teachers’ purposes for participating in the professional development program, most high school efl teachers aimed “to develop my understanding of how teaching and learning are situated in different contexts” and “to develop my understanding and assessing technological tools" were the priority purpose of participating in the professional development program with the same mean score of 3.95. the third ranked efl teachers' purpose for participating in the professional development program is "to develop my understanding of how a particular subject matter is taught and learned", with a mean score of 3.90. item 10, i.e. "to develop my understanding of how language is used to teach/learn a subject matter" ranked the fourth purpose of efl teachers to participate in the professional eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 21 development program with a mean score of 3.70. the fifth and sixth purpose of efl teachers to participate in the professional development program occupied by item 5 “to develop my understanding of educational policy and curriculum and the relationship between the two” and item 9 “to develop my understanding of technological tools to teach or learn a subject matter” with the same mean score of 3. 65. the three items are items 1, 6, and 7 ("to develop my understanding of subject matter knowledge”, “to develop my understanding of how to research a subject", and "to develop my understanding of how to reflect on, in, and for educational practices”) were ranked at the seventh, eighth and ninth purpose of efl teachers to participate in the professional development program with the same mean score of 3.60. furthermore, the least purpose of efl teachers to participate in the professional development program was occupied by item 2, "to develop my understanding of how teaching and learning take place in teaching my subject", with the same mean score of 3.55. table 4 efl teachers’ purposes to participate in the professional development program n o efl teachers’ purposes in professional development program mea n std. devi. ran k 1 to develop my understanding of subject matter knowledge 3.60 0.503 7 2 to develop my understanding of how teaching and learning take place in teaching my subject 3.55 0.510 10 3 to develop my understanding of how a particular subject matter is taught and learned 3.90 0.308 3 4 to develop my understanding of how teaching and learning are situated in different contexts 3.95 0.224 1 5 to develop my understanding of educational policy and curriculum and the relationship between the two 3.65 0.489 5 6 to develop my understanding of how to undertake research on a subject 3.60 0.503 8 7 to develop my understanding of how to reflect on, in, and for educational practices 3.60 0.503 9 8 to develop my understanding and assess technological tools 3.95 0.224 2 9 to develop my understanding of technological tools to teach or learn a subject matter 3.65 0.489 6 10 to develop my understanding of how language is used to teach/learn a subject matter 3.70 0.470 4 in addition to the questionnaire analysis above, interview and focus group discussion analysis shows that high school efl teachers want to develop their knowledge in various areas. from the data obtained from these instruments, the interviewees and focus group discussion participants want to develop their content knowledge, pedagogical knowledge, the use of technology in a eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 22 language classroom, research skills, and language teaching methodology. in relation to this, during the interview session miss. t, miss. e and mr d denoted that: i want to develop my content knowledge, pedagogy knowledge, pedagogic content knowledge or language teaching methodology, technological issues and use of technology in teaching english language, etc. (miss. t) i want to be trained in the program contents, subject-specific research issues, english language teaching methodology, technology use and the like. (miss. e) i want to be included in the professional development program, and the knowledge i want to acquire is content that can enhance my language skills and teaching methodologies. (mr. d) moreover, in the professional development program, efl teachers need to develop their language skills, to develop classroom language, enabling them to teach the subject clearly and effectively. to this end, miss. n and mr. s said that: i want to be included and get knowledge in the professional development program issues which enable me to develop my language skills … and to develop a specific language which enables me to deliver or teach the subject clearly and effectively. (miss. n) i prefer to be included in the professional development program, like issues which can enhance my language skills, issues on english language teaching methodology, and contents which enable me to enhance my research knowledge. (mr. s) in general, the high school efl teachers want different issues to achieve and to be included in the professional development program during the interview and focus group discussion. therefore, program designers and stakeholders should consider the high school efl teachers' wants to develop their profession and improve students' achievement. 3.1.3. the necessity of high school efl teachers' on efl teachers’ professional development scopes/areas necessities are the most important tenure to identify the target needs. these are the types of needs determined by the demands of the target situation and what the learners or trainees have to know to function effectively in the target situation. in the present study, researchers tried to denote the necessities of high school efl teachers through a self-reported questionnaire which consists of fifty items on 5 points likert scale (1= strongly agree, 2=agree, 3= undecided, eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 23 4= disagree and 5= strongly disagree). the questionnaire result was triangulated with interview and focus group discussion results. 3.1.3.1.the needs of efl teachers on efl teachers’ professional development scopes/areas the need area of efl teachers in the professional development questionnaire was used to identify the preference of efl teachers needs to train in their professional development program. the questionnaire consisted of 50 questions designed to identify the preference of efl teachers to train in their professional development program per the identified scopes of professional development. when the responses that the participants gave to the questionnaire mentioned above were analyzed, it seemed that the three scopes of professional development, i.e. pedagogical knowledge (m= 22.55), content knowledge (m= 22.50) and technological knowledge and literacy (m= 22.50), fall into the highly preferred that efl teachers need to train in their professional development program (see table 5). on the other hand, the fourth and fifth rank was occupied by the knowledge of educational contexts (m= 22.40) and pedagogical content knowledge (m= 22.35). the research knowledge occupied the sixth rank with a mean score of 22.30. the seventh and eighth rank was the technological pedagogical content knowledge (m= 22.20) and knowledge of a disciplinary language (m= 22.05). the ninth rank was for the knowledge of reflection, with a mean score of 22.00. moreover, the tenth rank was the language policy and curriculum knowledge need of the efl teachers with a mean score of 21.75 and falls into the least preferred that efl teachers need to train in the professional development program. table 5: the needs of efl teachers on efl teachers' professional development scopes/areas no scopes/areas of efl teachers’ professional development mean st. dev rank 1 content knowledge 22.50 2.19 2 2 pedagogical content knowledge 22.35 2.47 5 3 research knowledge 22.30 1.98 6 4 knowledge of reflection 22.00 2.18 9 5 pedagogical knowledge 22.55 2.09 1 6 knowledge of educational context 22.40 1.93 4 7 language policy and curriculum knowledge 21.75 1.51 10 8 technological knowledge and literacy 22.50 2.56 3 9 technological pedagogical content knowledge 22.20 2.35 7 10 knowledge of disciplinary language 22.05 2.53 8 3.2. result of the second question eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 24 the second research question sought to identify the high school efl teachers' reflections on the current professional development program. in order to get the necessary information for this research question, the high school efl teachers were asked to respond to a self-reporting questionnaire to examine their reflection on the current professional development program. the questionnaire consisted of 50 items on a five-point likert scale, and the number is opposite to the questionnaire used to identify efl teachers' target needs. further, the data obtained from the questionnaire was triangulated with interview and focus group discussion results, and the data analysis is presented below. 3.2.1. efl teachers’ reflections/feedbacks on the current professional development program based on the scopes the reflection/feedback of efl teachers’ on the current professional development program questionnaire was used to identify the efl teachers’ assessment or view of the program. the questionnaire consisted of 50 questions designed to identify the reflection/feedback of efl teachers towards the program based on the identified scopes/areas of professional development. when the responses that the participants gave to the questionnaire mentioned above were analyzed, it seemed that the pedagogical content knowledge scope of professional development fell into the first that efl teachers reflected on the professional development scope with a mean score of 22.55 (see table 6). the technological pedagogical content knowledge occupied the second rank with a mean score of 22.50. the third rank was occupied by the knowledge of reflection, with a mean score of 22.37. the fourth and fifth rank was the content knowledge and knowledge of educational contexts with the same mean score of 22.35. the sixth and seventh ranks were technological knowledge, literacy, language policy, and curriculum knowledge, with mean scores of 22.30 and 22.05, respectively. moreover, the eighth and ninth rank was the pedagogical and research knowledge, with the mean scores of 21.95 and 21.75, individually. finally, the tenth rank and the least mean score (m=19.55) were occupied by the knowledge of the disciplinary language. table6: efl teachers’ reflection/feedback on the current professional development program no scopes/areas of efl teachers’ professional development mean std. dev. rank 1 content knowledge 22.35 2.478 4 2 pedagogical content knowledge 22.55 2.089 1 3 research knowledge 21.75 1.517 9 4 knowledge of reflection 22.37 2.56 3 5 pedagogical knowledge 21.35 1.747 8 6 knowledge of educational contexts 22.05 2.433 5 7 language policy and curriculum knowledge 22.05 1.986 7 8 technological knowledge and literacy 22.30 1,976 6 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 25 9 technological pedagogical content knowledge 22.50 2.188 2 10 knowledge of disciplinary language 19.55 2.305 10 in addition to the above questionnaire analysis, the interview depicts that efl teachers' reflections on the current professional development program offered in their school were similar and related to each other. for example, miss. t's statement below illustrates that the current professional development program contents are not subject-specific, and it is not designed specifically for efl teachers, which shows that the program is not successful: the current professional development program that we are taking is unable to help us become effective efl teachers, and it emphasizes the general concepts of teaching. farther, the program is not specific to efl teachers, so the result is not as expected. the above idea also supported mr. d’s opinion and said that: in the current professional development program, efl teachers are forced to participate or be trained with other subject teachers. therefore, the program needs to be offered to efl teachers separately because the nature of english language subject is different because it dealt with skill and knowledge. although it is believed that the designing process of a program or a course should be based on needs analysis, almost all interviewees stated that the current professional development program does not align with their needs as efl teachers. therefore, they are not interested in attending the program, although it is an obligation. for example, miss. n said: surprisingly, the current professional development program is not aligned with my need as an efl teacher. ….. i just participate in the program to complete the top administrators' duty and not fail in the evaluation done by the directors and supervisors. further, during the focus group discussion, mr. y reflected that: nevertheless, we have been taken and trained on different issues in the professional development program teachers are participating because just it is an obligation, and we are not acquiring important knowledge to enhance our profession. the other reflection given by the interviewee on the current professional development program offered in their school was that there is no trained facilitator or trainers with enough skill and knowledge on the issues included in the program. moreover, the school directors and higher officials select and cascade the contents. in line with this, for example, some interviewees and focus group discussion participants indicated that: eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 26 … there are problems in selecting trainers, which is done just haphazardly and selected by the majority hands raised by the teachers. also, it is not done without considering the competence of the teacher and knowing or understanding their knowledge to proceed and to be a trainer in the program. (mr. s) the current professional development program is delivered by the trainers who do not have enough knowledge and training on the contents included in the program, even though the topics are given or selected by the school. ….. the contents are selected and cascaded from the top management. (mr. d) … and the contents or issues included in the program were selected and cascaded by the need of the school directors and sector higher officials. (miss. tt) to summarize, among the most important reflections given by interviewees were the current professional development program practicing in their school was not conducted in a way to help efl teachers to develop their profession, the current program is not aligned with their needs, and it is not subject specific rather emphasize on the general issues, contents or topics in the current professional development program are selected and cascaded from school directors and sector higher officials. further, the interviewees reflected that the teacher selects the trainer without considering the experience and knowledge, and there is a lack of stakeholder supervision and support. finally, interviewees reflected that they are participating in the current professional development program because it is an obligation. 3.3. result of the third question the fourth research question was "what factors are perceived by the high school efl teachers as hindering factors in professional development programs?" to investigate the perceived hindering factors that affect high school efl teachers in the professional development program they are practicing. in order to answer this research question, the high school efl teachers were asked to respond to a self-reporting questionnaire which intended to investigate their perceived hindering factors in the current professional development program. furthermore, the questionnaire consists of 15 items and is organized on a fivepoint likert scale (5=most serious, 4= more serious, 3= serious, 2= less serious and 1=least serious). additionally, the data obtained from the questionnaire was triangulated with interview and focus group discussion results. 3.3.1. efl teachers’ challenges faced in professional development program from table 7, the most hindering factors that affect efl teachers’ participation in the professional development program were item 11, "professional development program is not well planned and managed", and item 13 ", low level of understanding of stakeholders toward professional development eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 27 program” that occupied the first and second rank with the mean score of 4.25 and 4.05 respectively. the third, fourth and fifth hindering factors that affect efl teachers’ participation in the professional development program were ranked and occupied by item 3, "lack of budget”, item 10 “, less committeemen/moral of teachers to their profession", and item 12 "lack of support from the stakeholders” with the same mean score of 3.80. the sixth, seventh and eighth rank towards the hindering factors that affect efl teachers’ participation in the professional development program was occupied by item 15, "lack of knowledge of teachers toward professional development program” (m=3.75), item 2 “, lack of resources” (m=3.70) and item 4 “lack of trained professional development program facilitators” (m=3.60). item 1, "the less commitment of leaders to support professional development program", ranked as the ninth hindering factor that affects efl teachers’ participation in the professional development program with a mean score of 3.50, and item 14 ", lack of incentives” (m=3.40) ranked tenth. the eleventh and twelfth hindering factors were occupied by item 5, "workload", and item 9 ", suitability of provision/ poor delivery of professional development program", with the same mean score of 3.35. further, item 6, "shortage of time for teachers", and item 8 ", the content of professional development program does not address my needs and wants", were ranked thirteenth and fourteenth hindering factors with the same mean score of 3.30. the last ranked and the least hindering factor was item 7, "lack of support from colleagues", with a mean score of 3.25. table 7: challenges efl teachers face in professional development program no hindering factors mean std. dev 1 the less commitment of leaders to supporting professional development program 3.50 1.051 2 lack of resources 3.70 1.218 3 lack of budget 3.80 1.105 4 lack of trained professional development program facilitators 3.60 1.142 5 workload 3.35 1.309 6 shortage of time for teachers 3.30 1.129 7 lack of support from colleagues 3.25 1.118 8 the content of the professional development program does not address my needs and wants 3.30 1.129 9 suitability of provision/ poor delivery of professional development program 3.35 1.137 10 less committeemen/moral of teachers to their profession 3.80 1.281 11 the professional development program is not well planned and managed 4.25 1.070 12 lack of support from the stakeholders 3.80 1.005 13 low level of understanding of stakeholders toward professional development program 4.05 .999 eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 28 14 lack of incentives 3.40 1.231 15 lack of knowledge of teachers toward professional development program 3.75 1.209 moreover, most of the hindering factors identified in the questionnaire above were reinforced by results gained from the interview and focus group discussion. from the data obtained from these instruments the interviewees and focus group discussion participants indicated the challenges they are facing in the current professional development program were lack of interest and motivation, redundancy of contents included in the program, lack of supervision, feedback and support from program facilitators and trainers, and teachers' workload. in connection to this, for example, miss. e, miss. n and mr. d denoted that: the main challenge that we are facing during the program is the contents are similar for a long time, there is a lack of supervision and feedback from the trainers, and it results in a lack of interest in the teachers. (miss. e) the main challenge we are encountering in the current professional development program is that the contents included are not subjectspecific and are not designed based on the need assessment. (miss. n) the main challenge we are encountering in the current professional development program is a lack of supervision and support from the stakeholders. the other problem is the teachers' workload. (mr. d) moreover, the current program is not in line with efl teachers' needs since the current professional development program is not subject-specific and lacks trained facilitators and trainers. to this end miss. tt and mr. d said that: the professional development program we are taking is not satisfying my need as an efl teacher, and the contents or issues included in the program were selected and cascaded by the need of the school directors and sector higher officials. (mr. tt) the current professional development program is delivered by the trainers who do not have enough knowledge and competence on the contents included in the program, even though the topics are given or selected by the school. (mr. d) in general, among the most significant hindering factors designated by the interviewee, there were different challenges they faced in the current professional development program. therefore, stakeholders should consider the identified factors to achieve the intended outcome of the professional development program. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 29 4. findings 4.1. findings of the first question the first question is “what are the high school efl teachers’ target needs in professional development?” sought to identify the high school efl teachers’ professional development target needs in terms of lacks, wants and necessity were used in this paper to analyze the needs of the high school efl teachers in professional development. 4.1.1. lacks of high school efl teachers’ on efl teachers’ professional development scopes/areas lacks is the gap between what high school efl teachers have already known and what they have not known in the efl teachers’ professional development scopes/areas. according to the questionnaire result, the first and second-ranked high school efl teachers lacked the technological pedagogical content knowledge and technological knowledge and literacy in efl teachers' professional development scopes or areas. moreover, the test result depicted that the efl mentioned above teachers' professional development scopes/areas were ranked at the second and third difficulty; however, the language policy and curriculum knowledge were placed first. on the other hand, the high school efl teachers lacked knowledge of educational contexts and disciplinary language, respectively. similarly, the test result confirmed that high school efl teachers lacked knowledge of the disciplinary language. moreover, opposite to questionnaire results, knowledge of reflection from professional development scope was placed as the minor difficulty of the high school efl teachers. the research knowledge and knowledge of reflection are the other lack of the high school efl teachers, and in the questionnaire, results placed at the third and fourth rank. this result was confirmed through the test result and the difficulty on research knowledge placed at the same rank as it is indicated in the questionnaire result. however, the difficulty in the knowledge of reflection was the ninth ranked and the minor difficulty of the high school efl teachers. the language policy and curriculum knowledge ranked the fifth difficulty of the high school efl teachers; however, the language policy and curriculum knowledge were placed first, as depicted in the test result. from the questionnaire result, content and pedagogical content knowledge were placed as the sixth and seventh difficulty of the high school efl teachers. however, the test result ranked these scopes of professional development seventh and eighth, which are not as different from the result obtained from the questionnaire result. finally, the questionnaire result depicted that knowledge of disciplinary language received the least difficulty among the high school efl teachers, and also, the test result confirmed this result. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 30 from the above results, one can understand that high school efl teachers have difficulty with the identified scopes of efl teachers' professional development even though the degree or the extent was varied. therefore, professional development program designers should consider high school efl teachers' lack or difficulty when designing the program. 4.1.2. wants of high school efl teachers’ on efl teachers’ professional development scopes/areas efl teachers’ wants or subjective needs are what the efl teachers wish to acquire in the professional development program. it is often pointed out that these may differ, even conflict, with necessities as perceived by a sponsor or employer and lacks are identified by the efl teacher. from the result, the high school efl teachers, for all reasons or items in the questionnaire, want to be trained and feel they need to achieve in the professional development program with an approximate mean score. further, most high school efl teachers want to be trained and placed at the first and second feeling they need to develop their understanding of how teaching and learning are situated in different contexts and to develop their understanding and assessing technological tools in the professional development program respectively. developing their understanding of how a particular subject matter is taught and learned and how language is used to teach/learn a subject matter ranked as the third and fourth purpose to participate. efl teachers feel they need to achieve through the professional development program. further, the fifth and sixth purposes of participating and efl teachers feel they need to achieve through the professional development program was to develop my understanding of educational policy and curriculum and the relationship between the two and to develop their understanding of technological tools to teach or learn a subject matter. in addition, the questionnaire result shows that the three efl teachers' reasons for participating and feel they need to attain in the professional development program were to develop their understanding of subject matter knowledge, to develop their understanding on how to undertake research on a subject and to develop their understanding on how to reflect on, in, and for educational practices. the final and the least efl teachers' purpose for participating and feeling they need to attain in the program was to develop their understanding of how teaching and learning take place in teaching their subject. in general, the discussion above showed that high school efl teachers have similar wants and feel they need to develop in the professional development program. consequently, the professional development program should be designed according to the identified high school efl teachers' need. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 31 4.1.3. the necessity of high school efl teachers' on efl teachers' professional development necessities are the most important tenure to identify the target needs. these are the types of needs determined by the demands of the target situation and what the high school efl teachers must know to function effectively in the target situation. hence, the questionnaire result shows the high school efl teacher’s preferred pedagogical knowledge, content knowledge, technological knowledge, and literacy, and highly demanded scopes/areas of the efl teachers’ professional development. they have to know to function effectively in their teaching of english language. next to the aforementioned demanded scopes/areas of the efl teachers’ professional development, knowledge of educational contexts and pedagogical content knowledge were placed at the fourth and fifth rank, respectively. moreover, research knowledge was the sixth-placed and the need of high school efl teachers in the target situation. the technological pedagogical content knowledge and knowledge of disciplinary language were the other areas of efl teachers’ professional development, which were received seventh and eighth ranks compared to the other scopes/areas of the efl teachers’ professional development. in the end, the result from the questionnaire depicted that knowledge of reflection and the language policy and curriculum knowledge was the least required scopes/areas of the efl teachers’ professional development, and they want to know to function effectively in the target situation. further, from the interview result, high school efl teachers demanded different knowledge in the professional development program. in line with this, interviewees 1, 2, and 3 said the program should be explicitly designed for efl teachers. moreover, this program needs to be trained on content knowledge, pedagogical knowledge, pedagogical content knowledge or language teaching methodology, technological issues and the use of technology in teaching english language and knowledge to develop a language which enables us to deliver the subject clearly and effectively. in general, the above result discussion showed that high school efl teachers have relatively similar demands in the scopes/areas of the efl teachers’ professional development. consequently, the professional development program should be designed according to the identified high school efl teachers who want to know in order to function effectively in their teaching profession or in the target situation. eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 32 4.2. findings of the second question the second research question sought to identify the high school efl teachers’ reflection/feedback on the current professional development program they are involved in. in order to get the necessary information for this research question, the high school efl teachers were asked to respond to a self-reporting questionnaire to examine their reflection on the current professional development program. moreover, the questionnaire was organized on a fivepoint likert scale, and the number value was opposite to the questionnaire used to identify efl teachers' target needs. further, the data obtained from the questionnaire was triangulated with interview results, and the discussion is presented below. according to the questionnaire result, most high school efl teachers reflected that the pedagogical content knowledge and technological pedagogical content knowledge in the current professional development program were the first and second ranked and were highly ignored. further, knowledge of reflection is placed as third neglected knowledge areas in the professional development program that high school efl teachers are taking. the result also indicated the high school efl teachers reflected that content knowledge and knowledge of educational contexts were other ignored knowledge areas in the current professional development program, with similar mean score of 22.35. according to the high school efl teachers’ reflection, the sixth and seventh ranked and ignored knowledge areas in the current professional development program were technological knowledge and literacy and language policy and curriculum knowledge. pedagogical knowledge and research knowledge were extra knowledge areas which were not focused in the current professional development program as equated with other scopes of professional development. the final and last ranked knowledge area in the current professional development program was knowledge of a disciplinary language, enabling them to understand how language is used to teach or learn a subject matter. in addition to the above results obtained from the questionnaire, most of the interviewees' reflections/feedback towards the current professional development program offered in the school were similar and related. in line with this, the majority of the interviewee said the current professional development program practicing in their school was never conducted in a way to help efl teachers to develop their profession. besides, the interviewee reported the current program is not aligned with their needs, and it is not subject-specific. rather the current program is emphasized on the general issues. similarly, the interviewee reflected that contents or topics covered in the current program are selected and cascaded from school directors and higher officials. another interviewee's reflection/feedback on the current program was eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 33 that the trainer (a teacher running the program) is selected by the teacher without considering the experience and knowledge they have, and there is a lack of supervision and support from the stakeholders. finally, interviewees stated they are participating in the current professional development program because it is an obligation and by fearing of not to fail the evaluation prepared by the school directors and supervisors. generally, the above discussion exhibited that high school efl teachers reflected similarly on the current professional development program they are taking. subsequently, the professional development program should take teachers opinion in to account if it is intended to achieve its aim, and it should be revised as per the high school efl teachers’ reflections/feedback. 4.3. findings of the third question the fourth research question is “what challenges do high school efl teachers are faced in the professional development program?” to investigate the hindering factors that affect high school efl teachers’ in the professional development program they are practicing. in order to answer this question, the high school efl teachers were asked to respond to a self-reporting questionnaire which consists of 15 items and organized on a five-point likert scale. additionally, the data obtained from the questionnaire was triangulated with interview results. according to the questionnaire result, majority of high school efl teachers recognized that program planning and management and low level of stakeholders understanding toward the program as main challenges, and ranked at first and second respectively. another, challenges that high school efl teachers denoted were lack of budget, teachers less commitment and interest in their profession, and lack of stakeholder support with the same mean score of 3.80. furthermore, lack of teachers’ knowledge toward professional development program, lack of resources, lack of trained professional development program facilitators and low commitment and interest of leaders to support the program were factors which teachers are facing in the current program, and these factors were ranked at sixth to ninth. the high school efl teachers also recognized lack of incentives, workload, and suitability of provision or poor delivery of professional development program were the tenth, eleventh and twelfth ranked hindering factors in the current professional development program. further, the shortage of time for teachers and the disparity of contents or issues included in the professional development program with their needs and wants were ranked thirteenth and fourteenth hindering factors with the same mean score of 3.30. the last challenge identified by the high school efl teachers was lack of support from colleagues. additionally, most of the hindering factors identified from questionnaire above were reinforced by the result gained from interviews result. the interview eltall (english language teaching, applied linguistics and literature) vol. 4 no. 01, 2023 available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 34 result signified that most interviewees identified the challenges in the current program: lack of interest and motivation due to the contents included in the program and its redundancy from year to year, and because the designing process of the program is not inviting teachers to participate. likewise, lack of supervision and support from the stakeholders and trainers feedback, as well as the program is obligatory to attend with other subject teachers, were the other challenges identified by high school efl teachers. the other recognized challenges were that the current program is not organized in line with their need as efl teachers, and it was not subject-specific. in short, the above result revealed that high school efl teachers face various challenges in the current professional development program they are taking. therefore, the professional development program should be revised considering the identified factors to achieve its aim. 5. conclusions from the research findings, the following conclusions are made. first, the high school efl teachers have difficulty with the ten identified efl teachers' scopes of professional development even though the extent is varied. the content of the professional development program should cover the gap between what efl teachers have already known and what they have not known. third, related to what the high school efl teachers want and feel they need, they have related demands and need to develop in the professional development program. the last component and the most important tenure to identify the target needs are necessities. in the present study, high school efl teachers have similar demands on the scopes of efl teachers' professional development program in order to function effectively in the target situation. second, the high school efl teachers were not comfortable with the current professional development program they are taking. moreover, this happened because the program was not subject-specific, not aligned with their target needs, and school directors and higher officials selected content. finally, there are various hindering factors that high school efl teachers face in the current professional development program they are taking. therefore, the professional development program should be revised, and stakeholders should undertake program evaluation. the program should consider the high school efl teachers' target needs in the professional development program. further, the professional development program must be cognizant of the high school efl teachers' reflection/feedback and the challenges that the high school efl teachers face if it is intended to achieve its aim. reference eltall (english 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