eltin journal, volume 3/ii, october 2015 106 the effectiveness of role play in teaching speaking lilis suryani stkip siliwangi bandung suryani.lies3@gmail.com abstract speaking is one of essential skills that should be mastered by students. in fact, the students face difficulties in speaking such as difficulty to arrange the sentences, fear of making mistakes, and lack of motivation. it is supported by nunan (1993), he states that there are some challenges in teaching speaking skill in efl classroom namely lack of motivation, and they tend to use their first language. related to those problems, role play is offered to overcome the problems in speaking. the aim of the research was to know the effect of using role play in teaching speaking. the research used preexperimental design with one group pre test and post test design which consist of 30 students as the sample. the data were obtained by using pre test and post test. then, obtained data were analyzed by using spss 20. the result of the research showed that significance value was .00 and it is lower than the significance level .05. it means that the null hypothesis was rejected. thus, teaching speaking by using role play has a significant effect on improving the students’ speaking ability. keywords: role play, speaking, motivation a. introduction speaking is one of productive skills that should be learned by students. brown (2001) states that speaking as an interactive process of constructing meaning that involves producing, receiving, and processing speech of sounds as main instruments. in addition, cameron (2005) states that speaking is used to express meanings so that other people can make sense of them. in other word, speaking is an important skill that is used to communicate with other people. related to the importance of speaking, it is not an easy for the teacher to teach speaking in the classroom. in fact, most of the students are reluctant to speak up in the classroom and they have low motivation. it is supported by nunan (1993), he states that there are some challenges in teaching oral skill in efl classroom namely lack of motivation, and they tend to use their first language. to improve students speaking skill, teacher should find the appropriate technique of teaching speaking. it means that teacher plays an important role to create interesting teaching and learning process. in this research, the researcher would like to choose role play to solve the problem of speaking. harmer (2007) says that role play can stimulate the students in real world and it gives learners an opportunity to practice communicating in different social contexts and different social roles (larsen and freeman, 2000). research questions the problem that was investigated in the research can be focused on the following research question: is it effective to teach speaking by using role play? hypothesis since the research is designed to investigate the effect of using role play in teaching speaking ability, the research is guided by the following hypotheses: mailto:suryani.lies3@gmail.com lilis suryani: the effectiveness of role play e 107 null hypothesis (h0) : role play is not effective in teaching speaking. alternative hypothesis (ha) : role play is effective in teaching speaking b. literature review speaking is one of the important skills in human. nunan (1993) says that the importance of speaking skill is obviously noticed regarding the role of human as social being who depends himself more on speaking rather than writing when interacting with others. it is supported by brown (2001), speaking is an interactive process of conducting meaning that involves producing, receiving and processing information. it can be concluded that speaking is a tool of communication to each other’ where the speaker can deliver his/her idea, opinion, feeling through verbal skill to the listener. speaking is fundamental to human communication. that is why teaching speaking skill should be taught in language classroom with interactive technique. one of the techniques in teaching speaking is role play. based on previous research, role play is effective way to teach speaking. role play is a method of acting out particular ways of interacting with others in imaginary situations (byrne, 1986) and it promotes interaction in the classroom and increase motivation (ladousse, 1995). in addition, budden (2006) says that role-play is any speaking activity when you either put yourself into somebody else's or put yourself into an imaginary situation. based on the explanations above, role play is not only used to interactive teaching in the classroom but also to stimulate the students in real life situation. furthermore, byrne (1986), role play can be grouped into two forms, scripted and unscripted role play. in details, those types of role play activities described as follows: a. scripted role play scripted role play involves interpreting either the textbook dialogue or speaking text in the form of speech. the main function of the text after all is to convey the meaning of language items in a memorably way. b. unscripted role play in contrast to scripted role play, the situations of unscripted role play do not depend on textbooks. it is known as a free role play or improvisation. the students themselves have to decide what language to use and how the conversation should develop. in order to do this activity, good preparation from teacher and students is really necessary. based on the explanation above, there are some kinds of role play which can be used in teaching and learning process. this research used scripted role play materials. it means that the students make the dialogue in a group and present it in the classroom. c. research method the research used quantitative as method and pre experimental as design. according to crowl (1996: 10), “quantitative method is used to examine questions that can be best answered by collecting and statistically analyzing data that are in numerical form”. this research used pre experimental as design. the writer used one group pre test and post test design. here is the design of pre experimental. eltin journal, volume 3/ii, october 2015 108 o1 x o2 pre test treatment post test (hatch and farhady, 1987) subject of the research a population is any group of individual that have one or more characteristics in common that are interest to researcher (best, 1997, 267). in this research, the eighth grade students of one junior high in subang were taken as population. besides, sample is part of the population which is used as the source of the real data of research. 8a class was used to be sample of the research. there were 30 students, 13 boys and 17 girls students. data collection and data analysis in this research, the research collected the data by using pre test and post test. pre test was implemented to find out the students’ ability in speaking before the treatment. then, the researcher did some treatments and role play technique was used as treatment. after treatment, the post test was done to know the effect of using role play in teaching speaking comprehension. the data gathered from test were analyzed by using spss 20 and interpreted to know the students progress in speaking comprehension through role play. c. results and discussions the data gathered from tests were analyzed by spss 20 with the result shown below. table 1 one-sample kolmogorov-smirnov test pre test post test n 30 30 normal parameters a,b mean 64.3333 74.1667 std. deviation 10.80655 7.77744 most extreme differences absolute .174 .207 positive .174 .171 negative -.167 -.207 kolmogorov-smirnov z .955 1.132 asymp. sig. (2-tailed) .322 .154 a. test distribution is normal. b. calculated from data. based on table 1, the mean of pre test was 64.33, the asymp.sig (two –tailed) of the pre test was .322 and it was divided by two, the result was .322 2 = .161. besides, the mean of post test was 74.16, the asymp.sig (two –tailed) of the post test was .154 and it was divided by two, the result was .154 2 = .77. both of the data (pre test and post test) were higher than the level of significance .05. it means that the data of pre test and post test were normally distributed. lilis suryani: the effectiveness of role play e 109 table 2 table 2 showed that asymp.sig value was .000, with the level of significance level was .05. the result was .000 2 = 0 < .05 and it means that significance value was lower than the significance level. in other word, the null hypothesis was rejected. thus, role play was effective to teach speaking. d. conclusion related to the results and discussions elaborated in the previous explanation, it can be concluded that role play is effective in teaching speaking. there was a significant difference scores between pre test and post test. this conclusion is drawn as a result of the increase of the students' speaking score before and after treatment. in addition, significance value (.00) was lower than the significance level (.05), so the null hypothesis was rejected. therefore, role play was effective in teaching speaking and it can be one of alternative techniques in teaching speaking. references best, j. w. (1997). research in education. new jersey: printice hall. inc. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy 2 nd ed. new jersey: prentice hall inc. budden, j. (2006). role play. uk, london: bbc. byrne, d. (1986). teaching oral english: longman handbooks for english teachers. singapore: longman group, 1986. cameron, l. (2001). teaching language to young learners. new york: cambridge university press. crowl, t. k. (1996). fundamentals of educational research. new york: brown and benchmark publisher. ladousse, g. (1995). role play. new york: oxford university press. larsen-freeman, d. (1986). techniques and principles in language teaching. usa: oxford university press. harmer, j. (2007). the practice of language teaching. fourth edition. edinburg: pearson education limited. hatch, e. & farhady, h. (1987). research design and statistics for applied linguistics. los ageles: newburry house publisher. nunan, d. (1992). research methods in language learning. new york: cambridge university press. paired samples test paired differences t df sig. (2tailed ) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper pair 1 pre test post test 9.8333 3 8.75759 1.5989 1 13.1034 7 6.5632 0 -6.150 29 .000 fitriana, hadijah & lestari: the use of authentic… 8 students’ perception toward the use of authentic material in teaching r eading pina fitriana1, diah hadijah2, zubaedah wiji lestari3 fitriana_pina@yahoo.com , zubaedah.wijilestari@gmail.com universitas islam nusantara abstract teachers often have difficulties in finding the appropriate learning materials in teaching reading. without appropriate reading texts that suit them, students spend long hours in the classroom with poor achievement in reading comprehension. this research aims to describe students' responses toward the use of the authentic material. this research employs descriptive qualitative method since it is suitable to give a clear description of this study. this study involved twenty-nine students of al ilyas vocational high school. the data was obtained through classroom observation and questionnaire. the result of the study reveals that the students had the positive perception toward the use of authentic material in the reading class. the data of questionnaire showed that most of the respondents are interested in reading english text using authentic material. they thought that learning reading using authentic texts is very easy. it is supported by classroom observation data that the students became more active participated in the classroom. keywords: authentic material, reading comprehension a. introduction english teaching in indonesian vocational schools is different from other high schools due to different goals. the education and culture ministry of indonesia develops a different curriculum for both schools. the curriculum developed for vocational schools tends to contain more functional materials than the one developed for ordinary high schools. however, similar to the other kinds of high schools, english teaching in vocational high school identifies four skills, listening, speaking, reading, and writing as an integral aspect. in studying english, the ability to read is one of the most important things in learning english because by reading we will be able to improve science and will obtain the latest information. reading is something that we do every day, and it is an integral part of our daily lives, taken very much for granted and generally assumed to be something that everyone can do (berardo, 2006). however, generally, many students have difficulties in reading comprehension. for example, they have problems in comprehending the text and getting the main idea of the text, students knew how to pronounce the word, but it occurred without understanding the meaning. some students who have tried to comprehend the text by reading it many times, but they failed because they did not know its meaning. so, the students could not find good impressions from the text they read, and they did not know the reason for reading. based on the researcher mailto:fitriana_pina@yahoo.com mailto:zubaedah.wijilestari@gmail.com eltin journal, volume 7/i, april 2019 9 observations, students of smk al ilyas malangbong have many difficulties in reading comprehension, because each student has different background knowledge. for example, they have difficulties in understanding and finding the main idea in a text. they know how to pronounce the word but not understand the meaning of the sentence read. therefore, teachers must have the appropriate material to help students' in reading comprehension. the material used should increase students' interest in reading. b. literature review 1. reading reading cannot be separated from comprehension because the purpose or the result of the reading activity is to comprehend reading material (astiyandha, 2012). in addition, berardo (2006) claims that reading can have three main purposes, for survival, learning or pleasure. reading for survival is considered to be in response to our environment, to find out information and can include street signs, advertising, and timetables. it depends very much on the day-today needs of the reader and often involves an immediate response to a situation. in contrast reading for learning is considered to be the reading done in the classroom and is goal orientated. while reading for pleasure is something for enjoyment. 2. authentic material authentic material refers to those taken from real-life sources, and they do not design for teaching and learning purposes. according to tatsuki (2006) word "authenticity" considers as being synonymous with genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or practices." macdonald et al. (2006) content, if there is a correspondence between the texts used in the classroom and types of texts used outside the classroom, then it is possible to call such texts authentic. a newspaper article, a rock song, a novel, a radio interview, and traditionally fairy stories are examples of authentic texts. furthermore, macdonald states that we can see such texts from television, newspaper, and magazine. in that mass media, information is spread widely from a place to many other places. in communicating in such media, people naturally use and apply their language as of how they communicate and use their language in their daily lives. one of the main purposes of using authentic materials in the classroom is to "expose" students to as much real language as possible. in addition, wallace (1998) cited in apsari (2014) defines authentic texts as "real-life texts, not written for pedagogic processes." furthermore, jacobson et al. (2003) define that authentic materials as printed materials, which used in classrooms in the same way they would use in real life. therefore, by using authentic materials, a teacher can bring the students the factual data from real-world context into the classroom. they can practice reading authentic and genuine language used in real life. for another purpose, foreign language learners also can be introduced to the culture of the native people through authentic materials. c. research methodology this study was a descriptive qualitative. the research was conducted in al ilyas vocational high school, to be more specific in one class of eleventh-grade students of tkj 1. this class consists of 29 students, 15 boys, and 14 girls. to get the data, during the research, this study employed classroom observation and questionnaire. the questionnaire is used to measure students' responses toward the use of authentic materials. each question provided five options; strongly agree, agree, undecided, disagree and strongly disagree. fitriana, hadijah & lestari: the use of authentic… 10 d. findings and discussion this section elaborates the findings of the research based on the data gathered from the instruments used. findings on students' responses the questionnaire was given at the end of the research to find out students' responses about the use of authentic materials. the purpose of this questionnaire was to determine the students' responses to authentic materials used during the treatment. in this questionnaire, eight positive statements and seven negative statements were asked to the students. table 3. frequency and percentage of students’ responses no statements strongly agree agree un decided dis agree strongly disagree 1 using authentic material in reading english text makes me easier in learning english reading 6.89% 68.96% 17.24% 6.89% 0% 2 i am more interested to read english text using authentic material 3.44% 62.07% 31.03% 3.44% 0% 3 using authentic materials in reading english text makes me difficult in learning reading 3.44% 48.2% 37.93% 10.34% 0% 4 i am not interested to read english text after being taught using authentic texts. 0% 10.34% 55.1% 31.03% 3.44% 5 i am not willing to ask questions when the lecturer using authentic materials 3.79% 13.79% 34.4% 31.03% 0% 6 i don’t like studying english if the lecturer using authentic materials 0% 13.79% 41.37% 37.93% 6.89% 7 it is easy to remember vocabularies using authentic materials 0% 13.79% 27.58% 58.62 % 0% 8 i always feel sleepy in the class when the teacher uses the material. 3.44% 17.24% 13.79% 51.72% 13.79% 9 i think the material improve my motivation to read more on the ‘real’ english texts. 37.93% 41.37% 13.79% 3.44% 3.44% 10 i hope the lecturer closes the meeting as soon as possible when using authentic texts 10.34% 13.79% 58.62% 17.24% 0% eltin journal, volume 7/i, april 2019 11 the findings above show that most of respondents have the positive perception towards the use of authentic materian in reading class. it can be seen from the table that 62.07% of the respondents agree that they are more interested to read english text using authentic material than using the previous one. in addition, 58.62% of the respondents agree that learning reading using authentic texts is very easy. this is suported by the data from observation that although the students had difficulty in comprehending the text in the earlier day of the class, they then became more relaxed afterward. in addition, the data from observation also revealed that the use authentic materials attracted students to read. students are directed to read as a pleasure and for communication so that they do not feel burdened by the requirement to answer questions once they have read. the other good thing in its use was that the students also have the freedom to choose reading materials that they enjoy. furthermore, it allows students the opportunity to obtain it by them selfes and bring it in the classroom. in short, by giving the impression to the students that the purpose of this reading is based on pleasure and enjoyment, students showed the power of exciting and enjoyed the process of the reading, which in turn improved their motivation to learn. e. conclusion this research revealed that the students have the positive perception toward the use of authentic material. it can be seen from the data of questionnaire that the use of authentic material can increase students’ motivation to read english text. they became more interested in reading english text. it might due to the opportunity that they have in selecting the text to be read. furthermore, the students seem to enjoy the process of the reading and they are very enthusiastic during the lesson. f. references apsari, y. (2014). the use of authentic material in teaching reading comprehension. eltin journal, vol 2, no 2, pp. 88-94 astiyandha,t.e.t.al. (2012).english teaching vol i. surakarta: uns university. berardo, s. a. (2006). the use of authentic materials in the teaching of reading. the reading matrix 6 (2), 60-69. retrieved fromhttp://www.readingmatrix.com/articles/berardo/article.pdf. accessed on december 12th, 2016 jacobson, e., degener, s., & purcell-gates, v., (2003). creating authentic materials and activities for the adult literacy classroom: a handbook for practitioners. usa: ncsall. tatsuki, d. (2006). what is authenticity? the language teacher, 16(5), 17–21. retrieved from http://jalt.org/pansig/2006/html/tatsuki.htm siska rizkiani: authentic video and subtitles e 91 authentic video and subtitles on english vocabulary enhancement (a quasi-experimental study in one private college in bandung) siska rizkiani stkip siliwangi bandung siska.rizkiani@gmail.com abstract video is commonly used in instructional settings. the mixture of sound, image, and text -in the form of subtitleshas valued the video. it considers video as an understandable media for teaching vocabulary to foreign language students. this study is aimed at finding the effectiveness of using authentic video and subtitles in efl teaching learning. this study is conducted at one of private colleges in bandung. it is an experimental study. it compares the result of pre-test and post-test given to the students. the result of the t-test is the score in the t-test table (2.03 and 2.75) is smaller than the score obtain in this study (13.52), so the alternative hypothesis is accepted and the null hypothesis is rejected. it means that using authentic video and subtitles in teaching english vocabulary is effective. keywords: authentic video, vocabulary, subtitles a. introduction the main applications of video have been categorized in two types (talavan, 2007). first, instructional video, purposely formed to teach foreign languages, and second, authentic video materials, such as films, tv series, commercials, etc., originally created for native speakers of the language. even if it can sometimes be more complex to hold, it is in fact very useful to use authentic video in the foreign language class, since students can expand more proficiently takings from this kind of input. it considers given what learners really need in real life, such as its arrangement of actual (not manipulated) and entire communicative situations. it commonly applied in sitcoms, series, films, tv commercials, or documentaries. considering the video used and the outcome of the lesson, subtitles have a possible rate in helping learners in the process of learning (vanderplank, 1988). moreover he adds, that text in the form of subtitles assists learners in screening a speech that would probably be lost. besides, it offers immediate response and a positive reinforcement that builds a feeling of learners’ confidence. it can help them ready and motivated to watch foreign video, films, etc., with or without the support of subtitles in the near future. a subtitled video clip presents a triple link between image, sound and text, sound and text being connected by translation (danan, 1992) when typical subtitles are applied. this fact is considered relevant to the significance of visual links in memory for vocabulary learning. then, the existence of sound and text together; when this text emerge in the form of translation, the connection in memory are improved. moreover, some researchers have already confirmed the efficiency of video in teaching unknown vocabulary items (al-seghayer, 2001). this is since the video is able to develop a curiosity that guides to deep focus. in addition, carter and mccarthy (1988) propose “the more opportunities that can be found for formal transfer between foreign and mother-tongue words, the better the chances for retention”. for this reason, the prospective value of authentic subtitled video in vocabulary learning is not supposed to be negated. the same notion also stated by canning-wilson (2000). she suggests that images contextualized in video can help to support language learning and provide the learner to see direct meaning in terms of vocabulary identification. mailto:siska.rizkiani@gmail.com eltin journal, volume 3/ii, october 2015 92 it is fair to say that vocabulary is one important aspect in learning a foreign language. with an adequate amount of vocabulary, a student is able to avoid the troubles of speaking, reading, listening, and writing (nation, 2001). hence, it can be said that the acquisition of vocabulary would help the students in obtaining, comprehending, and enhancing the process a better understanding. therefore, this present study was conducted to know the effectiveness of using authentic video and subtitles video in teaching english vocabulary at one private college in bandung by testing the following hypothesis: null hypothesis (ho): there is no difference in students’ mastery of vocabulary after using authentic video and subtitles. alternative hypothesis (ha): there is a significant difference in students’ mastery of vocabulary between students who are given authentic video and subtitles and who are given conventional audio tape. b. research methodology as mentioned before that the purpose of this study is to find out the difference between two groups. thus, in order to find the result, the writer did field study, especially experimental research. the field study is done in the form of experiment by applying two different techniques for two different groups of students (burns, 2000). this experiment was held in two classes, namely experiment class and control class. before the experiment done, the writer gives pre -test and post-test to all of the students in experiment and control class with the same instrument to know the students knowledge of the materials that would be taught. in collecting the data, the writer gives the students the pre-test and post-test used to test the two groups of student. pre-test and post-test are the same in form as well as its content but the time and aim are different. firstly, both the experiment class and controlled class were given the pre -test before the lesson is begun to know the students knowledge of the material that will be taught. secondly, both the experiment class and control class were given the same materials but with the different techniques of vocabulary learning. the experiment class was given the authentic video and subtitles, and the control class with the conventional audio tapes. this study is talking about clips because the video sequences need to be short (stempleski, 1990), to have time to exploit all their contents in class. the last step in the experiment is giving the post-test to the two classes, class a and class b. posttest giving after the lesson is finished, to know students taught. during the conduct of this research, the authentic video and subtitles, was shown to 20 students of one private college in bandung. the pre-test was done on march 3 rd , 2015. it was aimed to figure out the students’ achievement in vocabulary mastery before giving the teaching program. meanwhile, the post-test was done on april 30 th , 2015. it was aimed to figure out the result of the given implementation of authentic video and subtitles. c. results and discussions to know the result of test (pre-test and post-test) the writer makes the table of the students’ scores of each group. the writer does not mention the student’s names but their scores are as follow: siska rizkiani: authentic video and subtitles e 93 table 1 the score of the individual students of the experiment class or by using authentic video and subtitles. n pre-test post-test gained scored 1. 34 79 45 2. 50 88 54 3. 25 80 55 4. 25 85 60 5. 55 95 40 6. 45 90 45 7. 40 90 50 8. 35 85 50 9. 38 88 50 10. 39 90 51 11. 24 78 54 12. 38 90 52 13. 25 90 65 14. 39 89 50 15. 40 90 50 16. 50 95 45 17. 50 95 45 18. 55 95 40 19. 45 90 45 20. 30 95 65 table 2 the score of the individual student of the control class or using conventional audio tape. n pre-test post-test gained scored 1. 40 70 30 2. 30 70 40 3. 50 65 15 4. 35 40 5 5. 40 70 30 6. 55 70 15 7. 60 75 15 8. 55 75 20 9. 55 75 20 10. 35 60 25 11. 45 65 20 12. 40 70 30 13. 40 70 30 14. 50 75 25 15. 55 70 15 16. 50 75 25 17. 45 55 10 18. 40 70 30 19. 40 70 30 20. 55 75 20 eltin journal, volume 3/ii, october 2015 94 as mentioned before, that in analyzing the data from the result of pre-test andmposttest, the writer uses statistic calculation of the t-test formula with degree of significance 5% and 1% as follows: t = m1 – m2 table 3 the comparison of scores of each student of the experimental class and the control class n x1 x2 f1 f2 x1 2 x2 2 1 45 30 -5,5 7,5 30,25 56,25 2 54 40 3,5 17,5 12,25 306,25 3 55 15 4,5 -7,5 20,25 56,25 4 60 5 9,5 -17,5 90,25 306,25 5 40 30 -10,5 7,5 110,25 56,25 6 45 15 -5,5 -7,5 30,25 56,25 7 50 15 -0,5 -7,5 0,25 56,25 8 50 20 -0,5 -2,5 0,25 6,25 9 50 20 -0,5 -2,5 0,25 6,25 10 51 25 0,5 2,5 0,25 6,25 11 54 20 3,5 -2,5 12,25 6,25 12 52 30 1,5 7,5 2,25 56,25 13 65 30 14,5 7,5 210,25 56,25 14 50 25 -0,5 2,5 0,25 6,25 15 50 15 -0,5 -7,5 0,25 56,25 16 45 25 -5,5 2,5 30,25 6,25 17 45 10 -5,5 -12,5 30,25 156,25 18 40 30 -10,5 7,5 110,25 56,25 19 45 30 -5,5 7,5 30,25 56,25 20 65 20 14,5 -2,5 210,25 56,25 ∑ x1= ∑ x2= ∑ f1= ∑ f2= ∑ x1 2 = ∑ x1 2 = 1010 450 0 0 240,5 1405,5 (∑x12 + ∑ x22)(n1+n2) (n1 + n2 -2)(n1+n2) siska rizkiani: authentic video and subtitles e 95 m1 = 1010 = 50 20 m2 = 450 = 22,5 20 to = 50,5 22,5 = 28 = 28 = 28 = 28 2,07 = 13,52 df = 20+20-2 = 38 5% = t0 : tt = 13,52 > 2,03 1% = t0 : tt = 13,52 > 2,72 to test the hypothesis, the data obtained from both classes are analyzed and calculated by using the t-test formula. from result of the calculation, it is obtained the value of the t0 is 13,52. the degree of freedom (df) is 38 (obtained from (n1+n2) = (20+20-2). in this study, the writer uses the degree of significance of 5% and 1%. in the table of significance, it can be seen that on the df 38 and on the degree of significance of 5% and 1 %, the value of the degree of significance is 2,03 and 2,75. comparing the t0 with each value of the degrees of significance, the result is 2,03 < 13,52 > 2,75. since t0 score in the table is smaller than tt score obtained from the result of calculation the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. d. conclusion from the explanation about the analysis of the result on the table 3 above, we can see that the using of authentic video and subtitles in enhancing students’ vocabulary is adequate success. it can be seen on the table above that the students who accept the authentic video and subtitles get higher √240,5+1405,5 (20+20) 20+20-2 (20.20) √(1646) . (40) 38 (400) √ (43) . (0,1) √ 4,3 eltin journal, volume 3/ii, october 2015 96 scores than the students who use conventional audio tapes. it means that using authentic video and subtitles is much better than using conventional audio tapes. foreign language words are learned better when directly associated with appropriate nonverbal referents (objects, events, emotions, context, etc.); this efficient association can only be found in real life or in authentic video. therefore, it is suggested that vocabulary teaching and learning should not be divorced from the classroom setting of the use of authentic video and subtitles. references al-seghayer, k. (2001). the effect of multimedia annotation modes on l2 vocabulary acquisition: a comparative study, in language learning and technology. vol. v, no. 1: 202232.. available at: http://llt.msu.edu/vol5num1/alseghayer/default.pdf canning-wilson, c. (2000). practical aspects of using video in the in the foreign language classroom. tesl journal. vol. vi, no. 11. available at: http://iteslj.org/articles/canningvideo.html carter, r. & m. mccarthy (1988). vocabulary and language teaching, in carter and mccarthy (eds.) vocabulary and language teaching. longman: 1-59. council of europe. (2001). common european framework of reference for languages:learning, teaching, assessment. cambridge, uk: cambridge university press. danan, m. (1992). reversed subtitling and dual coding theory: new directions for foreign language instruction, in language learning. vol. 42, no. 4: 497-527. nation, i. s. p. (2001). learning vocabulary in another language. new york:cambridge university press. sherman, j. (2003). using authentic video in the language classroom. cambridge:cambridge university press. stempleski, s. (1990). teaching communication skills with authentic video, in s. stempleski & p. arcadio (eds.) video in second language teaching: using,selecting and producing video for the classroom. washington: teachers of english to speakers of other languages: 7-24. talavan, n. (2007). using subtitles in a multimedia environment to enhance listeningcomprehension for foreign language students of english, in proceedings vi international aelfe conference. lisboa: iscal: 452-458. vanderplank, r. (1988). the value of teletext sub-titling in language learning, in elt journal. no. 42: 272-281 http://llt.msu.edu/vol5num1/alseghayer/default.pdf http://iteslj.org/articles/canning-video.html http://iteslj.org/articles/canning-video.html muharlisiani, kukuh, & azizah: designing computer-based …. 11 designing computer-based exercises using weblog, hot potatoes software and skype messengers in creating ideas to facilitate independence learning of reading comprehension lusy tunik muharlisiani1, anang kukuh2, siti azizah3 yahdillalusy@gmail.com, anang@anang65.web.id, sitiaziahazizah81@yahoo.com universitas wijaya kusuma surabaya abstract the design-based research methodology explicates how design not only allowed more effective student representation and sharing of the different levels of knowledge required for abstraction to occur, but also enabled better teacher assessment and, hence, remediation also provides detailed guidance on creating interactive content (from the application of learning strategies and media to courseware development). on the basis of the emerging findings of the study a set of principles for designing web-conferencing (or other online) environments to support creative design learning is proposed. this mainly addresses trainers and instructional designers who aim to create learning projects that really match learners’ needs, was considered appropriate and suitable for the students to develop their reading comprehension. this interactive and interesting design would increase the students’ motivation to learn reading comprehension in fun environment. it is expected that they could change their habit of the learning by accessing the exercises regularly as the media. keywords: weblog, hot potatoes sofware, skype messengers, and reading comprehension a. introduction the use of teaching media, both in manual or electronic can motivate the students in order to follow the learning process. there are many kinds of technology, but this study focuses on the use of computer and certain software. students need to bring to the experience of doing activities in the context of actual language. the way in which people represent and exchange design information has been proposed to critically affect the success of collaborative design processes. langer and levy (2007) found a significantly improved performance in a temporal design task when a visual representation was used. to achieve a good students’ reading comprehension, teachers must implement an effective learning process, namely how to choose the media teaching characteristics according to the needs of students who have different intellectual or talent will help students improve optimum learning outcomes for students. so the teacher can use social media “weblog, hot potatoes software and skype messenger” martindale (2004) says that weblog and hot potatoes software, and skype messengers are a set computer assisted language learning tools that the teacher easily creates interactive webbased exercise. mailto:yahdillalusy@gmail.com mailto:yahdillalusy@gmail.com mailto:sitiaziahazizah81@yahoo.com eltin journal, volume 6/1, april 2018 12 however, the teacher’s control was still needed and has realized that computers as the supporting tools of teaching-learning process. in addition, it is expected that by operating the design, it enables the students to be familiar with the computer operating system in the case of english learning. according dudeney, gavin & hockly, nicky (2007) in teaching learning process as variation because variation will give the students the change of have pleasure in learning language. in this study the researcher uses social media weblog, hot potatoes software, and skype messenger as the media of teaching learning process because they are a new thing a nice variation so that the students will be attracted, interested in learning reading comprehension, can share a story, celebrate a birthday, learn a language, hold a meeting, work with colleagues – just about anything they need to do together every day, with the latest version, provides independent learning, so the students could access the supplementary exercises individually outside classroom in order to improve their reading comprehension. based on reason above, the researcher wants to present the alternative in choosing technique and material in order to achieve the goal of teaching reading comprehension. with weblog, hot potatoes software and skype messengers can increase students' ability in reading comprehension, wants to introduce a powerful tools and can be used to create a good atmosphere in a class b. literature review 1. the special research the main special research found out how to design a set of computer-based exercises using weblog, hot potatoes software and skype messengers for developing logical with integrated and created because that multimedia can be assesed anytime, facilitated independent learning in reading comprehension and presented the set of computer-based media exercises. harmer (2008) says they needed supplementary exercises which enabled them to improve their reading comprehension and to create entertaining environment of the learning at the sametime. hence, computer-based exercises were chosen because it was very interesting learning, so their motivation to learn would be increased and also leaded them to learn independently because it could be accessed at anytime outside classroom. besides, the software was chosen, it provided five interesting programs to do the exercises. two research problems were formulated, namely first, how computer-based exercises was designed, and second, what the computer-based exercises looked like. design-based research involves iterative cycles of problem analysis, theory-based solution development, evaluation in real-world settings, and the development of situated design principles (reeves & hedberg, 2009). muharlisiani, kukuh, & azizah: designing computer-based …. 13 figure 1 difference between predictive and design research approaches (reeves & hedberg, 2009) design based research enables the use of any and all types of data to arrive at effective designs o’malley, m.j. & pierce, v.l.(2005) which allowed the teacher’s observations as well as students’ interactions, contributions, discourse, and feedback to inform the redesign of the environment. 1. the flow chart of the design process figure 2 creative design process the full process as proposed by cohen, & marrison (2000) is shown in figure 1. the process integrates reasoning needed tosolve problems and achieve challenges with the iterative evaluation, explanation, and redesign processes required for creativity. this analysis tells us what needs to be learned to reason creatively: how and when to identify criteria and constraints (design specification in the figure); how to use criteria and constraints as evaluation criteria; how and when to generate alternative solutions, and especially how to use cases and one’s own experiences to do that; how to use evaluation results to elaborate and reformulate alternative solutions (called design alternatives in the figure) and criteria and constraints; and how to identify when one has a good enough solution to validate this design, the research conducted two kinds of preliminary form of product, namely trial of the product and content evaluation. the design was considered appropriate and suitable for the students to develop and focuse on comprehension. eltin journal, volume 6/1, april 2018 14 c. research methodology the application of research results in order to support the construction and development of ipteks-sosbud. huette (in hesmondhalgh, 2011) says: there are three activities to be performed. (1) trying of assessment widely about the design of its computer-based learning to the development of reasoning, (2) the improvement of the design of learning reading comprehension based computer by using weblog, hot potatoes software and skype messengers is to be worthy published, (3) preparation of learning design based computer by using weblog, hot potatoes software and skype messengers to the development of a logical reasonable until ready to publish. it is obtained by observing and recording the data required in the process of preproduction, production, and post production as proposed by duffy, peter and bruns, axel. pre production there are several steps that are done in the making design of learning reading comprehension is ideas and concepts. search for ideas and concepts conducted by lead director studio production the production process is carried out by tools a. learning design reference search by theme. it aims to get an overview of the design of learning reading comprehension to be made. b. the process of rough sketches can be made after the design of learning reading comprehension has been obtained. c. after the sketch and one of alternative design was approved. then the steps to make vector can do. post production: according to sari (2012) a. finishing  this stage done prior to the design of learning reading comprehension goes into the process of programming the software hot potatoes. b. game programming  this stage is the process of a merger between the learning design with a program that runs the design. c. testing  this step is learning to design trials students in learning reading comprehension by means of dissemination of student satisfaction questionnaire against the design software hot potatoes that have been made d. findings and discussion 1. observations muharlisiani, kukuh, & azizah: designing computer-based …. 15 in the first year still the design and focus on interactive video covering (chat and conference) and responsive web base and mobile application in the second year is the roadmap implementation of design the stage for the implementation system: a. making server b. hosting as a web base and a database c. configuration framework e learning d. configuration system for conference e. configuration making questions f. configuration to video chat g. making application users mobile based http://ele.if.uwks.ac.id/ eltin journal, volume 6/1, april 2018 16 web and database server physically (hardware) at uwks, and made a main and backup server tools used in making system server  ubuntu 16 zconference  bigbluebutton elearning  open source moodle 3.3 making question  hot potatoes video chat  skype mobile app  android base muharlisiani, kukuh, & azizah: designing computer-based …. 17 parts of the web system e-l e (web base) the types of privileges user: the division of user: admin management the whole system, lecturers and students 1. admin management system e-le 2. lecture management courses, management class, authentication students 3. student joint courses, class, add comments, add answer the category of course for add the example of the topic in a category course linguistics eltin journal, volume 6/1, april 2018 18 the interactive class covering conference and video chat the conferences are: live video, slides presentation, video tutorials, text chatting, list user muharlisiani, kukuh, & azizah: designing computer-based …. 19 to make the exercises inherence offline on computer lecturer then uploaded to the web elearning display responsive (adjust kind of device) application based android, the example named momo-ele eltin journal, volume 6/1, april 2018 20 then when it entered required login to conference using android e. conclusions based on the results of the research will hopefully 1) contribute to the development of the design computer-based exercises using weblog, hot potatoes software, and skype messengers in creating ideas to facilitate independent learning in reading comprehension for the fourth semester with a set of optimal method, support the development of ipteks innovation, have contributed to the renewal and development of ipteks in the design learning reading comprehension; muharlisiani, kukuh, & azizah: designing computer-based …. 21 2) contribution to the development, in addressing the problem of development, application of technology towards the commercial, technology transfer, feasibility of obtaining patents/copyrights; 3) cooperation with outsiders (new contracts, and royalty), in order of sustainability research is planned to be carried out in a partnership with outside parties especially in other faculties and together with the university still in wijaya kusuma surabaya to posed in the college's flagship research program and industry; 4) making materials with the title "learning reading comprehension by using sotware hot potatoes. f. references cohen, l manion, l & marrison k. (2000) and níkleva, & lópez, 2012 “research methods in education (5thedition)” london: routladge falmer dudeney, gavin & hockly, nicky. 2007. how to teach english with technology. england: pearson longman. duffy, peter and bruns, axel. 2006. the use of blogs, wikis and rss in education: a conversation of possibilities. in proceedings online learning and teaching conference 2006, pages pp. 31-38, brisbane.http://eprints.qut.edu.au harmer, jeremy. 2008. how to teach english: an introduction to the practice of english language teaching. england: pearson longman hesmondhalgh. 2011. blogs in education. (n.d) retrieved april 4, 2006, from http://awd.cl.uh.edu/blog/ hot potatoes version 6. canada: half-baked software, inc. retrived december 3, 2010, from http://hotpot.uvic.ca/hotpot6_help.pdf sari, gabriella sandya puspita. 2012. designing computer-based exercises using hot potatoes software to facilitate independent learning of tenses for the first grade students of smk sanjaya pakem. english language education faculty of teachers training & education. sanata dharma university. yogyakarta. langer and levy, m. 2007. computer-assisted language learning: context and conceptualization. new york: oxford university press. martindale, trey & wiley, a.d. 2004. an introduction to teaching with weblogs. http://teachable.org/papers/2004_techtrends_bloglinks.htm o’malley, m.j. & pierce, v.l. 2005. authentic assessment or english language learners: practical approaches for teachers. addisonwesley publishing. reeves, hedberg and tim green's.2009. “www.mastersinesl.org/blog/instructional technology tools-in-the-eslclassroom/”. http://eprints.qut.edu.au/ http://awd.cl.uh.edu/blog/ http://hotpot.uvic.ca/hotpot6_help.pdf http://teachable.org/papers/2004_techtrends_bloglinks.htm http://www.mastersinesl.org/blog/instructionalhttp://www.mastersinesl.org/blog/instructional-technology-tools-in-thehttp://www.mastersinesl.org/blog/instructional-technology-tools-in-thehttp://www.mastersinesl.org/blog/instructional-technology-tools-in-thehttp://www.mastersinesl.org/blog/instructional-technology-tools-in-thefirdhani, indrayani & mahdi: the use of consonant… 53 the use of consonant elision by sri mulyani during her interview session with the banker anggi rizky firdhani1, lia maulia indrayani2 , sutiono mahdi3 anggi12001@mail.unpad.ac.id, lia.maulia@unpad.ac.id, sutiono.mahdi@unpad.ac.id universitas padjadjaran abstract this research is entitled “the use of consonant elision by sri mulyani during her interview session with the banker”. the objects of this research are the consonant elisions that are produced by sri mulyani when she was interviewed by the banker. the objectives of this research are to describe and analyze the frequency of consonant elision used by sri mulyani and to find out the phonemes that are often being elision-ed by sri mulyani in her interview with the banker. the analysis of this research was done by using descriptive qualitative analysis method. this study uses carr’s (2008), giegerich’s (1992), and roach’s (2001) theories about phonological rules and elision. this study shows that during her interview, sri mulyani uses consonant elision for 26 times and she tends to do the omission to the phoneme /t/ (19 times), /d/ (5 times), /r/ (1 times), and /s/ (1 times). keywords: consonant elision, elision, phonology, phonological rules, sri mulyani a. introduction in english pronunciation, there are various ways of pronunciation for each individual. this phenomenon occurs because of numerous factors, such as areas of origin, cultural influences, and social environment. english pronunciation involves the production of each sound and pronunciation of words, phrases, and sentences with correct spelling, emphasis and/or intonation. in addition, there is a way to read the word correctly called 'phonetic transcription', which is defined as a kind of alphabetic writing in which each letter represents a sound (fromkin, rodman, & hyams, 2003). the purpose of phonetic transcriptions is to provide clear and unambiguous information to language learners, such as which sounds should be used on a word or phrase, and in what order to use the sound. the branch of linguistics which studies the sound system of languages is called phonology. the pronunciation of speech sound in english is governed by certain rules, and the rule is called the phonological rules. this statement was approved by fromkin, rodman, and hyams (2003) because, in their book, they state that "phonological rules relate to phonemic representations and phonetic representations of the speaker’s knowledge of the language." with the existence of these phonological rules, we cannot pronounce any speech sounds carelessly, especially in pronouncing speech sounds in english. there are several phonological rules that we need to obey in pronouncing english speech sound, such as the use of pressure, intonation, and so forth. the aim of studying the rules of phonology is to give a phonetic information or guideline on how to pronounce a word in a correct way, so mailto:anggi12001@mail.unpad.ac.id mailto:lia.maulia@unpad.ac.id mailto:sutiono.mahdi@unpad.ac.id eltin journal, volume 6/ii, october 2018 54 the meaning that conveyed from the spoken word can be conveyed correctly. although the specific rules of phonology differ from language to language, the kind of rules, what they do, and the natural classes they refer to are the same cross-linguistically (fromkin, rodman, & hyams, 2003). b. literature review 1. elision in english pronunciation, sometimes a speaker simplifies the pronunciation of some words. according to carr (2008), this process of simplification is counted as a part of the phonological rules. in his book, carr mentions that simplification consists of various types, those are reduction, lenition, assimilation, and elision. sometimes, the simplification occurs in order to ease the native speakers in expressing their feelings. it is common for them to speak english in high speed along with their emotions, and as the result, they make a ‘shortcut’ to ease their pronunciation. sometimes, the native speakers of english make a complete disappearance of one or more sounds in a word or phrase as an attempt to make a word or phrase easier to pronounce, and that phenomenon is called elision (crystal, 2008). according to giegerich (1992) in febriyanti (2015), one of the most common elisions in english is the omission of phoneme /t/ and /d/. although the use of elision is often used by native speakers, in fact, native speakers are not the only person who use elision in uttering some words in english. many non-native speakers often use elision when they are speaking in english, including indonesians. one example of the native speakers of indonesian who use elision while speaking in english is the minister of finance of the republic of indonesia, sri mulyani. sri mulyani is one of the prominent figures in indonesia, so it is not surprising that sri mulyani is often required to speak english. sri mulyani's speaking style in english caught the attention of the researcher, especially when the researcher watched her being interviewed about the tax amnesty in indonesia by the banker, a british financial media, for approximately nine minutes. in the interview, the researcher saw that sri mulyani had her own pattern when she tried to speak english and she used a lot of elisions, particularly consonant elision when she was pronouncing certain words. the researcher saw that the use of elision by sri mulyani while being interviewed by the banker is interesting to be examined in this research. based on the explanation above, the researcher is interested to find out how often sri mulyani used elision while being interviewed and to find out the phonemes that are often being elision-ed by sri mulyani in her interview with the banker. 2. types of simplification as the researcher mentioned in the explanation above that in english pronunciation, sometimes, a speaker simplifies the pronunciation of some words. the simplification occurs in order to ease the native speakers in expressing their feelings. it is common for them to speak english in high speed along with their emotions, and as the result, they make a ‘shortcut’ to get the ease of their pronunciation. according to carr (2008), this process of simplification is counted as a part of the phonological rules. in his book, carr mentions that simplification consists of various types, those are reduction, lenition, assimilation, and elision. elision is going to be the focus of this research. firdhani, indrayani & mahdi: the use of consonant… 55 crystal (2008) defines that elision is a complete disappearance of one or more sounds in a word or phrase as an attempt to make a word or phrase easier to pronounce. the process of elision occurs when speakers leave or delete a phoneme out of pronunciation as an attempt to fasten and get rid of difficulties in speech. elision happens with both consonants and vowels. carr (2008) states that where the cluster of consonants arise through the combination of words into phrases, they are frequently reduced in this way. for example, the phrase crisp bowl is often pronounced as [khrɪsboʊl], with the final stop in crisp elided. carr also states that vowel elision may result in the loss of an entire syllable as in university when it is pronounced as [juː.nɪˈvɜː.sti]. according to giegerich (1992) cited in febriyanti (2015), elision often happens before sonorant consonants which give the consonants an opportunity to be syllabic so that they will occupy the peak of the syllable. the process is called vowel elision, for examples are button /bʌtən/ or /bʌtn/ and little /lɪtəl/ or /lɪtl/. giegerich also explains that the most common elision in english words is the omission of sounds /t/ and /d/ at the word boundary: they are positioned at end of a word before going to the next word. for example, the elision of phoneme /t/ in the word postman is missing, so its pronunciation from [poʊstmən] changed to [poʊsmən] because of the speed of the speaker’s speech. in the case of phoneme /t/, the preceding consonant must be voiceless; in the case of /d/, the preceding consonant must be voiced. in both cases, elision happens with any following consonant, except /h/ and sometimes /j/, e.g. christmas becomes [’krɪsməs], listen becomes [lɪsən], left foot becomes [lefʊ:t], but it doesn’t happen in left hand [left hænd], left you [lefʧʊ], and old man [oʊld mæn]. roach (2001) agreed with that explanation: roach states the first type of elision that can be found in connected speech involves a loss of weak vowels after /p/, /t/, /k/. roach pointed out that the vowel in the first syllable may be omitted. that is, the aspiration of the initial plosive may take up the whole of the middle portion of the syllable as in “potato”, “tomato”, “canary” “perhaps” and “today” c. research methodology the method used in this research is descriptive qualitative analysis method. the descriptive qualitative analysis method is a research method that produces descriptive data in the form of written words or oral things that can be observed (bogdan and taylor, 1975). qualitative descriptive analysis research relates to ideas, perceptions, opinions, and all of them cannot be measured by numbers. this qualitative descriptive study aims to obtain information about existing circumstances (mardalis, 1999) and is designed to collect information about current ongoing realities (cevilla, 1993). in doing this study, the researcher transcribes the audio via video obtained from youtube. the video that is chosen by the researcher is an interview video between sri mulyani and the banker entitled view from imf: interview with sri mulyani indrawati, finance minister, indonesia. to perform the audio transcription, the researcher listened to the speech sounds produced by sri mulyani carefully, then the researcher marked the pronunciation of any elision-ed words that are produced by sri mulyani. after that, the pronunciation of some words spoken by sri mulyani compared with the general american english (ga) pronunciation. eltin journal, volume 6/ii, october 2018 56 d. findings and discussion the process of elision involves the omission of a phoneme in its pronunciation. the researcher found several cases which belong to elision in sri mulyani’s utterance during her interview, and most of them the elision of phoneme /t/ and /d/. in sri mulyani's interview with the banker, which lasted approximately for 9 minutes, the researcher found out that sri mulyani used elision 26 times. more detailed information can be seen in the table below. table 1. the frequency of elision uttered by sri mulyani during her interview with the banker frequency of the elision of phoneme /t/ frequency of the elision of phoneme /d/ frequency of the elision of phoneme /r/ frequency of the elision of phoneme /s/ 19 5 1 1 total 26 from the table above, we can see that the phoneme that is often omitted by sri mulyani is phoneme /t/, followed by phoneme /d/, /r/, and /s/. here is the list of pronunciation realizations by sri mulyani that are being elision-ed, compared with general american english pronunciation (ga). table 2. list of pronunciation realizations by sri mulyani that are being elision-ed no word ga english pronunciation realization by sri mulyani 1. months /mʌnθs/ [mʌns] 2. month / mʌnθ/ [mʌn] 3. went /went/ [wen] 4. export /ek.spɔːrt/ [ekspɔr] 5. import /ɪm.pɔːrt/ [ɪmpor] 6. left /left/ [lef] 7. lengthen /leŋ.θən/ [leŋhən] 8. project /prɑː.dʒekt/ [prɑː.dʒek] 9. affect /əˈfekt/ [əˈfek] 10. past /pæst/ [pæs] 11. percent /pəˈsent/ [pəˈsen] 12. wealth /welθ/ [welh] 13. robust /roʊˈbʌst/ [roʊˈbʌs] 14. government /ɡʌv.ɚn.mənt/ [ɡʌvən.mən] 15. department /dɪˈpɑːrt.mənt/ [dɪpɑːrmən] 16. important /ɪmˈpɔːr.tənt/ [ɪmpɔrtən] 17. conduct /kənˈdʌkt/ [kənˈdʌk] 18. want /wɑːnt/ [won] firdhani, indrayani & mahdi: the use of consonant… 57 19. trust /trʌst/ [trʌs] 20. behind /bɪˈhaɪnd/ [bɪˈhaɪn] 21. land /lænd/ [læn] 22. spending /spen.dɪŋ/ [spenɪŋ] 23. abandoned /əˈbæn.dənd/ [əˈbæn.dən] 24. second /sek.ənd/ [sek.ən] 25. course /kɔːrs/ [kɔs] 26. maintenance /meɪn.tən.əns/ [meɪn.tən.ən] from the table above, the researcher sees the phonological pattern that is used by sri mulyani when she is talking. according to the table, we can see that mostly, the omission of the phoneme /t/ and /d/ was done by sri mulyani when she had to utter the sonorant consonantal sounds such as the liquid sounds (l, r) and nasal sounds (n, m, ŋ) that appear before the phoneme /t/ and /d/. the phenomena indicate that plosive alveolar sounds such as /t/ and /d/ is quite difficult to pronounce when those sounds are placed after the liquid sounds or after the nasal sound. therefore, the elision occurs as the way of sri mulyani in maintaining the speed of her speech in order to make the pronunciation easier. e. conclusion based on the explanations above, the researcher can conclude that in sri mulyani's interview with the banker, which lasted approximately for 9 minutes, sri mulyani used elision for 26 times and most of them are the elision of phoneme /t/ (19 times) and /d/ (5 times). mostly, the omission of the phoneme /t/ and /d/ was done by sri mulyani when she had to utter the sonorant consonantal sounds such as the liquid sounds (l, r) and nasal sounds (n, m, ŋ) that appear before the phoneme /t/ and /d/. that phenomena show that plosive alveolar sounds such as /t/ and /d/ is quite difficult to pronounce when those sounds are placed after the liquid sounds or after the nasal sound. therefore, the elision occurs as the way of sri mulyani in maintaining the speed of her speech in order to make the pronunciation easier. f. references bogdan, r., & taylor, s. (1975). introduction to qualitative research methods. new york: john willey and sons. carr, p. (2008). english phonetics and phonology: an introduction. west sussex: blackwell publishing. cevilla, c. g. (1993). pengantar metode penelitian. jakarta: universitas indonesia. crystal, d. (2008). a dictionary of linguistics and phonetics. oxford: blackwell publishing. febriyanti, d. n. (2015). assimilation, reduction and elision reflected in the selected song lyrics of avenged sevenfold. journal of language and literature, 14-19. fromkin, v., rodman, r., & hyams, n. (2003). an introduction to language. boston: thomson/heinle. giegerich, h. (1992). english phonology: an introduction. cambridge: cambridge university press. mardalis. (1999). metode penelitian suatu pendekatan proposal. jakarta: bumi aksara. eltin journal, volume 6/ii, october 2018 58 roach, p. (2001). english phonetics and phonology: a practical course. cambridge: cambridge university press. sitorus & silitonga: the implementation of direct…. 79 the implementation of direct method to improve students’ ability in speaking nurhayati sitorus, harpen silitonga hayati.sitorus@gmail.com universitas hkbp nommensen abstract the purpose of this study is to investigate students’ ability in speaking before and after using direct method in learning english. the method in this research was experimental quantitative method by using experimental design with one group pretest-posttest design. the design only saw students’ achievement in speaking before and after using direct method. the object of the research was english department students. they were randomly selected. the technique of collecting the data was done through oral test. the result of this study shown that the use of direct method could improve students’ ability in speaking. it was proved from the students’ average was higher after using direct method. the data in this research had normal distribution. based on data analysis by using t-test was gotten that tcount = 7,14 at the significant level = 5% and dk (n-1) = (40-1) =39 was gotten ttable = 1,82. so, tcount > ttable. it proved that ho was rejected and ha was accepted. it’s meant that there was a significant difference between students’ ability before and after implementing direct method. keywords: direct method, speaking. a. introduction english as an international language is placed as an important tool in economic, politic, business, facing mea, and looking for a job. it is very necessary to be learnt. it has been taught at elementry school, junior high school, senior high school, and university level. now, english is not only necessary to be learnt but it is as a tool of self development for everyone especially for english department students. english department students should have a skill. there are four skills in english, namely listening, speaking, reading, and writing. speaking is an activity to deliver information or message to the other. according to richard (2008: 19), “the mastery of speaking skill in english is a priority for many second language or foreign language learners”. therefore, it is a must for the students to acquire speaking skill. however, speaking in english is a difficult thing that is faced by the students. it can be seen in the teaching learning process. when the lecturer asked the students, they were difficult to give the responses to speak in english. the same thing happened when they did presentation in front of the class. if the listeners asked the speakers they tended to write the answer first on their paper before answering the listeners’ questions. it means that they can not do oral communication (speaking) directly in english. they just read the answer. furthermore, students were difficult to pronounce the words based on the right punctuation. as the example, when the learners pronounced the word “about”, some  mailto:hayati.sitorus@gmail.com eltin journal, volume 6/ii, october 2018 80 students pronounced it with the wrong pronunciation, namely “ebawt”. regarding to the problems above, the effective method need to be applied in teaching speaking. direct method is regarded appropriate in teaching speaking. b. literature review direct method is a method designed where educator uses the target language (english) in the classroom. if some students do not know the meaning of the words that spoken by educator, the educator may not translate but s/he uses visual aids or through demonstrations to illustrate the meaning of the words (titone in richards and rodgers, 2001:12). the use of visual aids in direct method will make students be fun to learn english. in direct method, vocabulary is taught every meeting. so, it can enrich their vocabulary. if they have enough vocabulary they will able to speak. then, grammar is taught inductively. through this method, students will be motivated to improve their ability in speaking. therefore, a research entitled "implementation of direct methods to improve students’ ability in speaking". richards and rodgers in brown (2001) stated the principles of direct method as follow: 1. classroom was conducted exclusively in the target language; 2. only everyday vocabulary and sentences were taught; 3. oral communication skills has build in a carefully graded progression organized around question and answer exchanges between teachers and students in small, intensive class; 4. grammar was taught inductively; 5. new teaching points were introduced orally; 6. concrete vocabulary was taught through demonstration, objects, and pictures, whereas abstract vocabulary was taught by association of ideas; 7. both speech and listening comprehension were taught; 8. correct pronunciation and grammar were emphasizes. in addition, there are several stages in implementing direct method as proposed by norland and terry (2006) as follow: 1. the teacher shows a set of pictures that often portray life in the country of the target language. 2. the teacher describes the picture in the target language. 3. the teacher asks questions in the target language about the picture. 4. students answer the questions as best they can using the target language. pronunciation is corrected, but grammatical structure is not. 5. students may also read a passage in the target language. 6. the teacher asks questions in the target language about the reading. 7. students answer questions as best they can using the target language. c. research methodology the research method used in this research was experimental quantitative method. the population of the research was english department students. they consisted of three classes (a, b, and c). each class consisted of 40 students. and the writer took the sample randomly. the sample was group a that consisted of 40 students. the instrument used in this research was oral test. the students were asked to do oral communication (speaking) in front of the class. there were some aspects that the writer used to asses the students’s sitorus & silitonga: the implementation of direct…. 81 ability in speaking. they were grammar, vocabulary, comprehension, fluency, pronunciation, and task. the data obtained were analyzed by using t-test. d. findings and discussion after the writer knew the results of the students’ ability before and after using direct method, then the writer made the table of frequency distribution. it was done to know the mean, standart deviation, and standart error from the data (pre-test and post-test). table 1 the distribution of students’ score frequency in speaking (pre test) x f fx x x2 fx2 45 5 225 -13,75 189,06 945,3 50 6 300 -8,75 76,56 459,36 55 5 275 -3,75 14,06 70,3 60 10 600 1,25 1,56 15,6 65 8 520 6,25 39,06 312,48 70 4 280 11,25 126,56 506,24 75 2 150 16,25 264,06 528,12 n=40 ∑fx=2350 ∑fx2= 2837,4 from the data above shown that the highest score is 75 in pre test. and the mean score of the data above was 58,75, the standart deviation was 8,42, and standart error of the group was 1,35. table 2 the distribution of students’ score frequency in speaking (post test) x f fx x x2 fx2 60 4 240 -15 225 900 65 3 195 -10 100 300 70 8 560 -5 25 200 75 9 675 0 0 0 80 8 640 5 25 200 85 6 510 10 100 600 90 2 180 15 225 450 n=40 ∑fx=3000 ∑fx2= 2650 from the data above shown that the highest score in post test was 90. and the mean score of the data above was 75, the standart deviation was 8,14, and standart error of the group was 1,30.after the writer knew the mean, standart deviation and the error before and after using direct method, then the writer analyzed the data. data analysis was done by using liliefors normality test, testing homogeneity f, and testing hypothesis by using t -test. 1. normality test for pre-test group (x) the normality test that the writer used was normality test by lilliefors. the table of normality test for variable x could be seen below. eltin journal, volume 6/ii, october 2018 82 table 3 the normality test for pre-test group x f fkum zi table f(zi) s(zi) l 45 5 5 -1,63 -0,4484 0,0516 0,125 0,0734 50 6 11 -1,04 -0,3508 0,1492 0,275 0,1258 55 5 16 -0,44 -0,1700 0,3300 0,4 0,07 60 10 26 0,15 0.0596 0,5596 0,65 0,0904 65 8 34 0,74 0,2704 0,7704 0,85 0,0796 70 4 38 1,34 0,4099 0,9099 0,95 0,0401 75 2 40 1,93 0,4732 0,9732 1 0,0268 mx= 58,75 ; n = 40; s= 8,42 based on the table above, the greatest value among the absolute value (lcount)= 0,1258. then, lcount was consulted with critical value (l) at the level α = 0,05 (5%). where n=40, so, lcount < ltable (0,1258 < 0,140). it proved that the data of variable x were normally distributed. 2. the normality test for post-test group the normality test that the writer used was normality test by lilliefors. the table of normality test for variable y could be seen below. table 4 the normality test for post-test group x f fkum zi tabel f(zi) s(zi) l 60 4 4 -1,84 -0,4671 0,0329 0,1 0,0671 65 3 7 -1,23 0,3907 0,1093 0,175 0,0657 70 8 15 -0,61 0,2291 0,2709 0,375 0,1041 75 9 24 0 0 0,5000 0,6 0,1 80 8 32 0,61 0,2291 0,7291 0,8 0,0709 85 6 38 1,23 0,3907 0,8907 0,95 0,0593 90 2 40 1,84 0,4671 0,9671 1 0,0329 mx= 75 ; n= 40; s= 8,14 based on the table above, the greatest value among the absolute value (lcount)= 0,1040. then, lcount was consulted with critical value (l) at the level α = 0,05 (5%). where n=40, so, lcount < ltable (0,1040 < 0,140). it proved that the data of variable y were normally distributed. 3. testing homogeneity the homogeneity test of variance is used to test the equality of variables. the method used is barlet’s test (sudjana, 1989:261). the calculation can be seen below. sx2 = (8,42)2 = 70,89 sy2 = (8,14)2 = 66,26 sitorus & silitonga: the implementation of direct…. 83 after the writer obtained the values that use for bartlet’s test, then the writer calculated combined variance of all samples ( 2 s ), the value for b, and the writer used the statistics chi square ( 2  ). the calculation of the homogeneity data as the following. table 5 the necessary values for bartlett’s test sample df 1/df si 2 log si 2 (df)log si 2 x 39 0,025 70,89 1,85 72,17 y 39 0,025 66,26 1,82 71,03 78 143,20 a.the combined variance of the sample      )1( )( 2 2 i ii n sin s 84,1575,68 575,68 78 )14,2584()71,2764( 64 )66,26)(39()70,89)(39( 2)( )1()1( 2 2 22          logslog s nn snsn yx yyxx b. the value for b   )1( 2 i nlogsb = (1,84) (78) = 143,52 c. bartlett’s test by using chi square x2 = ln 10 {b  (ni-1) log si2} = (2,3026)(143,52 – 143,20) = (2,3026) (0,32) = 0,736 from the calculation above was gotten x2count (chi square) 0,736, x 2 table at the level of trust 95 % with df 39 was 54,572. that’s why, x2count < x 2 table, (0,736 < 54,572). it proved that the variance of population was homogen. 4. testing hyphothesis to test the hyphothesis, the writer used t-test (sudijono, 2007: 282-285): 21 21 mm o se mm t    eltin journal, volume 6/ii, october 2018 84 689,8 87,1 75,5875    so, tcount = 8,69 based on the data above, tcount = 8,69 at the significant level = 5%, dk (n-1) = (40-1) = 39 so, ttable = 1,68. it could be concluded that tcount > ttable (8,69 > 1,68). it meant that ho was rejected dan ha was accepted. it stated that there was a significant differences between students’ ability before and after implementing the direct method in speaking. based on the normality and homogeneity test, the data before and after doing treatment has normal distribution and has same variance. and based on data analysis by using t test was gotten that tcount = 7,14 at the significant level = 5 % and dk (n-1) = (40-1) =39 was gotten ttable = 1,82. so, tcount > ttable. it proved that ho was rejected and ha was accepted. it means that there was a significant difference between students’ ability before and after implementing direct method. based on the result that has been described above that direct method is a teaching method can improve students’ ability in speaking by using english as introduction language. here, the educator uses english when s/he explain the lesson. and in the classroom, the students are not permitted to use indonesian language when they ask something to the educator or communicate to the educator or their friends. in this case, the educator must be able to describe the words that the students do not know by using visual aid or explain them by using her words. there is no translation here. that’s why the students try and try to speak in english and at last, they are able to speak in english. e. conclusion and suggestion from the dara above, it can be concluded that students’ ability increased after using direct method. it can be seen from the mean of students’ achievement before and after using direct method, namely 58,75 be 75 and the percentage of students’ achievement also increase (57,5% be 62,5%). it is proved that the using of direct method can improve the students’ ability in speaking. therefore, english teachers should improve the teaching of english poetry by providing activities that can increase students’ interest in reading poetry such as poetry reading contest, making the poetry surgical group and so on. f. references brown, h. douglas. (2001). teaching by principles: an interactive approach to language pedagogy. second edition. white plains. ny: pearson education. norland, l. deborah and terry pruett. (2006). a kaleidoscope of models and strategies for teaching english to speakers of other language. sard wesport: ct. libbraries unlimited/ teacher ideas press. richards, jc and ts rodgers. (2001). language teaching-”approaches and methods in language teaching”. cambridge: cambridge university press. richard, j.c. (2008). teaching listening and speaking from theory to practice. new york: cambridge university press, 2008.   santosa & andriyadi: the use of my dictionary… 35 the use of my dictionary application to improve students’ vocabulary mastery iman santosa, andriyadi imansantoso515@gmail.com, andriyadi.axa@gmail.com ikip siliwangi abstract the purpose of this study was to know the result of improving students’ vocabulary mastery by using my dictionary application. this research used quasi-experiment design. this research involved two classes ix a and ix b as the sample of this research. ix a was selected as experimental class and ix b was selected as control class. in the experimental class, vocabulary was taught by using my dictionary application. while, in the control class, vocabulary was taught by using with the conventional media. the data was collected from pre-test dan post test. then , the data obtained was analyzed by using spss. the result of the study showed that teaching vocabulary by using my dictionary application significantly improving students’ vocabulary. the findings showed that the mean of experiment class students was 25.20, and the control class means score was 21.40. after treatment given, there is a significant increase. the means of the experiment class is 48.40, and the class of the control class is 30.50. after that compared between posttest result class experiment with control class result is t (result the research) = σ x1 σ x2 = t = 48, 40 30, 50 = 19.00. where σ x1 (experiment class)> σ x2 (control class). this means that the use of my dictionary application gives effect to vocabulary mastery of students. keywords: my dictionary application and vocabulary mastery. a. introduction english is an important language to learn. especially with the development of the increasingly demanding era of all people to be able to use english language so that increasing the english language is increasingly important to learn. in the world of today, where english has become the part and parcel of every aspect of life, teaching and learning it is gaining impetus (pathan, 2016). vocabulary is one aspect in english. vocabulary is very important for studying english. the students learned grammar without vocabulary, will have difficulty to convey what she or he wants to say. however a student’s just learning. vocabulary learning is an essential part in foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. it is also central to language teaching and is of paramount importance to a language learner (alqahtani, 2015). however, some of students in mts darunadwah cipongkor still have less vocabulary. sometimes they do not understand what the theacer said. morever, the students are still difficult to communicate using english. it can make the students lazy to learning english. the students do not give attention when the teacher explained the material in the class. furthemore they just keep silent if the teacher asked them in english. so must of students have a just acquired a few mailto:imansantoso515@gmail.com mailto:andriyadi.axa@gmail.com eltin journal, volume 7/i, april 2019 36 vocabularies. this means that the teacher needs to use effective media that can make the interest in learning. technology is such a big part of the world of w which we live. according to costley (2014), the use of technology and teaching students have to use it has become a high priority in the public schools. another reason technology is a factor improving learning is the fact that technology is becoming such an integral part of our everyday world. most jobs today require some type of technology use. also, students and adults are using technology on a daily basis to communicate, get information in multiple ways. the prevalent daily use of technology in people’s lives overall makes the use of technology very relevant to the students and provides a connection that will greatly benefit student teaching. this means that the use technology can help students improve their achievement. my dictionary application is one result of technological developments that anyone can get through his smart phone. thus, this study aims to know the result of enhancing students’ vocabulary mastery by using my dictionary application. b. literature review 1. vocabulary vocabulary is vital parts of language. without words, language will be difficult to be made. vocabulary can be seen as bricks in a building while the building is the language. it means that by having a good amount of vocabulary, we can use the language well. no one can learn a language without learning its vocabulary (huda, 2016) this means that vocabulary is one of the language aspects which should be learn learning vocabulary to enable one to speak, write, and listen. a person said to know a word if he can recognize it is meaning when he see it (cameron, 2001: 75). it means that in learning vocabulary the learners have to know the meaning of the new words it and also understand and can use it sentence context. according linse (2002:121), vocabulary is the collection of words that an individual knows. vocabulary is one of the language system components that is important to be learned.vocabulary is the total number of words in a language; all the words know a person particular subject, a list of words with their meaning, especially one that accompanies a textbook (hornby, 1995: 1331). those definition shows that vocabulary is the first element that english learners should learn on order to master english well besides the other english components and skills. in language learning, vocabulary takes place in building the language proficiency. the objective of the vocabulary mastery is to enable the students to have a good language proficiency in the language skills. it depends on the quality and quantity of the vocabulary that they have mastered. the richer the vocabulary that can be mastered by the students they will get the better skill that can be reached in using language. therefore, it can be concluded that knowing a word (vocabulary) means knowing about meaning, word use, word formation, and word grammar (harmer, 1991: 158). 2. my dictionary application my dictionary application or kamusku in indonesian language is application based offline created by a software company in bandung which name is kodelokus. precisely in jl. sharon raya utara no. 29, grand sharon residence, district rancasari, cipamakolan, rancasari, santosa & andriyadi: the use of my dictionary… 37 bandung, west java 40292. my dictionary application is an application that can be found in google play store or apple store where its function is to help someone to search the english vocabulary easily and quickly. c. research methodology based on the aim of research, the researcher used quasi-experimental design. according to mcmillan and schumacher (cited in nuralfiah, 2016) that in an experimental design, the researcher manipulate what the subject will experience. the study was conducted at one mts darunadwah cipongkor kabupaten bandung barat. the researcher focused to study about the use of my dictionary application in theaching vocabulary to apply in teaching learing activity to build up student’s ability in memorizing vocabulary.the participants in this study were ninth grade students which consist of 40 students from two classes. classes ix a is experimental and ix b is as control group.the data was collected from pre-test and post test. then, then the data was analyzed by using ttest. d. findings and discussion the researcher got the result value data from pretest and posttest of experiment class and control class as follows: table 1. data of pretest and posttest experiment class control class no name pretest posttest no name pretest posttest 1 a1 20 48 1 b1 32 36 2 a2 32 48 2 b2 24 28 3 a3 24 56 3 b3 28 36 4 a4 28 48 4 b4 24 28 5 a5 24 52 5 b5 28 40 6 a6 24 44 6 b6 20 36 7 a7 32 52 7 b7 20 32 8 a8 32 52 8 b8 28 38 9 a9 20 44 9 b9 16 28 10 a10 32 52 10 b10 16 24 11 a11 32 52 11 b11 20 28 12 a12 20 48 12 b12 28 40 13 a13 24 44 13 b13 20 16 14 a14 20 48 14 b14 20 32 15 a15 16 40 15 b15 16 16 16 a16 32 52 16 b16 16 32 17 a17 24 52 17 b17 28 40 18 a18 24 40 18 b18 16 36 19 a19 20 44 19 b19 12 20 20 a20 24 52 20 b20 16 24 eltin journal, volume 7/i, april 2019 38 the next step t-test two independent samples is the normality test. by clicking analyze >> descriptive statistics >> explore. then the display will appear as follows table 2. case processing summary the_use_of_my_ dictionary_app cases valid missing total n percen t n percen t n percen t pritest 1 20 100.0 % 0 0.0% 20 100.0 % 2 20 100.0 % 0 0.0% 20 100.0 % postte st 1 20 100.0 % 0 0.0% 20 100.0 % 2 20 100.0 % 0 0.0% 20 100.0 % table 3. descriptives the_use_of_my_dictionary_app statistic std. error pretest 1 mean 25.20 1.164 95% confidence interval for mean lower bound 22.76 upper bound 27.64 5% trimmed mean 25.33 median 24.00 variance 27.116 std. deviation 5.207 minimum 16 maximum 32 range 16 interquartile range 12 skewness .172 .512 kurtosis -1.208 .992 2 mean 21.40 1.274 95% confidence interval for mean lower bound 18.73 upper bound 24.07 5% trimmed mean 21.33 median 20.00 variance 32.463 std. deviation 5.698 santosa & andriyadi: the use of my dictionary… 39 minimum 12 maximum 32 range 20 interquartile range 12 skewness .277 .512 kurtosis -1.131 .992 posttest 1 mean 48.40 1.001 95% confidence interval for mean lower bound 46.30 upper bound 50.50 5% trimmed mean 48.44 median 48.00 variance 20.042 std. deviation 4.477 minimum 40 maximum 56 range 16 interquartile range 8 skewness -.466 .512 kurtosis -.637 .992 2 mean 30.50 1.698 95% confidence interval for mean lower bound 26.95 upper bound 34.05 5% trimmed mean 30.78 median 32.00 variance 57.632 std. deviation 7.592 minimum 16 maximum 40 range 24 interquartile range 11 skewness -.561 .512 kurtosis -.591 .992 eltin journal, volume 7/i, april 2019 40 table 4. tests of normality the_use_of_my_ dictionary_app kolmogorov-smirnova shapiro-wilk statisti c df sig. statisti c df sig. pretest 1 .241 20 .003 .859 20 .008 2 .197 20 .041 .904 20 .050 postte st 1 .239 20 .004 .891 20 .029 2 .166 20 .153 .921 20 .103 a. lilliefors significance correction from the above results we see in the shapiro-wilk column and it can be seen that the value of significance for pretest the use of my dictionary application 0.008 and the use of conventional media was 0.050. moreover, the value of significance for the posttest the use of my dictionary application was 0.029 and the use of conventional media was 0.103. thus, it can be concluded that the data is normally distributed, because the value is greater than 0.005. furthermore, next step t-test two independent sample that is homogeneity test. by clicking analyze >> descriptive statistics >> explore. appearance explore and input both variable (pretest and posttest) into dependent list column and method into factor list, the results obtained are as follows: table 5. test of homogeneity of variance levene statistic df1 df2 sig. pretest based on mean .373 1 38 .545 based on median .299 1 38 .587 based on median and with adjusted df .299 1 37.986 .587 based on trimmed mean .305 1 38 .584 posttest based on mean 6.026 1 38 .019 based on median 4.562 1 38 .039 based on median and with adjusted df 4.562 1 29.898 .041 based on trimmed mean 5.773 1 38 .021 santosa & andriyadi: the use of my dictionary… 41 t-test table 6 group statistics the_use_of_my_dict ionary_app n mean std. deviation std. error mean pretest 1 20 25.20 5.207 1.164 2 20 21.40 5.698 1.274 posttest 1 20 48.40 4.477 1.001 2 20 30.50 7.592 1.698 table 7. independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed ) mean differ ence std. error differ ence 95% confidence interval of the difference lowe r uppe r pre test equal variances assumed .373 .545 2.2 02 38 .034 3.800 1.726 .306 7.294 equal variances not assumed 2.2 02 37. 696 .034 3.800 1.726 .305 7.295 pos ttes t equal variances assumed 6.026 .019 9.0 83 38 .000 17.90 0 1.971 13.91 1 21.88 9 equal variances not assumed 9.0 83 30. 789 .000 17.90 0 1.971 13.88 0 21.92 0 based on the data above, it showed that the value of sig. (2-tailed) 0.000 smaller than 0.005. this means thatt h0 rejected and h1 accepted that there are differences in english learning results by using of my dictionary application and by using conventional media. in addition, the data above explains that the average grade of experimental class posttest in reducing the posttest grade of the control class still shows the value of 19.00 and not minus. it shows that my dictionary use is better than the lecture method. eltin journal, volume 7/i, april 2019 42 e. conclusion based on the findings mentioned above, it can be concluded that the use of my dictionary application is very helpful in improving students' vocabulary mastery. this is can be seen from the average value obtained from the larger experiment class that is 48, 40 compared to the control class which is only 30, 50, and also described in the independent sample test table in the sig column (2 tailed) in the posttest row there is a value of 0,000 which shows that there is a difference between experiment class and control. in addition, the use of my dictionary application can develop and improve students' vocabulary skills compared to using lecture methods. it is in line with the statement of clark (2013) that a technology supported deliberate vocabulary learning study. f. references alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education , 3. cameron, l. (2001). teaching language to young learners. cambridge: cambridge unipersity press. clark, m. (2013). the use of technology to support vocabulary development of english language learners. st. jhon fisher college (p. 69). fisher digital publications harmer, j. (1991). how to teach english : an introduction to the practice of english language teaching. england: longman. hornby, a. s. (1995). oxford advenced learners' dictionary of current english, fifth edition. new york: oxford university press. huda, f. (2016). an investigation of english teaching strategies in enhancing students’ vocabulary implemented by a pre-service english teacher. journal of english and education , 2. linse, c. t. (2002). practical english language teaching young learners. new york: the mcgraw hill companies. nuralfiah, y. (2016). improving student's vocabulary with crossword puzzle. 1-9. pathan, m. m. (2014). speaking in their language: an overview of major difficulties faced by the libyan efl learners in speaking skill . international journal of english language & translation studies , 2. 1 the study correlation between reading habit and pronunciation ability at the second grade students of ikip siliwangi aseptiana parmawati aseptianaparmawati@gmail.com ikip siliwangi abstract language has central role on intellectual development, social, and emotional students to supported success student and learn all of lessons. literacy level are performation, functional, informational, and epistemic. performative level means students able to read, to write, to listen, and to speak using symbols. reading habit refers to the automatic process as the readers read the textual material and deriving meaning unconsciously. a good reading habit is important for the development of personalities and mental capacities. students reading habit plays an important role in pronunciation mastery. this research used the correlation research. the objectives of the study is to reveal correlation between students’ reading habit and their pronunciation ability at second grade students of ikip siliwangi. the finding was supported by the result of students’ scores. the minimum score of habit is 71 and 65 for pronunciation ability. the maximum score of reading habit is 109 and 92 for pronunciation ability. the mean of reading habit is 92.60 and 78.73 for pronunciation ability. standard deviation of reading habit is 8.85 and 6.31 for pronunciation ability. the researcher finds that the pearson product moment of both variable is 0.373. it means that the correlation between students’ reading habit in english and their pronunciation ability was in low correlation because in the range of 0.200.40. from the result of the statistical calculation, it can be synthesized that null hypothesis (ho) is rejected. the researcher concluded that there is the correlation between students’ reading habit and their pronunciation ability. keywords: reading habit, pronunciation, correlation a. introduction language has central role on intellectual development, social, and emotional students to supported success student and learn all of lessons. literacy level are performation, functional, informational, and epistemic. performative level means students able to read, to write, to listen, and to speak using symbols. functional level, students are able to use language to fulfill daily life such as reading newspaper, manual or instructional level, accessing language and knowledge ability on the other hand epistemic level. many students can read or speak something and someone understands part of them but does not understand what they mean. reading is an activity informed by the apprehension of images, shapes, patterns, and rhythms, which come to be recognized through repeated encounters and remembered forms; the meanings that are made in reading are in excess of the meanings that arise from the interpretation of written language (lorange, 2014: 30). mailto:aseptianaparmawati@gmail.com 2 according to zwiers (2004: 3), reading habits more clearly describes the automatic and unconcious process that are involved in constructing meaning from text. moreover, shen (2006: 559) identifies reading habits, as how often, how much, and what the readers read. it is a way of how the reader organizes his or her reading and how often, how much, and what the readers read. students reading habit plays an important role in pronunciation mastery. other people will understand meaning through reading with good pronunciation. many people can read or speak something and someone understands part of them but does not understand what they mean. therefore, based on the description above, the objective of the study is to find out whether there is any positive correlation between the students’reading habit and their pronunciation at the second grade students of ikip siliwangi in the academic year of 2017/2018,and thus the hypotheses of the study are: ha : there is any positive correlation between students’ reading habit and their pronunciation ability. ho : there is no correlation between students’ reading habit and their pronunciation ability. b. literature review 1. definition of reading habit habit is a repeated performance. it is automated response disposition that are cued by aspects of the performance context (neal, wood, and quinn 2004: 198). it is learned through a process in which repetition incrementally tunes cognitive processors in procedural memory (the memory system that supports the minimally conscious control of skilled action). this can be simplified that habit formation is the process by which new behavior become automatic, the behavioral patterns of one’s repeat most often are etched into neural pathways. according to zwiers (2004: 3), reading habits more clearly describes the automatic and unconcious process that are involved in constructing meaning from text. then, reading habit refers to the automatic process as the readers read the textual material and deriving meaning unconsciously. a good reading habit is important for the development of personalities and mental capacities. this habit is necessary for a healthy intellectual growth and plays a crucial role in enabling a person to achieve language proficiency (grabe & stoller, 1997: 98). based on the description above, it can be cocluded that reading provides readers with great knowledge, by reading books frequently and having a good reading habit, the reader is able to analyze other's idea, which makes one think more critically. 2. the purpose of reading habit according to ogbodo (2010: 231-232) there are some reading habit purposes which have either positive or negative result, such as: hobbial, recreational, concentration, deviational. a. hobbial a hobby is an activity that creates joy and satisfaction in doing it. the purpose of reading habit 3 as a hobby make a reader knowledgeable in so many areas, such as in educational, politics, religious, and economic. this purpose of reading habit not only makes one satisfied but also positive. unlike others hobbies, reading is one of the most recommended one to shape readers personality skill. by reading book particularly can develop the knowledge of vocabulary which helps in conversations. reading as a hobby is wonderfull; it helps the readers to improve their ability to absorb and to comprehend written material and help them to pursue a better job. b. recreational a good reading habit for recreational makes the reader acquire more knowledge in the classroom. reading for relaxation is aimed to cool the reader’s brain and to avoid mental fatigue; the example activities on reading for relaxation are reading newspaper and magazine. c. concentration one of the reading habit purposes is concentration. concentration means the readers acknowledge their reading process to understand the meaning of a passage. reading for concentration is recommended for use in school by stakeholders; this reading habit purpose shows positive result in student’s achievement in school. d. deviational the last purpose of reading habit is deviational. this is the only reading habit which has a negative norm. the readers sometimes pretends to read, and deviates from the actual reading. this should be avoided by the students. if this habit reading attitude acquired by the students, it may lead to loss of interest in the acquisition of knowledge. 3. the aspect of reading habit according to gaona (2011: 59-60) there are six aspects in gaining an effective reading habit, they are: reading frequency, books read, time spent on academic reading, time spent on nonacademic reading, motivation in the family environments, and motivation in the academic environments. a. reading frequency reading frequency used to measure students’ reading frequency in their spare time. b. books read the number of many books that the students have read in the last three months was included in the questionnaires. c. time spent on academic reading it is considered the time that the students devote their time to read academic book especially for their specialist subject. d. time spent on non-academic reading it is discussed amount of time that the students used to read non-academic book, magazine, such as novel, fiction, romance, horror, etc. e. motivation in the family environment 4 it focuses on the recommended book that purchased by the family based on the interest of the family. f. motivation in the academic environment it is focuses on the frequency of students’ reading literature in their academic environment. 4. the concept of pronunciation pronunciation is one of aspects that is important not only in speaking but also in other aspects in learning english. pronunciation consists of vowels, consonants, and diphthongs. fromkin, rodman, and hyams (2011) in yusmita (2017) point out that english vowels are divided into two kinds of vowels, long vowels and short vowels. long vowels consist of /ɑː/, /iː/, /uː/, /ɔː/, /æ/, while short vowels consist of /ə/, /e/, /i/, /ʌ/, /ʊ/, /ɒ/, /ɜː/.there are eight english diphthongs, consist of /eɪ/, /aɪ/, /əʊ/, /aʊ/, /ɔɪ/, /ɪə/, /eə/, /ʊə/.in addition, english consonants consist of twenty-four. those are /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/, /θ/, /δ/, /s/, /z/, /∫/, /з/, /h/, /t∫/, /dз/, /m/, /n/, /η/, /l/, /r/, /w/, /y/. it is essential for the students to understand phonetic symbols and sounds correctly. pronunciation is the act of giving the true sounds of letters in words, and the true accents and quantity of syllables. c. research methodology the research conducted in the second grade students at ikip siliwangi in the academic year of 2017/2018. the campus is located at jl.terusan jenderal sudirman no.3, baros cimahi tengah, west java. in the research, the researcher uses the correlation research. (ary, jacobs, sorensen, walker, & razavieh, 2010: 28) assumes that correlational research gathers data from individuals on two or more variables and then seeks to determine if the variables are related (correlated). correlation means the extent to which the two variables vary directly (positive correlation) or inversely (negative correlation). the degree of relationship is expressed as a numeric index called the coefficient of correlation. in this research the researcher took 30 subjects as sample from the population.the researcher use two instrument to collect the data by means of questionnaire of habit and pronunciation test. 1. questionnaire questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or selecting from among existing answers (brown, 2001 in (dornyei, 2003: 6). the researcher use the questionnaire to get the data about student’s reading habit. the students only have to attach (v) marks on the scale that they choose. 2. pronunciation test a test is a set of stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. this score, based on a representative sample of the individual’s behavior, is an indicator of the extent to which the subject has the characteristic being measured (ary et al., 2010: 201). d. findings and discussion 1. descriptive statistics table 1 5 descriptive statistics n minimum maximum mean std. deviation reading habit 30 71 109 92.60 8.854 pronunciation ability 30 65 92 78.73 6.313 valid n (listwise) 30 from the table above, there are 30 scores from both two variables, students’ reading habit questionnaire and pronunciation ability test. the minimum score of reading habit is 71 and 65 for pronunciation ability. the maximum score of reading habit is 109 and 92 for pronunciation ability. the mean of reading habit is 92.60 and 78.73 for pronunciation ability. standard deviation of reading habit is 8.85 and 6.31 for pronunciation ability. a. normality test before the writer correlating the data, the writer then checks the normality of the data. the researcher uses spss program to find out whether the data normal or not. table 2 normality test kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. reading habit .091 30 .200* .983 30 .900 pronunciation ability .098 30 .200* .981 30 .863 *. this is a lower bound of the true significance. b. lilliefors significance correction from the table above, significant of reading habit is 0.200. normality test result shows that significant number of reading habit tests score is higher than the level of significant (0.900 > 0.05), also significant number of pronunciation ability tests score is (0.863 > 0.05). it means that students’ reading habit questionnaire and pronunciation ability test are in normal distribution. after testing the normality value, the writer tries to find the correlation between reading habit and pronunciation ability. c. correlate bivariative after the researcher knows if the data is normal. then the researcher correlates the data using 6 spss program to find out wether the data have correlation or not. table 3 analysis result correlation by product moment correlations readinghabi t pronunciattion ability readinghabit pearson correlation 1 .373* sig. (2-tailed) .042 n 30 30 pronunciation ability pearson correlation .373* 1 sig. (2-tailed) .042 n 30 30 *. correlation is significant at the 0.05 level (2-tailed). from the table above, the researcher finds that the pearson product moment of both variable is 0.373. it means that the correlation between students’ reading habit in english and their pronunciation ability was in low correlation because in the range of 0.20-0.40. the researchers also find that the sig (2-tailed) is 0.042. the number of significant is lower than 0.05. it can be concluded that null hypothesis (ho) is rejected, while alternative hypothesis (ha) is accepted. e. conclusions based on the result of the research, it can be concluded that there is low correlation between students’ reading habit on english text and their pronunciation ability of the second grade students of ikip siliwangi in the academic year of 2017/2018. the lecturer should give the best motivation and more creative in teaching by providing activities that can increase students’ interest in reading, so the reading habit will run effectively. f. references ary, d., jacobs, l. c., sorensen, c. k., walker, d. a., & razavieh, a. (2010). introduction to research in education. measurement (8th ed., vol. 4). canada: nelson education. ltd. dornyei, z. (2003). questionnaires in second language research: construction, administration, and processing. new jersey: lawrence erlbaum associates, inc. https://doi.org/10.1016/j.system.2011.06.001 gaona, julio cesar galacia. (2011). relationship between reading habits, university library and academic performance in a sample of psychology students, superior journal, vol. xl (i), no. 157, 2011, pp. 59-60 https://doi.org/10.1016/j.system.2011.06.001 7 grabe, w. and stoller, f.l. (1997). reading and vocabulary development in a second language: a case study. in annamalay and muniandy. 2013. reading habit and attitude among malaysian polytechnic students. international journal of education and sciences. 5(1), 32-41 lorange, astrid. (2014). how reading is written. a brief index to gertrude stein: wesleyan university press. neal, d.t., wood, w., and quinn, j.m. (2004). habits –a repeated performance. current direction in physiological science. 15 (4). ogbodo rosemary ochanya (2010). effective study habits in educational sector: counseling implications, edo journal of counseling, vol. 3. no. 2, 2010, pp 231-235 shen, l. (2006). computer technology and college students' reading habits. chia-nan annual bulletin, 32, 559-572. yusmita, a. and anggraini, n (2017). the effects of english songs on the seventh grade students’ pronunciation achievement in smp srijaya negara palembang, jurnal bahasa dan sastra, vol. 6 (1), 1-20. zwiers, j. (2004). builiding reading comprehension habits in grade 6-12. sanfransisco, ca: international reading association. muthmainnah: optimizing critical thinking… 1 optimizing critical thinking skill through peer editing technique in teaching writing nur muthmainnah nur_muthmainnah@iainsalatiga.ac.id iain salatiga abstract the objective of the research was to know the description of how critical thinking skill can be optimized in teaching writing using peer editing technique. critical thinking skill should be strengthened in writing class to elicit the writing class problem. applying peer teaching technique was assumed can optimize the critical thinking skill in writing class. this research used descriptive qualitative method. it was conducted to english education department students in paragraph based writing class. the writer took one of six classes as the sample of the research. the researcher used observation and documentation to know the description of the class situation. the data which was collected are in form documentation, observation and interview result and students writing and peer editing form which is analyzed descriptively. the result of the research showed that teaching writing using peer editing can optimize the students’ critical thinking skill. it was proven with the minimal error that was produced in the next writing produced and the increasing score of students’ writing. the mean score in the pre-research was 68.62, after the treatment conducted the mean score increased up to 72.90. keywords: writing, peer editing, critical thinking a. introduction writing is one of language skills that students should master. as one of language skills, writing is taught to english class. in the other hand, many students consider writing as the most difficult language skill to learn. as a productive skill writing requires students to produce their idea in written form that requires some aspects of skill such as using good diction, appropriate sentences and correct spelling (hasibuan, 2013). thus, writing is not only constructing words into a group of word or sentences but also it should be meaningful and understandable. this fact makes writing become one of the most difficult language skills for students. moreover, we also fully understand the difficulty of learning to write well in any language, even in our own native language. based on the result of pre-research, it showed that 47% of total students from 32 students or 15 students put very little attention of their writing. the important thing was finishing their writing. generally, there were some cases found from the interview result. first, they are less aware of paragraph structure and sentence construction. this case appeared because some students were over confidence, thinking that their writing was good enough without revising it again. second, they wrote un-meaningful paragraph. they did not put some transition signals or conjunction to make their writing flow smoothly. this problem mailto:nur_muthmainnah@iainsalatiga.ac.id eltin journal, volume 7/i, april 2019 2 makes their writing does not have any coherence. third, students shared what were in their brain without checking whether their supporting sentences matched with the topic sentence or not. the case revealed in writing class above should be encountered. it is time for students to put their high attention to their writing. developing students’ attention should hand in hand with developing their way of thinking. students should be more critical in what they have written. being critical in doing something especially writing can be enhanced through improving critical thinking skill. b. literature review 1. critical thinking critical thinking is intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/ or evaluating information from, or generated by, observation, experience, reflections, reasoning, or communication, as a guide to belief and action (philippot, 2009). through activities provided in the critical thinking skills, students are expected to be more aware and give more attention to their writing. based on the pre-research result, it can be concluded that to improve students’ awareness and criticism in their writing, teacher needs to find an effective strategy or technique in teaching writing. a strategy that a teacher should find is a strategy or technique which can optimize students’ criticism in writing class. peer editing is one of technique which is assumed being able to improve students’ criticims in writing. although the use of elision is often used by native speakers, in fact, native speakers are not the only person who use elision in uttering some words in english. many non-native speakers often use elision when they are speaking in english, including indonesians. one example of the native speakers of indonesian who use elision while speaking in english is the minister of finance of the republic of indonesia, sri mulyani. sri mulyani is one of the prominent figures in indonesia, so it is not surprising that sri mulyani is often required to speak english. applying critical thinking skills in writing class need a technique to make the class more fun and enjoyable. peer editing is one of technique proposed by barkley derived from collaborative language learning will make students accostumed to employing series of cognitive processes such as reviewing, reflecting, and analysis (galvis, 2010). the three main activities done in the learning process is match with the critical thinking skill such as analyzing, synthesizing, reflecting, and evaluating the text. 2. peer editing according to sakolkarn (2017), peer editing is useful for students who become editor and the writer. the result of editing will give constructive criticism which will be helpful to improve students’ writing. while editing his partner’s writing, student will employ his writing skill and knowledge and finally can be used to improve and repair his writing too. this means that students will learn to improve his critical thinking skill while editing his friends’ writing that finally will affect to the awareness of error in his writing. muthmainnah: optimizing critical thinking… 3 peer editing is one of key komponent in writing process beacuse students are asked to read and gives feed back form other students’ writing. in peer editing, students not only becomes author but also becomes the collaborator of other students to give any feedback. students will have a chance to work cunstructively in editing other students’ writing. peer editing can be applied in revising phase in writing process. peer editing introduces students with three main activities: (1) compliments, (2) suggestions, and (3) corrections in response to a sample of student writing. the three steps above are practiced in a small-group session and shared with the class. then they move to individual editing practice guided by a powerpoint tutorial and accompanying worksheet. this series of practice activities prepares students to engage in constructive peer editing of classmates’ written work on a regular basis (tompkins, 2003). pharr stated that after finishing a draft of essay, students can continue it by asking revise from their colleague. it means that peer editing supports writing activities consisting of prewriting, organizing, drafting, and revising (pharr, 2004). peer editing is also proposed to break the problem described above. from tompkins definition about peer editing it can be concluded that students’ writing is revised by his friends. this activity will result some revise and editing that can make students’ writing better. students will know whether their writing has any error construction or not. in addition, by revising other friend’s writing will make students more critical in analyzing a paragraph. unconsciously, they read and try to understand what his friend intend in his writing. they are also trained to write well in their sentence structure, grammar, even diction. finally, it will result a comprehension and improve their paragraph and discourse construction. in the other definition, peer editing involves having students exchange papers in order to give each other feedback on content (snow, 2006). teacher’s role in this activity is to offer helpfull suggestion rather than evaluation and giving fine decition of the writing quality. students triy to listen the teacher’s suggestion and write it. although students may reject what teacher suggest, the most important thing is that teacher has tried to give any feedback and create a communication among students in while revising the text. the more interested students are in their message and the response of their audience, the more likely they are to master revision skill. from the definitions above, it can be concluded that peer editing is an activity where students exchange their writing or paper in order to be edited or reviewed by their colleague. from the activity above, it will result revision, comment or argumentation from the peer editor. the other research also shows the benefit of applying peer editing in the class. a research conducted using peer teaching aimed to improve students’ autonomous learning showed that peer editing gave benefit to the teacher and students because by using this technique teacher got some crucial information that can be used to improve teacher’s way in teaching writing and student’s writing practice (deni, 2011). from the background described above, the writer would like to conduct a research about how critical thinking optimized in teaching writing using peer editing technique. eltin journal, volume 7/i, april 2019 4 3. peer editing teaching steps dealing with critical thinking skills this research used peer editing teaching steps derived from (barkley, 2005). the teaching steps which was applied in this reseach was described below: a. students make a group which consists of 2 person each, every member of group are in turns deliver his or her description of his or her idea intenden to write. while his partner is delivering the description of his idea, student takes note, makes questions, and prepares suggestions. b. every student makes an observation for the individual paper, keeping an eye open for material that might prove useful to the partner. c. students write their own writing individually. d. within each pair, students exchange paper drafts for peer editing. student editors make proofing marks and comments directly on the paper and score or rate the paper with a peer review form, indicating their ratings of each of these elements. e. each writer revises his or her paper, taking the peer editing into consideration. f. authors attach the peer review form to the final draft and submit it to the lecturer for evaluation based on the teaching steps applied in the research, the writer classified the teaching steps into critical thinking which is imployed in the writing class, as follow: a. analysis is optimized when students paying attention to his partner’s description of what will be written, b. synthesize skill is applied when student started to rivise his writing according to comment and suggestion given by his partner. c. evaluation skill is employed when student was asked to revise his friend’s writing and give comment and suggestion directly on the paper and peer editing form then gave score or rate on the paper. c. research methodology this research used qualitative approach that applied applied a case study that typically focus on small groups or individuals within a group and document that group’s or individual’s experience in a specific setting. in addition, the gathering of information or data is through multiple sources and perspectives (lodico, 2006). this paper used descriptive qualitative method to analyze the data where the data which was collected were analyzed and presented in descriptive form. in this research, the writer conducted research at english department class. she took one of classes as the sample. after conducting the research, the writer analyzed the mean score of pre-test and posttest of writing test and conducted to know the progress of teaching writing using peer editing. besides that, she also analyzed some literatures related to peer editing and critical thinking. to support the result of research, the writer also conducted a mini interview to the students to know their perception of learning writing using peer editing technique dealing with their critical thinking skills. d. findings and discussion after conducting the research, the result showed that the application of peer editing at writing class can improve students’ critical thinking. it was supported with their improvement of their main score of their post-test. in the post test it was yielded that the mean score of their pre-test is 68.62. there was improvement of score in their post-test muthmainnah: optimizing critical thinking… 5 from 68.62 to 72.90. from the mean score it can be said that the mean score of post-test is higher than the mean score of pre-test. it shows that there is significant improvement in their achievement in writing using peer editing technique. in addition, the score yielded in the post test was supported with the result of students’ interview. 60% or 21 from 35 of total students agreed that by using peer editing in writing class they can apply their critical thinking optimally. almost of them got positive impact from the implementation of peer editing in their writing class. they were trained to be more critical in analyzing paragraph and be more careful in composing paragraph. furthermore, this research also found that students’ critical thinking improved after peer editing was applied in the class as the teaching technique. they were more critical in writing and analyzing the text. from the interview conducted among the students 72% or 25 from 35 of total students agreed that critical thinking should be optimized in writing class. from the result above it shows that peer editing is appropriate to teach writing. it also approves that teaching writing using peer editing technique can improve students’ ability in writing. it is because the activities of peer editing is related with the writing goal that enable student to compose a paragraph well. to know whether a student has good writing, it needs series of indicators. there are some indicators to measure whether a student has good writing they are: organization, content, grammar, vocabulary, and mechanism. it was supported by mckay (2006) statement that writing covers a number of knowledge and skills. they are as follows: (1) ability to write to suit purpose and audience, (2) ability to organize paragraph logically, (3) knowledge of a growing range of vocabulary, (4) knowledge of a growing range of grammatical structures, (5) ability to punctuate, (6) ability to employ connectives appropriately, (7) ability to follow through a drafting procedure, (8) explicit knowledge of text structures (genres), and (9) ability to write independently. in addition, harris (1969) also stated that although the writing process has been analyzed in many different ways, most teachers would probably agree in recognizing at least the following five general components: content, form, grammar, style, and mechanics. from the explanation about writing indicators above, it is assumed that peer editing can improve students’ ability in writing. by editing their friend’s writing, they will be trained and accustomed to write better because they are more conscious in writing that make them more careful in using punctuation, choosing appropriate word and transitional markers, using grammar when they write a paragraph or text. beside, for the writers, they can also improve their writing after their text was edited by their partners. this statement was supported with berg research finding in (betrand, 2013) stating that they had compared the effects of trained peer error correction (peer editing) and the effects without peer error correction with two groups. some challenges were noted in classroom organization and the proper use of peer response techniques, but revision strategies and writing quality had shown improvement. 1. optimizing peer editing can improve students’ critical thinking from analyzing the peer editing and critical thinking terminology it can be concluded that peer editing can enhance students’ critical thinking through the series of activities conducted in peer editing teaching steps. there are some steps in peer editing that matches eltin journal, volume 7/i, april 2019 6 with the critical thinking they are: reviewing, analyzing, editing, and giving comment. it is supported with scrivn & paul in (philippot, 2009). definition about critical thinking that it is intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/ or evaluating information from, or generated by, observation, experience, reflections, reasoning, or communication, as a guide to belief and action. in addition, based on the research finding, 60% of student agreed that they can enhance their criticism in criticizing a composition by using this peer editing technique in writing class. this situation will give positive effect to his writing because he is trained to analyze and criticize the composition so he can write better. it is also supported by barkley research finding (barkley, 2005) that by helping students to identify writing problems in the work of their peers, she knew students’ development of evaluation skills that they could apply to their own writing. 2. critical thinking is needed in writing class beside teaching technique that has important role in teaching writing. critical thinking is also important to make student to be more critical to their writing because training students to be more critical in writing will increase students’ writing ability especially their awareness in composing sentence by sentence, grammar, and spelling and so on. moreover, critical thinking is also used when students are asked to revise or edit their friends writing. by their ability to analyze, revise, syntesize, and give comment through reading their friends’ writing they unconsciously are trained to be more automatic in detecting some grammar errors, unrelated sentences, paragraph unity and coherence and misspelled words. e. conclusion peer editing is an activity where students exchange their writing or paper in order to be edited or reviewed by their colleague. from the activity above, it will result revision, comment or argumentation from the peer editor. this technique is appropriate to be implemented in writing class because it can improve student’s capability through editing his friend’s writing. he will be trained to analyze and recognize errors in writing so they can write a text better. critical thinking is fundamental discipline that involves conceptualizing, analyzing, evaluating, making judgment and decision, and problem solving. critical thinking is also important to make student to be more critical to their writing because training students to be more critical in writing will increase students’ writing ability especially their awareness in composing sentence by sentence, grammar, and spelling and so on. critical thinking as part of writing that is difficult to be separated can be improved when peer editing is applied in writing class. it happens because peer editing activity can cover critical thinking criteria particularly in writing class. it can be concluded that they are in the same vision making student more critical in analyzing, giving comment, and evaluating a text for the sake of better writing. muthmainnah: optimizing critical thinking… 7 f. references barkley, e. (2005). collaborative learning technique. san francisco: jossey bass. betrand, d. (2013, june 15). peer editing in composition for multilingual writers at the college level. retrieved from ewu: www.dc.ewu.edu/theses deni, a. r. (2011). peer-editing practice in the writing classroom: benefits and drawbacks. advance in language and literacy studies, 12. galvis, n. m. (2010). peer editing: a strategic source in efl students' writing process. colombian applied linguistics journal, 5. hasibuan, k. (2013). teaching writing as productive skills. journal of english and arabic language teaching, 4,(2),, 169-190. retrieved from www.media.neliti.com. lodico, m. (2006). methods in educational research. san francisco: jossey-bass. pharr, d. (2004). writing today: contexts and option for the real world. new york: mc.graw hill. philippot, r. (2009). fostering comprehensionin english classes. new york: guilford press. sakolkarn insai, t. p. (2017). more heads are better than one: peer editing in a translation classroom of efl learners. pasaa, 8. snow, d. (2006). more than a native speaker. maryland: capitol communication system. inc. tompkins, g. e. (2003). teaching writing: balancing process and product (4th ed.). prentice hall: upper saddle river . rias ning astuti: teacher professionalism on e 85 teacher professionalism on teacher pedagogic knowledge in merauke – papua rias ning astuti post graduate program master of english education university of muhammadiyah malang, east java, indonesia 2015 riasningastuti_s@yahoo.com abstract english becomes an international language that has to be mastered by the students in indonesia and many countries in the world. teaching english is not easy as we thought. as an english teachers, we should master some criteria to be good teachers. because english today in indonesia is considered as a foreign language, then it difficult for the students to learn it. teacher is also important in teaching learning process in the classroom, the foundation of english teacher education, teacher knowledge, and professionalism of the teacher is primary goal that should be mastered in this case, the writer tries to explore the phenomena that happened in indonesia especially in east indonesia, that is, merauke papua. the educational system in meraukepapua is good enough, but there are several terms that should be changed by the government and the teachers themselves. there are some problems faced by the teacher when they teach in the class, such as: what they teach does not match with the skills the subject requires and they only focus on finishing the curriculum. in this context, the roles of the government is very important in order to improve the teacher professionalism in indonesia, one of which is certification for the teacher and the government will increase their salary per month. but, it is not only the matter of salary, but the government should find another ways to improve the teacher‟s professionalism such as: conference, seminars, or another activities. a. introduction. foundation of english teacher education, teacher knowledge, and professionalism. “tell me, i forget…show me, i remember…involve me, i understand….”(carl orff) this statement is one of education theories by orff (1920) which is famous in this world, on the learners need. when the teacher tells the students, the students will forget it. when the teachers show the students perhaps the students will remember those materials. then, when the teacher involves the students, students will understand the material. refer to that statement; the way the teachers teach the students is the primary goal in the teaching-learning activities. the technique used by the teachers influences the students‟ achievement in their learning activity. the technique used by the teachers will influence the students‟ achievement. thus, the students will be able to use the language orally or not depends on the way the teachers teach the students. teaching is a process that facilitates learning which is given by the teacher to the students in the process of learning and teaching. teaching is the specialized application of knowledge, skills and attributes designed to provide unique service to meet the educational needs of the individual and of society. the choice of learning activities whereby the goals of education are realized in the school is the responsibility of the teaching profession. according to leo (2003), in a challenging book to practice teaching in english, teaching stands for: treat, encourage, activate, coordinate, heighten, infuse, and guarantee. leo (2003) stated that, teaching as treating the students, encouraging them to learn the material, activating their mind, coordinating their activities in learning, heightening the students‟ curiosity when they are learning something, infusing them with optimism and positive impacts or energies, and the last guaranteeing the students successful in their future. mailto:riasningastuti_s@yahoo.com http://www.brainyquote.com/quotes/authors/c/carl_orff.html eltin journal, volume 3/ii, october 2015 86 based on leo's statement, the writer may draw an understanding that teaching is not only a matter of implementing and applying the syllabus or lesson plan, teaching is not only a matter of entering the class and asking the students to do some activities the class. nevertheless, teaching is treating the students, encouraging them, activating their thought, coordinating their activities, heightening their curiosity, infusingtheir optimism, and guaranteing their better future. from the explanation above, the teacher plays important role in the student‟s learning experience. the way the teacher teaches the students influences the students‟ achievement in learning process. many things may be done to make a context for a good teaching, but the important factor is the teacher to determine the success of a program. richards (2001) said that a good teacher should complement for deficiency in the curriculum, the teacher also should complement for deficiency the material or the resources that used in teaching activity. according to robert (2012), there are some language teacher knowledge, such as: content knowledge content knowledge is the knowledge of content master by the teacher it can be related to skill, material taught by the teacher in the class. pedagogic content knowledge pedagogic content knowledge is the knowledge by english teacher (only english teacher) about how the teacher teaches english for the students. general pedagogic knowledge general pedagogic knowledge is the knowledge of the general teacher about any subject it can be mathematics, science, social, etc. curricular knowledge curricular knowledge is the knowledge of the teacher about mastering the curriculum such as lesson plan, syllabus, etc. contextual knowledge contextual knowledge is about all aspect in teaching learning activities such as the environment, partner, family, etc. process knowledge process knowledge is the process to develop the knowledge itself. based on all the aspects of the knowledge of the teacher it will help the teacher to teach the students with using all aspects that already know by the teacher. the teacher can apply it in the classroom; they also can solve the entire problem in teaching learning process by mastering all aspects. b. review of literature learning english for senior high schools in indonesia is obligatory. teaching english in indonesia includes english as a foreign language that used as additional language in indonesia. as compulsory subject, the target of teaching english at sma (senior high schools) or ma (senior moslem schools) allows the students to reach a functional level of communication, whether in oral or written form. according to depdiknas (2006), the goals of teaching english at sma/ma are: 1) to make the students are able to speak in english. 2) to motivate students to communicate using english. 3) focus on the use of english as communication tool, not only focus on grammatical form. as the writer mentions above that there was interesting phenomenon in one of the senior high school in meraukepapua. the possible causes of this problem are because the reality in the field is different with the expected teacher in indonesia. indonesia. based regulation of minister of national education 16 (2007), the standards of teacher in indonesia have to master: 1) pedagogic competence (how the teacher teach the students) 2) personality of the teacher (attitude and behavior of the teacher) rias ning astuti: teacher professionalism on e 87 3) social competency (environment and also how the teacher interact with social environment) 4) the last is professionalism (mastering curriculum and material). the expected teacher should be competence in four aspects that is mention before, but in fact the reality is not mention yet. another reason, because almost teacher in merauke – papua teaching just for finishing the curriculum (syllabus and lesson plan). they not pay attention on the students‟ skills, the teacher just finishing the curriculum without knowing that their students understand the material or not. „a growing body of research shows that student achievement is more heavily influenced by teacher quality than by students‟ race, class, prior academic record, or school a student attends. the benefits associated with achievement gap widens each year between students with most effective teachers and those with least effective teachers. this suggests that the most significant gains in student achievement will likely be realized when students receive instruction from good teachers over consecutive years.‟(http://www.education.com/ reference/article/ref_research_q_consider/) based on this research conducted in the united states the writer will conclude that, there are one of the gaps or influence between the student‟s achievement and the teacher‟s quality. the result shows that student achievement is more heavily influenced by the teacher quality that by the student‟s race, class, and soon. because of those reason, it is a must for the teacher, not for the teacher in papua but also all the teacher in indonesia to be a professional teacher. the professional teacher can help the students for sharing knowledge with heart, educate the students, and help them for their better future because the most important role and changing action is the teacher. in teaching, the teacher should make a creative class. in this case creative class means that the teacher in that class should be creative in the context of teaching technique and method that the teacher used, so that the students will speak up and become comfortable to speak english in the classroom. the most effective activitymay be useless if the teacher does not organize the students efficiently. teacher does not only share their knowledge sincerely, but also plays role as an organizer, facilitator and as resource in teaching-learning process. furthermore, the teacher shouldteach vocabularies that the students need and correct pronunciation, so that the students can speak accurately in english. teaching speaking is not easy, the teacher must have a good strategies and technique to conduct joyful and creative class, especially in speaking skill. bygate(2000)in a book “language teaching a scheme for teacher education” stated that, one of the problems in foreign language teaching is preparing learners to be able to use the target language. how this preparation done and how successful the process depends on the teachers‟ understanding when the teacher teach in the class. learners of english as a foreign language (efl learners) have different purposes in learning english. some of them have purpose to focus on reading skill or speaking skill but the students should be competent in the four language skills in english: reading, listening, writing, and speaking. in fact, the majority of the students find difficulties to speak accurately. most of them are shy to perform speaking. because of those reasons, kresnanto(2011) in practical techniques for english language teachingadvicedthe teachers to conduct joyful activities in english classroom, so it will motivate and encourage the students to practice their speaking ability. then, in order to conduct joyful activities in the class, brown(2007)claimed that there are six types of classroom speaking performance. those are as follows: 1. imitative it is such a term as mentioned „human tape recorder (brown, p. 327)‟ because the students just imitate what the teacher has said. eltin journal, volume 3/ii, october 2015 88 2. intensive it includes speaking performance that is designed to practice some phonological aspects of language. 3. responsive it involves includes interaction of the teacher and students. a good deal of the students‟ speech in the classroom is responsive which is between teacher and students who have a good interaction. 4. transactional (dialogue) it carried out for conveying information. conversation is one of the example of transactional dialogue. another example of the transactional dialogue such as buying and selling situations which is potentially great practical value in language teaching. 5. interpersonal (dialogue) interpersonal dialogue carried outto maintain social relationship to give information.it is just a kind of dialoguethat we can do simply because there is something to talk around us. 6. extensive (monologue) the teacher gives the students monologue of oral reports or summary. then, the students will do their task and the teacher will give feedback about their monologue of oral reports. education has a big contribution in the national development. a good quality of education reflects the nation. one of significant factors to make better education is the quality of teacher. the teacher is expected to have good skill and knowledge in education. psychology of education must be learnt by the teacher as an educator to support the success education itself. by mastering the science of psychology in education the teacher will know and learn about their students. furthermore, the teacher will learn about the development of students. irham and wiyani(2013) in a book psikologipendidikan stated that, psychology of education has 2 words, psychology and education. psychology is adopted from greek, which is psyche means soul, and logos mean knowledge or science. education is learning or knowledge. therefore, psychology of education is science of soul. in line with sugihartono(2013)in a book psikologipendidikan, education is effort which is conducted by the educator (the teacher) in order to change human behaviour through learning and training process. psychology of education is very important in order to guide the teacher to achieve successful of learning process. suryabatra(2013) stated that psychology is a science to understand human in order to treat them well. he emphasises that knowledge of the teacher about psychological condition of the students is very important because teacher is one of the important aspects of the educational system. hence, the understanding about psychology of education becomes the main requirement for every teacher. by understanding the knowledge, the teacher could manage their students well. the teachers have to understand their students‟ needs, because good education is reflected from a good teacher. 1. problems formulation teacher and teaching process in merauke papua. 'in lecturing, success meant that students paid attention, laughed at my jokes, and applauded me. i told them what to learn, and they learned it.' daniel a. goodenough (1994), from this statement, lecturing or learning process is successful when the students pay attention to the teachers‟ explanation, or in some part they laugh when the teachers make some jokes to make them happy. in teaching, the teacher should make a creative class. in this case creative class means that the teacher in that class should be creative in the context of teaching technique and method that the teacher used, so that the students will speak up and become comfortable to speak english in the rias ning astuti: teacher professionalism on e 89 classroom. the most effective activity may be useless if the teacher does not organize the students efficiently. teacher does not only share their knowledge sincerely, but also plays role as an organizer, facilitator and as resource in teaching-learning process. based on the writer experience, there was an interesting phenomena happened in meraukepapua senior high school in speaking class. that was when the teacher only asked the students to read some materials in the speaking lesson handbook. so, it was only reading aloud activities not speaking activities. it is believed that different techniques may have different responses from the students. some of the students may be active and some will be passive in the class. it is natural because all students have different ability. in this case, there is an effect that is given by the teacher for the students. it is based on the writer experience, when the writer graduated from senior high school and want to continue her bachelor degree in out of papua island, she found the difficulties to speaking english although she choose her concern in english department in one the best private university in java. after that, in the next semester she must take some course in english village in pare to improve her english skill. it is not only happened with the writer, but also her friends in another university in java. 2. intended purposes. there are so many problems of teaching and learning process happened in east of indonesia especially in papua, from the teacher and the students itself. from the explanation that the writer will conclude, the purposes of this present study is to identify the phenomenon happened in merauke-papua especially the problem of the teacher in teaching english as foreign language. 3. intended significance. the writer expecting this study to have theoretical and practical significance of the study. theoretically, this present study will give an additional contribution to teacher. they can find the result of this present study as information and input for the teacher. practically, the benefit of this study is also for the writerand the readers (the teachers in senior high school or the lecturer). it is expected that after reading this study, there will be a clear vision about the errors in spoken language.in addition, the english teacher at sman 1 merauke may use the finding of this present study as the feedback and information in a learning process in the class. last, for the next researchers who want to do similar research, the study will give contribution as the references in teaching english. c. research methodology to present the data the writer has choose the subject of this present study. the subject of this study was all the english teachers in sman 1 merauke. the total number of the english teachers of sman 7 malang was four teachers. in order to make the study effective and efficient, some steps were conducted in the process of collecting data. according tofraenkel(2005), data collection was„the process of gathering and measuring information on variables of interest by planning it in a five basic step; selecting participant, gaining permission, selecting and weighing different data types, designing recording protocol and administering data collection‟ (p. 234).the data of this study were teacher‟s technique in teaching speaking which were implemented in the grade xi science 6 sman 7 malang. table: data collection no date activities description 1 20 des 2014 the writer conducted library study with collected the journal and articles related to the problem of this present study. 2 25 des 2014 1. the writer conducted the interview to the teacher. eltin journal, volume 3/ii, october 2015 90 4. conclusion in the last discussion of this problem, the writer will explore conclusion and suggestion. the conclusion that the writer will conclude from the problem are: 1. the teacher in indonesia not professional yet. 2. the teacher in one of the senior high school in merauke – papua do not pay attention in the skill that the teacher should teach. 3. the teacher only focus in finishing the curriculum (syllabus and lesson plan) without knowing that the students understanding the material or not. in conclusion, the way the teacher teaches the students in english language is very important in order to make the students really understand the material. then, the writer will conclude that become professional or professionalism of the teacher is a must for the teacher in indonesia. based on all conclusions that the writer conclude, this study has some suggestions for the teacher, and the government to improve the educational system and teaching learning process in indonesia. teacher should pay attention on the students‟ activity in the class; the teacher should focus on the skill that the teacher wants to teach. it would be better for the teacher join such kinds of seminars, conference about education in indonesia, so that after join those activities the teacher will have more knowledge about teaching, how to teach, and also about the curriculum. government should conduct the activities that will improve the teacher professionalism like seminars, conference or other activities. hopefully, from this kinds of activities and also the certification of teacher will improve the teacher professionalism in indonesia for better educational system. references bygate, m. (2000).language teaching a scheme for teacher education (speaking). oxford, oxford university press. depdiknas (2006).kurikulum tingkat satuanpendidikan mata pelajaran bahasa inggris, sekolahmenengahatasdan madrasah aliyah. jakarta. fahrurrazy (2011).practical techniques for english language teaching. malang. b. y. c. d. s. r. kusumaningrum. malang, state university of malang press. goodenough, d. a. (1994).education for judgment.san francisco: jossey-bass. john .r. fraenkel, 2005.how to design and evaluate research in education.san fransisco state university.mc.graw-hill. leo, s. (2003). challenging book to practice teaching in english. yogyakarta, penerbit andi. orff, c. (1920). development of human language.united states. richards, c. j. (2001). curriculum development in language teaching. united states of america, cambridge university press. sri supiah cahyati: analysis of english school 1 analysis of english high school teacher management as the implementation of curriculum 2013 sri supiah cahyati , cynantia rachmijati, nai supartini stkip siliwangi bandung abstract curriculum 2013, implemented on the academic year of 2013-2014, is one of the efforts of the curriculum developer to response to challenge of today and tomorrow, the demands from the society, the development of knowledge and pedagogy, future skills, and the uprising of the negative phenomenon. in curriculum 2013 there exist several built-in aspects in the curriculum management. they are: teachers, books, students, and supervising. the objective of this study is to analyze the teachers‟ role in terms of their effort and readiness towards curriculum 2013. english subject in curriculum 2013 clearly showing that the teachers‟ authority is smaller, their competence is sufficient, the workload is heavier, while the teaching-learning process is not really effective. this shows that the teachers and the implementation still needs time and supports from the stakeholders. keywords: curriculum 2013, teachers‟ management, english teacher, high school a. introduction curriculum plays a very important role in education system (nasution, 2000). therefore, a curriculum change in periodical time is necessary to response to the challenge epoch. therefore, an active change and response in national scale are needed from the curriculum developers t o anticipate and response to the challenges that keep changing. teacher as the curriculum executor in the field obviously has an important roles in managing the success of a curriculum design. richard (2001) believes that in implementing the change of curriculum, teacher is the key factor. moreover in a situation where there exist the limited facilities, the cultural differences, the impact on the environment, and the diversity of the students, a good teacher should able to be the agents of curriculum change. as a key factor to the success in the curriculum and the agent of change, a teacher support the teaching-learning, and schooling and even participate in the making of curriculum in the current policy campbel (2012). the teachers‟ role is the one who interacts directly with the students in the classroom. curriculum 2013, recently has become the burning issue especially in the educational society, contain many standards. the most important thing is that the basic competence (standar kompetensi) , such as subjects, the subjects position, the subjects distribution in a semester and their credits for each class (kementerian pendidikan dan kebudayaan, 2013). from that curriculum structure itself, it is also applied with a certain skills along with the certain competent that needs to be fulfilled for each subject, called kompetensi inti (core competences) and kompetensi dasar (basic competences). by that new regulation and policy, it is hopeful that the indonesian people gain the same level of education and competent as it is regulated in curriculum 2013. eltin journal, volume 2/i, april 2014 2 in the curriculum 2013, there are a number of built-in elements in the curriculum management, they are: teachers, books, students and supervising which will be explored in terms of the teachers‟ effort and readiness towards curriculum 2013. this study was conducted to explore and answer the following research questions: 1) how is the english high school teachers‟ response to the curriculum 2013 in terms of a practical learning methodology? 2) how far is the readiness of the english high school teacher in understanding and implementing the curriculum 2013? b. literature review 1. curriculum curriculum means a planning for a learning program (richards and schmidt, 2002). therefore it is a learning program – a chain of educating events. but seen from curriculum field of knowledge historical and philosophical, its meaning is wide and complex. furthermore, marsh (2004) defines curriculum as (1) a permanent lesson that contains essential knowledge, (2) a life lesson, (3) an organized lesson that needs the responsibility from the school, (4) the whole learning experience where the students get their skills and knowledge, (5) what the students build and do with computer and different networks. 2. curriculum 2013 nuh (2013: 72), minister of education and culture, explains that the theme of curriculum 2013 is “a curriculum that can produce indonesian people who are productive, creative, innovative, and affective through attitude, skills, and integrative knowledge. he also adds that curriculum 2013 is the answer to improve human resources in facing the changes of the world. he explains that the implementation of this curriculum will be starting in the academic year of 2013-2014 starting in july for the first and fourth grader of elementary school, 7 th grade in junior high school and 10 th grade for high school and vocational high school. it will be partial in 2013 but for in 2014 it will be held throughout every school in indonesia. 3. management of curriculum 2013 in curriculum 2013, there are a few elements in their managements such asc: teachers, books, students and supervising which can be seen from the table below: table 1. the elements in curriculum 2013 elements the management size curriculum 2013 teacher authority limited competence it should be high, but for those who are still low, there are guidance books workload light the effectiveness of learning activity high books publisher‟s role small content and process low prices low students the learning results not entirely based on the teachers, but also on the books that are available from the governments supervising deviation point small scale of deviation low supervising easy sri supiah cahyati: analysis of english school 3 4. the implementation of curriculum 2013 the implementation of curriculum 2013 is an actualization of the curriculum into learning activity and the molding of the students‟ competences and character. these require that the teachers should create and develop many activities that fit into the program. the teachers should be able to make decisions, make good judgments, master learning methodology, employ teaching aid, and understand how to assess their students‟ works. the learning activity in curriculum 2013 is competence-based one by using a scientific approach that encourages students to see, ask, try, collect the data, associate, and communicate. this method is adapted from the scientific steps in growing the knowledge through a scientific perspective, and therefore it will have a “sense of inquiry” and boost “creative thinking”. the acts of seeing, asking, trying/collecting the data, associating, and communicating in english subjects are: 1. to see: to associate the learning subjects with daily life situation. it consists of listening, reading the text, social functions, the language, and the writing. 2. to ask: to improve student‟s ability in forms of concepts, principle, procedures, and theory to have them thinking creatively, logically, and systematically. it consists of questioning activity, such as comparing the structure of language pattern in bahasa and english. 3. to explore: to improve student‟s ability in english, such as role play, simulation, etc. 4. to associate: to help and improve students to think and act academically. it consists of any group activities, such as analyzing the text, categorizing, etc. 5. to communicate: to help students deliver their results in writing or speaking forms. it consists of writing, presenting, blogging, in journal, in school boards, etc. c. research methodology 1. research methodology this research used a descriptive qualitative method by analyzing the english high school teacher‟s readiness in implementing curriculum 2013. the data were described in matrix. 2. subjects of the research the subjects of the research were the english high school teachers in cianjur, cimahi, and karawang regions. the samples were taken using purposive sampling technique. 3. instrument of the research the instruments that used in this research were questioner and interview. the questioner was aimed to ask the respondents about their readiness and responses towards curriculum 2013 and interview was used to clarify the answers. the data used in this research is primary (main) and secondary data. the main data were from the english teachers as the subject of the research. the secondary data were taken from dinas pendidikan as the source data of the high schools that implement the curriculum 2013 in their schools. the readiness variables were collected from 4 criteria which are suited with the teachers‟ management of curriculum 2013: a. teacher‟s authority. b. teacher‟s competence. c. teacher‟s workload. d. the effectiveness of the teaching-learning activity. the answers from the questioner, hence, will be analyzed. eltin journal, volume 2/i, april 2014 4 d. research findings 1. data a. high school which implementing the curriculum 2013 the implementation of curriculum 2013 is ongoing progress. based on the data there are several schools that have been appointed as the pilot project of the implementation of curriculum 2013. the regions that studied were cimahi, cianjur and karawang regions. the three regions chosen to represent the west java province. based on their geographical area, they are seen as the southern, central, and northern parts of west java. in this research, schools that were chosen based on the easy access to the school. the data of the school are as follows: table 2. high school who implements curriculum 2013 no area schools that implements curriculum 2013 samples of the research 1 cianjur 7 high schools and 9 vocational schools 3 high schools 2 cimahi 3 high schools and 7 vocational schools 3 high schools 3 karawang 6 high schools and 11 vocational schools 2 high schools the appointment of the high school that implements the curriculum 2013 is done by departemen pendidikan nasional direktorat pendidikan dasar dan menengah based on their schools judgement. b. teachers teacher is the key point in teaching – learning activity. the teacher‟s role, as variables in teaching-learning activity in class, is regarded as the successful of the curriculum itself. the followings are the data of english high school teachers as the subject of the research: table 3. english high school teachers no school educational background having the curriculum 2013 training 1 respondent 1 s2 degree yes 2 respondent 2 s1 degree yes 3 respondent 3 s1 degree yes 4 respondent 4 s1 degree no 5 respondent 5 s2 degree (ongoing) yes 6 respondent 6 s1 degree yes 7 respondent 7 s1 degree yes 8 respondent 8 s1 degree yes sri supiah cahyati: analysis of english school 5 c. teachers’ management factor the data from the respondents can be seen as follow: 1) teachers’ authority the english teacher‟s authorities: the teachers gave many varied answers, but most of the respondents declared the teachers‟ authorities were less, due to the reasons of : a. the lesson is already chosen (by the government) b. the syllabus is already chosen c. the textbook is already chosen 2) teacher’s competence : the data from the respondents a. almost all the respondents have an english bachelor degree b. almost all the respondents had their training in curriculum 2013 c. almost all the respondents had been working for more than 5 years the training and supervising of curriculum 2013 a. good in implementing and supervising b. there‟s reward and punishment to achieve its effectiveness c. teachers more understand and know what to do in the class 3) teacher’s workload: the main factor in curriculum most of the respondents declared that their workload is heavier, due to several reasons : a. the teacher should pay more attention to the students b. the learning material isn‟t only from books c. the english text book from government isn‟t available yet the students competencies most respondents agree that their workload is heavier, due to several reasons : a. the grading of the students has become more comprehensive b. the grading method is totally different from the usual c. to differentiate of one student to another is more difficult because the grading standard is using index factor d.the effectiveness of teaching-learning activity : learning method the teachers gave many varied answers, but most of the respondents declared: a. no special method, but make sure that all students participates in teaching-learning process b. use technology c. scientific approach and genre based approach depends on the teacher‟s creativity eltin journal, volume 2/i, april 2014 6 teaching-learning activity a. focusing on “students”, therefore students will be more active b. use “scientific”, therefore knowledge and science will improve c. the studying time in english is actually more less than other subjects, teachers afraid in their fall back of the ability d. this curriculum more focus on student‟s attitude and characteristic – while in english the important point such as speaking and grammar have been quite neglected e. the grading process has become more detailed – not only judged the student‟s ability but also their attitude f. the english subject textbook based on the curriculum 2013 is not available allocated time mostly disagree, because : a. heavier workload, both for the teachers and students b. the classroom isn‟t available c. no added hour, but in fact lesser than usual 2. findings a. the english high school teacher’s response to the curriculum 2013 in terms of a practical learning. methodology 1) teacher’s authority based on the respondents‟ opinions, teacher‟s authority is smaller (lesser) due to syllabus, learning materials, and the textbook have been decided by the government and not from the teacher. but then, the materials demanded to be analyzed and comprehended by the teachers to be associated with the daily life needs. teachers should have more competence. while the assessment of the students, which are not based solely from their paper tests, is the teacher‟s authority. looking at the syllabus, learning materials and the text books, the teacher‟s authority seems smaller (lesser). on the other hand, from the teaching-learning process and the grading process, the teacher‟s authority are bigger. 2) teacher’s competences based on the data, it is obvious that all of the teachers already have their degree. almost all had their curriculum 2013 training and have experiences of more than 5 years in teaching. theoretically, their competence is more than enough. but apparently, the changing from ktsp to curriculum 2013 philosophically is very basic. the differences are in the teaching-learning activity and the grading process. the teaching-learning process consists of teacher, students and teaching method. those three factors make or ruin the implementation of curriculum 2013. therefore, the teacher‟s competences can‟t be seen solely based on their degree and experience, but also the readiness to face a challenge and thus need other training, such as technology, computer, curriculum 2013 training and others. sri supiah cahyati: analysis of english school 7 3) teacher’s workload conceptually, in curriculum 2013 the teacher‟s workload supposed to be lighter. but in reality it‟s heavier. starting from the preparation of the syllabus and the learning materials, yet the teacher does not need to prepare anymore since it is available. but in teaching-learning activity, it needs extra energy and extra competences to deal with the time changes, other knowledge, and attention to the students – which are heavier workload. therefore, it needs teachers with comprehensive competencies. 4) the effectiveness of teaching-learning activity the high school characteristic and the teacher that became the subject of the research described the situation in the west java province. obviously, the curriculum 2013 has not been implemented to every school due to the lack of the human resources: teachers, students, and facilities. at this moment, the effectiveness of teaching and learning activity has not been achieved successfully. the reasons are: the teachers have not been fully competence. the difference of teaching-learning method, that hasn‟t been successfully applied by the students, they are still using their “conventional method” of teaching and learning the facilities that has not been completed and supported yet, even the textbook in english subject of the curriculum 2013 still not available the allocated time still does not meet the expectations of the learning materials. b. the readiness of the english high school teacher in understanding and implementing the curriculum 2013 based on the collected data, the implementation of the curriculum 2013 is ongoing progress by appointing some schools as the pilot project. this policy shows that the government still not fully ready to support the implementation of the curriculum 2013. the changes from the previous curriculum (ktsp/school based curriculum) to curriculum 2013 have a very basic difference. these differences are shown in the teaching-learning activity and the grading process. this readiness should be supported by the teacher‟s competence as the key point of the success and effectiveness of the curriculum implementation. e. conclusions based on the analysis of the data above, it can be concluded: 1) the teachers‟ responses toward the curriculum 2013 shows the teacher‟s workload is decreasing, the competence is sufficient, the workload is heavier and yet the effectiveness is not fully achieved. the implementation of the curriculum 2013 is not effective yet due to some problems such as: the teachers‟ competences, changing the teacher & students‟ teaching-learning habit, and even the teaching-learning facility. it is assumed that the implementation of curriculum 2013 works effectively in a big city with better facilities and the students with a better learning culture. 2) the teachers in applying the curriculum 2013 are not fully ready. it takes time and changing the behavior is not an easy task. an ideal cultural study will be created but takes time and requires adequate support from the stakeholders, such as: teachers, students, as well as conducive educational climate, such as teaching-learning method, and its environment. eltin journal, volume 2/i, april 2014 8 references campbel, reece.(2012).”introduction to law”. san fransisco: benjamin cummings publishing company creswell, j. w. (2013). educational research planning, conducting and evaluating quantitative and qualitative research (4 th edition). usa: pearson education. de vito, alfred. (1989). creative wellsprings for science teacher. london: creative ventures. kementerian pendidikan dan kebudayaan. (2012). dokumen kurikulum 2013. jakarta: kementerian pendidikan dan kebudayaan. kementerian pendidikan dan kebudayaan. (2012). kurikulum 2013: kompetensi dasar sekolah menengah atas (sma)/madrasah aliyah (ma). jakarta: kementerian pendidikan dan kebudayaan. kementerian pendidikan dan kebudayaan. (2013). paparan mendikbud dalam sosialisasi kurikulum 2013 di bandung 16 maret 2013. marsh, colin.j. (2004). key concepts for understanding curriculum. london uk: falmer press mcmillan, j. h. and schumacher, s. (2001). research in education: a conceptual introduction. 5 th edition. united states: addison wesley longman. richards, jack c. (2001). curriculum development in language teaching. cambridge: cambridge university press. richards, j.c. dan schmidt, richard. (2002). dictionary of language teaching and applied linguistics. 3 rd edition. edinburg: pierson education ltd. tim pengembang kurikulum. (2013). kurikulum 2013. jakarta: kementerian pendidikan nasional. tim pengembang kurikulum. (2013). pembelajaran berbasis kompetensi mata pelajaran bahasa inggris dengan pendekatan saintifik .jakarta : kementrian pendidikan dan kebudayaan angga m. : the dynamic immersion…. 53 the dynamic immersion software: teaching english vocabulary for young learners angga maulana pasundan university anggamaulana1985@yahoo.co.id abstract the ability in mastering vocabulary holds an important part in the process of learning a language including english. by analogy, english is a weapon whereas vocabulary is the bullet. it will be useless for someone who has a sophisticated weapon without having a great number of bullets. hence, mastering vocabulary in a language is very important thus emerge techniques or method to master vocabulary. one of the teaching method is dynamic immersion method (dim). therefore the purpose of this research is to analyze the process of mastering vocabulary using dim applied in rosetta stone computer software, in one of elementary schools in cipatat, kabupaten bandung barat and to know their perception toward the use of it. there are 21 students from the 4 th grade who become the participants of this research. in the process of collecting data, the writer uses observations and interview to see the process of using dim and the students‟ perception to the use of it and then analyzes elaborately based on the purpose of this research. . it was found that dim in this study is considered successful because it enables students not only to memorize the words in english better but also to learn english vocabularies in meaningful context. the topic discussed in each slide is within the young learners‟ world. thus, the teaching of vocabulary in dynamic immersion software into certain extent is successful because the material might be interesting, the learning environment seems enjoyable, the period is relatively short and the material could attract young learners to learn vocabulary better. in terms of young learners‟ perception, the data revealed that the students perceive positively. keywords: vocabulary, dynamic immersion method, technology, young learners mailto:anggamaulana1985@yahoo.co.id eltin journal vol 3/1, april 2015 54 a. introduction the implementation of primary education in every single country sometimes differs from one another. it can be from the framework, general objectives, and so on. as the result, the implementation of english teaching is also started and frame-worked differently, especially in non-english speaking countries. in indonesia, compulsory primary education is started at the age of six with english as an additional lesson. it is in line with a notion proposed by pinter (2006) stating that the term young learners is applicable to students “from five to 14 years of age”. moreover, teaching english brings its own challenge and benefits. it is especially considering the characteristic of young learners that can either be a form of advantageous factor or shortcoming factor to the successful of language teaching. considering vygotsky‟s notion (in pinter, 2006) that children are active learners, the methodology used in english for young learners (eyl) class needs to be active allowing students to actively participate in the process of teaching and learning. thus, the method chosen in class needs to accommodate their needs by allowing their senses to be involved during the process of teaching and learning. furthermore, the use of method as one of teaching elements that can engage both students‟ receptive and productive senses is considered as one of the efforts that can be done by teachers in eyl class in delivering their material (see brown, 2001; harmer, 2001; rodgers, 2001; elizabeth, 2010; mora, 2010). dynamic immersion method, in addition, is a method that combines the use of images, text, and sound, with progressive difficult levels. such arrangement is created in order to teach various vocabulary terms and grammatical functions intuitively, without drilling or translating. it is designed to teach foreign languages like the way first language is learned and it can provide the audio-visual need and exposure. we all learned our mother tongue as children, before we ever went to school. the dynamic immersion method recreates this experience. the student is plunged into images and human voices in the context of daily life, so that he/she understands the meaning of new words and phrases (skills development centre, 2010). in other words, the dynamic immersion foreign language software program attempts to mimic the setting of childhood. the idea behind this is that when immersed in an environment consisting of familiar situations, people, places and things, one can make the connection between images and verbal awareness. rosetta stone is a computer software that accommodates the dynamic immersion method. it angga m. : the dynamic immersion…. 55 can be used as one of the choices in delivering teaching material in mastering vocabularies in eyl class. in addition, sophisticated method will not give any effect if it cannot engage the students‟ intrinsic motivation for they need to have their own “selfdetermination and autonomy” in internalizing the teaching material so that they can successfully achieve the desired learning outcomes. as consequence, the relation between the students‟ perception in terms of their interest leading to their intrinsic motivation in learning english when audiovisual software like rosetta stone software is used and their vocabulary mastery in certain linguistic focus is an interesting issue to observe. besides being interesting, such observation can also be conducted in order to evaluate whether the software matches the characteristic of young learners especially when they have been in the formal stage (pinter, 2006), at approximately the age of 11 or 12, when their awareness of linguistic elements has started to emerge (pinter: 2006, saville-troike: 2006). this research is aimed to answer the questions on how the dynamic immersion method in a language learning software improve students‟ mastery of english vocabulary and the student‟s perception toward the use of dynamic immersion method software in their english class. b. methods this study adopted qualitative approach as it involved the collection and qualitative analysis of the data. it also allows the researcher to work with more than one of data collection methods, such as observation and interview. the research employs dynamic immersion method in english learning software, named rosetta stone. as it is stated in its website, rosetta stone is a form of proprietary computer-assisted language learning (call) software developed by rosetta stone inc. this software combines the use of images, text, and sound, with progressive difficult levels that get along with the student‟s progress. such arrangement is created in order to teach various vocabulary terms and grammatical functions intuitively, without drilling or translating. the software method is designed to teach foreign languages like the way first language is learned. in rosetta stone version 3, instructions are arranged in language levels with 4 units in each level. each unit is divided into four core lessons. each core http://en.wikipedia.org/wiki/proprietary_software http://en.wikipedia.org/wiki/computer-assisted_language_learning http://en.wikipedia.org/wiki/language_acquisition http://en.wikipedia.org/wiki/software http://en.wikipedia.org/wiki/rosetta_stone_%28company%29 eltin journal vol 3/1, april 2015 56 lesson approximately takes 30 minutes followed by sub lessons. sub lessons consist of pronunciation, writing, vocabulary, grammar, listening, reading, speaking, and reviews. at the end of each unit is a milestone, which is an interactive activity that reviews the material covered in that unit. for this research, the sub lesson is only focused on vocabulary. since the research question of this paper relates to vocabulary, thus the material used in the observation is only sub lesson vocabulary of each core lesson. the vocabulary sub lesson consists of seven slides. each slide consists of different material. during the conduct of this research, rosetta stone, which accommodates dynamic immersion method, was shown to 21 students of 4 th grade. of elementary school in cipatat, kabupaten bandung barat became the participants of this research. the lack of using technology in the site was the main consideration of conducting this study there. in this case, the data was collected through two steps; observing and interviewing. meanwhile, the topics of the interview were related to the perception of teacher and students in teaching vocabulary using rosetta stone version 3. the semi-structured interview was conducted in schools where the students learn. furthermore, during class observation, the researcher participated in the classroom as a teacher, observed the activities and took notes. the observation was recorded in video-formed so that, it is assumed, the observation could be done thoroughly and repeatedly. c. results and discussions 1. the use of dynamic immersion method in young learners’ vocabulary mastery the findings from observation using field notes during the learning process showed that the students‟ mastery of english vocabulary relatively increased by using dynamic immersion method implicated in rosetta stone language learning software and they showed positive behavior toward it based on the indicators as follows: most students performed better after the teacher did as model and repeated on how to operate the software several times the students understood both the learning material and the instruction. angga m. : the dynamic immersion…. 57 the students looked enthusiastic and they participated happily to the class activity without any stress condition. the students were entertained and had fun. the observation data revealed that the classroom atmosphere was increasingly positive during the implementation of dynamic immersion method applied in rosetta stone learning software. this evidence was in line with schultz (2006) who believes that a facilitator needs to be more conscious of time constraints on a students‟ ability to process information in clear, structures, and systematic format while viewing pictures. the effect of this method was indicated from students who took part actively and enthusiastically in doing the dynamic immersion method in rosetta stone language learning software and following the instructions. they often smiled, laughed, responded to the conversation, and repeated the words. this was consistent with what was stated by stempelski & tomalin (1990) that children feel their interest quicken when a language is presented in a lively way, as it was in rosetta stone language learning software. the students were also able to express themselves through their own experience by hearing and seeing the english words. those could help young learners to be active and enjoy doing things in english. most of them tried to follow the words. they were also curios to know the next material displayed in the monitor to be learned in every meeting. the observation was in line with the characteristics of young learner that they are naturally curios (brown, 2001). in addition, the availability of slides greatly helped students‟ comprehension; for example, moods are often conveyed through expressions and other visual clues. thus, children often observe how intonation can match facial expressions (harmer, 2001). repeated words presented in rosetta stone language learning software became an effective vocabulary exercise because they were easy to follow, interesting and attractive. in this condition, the students were motivated to watch because they did not want to miss the opportunity to be engaged in the slides and activities. those aspects support the theory that watching live picture increases the students‟ motivation and curiosity on learning because they show the eagerness to use and practice the language they have heard and seen (harmer, 2002). this evidence also revealed when students were given the vocabulary exercise, most of them did the task well and they were able to recall better the content and gain more information to clarify thinking ideas, feeling, and event when the researcher gave a quiz. eltin journal vol 3/1, april 2015 58 moreover, rosetta stone, as language learning software that applies dynamic immersion method, was seen as something which helped young learners to relax and unwind. it kept them entertained without their having to make much effort. particularly, rosetta stone had a particular role within children. they were presented short and easy, fun and funny. this coincided with arthur (1999) in canning (2000) who claims that pictures helps learner to give realistic materials, imitate models and increase awareness by teaching appropriateness and suitability. overall, most display was relaxing and easy to follow as shown from the students‟ facial expression. as children acquired more experience of audiovisual, the ability to comprehend the content increased. this statement goes to cameron (2001), ellis and brewster (2002) point that the combination of sounds and pictures provide young learners with pleasant learning language. in line with those statements above, phillipis (1993) as cited in hakim (2009) also states that video is part of children‟s life nowadays and they are able to be useful tools in language teaching. therefore, using language learning software in teaching vocabulary to young learners contributes a new and special feature in teaching english. angga m. : the dynamic immersion…. 59 after involving in rosetta stone language learning software, the students were asked some questions related to the content. most of them participated well and tried to give the right answers. this, as data from interview also revealed, some of students were proud and happy because they answered correctly. regarding this evidence, brown (2001) inserted that the application of audiovisual builds self-confidence. in general, the use of rosetta stone language learning software could improve students‟ engagement in learning process because learning circumstances more interesting, attractive, and dynamic and it facilitated the students to understand and go beyond the lesson better. from the discussion above, it can be concluded that the dynamic immersion method, which is applied in rosetta stone language learning software have a positive result in increasing students‟ engagement in learning new vocabularies and, as it is hoped, it facilitates the students‟ mastery of english vocabularies. 2. analysis of students’ perception on dynamic immersion method data from interviews supported data from observation. in that most students gave positive response to dynamic immersion software. they said that their feeling were happy, interested, and motivated to learn when learning english by using dynamic immersion software. the data from interviews also noted that the use of dynamic immersion software helped them improve their vocabulary mastery. s1, s3, s9, and s10 said that they could recognize and memorize the words better. as it is mentioned earlier from all the data obtained, it was obvious that all students gave positive perception to dynamic immersion software. they actively took part in all activities presented in rosetta stone, such as watching, listening, repeating some words and expressions, pointing, clicking, and answering questions. most respondents‟ favorite activity was repeating some words and expressions, and answering questions by clicking. regarding the evidence, young learners‟ favorite part in dynamic immersion software was presentation because the slides was attractive, good, fun, interesting, and cool (as said by s1, s3, s5, and s11). that proved what is stated by canning (2000) that learners prefer action to language in the classroom because it might hold students‟ interest and comprehension. these referential connections are more easily built when both verbal and visual materials are presented simultaneously. eltin journal vol 3/1, april 2015 60 the students loved dynamic immersion software because they contained the lesson that attracts high levels of active attention with pointing, clicking, imitating behaviors, and responding back to the slides. furthermore, young learners put themselves as sophisticated viewers, who are able to „see through‟ the medium. thus, as children acquired more experience of audiovisual, their ability to comprehend its content into learning increased. despite the positive responses given by the students to dynamic immersion software, the data from interview revealed that the students still face several difficulties related to computer technical use and long sentences or expressions in the slides. angga m. : the dynamic immersion…. 61 it can be inferred from the above explanation that it cannot be avoided that there were parts that young learners less preferred. the less liked parts were long expression with unfamiliar words, repeating and technical using of computer. although the students found hard to understand every single word, some of students understood what should be done even though they did not know all the expressions. the gesture and repetition actually helped them to catch the meaning of the expressions. however, they were aware that those three activities are useful to improve their to improve their english vocabulary because sample gesture and repetition given by dynamic immersion method in rosetta stone language learning software helped them to understand and guess the meaning of new words. d. conclusions in terms to the use of dynamic immersion method that contained in a language learning software, called rosetta stone, it can be found that the slides were presented in relatively short time. they had specific topic and real-context pictures. therefore, the benefit from the software, which was rich with language input, could help students improve their vocabulary mastery. with the respect to young learners‟ perception, the data revealed that the students responded positively. it showed that the students could express themselves through their own experience by seeing and hearing english words in rosetta stone language learning software that applies dynamic immersion method, therefore they were able to observe the intonation matches facial expressions. they were able to observe to accomplish the vocabulary tasks well, such as memorizing the words related to the topic. the use of dynamic immersion method was able to motivate the students to perform better so they were eager to participate and give contribution in the classroom. data from observation showed that some students subconsciously said or applied the words studied to their teacher and friends after involving in rosetta stone language learning software that applied dynamic immersion method. in relation to the success, data from interviews also revealed some positive perceptions to the use of dynamic immersion method. the students felt that the slides gave them benefits. the students were interested and enthusiastic to follow the teaching and learning process because rosetta stone software that applied dynamic immersion method bring happiness and motivate them eltin journal vol 3/1, april 2015 62 to be engage actively in teaching learning process. moreover the students felt their vocabulary mastery got some improvement and they could recognize and memorize the english words better. finally, rosetta stone language learning software that applies dynamic immersion method provide authentic and meaningful language. based on the students‟ performance above, it can be concluded that the teaching vocabulary to young learners through dynamic immersion method in this study is considered successful because it enables students not only to memorize the words in english better but also to learn english vocabularies in meaningful context. the topic discussed in each slide is within the young learners‟ world. thus, the teaching of vocabulary through rosetta stone software that applies dynamic immersion method into certain extent is successful because the material might be interesting, the learning environment seems enjoyable, the period is relatively short and the material could attract young learners to learn vocabulary better. references brewster, j &ellis, g. (2000). the primary english teacher’s guide. england: pearson education limited brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. 2 nd edition. united kingdom: longman cameron, l. (2001). teaching language to young learners. united kingdom: cambridge university press canning, w.c. (2000). teaching language to young learners. united kingdom: cambridge university press. elizabeth. (2010). methods of teaching english. discovery publishing house. hakim, f. (2009). the implementation of the interactive learning media in teaching speaking to young learners. a research paper. english department of indonesia university of education (upi). harmer, j. (2001). the practice of english language teaching. edinburgh: pearson education. angga m. : the dynamic immersion…. 63 mora, r.a. (2010). an analysis of the literacy beliefs and practices of faculty and graduates from a preservice english teacher education program. a dissertation. university of illinois at urbanachampaign. pinter, a. (2006). teaching young language learners. united kingdom: oxford university press rodgers, t.s. (2001). language teaching methodology. [online]available at: http://www.cal.org/resources/digest_pdfs/rodgers-methods-paper.pdf. [may 3, 2013] rosetta stone official website. (2013). [online] available at www.rosettastone.com, [ january 20, 2013.] saville-troike, m. (2006). introducing second language acquisition. united states of america: cambridge university press schultz, c.d. (2006). timing is everything: using videos. article: library media connection. available at: http://online.sagepub.com/. accessed on april 16 th , 2011. skills development centre (linguistics). (2010). method. [online]. available at: www.dpaoc.org. [december 30, 2013] stempleski, s,. & tomalin, b. (1990). video action: recipes for using video in language teaching. great britain: cambridge university press. http://www.rosettastone.com/ http://online.sagepub.com/ http://www.dpaoc.org/ isi jurnal vol 3 no 1.pdf chapter 1 siti.pdf chapter 5 angga maulana.pdf aryana & apsari: analyzing the teacher’s... 100 analyzing teacher’s difficulties in teaching listening suhud aryana1, yanuarti apsari2 suhudaryana04@gmail.com, yanuar.apsari1@gmail.com ikip siliwangi abstract this research is based on the importance of listening skill for students at senior high school especially twelfth grade, because they will face the national examination. as one of english skill, listening is the most difficult skill to be taught and this process cannot be avoided by all teachers who teach english. moreover, some teachers still get difficulties how to teach listening to students and this research is focused on analyzing teacher’s difficulties in teaching listening. in this research, the writer used case study and qualitative research method. the subject of this research was one of an english teacher at ma islahul aqidah cikalongwetan west java. the instruments of this research are observation, interview and questionnaire. in short, the results of this research showed that teacher’s difficulties divided into two factors, those are internal and external factors. internal factors which came from the respondent himself such as; he feels the difficulties in teaching, preparing listening materials, choosing method, technique, and strategy. external factors are; sound from environment activities like woodcutter machine, module, media problem as cable injector of sound system to laptop, english laboratory, electric off, and the difference of listening materials in syllabus 2013 curriculum and national examination materials. keywords: analyzing; listening; teacher’s difficulties. a. introduction language is essentially human. it means human is the produce and the consumer of language for system communication activities. as mcarthur (1992) in kaswan and dasep (2011:9) argues that la refers to human systems communication. in this globalization era, english is international language that all of countries in the world can use it, and also english becomes a material for final examination in indonesia and all of students have to pass it. the role of teacher is facilitator for helping students to learn english. as harmer (2008: 57) states that we have already used the term ‘facilitator’ which is designed to help students learn. in teaching english, there are four skills such as listening, speaking, reading and writing that must be mastered by a teacher. listening is one of them which to be subject in final examination. as susanto (2008) argues that as in previous years that the english national examination consists of: listening, reading, and language function”. it is the obligation for english teacher to teach students how to be a good listener. as the result, the teacher should face some problems in teaching listening process. it has been claimed that over 50 percent of the time that students spend functioning in a foreign language will be devoted to listening (nunan, 1998) cited in nation and newton (2009: 37). therefore, the writer has intended to analyze teacher’s difficulties in teaching listening at ma islahul aqidah cikalongwetan west java. mailto:suhudaryana04@gmail.com eltin journal, volume 6/ii, october 2018 101 b. literature review 1. teaching listening teaching listening is the active process of receiving and responding to spoken where is the teacher as the speaker and the student as the listener in process direct learning listening. broughton, et al. (1980: 65) states that listening calls for active participation in the communication between the participants and a receptive skill is involved in understanding the message.in listening there are some types such as extensive listening which is to encourage them to go to english language films with subtitles, intensive listening which is different from extensive listening in that students listen specifically in other to work on listening skill, and in other to study the way in which english is spoken, and live listening is used to refer to situations in which the teacher brings visitors into the class (harmer, 2007: 133). 2. listening method in the method of listening skill, there are some modern method as follows; interpersonal activities one effective and nonthreatening way for students to develop stronger listening skills is through interpersonal activities, such as mock interviews and storytelling, and group activities larger group activities also serve as a helpful method for teaching listening skills to students. we can begin with a simple group activity switzer (2007). while, listening strategies according to o’malley and chamot (1990) in field (2009:294) state that listening strategies divided into three, there are; meta cognitive is ‘planning for, monitoring or evaluating the success of a learning activity’. cognitive is overating directly on incoming information, manipulating it in ways that enhance learning. social-affective is ‘interacting with another person to assist learning’. 3. listening media media in listening teaching, acrroding to heinic, et al. (1996) in their book which is entitled “the instructional media and technologies for learning” divided some media in teaching listening process, there are: computer is a media electronic that uses by teacher for save all of files, such as dvd/mp3 record, playing audio or video conversation. sound system is a media electronic for listeners in listening process to listen voice someone which have been conversation. audiotape is media electronic which commonly found in the class language laboratory. that the students can use for record their voice. microphone is a media which is use for help students argued something about material what they learned. the difficulties in teaching listening such as external factors which is a problem that comes from individual outside those are; equipemants, it is like teacher’s facility in english laboratory, as like computer, sound system, audiotape, microphone, cable act. if one of them does not work that will become factor both teacher and students in listening take a place. students, it is someone who is learning in the classroom and which can be influential toward teaching process if they cannot follow the role in the class. “teacher will not be successful if they merely try to impose a pattern of learner autonomy” (harmer, 2007: 02). internal factors is a problem that comes from individual inside, such as: teacher’s skill, according to harmer (2007:28) teacher’s skills are “managing classes, matching task, variety and destination or settings. teacher voice, how the way he or she speaks and what they sound like have crucial impact on the class. harmer (2007: 36) has argued that “teachers need to be audible, they must be sure that the students at the back of class can hear them just as well as those at the front”. aryana & apsari: analyzing the teacher’s... 102 c. research methodology in this research, the writer uses qualitative research designs include analyzing, describing and interpreting the data. as creswell (2012: 236) states that “analyzing qualitative data requires understanding how to make sense of text and image, so that you can form answers to your research questions”. this study employed case study since it can maintain ‘deeper’ understanding of social phenomena that is teaching program (silverman, 2005; 10 as cited in apsari & yana, 2015). cause case study method is the study of the particularity and complexity of a single case. the “case” may be a single individual or several individuals. as robert (2009:39) argues that "single case study were like a single respondent in a survey or a single subject in an experiment”. respondent of the research was an english teacher at ma islahul aqidah cikalongwetan. where this respondent as information resource can give respond and help the writer to answer the question of the research, especially the question in this research about teacher’s difficulties in teaching listening. as creswell (2012: 382) states that “participants in a study can answer and complete the researcher’s questions, the participant chooses answers to questions and supplies basic personal or demographic information”. the isntrument of this research the includes observation, interview and questionnaire. observation is one of ways the writer for getting and collecting information data before going to interview and questionnaire step. “qualitative data collection is more than simply deciding on whether you will observe or interview people” (creswell, 2012: 204). in data collection technique of this research, the writer does observation, questionnaire and interview to respondent as creswell, (2012: 204) states “qualitative data collection is more than simply deciding on whether you will observe or interview people”. in analyzing process, the writer described the content of data analysis that can be used when qualitative data has been collected through observation, interviews, and questionnaire. as tavakoli (2012: 145) states that data analysis is “the process of reducing accumulated data collected in research to a manageable size, developing summaries, and looking for patterns”. d. findings and discussion 1. results of observation the writer did observation from video documentation which the result showed that respondent faced some problems in teaching listening. such as; he used three language for explaining the material, he faced difficulty to concentrate because the sound of woodcutter machine from outside of the class, he faced difficulty with the cable injector sound to laptop which sometime error, and method or strategy that he used even explaining the material to students. 2.results of questionnaire here are the data of respondent concerned teacher’s difficulties in teaching listening through questionnaire. from the quesiones sheets it showed that from twenty statements which are consists from positive and negative statements. where positive statements associated with choice value, such as 5 for strong agree, 4 for agree, and 3 for neutral, 2 for disagree, and 1 for strong disagree. instead, from 1 for strongly agree, 2 agree, 3 for neutral, 4 for disagree, and 5 for strongly disagree which they are associated with choice negative statements value. through a number of statements above, it is gained by way of summing up the value of each answer from all the statements. then, it is divided with many of statements. as ruseffendi (2006: 574575) states that: likert scale asks us, as individuals, to answer statements with very agreeable answers (ss), agree (s), unable to decide or neutral (n), disagree (t), or strongly disagree (st). eltin journal, volume 6/ii, october 2018 103 each answer is associated with a number or value, example ss = 5, s = 4, n = 3, t = 2, st = 1 for a statement that supports positive attitudes and the opposite value, thos are ss = 1, s = 2 , n = 3, t = 4, and st = 5 for questions that support negative attitudes. the result of quesioner showed that the respondent overall score is 2, (obtained from (2 + 2 + 3 + 1 + 1 + 2 + 4 + 1 + 1 + 2 + 2 + 2 + 2 + 1+ 4 + 3 + 3 + 1 + 2 + 2 ) : 20). which indicate the result is low level, because if the value from statement answer column 1 until 5 that associated with level such as; 1 for lower level, 2 for low level, 3 for neutral level, 4 for high level, and 5 for higher level. where they are showed how far the difficulty level that faced by respondent in teaching listening. furthermore, the value from statement answer column 1 and 2 could associate with negative, 3 neutral, 4 and 5 positive, based on sums of statements in the table above. therefore, the writer interpreted the result of questionnaire is negative because respondent overall score is 2 which indicate with low level. it means that the respondent faced some difficulties in teaching listening. as ruseffendi (2006: 576-580) argues that a person's attitude to a being expressed through a number of statements is obtained by incrementing the value of each answer of all statements, then dividing it by many statements. if a resource person is asked to choose 5 statements from 22 valuable statements (remember the student does not know the value of each of the statements he chooses) 10, 10,5 7,2, 8,1, and 4.2 then the attitude value of the source is 8 (obtained of (10 + 10.5 + 7.2 + 8.1 + 4.2): 5). if the value of attitude is between 1 and 11, then the attitude to counting is quite positive. 3. results of interview the results of interview with respondent, as follows; respondent felt difficulty in teaching listening because listening is categorized as a difficult subject to second language taught. than, he faced difficulty in preparing material. cause the committee from the school did not provide module or textbooks. he felt difficulty in choosing method, technique, and strategies. he felt difficulty to concentrate even teaching listening process took a place there is sound from woodcutter machine outside. he also felt difficulty with module which did not provide by school institution. as the result, he should find out the other books. respondent faced difficulty with cable injector to speaker, which it is suddenly did not connect. respondent faced difficulty when teaching listening process did not use english laboratory. the respondent faced difficulty even teaching listening process the electric off suddenly. the respondent faced difficulty to match listening materials from syllabus system in 2013 curriculum with materials national test. because in syllabus listening materials discussed about song but in national test discussed monolog and dialogue and it looked very different. therefore, the data results from respondent’s answers that would support this research question, which all the answers derive from observation, questionnaire and interview. the results from interview showed that the respondent felt some difficulties in teaching listening which data results divided into two factors as follows: a. internal factors this factor which came from himself such as; the first, respondent felt listening is categorized difficult to teach. because english as foreign language in indonesia, so, the students used indonesia language or they are mother tongue to interaction. as the result, the ears of students did not familiar with english words. for supporting statement above, he agrees with the aryana & apsari: analyzing the teacher’s... 104 statement in questionnaire as like "i think of the four skills to teach english listening is one skill that is difficult to teach". the writer did observation on video documentation. it showed that he should explain to students by using three languages, such as; indonesia, sundanese, and english, in order to, make students understand what he said. the second, he faced difficulty in preparing material, because the committee from the school did not provide module. as the results, he should find out material in others books or look at the internet. for supporting his reason above, in questionnaire showed that he agrees with the statement like "i find it difficult to prepare listening materials" in observation which did by the writer, it is also showed that he did not take a module even in teaching listening. in chapter two, harmer (2007: 31) argues that “equipment is the essential of good teaching”. the third, he felt difficult in choosing method, technique and strategy. the reason of that is english as foreign language for students. sometimes he faces difficulty to explain and discuss the material if method, technique, and strategy unsuitable for students. therefore, he should be creative to choose method, technique and strategy for successful in teaching. in chapter two, field (2009: 296) states that “the strategy is successful only if it goes some way towards dealing with the potential or actual problem of understanding”. for supporting his reason above, in questionnaire he agrees with the statement like "i felt i found some difficult to choose methods, techniques, and strategies for listening ". for making sure his answer, the writer did observation on the video documentation, it showed that he looked confuse when explaining and discussing of material. b. external factor this factor which came from outside such as: the first, he was disturbed with sounds from environment activities such as sound of machine woodcutter. which this sound disturbed his concentrating even teaching listening process. for supporting the reason above, in questionnaire data also showed that he agrees with the statement such as "i felt disturbed when there are external factors such as noise during listening learning proces" .the writer did observation on the video documentation to support respondent’s answer and it showed that he could not concentrate and said "it's not finished yet that cut down the bean sprouts tree” the second, he felt difficulty with module which made the respondent difficult to prepare the materials. as specially in teaching listening that needs textbook which should completely cd or dvd audio. as in the chapter two, heinic, et.al (1996) had stated that “cd/mp3/dvd record is a material of media in teaching listening which could be used on teaching process”. for supporting his answer above, in the video documentation also it showed that he did not bring a module in teaching listening process. the third, he felt difficulty with media problematic such as speaker injector cable to laptop which sometime error. he said even interviewing section that "as we saw earlier during the listening process that not all media tools support well. because a problem with the cable injector to the speakers, sometimes i feel complicated also with the state of such media. for supporting his reason above, in the questionnaire he agrees with the statement like this "i find it difficult to teach listening without using media as a tool like a sound system". in video documentation also he looked busy to repair injector cable that sometime error or did not connected. eltin journal, volume 6/ii, october 2018 105 the forth, he faced difficulty with facility at the school. because in there did not available english laboratory. as the result, he should prepare all of the media for teaching listening. for supporting his reason above, in questionnaire he agrees with the statement like this "i find it difficult when teaching listening without using a language lab". in chapter two harmer (2008:141) argues that teacher access is a apart from the separate language booths, laboratories also only listen in to individual student, but can also talk, with the use of microphone and headset, with one student at a time. the fifth, he faced difficulty even teaching listening process the electric off suddenly. it became factor where teaching and learning could not continue. as he said "if the power goes out, well it's already done" it showed that he disappointed with electric off suddenly. as we know that the electric was the first factor to support success even teaching and learning listening took a place. the sixth, he felt difficulty to match listening material from syllabus system in 2013 curriculum with the national examination material. because in syllabus, listening material discussed about song but in national examination discussed monolog and dialogue which looked very different. as he said in interviewing section "in our syllabus it is emphasized at the end of the material meeting about music, but when it comes to the execution of the national examination test, that dialogue and monologue is very different and quite difficult to manage, so we need to be more creative in managing the materials so that the learner did not feel dizzy ".from discussion above the writer concluded that teacher’s difficulties in teaching listening by using diagram below. e. conclusion based on the writer’s investigation, the writer can conclude that the respondent faced some difficulties in teaching listening. where he faced internal and external factors even teaching listening took place. internal factors which came from himself such as; he felt that teaching listening is categorized difficult to teach, he felt difficult in preparing materials because he did not give module or text book from school as the result, he should find out listening materials in other books, and he felt difficult in choosing method, technique or strategy for teaching listening. external factors which came from outside himself such as; the sound from outside of the class as like woodcutter machine, facilitating such as module and english laboratory which has not provided by committee of the school, the media problematic as follow cable injector which sometime does not work, and the electric off. the findings also showed that in the questionnaire result the respondent overall score is 2 which indicated negative. negative here means that he exactly faced some difficulties in teaching listening. f. references apsari, y., & yana, y. (2016). teachers’techniques and problems in teaching reading. p2m stkip siliwangi, 2(2), 217-233. broughton, g. et al. (1980). teaching english as a foreign language. 2th ed. new york: routledge & kegan paul ltd. creswell, john w. (2012). education research: planning, conducting, and evaluating quantitative and qualitative research. 4th ed. bostom: pearson education, inc. field, j. (2009). listening in the language classroom. new york. cambridge university press. aryana & apsari: analyzing the teacher’s... 106 harmer, j. (2007). how to teach english. oxford: ocelot. harmer, j. (2008). the practice of english language teaching. 3th ed. cambridge uk: longman. heinic, r. et al. (1996). instructional media and technologies for learning. london: prenticehall, inc. kaswan, & suprijadi, d. (2011). language in society. cimahi: stkip siliwangi press. nation i s. p. & newton j. (2009). teaching esl/efl listening and speaking. new york: uk routledge. robert, y.k. (2009). case study research design and methods. london. sage publications, inc. ruseffendi. (2006). pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan cbsa. bandung. tarsito. siswanto, (2008). bank soal kelas 3: prediksi ujian nasional (bahasa inggris/tahun 2006). february 16, 2016.(online). retrieved from: http://www.invir.com/latihan/sma3predeng06.html. switzer, c. (2007). modern method of teaching listening skills. article. january 15, 2016. demand media. retrieved from http://classroom.synonym.com/modern-methodsteaching-listening-skills-2458.html tavakoli, h. (2012). a dictionary of research methodology and statistics in applied linguistics. oxford: wiley-blackwell. http://www.invir.com/latihan/sma3predeng06.html http://classroom.synonym.com/modern-methods-teaching-listening-skills-2458.html http://classroom.synonym.com/modern-methods-teaching-listening-skills-2458.html rachmijati & cahyati: gender representation… 59 gender representation in textbook bahasa inggris grade x cynantia rachmijati1, sri supiah cahyati2 cynan_tia@yahoo.com, srisupiahcahyati02@gmail.com ikip siliwangi abstract according to acdp indonesia, many gender bias contents found in textbooks bahasa inggris in indonesia settings. this study aims at examining the representation of gender on “bahasa inggris kelas x” by kemendiknas. the criteria of a good textbook should show the relationship of women and men in society based on their role, status, environment, culture and community structures which are displayed in the form of illustrations and descriptions of the sentence. findings from the book regarding text: 4,11% visual characters, 28,77% characters mentioned, 57,54% social activities, and 9,58% domestic activity. while findings regarding visual: 88,89% social activities and 11,11% regarding domestic. furthermore, the frequency of occurrence: for male 51,89%. and female 48,11% .not too many domestic roles and settings found in the book probably because the book is created to in line with curriculum 2013 where the main purpose of curriculum 2013 is to develop social skills. it can be concluded that gender representation in this book is dominated by male. keywords: english textbook; gender representation. a. introduction as a part of educational systems, textbooks and teaching materials are of paramount significance. much attention was given in the early 1900s to assessing various manifestation of sexism and gender bias in foreign language textbooks, mainly english language teaching (elt) textbooks. since then, studies on language and gender have been carried out extensively. numerous content and linguistic analyses of elt textbooks as regard their representation of gender uncovered different aspect of sexism, in text and visuals. turner-bowker (1996) suggests that textbooks teach children what behavior is appropriate or inappropriate and that they serve as a source that children acquire gender stereotype from. gender identity is a social construct that is formed as individuals go through socialization process in their society and culture. schooling naturally plays a pivotal role in this process and textbooks are part of schooling. educational system in any country is shaped and affected by the prejudices, values and traditions held by the society; which are reflected in course books. in particular, it is important to focus on the awareness of equal rights and opportunities for men and women in the classroom. it is also important to relate english texts to the students’ surroundings and social life. mailto:cynan_tia@yahoo.com mailto:srisupiahcahyati02@gmail.com eltin journal, volume 6/ii, october 2018 60 furthermore we must examine whether textbooks represent different ways of living, social matters and traditions to expand the students’ knowledge and understanding of a foreign language. textbooks should therefore be written to suit both genders to be able to capture their interest and challenge gender stereotypes. b. literature review according to analytical and capacity development partnership (acdp) indonesia, there were many gender bias contents found in textbooks in indonesia. they found in many kindergarten books, the illustration used were mostly males. dewiki (2012) found that in textbooks of bahasa indonesia and mathematic textbooks in elementary, junior, and even high school there were 95% of illustrations used were males. furthermore, unicef (2007) also mentioned that in most textbooks boys were mentioned as smarter as and more creative than girls. dads were mostly working at the office while moms working at home, such as cleaning, cooking, etc. the criteria of a good textbook should show the relationship of women and men in society based on their role, status, environment, culture, and community structures which are displayed in the form of illustrations and descriptions of the sentence. this study aims at examining the representation of gender on english language textbook and finding the depiction of both male and female in social and domestic settings. gender is the socially constructed difference between men and women. according to oxford dictionary, gender is the condition of being male or female. meanwhile connel (1987) argues that there are different ideals for women and men. thus gender differences are established through oppositions. as connel states that ”women are supposed to be nurturing, suggestible, talkative, emotional, intuitive”, while men, on the other hand, are supposed to be “aggressive, tough minded, taciturn, rational, analytic, and promiscuous”. moreover, researcher like barrie thorne (1993) has observed children in school. she has particularly studies the ways children “pick up how to gender”. even newborn babies are treated differently because of their gender, they are named either female or male names and dressed in either blue or pink baby clothes. from the time a baby born, they tend to associates with many objects. boys are associated with color blue, wild games and bruises. while girls are associated with color pink, clean, dolls, and quiet games. girls learn to be polite, kind and take care of their appearance, while boys learn to be rough, demanding, and vigorous. the role of gender in schools and how it has affected the student’s goal fulfillment has been very much discussed in numerous texts and theories. studies show that an early experience of gender equality is of importance for children’s future. one study by the national agency for education in 2004 stated that agency’s annual compilation of final grades in compulsory school reveals that there are clear difference in results between boys and girls. girls attain better results in subject tests and they are also more involved in discussing question dealing with human rights, environment, the future, and ethical opinions – compare to boys result. rachmijati & cahyati: gender representation… 61 in indonesia, especially in uud 1945 article 31, it was stated that all citizens have the rights to get education. therefore indonesia is actively and progressively following world treaty regarding “education for all”. it has been expected that all kids, no matter what gender, earned their education for 9 years: 6 years in elementary school and 3 years in junior high school. in order for them to be good citizens, literate (have reading-writing ability), and no gender discrepancy involving all education stakeholders. since the 1970s scholars and researchers have been concerned with the depiction of gender roles in english textbooks. since then, numerous studies have examined the presentation of gender roles in textbooks, shedding light on both visual (e.g. drawings and photographs) and textual (e.g. conversation and written texts) presentation of female and male characters, such as porreca (1984), shteiwi (2003), lee and collins (2008), hamdan and jalabneh (2009), and hall (2014). porreca (1984) studied sexism in fifteen of elt textbooks. in six sorts of occurrences, either visual or textual, there are: (1) omission ratio of females compared to males, (2) occupational roles, (3) frequency of male to female nouns, (4)firstness, (5)masculine generic constructions, and (6) types and frequency of adjectives associated to either sex. the result found that there was evidence that sexism continued to flourish in els materials although females depicted only half as males in both text and illustrations. shteiwi (2003) conducted a study on the representation of gender roles and he found that the majority of public roles were male dominated. lee and collins (2008) investigated whether recent improvements in the status of women in the country were mirrored in the gender representation and still authors maintained the old image. hamdan and jalabneh (2009) found that in many english language books men depicted as dominant and effective worker compared to female. hall (2014) studied show that there was imbalance in gender representation due to the fact of culture and religious ideologies. c. research methodology the textbook analyzed in this study entitled “bahasa inggris kelas x” written by widiati, zuliatirohmah, and furaidah published in the year of 2017.the book published by departemenpendidikannasional in 2008 was also a bse (bukusekolahelektronik) which can be downloaded freely. the textbook has been especially written to meet the students’ age group and interests. the book has 15 chapters and 233 pages. the textbook is selected for its content and visual analysis. in analyzing the textbook, the researchers went through the following steps in order. first, the textbook was selected. then the textbook was examined and studied in depth. content analysis yielded to some categories proposed by gharbavi (2012), they are:text and visual. texts are categorized by visual characters, characters mentioned, social activities, and domestic activities. while visual categorized by the number of men and women and whether it’s social or domestic role.pictures and illustrations inside the books were designed to enhance students’ understanding of the context, lesson contents, and learning interest by making the book colorful and illustrative. the focus of the visual investigation was on the number of women and men in texts and pictures, and also the kind of social and domestic roles undertaken by women and men.a systematic recording and tabulation are made based on the characters and mentions of men and women in eltin journal, volume 6/ii, october 2018 62 written text that include dialogues, stories, articles, literature, etc. eventually, the researchers categorize the frequency of appearance of male and female to get the representation of gender in the textbook. d. findings and discussion the cover depicts the landmarks of the world, such as: monas, pisa, pyramid, etc. this book has 233 pages and 15 chapters with various themes which going to be discussed by chapters. table. 1 analysis of unit 1: “talking about self” visual a female student social 4 females chatting social a female student reading at the library social 2 males speaking social text greeting social email social,characters mentioned, domestic role letters social,characters mentioned, domestic role vocabularies social,characters mentioned, domestic role grammar social,characters mentioned, domestic role frequency of appearance of male and female male : 7 female : 11 table. 2 analysis of unit 2: “congratulating and complimenting others” visual a small boy talked with a fisherman social a male chatted to an injured man social students graduation social a dad teach his son to drive domestic a marriage domestic male and female students on an exam social a house with a baby girl domestic two females students having conversation social two females having convention social male and female students playing ball social rachmijati & cahyati: gender representation… 63 text quote by mark zuckenberg social conversation on congratulation social, characters mentioned, domestic role vocabularies social, characters mentioned conversation on complimenting social, characters mentioned frequency of appearance of male and female male : 15 female : 15 table.3 analysis of unit 3: “what are you going to do today?” visual a boy thinking of playing sport social amusement park social text conversation on holiday social,characters mentioned, domestic role dialogue about long weekend social, characters mentioned, domestic role dialogue on grammar material social, characters mentioned, domestic role frequency of appearance of male and female male : 1 female : 2 table. 4 analysis of unit 4: “which one is your best getaway?” visual a son and father on a hike social orang utan at tamannasional social tajmahal social waterfall social text tanjung putting national park social vocabularies social tajmahal social cuban randu social frequency of appearance of male and female male : 2 female : eltin journal, volume 6/ii, october 2018 64 table. 5 analysis of unit 5: “let’s visit niagara falls” visual niagara falls social a male teacher talking to a female student social a male pilot social a female visiting niagara falls social text two males talking about candi borobudur social students in a middle of a discussion social a male student working on an assignment social niagara falls social frequency of appearance of male and female male :1 female : 2 table. 6 analysis of unit 6: “giving announcement” visual a male giving announcement social a student on a listening test social text cancelation on jyj concert characters mentioned announcement regarding medical school social announcement regarding conferences social club announcement social, characters mentioned frequency of appearance of male and female male :5 female : 2 table. 7 analysis of unit 7: “the wright brothers” visual the wright brothers with a plane social text interview with the wright brothers characters mentioned quote from frank sinatra social frequency of appearance of male and female male : 3 female : 2 rachmijati & cahyati: gender representation… 65 table. 8 analysis of unit 8: “my idol” visual an athlete give out signature social anggunc.sasmi social lionel messi social afghan social a male student working on a laptop social text meeting my idol social, characters mentioned vocabularies about idol social frequency of appearance of male and female male :2 female : 2 table. 9 analysis of unit 9: “the battle of surabaya” visual bung tomo social text heroes day in indonesia social, characters mentioned dialogue on green campus social frequency of appearance of male and female male :4 female : 2 table. 10 analysis of unit 10: “bj hobbies” visual bj.habibie social text biography of bj habibie social, characters mentioned dialogue of bj habibie admirer social frequency of appearance of male and female male :4 female : 5 table. 11 analysis of unit 11: “cut nyakdhien” visual cut nyakdhien social text biography of cut nyakdhien social, characters mentioned quote of les brown social frequency of appearance of male and female male :7 female : 7 eltin journal, volume 6/ii, october 2018 66 table. 12 analysis of unit 12: “issumboshi (japanese fairy tale)” visual a grandma social a princess social text story of issumboshi social, domestic vocabularies on bullying social, domestic story of kancil social quote of talmud social frequency of appearance of male and female male :7 female : 6 table. 13 analysis of unit 13: “malinkundang” visual rumahgadang domestic malinkundang illustrated social, domestic 3 male students and 1 female students having a discussion social text the legend of malinkundang visual, characters vocabularies on parenting social, domestic quote of m.ali social frequency of appearance of male and female male : 3 female : 4 table. 14 analysis of unit 14: “strong wind” visual coconut trees blowing bythe wind social a pantomime social a drama group performing social two males and two females in an office meeting social text pantomime visual strong wind social quote of oprah winfrey social frequency of appearance of male and female male : 4 female : 7 rachmijati & cahyati: gender representation… 67 table. 15 analysis of unit 15: “you’ve got a friend” visual a female singing social a male student comforting a friend social 3 female students taking selfies social a male talking with a friend on lake social text song lyric “you’ve got a friend” visual poem about friends social quote of les brown social frequency of appearance of male and female male : 1 female : 3 the content analysis of the selected textbook includes text and visual analysis. the result reveals that the book “bahasa inggris kelas x” has various topics which suitable for students’ age group and interest. the book has practice and exercise for each language skills and many of the topics include social activities and regard some idols, such as: afghan, jyj, etc which is suitable for youngster. based on the tables above, it can be summarized that the total number of data regarding text in the book is: social activities 42 57.54% domestic activity 7 9.58% characters mentioned 21 28.77% visual characters 3 4.11% it shows that the most amount of activity is social activity, and characters come second, whereas domestic and visual are the third and fourth. meanwhile, the total number of findings regarding visualin the book is: social activities 48 88.89% domestic activities 6 11.11% in visual, social activities dominated rather than domestic activities. there are many visuals regarding going out, hanging out, and socializing with people. therefore, the domestic activity is not as much as the social activities. eltin journal, volume 6/ii, october 2018 68 whereas the frequency of occurrence of male and female in the book is: male 55 51.89% female 51 48.11% the frequency of appearance of male and female can be seen from the table above. it showed that male appeared more than female in the book.these results agreed with hamdan and jalabneh (2009), who found that in many english language books men depicted as dominant and effective worker compared to female. in this book, male mentioned in many chapters and portrayed as father figure, worker, etc. whereas female only portrayed most as students or clerk. hall (2014) in his study showed that there was imbalance in gender representation due to the fact of culture and religious ideologies. in indonesia, even though gender equity is already improving, society still regard male as more dominated figure than female because of religion and culture. e. conclusions and suggestions in conclusion, the findings of this research can be stated as follow: 1. male showed and mentioned in this book is better than female, even though female also showed and mentioned not too far behind. 2. male depicted in varieties of social settings from school, office, nature, houses, parties, graduation ceremony, etc. whereas female depicted in social settings, such as school or office. 3. not too many domestic roles and settings found in the book probably because the book is written to inline with curriculum 2013, where the main purpose of curriculum 2013 is to develop social skills. 4. findings regarding textshowed:4,11% visual characters, 28,77% characters mentioned, 57,54% social activities, and 9,58% domestic activity; meanwhile findings regarding visual:88,89% social activities, and 11,11% regarding domestic; whereas the frequency of occurrence for male 51,89% and female 48,11%.it can be concluded that gender representation in this book is dominated by male. there are many factors which caused gender discrepancies, such as: culture, tradition, religion, country’s policy, etc. therefore education, whether formal or informal, is the best platform to face any gap between male and female as roles in society. through this research, the researchers would like to propose some suggestions as follow: 1. the reference materials in the english textbooks needs to be revised and revisited to portrayed ideally for both genders. 2. gender equality and gender discrepancies needs to be socialized to the teachers to make them familiar with this issues. teachers should have good perspectives regarding gender bias and inequality in teaching materials as well, therefore they can be a role model, provide examples, and guide students to have positive self image. 3. materials developers, textbooks writers, and the education department should examine every aspect of textbooks, in text and visuals, to assure a fair representation of both males and females. rachmijati & cahyati: gender representation… 69 f. references acdp indonesia. (2013).kesetaraan gender dalam pendidikan di indonesia. retrieved from: http://www.batukarinfo.com connel,rw.. (1987).gender and power: society, the person, and social politic. stanford: stanford university press dewiki, santi. (2012).perspektif gender dalam bahan ajar cetak pendidikan jarak jauh: studi kasus pada bahan ajar cetak program studi. d2 pendidikan olah raga fkip u”.retrievedfrom :http://www.berperspektifgemder.santi.ut.acid.pdf gharbavi & mousavi. (2012).a content analysis of textbooks: investigating gender bias as social prominence in iranian high school english textbooks. english linguistic research retrieved from: http://www.sciecu.edu.ca/elr hall,mahnaz. (2014).gender representation in current efl textbooks in iranian secondary schools. journal of language teaching and research .vol. 5 issue 2 year 2014 hamdan & jalabneh. (2009).topics in efl textbooks and the question of gender dominance. the international journal of language society and culture. hornby, a.s. (1995).oxford’s learners’ dictionary of current english. new york: oxford university. lee & collins. (2008).gender voices in hong kong english textbooks – some past and current practices. national agency for education. (2004).analytical report on educational national focal point. retrieved from: https://fra.europa.eu/sites/default/files/.../294-r4-edu se.pdf porecca, karen.(1984).sexism in current esl textbooks. tesol quarterly vol. 18 no 4 year 1984 shteiwi, musa.(2003).gender role stereotypes in primary school textbooks in jordan, dirasat, social and human sciences turner, bowker. (1996).gender stereotypes descriptors in children’s picture books. long beach: university of california thorne, barrie. (1993).boys and girls in school. new brunswick: rutgers university press unesco. (2007).efa global monitoring report: gender and education for all. retrieved from: http://www.unesco.org/education/gmr/2007/full_report.pdf http://www.batukarinfo.com/ http://www.berperspektifgemder.santi.ut.acid.pdf/ http://www.sciecu.edu.ca/elr https://fra.europa.eu/sites/default/files/.../294-r4-edu%20se.pdf https://fra.europa.eu/sites/default/files/.../294-r4-edu%20se.pdf http://www.unesco.org/education/gmr/2007/full_report.pdf siti m. & kaswan: the influence.. 1 the influence of student’s learning style on their speaking ability at class ix of mts muslimin peusing bandung barat siti marwiyah & kaswan stkip siliwangi bandung abstract in indonesia, particularly in mts muslimin peusing, it is still very difficult for students to communicate with other people in english effectively. furthermore the ineffective teaching learning activities can adversely influence students’ speaking ability . one of important factors contributing to this phenomenon is that the teacher's teaching style that does not match the learning styles of learners. the objectives of the research are to identify whether students' learning styles influence of speaking ability at class ix of mts muslimin peusing bandung barat and to find out which learning style is the best in learning speaking skill. in the research design, the writer used quantitative research, or more specially the survey method which consist of two classes (40 students) as the sample. questionnaire and test were as the instruments. data analysis shows that there is no significant difference among students’ speaking ability based on their learning styles because the data clearly reports that all the result of significance value are higher than 0.05. meanwhile, to have the significant difference, the sig, value or significance value should lower than 0.05. the conclusion is the best speaking score is individual learner from other learning styles, and there is no significant difference between learning style on their speaking ability. keywords : learning styles, speaking ability. a. introduction among the four language skills, speaking is increasingly important in second/foreign language setting. however in indonesia it is very difficult for students to communicate with other people in english effectively. this situation almost the same with the case founded in china. hu and wang in robertson and nunn (2011) describe this situation of english learning in china as “dumb english”. “dumb english” refers to the situation when student want or need to communicate in english but they cannot perform the task successfully due to such possible reasons as tension shyness and/or lack eltin journal vol 3/1, april 2015 2 of effective communication skills in english. one factor is the in ability of students to speak english teachers still emphasize learning the rules of language, when it should be more emphasis on the aspects of the english language as a communication tool. as a result, many students are difficult to use english as a mean of communication with the various reasons that they are bringing. this weakness then the students are not trained to properly pronounce vocabularies. apart from the above problems, causes less effective speaking skills students are learning problems that are less effective. one important element in it is the teacher's teaching style that does not match the learning styles of learners. each student has its advantages and each, including when receiving lessons from his teacher, the students will be better deficiencies we take for granted, and the excess we develop in order to become a feat, as described by ghufron and risnawita (2010: 8) : individual is a unity, each of which has a characteristic trademark, and therefore no two individuals are alike. with eachotheris different. individual differences can be seen from two aspects, namely in terms of horizontal and vertical aspects. horizontal difference that each individual is different from another individual in the psychological aspect. as the level of intelligence, ability, interest, memory, emotion, will, personality, and so on. while the difference in terms of vertical, that no two individuals are alike in jasmaniyah aspects, such as shape, size, strength, and endurance. between students with each other different personality, intelligence, physical, social, and emotional. some are slow and some are fast learning. differences also occur in individual learning styles. there are individuals that are better suited to certain learning styles, and there are individuals who do not fit with the style. the objectives of the research are : (1) to identify whether students' learning styles influence speaking ability at class ix of mts muslimin peusing bandung barat and (2) to find out which learning style is the best in student’s speaking ability. a. literature review 1. learning style learning style is the ways of students in absorbing and understanding the information or idea. in the other side, it could be said that learning styles is the preference ways in learning. according to kolb in doris b. matthews (1996: 249), he emphasized “learning style is characterized by the degree to which the learner emphasizes abstractness over concreteness in perceiving information and the degree to which he or she emphasizes action over reflection in processing information in a learning situation.” meanwhile hilliard (2011: 4) stated “learning styles are the characteristic ways in which an individual acquires, perceives, and processes information.” siti m. & kaswan: the influence.. 3 meanwhile, based on dunn and dunn (2011: 4) statement, “learning style is the way in which each learner begins to concentrate on, process, absorb and retain new and difficult information.” based on the explanation that was adapted from the c.i.t.e. learning styles instrument, murdoch teacher center, wichita, kansas 67208 (1984, joy reid), that there are six of learning style preferences: a. visual major learning style preference students learn well from seeing word in books, on the chalkboard, and in workbooks. students remember and understand information and instructions better if students read them. students don’t need as much oral explanation as an audiotory learner, and students can often learn alone, with a book. students should take notes of lectures and oral directions if students want to remember the information. b. audiotory major learning style preference students learn from hearing words spoken and from oral explanations. students may remember information by reading aloud or moving their lips as they read, especially when students are learning new material. students get benefit from hearing audio tapes, lectures, and class discussions. students get benefit from making tapes to listen to, by teaching others students, and by conversing with their teacher. c. kinesthetic major learning style preference students learn best by experience, by being involved physically in classroom experiences. students remember information well when students actively participate in activities, field trips, and role playing in the classroom. a combination of stimuli—for example, an audiotape combined with an activity—will help students understand new material. d. tactile major learning style preference students learn best when students have the opportunity to do “hands on” experiences materials. that is, working on experiments in a laboratory, handling and building models, and touching and working with material provide students with the most successful learning situation. writing notes or instructions can help you remember information, and physical involvement in class related activities may help students understand new information. e. group major learning style preference students learn more easily when students study with at least one other student, and students will be more successful completing work well when students work with others. students value group interaction and class work with other students, and students remember information better when students work with two or three classmates. the stimulation you receive from group work helps you learn and understand new information. f. individual major learning style preference eltin journal vol 3/1, april 2015 4 students learn best when you work alone, and students remember information students learn by them self. students understand new material best when students learn it alone, and students make better progress in learning when students work by them self. 2. speaking ability there are lots of different definitions of speaking. chaney (1998: 13), in addition, considered speaking as a process: “speaking is the process of building and sharing meaning through the use of verbal or non verbal symbol in a variety of contexts.” harmer (2001: 38) adds that speaking happens when two people are engaged in talking to each other and they are sure that they are doing it for good reason. their reason may be that they want to say something, they have some communicative purposes, and they select from their language store. in language teaching and learning, speaking is considered a skill to practice and master. in this light, nunan (2003: 48) puts it that “speaking is the productive oral skill. it consists of producing systematic verbal utterance to convey meaning”. the discussion above concludes that speaking is the ability to express something in a spoken language. speaking is concerning to put the ideas into words to make other people grasp the message that is conveyed. in this study, the term “speaking” will be used to refer to a skill related to language teaching and learning. if students want to be able to speak fluently in english, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech. for more details elements of speaking skills to review the related criteria of speaking ability to measure one’s speaking skills that are accuracy, fluency, and appropriateness. a. accuracy recognizably, accuracy is one of the most important criteria to measure one’s linguistic ability and to shelter language users from communication breakdowns. according to richards (1992: 31), accuracy concerns “the ability to produce grammatically correct sentence.” in other words, accuracy in language means grammatical accuracy only. nevertheless, in thornbury (2005), the terms “accuracy” seems to cover more than that. specifically, speaking english accurately means doing without or with few errors on not only grammar but vocabulary and pronunciation, as well. he also sets the clear scale for assessment of accuracy: (1) grammar: students use correct words order, tenses, tense agreement, etc. students do not leave out articles, prepositions or difficult tenses, (2) vocabulary: students have a range of vocabulary that corresponds to the syllabus year list and uses words you have taught, and (3) pronunciation: students speak and most people understand. b. fluency siti m. & kaswan: the influence.. 5 fluency is also used as a criterion to measure one’s speaking competence. speaking fluently means being able to communicate one’s ideas without having to stop and think too much about what one is saying. richards (1992: 141) defines fluency as “the features which gives speech the qualities of being natural and normal.” more specifically, thornbury (2005) points out the criteria for assessing fluency. they are as follows: (1) lack of hesitation: students speak smoothly, at a natural speech. they do not hesitate long and it is easy to follow what they are saying. (2) length: students can put ideas together to form a message or an argument. they can make not only the simplest of sentence pattern but also complex ones to complete the task. (3) independence: students are able to express their ideas in a number of ways, keep talking and ask questions, and many more to keep the conversation going. c. appropriateness according to winski (1998: 4), a complete definition of appropriateness is not practically possible. intuitively, an utterance is appropriate in contact if it is not unexpectedly conspicious (marked) in some way. appropriateness is also used as a criterion to measure one’s speaking competence. according to spratt, pulverness, and williams (2005), appropriacy in speaking shows the different levels of formality, that is more or less relaxes ways of saying things. it is important to use the level of formality that suits a situation. in speaking activity, appropriateness is very important to be mastered by the students. it is because it will indicate whether the students really understand what they said or not. the appropriateness in speaking in formal, informal and neutral situations in a conversation will show their ability in understanding the context and situation of the conversation in english. b. research methodology in the research design, the writer used quantitative research. 1. research method in this research, the writer used survey method. survey method or can be called as survey research design. survey research design are procedures in quantitative research in which investigators administer a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviors, or characteristics of the population (creswell, 2012: 376). the population of this study is the ninth grade students of mts muslimin peusing bandung barat years 2014-2015. at class ix consist of two classes they were ixa and ixb. there were 40 students. then the writer used total sampling, because the number of population is less. so all of population become sample. they were 40 students as sample. they were ixa and ixb. 2. instruments eltin journal vol 3/1, april 2015 6 in this research, the writer used two kinds of instruments were used in collecting data; questionnaire and test. a. the questionnaire was adopted from joy m. reid in understanding learning styles in the second language classroom book. b. to know the student’s speaking ability, the students were asked to speak in front of the class about procedural text how to make sweet ice tea without text. 3. data collection and techniques louis cohen, laewrence manion and keith morrison (2007: 501) quantitative data analysis is a powerful research form, emanating in part from the positivist tradition. it is often associated with large scale research, but can also serve smaller scale investigations, with case studies, action research, correlational rsearch and experiment. firstly, the writer used questionnaire to collect student’s learning style data, and she used test to collect the student’s speaking ability. then, the second step is, descriptive and inferential statistics were used for the further analyzing score of speaking ability. according to l.r gay, geoffrey e. mills and peter airasian (2009: 223) descriptive statistics are the mean, which indicates the average performance of a group on a measure of variable, and standard deviation which indicates the spread of a set of scores around mean-that is, whether the scores relatively close together and clustered around the mean or widely spread out around the mean. numerical analysis can be performed using software, for example the statistical package for social sciences (spss) louis cohen, laewrence manion and keith morrison (2007: 501). emzir pointed that the statistical inferential was used to know the significance differences among the groups, by using anova (analysis of variance) formula to make comparison scores among variables (2008: 121). c. results and discussion 1. questionnaire, speaking ability scores and their influence table 1 scores of questionnaires and test of learning style students speaking ability scores learning styles 1 90 group 2 90 group 3 80 group 4 80 visual 5 55 group 6 50 group siti m. & kaswan: the influence.. 7 students speaking ability scores learning styles 7 95 kinesthetic 8 60 auditory 9 65 group 10 95 individual 11 65 visual 12 90 visual 13 40 kinesthetic 14 40 visual 15 70 group 16 40 individual 17 40 kinesthetic 18 90 individual 19 25 visual 20 90 kinesthetic 21 65 visual 22 75 tactile 23 40 tactile 24 40 kinesthetic 25 90 group 26 50 group 27 80 kinesthetic 28 30 tactile 29 95 individual 30 25 audiothory 31 80 audiothory 32 30 visual 33 40 tactile 34 40 group 35 45 individual 36 65 audiothory 37 45 kinesthetic 38 65 individual 39 65 tactile 40 65 audiothory eltin journal vol 3/1, april 2015 8 the result of each student learning styles was known. the data showed that 7 students are visual, 5 students are auditory, 7 students are kinesthetic, 5 students are tactile, 10 students are group and 6 students are individual. the percentages of the students’ learning styles are visual 17,5 %, audiothory are 12,5 %, kinesthetic are 17,5 %, tactile 12,5 %, group are 25 % and individual 15 %. the data in table 1 represents score of speaking ability, it shows that the highest score is 95 and the lowest speaking score is 25. descriptive statistics table 2. descriptive statistics variables n minimum maximum mean std. dev statistic statistic statistic statistic std. error statistic visual (v) 7 25.00 90.00 56.4286 9.49400 25.11877 auditory (a) 5 25.00 80.00 59.0000 9.13783 20.43282 kinesthetic (k) 7 40.00 95.00 61.4286 9.68026 25.61157 tactile (t) 5 30.00 75.00 50.0000 8.51469 19.03943 group (g) 10 40.00 90.00 68.0000 5.97216 18.88562 individual (i) 6 40.00 95.00 71.6667 10.30102 25.23225 valid n (listwise) 5 the data shows that total of students is 40, means of variables v, a, k, t, g, i, are 56.43; 59.00; 61.43; 50.00; 68.00; 90; 95 respectively, and the grand mean is 62.00. the maximum score is 95.00 obtained by students with kinesthetic and group learning styles, the minimum score is 25 obtained by students with visual and auditory learning styles. test of normality table 3. tests of normality variabel kolmogorov-smirnova (k-s) shapiro-wilk statistic df sig. statistic df sig. visual (v) auditory (a) kinesthetic (k) tactile (t) group (g) individual (i) .205 7 .200* .925 7 .511 .320 5 .105 .854 5 .207 .311 7 .040 .770 7 .021 .300 5 .160 .891 5 .362 .178 10 .200* .898 10 .208 .266 6 .200* .837 6 .122 siti m. & kaswan: the influence.. 9 based on table 3, it can be concluded that five variables (v, a, t, g, i) are normal because sig k-s and s-w exceeds 0.05. meanwhile, variable k is not normal because sig k-s and s-w is below 0.05. to analyse the data further, the data need analyzing through test of homogeneity of variances test of homogeneity of variances table 4 test of homogeneity of variances speaking levene statistic df1 df2 sig. 1.151 5 34 .353 based on table 4, it can be concluded that the data is equal because sig (0.353) exceeds 0.05. it is because the data is equal, the data was analysed through one-way anova (corder & foreman, 2014; pallant, 2007). one way anova table 5 anova speaking sum of squares df mean square f sig. between groups 1905.238 5 381.048 .752 .591 within groups 17234.762 34 506.905 total 19140.000 39 based on table 5, it can be concluded that thre are no significant differences among the mean scores on speaking ability for the six groups because sig (0.591) exceeds 0.05. to find out which group is better, or which group is the best, the data was analysed through multiple comparisons. eltin journal vol 3/1, april 2015 10 multiple comparisons table 6 multiple comparisons dependent variable: speaking turkey hsd (i) ls (j) ls mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound 1.00 2.00 -2.57143 13.18317 1.000 -42.3614 37.2186 3.00 -5.00000 12.03453 .998 -41.3231 31.3231 4.00 6.42857 13.18317 .996 -33.3614 46.2186 5.00 -11.57143 11.09529 .900 -45.0597 21.9168 6.00 -15.23810 12.52594 .826 -53.0444 22.5682 2.00 1.00 2.57143 13.18317 1.000 -37.2186 42.3614 3.00 -2.42857 13.18317 1.000 -42.2186 37.3614 4.00 9.00000 14.23945 .988 -33.9781 51.9781 5.00 -9.00000 12.33172 .977 -46.2201 28.2201 6.00 -12.66667 13.63323 .936 -53.8151 28.4817 3.00 1.00 5.00000 12.03453 .998 -31.3231 41.3231 2.00 2.42857 13.18317 1.000 -37.3614 42.2186 4.00 11.42857 13.18317 .952 -28.3614 51.2186 5.00 -6.57143 11.09529 .991 -40.0597 26.9168 6.00 -10.23810 12.52594 .962 -48.0444 27.5682 4.00 1.00 -6.42857 13.18317 .996 -46.2186 33.3614 2.00 -9.00000 14.23945 .988 -51.9781 33.9781 3.00 -11.42857 13.18317 .952 -51.2186 28.3614 5.00 -18.00000 12.33172 .691 -55.2201 19.2201 6.00 -21.66667 13.63323 .611 -62.8151 19.4817 5.00 1.00 11.57143 11.09529 .900 -21.9168 45.0597 2.00 9.00000 12.33172 .977 -28.2201 46.2201 3.00 6.57143 11.09529 .991 -26.9168 40.0597 4.00 18.00000 12.33172 .691 -19.2201 55.2201 6.00 -3.66667 11.62646 1.000 -38.7581 31.4248 6.00 1.00 15.23810 12.52594 .826 -22.5682 53.0444 2.00 12.66667 13.63323 .936 -28.4817 53.8151 3.00 10.23810 12.52594 .962 -27.5682 48.0444 4.00 21.66667 13.63323 .611 -19.4817 62.8151 5.00 3.66667 11.62646 1.000 -31.4248 38.7581 based on table 6, it can be concluded that no group is better than the other(s). in addition, no group is the best of all for two reasons. first, asterisk sign (*) was found on mean difference (i-j). second, the significance value (sig) exceeded 0.05 (pallant, 2007) d. conclussion and suggestion 1. conclusions to answr the research questions, the drew two conclusions: a) there was no significant influence of learning styles on the students’ speaking styles. b) there was not the best learning style which could be employed in learning speaking skills. siti m. & kaswan: the influence.. 11 2. suggestions in spite of the fact that, there were no significant differences among the mean scores of groups of students with different learning styles, english teachers should use the teaching techniques representing “pakem” (active, creative, effective, and fun learning). in addition, this research problem should be further investigated with bigger sample to obtain better and more accurate result. references chaney, a.l, & t.l burk. (1998). teaching oral communication in grades k-8. boston: allyn & bacon. cohen, l, lawrence manion & keith morrison. (2007). research methods in education. london & new york : routledge. corder, gregory & dale i. foreman. (2014). nonparametric statistics: a step by step approach. john wiley & sons. david kolb, in doris b. matthews. (1996). an investigation of learning styles and perceived academic achievement for high school students, taylor and francis group. ghufron, m. nur, s. risnawita, s. and rini. (2010). teori-teori psikologi. yogyakarta: ar-ruz media group. harmer,j. (2001). the practice of english language teaching(third ed). new york : longman. hilliard in abidin, zainal & hayati, rita. (2011). the correlation between learning style and listening achievement of english education study program students of sriwijaya university, surabaya : jurnal holistics. kaswan & suprijadi, d. (2013). research in english education. bandung: putra praktisi. kolb, david, in doris b. matthews.(1996). an investigation of learning styles and perceived academic achievement for high school students. francis: taylor and francis group. pallant, julie. (2007). spss survival manual. mcgraw hill: open university press. reid, c.i.t.e. learning style instruments, kansas murdoch teacher. robertson, paul & nunn, roger. (2011). the asian efl journal professional teaching article ja: asian efl journal press. robertson, paul & nunn, roger. (2011). the asian efl journal professional teaching article. ja: asian efl journal press. thornbury, s. (2005). how to teach speaking. england : pearson educational limited. isi jurnal vol 3 no 1.pdf chapter 1 siti.pdf chapter 5 angga maulana.pdf anita anggraeni: using e-learning to support 9 using e-learning to support learning and teaching language: the importance of virtual learning environments (vle) to improve students` sepaking ability anita anggraeni stkip siliwangi, bandung abstract it is not enough to train and empower students through out-dated and traditional methods of learning. technology has the power to transform education. it is essential to bring it into the classroom to empower learning. besides the extensive impact on communication and business, the internet is poised to cause a paradigm shift in the way people learn. nowadays anywhere, anytime, education is possible. recently speaking has played an increasingly important role in second/foreign language settings. however, in many universities in indonesia, efl students rarely communicate in english effectively. this present study aims at investigating the implementation of virtual learning environments (vle) and its effect on efl learners` speaking in one college in the southern of bandung. this college already makes memorandum of understanding with one of prestigious college in malaysia. one of the programs is making a long distance lecturing using vle e-learning. speaking pretest and post test, student interaction in vle e-learning recording analysis, student questionnaires, and student interviews constitute data collection during the 4-week instruction period. results show that vle e-learning have positive effects on improving students` speaking in terms of language quality and the improvement of vocabulary, and students express opinions on the implementation of vle e-learning. keywords: vle e-learning, technology, education a. introduction among the four language skills, speaking is increasingly important in second/foreign language settings. however, in indonesia it is very difficult for students to communicate with other people in english effectively. this situation almost the same with the case founded in china. hu (1988 and wang (1996) described this situation of english learning in china as “dumb english”. “dumb english” refers to the situation when student want or need to communicate in english but they cannot perform the task successfully due to such possible reasons as tension shyness, and/or lack of effective communication skills in english. in order to develop college english learning and teaching in indonesia, computer assisted language learning (call) has been suggested to be one plausible way to improve the situation. computer technology is nowadays becoming more and more prevalent in many aspects of people`s lived. the development of computer technology and the internet has become the trend in language learning and teaching. in this light, the virtual learning environments (vle) has been introduced to some indonesian college since 2008. laurillard (2002) stated, that the student`s learning in the teacher`s responsibility by clearly stating that the quality of learning of a student is correlated to the efficiency of the teaching. eltin journal, volume 2/i, april 2014 10 with language, teaching consists of mediating and facilitating learning. the technology provides the perfect tools and allows students to construct their own learning. distance learning is a model used by a growing number of universities mainly for economic reasons and it is certainly giving access to studying to some people who would normally not be able to do so. in the research location, the learning model blended learning approach which can be defined as “the integrated combination of traditional learning approach which can online approaches (martin and keith, 2005). this approach also has the advantage of being perfectly compatible with the new higher education horizon in indonesia. although higher education represents a great cost, the concept of lifelong learning remains popular and thus motivating people to go back to studying at any point in their adult life. from the explanation above, we can see that numerous students, especially those in public universities, are in paid employment. perhaps due to the fact that tuition is so expensive, there is generally a good attendance to classes where students are enabled to practice their speaking skills with peers and ask the lecturer for instant support and correction, a more difficult occurrence in an online environment. students, therefore, continue to value and appreciate a face to face experience with the teacher and peers (lorenzo, 2007). to support and enrich this face to face learning and teaching virtual learning environments (vle) can be utilized. b. literature review 1. virtual learning environments (vle) virtual learning environments (vle) is the perfect tool to support learning in general and in particular. in the classroom, the activities can be performed within a vle. these kinds of activities make the learning and teaching more enjoyable and diverse. using the technology also suits the students` needs and interests, especially young learners (hea and jisc, 2009). consequently, if the facilities and the time permit it, it is always valuable for school to organize sessions in a computer room. those session allow students to work at their own pace and practice independently whist being supported by the lecturer and peers alike. moreover, if they do not finish their activity in time, they can continue it at home. the role of the teacher in that case is to circulate around the room in order to provide advice and support answer questions, guide and praise (merlin, 2012). taking advantage of the technology and particularly a vle outside the language classroom is the most common use as it offers extra practice to the students, be it listening, writing or reading, and can save class time which could be dedicated to more speaking practice. a vle unquestionably gives students freedom to learn in their own time and certainly maximize their learning experience. the world, the media and education have gone social. the keyword is collaboration and this collaboration can take diverse forms (hea & jisc, 2009). on a vle for example students can post their creation (audio, video, text, power point presentation, etc.) for public viewing. new technologies match the students` way of learning by using games, online video, blogs, wikis, etc. the time students spend either on their computer or on their mobile phone doing all sorts of activities is very obvious. university students are curious and willing to learn and discover new technologies bound to help our student in their studies or that they can reuse in a different context. whether it is in the form of a vle or not, online environment allows access to instruction and of other learners, and using technology unquestionably supports a lifetime of learning. anita anggraeni: using e-learning to support 11 2. vle e-learning : from teachers and students` standpoint since the 299s, the topic of students` engagement has been well researched (zepke& leach, 2010). it can be defined as “students` cognitive investment in, active participation in and emotional commitment to their learning” (chapman, 2003). yet a multifaceted concept, engagement is necessary to achieve successful studies. amid diverse approaches to engagement, student agency and motivation have been the focus of some researchers as factors in engagement (schuetz, 2008). emerging from the synthesis of the engagement literature. zepke and leach (2010) identify ten proposals for action:  enhancing students` self belief  enabling students to work autonomously, enjoy learning relationships with others and feel they are competent to achieve their own objectives  recognizing that teaching and teachers are central to engagement  creating an active and collaborative learning, which fosters learning relationships.  creating educational experiences for students that are challenging, enriching and extend their academic abilities.  adapting to changing student expectations  ensuring institutional cultures are welcoming to students from diverse backgrounds  investing in a variety of support services  enabling students to become active citizens  enabling students to develop their social and cultural capital (summarized from zepke and leach, 2010) amongst all those points above, the six first ones are totally relevant to online learning where students can feel lost, lose motivation and finally stop using the technology. individual and collaborative engagement is, indeed, a key issue for the e-learning process. bringing the learners to an online environment can be easy but keeping them there can be more difficult. this is the reason why it is important to establish an online presence at different levels. this presence can be divided in 3 categories: a cognitive presence, depicting students learning on their own and together, a teaching presence describing the teacher`s input and a social presence, defining the interaction between the students in a more relaxed manner (garisson and andersen, 2003). in those three scenarios, the focus is placed on the link between students, the teacher, and material, thus emphasizing the importance of human relationship as well as course design and quality. this clearly means that the teacher has to develop a set of new skills to be able to support the students and foster their learning. hence, besides knowing how to design online activities, s/he must be a facilitator and a moderator as clearly explained by garisson and anderson (2003). c. research methodology 1. research questions this study aims as investigating the implementation of vle e-learning on efl learners` speaking in one college in bandung. this college already uses vle e-learning almost 4 semesters. to achieve this the present study addressed the following research question: 1) does vle e-learning have any positive effects on improving the speaking performance of students with different levels of proficiency? 2) what are students` opinions of the vle e-learning in their college? eltin journal, volume 2/i, april 2014 12 2. participants 60 third-semester non-english major undergraduate students were chosen to be the sample in the study. they had experience of and were familiar with using the existing vle e-learning. the students were classified into three groups in terms of language proficiency level, highmedium and low, based on their toefl score. and then, these 60 students were randomly assigned into an experimental group of 30 students and a control group of 30 students. 3. research method table 1: summary of research questions and instruments research questions instruments does vle e-learning have any positive effects on improving the speaking performance of students with different levels of proficiency? pretest and post-test student vle elearning recording analysis what are students` opinions of the vle elearning in their college? student questionnaires student interview table 1 above shows the instruments used in the present study: speaking pretests and post-tests, student vle e-learning recording analysis, student questionnaires and student interviews. in this 4-weeks research study, all 60 students were required to learn 3 units of look me in the eye(robinson, 2007) novel for 2 hours each week – i hour for the tutorial class and 1 hour for the computer lab class. in the one-hour tutorial class, all the participants in the experimental group and the control group analyzed the same book. after the tutorial class, students began the onehour computer lab class to discuss each other with the tutor from malaysia using vle e-learning. all of the student`s conversations were recorded automatically by the e-learning system. the researcher implemented vle e-learning for the experimental group in the one-hour computer lab class. the vle e-learning computer lab class provides the platform for students to practice speaking by interacting with their classmates activity. it is an interactive instrument for text presentation and learner interaction. students effectively construct new conversations based on what they have learnt from the novel. after that, students began to do their own project related with the story of the novel. the project could be a power point presentation, a poem, abook review using their own words, etc. assistance and answers to students` questions were provided by the tutor from malaysia and the s/he offered feedback to students after they finished their project. the important point of vle e-learning is the student have to make explanation orally based on their project. all of instructions, assistance, answers and feedback served as scaffolding which allowed students to pose questions and engage in interaction instead of sitting in front of the computer, reading the book, and recording the conversation. the control group worked with the existing traditional teaching process. students began the 3 chapters of books by reading in front of individual computer for 30 minutes. it provides the platform for students to practice speaking without interaction among themselves. students came to class, sat in front the computer and kept reading the same book out from the screen. students passively practiced speaking at a low cognitive level without scaffolding provided by the tutor. anita anggraeni: using e-learning to support 13 after the 4-week instruction, students in the experimental group and the control group were required to take the speaking post-test to determine the effects of vle e-learning on their speaking performance. the post-test mean score in the experimental group were compared to the scores of the control group. the data obtained from the pretest and the post-test scores were used for further quantitative analysis. students in the experimental group were required to do the questionnaires and interviews, and the data attained from these instruments were used for the qualitative analysis. d. result after the 4-week experiment on implementing virtual learning environments e-learning from the data analysis, the results of the study can be summarized in terms of 1. students` speaking performance, 2. students` attitudes towards the implementation of vle e-learning. 1. speaking performance all of the 60 participants were post-tested. as shown in table 2. from the paired samples t-test analysis, the mean scores of the post-test of the two groups (experimental/control) are 9.854 and 7.834 respectively. tabel 2 : comparison between the two tests scores between the experimental and control group group scores mean sd n df t sig eg* pretest post-test 7.867 9.854 7656 9976 130 127 15.112** 000 cg* pretest post-test 7.834 7.956 7656 6785 130 127 -187 767 *eg =experimental group cg = control group **t value of experimental group is significant at the 0.05 level (2-tailed) in the experimental group, there is a statistically significant difference between the two speaking test scores, significant at p = 0.000. however, in the control group, there is no statistically significant difference between the two speaking tests scores because the p value is higher than 0.05 (p= 0.717> 0.05). the means scores of the pretest and the post-test are nearly the same (7,834/7.956) in addition, in terms of different language proficiency levels, in the experimental group, from the paired samples t-test analysis as shown in table 3, the post-test mean scores for each level (high/medium/low), are 9.9778/8.989/8.3 respectively higher than the pretest means scores (9.869/8.878/7.684) eltin journal, volume 2/i, april 2014 14 table 3 : comparison between the two tests scores among high, medium and low proficiency levels in the experimental group proficiency level scores mean n df f sig. high pretest 9.867 14 13 -12.002* 000 post-test 9.978 medium pretest 8.878 97 96 -16.331* 000 post-test 8.989 low pretest 7.684 19 18 -5.091* 000 post-test 8.3  t value are significant at the 0.05 level (2 tailed) from the data shown in table 3. it is noticeable that students in the experimental group at all language proficiency levels displayed an improvement on their speaking performance. this result validates the answer to the first research question, that the vle e -learning have a positive effect on improving the speaking performance of students with different levels of language proficiency. 2. students attitudes all of 30 students in the experimental group were required to answer the questionnaires after they finished their 4 week study. the result are presented in table 4. table 4 : responses from student`s questionnaire on the linkertscale ( n = 60) questions strongly agree agree undecided disagree strongly disagree 1. the instruction before using vle is necessary 31.3 % 61.5 % 3.8 % 2.3 % 0.0 % 2. the vle e-learning are interesting 43.1 % 40.8 % 14.6 % 1.5 % 0.0 % 3. the vle e-learning make learning information on how i can speak idiomatic english 49.2 % 40.8 % 8.5 % 1.5 % 0.0 % 4. the vle e-;learning make learning to speak english enjoyable 22.3 % 53.1 % 20.0 % 4.6 % 0.0 % 5. the vle e-learning help me generate similar conversation easily. 15.4 % 56.9 % 33.8 % 3.8 % 0.0 % 6. the vle e-learning helps me improve my speaking performance 28.5 % 54.6 % 12.3 % 4.6 % 0.0 % 7. the vle e-learning motivate me to practice more 22.3 % 48.5 % 25.4 % 3.8 % 0.0 % 8. the vle e-learning should be utilized more in speaking classes 20.8 % 47.7 % 26.9 % 4.6 % 0.0 % 9. i feel that time is not enough for me to use vle e-learning. 7.7 % 25.4 % 46.2 % 16.9 % 3.8 % anita anggraeni: using e-learning to support 15 questions strongly agree agree undecided disagree strongly disagree 10. i prefer reading out the novel/book with a partner 0.0 % 16.9 % 23.1 % 42.3 % 17.7 & in addition, one third (10 students) of the students in the experimental group were randomly chosen to participate in interviews in order that more informative data could be gathered. in general interviewees delivered constructive opinion. these are the result of interviews: 1. 20 % of the interviewees could not decide whether they approved of the implementation of vle e-learning or not because they reported that they were not sure whether vle elearning could really help them to improve their speaking or not. 10 % of the interviewees who expresses their disagreed with the utilization of vle elearning because they reported that they still preferred listening and reading activities. 70 % of the interviewees agreed that vle e-learning could improve their speaking and it should be incorporated mre to speaking classes. 2. 75 % of the interviewees reported that scaffolding and instruction provided by the teacher on how to conduct vle e-learning helped them understand better be fore they began the discussion part. moreover 25 % of the interviewees said that they were actively involved in the whole learning process instead of passively accepting what the teacher taught. they felt they were at the center of the learning and teaching process instead of the teacher. they said that they can make and create a new dialogues by using different words and sentences instead of repeating the same materials again and gain. 3. 88.9% of the interviewees mentioned that the vle e-learningwere more active than the existing traditional teaching process. 4. the individual difference is another aspect which may affect the implementation of vle e-learning. e. pedagogical implication the present study aims at investigating the implementation of vle e -learning on efl learners speaking in one college in bandung. some pedagogical implications can be concluded as follows. 1. from the result of the study, it can be found that the appropriate integration of call and internet technology is essential to the success of efl speaking learning in college english study, especially for speaking classes because students can actively participate in the whole learning process instead of passively accepting what the teacher teaches. the findings from this study are directly beneficial in other researchers aiming at developing students l2 speaking abilities as well as teachers l2 speaking instructional methods. 2. the present study has explored the effectiveness of the change from teacher-centered instruction to student centered learning. based on the previous result explain, student are at the center of the whole process of english learning and teaching, and the teacher`s role has changed. the emphasis should be placed on the learners rather than the teachers, so future research studies could continue to investigate how a virtual learning environments e-learning could provide effective learner-centered learning. eltin journal, volume 2/i, april 2014 16 3. this study is not generalized to all areas of efl speaking learning and teaching since the aim of this study is to investigate the process of implementing vle e-learning and how it can benefit students` learning to improve their l2 speaking. 4. while using vle the focus must be placed on learning and how the students will engage with the online material. learners appreciate the variety of activities and the alternative style of teaching made possible through the use of a vle e-learning. reference alexander, s and boud d, (2001) learners still learn from experience ehen online, in teaching and learning online, edited by john stephensonmroutledgefalmer, uk. garisson d,r and anderson t. (2003) e-learning in the 21 st century. a framework for research and practice.routledgefalmer. new york hea & jisc (2009) higher education in a web 2.0 world report of an independent committee of inquiry into the impact on hogher education of students` widespread use of web 2.0 technologies available. from http://www/jisc.ac.uk/media/documents /publications/heweb.20 ptvl.pdf. jisc executive (2009) e-learning pedagogical program hefce available from https://mw.brookes.ac.uk/display/jiscle2 hu, z.l (1988). linguistics: a course book. beijing: beijing university press laurillard, d. (2002) rethinking university teaching. routledgefalmer, london and new york lorenzo, g (2007) a research review about online learning are students satisfied? why do some succeed and others fail? what contributes to higher retention rates and positive learning outcomes? educational pathways (edpath) october vol 6. issue 9, available from http://www.edpath.com/2007/1007/100701.htm (9 januari 2012) martin, o. and keith t. (2005) can blended learning be redeemed? e-learning and digital media, 2 17-26. available from http://dx.doi.org/0.2304/elea/ 2005/2/2/17 merlin, p (2012) supporting learning and teaching of language using e-learning : the importance of vles and the rise of students` agency. journal investigating in university teaching and learning vol 8, summer 2012. wang, w and motteram, g (2006) call in china latefl voices. may-june (190) 7-8 zepke, n and leach l. (2010). improving student engagement. ten proposals for action active learning in higher education. sage. pp. 167-176 http://www/jisc.ac.uk/media/documents%20/publications/heweb.20%20ptvl.pdf http://www/jisc.ac.uk/media/documents%20/publications/heweb.20%20ptvl.pdf http://www/jisc.ac.uk/media/documents%20/publications/heweb.20%20ptvl.pdf https://mw.brookes.ac.uk/display/jiscle2 http://www.edpath.com/2007/1007/100701.htm http://dx.doi.org/0.2304/elea/%202005/2/2/17 ramdani & indrayani: complaining expression… 70 complaining expressions used by the characters in the movie entitled two weeks notice: a pragmatics study firman ramdani1, lia maulia indrayani2 firman.ramdani82@gmail.com padjadjaran university abstract the study of complaining expressions used by the characters in the movie entitled “two weeks notice” has been done. the object of this study is utterances that contain complaining expression. the aims of this study are to analyze and describe strategies of complaint and their functions. this study employs a descriptive qualitative method. this study applies the complaint theory proposed by trosborg (1995) and the context theory proposed by mc mannis et al (1987). the result of this study shows that all of complaint strategies according to trosborg can be found in this movie, those are hint, annoyance, ill cosequence, indirect accusation, direct accusation, modified blame, explicit condemnation of the accused’s action, and explicit condemnation of the accused as a person strategies. there are three functions of complaint found in this movie, those are to break a relationship or create a social distance among the participants, to maintain a relationship and fix a situation, and to show a negative feeling or share a specific negative evaluation. keywords: speech acts; complaint strategies; complaint functions and context. a. introduction for many linguists, a central concept in pragmatics is the observation that utterances perform actions, generally known as speech acts. actions performed via utterances are generally called speech acts, and in english, are commonly given more specific labels, such as apology, complaint, compliment, invitation, promise, or request (yule, 1996). complaint has been suggested as the expression of negative feelings relating to what speakers present as a complainable matter (wijayanto et al., 2013). the act of complaining is in essence retrospective in that a speaker passes a moral judgement on something which (he/she believes) the complainee has already done or failed to do, or is in the process of doing (trosborg, 1995: 311). complaint is defined as an illocutionary act in which the speaker (the complainer) expresses his/her disapproval, negative feeling, etc, towards the state of affairs described in the proposition (the complainable) and for which he/she holds the hearer--the complainee/accused responsible, either directly or indirectly (trosborg, 1995: 311-312). a movie can cover many communication phenomena that occur in the real life, such as greeting, parting and complaining. a complaint is an expression of a person’s disapproval or negative feeling towards someone or situation. it can naturally cause offence and highly threaten the social relationship between speaker and hearer. based on these facts, a complaint contained in a movie needs to be studied. this study discusses strategies and functions of complaining expressions used by the characters in the movie entitled “two weeks notice” using a pragmatics approach. mailto:firman.ramdani82@gmail.com https://www.researchgate.net/publication/228461492_the_dilemmas_of_third-party_complaints_in_conversation_between_friends?el=1_x_8&enrichid=rgreq-b9eca1ae-08da-4fd5-bc6d-5a89b8fb4661&enrichsource=y292zxjqywdlozi1njq1odi2mztbuzo5ota0odyymze4mtg0n0axndawnji2ndqwodyz eltin journal, volume 6/ii, october 2018 71 b. literature review 1. complaint strategies trosborg (1995: 315-320) sets up the complaint categories into: no explicit reproach, expression of annoyance or dissapproval, accusation and blame. each category consists of one ore more strategies. the total of the strategies is eight strategies. here are the categories including the strategies: a. no explicit reproach a complainer uses hinting strategies in which case the complainable is not mentioned in the proposition. in other words the complainer does not directly state that something is bad or offensive. strategy 1. hint example: there was nothing wrong with my car yesterday. b. expression of annoyance this strategy involves the expression of annoyance, dislike, and disapproval, relating to a certain state of affairs the speaker considers bad for him or her. the utterance may also express the bad consequences resulting from an offence for which the complainee is held implicitly responsible. strategy 2. annoyance example: oh dear, i’ve just bought it. strategy 3. ill consequence example: oh damn it, i’ll lose my insurance bonus now. c. accusation accusations are used by a complainer to establish the agent of a complainable. the complainer can ask the hearer questions about the situation or assert that he or she was in some way connected with the offence and thereby try to establish the hearer as a potential agent of the complainable (indirect accusation). alternatively, the complainer can directly accuse the complainee of having committed the offence (direct accusation). strategy 4. indirect accusation example: you borrowed my car last night, didn’t you? strategy 5. direct accusation example: did you happen to bump into my car? d. blaming a complainer presupposes that the accused is guilty of the offence. there are three levels that are identified with respect to the explicitness with wich the complainer formulates his/ her moral condemnation of the accused.. ramdani & indrayani: complaining expression… 72 strategy 6. modified blame the complainer expresses modified disapproval of an action for whisch the accused is responsible. example: honestly, couldn’t you have been more careful? strategy 7. explicit condemnation of the accused’s action the complainer explicitly states that the accused’s action is bad. example: how on earth did you manage to be so stupid? strategy 8. explicit condemnation of the accused as a person the complainer explicitly states what is implicit at all other levels, that he/she finds the accused a non-responsible social member. example: oh no, not again! you really are thoughtless. 3. directness level of complaints complaints could be expressed at varying levels of directness ranging from hint and mild disapproval to severe challenges in which the complainee is explicitly declared incompetent and irresponsible as a social member (trosborg, 1995). trosborg (1995) establishes the scale of directness using these following criteria: propositional content (p), complainer (c) and accused/complainee (a). five factors to determine the directnes level of a complaint are (trosborg, 1995: 314-315): a. p describes/does not describe the complainable thing. b. c’s negative evaluation of the complainable thing is implicitly or explicitly expressed. c. the agentive involvement of a is implictly or explicitly expressed. d. c evaluates a’s action as bad implicitly or explicitly. e. c evaluates a as a bad person implicitly or explictly 4. context the study of contribution of context to meaning is often called pragmatics (mcmanis, 1987: 197). therefore, studying pragmatics cannot be separated from context. context consists of four aspects (mcmanis, 1987: 197), those are physical (things that are physically seen in an utterance situation), epistemic (the same understanding of knowledge among participants), linguistics (the relation between on going utterance and the previous one) and social (the social relationship among participants) contexts. the objectives of the study on complaining expressions used by the characters in the movie entitled “two weeks notice” are to analyze and describe the types of complaint strategy used by the characters in this movie an to analyze and describe the function of each type of complaint strategy used in this movie. c. research methodology this study applies a descriptive qualitative method. a descriptive research focuses on collecting data, classifying, analyzing data, interpreting them, and making conclusion (surakhmad, 1994: 147). meanwhile, a qualitative research is defined as a research that focuses on discoursive things, such as transcript, document, interview result and nondiscoursive data (statue, monument, building design, photo, video, etc). eltin journal, volume 6/ii, october 2018 73 the data in a study may appear in the form of discourse, sentence, clause, phrase, word, or even morpheme (maxwell, 2005: 93). the source of data in this study is a movie entitled “two weeks notice” and the script of this movie. meanwhile, the data of this study are taken from the utterances of the characters in the movie that contain complaining expression. sampling implies the purpose of ‘representing’ the population sampled. the typical way selecting setting and individuals in qualitative research is purposive sampling. selecting times, setting, and individuals that can provide you with the information that you need in order to answer your research question s is the most important consideration in qualitative sampling decisions (maxwell, 2005: 88). this study employs a purposive sampling technique. the writer takes all the dialogues containing complaints in the movie, then, chooses the data which are considered to be representing the whole data, and takes them as the sample of this study. in obtaining the maximum result of the research, the writer tries to explain each step of the descriptive research in accurate and detail (surakhmad, 1994: 140). the procedure of this study is watching the movie several times, searching the script of the dialogues in the movie on the internet, collecting data that covers the utterances containing complaints, classifying the data based on the types of complaint strategies, choosing the representative data to be analyzed, analyzing and interpreting the data to answer the problem statements, drawing conclusion from the result of the analysis and giving suggestion. the data are analyzed by describing the the context of situation in which the complaint occurs, classifying and analyzing the strategy of complaint used in the movie based on anna trosborg’s theory, analyzing the character’s purpose or function in employing complaint from the way the complainer uttering the complaint, drawing conclusion from the data analysis and giving suggestion. d. findings and discussion the writer will only serve eight data found in the movie entitled “two weeks notice,” which represent all strategies of complaint. the data analysis is managed starting from the weakest strategy of complaint to the strongest one. the data analysis will cover the context, the strategy and the function of a complaint. 1. hint strategy description of context: the conversation takes place in lucy’s car. it happens between lucy kelson and george wade. lucy works for wade corporations as an attorney. george and his brother, howard, are the owners of the company. lucy and george are on the way of going home from a tennis event. george is driving the car and unfortunately, they are trapped in a traffic jam. in this conversation, lucy admits to george that she has recently eaten too much of food. then, she states her complaint. lucy : that last chili dog is really barking. george : it’s not a perfect timing, i must say. we’ll be in the city in twenty five minutes. ramdani & indrayani: complaining expression… 74 analysis of complaining expression: the complainer, lucy, expresses her complaint by using a hint expression, “that last chili dog is really barking.” it implicitly shows that she gets a stomachache and need to use a toilet immediately. it can be interpreted as, “she feels annoyed by her illness and wants george to find her a toilet immediately.” the complainer, lucy, uses a hint expression to make the complainee, george, knowing the illness she feels. since the complainee is the complainee’s boss, the complainer does not want to be impolite in expressing the complaint. the complainer states a hint strategy to make the complainee helping her to fix the situation that she considers bad for her. 2. annoyance strategy description of context: the conversation happens between george wade and lucy kelson via telephone. george is lucy’s boss. he is a very rich and good looking young man, and he is well-known as a plaboy. it is 2 o’clock in the morning. george is in a bar accompanied by a pretty young girl, and lucy is sleeping in her bedroom. then, lucy’s phone starts ringing. lucy : hello. george : yes, i’m glad you’re up. i didn’t want to wake you. i just felt like a chat. lucy : george, it is two o’clock in the morning. can’t you talk to whatever mensa candidate you’re with? analysis of complaining expression: in the conversation above, there are two complaints expressed by lucy. the first is an expression of annoyance, ”george, it is two o’clock in the morning.” she expresses her annoyance by mentioning the time. it can be interpreted as, ”it is two o’clock in the morning, so george should not have called her.” this interpretation is strengthened by the second complaint, which is belong to an expression of indirect accusation strategy, “can’t you talk to whatever mensa candidate you’re with?” the second one shows that the complainer does not want to talk with the complainee at the moment. annoyance, the first complaint, is categorized as a polite complaining expression. the complainer tries to soften her complaint by expressing indirect complaint. it can be concluded that the complainer does not want to break the relationship with the complainee. the complainer still cares with their relationship and only wants the complainee to fix his annoying attitude. 3. ill consequence strategy description of context: this conversation is the continuation of the conversation in hint strategy. george makes a response to previous complaint. lucy cannot accept george’s response. then, she utters her complaint. george : it’s not a perfect timing, i must say. we’ll be in the city in twenty five minutes. lucy : i don’t have a second! i feel i swallowed a cruise missile. eltin journal, volume 6/ii, october 2018 75 analysis of complaining expression: the complaint, “i don’t have a second! i feel i swallowed a cruise missile,” is uttered by lucy in an ill consequence expression. by stating, “i don’t have a second!”, she shows her dissatifaction with george’s response. then, it is followed by the expression of her illness, “i feel i swallowed a cruise missile.” this complaint can be interpreted as, “she feels so sick and cannot hold it any longer.” after hearing george’s response to lucy’s previous complaint, “it’s not a perfect timing, i must say. we’ll be in the city in twenty five minutes,” lucy feels dissatisfied. it can be concluded that she wants george to make a better response. she feels so sick with her condition and urges george once again to find a toilet for her. it means that the complainer wants the complainee to help her fixing the situation. 4. indirect accusation strategy description of context: the conversation takes place in a church. it is the wedding of lucy’s best friend, meryl. lucy takes charge as the bridesmaid. she stands confidently beside meryl. when the priest is in the middle of his speech, lucy’s phone rings so loud, and it breaks the humility of the ceremony. everyone in the room turns their eyes to lucy. then, the bride, meryl, utters her complaint. meryl : is that yours? lucy : i’m so sorry. please continue. everyone looks so beautiful. just keep going. analysis of complaining expression: the conversation above happens between meryl and lucy. they are good friends. everyone in the room feels annoyed by the sound of a phone ringing, which comes from lucy’s phone, especially meryl. the complainer, meryl, utters her feeling by stating a question to the complainee, lucy, “is that yours?” this strategy of complaint is categorized as an indirect accusation strategy. by using a question to accuse that the complainee has caused an annoying situation means the complainer does not want to directly attack the complinee. since, the participants here have a good relationship, the complainer does not want to break the relationship with the complainee. the complainer just wants the complainee to fix the situation by shutting her phone down. 5. direct accusation strategy description of context: the conversation takes place in front of wade corporations building. it happens between george and lucy. it is the first time they meet each other. george has just finished interviewing an applicant and come out of the building. he is on the way in going back to his hotel. lucy comes there in purpose. she wants to negotiate the wade’s plan, to build new condominiums and to tear down the community center. she introduces herself and wants to talk further with george about her purpose. then, george states his complaints. ramdani & indrayani: complaining expression… 76 george : wait a minute. you’re kelson. you laid in front of our wrecking balls. you attacked the zegman brothers lucy : i did not. it’s not my fault they walked under a protest sign. analysis of complaining expression: in this conversation, the complainer employs two direct accusations of complaining expression, “you laid in front of our wrecking balls. you attacked the zegman brothers.” the complainer makes two accusations that the complainee has disturbed his business. by stating the word “you”, the complainer directly addresses his complaints to the complainee. this is the first time they meet each other. so, they are not bound with a particular relationship. the complainer does not care if his complaints can break their relationship, but he does not demand anything from the complainee. the complainer utters his complaints just to express his annoyance or negative feeling to the complainee. 6. modified blame strategy the conversation takes place in a meeting in howard’s office. it happens between lucy, george and howard. george and howard are the owners of wade corporations, which is lucy’s workplace. it means that george and howard are lucy’s bosses. lucy desires to quit her job. but she is bounded with a very strict contract, which she made, that she cannot quit her job before the clauses in the contract fulfilled. the only way to get out of it is being fired. so, she tries to makes george and howard deciding to fire her. lucy : good morning, boys. sorry, i’m so late. george : that’s fine. we only just got here. howard : forty-five minutes ago. analysis of complaining expression: in the conversation above, it shows that lucy comes so late for a meeting. she is sorry for her coming late. george respons her apology positively. but howard cannot hide his dissapointment, since he is one of the owners of the company and lucy is just an employee. so, the complainer, howard, utters his complaint, “forty-five minutes ago.” by mentioning how long he and george have waited for lucy, the complainer wants the complainee, lucy, to know that the complainer feels very annoyed by the complainee’s action. the complaint does not mention the proposition content and who is responsible for the complainable action. the complainer implicitly blames the complainee that she has made him waiting for fortyfive minutes. it can be concluded that the complaint is categorized as a modified blame strategy. the complainee is a good asset for the company. she has done many valuable contributions for the company. therefore, the complainer does not intend to break their professional relationship. the complainer does not mention any future obligation related to the complainee’s action. therefore, it can be concluded that the complaint is just intended to express the complainer’s negative feeling to the complainee. eltin journal, volume 6/ii, october 2018 77 7. explicit condemnation of accused’s action strategy description of context: the conversation takes place in howard’s house. it happens between two brothers of wade’s family, george and howard. they are discussing about the company’s plan. howard utters his plan to knock down the community centerbuilding in order to build a new company’s tower. george disagrees with the plan. he thinks that they should not do it, because they have promised the city to keep the community center building. howard gives a reason to justify his plan that they will lose much money if they do not do it. then, george also gives a reason to defend his argument. george : look, whatever we lose on this deal, i’m in for a half. howard : you’ll be in for nothing at the rate you’re going. expensive divorces, poolside parties at the hotel for hundreds people including fireworks and a performance by sting. analysis of complaining expression: in the conversation above, the complaint, “you’ll be in for nothing at the rate you’re going,” shows that the complainer, howard, explicitly blames george for being a squanderer. the directness can be seen from the use of word “you.” the complainer also states some facts to strenghten his complaints, “expensive divorces, poolside parties at the hotel for hundreds people including fireworks and a performance by sting.” it can be concluded that the complaint uses an explicit condemnation of accused’s action strategy. the complainable things are the complainee’s habit in wasting money and his disagreement to the complainer’s plan. the complainer states the complaint to make the complainee changing his habit and agreeing the complainer’s plan. therefore, the function of this complaint is to repair the situation or to fix the complainee’s attitude. 8. explicit condemnation of the accused as a person strategy description of context: the conversation takes place outside the wade corporations’ building. lucy and george have just bought hotdogs for lunch. they are on the way of going back to their office. on the way, they pass a man in rusty clothes carrying a cup standing at the side of the street. lucy puts a coin into his cup, because she thinks that she is a needy. then, the man expresses a complaint. a man in rusty clothes : hey, that’s my coffee, you jerk! lucy : oh, sir, i’m so sorry. analysis of complaining expression: in the dialogue above, the complainer, a man in rusty clothes, makes an open attack to the complainee, “hey, that’s my coffee, you jerk!” by using a swearing word, “jerk.” the directness can be seen from the use of word “you.” this complaint can be categorized as an explicit condemnation of the accused as a person strategy. the complainer openly blames the complainee for making a bad attitude. since the participants have no relationship, the complainer does not try to avoid a personal conflict ramdani & indrayani: complaining expression… 78 with the complainee. therefore, it can be concluded that this complaint has a function to create a social distance. e. conclusion and suggestion based on the analysis, all of complaint strategies according to trosborg can be found in the movie “two weeks notice.” those are hint, annoyance, ill cosequence, indirect accusation, direct accusation, modified blame, explicit condemnation of the accused’s action, and explicit condemnation of the accused as a person strategies. there are three functions of complaint found in this movie. they are to break a relationship or create a social distance between the participants, to maintain a relationship and fix a situation, and to show a negative feeling or share a specific negative evaluation. it is suggested to other researchers to study the responses of the complaints in this movie or complaints and responses in other movies, dramas or debates. f. references maxwell, j.a. (2005). qualitative research design: an interactive approach. california: sage publications inc. mcmanis, carolyn .(1987). language files: materials for an introduction to language. ohio: advocate publishing group. surakhmad, w. (1994). pengantar penelitian ilmiah dasar: dasar, metode, dan teknik. bandung: tarsito. trosborg, anna. (1995). interlanguage pragmatics: requests, complaints and apologies. new york: berlin: mount de gruyter. wijayanto, agus., laila, malikatul., prasetyarini, aryati., & susiati, susiati. (2013). politeness in interlanguage pragmatics of complaints by indonesian learners of english. english language teaching; vol. 6, 188-201. canadian center of science and education. http://dx.doi.org/10.5539/elt.v6n10p188 yule, george. (1996). pragmatics. oxford, new york: oxford university press. sebuah kajian pustaka: kareviati, yugafiati & resmini: need analysis of english department … 1 need analysis of english department students as the basic of material development of writing for general communication evie kareviati1, rasi yugafiati2, setya resmini3 akhmadjaelani91@yahoo.co.id, tanya.rasiyugafiati@gmail.com, setyaresmini@gmail.com ikip siliwangi abstract writing is one out of four skills that should be mastered, but writing is the most difficult one because of its complexity in making sentence. this research is intended to identify the students’ needs related to writing for general communication as a subject in the second semester. the research method was qualitative. the data were obtained from test, questionnaire and interview as a triangulation. the respondents were 33 students of second semester of english department in ikip siliwangi bandung. the data from test showed that students’ difficulties in writing dealing with linguistic problem. in addition, the data from questionnaire revealed that respondents have various educatioal experiences, their first language, their interests, their cultural background and different purposes for learning english. the result showed that almost 100% of students want to learn tenses, kinds of text, generic structure and punctuation. it indicates that there is a need to design a coursebook in writing general communication based on the students’ need. it is used as the basic for designing a textbook in writing for general communication subject. keywords: need analysis, material development, writing for general communication a. introduction there are four skills that should be mastered by the learner of language; listening, speaking, reading and writing. these four skills were taught integrally since in the junior high school. as one of the four language skills, writing has always occupied place in most english language course. one of the reasons is that more and more people need to learn to write in english for occupational or academic purposes, especially for english department students, they need to learn writing and prepare themselves for the final academic assignment (apsari, 2018). in english department at ikip siliwangi, there are many subjects such as reading, listening, speaking and writing subject. in this case, writing is given in three semesters, they are writing for general communication (in the second semester), writing in pofessional context (in the third semester) and writing for academic purposes (in the forth mailto:akhmadjaelani91@yahoo.co.id mailto:tanya.rasiyugafiati@gmail.com mailto:setyaresmini@gmail.com eltin journal, volume 8/i, april 2020 2 semester). writing for general communication is a subject given to the students of the second semester of english department in ikip siliwangi. this indicates that academic writing is regarded as the most important language skill to english tertiary students. however, writing subject is still regarded as the most difficult subject. there are many factors contributed as the students’ barrier in improving students’ writing skills. students’ characteristic become one of the factors. students of ikip siliwangi have different background. they also have different abilities and have different difficulties. it means that it is important to know what kinds of material that should be given to them in order that they can write well, in line with the aims of the subject. as stated by o’neill (1990) that materials that are suitable for learners’ needs, they make students possible review and prepare their lessons. need analysis can provide a means of obtaining wider input into the content, design, an implementation of a language programme( richard,1984 cited in nunan, 1992 : 43). there is a related previous study by al-adi and samuel (2013). they analyzed oman’s students and they found that there is a gap between the content of the grade 11 curriculum and the perceived needs of the students. their curriculum only gave little space for students to increase writing competence. the findings related to language innovation/reform were then discussed and implication were made for the grade 11 program aim, pinciples, teaching methodology, content and teacher training in oman. from the research we can see that the gap between content and the needs of students is usually happened. based on the description above, it can be concluded that conductng need analysis in teaching and learning process is a must.therefore, the purpose of the study is to identify the students’need related to the subject of writing for general communication. b. literature review 1. need analysis need analysis is the most characteristic feature of english for specific purposes course design (hutchinson and walters, 1987). it is also a starting point for a syllabus/course design. it is a part of curriculum development, and is required before developing a syllabus. need analysis according to hutchinson &waters (1991) in fatimah (2018) includes target needs and learning needs. target needs focus on the needs of students in certain situations including needs (necessities), wants (wants) and weaknesses (lacks) while learning needs focus on what they need to be able to learn. why students need, johnson (2008) in www.ukessays.com points out that ‘in order to plan a foreign language teaching we need to find a way of analyzing learners’ needs. what is going to tell is just how much, and for what purposes our learners will need which foreign languages, it is the process of needs analysis. needs analysis in language teaching and language program design, can be defined as a systematic process which helps teachers to collect information and get accurate and complete picture of their students’ needs and preferences. then they interpret the information and decided what program should be included, based on the interpretations in order to meet the students’ needs. this step can be used in response to the academic needs of all students to develop the students abilities and find academic standards. some probable resources for gathering information are quetionnaires, surveys, tests, observations and individual interviews. generally a need analysis tries to get information on the situations in which that language is needed, the types of communications that are going to be used in the http://www.ukessays.com/ kareviati, yugafiati & resmini: need analysis of english department … 3 course and the level of proficiency that is required to develop a syllabus. thus, designing curriculum and syllabus--which is often ignored in english language teaching and teacher training (irfani, 2014), is very important. hutchinson and waters (1987:80) in rabbani & gakuen (2002) mention that syllabus is a statement ehich shows language and linguistic performance that should be learnt. this is a rather traditional interpretation of syllabus focusing as it does on outcomes rather than process. however, yalden (1987:87) states that a syllabus as a summary of the content to will be taken by the learners. 2. writing writing is a method of representing language in visual form. writing systems use sets of symbols to represent the sounds of speech, and may also have symbols for such things as punctuation and numerals. according to lado (1964) in pratiwi (2015) writing is a partial representation of units of language expression. in academic work, students are often expected to give definitions of key words and phrases in order to demonstrate to their tutors that they understand these terms clearly. academic writers generally, however, define terms so that their readers understand exactly what is meant when certain key terms are used. when important words are not clearly understood misinterpretation may result. writing is a process of transferring ideas into written form that is understandable. according to sapkota (2012:70) “writing is an activity of putting down the graphic symbols which has a function to present a language in order to convey some meaning so that the reader can grasp the information which the writer has tried to convey”. in addition, brown (2001:336) states “writing is a process of thinking”. this idea is supported by nunan (2003:88) in harris, ansyar and radjab (2014) which also explains that “writing is the process of thinking to find ideas, thinking about how to express ideas into good writing, and arranging the ideas into sentences and paragraph clearly”. it is because writing is a process of putting ideas in their mind on a paper to transform them in words and become sentences by using structure and coherent organization. it indicates that writers are expected to explore their ideas and arrange them into good sentences and paragraph that have meaning. because of that writing is not only the activity of producing symbols of language in written form, but also a mean to deliver ideas. when people start writing, they do not only write all their ideas. they need to convey and organize their ideas into a readable text that has some meanings. they have to think how to make their ideas can be understood easily. 3. writing difficulties mukminatien (2003) claims that many problems arise with regard to the development of english as foreign language (efl) productive skills, especially in the area of writing. writing involves several components which have to be considered including word choice, use of appropriate grammar, syntax, mechanics, and organization of ideas into coherent and cohesive form (gebhard, 1996) and writing mechanics such as punctuation and capitalization (hartfiel, et al., 1985: 102, cited in cahyono, 2001: 44). it is supported by cohen (1994: 328-329, cited in saehu, 2008: 26), many writers do not have good control on structure.this indicates that having good writing skills is a major challenge at the cognitive level, because it simultaneously tests language memory, and thinking skills. however, in the context of foreign languages learning, many studies have shown that writing is relatively difficult to be acquired. one of the factors of this difficulty is the difference in the system of eltin journal, volume 8/i, april 2020 4 mother tongue language (l1) or other languages (l2/l3) that has ben mastered before (albiladi, 2019). writing makes the student more ’thinking time’ than they get when they do spontaneous conversation. this allows them opportunity for language processing thinking about the language (harmer, 2007:112). it means that when the students are involved in the process of writing, they are also involved in the process of learning spelling, grammar, punctuation, and vocabulary. in the reality, most of students have difficulties in writing. nation (2009:119) in rizkiah, kaswan and orilina (2015) argues that some learners are able to say what they want to write but have difficulty in putting into written form. in addition, writing is considered to be a complex skill because when start writing we need to know vocabularies, diction, punctuation, and grammar. the students may have lack self confident and lazy to write. while some fluent adult writers think of writing as a difficult process, l2 learners should not initially have the same attitude and the teacher should try to ensure that writing is not seen as a frustrating and unrewarding skill. on the contrary, the learners should be encouraged to realize that writing is an important and effective means of self-expression, communication and information gathering. grabe and kaplan (1996) mention that l2 learners are often overwhelmed when asked to do a writing assignment. writing task should be given in less threatening and make learners struggle, interest and motivated (al-gharabally, 2015) because humphrys (2005) also mentions that learning to write in l1 or l2 is extremely difficult. even educated native speakers have difficulty, hence the abundance of books on the subject. furthermore, richards (1990) describes that “learning to write well is a difficult, lengthy process, one that induces anxiety and frustration in many learners”. from those explanation it make us sure that writing is difficult enough thus it is a must to find the solution. c. research methodology the method used in this research is qualitative research method. the respondents of this research were second semester students who were taking the subject of writing for general communication. this study was conducted in ikip siliwangi. furthermore, since this study aims to identify students’ need related to writing for general communication subject, the data were gathered through test, questionnaire and interview. the test was used to know their errors in writing recount text. questionnaire was distributed to the students in order to find out the students’ background, their reason of choosing the major and what kinds of material that the students need related to their writing skill. then, the interview was conducted to support the data from questionnaire. the interview involved nine students consisting of high, average and low score students. d. findings and discussion this study was conducted in the class of writing for general communication. there were several instruments used in this study such as test, questionnaire and interview. based on the data of the writing test, it was revealed that there are several kinds of error such as in grammar, capitalization, singular/plural, preposition, unclear sentence, punctuation and spelling. it can be seen in the following table. kareviati, yugafiati & resmini: need analysis of english department … 5 table 1. classification of students’ error no. kinds of error example 1. grammar ….like we must climbing must climb i loved to enjoyed loved to enjoy we could waited  could wait one years ago last year 2. capitalization during holidays…during 3. singular/plural we took some picture pictures 4. preposition very confused forconfused to 5. unclear sentence we will holiday at my uncle home but which made it special is because we gather together 6. punctuation i find something special special. 7. spelling a go ago the table above shows that most of students error in writing dealing with linguistic problem. it is in line with the statement of cohen (1994: 328-329, cited in saehu, 2008: 26) that many writers do not have good control on structure. this indicates that that grammar plays a significant role in communication since it shows how language is used (ismail, 2010, cited in apsari, 2018). therefore, mastering english grammar is crucial because different patterns impact the meaning of the sentences. in addition, the questionnaire was also distributed to th students in order to support the data from the test. the data from the questionnaire can be seen in the following table. table 2. need analysis of students in writing no. statements strongly agree & agree netral disagree & strongly disagree a. when i was in sma 1. i did not like english 12% 52% 36% 2. my teacher did not explain the lesson clearly 24% 46% 30% 3. i did not understand english 15% 52% 33% 4. i did not have english book 3% 31% 66% b. the reasons of choosing english major 5. my parents asked me to do 45% 19% 36% 6. my friends asked me to do 18% 13% 69% 7. my own choice 51% 25% 24% c. when i study at the college 8. english is important 33% 64% 3% 9. i should learn english seriously 88% 9% 3% 10. i read english book once a week 12% 64% 24% 11. i have a diary 39% 28% 33% 12. i write my diary in english 6% 22% 72% 13. i think english is easy 6% 68% 36% eltin journal, volume 8/i, april 2020 6 14. my writing ability is good enough 6% 61% 33% 15. i’m confident in writing english 18% 34% 48% 16. i don’t like writing english 15% 46% 39% 17. writing english is difficult 24% 70% 6% 18. my vocabulary is so limited 63% 31% 3% 19. my grammar is bad. 66% 22% 12% 20. i want to learn more about tenses 97% 3% 0% 21. i want to learn more about kind of text 100% 0% 0% 22. i want to learn more about generic structure 97% 3% 0% 23. i want to learn more about punctuation 97% 3% 0% 24. i do not know part of speech 12% 55% 33% 25. writing as a single sentence is difficult 21% 58% 21% 26. when i write, i still use bahasa and then translate it into english 51% 40% 9% 27. i still need a dictionary in writing english 81% 16% 3% 28. the most difficult part of speech is verb 12% 31% 57% 29. the most difficult part of speech is noun 15% 7% 78% 30 the most difficult part of speech is adjective 30% 19% 51% 31 the most difficult part of speech is adverb 39% 40% 21% 32 the most difficult part of text is recount 48% 37% 15% 33 the most difficult part of text is descriptive 33% 37% 30% 34 the most difficult part of text is narrative 33% 37% 30% 35 the most difficult part of text is argumentative 33% 37% 30% 36 the most difficult part of text is procedure 21% 37% 42% 37 the most difficult part of text is newsitem 39% 37% 24% 38 i want to improve my english writing 78% 19% 3% the result from the test show that the students made error in grammar, capitalization, singular/plural, preposition, unclear sentence, punctuation and spelling. it is supported by the result from questionnaire that more than 60% the students think that their grammar is bad and their vocabulary is so limited so why about 50% of them are not confident in writing. in addition, the data from questionnaire showed students’ various educatioal experiences, their first language, their interests, their cultural background and their different for learning english. it was found that although they are students of english department, there are four students who did not like english when they were in senior high school. 24% respondents said that their english teacher could not explain the material clearly so why five respondents say that they did not understand english. in addition, the students are from many schools who have different abilities and difficulties in writing. they also have different reasons why they choose engish department as their major. it is because of their parents, friend and more kareviati, yugafiati & resmini: need analysis of english department … 7 than 50% their own decision. this means that the teachers need to design the coursebook based on the students’ need. in addition, almost 100% of students want to learn tenses, kinds of text, generic structure and punctuation. it is supported by the data from interview that the respondents want to improve writing english from the basic things. they want to learn grammar, kinds of text and hope that the lectures can teach clearly. they also think that adverb, adjective, noun and verb are difficult. recount text and newsitem are kinds of item that should be learned more. although there are also many ‘neutral’ choice, but it can be concluded that most respondents want to improve their english writing. thus, designing a coursebook of writing general communication based on their need is needed to do. moreover, the data from questionaire showed most respondents think that learning english is very important although 46% of respondents said that they don’t like writing. only 12% of students read english book once a week, but 39% of them have an indonesian diary. two of them write it in english. this means that they are not interested in writing. this unwillingness may derive from lack of motivation, anxieties and lack of self confidence they have about their writing (gebhard, 1996: 235). thus, it can be concluded that the students need a coursebook that can motivate students to write. e. conclusion the purpose of the research is to identify students’ need in writing for general communication. from the data, the researcher found that the students had problem with linguistic problem. it can be seen from the students’ writing. the respondents still made mistakes in grammar, punctuation, spelling, capitalization, singular/plural, unclear sentence and preposition. it means that they still need a lot of improvement. this indicates that grammar becomes main material that need to be emphasized in subject of writing for general communication. in addition, the data from questionnaire revealed that respondents have various educatioal experiences, their first language, their interests, their cultural background and different purposes for learning english. it indicates that in order to improve students’ writing skill the teachers need to design the coursebook that is in line with the students’ need. f. references al-adi, said hamed and samues, samuel. (2013). an analysys of the writing needs of omani efl students for the development of grade 11 english program. the asian efl journal, 15 (1). albiladi, waheeb s. (2019). blended learning in english teaching and learning: a review of the current literature. university of arkansas. journal of language teaching and research 10(2), 232. al-gharabally, may. (2015). the writing difficulties faced by l2 learners and how to minimize them. international journal of english language and linguistics research vol.3, no.5, pp.42-49, august 2015 published by european centre for research training and development uk (www.eajournals.org) 42 issn 20536305(print), issn 2053-6313(online). public authority for applied education and training. eltin journal, volume 8/i, april 2020 8 apsari, y. (2018). reflective reading journal in teaching writing. indonesian efl journal, 4(2), 39-47. apsari, y. (2018). snowball throwing in teaching grammar. lingual, 10(1), 52-59. brown, h d. (2000). principles of language learning teaching. new york: pearson education, inc. cahyono, b. y. (2001). second language writing and rhetoric. research studies in the indonesian context. malang: state universiti of malang. retrieved june, 14th 2012, from http://en.wikie.pedia.org/wiki/jigsaw.classroom// fatimah, nur. (2018). students’ needs for academic writing at the english education department. english education department of english language teaching educational journal (eltej),1(3), 161-175 gebhard, j. g. (1996). teaching english as a foreign or second language. ann arbor: the university of michigan press. grabe w & kaplan, r.b. (1996). the theory and practice of writing. addison wesleylongman limited. harris, a, ansyar, m & radjab, d. (2014). an analysis of students’ difficulties in writing recount text at tenth grade of sman 1 sungai limau. english education program, state university of padang. eprints.ums.ac.id harmer, jeremy. (2007). how to teach english. cambridge: longman. humphrys, john. (2005). lost of words. hodder & stoughton. irfani, bambang. (2014). syllabus design for english courses. english education jurnal tadris bahasa inggris. 6(1). mukminatien, n. (2003). engaging efl students in indonesia with authentic task: possibilities within limitation. in h. w. kam & r.y.l. wong (eds.), english language teaching in east asia today: changing policies and practices (pp.187 194). singapore: eastern universities press. nunan, david. 1992. the learner – centred curriculum. cambridge: cambridge university press. o’neill, r. (1990). why use textbooks. elt journal 36:2: 104-11. pratiwi, kristy dwi. (2015). students’ difficulties in writing english (a study at the third semester students of english education program at university of bengkulu academic year 2011-2012). universitas bengkulu. ejournal iain bengkulu. rabbani, roberto & gakuen, bunan. (2002). the internet tesl journal, vol. viii, no. 5, may 2002 http://iteslj.org/ richards (1990) the english language teaching matrix: cambridge university press, rizkiah, kaswan, orilina. (2015). teaching writing narrative text using comic strip of the eighth students of mts syeh qurroal-alawi. stkip siliwangi. proceeding. unpublished. saehu, a. (2008). an analysis of english skripsi writing. unpublished thesis. bandung. indonesia university of education (upi). sapkota, ashok. 2012. developing students’ writing skill through peer and teacher correction: an action research. journal of nelta. 17:70-82. scovel, tom. 2001. www.ukessays.com yalden, j. (1987) principles of course design for language teaching. cambridge: cambridge university press. http://en.wikie.pedia.org/wiki/jigsaw.classroom/ http://iteslj.org/ http://www.ukessays.com/ resmini: efl students’ perception toward… 12 efl students’ perception towards the use of bahasa indonesia in an english classroom setya resmini setyaresmini@gmail.com ikip siliwangi abstract the issue of using first language (l1) in teaching english has always been a controversy in the field of teaching and learning english. the purpose of this study was to investigate the english as foreign language (efl) students’ perceptions towards the use of l1 (bahasa indonesia) in the english classroom. in this study, the descriptive qualitative method was employed. the participants involved in this study are 40 efl students in the second semester who learn general english in ikip siliwangi. a questionnaire which consists of 15 questions was distributed to the participants to gain primary data. to support the data from questionnaire, observation also conducted in the classroom. the findings reveal that the teacher’s use of bahasa indonesia brought positive/negative perceptions towards students. the students give negative perception towards the teacher’s use of bahasa indonesia in general english classroom. however, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa indonesia in the classroom. keywords: efl, first language (l1), foreign language, students’ perception. a. introduction the issue of the use of the students’ first language (l1) in the efl classroom has been debated for years. literature reflects uncertainties which surround this issue and various positions have been argued for. a number of studies have been conducted, which either support or oppose the use of l1 in efl classroom. several authors maintain that l1 has no essential role to play in efl teaching and that too much l1 use might deprive learners of valuable input in the l2 (ellis, 1984), but some of the researchers stress the value of using l1 and the positive role in the efl teaching (auerbach, 1993; schweers, 1999). in indonesia context, where english is taught as a foreign language, there are fewer chances for students to apply what they have studied outside the classroom, so the only exposure happened in the english classroom. as the consequences of this situation, it is common for efl teachers to use the students’ mother tongue as a tool to convey the message as a means of interaction both in english language institutes and in the classroom. meanwhile, previous research conducted by wong (2010) has studied about learning a foreign language and language use in teaching foreign language in the classroom. although many researchers believe that teaching through english gives better result and improvement to the students, research on indonesian students whose english is their foreign language needs to be explored further. mailto:setyaresmini@gmail.comnggi12001@mail.unpad.ac.id eltin journal, volume 7/i, april 2019 13 based on the issue above, this study focused on how the students perceived the use of l1 by the teacher in english learning classroom at ikip siliwangi. the purpose of this study is to give deeper insight into what students’ opinion toward the use of l1 by teacher during the teaching and learning process. the results also being expected to help teachers understand students preferences in the use of both bahasa indonesia as their mother tongue (l1) and english as target language (l2). b. literature review 1. the importance of students’ perception perception may be defined from physical psychological and physiological perspective. in this study, it will be limited to its scope as mentioned by allport (1996) who described that perception as the way we judge or evaluate others. furthermore, eggen and kauchak gave cognitive dimension of perception; they see perception as the process by which people attach meaning to experiences (eggen & kauchak, 2001). this is in line with forgus’ explanation that perception encourages all processes associated with the recognition, transformation, and organization of sensory information (forgus, 1966). based on the explanations of perception above, it can be related to the process of learning where the students gain information through experience and becomes part of one’s storage of facts. in other words, students can have a perception towards something if they have experienced the process as mentioned by forgus. thus, the way the students perceive the teacher’s language use in the classroom may significantly affect the students’ academic performance. 2. the use of l1 in efl classroom in indonesian classroom, english is being taught as a foreign language and is a compulsory subject. in the efl context, there are fewer chances for students to apply what they have studied outside the classroom. students more likely only read and speak english in their limited english class time. in such situation, teacher usually the only proficient speaker and role as comprehensible input provider. 3. the advantages of using l1 in the classroom the use of first language (l1) by the teacher has some advantages and disadvantages for students in developing their english skills. the following studies show the advantages of using l1 in the classroom. teacher’s use of l1 can help students to use the limited time efficiently with productive or communicative activities (atkinson, 1992: 351 in miles 2004). it means the interference of using l1 by the teachers can help students to use valuable class time efficiently. for the students, teachers who teach using l1 can help them find a new word in the target language. this is in line with statement from swain & lapkin (1998) who state that l1 can assist in the comprehension and memorization of l2 vocabulary. furthermore, the use of l1 in the classroom as a translation technique also can avoid misleading. this is because l1 translation is usually clear, short, and familiar, qualities that are very important in effective definitions. in addition, students also gain the benefit of the use of l1 in the classroom. they can clarify unfamiliar vocabulary and communicate grammar points especially when teacher delivered it by using l1 in the teaching process (storch & wigglesworth, 2003). this is in line with the purpose of grammar translation method (gtm) which allowing students to acquire a foreign language by learning and explaining grammar rules as the basis for drills and exercises in translating from the target language to the mother tongue. it can be concluded that the use of resmini: efl students’ perception toward… 14 l1 in the classroom allows learners to understand grammar as well as practicing and discussing the structure or pattern. based on the above studies, it can be assumed that the use of l1 by the teacher creates le ssthreatening atmosphere in english classroom. this situation also brings an advantage for both teacher and students to decrease students’ language anxiety in communication. besides, the use of l1 also encourages students to learn english. it also helps students to understand the expression used by the teacher. 4. the disadvantagegs of using l1 in the classroom based on the following studies, the use of l1 also shows some disadvantages to the english teaching process in the classroom. fillmore (1983) explained that the students who are used to hear their teachers using l1 will tend to ignore the target language. when teacher used l1 in the learning process, the students will be accustomed to the use l1 and will wait for the translations. this situation can lead to the failure of the maximum use of english. miles (2004) explained that the use of l1 by teachers can over simplify differences between two languages, create laziness among students and a failure to maximize english use in the classroom. furthermore, zacharias (2003) stated that l1 can be seen as a barrier to english exposure. this could be a main disadvantage of teaching foreign language since in english is considered as a foreign language and not being used in daily communication. c. research methodology this research is a descriptive research which uses qualitative method in order to explore students’ perception towards the use of bahasa indonesia in efl classroom. this research was conducted in a general english class in ikip siliwangi. the participants are 30 students in the second semester of mathematic department in ikip siliwangi.the main data for this research was gained through questionnaire. before administering the questionnaire, the researcher also observed and recorded the class in two hours to see the occurrences of bahasa indonesia in the classroom. the questionnaire contained 15 closed questions. the questions were categorized into following concerns: students’ preferences, students’ feeling, students’ perceptions, and the advantages and disadvantages toward teacher’s use of bahasa indonesia in english learning classroom.the questionnaire then distributed to 40 participants. all the questions and explanations were in bahasa indonesia in order to create relaxed atmosphere and to enable students to understand the instructions. the data from questionnaire were analyzed by calculating the frequency and percentage of students’ responses. the findings from questionnaire and observation are being presented and discussed in the following chapter. d. findings and discussion the following discussion shows the analysis of students’ perceptions toward teachers’ use of bahasa indonesia in the classroom based on the observation and questionnaire result. the discussion is divided into three parts: the first discussion is about the use of bahasa indonesia by the teacher in the classroom. the second part discusses the students feeling towards the use of bahasa indonesia by the teacher in the classroom. the last part explains the findings which relates to the advantages and disadvantages of the teacher’s use of bahasa indonesia in the classroom. eltin journal, volume 7/i, april 2019 15 1. the use of bahasa indonesia by the teacher in the classroom based on the observation in the class, the teacher used bahasa indonesia for some purposes. mostly, teacher used bahasa indonesia to clarify the explanation or to check students’ understanding. the topic discussed in the classroom was verbalizing algebraic expression. the explanation covered the vocabulary and pronunciation of mathematical symbols and numbers. teacher’s use of bahasa indonesia was seen when she explained the use of capitalization in pronouncing the formula. the formula was a=a², the teacher used bahasa indonesia when she asked students to read the formula in bahasa indonesia. the expression used was “a sama dengan a kecil kuadrat”. teacher used bahasa indonesia to explain about the formula. then she translated the formula into english expression. the purpose was to introduce the use of capital a (a) in the formula is pronounced differently with the small a (a). from the data, it can be seen that the teacher used grammar translation method in explaining the formula. this is in line with the statement from swain & lapkin (1998) which state that using l1 (bahasa indonesia) can assist students in the comprehension and memorization of l2. the use of bahasa indonesia also captured in the observation when the teacher checked students understanding about the subject she explained. the expressions used were “mengerti yah?” and “sudah bisa yah?” in addition, the findings from observation also show that the teacher used bahasa indonesia in the classroom to have small talk with the students. it was seen in when the teacher began the class. to break the ice, a small talk in bahasa indonesia with some of the students was occurred. this is in line with the idea that the use of bahasa indonesia can decrease students’ language anxiety in communication. 2. students’ feeling toward teacher’s use of bahasa indonesia in english learning classroom table 1. students’ preferences toward the use of bahasa indonesia in the classroom. no. statement sd d a sa f % f % f % f % 1. i prefer teacher using bahasa indonesia in general english classroom 7 17.5% 28 70% 5 12.5% 0 0% the table above shows us the students’ preferences toward the use of bahasa indonesia in general english classroom. it can be seen that 70% of the students disagree with the statement. furthermore, 17.5% of the students strongly disagree with the statement. from this data, it can be seen that the students preferred the teacher to use english in the classroom. however, there are 12.5% of the students who preferred the teacher to speak in bahasa indonesia during the english learning in the classroom. this finding leads us to the assumption that students have high expectation for the teacher to speak in english during the general english classroom. this is in line with the findings of students’ feeling towards the use of bahasa indonesia in the classroom. the questionnaire revealed that most of the students are not comfortable with the use of bahasa indonesia by the teacher. it can be seen from the table 2 below. resmini: efl students’ perception toward… 16 table 2. students feeling towards the use of bahasa indonesia in the classroom no statement sd d a sa f % f % f % f % 4. i feel more comfortable when the teacher explained the material in bahasa indonesia 7 17.5 % 1 6 40% 1 5 37.5 % 2 5% based on the findings above, it can be concluded that students feel and preferred for the teacher to use english when it is related to the material explanation. 3. students’ advantages and disadvantages toward the use of bahasa indonesia by the teacher the first advantage discussed in this part is the use of time in the classroom when the teacher used bahasa indonesia to explain the material. this is mentioned by atkinson (1992 in miles, 2004) who believed that teacher’s use of l1 can help students to use the limited time efficiently with productive or communicative activities. the table 3 below shows us the findings related to this issue. table 3. advantage: the use of time to learn effectively when the teacher used bahasa indonesia in the classroom no. statement sd d a sa f % f % f % f % 9 i can maximize the time to learn in the class when the teacher used bahasa indonesia to explain the material. 0 0 15 37.5% 25 62.5% 0 0% based on the table 3 above, most of the students agree to the statement. there are 62.5% of the students who agree. on the other hand, the rest of them (37.5%) disagree to this statement. it can be concluded that the teacher’s use of bahasa indonesia in the classroom helps the students to maximize their time to learn in the class. this finding also supported by the finding from observation where the students are more focused to the assignment after the teacher explained how to pronounce brackets in the formula. the teacher used bahasa indonesia to explain the use of bracket in the formula “in the brackets, jangan gini (bracket)”. furthermore, the finding also shows the use of bahasa indonesia by the teacher in the classroom also helps students to clarify unfamiliar vocabulary (storch & wigglesworth, 2003). it can be seen from the students’ response to the question number two in the questionnaire. eltin journal, volume 7/i, april 2019 17 table 4. advantage: better understanding of new vocabularies after the teacher translated it no. statement sd d a sa f % f % f % f % 2. i have better understanding when the teacher translated new vocabularies into bahasa indonesia. 0 0 2 5% 24 60% 14 35% from the table 4 above, it can be seen that almost all the students agree that they have better understanding when the teacher translated new vocabularies into bahasa indonesia. only 5% or two of the students disagree with this statement, the rest of them agree (60%) and even strongly agree (35%). this finding also supported by the finding from the observation where the teacher used bahasa indonesia to explain the material. it can be seen form the extract below. teacher wrote 𝒙𝟓 on the board and asked the students how to read the formula. then she wrote x to the (power of ) 5. teacher: do you know why there is a bracket? “karena ada yang suka menyebutnya to the power of five, ada juga yang menyebutnya to the 5”. based on the finding above, the teacher used grammar translation method to make better understanding of new vocabularies. however, this method also brings disadvantage in the process of learning english. the table 5 below shows us the finding from the questionnaire which relate to the disadvantage of the use of bahasa indonesia in the classroom. table 5. disadvantage: students being dependent on the teacher’s translation in the classroom no. statement sd d a sa f % f % f % f % 11. teacher’s habit in using bahasa indonesia makes me depend on her translating everything (the explanation) into bahasa indonesia. 5 12.5% 15 37.5% 17 42.5% 3 7.5% the table 5 above shows us the disadvantage of the use of bahasa indonesia in the classroom. there are 42% students agree with the statement and 7.5% strongly agree that they are being depended on the teacher’s translation into bahasa indonesia when she explain the material in the classroom. however, there are 37.5% of the students who disagree with the statement and 12.5% students strongly disagree that they are being depended to teacher’s translation. although the finding from the questionnaire of use of bahasa indonesia shows us disadvantage for the students, it still revealed some more advantages. one of the advantages revealed from resmini: efl students’ perception toward… 18 the questionnaire data deals with students’ confidence in the classroom. it can be seen from the questionnaires’ finding in number 6. the table 6 below shows us the data. table 6. students confidence related to the use of bahasa indonesia in the classroom no. statement sd d a sa f % f % f % f % 6. i feel more confidence when i used bahasa indonesia in the classroom to speak up my idea or answer question from the teacher. 2 5% 14 35% 21 52.5% 3 7.5% futhermore, this finding is opposite with the finding of question number 15 which stated that the use of bahasa indonesia in the classroom does not make the students less confident in speaking english. it can be seen from the table below. table 7. disadvantage: teacher’s use of bahasa indonesia makes students less confidence in speaking english. no. statement sd d a sa f % f % f % f % 15. teacher’s habit in using bahasa indonesia makes me less confidence in speaking english. 9 22.5% 18 45% 11 27.5% 2 5% the table 7 above shows us that 45% of the students disagree with the statement, while 22.5% of the students strongly agree. on the other hand, 27.5% of the students agree and only 5% students strongly agree that the use of bahasa indonesia in the classroom makes them less confidence in speaking english. furthermore, the questionnaire also reveals findings related to the students’ motivation in learning english. in the table below, from the question 5 and the question 14, we can see that the students still have the motivation to learn english whether the teacher used english or bahasa indonesia in the classroom. table 8. students’ motivation related to the use of bahasa indonesia in the classroom no. statement sd d a sa f % f % f % f % 5. when teacher used bahasa indonesia in the classroom, i feel more motivated to learn english. 8 20% 17 42.5% 11 27.5% 4 10% 14. ehen teacher used bahasa indonesia in the classroom, i feel demotivated to learn english. 24 60% 11 27.5% 3 7.5% 2 5% eltin journal, volume 7/i, april 2019 19 based on the findings, it can be concluded that the students’ motivation is not related to the use of bahasa indonesia by the teacher in the classroom. the findings have revealed the students’ preferences and feelings towards the teacher’s use of bahasa indonesia in general english classroom. in addition, the advantages and disadvantages of the teacher’s use of bahasa indonesia in the classroom also being discussed in this section. the next section extracts the discussion into conclusion of this study. e. conclusion based on the discussion above, it can be concluded that the use of bahasa indonesia by the teacher in general english classroom brought negative perception to the students. the negative perception towards the use of bahasa indonesia by the teacher in the classroom can be seen from the preference and the feeling of the students when the teacher used bahasa indonesia in the classroom. the students preferred the teacher to use english instead of bahasa indonesia in explaining the material in general english classroom. furthermore, the students feel more comfortable when the teacher used english in the classroom when it is related to the material explanation. however, students also expecting the teacher’s use of bahasa indonesia in the classroom when it is related to new vocabularies and structure. this also leads us to the conclusion that although students have negative perception towards the teacher’s use of bahasa indonesia in the general english classroom, they recognized the advantages that they gained from the teacher’s use of bahasa indonesia in the classroom. f. references allport, g. (1996). pattern and growth in personality. london: william clowes and sons, ltd. auerbach, e. (1993). reexamining english only in the esl classroom. tesol quarterly , 923. eggen, p., & kauchak, d. (2001). educational psychology: windows on classrooms. new jersey: prentice hall, inc. ellis, r. (1984). classroom second language development. oxford: prentice hall. fillmore, l. (1983). the language learner as an individual: implication of research on individual differencesfor the esl teacher. tesol '82: pacific perspectives on language learning and teaching. forgus, r. (1966). perception: the basic process in cognitive development. oxford, england: mcgraw-hill book co. miles, r. (2004). evaluating the use of l1 in the english language classroom: a case study in japan university. novitas royal youth and language journal 4, 64 95. schweers, w. (1999). using l1 in the l2 classroom. english teaching forum, 6-9. resmini: efl students’ perception toward… 20 storch, n., & wigglesworth, g. (2003). is there a role for the use of the l1 in an l2 setting? . tesol quarterly, vol 37, no 4, pp. 760-770. swain, m., & lapkin, s. (1998). interaction and second language learning: two adolescent french immersion students working together. modern language journal 82, 320 337. wong, r. (2010). the effectiveness of using english as the sole medium of instruction in english classes: students responses and improved english proficiency. porta linguarium 13 , 119 130. zacharias, n. (2003). teachers' beliefs about the use of the students' mother tongue: a survey of tertiary english teachers in indonesia. ea jou journal, p.44. eltin journal, volume 7/i, april 2019 21 questionnaire kuesioner ini bertujuan untuk mendapatkan data dalam penelitian saya yang berjudul “students’ perception towards the use of bahasa indonesia in the efl classroom”. saya sangat berterima kasih sekali jika anda mau mengisi kuesioner sesuai dengan apa yang anda rasakan / pikirkan. lengkapi kuesioner berikut dengan memberi tanda centang (√ ) pada kolom sesuai dengan pendapat anda. ts = tidak setuju s = setuju ks = kurang setuju ss = sangat setuju no pernyataan frequency / percentage ts ks s ss 1. saya lebih menyukai dosen menggunakan bahasa indonesia pada saat perkuliahan general english 7 17,5 % 28 70% 5 12,5% 0 0 2. saya lebih memahami ketika dosen menerjemahkan kata kata baru maupun text bacaan ke dalam bahasa indonesia 0 0 2 5% 24 60% 14 35% 3. saya lebih mengerti apa yang saya pelajari / apa yang harus saya lakukan ketika dosen memberikan penjelasan dalam bahasa indonesia 1 2,5% 6 15% 27 67,5% 6 15% 4. saya merasa lebih nyaman ketika dosen menerangkan materi dalam bahasa indonesia 7 17,5 % 16 40% 15 37,5% 2 5% 5. ketika dosen menggunakan bahasa indonesia, saya merasa termotivasi dalam belajar bahasa inggris 8 20% 17 42,5% 11 27,5% 4 10% 6. saya lebih merasa percaya diri ketika menggunakan bahasa indonesia saat mengemukakan ide/ pengalaman/ jawaban di kelas bahasa inggris 2 5% 14 35% 21 52,5% 3 7,5% 7. saat mempelajari struktur/ pola kata bahasa inggris (grammar), saya lebih mengerti jika dosen menjelaskannya menggunakan bahasa indonesia. 1 2,5% 9 22,5% 27 67,5% 3 7,5% 8. dengan dosen menggunakan bahasa indonesia, saya lebih memahami perbedaan tata bahasa indonesia dan bahasa inggris 2 5% 9 22,5% 23 57,5% 6 15% 9. saya dapat memaksimalkan waktu untuk belajar dikelas ketika dosen menjelaskan menggunakan bahasa indonesia. 0 0 15 37,5% 25 62,5% 0 0 resmini: efl students’ perception toward… 22 10. saya akan mengurangi partisipasi dalam aktivitas kelas ketika dosen tidak menggunakan bahasa indonesia. 12 30% 20 50% 8 20% 0 0 11. kebiasaan dosen menggunakan bahasa indonesia menjadikan saya selalu bergantung pada dosen untuk menerjemahkan segala sesuatu terlebih dulu. 5 12,5 % 15 37,5% 17 42,5% 3 7,5% 12. kebiasaan dosen menggunakan bahasa indonesia membuat saya menyepelekan arti penting bahasa inggris 10 25% 19 47,5% 8 20% 3 7,5% 13. saya memiliki sedikit kesempatan untuk mendengar dan menggunkana bahasa inggris ketika dosen menerangkan menggunakan bahasa indonesia. 2 5% 12 30% 20 50% 6 15% 14. saat dosen menerangkan menggunakan bahasa indonesia, saya tidak berkeinginan untuk mempelajari bahasa inggris lebih dalam. 24 60% 11 27,5% 3 7,5% 2 5% 15. kebiasaan menggunakan bahasa indonesian= yang dilakukan oleh dosen membuat saya takut melakukan kesalahan dalam menggunakan bahasa inggris 9 22,5 % 18 45% 11 27,5% 2 5% ratih inayah: improving… 25 improving students’ speaking skill through storytelling technique (an experimental study in a senior high school in bandung) ratih inayah stkip siliwangi bandung abstract in senior high schools, the objective of the speaking skill is challenging, so it is not easy to achieve. the teachers and students may face some problems in the teaching and learning of speaking. thus, this study attempts to investigate the effect of storytelling on students’ speaking ability and students’ attitudes toward its implementation of storytelling technique. this research was conducted at the tenth grade of a senior high school in bandung. it used a quasi-experimental design involving 30 students in the experimental group and in the control group respectively. the experimental group was given the treatment with storytelling technique, while the control group with conventional technique. the instruments used were speaking test (pre-test and post-test) given to both groups, and questionnaires to the experimental group only. the result of this study shows that : 1) the storytelling technique had an effect on improving students’ speaking ability because there was a significant difference between the posttest scores of students in experimental and control groups with the level of significance 0f 0,05 the t-observed (2,106) was higher than t-table (1,684). 2) overall, students’ attitudes toward the implementation of storytelling technique were positive because they enjoyed the learning process and they were interested in the story. moreover, the storytelling technique could help them to improve their speaking ability. keywords: speaking ability, storytelling, technique. eltin journal, vol 3/1, april 2015 26 a. introduction speaking is part of the language skills which is important for language learners to be developed. furthermore, according to richards (2008) as foreign language learners, we should master speaking skill in english as our priority. the indonesian government explicitly emphasizes that the aim of teaching and learning of english in indonesia is to make the students do something good with english. the aim in the speaking skill is challenging, so it is not easy thing. the teachers and students may face some problems in the teaching and learning of speaking. the inconvenient condition was appeared by the monotonous teaching technique used by some teachers. also sometimes the classroom activities tended to be teacher centered. some students sometimes were only passive in the teaching and learning process. this is the challenge for the teachers to control the students’ success in learning, they should be more creative. related to the problems above, it can be considered that in the efl classroom, teachers should try to develop speaking activities. the teachers should help their students by providing written texts to be learned to add their knowledge. the teacher should create a good learning situation in making the students fun, interested, and motivated in learning english. the motivation of learning the language can be enhanced by creating good media , conducive situations, creative activities, in which the students will be actively engaged in the learning process. there are many techniques that can be applied in teaching speaking, storytelling is one of the technique that can be applied in the teaching and learning of speaking. b. literature review 1. the nature of speaking according to thornburry (2005) speaking is a part of daily life that we take it for granted. brown (2001) defines speaking as an interactive ratih inayah: improving… 27 process of constructing meaning, involving producing , receiving, and processing information. its form and meaning are dependent on the context in which it occurs, including the participant, their collective experience s, the physical environment, and the purpose of speaking. related to the process of interaction, they who are involved in interaction will get valuable feedback from each other. harmer (2001) explains , in many situations productive skill is combined with the practice of receptive skills. the conversation between two or more people is a blend of listening and speaking where the comprehension of what has been said is necessary for what the participant says next. the two kinds of language skills: receptive and productive skills should be taught to the students in language instruction. receptive skills are the ways in which people extract meaning from the discourse they see or hear. speaking as one of the productive skills should be mastered by the students in order they can carry out a conversation with other people in a good way. 2. the importance of speaking in language learning speaking is considered as a very important aspect of learning a foreign language. as stated by bailey and savage (in celce and murcia, 2001) that speaking in a second language or foreign language has often been viewed as the most demanding of the four skills. teaching speaking means to teach students to produce the english speech sounds and sounds patterns, to use word and sentences stress, intonation patterns, and the rhythm of the second language, to select appropriate words and sentence according to the proper social setting, audience, situation and subject matter, to organize their thoughts in a meaningful and logical sequence, to use language as a mean of expressing values and judgments, to use the language quickly and confidently with few unnatural pauses, which is called as fluency (nunan: 2003) in line with nunan (2003) burns and joyce state that one of the most important aspects of speaking is that it always occurs within context. when we speak we are both using language to carry out various social functions and choosing forms of lnguge which relate in relevant wy to the cultural and social context. eltin journal, vol 3/1, april 2015 28 nunan (1991) says learning to speak in a second or foreign language will be facilitated when learners are actively engaged in attempting to communicate. speaking is closely related to self-realization; much of impression about people comes from what they say and how they say it. for the reason, the teaching of speaking should be able to give contribution to the improvement of students’ abilities. 3. the problems in teaching speaking skill students sometimes have some problems when they actually want to talk in front of public, or in this case is talk in front of the classroom. according to ur (1996) the problems in speaking activities are s follows : 1. inhibition. students are often inhibited about trying things in foreign language classroom, afraid to make mistakes or to be criticized, and shy to utter words. 2. nothing to say. students sometimes find fault that they do not have something to say. in other words, they cannot express themselves. 3. low or uneven participation. only one participant talks because of some learners dominate, while other speaks a little or not at all. 4. mother tongue use. in the class, all students share the same mother tongue, so they feel unnatural to speak in the foreign language. they are also less exposed and les disciplined or motivated one. burns and joyce (1999) identify three factors that may cause students reluctant to take part in classroom tasks involving speaking. they said learners are unwilling to participate in spoken tasks due to cultural factors, linguistic factors and psychological or affective factors. 1. cultural factors. cultural factors derive from students’ prior learning experiences and expectations created by these experiences. bern (2002) emphasize that each language has its own rules of usage as to when, how, and to what degree a speaker may impose a given verbal behavior on his or her conversational partner. ratih inayah: improving… 29 2. linguistic factors. linguistic factors that inhibit students to speak include (1) difficulties in transferring from the students’ first language to the sounds, rhythms, and stress patterns of english, (2) difficulties with the native speaker pronunciation of the teacher, (3) lack of understanding of common grammatical patterns in english and how these may be different with from their own language, (4) lack of familiarity with the cultural or social knowledge required to process meaning. 3. psychological or affective factors. the psychological or affective factor is one of the dominant factors that can affect language learning especially speaking. the factors include (1) culture shock, especially where new arrival are coming to a new country, (2) previous negative social or political experiences , such as war or personal trauma, (3) lack of motivation, especially where they may not have chosen to learn, have negative views of the target language culture or do not see a purpose in learning the language, (4) anxiety or shyness in class, especially if their previous learning and language learning experiences were negative, and (5) perceptions, some of which may also be cultural (e.g. they are too old to learn a new language). to sum up, the problems in speaking might happen to the students in the teaching-learning process, especially the feeling of anxiety. thus, in teaching speaking, teachers should always encourage the students , not allowing students to become discouraged when they make mistakes. they have to understand that making mistakes is part of the learning process. 4. the classroom speaking activities the teaching of speaking in target language should enable the students to use the language orally for many purposes. the success of the teaching-learning process can be achieved if the teacher can present the materials in such a good way that can increase the students’ interest. the teacher should be creative in presenting english to the students. they also have to practice various techniques of teaching, carefully select the materials, and use interesting instructional media that are eltin journal, vol 3/1, april 2015 30 suitable for the students in order to help them to speak in the language. harmer (2001) states that there are many classroom speaking activities that can be used in teaching a language, such as acting from the script, communication games, discussion, prepared talks, as well as simulation and role play. 5. definitions of storytelling coconi (2013) defined storytelling is the communicating of events through the use of words and sounds. this is an art of expression and improvisation, which revolves around a plot and/or narrative point of view. there are a number of different types of storytelling that are shared within many different cultures of the world, aiming to spread moral values, entertainment, inspiration and advice. maynard(2005) defined stories as the way people communicate their experience, the way they understand the experience of others, the way they liberate their imaginations, the way they make sense of the world and their own position within it. maynard (2005) stated that stories are important to people, politics, and education. stories are how people make sense of themselves and their worlds. "storytelling is a task shared by storyteller and story listeners, it is the interaction of the two that makes a story come to life" (baker and greene, 1985) i emphasize that the story has its own components; storyteller , story listener and a topic , and most of the stories are taken from real life . baker and greene(1985) stated several characteristics of a good story to have a single theme, clearly defined , a well developed plot ; the style should contain vivid words and pictures, having pleasing sounds and rhythm , should have characterization , be faithful to source , have dramatic appeal , be appropriate to listeners , be short and contains simple words and sentences , be effective, contain active verbs , avoid adjectives, contain expressions of opinion , cite quotes, facts, sources , be edited with appropriate punctuation, grammar and capitalization. barzaq ( 2009) defined storytelling as a knowledge management technique, a way of distributing information, targeted to audiences and a sense of information, she added that stories provide natural connection between events and concepts. ratih inayah: improving… 31 there are some types and purposes of storytelling,coconi (2013) divided it into cultural storytelling, family storytelling, personal storytelling, and apocryphal storytelling. 1. cultural storytelling cultural storytelling is defined by the transmitting and conveying of certain values, morals and beliefs. these stories are passed down from generation to generation in an engaging and memorable form. the stories that are given to children in an attempt to teach them the meaning of religion might be understood as cultural stories. 2. family storytelling family storytelling is thought of as the spoken history of a family, maintaining and preserving a long line of various events and experiences, while keeping traditions and expectations alight. storytelling that concerns a family heritage allows for a family identity to emerge, often bringing with it the finest traits of an ancestral history as a reminder to live up to something. this type of story can provide those who hear it with the motivation to live up to past family achievements. 3. personal storytelling through living, everyone is in the constant and ongoing process of composing a personal story. the stories are formed personally and concern individual lives. they are composed to remember, change and find meaning to life. through personal storytelling, the teller is able to share his experiences with others and possibly motivate and inspire. personal storytelling might also take the form of a biography or a biographical novel. 4.apocryphal storytelling apocryphal stories are presented to the listener as unlikely and often unbelievable truths, or doubtful stories told as fact. these stories are more commonly known as "urban myths." "apocryphal" derives from the greek word "apocrypho", meaning "hidden." generally, this is a eltin journal, vol 3/1, april 2015 32 type of storytelling that revolves around things of fear or things that cannot be fully understood. c. research methodology as this research addressed both quantitative and qualitative questions, the methods used in this research falls under mixed methods. according to creswell (2003) mixed methods procedures developed in response to a need to clarify the intent of mixing quantitative and qualitative data in a single study. research question number one is answered quantitatively. this research is conducted to find out the significance of pre recorded narrative text in developing students’ listening comprehension. since experimental method is chosen to test the hypothesis provided, this research tangled two groups; the first group will be control group and the second group will be an experimental group. this research used experimental method because in an experiment, investigators may also identify a sample and generalize to a population, this is inline with cresswell (2003) stated that the basic intent of an experiment is to test the impact of a treatment (or an intervention) on an outcome, controlling for all other factors that might influence that outcome . the research design for this experimental research is the quasiexperimental design. in this design, a popular approach to quasiexperiments, the experimental group a and the control group b are selected without random assignment. both groups take a pretest and posttest. the experimental group receives pre recorded narrative text treatment, while the control group receives other technique. the other technique is direct oral story reading. according to nunan (1992), there are times when, if we are to carry out an experiment at all, it will have to be with intact groups of subjects, that is, subjects who have been grouped together for reasons other than the carrying out of an experiment. in these situations, while the internal validity of the experiment is weakened, it may still be thought desirable to proceed with the research. furthermore, as hatch and farhady (1982) mentioned that due to some limitations it is difficult to construct a true experimental design, however it does not meant that the researcher can abandon the research and let it invalid. that is the reason why, the researcher has to reach the ratih inayah: improving… 33 goal as closely as possible to meet the standards of true experimental design. in cases like this, the research speaks of quasi-experimental design rather than another design. the variables investigated are independent and dependent variables. nunan (1995) states that the variable which the experimenter expects to influence the other is called the independent variable while the variable upon which the independent variable is acting is called the dependent variable. in this research, the dependent variable is students’ achievement in speaking skill, while, the independent variable is storytelling technique. hypothesis this research is begun with null hypothesis (h0) where experimental and control group are similar. h0 : µexperimental = µcontrol it means that there is no difference between the experimental group and the control group in the mean adjustment level (gerald kranzler and janet moursund;1999). hatch and farhady (1982) stated that whenever we hope that some techniques have helped our sample so that they can perform better than the population from which they were selected, we use null hypothesis. by using null hypothesis, every possibility of the research can be shown. if the hypothesis is rejected, it can be concluded that experiment works. while, if the hypothesis is accepted, the experiment doesn’t work. so, the null hypothesis arouses in this research that storytelling technique is not effective in improving students’ speaking skill in learning english. population and samples the population of this research is the tenth grade students of sma x in bandung which is grouped into 5 classes. each class consisted of 30 students, so the total population is 150 students. the samples of this research are two classes (b1 and b2). the first class is the experimental group and the other is the control group. it assumed that both classes have the same range of ability based on the classification made by the school. each class consisted of 30 students. so, the total number of the sample is 60 students. during the experiment, the experimental group was treated by using story telling, and the control group was treated by other technique. eltin journal, vol 3/1, april 2015 34 d.result in conducting the experimental research, both groups taken, experimental group and control group, both should have no difference in means adjustment level at the beginning of the experiment. in order to find out whether or not both groups were homogenous, the result of pretest score of both classes was then calculated by using t-test for independent samples. below is the finding of high achiever students and low achiever students. neni’s answer dimension progress session 1 (pre test) session 2 session 3 session 4 session 5 session 6 session 7 (post test) theme 70 70 75 80 80 80 90 plot 60 70 70 70 70 70 80 setting 70 70 80 80 80 80 90 characters 60 70 70 70 70 70 80 dialogue 60 70 70 70 70 70 80 point of view 50 60 60 60 60 60 70 style 70 70 80 80 80 80 90 hari’s answer dimension progress session 1 (pre test) session 2 session 3 session 4 session 5 session 6 session 7 (post test) theme 40 40 45 50 50 60 60 plot 30 40 40 40 40 50 50 setting 50 50 60 60 60 70 70 characters 40 40 50 50 50 60 60 dialogue 60 70 70 70 70 70 80 point of view 30 40 40 40 40 50 50 style 40 40 50 50 50 60 60 ratih inayah: improving… 35 after doing the statistical computation, this research finds the pretest data to be analyzed: table 4.2 group statistics class n mean std. deviation std. error mean pretest experimental 30 75.60 9.107 1.663 pretest control 30 75.67 6.424 1.173 table 4.3 independent samples test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error diffrence lower upper pretest equal variances assumed 2.938 .092 .033 58 52.131 .974 .974 -.067 -.067 2.035 2.035 -4.140 -4.149 4.006 4.016 after computing the pretest scores obtained by the experimental and control group, this research discovers that the mean of the experimental group is 75.60, standard deviation 9.107 and the standard error mean 1.663. whereas, the mean score of control group is 75.67, standard deviation 6.424 and standard error mean 1.173. , and sig (2tailed) was 0.974. the analysis of posttest data is performed by doing similar steps as the pretest data. table 4.5 group statistics class n mean std. deviation std. error mean posttest experimental control 30 30 79.30 75.40 8.039 6.185 1.468 1.129 eltin journal, vol 3/1, april 2015 36 table 4.6 independent samples test levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2tailed ) mean differe nce std. error differen ce 95% confidence interval of the difference lowe r upper posttest equal variance s assumed 2.514 .118 2.106 58 54.421 .040 .040 3900 3900 1.852 1.852 .193 .188 7.607 7.612 from the computation of the posttest scores of both the experimental and control groups, the research shows that after being given some treatments, there are several differences between the scores. the mean score of experimental group is 79.30, with standard deviation 8.039, and standard error mean 1.468. in addition, the control group’s mean score is 75.40, with standard deviation 6.185, and the value of standard error mean is 1.129. in the table t-test for equality of means, it is found that the tobt of the posttest is 2.106 with df =58, and tcrit = 1.684 at the 0.05 level of significance . here, the research shows that tobt is greater than tcrit, so the null hypothesis is rejected , or the different scores on the posttest are statistically significant. in other words, it is assumed that storytelling technique is effective in improving students’ speaking skill. e. conclusions based on the result of the research, it can be concluded that storytelling technique works effectively in improving students’ speaking skill. the result of the research proved that the students who were taught by using ratih inayah: improving… 37 storytelling have better performance in speaking skill than those who were taught by conventional technique. references brown, h.d. 2001. teaching by principles: an interactive approach to language pedagogy. new york: addison wesley longmn inc. burns, a. & joyce, h. 1999. focus on speaking. national centre for english language teaching and reserch. sydney: macquarie. celce, m & murcia. 2001. teaching english as a second or foreign language. (3rd ed). boston: heinle & heinle. coconi,a. 2013. [online] available http://www.ehow.com/info_ 8771474_typesstorytelling.html [ june 11 2014] creswell,j.w.2003.research design, second edition. california: sagepublications, inc. farhady. 1982. research design and statistic for applied linguistics. massachusetts: newburry house publisher, inc. harmer, j. 2004.how to teach english :an introduction to the practice of english language teaching.kualalumpur: longman. maynard .b. .2005. the importance of story. available in : http://subversiveinfluence.com/2005/01/the-importance-ofstory/ [ june 12 2014] richard, j.c. 2008. teaching listening and speaking : from theory to practice. new york: cambridge university press. thornburry, s. 2005. how to teach speaking. essex: stenton associates ur. p. 1996. a course in language teaching: practice and theory. new york: cambridge university press isi jurnal vol 3 no 1.pdf chapter 1 siti.pdf chapter 5 angga maulana.pdf efransyah: teaching derivational process… 23 teaching derivational process to compose proper sentence efransyah efransbae@gmail.com ikip siliwangi abstract the title of this research is teaching derivational process to compose proper sentence. the objective of this study was to prove whether or not that teaching derivational process influences students’ ability in using the proper words in constructing proper sentence. the group pre-test post-test design and quantitative method were used in this research. there were 26 students in this research to be entire population and they are from smk mohammad toha cimahi. this research used pre-test and post-test as the instruments. the data were collected by giving the instruments to the students, both pretest (before giving the students treatment) and post-test (after giving the students treatment) and to analyze the data, the writer used t-test formula. the result of this study showed that the mean score of pre-test was 50,38, the mean score of post-test was 82,30, the t-obs was 10, 96, the t-table with degrees of freedom (df) was 25 and level significance at 5 % (0,05) was 1,71. from the data analysis, the writer concluded that the students’ understanding about derivational process influenced their ability in using the proper word in constructing proper sentence and it also meant that the t-observe was higher than ttable (10,96 > 1,71), so the alternative hypothesis was accepted. keywords: derivational process, proper sentence. a. introduction according to hornby (1994), language has couple meanings: (1) system of sounds, words, patterns, etc used by human to communicate thought and feelings. (2) form of language used by a particular group, nation, etc. (3) manner of expressing oneself. (4) words, phrase, etc which are used by particular group of people. (5) systems of sign, symbol, gesture, etc used for conveying information.basically, language is a tool of communication therefore the speakers are demanded to enrich their vocabularies, and so in english. most english speakers are misunderstanding about the way to improve their vocabularies by memorizing new words but at the same time they forgot the old ones. actually they can enlarge their vocabularies by understanding the roles of derivation. according to huddleston (2005) derivation is the extension of base from one category to another. in line with this, plag (2002:20) states that derivation is a process to create a new word formation by changing the part of speech or syntactic category. we can set up four large syntactic categories (or words class) on the basis of their positions in english sentence patterns: nouns, verbs, adjectives and adverbs. a very high percentage of english words – possibly as high as 90 per cent – fall into one or more of these classes. mailto:efransbae@gmail.com eltin journal, volume 7/i, april 2019 24 it is necessary to understand part of speech in constructing proper sentence in order to be able to place the proper word. one of the ways to recognize part of speech is by affixation. in this research is emphasizing on derivational process by suffixes not prefixes for derivational suffixes are able to change a part of speech to be others. the most of time, but not always, derivational suffixes mark a difference in word classes. for example: create (verb), creation (noun), creative (adjective), creatively (adverb). learning to derive words correctly comes only with practice. it is impossible, for practical purposes, to make roles concerning which verb take –ment, which take –ion, which take –ence, which take –al, etc, to form noun. we simply have to learn these matters trough practice. based on the introduction above, the purpose of this research was to prove the differences between students’ ability in using proper words of derivational process before having the pretest (treatment) and after having it. b. literature review 1. derivation derivation is the morphological process that results in the formation of new lexemes (lyon, 1997:522). it involves or may involve many variables in an open class (strong, 1968:101). based on croft (1960:125) “derivation is describing a real process of words formation in the english language.” in linguistic, derivation is used to form new words, mostly by combining with affixes. they modify the meaning base. in many cases, derivational affixes change both the syntactic categories and the meaning, the modification of the meaning is sometimes predictable. affixation of derivations are bound morphemes. in that case, derivation differs from compounding. derivation may occur without changing the syntactic category. for example: help (noun) and to help (verb). from the definition, it can be concluded that derivative is a word created by adding affixations both prefixes and suffixes to the base. there are some patterns in derivational process. they are to form verb, noun, adjective and adverb. a. to form verb there some suffixes which are added to the base to form the verb. suffixes “ate, ize. fy, and ize are added to noun, while “ en, ize and fy are added to adjective to form the verb. for example: table 1. to form verb base suffixes derivative facility (noun) ate facilitate (verb) bright (adjective) en brighten (verb) the example above showed that suffixes “ate and en” could be attached to the base words (noun and adjective) to form a new meaning and to change the part of speech. b.to form the noun some suffixes such “age, ance, ment, ing, ion, tion, can be attached to noun, suffixes “ce, cy, ity, ness, ure, and al to adjective and “hood, ship, ism, er, or, ar, cy, ee, er, ian, ist and ster are added to noun to form a new noun. here are the examples. efransyah: teaching derivational process… 25 table 2. to form noun base suffixes derivative carry (verb) age carriage (noun) bright (adjective) ness brightness (noun) brother (noun) hood brotherhood (noun) the example above showed that suffix “age” is attached to carry (verb), “ness” to bright (adjective) and “hood” to brother (noun). they create new meaning and part of speech. c. to form adjective in forming adjective, there are some suffixes are attached to the base of word (noun and adjective). suffixes “y, ful. al, ar, less, ary, ic, ish, en, ed, like, ous are attached to noun while “able, ous, ant, ent, ive, ing and ed to verb” to form adjective. for example: table 3. to form adjective base suffixes derivative blood (noun) y bloody (adjective) agree (verb) able agreeable (adjective) the example above showed that suffixes “y and able” are attached to blood (noun) and agree (verb) become adjective. c. to form adverb adverb can be formed from adjective formation by adding suffixes “ly, and ably” which are attached to the base of the words. here are the example: table 4. to form adverb base suffixes derivative general (adjective) ly generally (adverb) sensible (adjective) ably sensibly (adverb) the example above showed that suffixes “ly and ably” are attached to the base (adjectives) to be adverbs. 2. sentence based on traditional grammar, sentence can be divided into two aspects, which are meaning and function aspect. a sentence is an independent group of word which expressed a complement thought. every sentence must contain a subject (express or implied) and a predicate. the subject is that of which something is said, asserted, and predicated. the predicate is that which is said, asserted, predicated pf the subject. the subject of the sentence must be noun or a noun equivalent; and the predicate must contain a finite verb (one that is capable of asserting, having limit of version and number, which the non finite or infinite, verb lack). eltin journal, volume 7/i, april 2019 26 a. part of sentence 1) subject subject is the second most important syntactic function after the predicate. generally, subject is a noun, a noun phrase, or a noun clause; for example: a) the boy is having breakfast. b) those who believe in god will get a better life in here after. c) internet is a kind of sophisticated media. d) learning english is an obligation for students. e) to understand each other is an important thing in making friendship. subject usually put on the left of predicate, but if the subject has a longer construction then the predicate, the subject can be put in the end of the sentence; for example: a) the child whom you gave money just now is billy. b) billy is the child whom you gave money just now. c) the car which i park in the garage is ferrari. d) ferrari is the car which i park in the garage. e) the plants which mostly grow on the sea shore are coconut trees. 2) predicate predicate is a main construction which followed by subject complement on the left and if there are available, some constituent of object, complement and/or adverbial on the right. it is usual that a predicate of a sentence is a verbal phrase or adjective one. in the typed-sentence of s-p, the predicate put also be a noun phrase, numeral, or prepositional; for example: a) he is sleeping. b) that woman is very beautiful. c) my father is an english teacher. d) his bicycles are two. e) please, you downstairs. 3) object object is a sentence constituent which its attendance is a need for transitive verb in active sentence. it is usually put directly after the predicate. generally, object constituent is a noun, noun phrase or clause; for example: a) she bought a bag. b) she bought a big bag. c) she bought a bag which is the same style as mine. d) she bought a bag which is the same style and the same color as mine. e) she bought a bag which is the same style, the same color and the same price as mine. 4) complement it is understandable that to differ between object and complement is rather difficult, for both constituent are identical. object or complement often formed as a noun, and their place is mostly after the verb; for example: a) she looks beautiful in red. b) he becomes rich after winning the lottery. c) most plants grow fertile in rainy season. d) you drive him crazy thinking about you. efransyah: teaching derivational process… 27 e) i saw him crossing the street. 5) adverbial adverbial is a function having many varieties and could be put in the beginning, the end or even in the middle of a sentence. generally, the attendance of adverbial in a sentence is arbiter. adverbial constituent usually formed as a noun phrase, prepositional phrase or adjective phrase. adverbial meaning is depended on combination of elements which build it; for example: a) i was born in a village forty kilometers east from bandung. b) most students in my class go to school by public transportation. c) she will celebrate her birthday next two weeks. d) i always spend the night in my grand father’s house at weekend. e) sometimes i wonder why i had to do such a fool thing. 3. the correlation between the part of speech and function of words as we discussed previously that every word in a sentence has function and part of speech. subject is always noun and pronoun, predicate is always verb, object is always noun and pronoun, complement is always out of verb, it can be noun, pronoun, adverb and adjective and adverb is both function and part of speech. a) the plane will depart very soon. its departure will be announced. depart as predicate, the part of speech as verb. departure as subject, the part as speech as noun. b) everyone needs education to become educated. education as object, the part of speech as noun. educated as complement, the part of speech as adjective. c) be careful. you must carefully pick out all the bits of the broken glass. careful as complement, the part of speech as adjective. carefully as adverb, the part of speech as adverb. d) i believe in god. such a belief will help me living in the here after. believe as predicate, the part of speech as verb. belief as subject, the part of speech as noun. e) i like science. i want to be a scientist. science as object, the part of speech as noun. scientist as object, the part of speech as noun. 4. sentence construction based on the number of clause, sentence can be classified into simple sentence, compound sentence, complex sentence and compound complex sentence. a. simple sentence the simple sentence contains one subject and one predicate, either or both of which may be compound. it has only the noun-subject and the verb-predicate. the predicate verb may be any finite verb form found in the inflection of a full verb. eltin journal, volume 7/i, april 2019 28 wardaugh (1972:251) stated that simple sentence is a sentence containing a single clause. a simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. 1) government made a new regulation on electric tariff. 2) many students have been good at reading english. 3) my sister applied for a job as a secretary. 4) children need attention from their parents. 5) my brother is an active english speaker. b. compound sentence a compound sentence is a composed of two or more independent clauses, either or both of which may contain one or more adjective, adverb or noun clause. wardaugh (1972:238) stated that compound sentence is a sentence containing two or more independent clauses and no dependent clauses. a compound sentence contains two independent clauses joined by coordinator. the coordinators are as follows: for, and, or, but, nor, yet, so. (helful hint: the first letter of each of the coordinator spells fanboys). the following examples are compound sentence. each sentence contains two independent clauses, and a coordinator joins them. 1) government made a new regulation on electric tariff and it caused demonstration in the country. 2) many students have been good at reading english but they are still poor at speaking it. 3) my sister applied for a job as a secretary but she didn’t succeed. 4) children need attention from their parents or they will search for it out there. 5) my brother is an active english speaker and he plans to continue his study abroad. c. complex sentence any sentence that contains one principal clause and one or more subordinate (or dependent) clauses are called a complex-sentence. wardaugh (1972:238) stated that complex sentence is a sentence containing one independent clause and one or more dependent clause or embedded verbal. a complex sentence has an independent clause joined by one or more dependent clauses. a complex sentence always has a subordinator such as because, since, after, although, or relative pronoun such as that, who, or which. 1) government made a new regulation on electric tariff so that most people disagree of the regulation. 2) many students are still poor at speaking english so they must practice more of their speaking ability. 3) my sister did not succeed applying a job as a secretary although she graduated from secretary academy. 4) children will search for attention out there because they cannot have it at home. 5) my brother plans to continue his study abroad after he possesses his diploma degree. d. compound complex sentence a compound complex sentence is a composed of two or more independent clauses and one or more dependent clauses. a compound complex sentence contains coordinator and subordinator to join the clauses. 1) government made a new regulation on electric tariff and it caused demonstration in the country because most people disagree of the regulation. efransyah: teaching derivational process… 29 2) many students have been good at reading english but they are still poor at speaking it so they must practice more of their speaking ability. 3) my sister applied for a job as a secretary but she did not succeed although she graduated from secretary academy. 4) children need attention from their parents or they will search for it out there because they cannot have it at home. 5) my brother is an active english speaker and he plans to continue his study abroad after he possesses his diploma degree. c. research methodology the quantitative research is applied in this research, where the study is designed to test hypotheses through the use of objective instruments and statistical analysis. the research was conducted in al ilyas vocational high school, to be more specific in one class of eleventhgrade students of tkj 1. this class consists of 29 students, 15 boys, and 14 girls. in considering the objectives and the problem in this study, the pre-test pot-test design was applied by the writer. one group pre-test pot-test design differs from the other design that the questionnaire is given two times, the first one as a pre-test (o1) before students get the treatment about the way to put a proper word in the sentence and the second one as pos-test (o2) after students get treatment. in using one group pre-test pos-test design, the writer classified some students from different level of ability. the total number of the students were twenty six students. as the first test to analyze the students’ ability, the writer used pre-test to comprehend derivatives before giving the treatment while the post-test was given to analyze the students’ ability after having the treatment. the population was the first grade students of smk mohamad toha cimahi which was also taken as a sample (entire population). the students consisted of 26 students. the instruments used to collect the data were writing essay test (pre-test and post-test) as instruments of this research. in this research, both of pre-test and post-test were given to the students who had the same problems. there are 10 questions of essay, each question gives 10 points if the students answer correctly. then, teh data collected was analyzed by using t-test formula with significant level at 5%. here is the the t-test formula: 1. t-test t = 21 21 xx xx ss    2. in finding out the mean score from the test, the writer used the following formula:  x = n x 𝑥 = mean ∑x = the students’ score n = the amount of the students eltin journal, volume 7/i, april 2019 30 3. the standard deviation is a short of average distance in measuring the sample mean (burn, 1994:39). s = 1 )( 22    n n x x 4. to compare between the obtained t (tobs) with the table entry for relevant df and level of significance, the degree of freedom is required. the formula of degree of freedom is as follow: df = n-1 d. findings and discussion this section elaborates the result of the research based on the data obtained from pre-test and post test. the followings are the result of pre-test and post-test as follows. table 1. students’ score of pre-test and post test students score pre-test post-test 1 60 100 2 70 100 3 40 60 4 50 90 5 40 80 6 70 100 7 50 70 8 50 80 9 50 80 10 50 70 11 50 70 12 50 90 13 40 80 14 60 100 15 60 80 16 50 90 17 50 70 18 70 90 19 30 90 20 30 80 21 40 70 22 50 70 23 70 90 24 60 80 25 20 60 26 50 100 total 1310 2140 efransyah: teaching derivational process… 31 1. pre-test score table 2. students’ score of pre-test and a. mean  x = n x  x = 26 1310  x = 50,38 b. standard deviation s = 1 )( 22    n n x x s = 126 ) 26 1310 (70100 2   s = 25 37,253870100  s = 25 63,67561 s = 46,2702 s = 5,19 students x x2 1 60 3600 2 70 4900 3 40 1600 4 50 2500 5 40 1600 6 70 4900 7 50 2500 8 50 2500 9 50 2500 10 50 2500 11 50 2500 12 50 2500 13 40 1600 14 60 3600 15 60 3600 16 50 2500 17 50 2500 18 70 4900 19 30 900 20 30 900 21 40 1600 22 50 2500 23 70 4900 24 60 3600 25 20 400 26 50 2500 total ∑x = 1310 ∑x2 = 70100 eltin journal, volume 7/i, april 2019 32 b. post-test score table 3. students’ score of post-test a. mean  x = n x  x = 26 2140  x = 82,30 b. standard deviation s = 1 )( 22    n n x x s = 126 ) 26 2140 (171000 2   s = 25 92,6773171000  s = 25 08,164226 s = 04,6569 s = 8,10 students x x2 1 100 10000 2 100 10000 3 60 3600 4 90 8100 5 80 6400 6 100 10000 7 70 4900 8 80 6400 9 80 6400 10 70 4900 11 70 4900 12 90 8100 13 80 6400 14 100 1000 15 80 6400 16 90 8100 17 70 4900 18 90 8100 19 90 8100 20 80 6400 21 70 4900 22 70 4900 23 90 8100 24 80 6400 25 60 3600 26 100 10000 total ∑x = 2140 ∑x2 = 171000 efransyah: teaching derivational process… 33 the degree of freedom is: df = n-1 n = the amount of the students df = 26-1 df = 25 the critical value of t-table at the 0,05 of significance level for this degree of freedom 5 % from 25 was 1,71. the final calculation is t-test. t = 21 21 xx xx ss    t = 10,819,5 30,8238,50   t = 91,2 92,31   t = 10,96 2. discussion the analyzed data showed that: m 1 = 50,38 m 2 = 82,30 tobs =10,96 the t-critical value degree of freedom (df) = 26-1 = 25 and the significance level = 5 % = 1,71 from the analyzed data above mentioned, the writer could conclude that the alternative hypothesis could be accepted because the tobs was higher than t-table (10.96 > 1,71). it also meant that understanding the part of speech and the function of each word influenced the students’ ability in using proper words in sentence construction. in this case, the proper words by using derivatives. e. conclusion from the data analysis above mentioned, it can be concluded that the alternative of hypothesis was accepted because the t-observe was higher (10.96) than t –table (1,71). it also means that teaching derivation process is influencing students to enrich their vocabularies and to use the proper words in constructing proper sentence. the technique of teaching derivational process is also necessary for the students in supporting their comprehension to use a proper word. therefore, it can be inferred that the students who memorize the suffixes will recognize the part of speech. then, the students who understand the function of each word and the part of speech can place a proper word in constructing proper sentence. finally, the students who understand the function and the part of speech can see the correlation between the previous words and the following one. from this research, some suggestions are proposed both for the teachers and the students such follow: 1) the teachers has to improve his technique, ability in teaching derivatives and giving more exercises to the students to make them familiar with derivational processes 2) to enrich vocabularies, the students need to recognize the pattern of derivatives, part of speech and eltin journal, volume 7/i, april 2019 34 function of words in order to be able to use the words properly and correctly in constructing proper sentence. f. references croft, kenneth. (1960). reading and word study. prentice-hall, inc. frank, marcella, 1972. modern english: a practical reference guide. new jersey. prentice hall, inc. hornby, a.s. 1994. oxford advance learner dictionary. oxford university press. huddleston, rodney and pullum, goeffrey k. (2005). a student’s introduction to english grammar. united kingdom. cambridge university press. lyon, jhon. (1981). language and linguistics. cambridge university press. plag, ingo. 2003. word formation in english. camridge. university press. wardaugh, ronald. (1997). introduction to linguistic. usa: mcgraw-hall inc. utut kurniati: the myth of material 17 the myth of material success as reflected in sam walton: made in america-my story utut kurniati swadaya gunung jati universityof cirebon abstract american myth of material success had been orchestrated five basic beliefs that were reflected in sam walton‟s biography, sam walton: made in america-my story. those beliefs were: 1) having a strong will to be successful man in america, sam walton was aware that the american democracy allowed its citizens to rise above any limitation in which they may have been born; 2) then, he rose up from his limitation by hard work. his hard work successfully brought him to the riches and physical comforts; 3) he believed that those rewards came to those who were deserving of them (virtuous); 4) he also believed that those rewards came to those who had the drive and ambition to attain them. therefore, he was optimistic to attain success in america; 5) hard work to attain success made sam walton a lucky man who received good luck in his life. as a result, his dream of being a successful man in america came true. keywords: the myth of material success, american dream, hard work. a. introduction america is a dream land for everyone who wants to live successfully. every american citizen has desire to be successful because they believe that success will give happiness in their life. they work very hard because they believe that by working hard they will reach success. for most of americans, success itself means material success, such as owning well-known brand of cars, owning nice and big house in elite area, luxurious jewellery, having big salary, having much money, and so on. as it is written in popular culture: an introduction text: they worked hard, rose through the ranks, and were rewarded by fame and or fortune. and that is the american myth of success. with hard work comes achievement, and with achievements comes the material comforts of the american dream and sometimes even great riches and a place in history. (nachbar and lause, 1992: 135) from the statement above, it can be seen that by hard working people will reach good fortune and fame and result in wealth. for americans, being wealthy means holding the power, status, and respect. those are what the people dream in their life. these rewards come to those who deserve them, who have the drive and ambition to attain them. one of popular successful businessman in america is sam walton. he was included in time magazine's list of 100 most influential people of the 20th century. he was honored for all his pioneering efforts in retail in march 1992, when he received the presidential medal of freedom from president george h. w. bush. forbes magazine ranked sam walton as the richest man in the united states. in 1992 he wrote his biography entitled sam walton: made in america-my story. it reveals his true story of a poor town boy who became the richest businessman in america. http://www.answers.com/topic/time-album http://www.answers.com/topic/time-album http://www.answers.com/topic/time-album http://www.answers.com/topic/20th-century http://www.answers.com/topic/1992 http://www.answers.com/topic/presidential-medal-of-freedom http://www.answers.com/topic/george-bush eltin journal, volume 2/i, april 2014 18 according to abram, a biography is recognized as a literary work because it is regarded as a piece of documentary evidences which is believed to be product of the author‟s perception, thought, and feeling. abram in the mirror and the lamp states that “a work of art is essentially the internal made external, resulting from a creative process operating under the impulse of feeling and embodying the combined product of a poet‟s perception, thought, and feeling” (abrams, 1975: 23). sam walton worked very hard to reach american dream and finally he attained success in his life. he communicated the inspiration, heart, virtues, and optimism that drove him to reach his dream. he grew up and everyone could see how determined he was to succeed and as time passed he went from a poor town boy to the richest man in the world. in america, beliefs and values that exist in the society cannot be separated from the existence of myth because myth is the foundation for the development of the beliefs and values in the society. considering that the sam walton‟s biography is about how hard sam walton‟s struggle, ambition, success, wealth, virtues, and popularity, the clearest aspect of popular culture contained in sam walton‟s biography is about american myth of material success. therefore, it will be very interesting to dig up further the american myth of material success as reflected in sam walton‟s biography, sam walton: made in america, my story. b. research method 1. data collection the data are stated in the form of words or sentences. the source of data that was employed in this research was sam walton‟s biography, sam walton: made in america, my story. it was written by sam walton and john huey in 1992 and was published in new york by dobleday. the main source of data of this research were taken from sam walton‟s statements that expressed his ideas, opinions, feelings, thoughts, and his struggle from he was poor boy until he became a successful business and the richest man in america. while the supporting data were taken from other sources like books, essays, websites, articles, etc. which could support the analysis. collecting and analyzing data were done by the researcher at the same time. as stated in metodologi penelitian kualitatif written by h.b. sutopo: “…dalam penelitian kualitatif proses analisis sudah harus dilakukan pada bersamaan dengan pengumpulan data. bilamana hal itu tidak dilakukan maka akibatnya peneliti akan banyak menghadapi kesulitan karena banyaknya data yang berupa deskripsi kalimat” (sutopo, 2002:97). the first step, the researcher started reading the source of data, sam walton‟s biography, sam walton: made in america, my story by sam walton and john huey, published by dobleday in new york in 1992 repeatedly and carefully in order to have deeper understanding and to find out a common issue that was reflected in this biography. the second step was analyzing data by taking notes of the main data related to the issue and finding and analyzing other resources considered as supporting data. the last step was drawing conclusion. 2. analysis success in america is associated with the realization of the american dream component. marsden argued that the lavish array of material objects, which are the components of the american dream (marsden in nachbar and lause, 1992: 135). materialistic view of life which is defined as a view that measures everything based on physical appearance, such as big and utut kurniati: the myth of material 19 luxurious house, expensive car, luxurious jewelers, and so on, motivate the americans to get what they want in anyway. both materialism concept and materialistic view of life is strongly influence the americans to ignore their norms and values in achieving their material comforts. the american people regard money as the most important thing in their life. in their mind, material is the most invisible thing to get happiness. as a result, twentieth century american success mythology fragments into a series of mythological which define riches as a satisfaction of psychological rather than material needs. as stated in the book of popular culture: an introductory text, from the beginnings through the early twentieth century, the american myth of success has been orchestrated around five basic beliefs which have served as recurring motifs: 1) american democracy allows its citizens to rise above any limitations into which they may have been born; 2) hard work brings riches and physical comforts; 3) these rewards come to those who are deserving of them (virtuous) and who; 4) have the drive and ambition to attain them plus; 5) a modicum of good luck (marsden in nachbar and lause, 1992: 144). those five basic beliefs will be discussed as follows: a. american democracy allows its citizens to rise above any limitations into which they may have been born this first belief of the american myth of material success actually inspires those who may have been born in limitation to rise above their life and decide independently what kind of man they want to be. since in the declaration of independence is stated that “all men are created equal”, all american citizens have a deep faith that all citizens have equal value in certain innate rights, such as life, liberty, and the pursuit happiness. they have innate right to decide and to do everything for their own life and their own destinies. thus they independently make up their own minds about whatever their dreams in the future. living in limitation is a common phenomenon in america because not all americans are born and live in prosperous life. there are some of them live in the limitation. sam walton was one of them who lived in limitation. this part discusses about how sam walton aware of his limitation, how he tried to rise above his limitation, and how his limitation could not be his adverse circumstance to keep attaining many achievements at school and college. the great depression in 1930s was a pretty hard time for americans. mass unemployment was the common phenomenon and the biggest problem of the nation. many people lived in the limitation and they had to be able to keep on their life during that time. the real phenomenon was experienced by sam walton and his family. as stated in his biography, sam walton: made in america-my story, during his childhood, sam walton and his family often lacked of food because his parents often did not have enough money for buying some food. a portrait of his limitation can be seen in the following sentence: “one day dad traded his wristwatch for a hog, so we would have food on the table” (walton and huey, 199: 3). the limitation teaches people to be strong to face any problems in his life. their condition enforces them to be creative in the ways of earning money. this phenomenon was experienced by sam walton. as stated in sam walton‟s biography, sam walton: made in america-my story: “i started selling magazine subscriptions, probably as young as seven or eight years old, and i had paper routes from the seventh grade all the way through college. i raised and sold rabbits and pigeons too, nothing unusual for country boys of that era“(walton and huey, 1992: 4). it is clear that because of his limitation, sam walton was forced to learn from a very early age. he thought that it was important for him to help providing for his family to be a contributor rather than just a taker in his family. he helped his family earning money by himself and be an eltin journal, volume 2/i, april 2014 20 independent kid. he learned about how to get his hands on a dollar and what he just did actually was worth thing for his future life. b. hard work brings riches and physical comforts. this second recurring motif in the myth of material success is actually interrelated with the first motif. it means that everyone who wants to be successful in america have to experience the second recurring motif in the myth of material success. it is hard work. people have to work hard to rise above any limitation which they may have been born and to reach their dreams. by hard working, it will bring them into riches and physical comforts. thus the harder they work the more money they will get. this subchapter discusses about how hard sam walton started and worked in retailing business; and as the result he attained success in america and owned riches and physical comforts. most of american people spend the time for working thus they become workaholic. american citizens use the term workaholic to describe a person addicted to work, one who spends as much time as possible on the job and seems to think of little else. hard work sometimes makes people have no enough time to take a rest. their hard workings even make them ignore exhaustion that they feel in their body. though they get exhaustion, they keep going to enforce themselves to work. the high spirit to work harder and harder was reflected in sam walton. he had been working as hard as he ever worked in his life. he was always spirited and he always had lots of energy to reach success. as it is stated in sam walton: made in america-my story, “we did everything. we would wash windows, sweep floors, trim windows. we did all the stockroom work, checked the freight in. everything it took to run a store. we had to keep expenses to a minimum. that is where it started, years ago. our money was made by controlling expenses” (walton and huey, 1992: 28). in america, wealth means power, social status, and respect. the more money or wealth that one has, the higher status that one gets. thus american citizens try hard to make better change for their social status. this phenomenon was experienced by sam walton. working with true dedication, integrity, responsibility and full concentration in running his retailing business made sam walton became the richest man in the world who lived in “the world of wealth”. as stated in the following article: in 1998, walton was included in time magazine's list of 100 most influential people of the 20th century. forbes ranked sam walton as the richest man in the united states from 1985 to 1988, ceding the top spot to john kluge in 1989 when the editors began to credit walton's fortune jointly to him and his four children-s. robson "rob" walton, john t. walton, jim walton, and alice walton (bill gates first headed the list in 1992, the year walton died). the walton family held 5 spots in the top 10 richest people in the united states until 2005. if alive today, sam walton would be the world's wealthiest person, twice as rich as bill gates. walton was also honoured for all his pioneering efforts in retail in march 1992, when he received the presidential medal of freedom from president george h. w. bush. (walton and huey, 1992: 80). in america, most of its citizens tend to value everything with material. since material has double function in the modern era, their hunger in money gave them a predicate of “money lover”. they regarded money as the most important thing in their life. in their mind, material is the most invisible thing to get happiness. they regarded the function of money is a symbol and measurement of one who achieves success. in their mind, money comes to be measured not only for the goods it will buy, but as symbolic evidence of success and thereby of personal worth. http://en.wikipedia.org/wiki/1998 http://en.wikipedia.org/wiki/time_magazine http://en.wikipedia.org/wiki/20th_century http://en.wikipedia.org/wiki/forbes http://en.wikipedia.org/wiki/1985 http://en.wikipedia.org/wiki/1988 http://en.wikipedia.org/wiki/john_kluge http://en.wikipedia.org/wiki/1989 http://en.wikipedia.org/wiki/s._robson_walton http://en.wikipedia.org/wiki/john_t._walton http://en.wikipedia.org/wiki/john_t._walton http://en.wikipedia.org/wiki/john_t._walton http://en.wikipedia.org/wiki/jim_walton http://en.wikipedia.org/wiki/alice_walton http://en.wikipedia.org/wiki/bill_gates http://en.wikipedia.org/wiki/1992 http://en.wikipedia.org/wiki/bill_gates http://en.wikipedia.org/wiki/1992 http://en.wikipedia.org/wiki/presidential_medal_of_freedom http://en.wikipedia.org/wiki/george_h._w._bush utut kurniati: the myth of material 21 c. these rewards come to those who are deserving of them (virtuous) success is not only able to provide someone richness, physical comfort and popularity, but he can also reach high achievements from the community. all those rewards do not come to everybody in america. those rewards only come to those who are deserving of them (virtuous). money is not only regarded as the provider of their happiness, comfort, and luxurious life, but also as the determiner of social status. with money, one can also help others in happiness, kindness, and virtuous. this phenomenon was experienced by sam walton. his hard working not only brought him to be rich and enjoy many of pleasure, comfort, and luxurious life, but it also led him to be powerful in america. his wealth became „his power‟ to do everything he wanted. he spent „his power‟ (wealth) not only for himself and his family but also for many people. he helped many people who needed financial contribution. as stated in sam walton, made in america-my story, sam walton gave financial contribution for a lot of educational institutions, church groups and community projects like zoos, libraries, and recreation facilities. he supported hospitals and medical research programs. he funded arts groups and theatre groups and symphonies. he gave to conservation and environmental causes and veterans‟ group, as well as to economic development groups and free enterprise groups. he supported public schools and private schools. he supported such groups as the citizens against government waste, students in free enterprise, and the arkansas business council which the society around here insist on calling “the good suit club” (walton and huey, 1992: 235). d. these rewards come to who have the drive and ambition to attain them one who wants to be successful in america has to experience the fourth basic beliefs of the myth of material success. it is the drive and ambition. one has to be able to set his mind to the drive and ambition to achieve success in america. sam walton could set his mind very well to the drive and ambition since he was kid. he always tried to be the best he could at whatever he took on. he had always pursued everything he was interested in with a true passion to win. he had always held the pretty high for himself that he had extremely high personal goals in his life. as stated in his biography, sam walton: made in america-my story, as follows: i don‟t know what causes a person to be ambitious, but it is a fact that i have been over blessed with drive and ambition from the time i hit the ground. our mother was extremely ambitious for her kids. she read a lot and loved education, although she didn‟t have too much herself. she went to college for a year before she quit to get married, and maybe to compensate for that, she just ordained from the beginning that i would go to college and make something of myself (walton and huey, 1992: 11) it is clear that when sam walton felt a certain way, he was relentless. he would just wear you out. he would bring up an idea. his mind worked faster than everybody else. if he got something in his mind that needs to be done, regardless of what might have planned and the new idea takes priority, it would be done soon. e. a modicum of good luck as stated in the previous chapter, the last belief which serves as recurring motifs in american myth of success said that success comes to those who deserve a modicum of good luck. the good luck factor is helpful for someone in reaching his success in america. actually, it actually can not be received by all of the people. it only comes by chance to some of them who work hard. this phenomenon was also experienced in sam walton‟s life. sam was a hard worker who had a great optimism, drive, ambition, and strong will in reaching his dreams. his efforts made him a lucky man who deserved good luck. as seen in the sam walton‟s biography, sam walton: made in america-my story, one day in 1945, by chance he met tom bates, his old friend when they were eltin journal, volume 2/i, april 2014 22 kids in shelbina. they had never met for long years. they met again in st. lois. at that time tom was working in the shoe department of butler brothers. tom gave a chance for sam to own business because tom thought that sam was qualified person to have a chance to own retail business. then he explained to sam much information about butler brothers. actually, butler brothers was a regional retailer with two franchise operations: federated stores, a chain of small department stores, and ben franklin, a chain of variety stores, what was called “five and dimes” or “dime store”. tom motivated him to take that chance to run business on butler brother‟s franchise in newport, arkansas (walton and huey, 1992: 20-21). from sam walton‟s biography, sam walton: made in america-my story, it could be seen that the american myth of material success were reflected in sam walton‟s efforts and strong will in attaining success in america. those beliefs were: 1) having a strong will to be successful man in america, sam walton was aware that the american democracy allowed its citizens to rise above any limitation in which they may have been born; 2) then, he rose up from his limitation by hard work. his hard work successfully brought him to the riches and physical comforts; 3) he believed that those rewards came to those who were deserving of them (virtuous); 4) he also believed that those rewards came to those who had the drive and ambition to attain them. therefore, he was optimistic to attain success in america; 5) hard work to attain success made sam walton a lucky man who received good luck in his life. as a result, his dream of being a successful man in america came true. c. conclusion in america, the meaning of success experiences shift of change. it does not lie on the spiritual matter anymore, but it is based on material achievement. in the puritan era, people had to work for god. while in the twentieth century, people work for himself. thus american success is measured with how much material possessions they own. through sam walton‟s biography, sam walton: made in america-my story, it was clear that in the period of free trade where americans were interested in achieving riches and physical comforts, the american myth of material success became the most influential factor in motivating, supporting, and inspiring american citizens in realizing their dream. the myth of material success in america which says that hard work will brings someone to a better life and good fortune in shape of wealth, money, fame, and power, has been orchestrated around five basic beliefs which served as recurring motifs in american society. those five basic beliefs can be seen as follows: 1. the first basic belief is american democracy allows its citizens to rise above any limitation in which they may have been born. sam walton was one with his limitation who had strong wish to be successful man in america. since the declaration of independence allowed american citizens to reach their dreams by their own ways, it actually inspires sam walton to rise up from his limitation. 2. the second belief is hard work brings riches and physical comforts. sam walton was aware that not all people could enjoy and experience all the riches and physical comforts offered in the modern living. therefore, he had to work hard for his entire his life as he believed that hard work brought riches and physical comforts. 3. the third basic belief is those rewards come to those who are deserving of virtuous. sam walton worked hard with virtuous of the community and his associates. as a result he achieved awards from many people. utut kurniati: the myth of material 23 4. the fourth belief is those rewards come to those who have the drive and ambition to attain them. sam walton actually always had the strong will and ambition to achieve success in america. 5. the last basic belief is a modicum of good luck. sam walton‟s hard work to attain success made him a lucky man who by chance received the good luck in his life. as a result, his dream of being a successful man in america came true. references abrams, m.h. 1975. the mirror and the lamp: romantic theory and critical tradition. london: oxford university press. anderson, walt. 1976. a place of power, the american episode in human evolution. santo monica: goodyear publishing company, inc. bradbury, malcom and howard temperley. 1998. an introduction to american studies. second edition. london: longman. buggey, joame. 1980. america! america!. illinois: scott, foresman and company. cary, john h and julius weinberg. 1984. the social fabric american life from the civil war to the present. boston: little, brown and company. carruth, gorton. 1991. what happened when, a chronology of life and events in america. san rafael: a signet book. cincotta, howard. 1994. an outline of american history. new york: united states information agency. eshleman, j. ross. 1993. sociology: an introduction, new york: harper collins college publishers. luedtke, luther. 1998. making america: the society and culture of the united states. washington d.c.: united states information agency. marcus, mordecai and henry f. salermo. 1963. cross section: essay on contemporary america. new york: holt rinehart and winston, inc. martin, james kirby. 1989. america and its people. new york: harper collins. nachbar, jack and kevin lause. 1992. popular culture: an introduction text. bowling green: bowling green state university. sellers, charles. 1975. as it happened: a history of the united states. new york: mcgraaw-hill book. snyder, louis l. 1964. the world in the twentieth century. new jersey: d van nostrand company inc. eltin journal, volume 2/i, april 2014 24 spillers, robert. 1981. late harvest essays and addresses in american literature and culture. new york: greenwood press. stevenson, k. doughlas. 1998. american life and institutions. washington d.c.: united states information agency. storey, john. 2001. cultural theory, popular culture: an introduction. london: henry ling ltd. sutopo, h.b. 2002. metode penelitian kualitatif. surakarta: sebelas maret university press. walton, sam and john huey. 1992. sam walton: made in america-my story. new york: dobleday. williams, robin m. 1960. american society: sociological interpretation. new york: alfred a knopf. http://www.answers.com/topic/sam-walton, taken from website on 20 july 2006, 9.03am. http://www.as.wiley.com/wileycda/wileytitle/productcd-0471748129.html, taken from website on 1 november 2006, 9. 15am. http://www.infoplease.com/ipa/a0772005.html, taken from website on 6 october 2006, 7.50am. http://www.littlerock.sbout.com/cs/homeliving/a/aasamwalton.htm, taken from website on 20 july 2006, 8.58am. http://www.nndb.com/people/006/000029916/ , taken from website on 5 october 2006, 8.45am. http://www.stfrancis.edu/ba/ghkickul/stuwebs/bbios/biograph/waltonl.htm, taken from website on 21 july 2006, 8.45am. http://www.walmart.com/catalog/product.do?product_id=403453, taken from website on 5 october 2006, 8.24am. http://www.who2.com/samwalton.html , taken from website on 21 july 2006, 8.52am. http://www.answers.com/topic/sam-walton http://www.as.wiley.com/wileycda/wileytitle/productcd-0471748129.html http://www.infoplease.com/ipa/a0772005.html http://www.littlerock.sbout.com/cs/homeliving/a/aasamwalton.htm http://www.nndb.com/people/006/000029916/ http://www.stfrancis.edu/ba/ghkickul/stuwebs/bbios/biograph/waltonl.htm http://www.walmart.com/catalog/product.do?product_id=403453 http://www.who2.com/samwalton.html samosir, tarigan, & manalu: the correlation…. 1 the correlation between the students' interest in reading poetry and their ability to analyze poetry at sma kartika i-2 medan hepnyi samosir1, merry susanty tarigan2, erika kartika mastiur manalu3 hepnis@yahoo.com, merrysusanty@yahoo.com, erimanalu@gmail.com abstract this study is a correlational design with the aim of finding out if there is any positive correlation between the students’ interest in reading poetry and their ability to analyze poetry at sma kartika i-2 medan. the study was conducted at sma kartika i-2 medan. the product moment correlation formula was used to determine the correlation between the students’ interest in reading poetry and their ability to analyze poetry. the hypothesis was tested by comparing the value of rcount to rtable on the degree of freedom (df) = 30 2 = 28 with α = 0.05 significance level and df = 28 (0.361). it was found that rcount was higher than rtable (0.726> 0.361), and thus null hypothesis was successfully rejected. the result of the study shows that there was any positive correlation between the students’ interest in reading poetry and students’ ability to analyze poetry at the eleventh grade students of sma kartika i – 2 medan. the correlation coefficient was 0.726, and the regression line was y = 12.07 + 0,948x. the contribution of the students’ interest in reading poetry to their ability to analyze poetry is 47.29%. keywords: ability, analyze, correlation, interest, poetry a. introduction language teaching and learning process focus on the four skills namely reading, writing, listening and speaking. one alternative way of learning english can be expected to evoke a sense of pleasure in studying english is by using poetry as a medium. using poetry in the teaching and learning process is expected to be useful in increasing the students’ achievement in four skills. students are expected to be able to develop their reading and speaking (pronunciation) skills when they are asked to recite poetry. they are also expected to be able to listen well when the teacher reads the poetry as well as develop their writing skills when they are asked to analyze the poetry and find out how the poetry built up. this way has been used by english teachers in sma kartika i-2 medan. although teachers have implemented the method, it is found that the students’ interest in reading poetry was still poor. they have not realized the benefits they can gain by reading poetry, that reading poetry also can improve their ability in reading, writing, listening and speaking. reading poetry is also a path to optimize students’ ability to analyze the structure of poetry. hence, with the students’ interest in reading poetry, it is expected that they are able to diagnose and discover the elements that built up poetry. according to nunan (2003) reading is fluent process background knowledge to build meaning. it means reading is a process that expects the readers to gain mailto:hepnis@yahoo.com mailto:hepnis@yahoo.com mailto:hepnis@yahoo.com eltin journal, volume 6/1, april 2018 2 information and add knowledge by reading the text. in addition, chatton (2010:5) writes that poetry is the act of paying thoughtful attention to language to carefully express thoughts, feelings, and observations. in other words, the poetry is regarded as a part of the language used to describe the feelings, thoughts, and observations of a poet and expressed lyrically or in such a beautiful way. andrew in dean (2004) writes: “poetry presents particular problems for teachers and students alike in that it is not widely read – like shakespeare – comes at the bottom of young people’s preferences in reading literature; the language diction of poetry often seeming impenetrable; the range of poems studied in often narrow; it is taught in conventional way that presupposes the purpose of teaching is to elucidate ‘difficult’ language and for students to gain appreciation of ‘high culture’; and it is often reduced to a hunt for similes and metaphors, as if they were the sine qua non of poetry (when in fact they are features of many different types of writing).” it means the difficulties are found in learning poetry because poetry is still regarded as something that is stern and only demanded by certain of people only. in teaching how to analyze poetry, a teacher should guide the students through the poetic language comprehension, critical and analytical reading, and also the development of aesthetic appreciation. based on the data gained from pre-observation in sma kartika i-2 medan, the poetry was awkward to analyze because the students were only taught how to read poetry. they were not taught how to analyze it. it was also found that students were not interested in reading poetry because the method used was the traditional one in which the teachers were the main source of poetry reading. the students found poetry extremely arid and behind the times. increasing the students’ interest in reading poetry and their ability to analyze poetry cannot be separated from a various factor that related to inhibiting factor and supporting factor to the students’ interest in reading, obiter: internal and external factors. the internal factor is that the students have less interest in reading. the external ones are parental, teachers, economic, facility factors, the difficulty in reading material and so on. the following are data gained from pre-observation: 1. the students’ interest in reading poetry seems low, 2. it is assumed that the students’ ability to analyze poetry is affected by students’ interest in reading poetry, 3. the interest in reading poetry can increase the students’ ability to analyze poetry. the students of sma kartika i-2 medan are not able to both interpret or discover the content of poetry and find out the structure that builds a poem up so that students perceive learning poetry is very difficult and drab and thus to ascertain whether the interest in reading poetry correlates to the ability to analyze poetry, the researcher conducted a study, entitled “the correlation between the students’ interest in reading poetry and their ability to analyze poetry at eleventh grade students of sma kartika i – 2 medan”. samosir, tarigan, & manalu: the correlation…. 3 the problem of the study is “is there any positive correlation between the students’ interest in reading poetry and their ability to analyze poetry at eleventh grade students of sma kartika i – 2 medan?” regarding the problem, the objective of the study is to find out whether there is any positive correlation between the students’ interest in reading poetry and their ability to analyze poetry at the eleventh grade students of sma kartika i – 2 medan, and thus the hypotheses of the study are: ha : there is any positive correlation between the students’ interest in reading poetry and their ability to analyze poetry at eleventh grade students of sma kartika i – 2 medan. ho : there is no any positive correlation between the students’ interest in reading poetry and their ability to analyze poetry at eleventh grade students of sma kartika i – 2 medan. b. literature review 1. interest in reading poetry degarmo (2009) writes interest seems to indicate a state of feeling, yet it is often extended to the objects toward which the feeling extends. he also writes interest is a feeling accompanies the idea of self expression. in addition, ostermann and shaw (2009), the word interest is derived, as is well known, from latin verb “interesse” being a compound of the preposition “inter,” signifying between, and the verb “esse,” signifying to be, its original and proper meaning is “to be between” in space. moreover, according to dewey (2009) interest is the accompaniment of the identification, through action, of the self with some object or idea, because of the necessity of that object or idea for the maintenance of a self-initiated activity. in conclusion, interest is the feeling of wanting to give attention to something or to be involved with something. 2. reading poetry reading is a process of looking at words or symbols and understanding what they mean. nunan (2003) states that reading is a fluent process of readers to combine information from a text and their own background knowledge to build meaning. similarly, seylar (2004) state reading as the process of obtaining or constructing meaning from a word or cluster of words. moreover, wineburg (2001), reading is not merely a way to learn new information but becomes a way to engage in new kinds of thinking. in reading poetry, a reader learns new information obtained through the written words. it is a literary work that arranged to create a certain effect to communicate ideas, and feelings that actually exist in a poet’s mind. poetry is a beauty. many people have an interest in poetry. they can feel the beauty of the poetry and take pleasure in reading it. alden (2012) describes poetry is the art of representing human experiences, in so far as they are of lasting or universal interest, in metrical language, usually with chief reference to the emotions and by means of imaginations. moreover, chatton (2010) defines poetry as the act of paying thoughtful attention to language to carefully express thoughts, feelings and eltin journal, volume 6/1, april 2018 4 observations. similarly, stedman (2004) state that poetry is rhythmical, imaginative language, expressing the invention, taste, thought, passion, and insight, of the human soul. wordsworth in alden (2012) explain that poetry is the spontaneous overflow o powerful feelings: it takes its origin from emotion recollected in tranquillity: the emotion is contemplated till, by a species of reaction, the tranquility gradually disappears, and an emotion, similar to that which was before the subject of contemplation, is gradually produced, and does itself actually exist in the mind. besides, chapman and welton (2010), poetry is writing that communicates intensely and intimately through and beyond language, using rhythm, sound, style and meaning. poetry is a form of literature as beatty (1992) explains that poetry is a special type of literature in which words are arranged and chosen to create a certain effect. a poet has a very well-chosen of words for their sounds and meanings. the selected words are combined in different and unusual ways to deliver ideas, feelings, and new ways of looking at things, experiences, and sometimes stories. the statements explained come to the conclusion that the interest in reading poetry is the feeling of wanting to read and to learn poetry, and also to understand the contents of the poetry by reciting and analyzing the it. reading poetry requires strategies. according to beatty (1992) here are the strategies to read poetry: (a) read the poem loud, (b) visualize the images, (c) figure out who the speaker is, (d) carefully at individual words and phrases, and (e) think about the poem’s message or theme. 3. analysis of daffodils by william wordsworth the poem daffodils, also known as "i wandered lonely as a cloud”, was written by william wordsworth. here the poem is quoted from poem in two volumes by william wordsworth (2009). a. stanza wordswort’s poem “daffodils” consists of four stanzas. i wandered lonely as a cloud that floats on high o’er vales and hills when all at once i saw a crowd a host, of golden daffodils; 1 beside the lake, beneath the trees, fluttering and dancing in the breeze. continuous as the stars that shines and twinkle on the milky way, the stretched in never-ending line along the margin of a bay: 2 ten thousand saw i at a glance, samosir, tarigan, & manalu: the correlation…. 5 tossing their heads in sprightly dance. the waves beside them danced; but they outdid the sparkling waves in glee: a poet could not but be gay, in such a jocund company: 3 i gazed---and gazed ---but little thought what wealth the show to me had brought: for oft when on my couch i lie in vacant or in pensive mood, they flash upon that inward eye which is the bliss of solitude; 4 and then my heart with pleasure fills, and dances with the daffodils. b. rhyme scheme scoot (2003:101), rhyme scheme is a regular pattern of the ends of lines, indicated by using letter in alphabetical order to signify lines that rhyme with each other. i wandered lonely as a cloud a that floats on high o’er vales and hills, b when all at once i saw a crowd a a host, of golden daffodils; b beside the lake, beneath the trees, c fluttering and dancing in the breeze. c the rhyming scheme of the above stanza is abab (a cloud and crowd; b hills and daffodils) and ending with a rhyming couplet cc (c trees and breeze) c. meter according to scoot (2003:101), meter is the rhythm of a poem, usually scanned and counted in a feet. the meter of “daffodils” is iambic tetrameter, which just means that each line has four ("tetra") iambs. i wan|-dered lone|-ly as | a cloud that floats | on high | o’er vales | and hills. d. sense the sense of “daffodils” poem is happiness that inspired by nature. wordsworth expresses his feeling of seeing a group of daffodils when he is wandering alone. he expresses his bliss of seeing such beautiful daffodils. e. intention a poet undoubtedly writes certain poetry for he/she has an intention. wordsworth in “daffodils” emphasizes that finding new friends in the world around you, even when you are by yourself and lonely and missing your friends, can be by your imagination. he makes a heaven out of a windy day and a bunch of daffodils. the intention to be conveyed by wordsworth on “daffodils” is that sometimes the loneliness may bring happiness or pleasure in human life. eltin journal, volume 6/1, april 2018 6 f. tone wordsworth uses ”i wandered lonely as a cloud” it first implies a negative mood. “lonely” gives the reader a connotation of sadness, being left alone or not with other people. but in the two last stanzas, wordsworth personifies they “dance” and have “glee”. it is used to highlight the tone that comes from depressing to enjoyment or pleasure. g. title the title 'daffodils' reminds the arrival of the spring season in which the field is full of daffodils. a daffodil is commonly seen in the spring. it is a yellow bell-shaped flower with a long stem, having an amazing shape and beautiful fragrance. a bunch of daffodils symbolizes the great happiness of life. h. speaker the speaker in “daffodils” is metaphorical compared to a cloud, “i wandered lonely as a cloud”. the speaker becomes a part of nature. he floats above and experiences a kinship with the gentle elements. the daffodils are considered as people dancing and "tossing their heads" gently swaying in the wind. i. imagery the following is the daffodils imagery: i wandered lonely as a cloud that floats on high o’er vales and hills, when all at once i saw a crowd a host, of golden daffodils; beside the lake, beneath the trees, fluttering and dancing in the breeze. the poem is rich with imagery. in the first stanza, wordsworth describes the scene as he wanders "as lonely as a cloud". he compares himself to a solitary cloud that is floating over the valleys and the hills and then he sees a "crowd" of golden daffodils which are under the trees and beside a lake and are "fluttering and dancing in the breeze". his soft and gentle choice of words expresses as if there is a silent music in the background to which the daffodils are dancing. he forms a mental picture for the daffodils as things that come alive just for him and they have a human like quality in the way they are behaving. in the second stanza, he compares the daffodils to the shining stars that twinkle in the milky way as the numbers of daffodils lined near the river seems to be thousands in number. in the third stanza, he sees the waves of the river move as if they are dancing better than the "sparkling" waves in a way that is giving strong feelings of happiness and excitement to him as he looks at the scene and the "jocund" company he is in. in the last stanza, he describes how that scene has affected him because whenever he is indoors in his home and on his own "in the bliss of solitude" the memory of those flowers makes him full of enjoyment or pleasure. he feels his heart "dances with the daffodils". again the use of words like "bliss" allows the readers to feel his happiness each time the memory of those flowers and the way they dance that day comes back to him. samosir, tarigan, & manalu: the correlation…. 7 j. figure of speech the figures of speech of “daffodils” are: 1. a personification means treating something as if it were in the form of a human being by giving human qualities to non human ideas or objects. a) the waves beside them danced; a personification is used here to give such a sense of a living situation. waves here is said to have an ability to dance. in fact that wave is arising line of water that moves across the surface of water. it is a figurative sense which does not literally dance like a dancer does. b) beside the lake, beneath the trees, fluttering and dancing in the breeze. the last sentence in this stanza of the second poem also uses personification. the dance here is personified by the wind blowing daffodils that makes that daffodils move as if they were dancing. the feeling of bliss is mixed with the magnificent view that people see, makes the flower here seem to dance as they were alive. c) tossing their heads in sprightly dance. wordsworth personifies the daffodils as a group of dancers performing energetically for someone on a stage. 2. a hyperbole is a way of speaking or writing which uses exaggeration or overstatement to emphasize meaning. in “when all at once i saw a crowd, a host, of golden daffodils”, he conceives the beauty of the spring that will come soon. here hyperbole is used to give a sense of a magnificent view how lovely daffodils are. 3. a metaphor is an expression which describes a person or object in a literary way by referring to something that is considered to have a typical quality with the person or object that are trying to describe the comparison helps make a mind picture. in “ when all at once i saw a crowd, a host, of golden daffodils”, wordsworth speaks metaphorically as he compares the sets of daffodils to crowd which most likely pertains to people. the lines represent the quantity of the flowers to that of a crowd of people 4. a simile is the use of an expression comparing one thing with another using the words like or as to show how the items alike. in “i wandered lonely as a cloud”, he uses a simile to make a mental picture of how he wants to wander around like the cloud. cloud here is said to have a slow, relaxed, and tranquil movement. c. research methodology the design of this research is a correlational study that aimed at finding out the relationship between two independent variables; the interest in reading poetry and the ability to analyze poetry. the data of this research are the interest in reading poetry and the ability to analyze poetry. this research was conducted at sma kartika i-2 medan, located on jalan brijend.h. a. manaf lubis kelurahan helvetia tengah kecamatan medan helvetia, and the population of this research was the eleventh graders of sma kartika i-2 medan. data were gained from 30 students taken as the samples of the study. eltin journal, volume 6/1, april 2018 8 the instruments of the study were questionnaire and test. the questionnaire was scored with attitude scale by likert in mar’at (1981:166).a set of test consisted of 20 multiple choice item, with reference to the poem “daffodils” by william wordsworth, was administrated to measure the students’ ability to analyze poetry. to analyze the relationship between the variables x and y using the simple correlation analysis product moment formula.the hypothesis was tested at level α = 0,05 with criteria compare the score of rcount and rtable. if rcount is higher than rtable (rc > rt), it means that the null hypothesis is successfully rejected. d. findings and discussion having the data acquired, the data then calculated. table 1 the students’ interest in reading poetry category interval frequency percentage (%) vh 73 – 82 1 3.33 h 63 – 72 2 6.67 m 53 – 62 10 33.33 l 43 – 52 8 26.67 vl 32 – 42 9 30 total 30 100 the ability to analyze poetry test can be seen in the following table: table 2 the ability to analyze poetry interval frequency percentage grade 80 – 100 2 6.67 a (very good) 66 – 79 7 23.30 b (good) 56 – 65 12 40.00 c (fair) 40 – 55 8 26.70 d (less) <39 1 3.33 e (failed) total n=30 100 samosir, tarigan, & manalu: the correlation…. 9 the mean was 59.5. the students’ ability to analyze poetry at the eleventh grade students of sma kartika i-2 medan were on fair (c) category, with the result of the mean was 59.5. the correlation coefficient obtained was 0.726. it is categorized high. based on the result of the correlation coefficient calculation, hypothesis was tested by comparing the the result of rcount to rtable on the degree of freedom (df) = 30 2 = 28 with α =0.05 significance level and df = 28 (0.361). it is founf that rcount was higher than rtable (0.726> 0.361), and thus null hypothesis was successfully rejected. in accordance with the testing criteria to test the "r" the correlation of the interest in reading poetry and the ability to analyze poetry in this study is a significant correlation, meaning that the higher interest of the students read the poem the better the ability of students to analyze poetry. the size of the effect between the two variables, the interest in reading poetry and the ability to analyze poetry following, was measured by the size of the coefficient of determination r2 obtained. the contribution of the students’ interest in reading poetry to their ability to analyze poetry was 47.29% through regression equation y= 12.07 + 0,948 x. the problem of the study has been answered by testing the hypothesis stated, and all the null hypotheses has been successfully rejected. the results lead to conclusion that the students’ interest in reading poety contributes to their ability to analyze poetry. it is found that there is any positive correlation between the students’ interest in reading poetry and students’ ability to analyze poetry at eleventh grade students of sma kartika i – 2 medan. moreover, based on the calculation of interest in reading poetry data (questionnaire), found that the results of students’ interest in reading poetry at eleventh grade students of sma kartika i-2 medan 2013/2014 academic year categorized as low (l) category, with the result of the mean was 50.03 and the students’ ability to analyze poetry at the eleventh grade students of sma kartika i2 medan was on fair (c) category, with the result of the mean was 59.5. based on the result, the mean score of the students’ ability to analyze poetry indicates that there may be other factors that impact the students’ ability to analyze poetry. efforts to increase the students’ interest in reading poetry and students’ ability to analyze poetry need the teachers’ creativity to use appropriate teaching approach and in accordance with the teaching materials, which will create a fun learning environment. teachers are expected to strive constantly to improve learning conditions for students to obtain maximum score. and do not rule out the existence of other weaknesses are sourced from external factors. however, the results of this study at least able to give us an idea of how important interest in reading poetry to analyze poetry. e. conclusion it can be concluded that the student’s interest in reading poetry and their ability to analyze poetry are strongly correlated. the correlation is a positive and significant category. that is, the higher the students’ interest in reading poetry, the more they are able to analyze poetry. eltin journal, volume 6/1, april 2018 10 english teachers should improve the teaching of english poetry by providing activities that can increase students’ interest in reading poetry such as poetry reading contest, making the poetry surgical group and so on. f. references alden, raymond macdonald. 2012. an introduction to poetry: for students of english literature. new york: henry holt and company. beatty, jane n. 1992. literature and language. illinois: mc. dougal, little & company. chapman, margareth and kathleen welton. 2010. poetry: for beginners. danbury: writers and readers inc. chatton, barbara. 2010. using poetry across the curriculum: learning to love language. santa barbara: library unlimited. dean, geoff. 2004. improving learning in secondary english. london: david fulton publishers. degarmo, charles. 2009. interest and education. new york: the macmillan company. dewey, john. 2009. interest and effort in education. illinois: southern illinois university press. mar’at. 1986. sikap manusia perubahan serta pengukurannya. jakarta: ghalia nunan, d. 2003. practical english language teaching. new york: mcgraw hill. ostermann, wilhelm and edward richard shaw. 2009. interest in its relation to pedagogy. chicago: e. l. kellogg & co. priyatno, dwi. 2008. mandiri belajar spss. yogyakarta: media com. scott, james. 2003. poetry: close readings for cooperative learning units. delaware: prestwick house inc. seylar, dorothy u. 2004. the reading context: developing college reading skills. new york: pearson education inc. stedman, edward clarence. 2004. the nature and the elements of poetry. montana: kessinger publishing. wineburg, sam. 2001. historical thinking and other unnatural ants: charting the future the past. philadelphia: temple university press. wordsworth, william. 2009. poems, in two volumes: vol ii. (1870). toronto: standard publications. aseptiana parmawati: the effectiveness of cooperative e 63 the effectiveness of cooperative integrated reading and composition (circ) to teach writing viewed from students’ creativity aseptiana parmawati stkip siliwangi bandung abstract the research was conducted at finding out whether (1) circ is more effective than direct method; (2) the eighth grade students of smp n 2 cepu central java who have high creativity have better writing skill than those having low creativity; and (3) there is interaction between teaching methods and students’ creativity to teach writing. this research was done in smp n 2 cepu central java. the subject of the research is the eighth grade students in the academic year of 2012 – 2013. the method which was applied in this research was experimental study. the samples were taken by using cluster random sampling technique. the class 8f was used as the experimental class and class 8e as the control class. each of the classes consisted of 30 students. the data were obtained from students’ score of creativity test and score of writing test. to analyze the data, researcher used descriptive analysis, anova, and tukey test.the result of the research shows that: (1) circ is more effective than direct method in teaching writing for eighth grade students of smp n 2 cepu central java; (2) students who have high creativity have better writing skill than students who have low creativity; (3) there is an interaction between teaching methods and students’ creativity in teaching writing at the eighth grade students of smp n 2 cepu central java. based on the findings, it can be concluded that circ is an effective method to teach writing viewed from students’ creativity at the eighth grade students of smpn 2 cepu central java. recommendations are addressed to english teachers and future researchers. english teacher should consider utilizing circ due to the benefits of the method. for future researchers, it is suggested to conduct more sophisticated research on the same topic. keywords: circ, direct method, creativity a. introduction indonesian government through the 2006 curriculum of senior high school states that the students are able to communicate in oral and written and are able to achieve the literacy level. the english foreign language students are also expected to have not only receptive skills (listening and reading) but also productive skills (speaking and writing). the students have to understand kinds of the text: descriptive, narrative, procedure, and recount. writing is one of english skills besides listening, speaking, and reading. according to coben and reil (1989: 2), writing is a communicative act, a way of sharing observation, information, thoughts or ideas with ourselves and others.writing is usually directed to others for a specific purpose. for students, it can provide the opportunity to express themselves through a written form. writing can also develop the writer’s understanding of an issue by organizing their ideas on a piece of paper. harsyaf (2010: 3) states that writing is transforming thoughts into language; it means that we need to think about the content of our writing first and then arrange the ideas using appropriate language (e.g. grammar and vocabulary). consequently we must learn about organizational skills in writing. to produce a piece of a good writing demands standard forms of grammar, syntax, and word choice. besides, writing needs good mechanics, organization of paragraph, content the writer’s process, and purpose. eltin journal, volume 3/ii, october 2015 64 byrne (1984: 43) states that writing is transforming thought into language. it means that in writing, the writers have to express their thought through sentences. this statement is supported by paul and goione (1973: 25), who state that writing is translating the idea from a thought into a word and writing it. and then when someone reads it, he/she will translate it back into a thought. so writing is a process of translating idea from someone’s thought into someone else thought. in addition, nunan (2003: 88) says that writing involves both physical and mental act. eventhough witing skill is important, it does not get enough attention and proper time allocation in the teaching and learning process. byrne in matthews (1985: 89) mentions that most teachers consider that class time should be almost entirely devoted for developing oral skill except for few exceptions, such as activities closely linked to some forms of oral work. however, writing is not just about accuracy. it is also about having a message and communicating it successfully to other people. to do this, we need to have enough ideas, organize them well and express them in an appropriate style. based on the researcher’s experience in writing class, the students frequently get difficulties in writing. there are many grammatical errors in the students’ writing. some of them write fragments, run-on sentences, and misplaced modifiers instead of sentences. the students also are not interested in writing class. they feel that writing is a boring activity. another difficulty is that students cannot manipulate the language well and they lack confidence. most of them do not know what to write and if they do, they do not know how to write it. they are not able to organize their ideas accurately in the written form. therefore, to have a good writing, language learners should be provided an appropriate strategy when starting to write a composition. based on the observation result in the preliminary study conducted by the researcher in the eighth grade students of smp n 2 cepu central java, it was found that the students had problems in organizing ideas when they were asked to write a text. some of them did not know how to start writing and what to write. as a result, the students had poor ability in writing text. they were bored and unmotivated to join the writing class. in other words, the students were passive in the classroom. besides that, the classroom atmosphere was individual competition and the students did the writing assignments individually. they were not accustomed to sharing ideas. they never worked cooperatively when they were writing. considering the above conditions, the researcher proposes a research entitled the effectiveness of cooperative integrated reading and composition (circ) to teach writing viewed from students’ creativity. cooperative integrated reading and composition (circ) is assumed as an effective method to solve the english foreign language classroom’s problem on writing and give benefit to the learning process such as in motivating students, improving social interaction in the classroom, creating a positive learning environment, and improve students’ writing achievement. circ is a comprehensive program for teaching reading and writing/language arts (slavin, 1995: 106). in the circ, students cooperate, interact, share material, and help each other to achieve the goal. here, the students understand that they have different roles of specific tasks to allow opportunities for all group members to participate. it is a comprehensive program for teaching reading and writing in which students are assigned to teams composed of pairs of students from two or more different level. here students work in pairs within their teams on a series of cognitive engaging activities. during the class, students engage in a writer’s workshop, writing drafts, revising and editing one another’s work, and preparing for publication of team or class books. aseptiana parmawati: the effectiveness of cooperative e 65 circ program consists of three principal elements: basal-related activities, direct instruction in reading comprehension, and integrated language arts/writing. in circ activities, students follow a sequence of teacher’s instruction, team practice, team pre-assessment, and quiz. students do not take the quiz until their teammates have determined that they are ready. in teaching writing, during language arts periods, teacher use a specific writing curriculum especially developed for the program. here, students participate in a writer’s workshop, writing their own topic. after that , the teacher present ten minute lessons at the beginning of each period on writing process, style or mechanic, for example brainstorming for topics, conducting a peer revision conference, eliminating run-on sentences, or using quotations. here, students spend the main part of period planning, drafting, revising, editing and publishing their writing. informal and formal peer and teacher conferences are held during this time. here, the teacher directs the lessons on specific aspects of writing, such as organizing ideas and ensuring noun-verb agreement, and the students practice and master these skills in their teams. to implement circ, there are several procedures to be done, such as grouping students, establishing seat arrangement, designing lesson plan, setting the learning objectives, and designing appropriate media. according to sabarun in jurnal studi agama dan masyarakat (2009: 111-112), the implementation of circ in teaching writing is divided into three stages: prewriting, whilst writing, and post writing. prewriting activities involve selecting and developing the topic, and writing the first draft. before coming to the topic discussed, the teacher asks students questions related to the topic. this is done in order to direct the students to the topic, and to build on student’s previous experience. to implement circ in prewriting, the teacher gives a sample of a text. then, he or she asks each group to analyze the text given. each group has to find the topic, the supporting details, the concluding sentence, and the transition signals used in the text. in this stage, each student discuses and share ideas within group members. next, the teacher assigns students to make a text by list the interesting topics. then, they are assigned to discuss and share the topic selected with their group members. each member of a group gives comments and suggestions to his or her member’s topic. there are two writing activities in whilst writing. drafting and revising. to implement the circ in whilst writing, the teacher assigns the students to write the first draft and revise their compositions in close collaboration with group members. in this case, students draft composition after consulting group members about their ideas and organizational plan, and work with group members to revise the content of their compositions. post writing stage includes editing, writing and reporting the final draft. editing a paragraph is the last stage in the process of writing. editing refers to correcting grammatical errors, rewriting misspelled words, and changing punctuation. to implement circ in the post writing stage, the teacher assigns each student to write the final draft based on member’s comments, suggestions, and revisions. based on the theories, it can be concluded that there are three stages in teaching writing by circ. they are prewriting, whilst writing, and post writing. in prewriting, the teacher assigned the students to list the interesting topic. in this sense, they are assigned to share ideas with their own group members. before coming to the topic discussed, the teacher asks students questions related to the topic. this is done in order to direct the students to the topic, and to build on student’s previous experience. in whilst writing, the teacher assigns the students to write the first draft and revise their compositions in close collaboration with group members. in the post writing, the teacher assigns each student to write the final draft based on member’s comments, suggestions, and revisions. eltin journal, volume 3/ii, october 2015 66 in this research, cooperative integrated reading and composition (circ) will be compared with direct method. nearly all teachers believe that students are bored when they study english in the conventional classroom-atmosphere which puts them as passive learners rather than active learners. in writing class, the students only receive teacher’s message rather than actively involved in learning process. students are only expected to pay attention to teacher’s presentation, do the exercises in the classroom and finally do the independent exercises at home. these phases are the principals of direct method. besides teaching methods, the students writing skill is also influenced by creativity. creative behaviour is facilitated by creating a nonpunitive atmoshphere in the classroom, by providing challenges or offering difficult task, and by the stimulation of curiosity (rockler, 1988: 48-49). as a teacher, creativity is behavior that can be facilitated and encouraged in the classroom. to enhance the creativity atmosphere in the classroom, the teacher can provide opportunities for the students to work together on project, especially in writing activities. actually, creativity cannot be measured by using creativity test and cannot be associated with personality types. the teacher can see the students’ creativity when the teacher gives the students task, such as writing tasks. in writing task, the students are asked to compose a text and develop the text to be a good text. the process to make the text to be a good text, sometimes is not easy for some students. the students must be creative in developing the ideas, writing interesting things, and using grammar, vocabularies, punctuation, etc. creativity cannot be seen only from students’ writing result, but also in the process of composing the text. b. literature review the objectives of the study are: 1. finding out whether or not circ is more effective than direct method to teach writing. 2. finding out whether the students who have high creativity have better writing skill than those who have low creativity. 3. finding out whether there is interaction between teaching methods and creativity to teach writing. c. research methodology the design of this research is experimental research. the research was conducted in the eighth year students of smp n 2 cepu. it is located at jl. kampung baru-karangboyo no.53 cepu. the population of this research was the eighth grade students of smp negeri 2 cepu in the academic year of 2012/2013. the sample of this research was the students of viii f which consisted of 30 students. this class was the experiment group. in this class, teacher taught writing using circ. and the control group of this experiment was the students of viii e . it consisted of 30 students. in this class, teacher taught writing using dm. the researcher took these classes randomly. the technique used to get the sample is cluster random sampling. the data that researcher used in this research are the result score of creativity test and score of writing test. for the creativity test, the researcher takes creativity score of eighth grade students from the student’s creativity test. to know the students’ writing skill the writer used tests. the test is used to obtain the data of the students’ writing skill. aseptiana parmawati: the effectiveness of cooperative e 67 to analyze the writing test, the researcher used analytical scoring rubric. in order to have more objective result of the scores, the students’ writings are scored by two persons, researcher and other person who understands how to score writing (inter-rater technique). classroom evaluation of learning is best served through analytic scoring, in which as many as five major elements of writing are scored. the scoring standard based on reid (1993: 236-237) design an analytical scale that specifies five major categories and a description of five different levels in each category. to analyze the data, descriptive analysis and inferential analysis are used. descriptive analysis is used to know the mean, median, mode, and standard deviation of the score of test. the normality and homogeneity of the data should also be known, it is done before testing the hypothesis. anova test is used to find out the significant difference between two groups of means. the data are analyzed using multifactor analysis of variances 2x2. ho is rejected if fo > ft. the design of multifactor analysis of variance is as follows: table 1 factorial design 2 x 2 teaching method creativity circ (a1) direct method (a2) high (b1) a1b1 a2b1 b1 low (b2) a1b2 a2b2 b2 total a1 a2 note: a1 : the mean score of writing test of experimental class which is taught using circ a2 : the mean score of writing test of control class which is taught using dm b1 : the mean score of writing test of students having high creativity b2 : the mean score of writing test of students having low creativity a1b1 : the mean score of writing test of students having high creativity who are taught using circ a2b1 : the mean score of writing test of students having high creativity who are taught using dm a1b2 : the mean score of writing test of students having low creativity who are taught using circ a2b2 : the mean score of writing test of students having low creativity who are taught using dm after analyzing the data by anova, the researcher used tukey hsd (honestly significant difference) test. tukey test is used to test the significance of unplanned pair wise comparisons. to know whether there is significant difference or not, qo is compared with qt. if qo is higher than qt, it can be concluded that there is significant difference. then, to know which one is better, the means are compared. if the circ has higher score than dm, it means that circ is more effective than dm to teach writing. d. research findings this research used data gained from the students’ writing scores taken from the experimental class treated by using circ (cooperative integrated reading and composition), and control class by using dm (direct method). after the writing scores were gained, they were then sorted in accordance with their creativity. eltin journal, volume 3/ii, october 2015 68 after classifying the data into their groups, the researcher analyzed the normality and the homogeneity of the data. the summary of the normality using lilliefors test shows that all of the values (lo) gained are lower than ltable. therefore, it can be concluded that all of the populations based on both teaching methods and creativity levels were normal. the result of homogeneity test shows that χo 2 (4.14) is lower than χ t 2 (7.81). then, it can be summarized that ho is accepted and the data are homogeneous. the data analysis is done by using multifactor analysis of variance 2 x 2. ho is rejected if fo is higher than ft (fo > ft), it means that there is a significant difference and an interaction. after knowing that ho is rejected, the analysis is also continued to know the difference between the two groups and cells using tukey test. to know which group is better, the mean scores of groups and cells are compared. the summary of the data is presented as follows: table 2 the summary of a 2x2 multifactor analysis of variance source of variance ss df ms (ss/df) fo ft(.05) between columns (teaching method) 106.667 1 106.667 4.52662 4.016 between rows (creativity) 160.067 1 160.067 6.79277 4.016 columns by rows (interaction) 129.067 1 129.067 5.47722 4.016 between groups 395.8 3 131.933 within groups 1319.6 56 23.5643 total 1715.4 59 the summary of a 2x2 multifactor analysis above shows that: a. the impacts of employing teaching methods (cooperative integrated reading and composition and direct method) upon the students’ writing skill. as it is seen from the result of two-way anova with the same columns, the value of fo is compared to the ftable in which dfnumerator is 1 and dfdenominator is 56 at the level of significance α=0.05. based on the table, the value of fo is 4.52, while the value of ftable is 4.01. it means that ho is rejected. therefore, it can be concluded that cooperative integrated reading and composition differs significantly from direct method in their effect on the students’ writing skill. based on the mean score, it is seen that the mean score of the students who are taught by using cooperative integrated reading and composition (81.43) is higher than the mean score of the students who are taught by using direct method (78.76). it means that cooperative integrated reading and composition is more effective than direct method to teach writing. b. the effect of creativity level upon the students’ writing ability. based on the result of two-way anova with the same rows, the value of fo is compared to the ftable in which dfnumerator is 1 and dfdenominator is 56 at the level of significance α=0.05. based on the table, the value of fo is 6.79, while the value of ftable is 4.01. it means that ho is rejected. therefore, it can be concluded that the difference between students’ writing skill of those subjects with high creativity and those with low creativity is significant. based on the mean score, it is seen that the mean score of the students who have high creativity (81.73) is higher than the mean score of the students who have low creativity (78.46). it means that the students who have high creativity have better writing skill than the students who have low creativity. c. the interaction effect of teaching methods and creativity level upon the students’ writing skill. aseptiana parmawati: the effectiveness of cooperative e 69 based on the result of two-way anova with the same cells, the value of fo is compared to the ftable in which dfnumerator is 1 and dfdenominator is 56 at the level of significance α=0.05. based on the table, the value of fo is 5.47, while the value of ftable is 4.016. it means that ho is rejected. therefore, it can be concluded that there is an interaction effect between teaching techniques and creativity upon students’ writing skill. thus, the effect of teaching techniques on performance of writing depends on the degree of creativity. table 3 summary of tukey test between groups qo qt(.05) meaning category a1 a2 3.008862 2.89 qo > qt significant b1 b2 3.685856 2.89 qo > qt significant a1b1 a2b1 4.346624 3.01 qo > qt significant a1b2 a2b2 -1.52004 3.01 qo < qt not significant 1. because the qo between columns (3.01) is higher than qtable (2.98), the difference of the mean between columns is significant. it means that the effect of teaching writing using cooperative integrated reading and composition to the eighth graders of smp negeri 2 cepu in the academic year of 2012/2013 differs significantly from that teaching writing using direct method. the mean score of the students taught using cooperative integrated reading and composition (81.43) is higher than the means score of the students taught using direct method (78.76). so, it can be concluded that cooperative integrated reading and composition is more effective than direct method to teach writing. 2. because the qo between rows (3.68) is higher than qtable (2.89), the difference of the means between rows is significant. it means that there is significant difference between students’ high and low creativity level upon the students’ writing competence. the mean score of the students having high level of creativity (81.73) is higher than the mean score of the students having low level of creativity (78.46). so, it can be concluded that students having high creativity have better writing competence than the students having low creativity 3. because qo between columns high creativity (4.34) is higher than qtable (3.01), the difference between the students having high creativity taught writing using cooperative integrated reading and composition and the students having high creativity taught writing using direct method is significant. it means that the students having high creativity taught writing using cooperative integrated reading and composition differs significantly from the students having high creativity taught writing using direct method. the mean score of the students having high creativity taught writing using cooperative integrated reading and composition (84.53) is higher than the mean score of the students having high creativity taught writing using direct method (78.93). it means that cooperative integrated reading and composition is more effective than direct method for students who have high level of creativity. 4. because qo between columns low creativity (-1.52) is lower than qtable (3.01), the difference between the students having low creativity taught writing using cooperative integrated reading and composition and the students having low creativity taught writing using direct method is not significant. eltin journal, volume 3/ii, october 2015 70 e. conclusions the conclusions of the research which are based on the statistical analyses and the findings can be drawn as follows: 1. cooperative integrated reading and composition (circ) is more effective than direct method to teach writing to the eighth grade students of smp negeri 2 cepu in the academic year of 2012/2013. 2. the students have high level of creativity have higher writing score especially than those having low level of creativity to the eighth grade students of smp negeri 2 cepu in the academic year of 2012/2013. 3. there is an interaction between teaching methods and students’ creativity in teaching writing. this can be seen from the findings of this research that students taught by using circ and having high creativity are able to get better writing ability than those having high creativity and taught by using direct method. it means that circ is more effective than direct method to teach writing for students who have high level of creativity. on the other hand, there is no significant different between students who have low creativity who are taught by using circ and the students who have low creativity who are taught by using direct method. so, there is no significant different between direct method and circ to teach writing for students who have low level of creativity. it means that circ is an effective method to teach writing for the eighth grade students of of smp negeri 2 cepu in the academic year of 2012/2013. 4. by following the steps above, cooperative integrated reading and composition can be applied well in teaching writing. therefore, the students’ writing creativity can be improved significantly. based on the conclusions and implications above, there are some suggestions proposed for teachers, students, and future researcher reference byrne, donn. 1984. teaching writing skill. singapore: four strong printing company calderon.(1992). adapting circ to meet the needs of bilingual students. texas. boise state university. coben and reil.1989. teaching writing skill. new york: longman, inc. csikszentmihalyi, m. 1996. creativity: flow and the psychology of discovery and invention. new york: harper collins. freeman, diane larsen. 1983. techniques and principles in language teaching. oxford: oxford university press. harsyaf. 2010. teaching writing. jakarta: ministry of national education directorate general of quality improvement of teachers and education personnel center for development and empowerment of language teachers and education personnel jurnal studi agama dan masyarakat, volume 6, nomor 1, juni 2009 nunan, david (ed). 2003. practical english language teaching. singapore: mc.graw hill companies. aseptiana parmawati: the effectiveness of cooperative e 71 paul, raymond and goione, pellegrino w. 1973. perception and persuasion: a new approach to effective writing. new york: harper & row publisher inc. reid, joy m. 1993. teaching esl writing. london: prentice hall englewood cliffs slavin, robert e; madden, nancy a; stevens, robert j. (1989). cooperative learning models for 3r’s. academic research library. eltin journal, volume 6/ii, october 2018 107 teacher’s difficulties in teaching speaking using audio visual aid for autistic students acep haryudin1, siti ariani jamilah2 haryacep@gmail.com, arianijamilah@gmail.com ikip siliwangi abstract this article was to identify and to find out the teacher’s difficulties in teaching speaking to autistic student using audio visual. this research used descriptive design and qualitative research method. the instrument of the research are observation, interview and questionnaire about expressions of greetings. the data are collected by giving the teacher and autistic student interview, questionnaire and does observation and video recording. additionally, the writer found that respondent’s difficulties in teaching speaking using audio visual aid for autistic student, divided into two sections: internal; insecure and external that are 1) student; perform unique and unfamiliar character, deficit attention and concentrations, different of learning style, habit, and socialite with others, hard to produce and distinguish words with proper pronunciation, hard to perfect in pronunciation, easily affected by their surroundings, using verbal and imagination in the way of learning. 2) media; looking for a precise and compelling media, requiring a long time preparation. 3) teaching process; should be interesting, should provide examples that are easy to understand, always tuck the material outside of school hours, need a lot of repetition, takes a long time. additionally, it is recommended for further researchers to conduct similar studies in different contexts deeper. keywords: teacher’s difficulties, teaching speaking, audio visual a. introduction in teaching english, teachers are required to choose a media that is suitable for achieving the goal of teaching with ease, so that students are be motivated to learn more. this concept have related to apply instructional media, teachers must consider many things such as teaching materials, the level of students, classroom management and many other aspects. instructional media are used in improper technique can cause a lot of trouble or student and teacher fail to teach them and also will be a burden.who stated definition of teaching is “the work of the teacher”. according to anthony (1963:63) teaching is “a process of communication that is the proces of sending information from the teacher as a resource of information to the learners as the receivers”. speaking english as a foreign language is perceived as a difficult skill to be taught and learned since the learners have to think and speak at the same time to present their idea orally. they might also encounter some problems that obstruct them to be good english speaker. the problems include lack of self confidence, fear of making mistake, and lack of vocabularies and grammar. thornbury (2005:225) states that essentially, learner – speaker face two main areas of difficulties, namely knowledge factors and skill factors that effect other factors such as lack confidence or self-consciousness. mailto:haryacep@gmail.com mailto:arianijamilah@gmail.com haryudin & jamilah: teacher’s difficulties... 108 autism is a lifelong developmental disability that prevents individuals from poperly understanding what they see, hear and otherwise sense. this results in severe problem of social relationships, communication and behaviour (treatment and educational of autistic and communication handicapped children program (teachcp) in wall (2004)). characteristics of children with autism, which generally occurs. for example impaired social skills, difficulty empathizing, not like physical contact, not like loud noises, not like some scent, do not like bright light, unbalanced development, speech disorders and the like repetitive actions. hogan (2001) in the son rise programme autism, autism is complex developmental disability that typically appears during the first 3 years of life. it can result in challenges in language, communication, emotion, behaviour, fine, and gross motor skills and social interaction. characteristics of students that students with special needs (autism). based on research, these students including mild autism, which is still able to communicate well. teach autistic student is a very difficult with characteristics of children of autism, which generally occurs. for example impaired social skills, difficulty empathizing, not like physical contact, not like loud noises, not like some scent, do not like bright light, unbalanced development, speech disorders and the like repetitive actions. the autistic students like to learn from things that movement, the effective teacher in taught autistic students not only book and pencil to learn but with audio visual aid. the research question of this research was; what were the teacher’s difficulties in teaching speaking using audio visual aid for autistic student? and the objective of the research to find out the teacher’s difficulties in teaching speaking using audio visual aid for autistic student. b. literature review 1. teaching speaking according to brown (2007:8) teaching refers to guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. furthermore, carr (1996:98) stated that teaching is one of the means by which education is often achieved (if it is) and education i s a common purpose of teaching. in addition, richards and renandya (2002:6) stated that: a teaching theory is viewed as something that is constructed by individual teachers. from perspective, teaching is viewed as driven by teachers attempts to integrate theory and practice. furthermore, brown (2007:8) stated that a theory of teaching, in harmony with your integrated understanding of the learner and of the object matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning. bailey and savage in celce-murcia (2005:103) stated that speaking is an activity requiring the integration of many subsystem of these factors combine to make speakinga second or foreign language a formidable task for language learners yet for many people, speaking is seen as the central skill.moreover, richards (2008:19) stated that the mastery of speaking skills in english is a priority for many second-language or foreign-language learners. consequently, learners often evaluate their success in language learning as sell as the effectiveness of their english course on the basic of how much they feel they have improved in their spoken language proficiency. furthermore, richards and renandya (2002:204) stated that effective oral communication requires the ability to use the language appropriately in social interactions that involves not only verbal communication but also paralinguistic elements of speech such as pitch, stress, and intonation. eltin journal, volume 6/ii, october 2018 109 based on the statement above, the writer concludes that speaking english is one of the language skills which would give benefit for those who practice it, therefore speaking english should be practiced either at school or out of school. practicing english is hard to do and can be assumed as a basic for teaching in particular speaking english is giving instructions to others to communicate. 2. audio visual aid using audio visual aid as media in teaching english as foreign language can be helpful to the teacher. it is a tool to support the learning that is used as medium in instruction to deliver the materials to the learners. (heinich et al, 1985; van els et al.,1984 cited in syaifullah, 2008). in general, there are three kinds of instructional media. it comprises audio aid, visual aid, and audio visual aids. audio aids are media that can be listened to such as cd’s, radios and cassettes while visual aids are media that can be seen such as pictures, graphics, models and slides. then are instructional media that involve the senses of sight and hearing are named as audio visual media. it includes movie, video, and television (kasbolah, 1993:57 cited in syaifullah, 2008; piaget, 2006; heinich et al, 1985: 5) 3. the basic principles in using audio visual aid in using audio visual aid as media in class, there are some considerations that should be carefully planned by the teacher. the brief of these points in turn are suggested by xiaoning (2007: 3), namely: a. choose the materials that are relevant to the topic or themes in the class. using video or short film which related to the topic to provide integrated activities such as listening, reading, writing, and speaking will make students know more information and improve their english practical. while the purpose of showing the video is to arouse the students’ interest and require the context in the topic of the lesson so that they can learn better. so it is important that the material included in video should be relevant to the topic of the lesson. b. video or short film used should not be too long or too short. the appropriate duration may be five to ten minutes. if it is too long, it will spend ,much time that may affect the other materials or activities which will be provided in the class such as the analysis of the text, the language focus or practice section. if the short film or video is too short, it will be difficult for the student to understand whole plot. so try to consider the limited time in the class when choosing the video or short film. teacher can choose a little part of the video which really relate to the material in class so it can make full use of students’ interest. c. activities should be provided after students watch the video or short film. discussion or talk between teacher and students after watching the video or short film is quite necessary. it is for clarification or check students understanding about the content of it. after watching, students should try to practice the language by speaking. to train or to improve student listening and speaking skills and competence is what the teacher has to achieve. teachers can prepare some questions before class for students to answer promptly. they can also ask students to have a discussion in groups first and then ask them to give their report. if possible, they can also let students first do some preparation and then perform a debate on a certain problem. after seeing the clip, teachers can also ask students to answer the question. haryudin & jamilah: teacher’s difficulties... 110 4. teacher’s difficulties in teaching speaking according to brown (1996:216), “difficulties is mistake, misjudgments, miscalculations and error form an important aspect of learning in acquiring information”.difficulties are usually compared with impotence. in order to analyze the learner language in an appropriate perspective, it is crucial to make a distinction between difficulties and impotence.in this case, difficulties in teaching speaking is the teacher who teaching speaking to autistic student. 5. analysis of difficulties analysis is separation into parts possibly with comment and judgment (hornby. 1948:29), in the language teaching, either native language or a second language teaching, studying about learner difficulties is very important. the word analysis usually implies at least two elements: (a) a breakdown of something into parts or ideas, and (b) a discussion or description of those parts using a point of view or a method. if, for example, we are ask to analyze the text of a reading, we will choose several main or important ideas from it, then discuss each in turn using some kind of special point of view, theory, or method. to analyze difficulties, there are some steps which have to be conducted by writer, the first step in the process of analysis is identification the difficulties, it crucially depends on correct interpretation of the teacher’s teaching. it can be solved by authoritative or plausible interpretation.the second step is describing the difficulties. it begins only when an identification stage has taken place. the description of teachers is difficulties involve comparison of the teachers teaching speaking using audio visual aid for autistic student. c. research methodology research methodology consists of three methods; qualitative research method, quantitative research method, and mixed method. and this research used qualitative method. qualitative research methods are used to examine question that can be best answered by verbally describing how participants in a study perceive and interpret various aspects of their environment. the respondent of this research is a teacher of ninth grade of junior high school who gave the result of observation, interview and questionnaire of difficulties in teaching speaking using audio visual aid. however, when she was worried about her lack of experience in teaching students with special needs, then she wanted to find out how to support her student with autism and best meet his needs. in qualitative data validity might be addressed through the honesty, depth, richness and scope of the data achieved, the participants approached, the extent of triangulation and conformability of the researcher (tavakoli, 2012:699). the writer used questionnaires, interview and observation. mcmillan (2001:128) stated that observation allow the description of behavior as it occurs naturally. the writer took observation to explain the using of audiovisual in classroom. while, interview was used to gain specific information or very us eful data about students’ feeling or opinion which is notaccessible through observation (merriam, 1998) as cited in apsari (2018). eltin journal, volume 6/ii, october 2018 111 d. findings and discussion in investigating, the researcher used three kinds of instrument which has explained entirely in the third chapter. firstly, the writer gathered the information from the observation to the respondent in teaching speaking using audio visual aid in the class, secondly the researcher gathered the information from the interview to the respondent, thirdly the writer clarified the data by conducting observation which was recording the respondent, and in the end, the bias data were avoided by giving the respondent a questionnaire. the data of the three instruments then analyzed, and it was integrated to several subcategories of analysis. finding the teacher’s difficulties in teaching speaking using audio visual aid for autistic student, the writer found the data of result from interview that the most dominant media performed by the respondent is audio visual aid. moreover, in finding respondent’s difficulties in teaching speaking using audio visual aid for autistic student, the writer divided the analysis into two sections: 1. internal a. insecure the first respondent’s difficulty in teaching speaking using audio-visual aid for autistic student is insecure. insecure is the unconfident feeling, especially in uncomfortable situation. the insecure can appeared from her own self because there is no enough preparation or she finish the job. the following explanation would gather an analysis concerning why insecure applied as one of difficulties having by respondent to teach speaking for autistic student. the writer analyzed it is because the respondent fear of wrong pronunciation, in teaching speaking which required her to speak accurately and fluently. while fluency and accuracy in communicative language courses is an initial goal, accuracy is achieved to some extent by allowing students focus on the elements of phonology, grammar, and discourse in their spoken output. the result above showed that insecure causing difficulties in teaching autism students due to the respondent’s educational background were not specifically english education but special needs education. when the respondent teaches speaking using audio visual aid in observation of this study, she waited for the record in video of speaking material and the respondent followed the speaker in delivered greeting material. due the reason above, it is considered that the insecure of respondent in teaching speaking also influence to the insecure of respondent in using audio visual aids. so, it can be concluded that insecure of respondent is an internal difficulties. 2. external external is belonging to or forming the outer surface or structure of something in difficulties of teachers another own self in teaching speaking using audio visual aid. looking from external are including three of respondent difficulties that are student, media and teaching. a. student the writer considered and analyze that students can be an external trouble in teaching speaking using audio visual aid for autistic student. looking from their characteristic, the following explanation elaborate what characters which become the difficulties, as follow: 1) perform unique and unfamiliar character. haryudin & jamilah: teacher’s difficulties... 112 the character of the autistic student is considered to be particularly important in the diagnosis of autism. autism is a life-long developmental disability that prevents people from understanding what they see, hear, and otherwise sense. this result showed the severe problems are including social relationships, communication, and behavior make the student autistic perform unique. communication with autistic children something delays an even hard to do or total lack of. the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime) and behavior that stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex wholebody movements). based on theory of major categories characteristic of student autistic (columbia, 2000:9), there are four major categories from communication characteristics, social interaction characteristics, unusual behavior characteristics, learning characteristics. 2) deficit attention and concentrations. the other respondent's difficulties in teaching autistic student are her deficit attention and concentrations. the autistic student has very weak concentrations in learning because the autistic student often have difficulty in paying attention to relevant cues or information in their environment and may focus their attention only on a restricted part of the environment, to the exclusion of what is relevant. for example, a student may look at the ball but not at the person to whom the ball is to be thrown. this is referred to as stimulus over-selectivity. 3) different of learning style, habit, and socialite with others as mentioned above, the respondent had difficulty in encountering deficit the lack of attention and concentrations of a student the other external difficulty of respondents are different of learning style, habit, and socialite with others. (columbia, 2000: 22) stated in qualitative impairments in communication autistic student as manifested by at least one of the individuals with adequate speech, marked impairment. in the ability to initiate or sustain a conversation with others. the explanation above, in communication autistic student difficulty in the conversation with others. the habit of autistic student often demonstrate unusual and distinctive behaviors, including: restricted range of interests, and a preoccupation with one specific interest or object and inflexible adherence to a non-functional routine. thus, those characteristic of student is absolutely become respondent's one of difficulties. it considered a problem because the respondent should think over in how she can use the audio visual aid as appropriate as possible technique in teaching speaking for autistic student. 4) hard to produce and distinguish words with proper pronunciation. the other factors which often involved in respondent's difficulties in teaching speaking are student’s difficulties in pronouncing and distinguishing words. it because the autistic student has inflexibility in style of conversation.autistic student sometime have a difficulty in comprehending oral and written information—for example, following directions or understanding what they read. yet some higher-functioning individuals or people called ‘normal student’ may be relatively capable of identifying words, applying phonetic skills and knowing word meanings. eltin journal, volume 6/ii, october 2018 113 5) hard to perfect in pronunciation. the other difficulty is in teaching speaking of pronunciation due to the autistic student perfect in pronunciation perfect for a student is different from other common student of the letters. it makes autistic student has difficulty in comprehending utterances. it because the reason, the respondent need more time to repeat the material of speaking to teach autistic student. 6) easily affected by their surroundings. the upcoming teacher’s difficulties in teaching speaking to autistic is student who easily affected by their surroundings. this may be linked to cognitive or motor difficulties. autistic student may need to process each discrete piece of the message or request, and therefore need extra time to respond. providing extra time generally, and allowing for ample time between giving instructions and student responses are both important tactics for supporting autistic student. but, the autistic student easily to low concentration and the student attempt to search something who he liked. 7) using verbal and imagination in the way of learning the other teacher’s difficulties in teaching autistic student is speaking in using verbal and imagination in the way of learning who often involved in student learning in daily behavior.similar to the low concentration factor autistic students and easily affected by reviews their surroundings. reviews these two factors are interrelated because when the concentration is already weak autistic student would talk to reviews their imagination so that the respondent difficulties in teaching speaking. that is why the respondent must recognize and put so much attention to the autistic student. this explanation supported by the interview result in point 6. from the six evidences point 1 6 which cited above, a conclusion could be drawn that all of the instruments said similar in saying that the respondent have to understand with behavior, her students daily activity, gave more attention and kept focus and concentration in teaching speaking to autistic student. with all of factors in student, the respondent have to take long time to teachingspeaking, the respondent did not force student to speak with perfect pronunciation like another normal student. b. media there is no single method for teaching speaking to autistic students which can consider successful for all of students. students’ needs change over time, making it necessary for teacher to try other approach with media in teaching. this factors of media in teachers difficulties in teaching speaking; there are three factors that are; 1) looking for a precise and compelling media columbia (2000: 27) stated the most strongly recommended approach for teaching students with autism is to use visual aids. students often demonstrate relative strengths in concrete thinking, rote memory, and understanding of visual-spatial relationships, and difficulties in abstract thinking, social cognition, communication, and attention. pictographic and written cues can often help the student to learn, communicate, and develop self-control. 2) requiring a long time preparation. difficulty in teaching speaking used media is requiring a long time preparation. the respondent have to preparation before learning that take a long. haryudin & jamilah: teacher’s difficulties... 114 c. teaching process 1) should be interesting many difficulties of teaching dealing with the respondent are about approach and strategies in teaching speaking. as already mentioned before, the respondent is teacher who teach autistic student in special children school. the respondent has teaching speaking that interesting because in learning the autistic student easier low attention. she has difficulties in teaching speaking to autistic student. because everything there is in speaking in english, the respondent has delivered the material of interesting in teaching. 2) should provide examples that are easy to understand in certain teacher’s difficulties in teaching, the examples from material speaking can influenced the student understood. for example, in informing or saying something to just write or just used tpr, the student will can not understood about the material speaking. the teacher has give examples that are easy to understand. 3) always tuck the material outside of school hours in teaching speaking, the autistic student need take long time in understood learning speaking. the respondent’s difficulties is has smart for used time in delivered material speaking so that the autistic student can accepted all of material speaking from the respondent. the respondent has always tucked the material outside of school hours. 4) need a lot of repetition the overall responses concerning using audio visual aid in teaching speaking, the student low understood and make respondent’s difficulties and need a lot of repetition. 5) takes a long time the autistic student may need longer to respond than other students. this may be linked to cognitive and/or motor difficulties. the autistic students may need to process each discrete piece of the message or request, and therefore need extra time to respond. providing extra time generally, and allowing for ample time between giving instructions and student responses are both important tactics for supporting autistic student. the overall make the respondent’s difficulties in teaching speaking. finally, the conclusion from overall explanation above can be portrayed by this figure below: eltin journal, volume 6/ii, october 2018 115 e. conclusion and suggestion the findings of this research on teacher’s difficulties can be summed into two aspects: internar and internal.internal aspect covers insecure and fear of wrong pronunciation. while external includes the characteristic of student autistic, media and teaching process in line with conclusion stated above, for better teaching and learning process in teaching speaking using audio visual aid to autistic student, the teacher needs to consider several thing such as eye level of the student, the position of the teacher in relation to the student, and distracters that may interfere with attention. in addition, the teacher also need to consider the time required to shift visual attention and careful attention to aversive visual stimuli and attempts to reduce the effect of these stimuli will assist managing the student’s behavior and help the student learn. f. references anthony, e. m, (1963). approach, method, and teachnique. english language teaching, 17 apsari, y. (2018). reflective reading journal in teaching writing. indonesian efl journal, 4(2), 39-47. bailey, kathleen, m. (2005). practical english language teaching speaking. new york: the mcgraw-hill companies. brown, gillian, and george yule. (1983). teaching the spoken language. london :cmbridge university brown, d.h. (1996). teaching by principles. new jersey: prentice hall regents brown, h. douglas. (2007). principle of language learning and teaching fifth edition. san fransisco: pearson education. inc carr, david. (1996). making sense of education. new york: routledge falmer haryudin & jamilah: teacher’s difficulties... 116 celce-murcia, (ed). (2005). teaching english as a second or foreign language. 3rd edition. boston, ma: heinle & heinle creswell, jhon w. (2012). education research : planning, conducting, and evaluating quantitative and qualitative research fourth edition. united states america: pearson education.inc columbia, british. (2000). teaching student with autism. columbia:canadian cataloguing in publication data hanbury, m.(2005). education pupils with autistic spectrum disorders: a practical guide, london: paul chapman publishing. heinich, r., molenda, m., russel, j.d., & smaldino, s.e. (1985). instructional media and technologies for learning (7th ed.). ohio: pearson education, inc hogan. (2001) the son rise program autism, available at: www. autismtreatmentcenter.org hornby, albert sidney. (1948). oxford advanced learners dictionnary of current english. oxford: oxford university press. lee, w.r & coppen, helen. (1968). simple audio visual aids to foreignlanguage teaching. london: oxford university press punch, keth f. (1998). introduction to social research. london: sage publication richards, j. c., (2008), teaching listening and speaking: cambridge university press richards, j.c., renandya, w.a. (2002). methodology in language teaching.usa: cambridge university press shuttleworth, martyn. (2008). descriptive research design. london: dubbson publishing special programs branch of the british columbia ministry of education (2000) syaifullah. (2008). some theories about english teaching media. (online). available at: http://syaifullaheducationinformationcenter.blogspot.com/2008/11/som e-theoriesabout-english-teaching.html tavakoli, h. (2012). a dictionary of reasearch methodology and statistics in applied linguistics. tehran: rahnama press thornbury, s. (2005). how to teach speaking. england: pearson educational limited xiaoning, wang. on the use of video clips in college english teaching. vol.3 no.2 april 2007 (online). available at : http://iocg.ignou.ac.in/wiki/images/8/83/es-201%28unit-7%29.pdf (august 23, 2010) http://iocg.ignou.ac.in/wiki/images/8/83/es-201%28unit-7%29.pdf http://iocg.ignou.ac.in/wiki/images/8/83/es-201%28unit-7%29.pdf http://iocg.ignou.ac.in/wiki/images/8/83/es-201%28unit-7%29.pdf http://iocg.ignou.ac.in/wiki/images/8/83/es-201%28unit-7%29.pdf http://iocg.ignou.ac.in/wiki/images/8/83/es-201%28unit-7%29.pdf http://iocg.ignou.ac.in/wiki/images/8/83/es-201%28unit-7%29.pdf eltin journal vol 3/1, april 2015 38 improving students’ ability in writing descriptive text using genre based approach (gba) at the eighth grade students of smp islam terpadu fitrah insani siti masitoh & dasep suprijadi stkipsiliwangi bandung abstract based on the phenomena that students have difficulties in writing descriptive text, students could not write because the students do not have any ideas when they areasked to write. so, they need some ways which could help them in writing. the problems in writing can be solved by implementing some strategies in teaching writing. one of approach that teacher can use to help students write a good text is gba. the main objective of this study is find out if gba can improve students’ ability in writing descriptive text. the research method used is quantitative research, or more specifically quantitative with one group pretestposttest design. pretest was given before the students received treatment and posttest was given after students received the treatment. the sample is one class (viii al quds) in smp islam terpadu fitrah insani and test as the instrument. data analysis shows that the observed value of t (9.474) is bigger than the critical value of t (2.07). gba has a significant impact on improving students’ ability in writing descriptive text. the teacher should apply the gba as the alternative for teaching writing descriptive text. keywords: improving, writing, descriptive text, and genre based approach a. introduction writing is one of the four language skills that can be measured from literacy development in a country, but that condition is not for all country, especially eltin journal vol 3/1, april 2015 39 in indonesia. the writing skill is regarded as the most difficult and complex language skill because it requires extent of perception and involves thinking process extensively. furthermore, writing differs from other skills. it is unique. harmer (2004:31) states “ writing encourage students to focus on accurate language use and because they think as they write, it will provoke language development as they resolve problems which the writing puts into their minds”. in fact, most indonesian students face some difficulties in writing including developing ideas, unenthusiastic student’s attitude to the lesson, and difficulty in grammar. in writing english text, they have to consider the grammar to make their writing understandable. therefore, some of english text require different tense, so students have to know some tense according to the text they are going to write. the curriculum in indonesia requires students to be able to write some kind of text like recount, report, discussion, explanation, exposition, new item anecdote, narrative, procedure, description, and review. descriptive text is one of the genres taught for the eighth grades students at junior high school. the problems in writing can be solved by implementing some strategies in teaching writing. one of approach that teacher can use to help students write a good text is gba. the genre approach to language learning is first developed in australia through the work of educational linguists and educators who have been working with disadvantaged groups of students. the approach is now widely used in all sectors of education. in the 2013 curriculum there are three types of text that should be taught in junior high school, they are descriptive, recount and narrative. process genre based approach make students comprehensively understand the texts as a whole, including the schematic structure and linguistic features of the genre in general. process genre based approach can help students learn english language specially on the writing skill. b. literature review a. theoretical framework 1. writing according to brown (2001: 336), writing is a thinking process. furthermore, he states that writing can be planned and given with an unlimited number of revisions before its release. linse (2006:98) also stated that writing is a combination of process and product of discovering ideas, putting them on paper and working with them until they are presented in manner that is polished and comprehensible to readers. thus, it is be stated that writing is a thinking process of discovering ideas then written on the paper. eltin journal vol 3/1, april 2015 40 according to harmer (2004: 4-5) writing process has four main elements : planning, drafting, editing (reflecting and revising) and final version. the first is planning. planning is any activity that encourage students to write. it is become a way of warming up writers brain before write. writers have to think about three main issues. first, they have to consider the purpose of their writing. secondly, writers think of the audience they are writing for and thirdly, writers have too consider the content structure of the piece. the second is drafting. in the drafting. writer ‘go’ at text is often done on the assumption that it will be amended later. at this stage, the writers focus on the fluency of writing and are not preoccupied with grammatical accuracy or the neatness of the draft. third is editing (reflecting and revising). in this process, writer read through what they have written to see where it works and where it doesn’t. the teacher does not need to be the only person to give students feedback, their classmate, caregivers, or classroom aides can help students revise. revising is not only checking for language errors, but also improve global content and the organization of ideas so made clearer the reader. the last is final version. it means that writers have edited their draft and produce their final version. they edit their own or their peer’s work for grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual material such as quotations, examples and the like. 2. descriptive text a. definition of descriptive text kane (2005:352) states “description is about sensory experience how something looks, sounds, tastes. mostly is about visual experience, but description also deals with other kinds of perception.” gerot and wignell (1995:208) define “descriptive text is kind of text which is aimed to describe a particular person, place or things. it can be conclude that descriptive text is a text for describe person, place or a thing by visual experience. it is used to create a visual image of people, place, even of time days or season. it may also be used to describe the outwards appearance people. it may tells about their traits of character and personality b. social function of descriptive text the social function of descriptive text is to describe a particular person, place or thing. eltin journal vol 3/1, april 2015 41 c. generic structure of descriptive text gerot and wignell (1994:208) state that the generic structure of descriptive writing are: a) identification which identifies phenomenon that will be describe b) description which describe parts, qualities, or characteristics of something or someone in detail. d. grammatical features of descriptive text knapp and watkins (2005:98-99) write there are several grammatical features of descriptive writing as the following: a) in descriptive text, the present tense is predominantly used b) although present tense may be used in literary description, it is past tense that tends to dominate c) relational verbs are used when classifying and describing appearance/qualities and parts/function of phenomenon. d) action verbs are used when describing behaviors/ users. e) mental verbs are used when describing feeling in literary descriptions. f) adjective are used to add extra information to nouns and may be technical, everyday, or literally, depending on the text. g) personal and literary description generally deal with individual things. 3. genre based approach (gba) the genre approach is concerned with providing students with explicit knowledge about language. it values teacher – learner interaction as well as interaction between students. the approach is now widely used in all sectors of education. the cycle of teaching and learning activities in the genre approach consists of a number of stages which the teacher and students go through so that students gradually gain independent control of a particularly text-type. this cycle consists of four main stages; they are building knowledge of field, modeling of text, join construction of text and independent construction of text. it aims to provide support for learners as they go through each stage of the cycle. the following elaboration of the teaching and learning cycle is adapted from paltridge (2001: 31). 1. building knowledge of field (bkof) this stage focuses on building up a shared experience and cultural context about the topic of text. 2. modeling of text (mot) this stage focuses on introducing particular genre though a model of text that deals with the field that the students have already explored in the stage of building knowledge of field. eltin journal vol 3/1, april 2015 42 3. joint construction of text (jcot) in this stage, teacher and students work together to construct texts that are similar to the text that have already being learnt in the previous stage. 4. independent construction of text (icot) in this final stage, students are ready to work independently to produce their own text within the chosen genre. first stage are functioned as the pre activities such as pre-listening, reading, speaking and writing. it called starting point. the core idea of all activities at this is the interaction between teacher and class or students and students. for the second stage, modeling of the text, focuses on introducing the target text through a model of text by exploring the text’s social function, text organization and linguistic features. it points out that the activities involve analysis of rhetorical staging on the text, the lexical and grammatical resources used. at the third stage, teacher and students work together to construct the text of the focused genre. in constructing the text, attention should be paid to the schematic structure, linguistic features and knowledge of the field of the text. at the last stage, referred as independent construction, students work independently and individually to produce the chosen genre. in the other word, at this stage, each student produces the text, as addition. it can be done ideally if the students have successfully produced a jointly constructed text or understanding of the text. b. previous studies there are two previous researches that are used by the researcher, they are: 1. research entitled improving students’ ability in writing descriptive texts through a picture series-aided learning strategy of tenth grade of sma negeri i kembangbahu lamongan, indonesia in the academic year of 2010 by halimatus sa’diyah. it is explained that using picture as a media in teaching descriptive text is very helpful in producing the words or sentences because the students can see something through picture which give imagination for students to describe something or place, so they are able to choose the appropriate vocabularies according to the description based on the picture. the result of her research is increased from 56.86 prior to the teaching learning process to 77.87 at the end of the treatment. the similarity are that this research focused on writing descriptive text and use picture as media. 2. thesis entitled improving students’ ability in writing descriptive text through wholesome scattering game of eight grade of mts sunan ampel patean kendal in the academic year of 2010/2011 by widodo hami. it is explained that drill wholesome scattering game can help eltin journal vol 3/1, april 2015 43 students to imagine the ideas in writing and develop their sentences. the similarity are that this research focused on writing descriptive text and research of eight grade students in junior high school. based on two previous studies, there are similarity with the writer title is improving students’ ability in writing descriptive text, but there are differences method the previous studies with the writer. the first is using picture series-aided learning and second is using wholesome scattering game, while the writer is using gba. the writer is using gba to know whether beside that two method, gba can improve students’ ability in writing descriptive text. c. research methodologhy 1. research design the research used experimental design. “an experimental design is the traditional approach to conducting quantitative research” (cresswel, 2012:294). there are three experimental which can use to find out the data, namely: pre-experimental design, true experimental design and quasiexperimental design. the research took place as quantitative one group pretest-posttest design. “one-group pretest-posttest design is a single group measured or observed not only after being exposed to a treatment of some sort, but also before”, fraenkel et al (2012:265). pretest (o1) were given to the students before get treatment using genre based approach (gba) (x) and posttest (o2) were given after the students get treatment. one group pre-test post-test design described below. pretest treatment posttest o1 x o2 2. research method in this research the writer using quantitative method. “quantitative research methods are used to examine questions that can best be answered by collecting and statistically analyzing data that are in numerical form” (crowl, 1996:16). 3. population and sample “populations are groups consisting of all people to whom a researcher wishes to apply the findings of a study” (crowl, 1996:15). the population of this research is the eighth grade students of smp islam terpadu fitrah insani. the sample of the research is class viii al quds. “samples are eltin journal vol 3/1, april 2015 44 subsets of people used to represent populations” (crowl, 1996:15). the sample was selected by using random sampling technique. 4. instrument in this research the writer used pretest and posttest. the writer gave pretest before the teaching learning process and give posttest after the teacher learning process has been completed. 5. data collection technique and analysis this information obtained through a set of work sheet paper which given to the students. the data took from the result of a writing test pretest and posttest. the data collection processed approximately in january 2015 until february 2015. variables employed in this research are the data obtained from the students’ worksheet paper concerning the use gba in learning genre of text material. the variable of the research are both in interval scale. as it was seek for mean comparison, the best analyzing statistic is the test. the writer analyzed and processed the data using spss to get the result. according to fraenkel and wallen (2009:186) spss is a computer program that can be used to calculate many of descriptive statistic that we describe in text, including means and standard deviations, z scores, correlations, and regression equations. spss can also be used to conduct many hypothesis tests, including independent and repeated measures t-test, analysis of variance (anova), and chi-square tests. in this case the writer counted the data to see the homogeneity and normality of the instrument before the writer give the pre test, treatment and post test to the student. d. result and discussion a. result 1. pretest and posttest scores pretest was administered to the students in class viii al quds before they received the treatment and after it students received the posttest to find out the result of treatment. the treatment are: treatment 1  students are given a descriptive story in indonesian language. this activity helps students to get to know what text descriptive  students are given a descriptive story in english  students are encouraged to be able to see the similarities between the two stories formation treatment 2 eltin journal vol 3/1, april 2015 45 explicitly teachers explain the generic structure and linguistic features of the text form of descriptive text. teachers make text analysis table to enable students to easily assess the generic structure and lexical grammatical every sentence. in addition it is also presented the text seen communicative purpose of social purpose. closed with students assess their own texts that have been provided and write in the journal treatment 3 this meeting is intended to look at a series of recursive writing process. teacher gives some images that should be in the text descriptive made by students in groups. teachers and students are discusses together. teachers revise if there a wrong text. treatment 4 students are given a 'picture cards' students are welcome to choose the images they wish to develop into a text. they are expected to demonstrate an understanding and expertise in writing the text descriptive after attending a series of activities above. the pretest and posttest scores were presented in the table below: table 4.1 the scores of pretest and posttest of viii al quds no name scores pretest posttest 1 student 1 48.8 71.6 2 student 2 47.6 82.4 3 student 3 51.2 83.6 4 student 4 59.2 76.8 5 student 5 49.6 80 6 student 6 48.8 72.8 7 student 7 44 82 8 student 8 44 76.4 9 student 9 32 76.4 10 student 10 76 80.4 11 student 11 75.6 85.2 12 student 12 48.4 84.4 13 student 13 59.6 82 14 student 14 20 86.4 15 student 15 76.4 84.8 16 student 16 49.6 81.6 17 student 17 64 84.8 eltin journal vol 3/1, april 2015 46 18 student 18 48.4 77.6 19 student 19 50.4 79.2 20 student 20 62.4 82.4 21 student 21 71.6 91.2 22 student 22 65.6 78.8 23 student 23 66 84.4 2. the testing of normality distribution the testing of normality distribution was aimed at finding out whether or not the research population was normally distributed. that population is normally distributed means that the sample is drawn from the same population. the normality distribution has been tested using spss. the result of calculating the normality test for the pretest and posttest scores is presented in the table below: table 2. tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statist ic df sig. pretes t .165 23 .104 .938 23 .160 postte st .110 23 .200 * .975 23 .805 a. lilliefors significance correction  this is a lower bound of the true significance. the table shows that the value of kolmogorov-smirnov in pretest is 0.104 and posttest is 0.200. this data is normally distributed, because the both of values are higher than 0.05. field ( 2009:144) states “if the test is non-significant (p > 0.05) it tells us that the distribution of the sample is not significantly different from a normal distribution (i.e. it is probably normal). if, however, the test is significant (p < 0.05) then the distribution in question is significantly different from a normal distribution (i.e. it is non-normal)”. 3. the testing of homogeneity of variance eltin journal vol 3/1, april 2015 47 after testing the normality distribution, the next step was to analyze the homogeneity of variance. according to field (2009:152) homogeneity of variance is the assumption that the spread of scores is roughly equal in different groups of cases, or more generally that the spread of scores is roughly equal at different points on the predictor variable. the result of calculating the homogeneity test using spss is presented in the table below: table 3. test of homogeneity of variance levene statistic df1 df2 sig. pretest based on mean 18.691 1 44 .00 0 based on median 11.506 1 44 .00 1 based on median and with adjusted df 11.506 1 25.9 88 .00 2 based on trimmed mean 19.519 1 44 .00 0 from the test of homogeneity of variance above, the significant values for probability based on mean is 0.000, the probability based on median is 0.001, the probability based on median and with adjusted df is 0.956, and the probability based on trimmed mean is 0.920. the probabilities are less than 0.05 shows that the variances are significantly different. field (2009:152) states “if levene’s test is significant (sig. in the spss table is less than 0,05) then the variances are significantly different in different groups. 4. the analysis of t-test the result of t-test calculation for pretest and posttest scores are presented in the table below: table 4. paired samples statistics mean n std. deviatio n std. error mean eltin journal vol 3/1, april 2015 48 pair 1 prete st 54.7478 23 14.00327 2.91988 postt est 81.0957 23 4.53386 .94538 paired samples correlations n correlatio n sig. pair 1 pretest & posttest 23 .305 .157 table 4.4 shows that the correlation between the students’ score s before and after the treatment was r= 0.305 with probability (sig) = 0.157. this means the students score before and after the treatment had a strong correlation since r value was close to 1. according to field (2009:57), r = 0.10 was small effect, r = 0.3 was medium effect and r = 0.5 was large effect. table 5. paired samples test paired differences t df sig. (2tailed)mean std. devi ation std. erro r mea n 95% confidence interval of the difference low er upper pai r 1 pret est postt est 2.634 78e1 13.3 3720 2.78 100 32.1 1526 20.5803 9 9.474 22 .000 from the table, the significant value (sig. 2 tailed) was 0.000, the value < 0.05, thus was significant and t obtained was 9.474 at the significant level of 0.05 and the degree of freedom 22. it means that there was significant in writing descriptive text using genre based approach. field (2009:333) has stated “if the value is less than 0.05 then the means of the two conditions are significantly different”. eltin journal vol 3/1, april 2015 49 5. progress of student achievement progress of student achievement on the use of the test were analyzed by using the normalized gain score formulas and calculations as follows : g= (meltzer,2002:183) = 81.0957−54.7478100−54.7478 = 0.58 % table 4.6 classification n-gain n-gain interpretation g > 0.7 high 0.3 < g < 0.7 medium g < 0.3 low (hake, 1999) the result indicate that there is progress of student between pretest and posttest, the normalized gain is 0.58. it means treatment has succeeded. b. discussions after the writer conducted the research in smp islam terpadu fitrah insani in class viii al quds, the writer found the following on the improving students’ ability in writing descriptive text using genre based approach (gba). as described in early chapter, the mean of posttest was higher than the mean of pretest. null hypothesis (ho) was rejected because based on the table 4.5, tobserved was 9.474 at the significant level of 0,05 and the degree of freedom 22 and the critical value of ttable 2.07, it can be seen that tobserved 9.474 was higher than critical value of ttable 2.07. it shows that the alternative hypothesis was supported and null hypothesis was rejected. in other words, gba can improve students’ ability in writing descriptive text. the research has related to the previous studies, entitled “improving students’ ability in writing descriptive texts through a picture seriesaided learning strategy of tenth grade of sma negeri i kembangbahu lamongan” and “improving students’ ability in writing descriptive text through wholesome scattering game of eight grade of mts sunan ampel patean kendal”. hypothesis was accepted. it can be concluded that improving students’ ability in writing descriptive text using gba has shown positive significance. this study confirmed the previous study that beside eltin journal vol 3/1, april 2015 50 using picture and wholesome scattering game, using genre based approach is significantly to improve students, ability in writing descriptive text. e. conclusions and suggestions a. conclusions based on the data result of analysis, it can be concluded that using gba can improve students’ ability in writing descriptive text in junior high school. it is proved by the students’ score of tobserved (9.474) and ttable (2.07). it can be seen that tobserved 9.474 was higher than the critical value of ttable 2.07. in addition, it was clear that the alternative hypothesis was accepted, there was significant, p value was 0.000 (p<0.05). in other word, the null hypothesis was rejected. using gba to improving students’ ability in writing descriptive text is easier and more understandable. it helped students to write a descriptive text easily and accurately to write the parts and characteristics of the object. this way can also help the teacher develop their ideas about text. b. suggestions in relation to the conclusion given, some points are suggested as follow: 1. it is advisable for english teacher to apply the gba because it was proved can improving students’ ability in writing text based on genre, especially descriptive text. 2. for students, the first is students have to interest in english first, so they will feel enjoy along learning. the second students should be more discipline, use the times correctly, control themselves during the class, and more carefully to use the words that appropriate in writing descriptive text. 3. for the readers, may this study will bring good understanding to the readers in helping them how to improve students’ writing achievement by applying the gba. 4. for the next researcher, this research use one group pretest posttest it employees limited samples, thus the next researcher expected to use the more large samples, and this technique not only conducted in the eighth grade of junior high school, but also appropriate to students in different grade. f. references brown, h. douglas. (2001). teaching by principles: an interactive approach to language pedagogy. great britain: longman. eltin journal vol 3/1, april 2015 51 crowl, thomas k. (1996).fundamental of educational reseach. new york:brown &benchmark. creswell, j. w. (2012). educational research: planning, conducting and evaluating quantitative and qualitative research. boston: pearson education, inc. field, andy. (2009). discovering statistic using spss third edition. california : sage. firkins, a., forey, g., & sengupta, s. (2007). a genre-based literacy pedagogy: teaching writing to low proficiency efl students. english language teaching journal , 3. fraenkel, j. r., & wallen, n.e. (2009). how to design and evaluate research in education seven edition. new york: mcgraw-hill inc. fraenkel, j. r., wallen, n.e., & hyun, h.h.. (2012). how to design and evaluate research in education. new york: mcgraw hill companies. gerrot, linda., & wignell peter. (1995). making sense of functional grammar. sydney: antepodean educational enterprises. hake, r.r. (1999). analyzing change/gain scores. dept. of physics indiana university. (online). from http://www.physics.indiana.edu in 21-9-2011 harmer, jeremy. (1998). the practice of english language teaching. new york: cambridge university press harmer, jeremy. (2004). how to teach writing. england : pearson. kane, thomas. s. (2000). the oxford essential guide to writing. [online].available in http://en.wikipedia.org/wiki/text_linguistics. kaswan, et al. (2014). metode dan teknik penulisan karya ilmiah. cimahi: stkip siliwangi bandung knapp, peter., & megan watkins. (2005). genre, text, and grammar. sidney: university of new south wales. linse, caroline t. (2006). practical english language teaching : young learners. ny: mc graw hill eltin journal vol 3/1, april 2015 52 meltzer. (2002). the relationship between mathematics preparation and conceptual learning gain in physics : a posible “hidden variable indiagnostic pretest scores”.american journal physics. nugroho, t. & hafrizon. (2009). introduction to genre based approach. jakarta: ministry of national education paltridge, b. 2001. genre in the language learning classroom. michigan, university ofmichigan press. isi jurnal vol 3 no 1.pdf chapter 1 siti.pdf chapter 2 ruswinarsih.pdf chapter 5 angga maulana.pdf cynantia rachmijati: an analysis of the slang e 97 an analysis of the slang language used in the movie “juno” cynantia rachmijati stkip siliwangi – bandung cynan_tia@yahoo.com abstract this research entitled “an analysis of the slang language used in the movie juno” is a descriptive analysis of how slang language is used among youngster from the movie entitled “juno”. the objective of the research is to analyze the slang language and to see whether “juno” can be used as teaching materials. the research method is descriptive analysis to analyze the slang languages and utterances that found from the movie. the amount of slang utterances that found in this movie are : juno has 38 lines, mac has 8 lines, bren has 7 lines, mark has 6 lines, vanessa has 2 lines, leah has 5 lines, paul has 3 lines and other supporting roles has 5 lines– which makes the total of 73 slang utterances. it is concluded that “juno” is suitable as teaching materials, especially for esl who are interested in studying slang. keywords : analysis, slang, language, movie a.introduction humans are a beautiful creature that god created. not only god gives them instinct, but also brain and knowledge to adapt to this world. in the process of being evolved into a better human posture and forms these past years, as charles darwin called it “evolution” – human has the need to talk and communicate with others. therefore in order to understand each other perfectly well with others, human needs to communicate. and thus language created. language is thought to have originated when early hominids first started cooperating, adapting earlier systems of communication based on expressive signs to include a theory of other minds and shared intentionality. this development is thought to have coincided with an increase in brain volume. language is processed in many different locations in the human brain, but especially in broca‟s and wernicke‟s areas. humans acquire language through social interaction in early childhood, and children generally speak fluently when they are around three years old. the use of language has become deeply entrenched in human culture and, apart from being used to communicate and share information, it also has social and cultural uses, such as signifying group identity, social stratification and for social grooming and entertainment. with language evolves, and then it is impossible for human being to talk in the nicest and modest way of all time. and so they started to categorized which one is informal situation and which one is not. and thus slang language created. slang is the use of informal words and expressions that are not considered standard in the speaker‟s dialect or language (taken from http://www.uncp.edu/home/canada/work/allam/1914-/language/slang.htm). slang is often to be found in areas of the lexicon that refer to things considered taboo. it is often used to identify with one‟s peers and, although it may be common among young people, it is used by people of all ages and social groups. during this modern language, slang language keeps involving within youngster conversation and spread through many media. the television, cell phone, internet and even daily conversation are some of the media where youngster used slang language. and one media that keeps offering the mailto:cynan_tia@yahoo.com http://en.wikipedia.org/wiki/theory_of_mind http://en.wikipedia.org/wiki/intentionality http://en.wikipedia.org/wiki/neurolinguistics http://en.wikipedia.org/wiki/brain http://en.wikipedia.org/wiki/broca%27s_area http://en.wikipedia.org/wiki/wernicke%27s_area http://en.wikipedia.org/wiki/language_acquisition http://en.wikipedia.org/wiki/culture http://en.wikipedia.org/wiki/identity_%28social_science%29 http://en.wikipedia.org/wiki/social_stratification http://en.wikipedia.org/wiki/social_grooming http://en.wikipedia.org/wiki/entertainment http://en.wikipedia.org/wiki/word http://en.wikipedia.org/wiki/dialect http://en.wikipedia.org/wiki/language http://www.uncp.edu/home/canada/work/allam/1914-/language/slang.htm http://en.wikipedia.org/wiki/taboo eltin journal, volume 3/ii, october 2015 98 newest slang language is movie. and this movie, “juno”(2007), not only won numerous award from its story, acting and soundtrack – but also offering a different point of view from a pregnant 16 years old female, juno. the dialogue of this movie is more than just a quirky punch liner, but something that comes from her personality. her feelings with her loved ones, family and friends. therefore the language in this movie we should see through it even more – in order not just to understand the language, getting familiar with it but also to have a more knowledge on what so called “slang language” among youngsters. the objectives of this research has some purposes, as follows: 1. to find out about the slang languages that used in the movie “juno” 2. to see whether “juno” can be used as teaching materials, especially in teaching slang language materials. b.literature review 1. the function of language in communication language may refer either to the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication. the scientific study of language in any of its senses is called linguistics. the approximately 3000– 6000 languages that are spoken by humans today are the most salient examples, but natural languages can also be based on visual rather than auditive stimuli, for example in sign languages and written language. codes and other kinds of artificially constructed communication systems such as those used for computer programming can also be called languages. a language in this sense is a system of signs for encoding and decoding information. the english word derives from latin lingua, “language, tongue”. according to roman jakobson‟s model of the functions of language distinguishes six elements, or factors of communication, that are necessary for communication to occur: (1) context, (2) addresser (sender), (3) addressee (receiver), (4) contact, (5) common code and (6) message. each factor is the focal point of a relation, or function that operates between the message and the factor. the functions are the following, in order (louis hebert, 2006) : (1) referential – the referential function is oriented toward the context (the dominant function in a message like ,“water boils at 100 degrees”). (2) emotive – the emotive function is oriented toward the addresser (as in the interjections “bah!” and “oh!”). (3) conative – the conative function is oriented toward the addressee (imperatives and apostrophes). (4) phaticphatic function serves to establish, prolong or discontinue communication [or confirm whether the contact is still there] (as in „hello?‟). (5) metalingual – the metalingual function is used to establish mutual agreement on the code (for example, a definition). (6) poetic – the poetic function (e.g., „smurf‟), puts „the focus on the message for its own sake‟. 2. formal and informal language no living language is simply one set of words which can be used the same way in all situations. the nature of language is such that there are in infinite variety of different ways to arrange its elements. what this means is that there are many ways to say the same thing, depending on where you are, who you are talking to, and how you feel. you are all advanced enough in your study of english to realize that you do not talk to a roommate the same way you would talk to your http://en.wikipedia.org/wiki/communication http://en.wikipedia.org/wiki/linguistics http://en.wikipedia.org/wiki/natural_language http://en.wikipedia.org/wiki/natural_language http://en.wikipedia.org/wiki/natural_language http://en.wikipedia.org/wiki/sign_language http://en.wikipedia.org/wiki/written_language http://en.wikipedia.org/wiki/code http://en.wikipedia.org/wiki/constructed_language http://en.wikipedia.org/wiki/programming_language http://en.wikipedia.org/wiki/system http://en.wikipedia.org/wiki/sign_%28linguistics%29 http://en.wikipedia.org/wiki/encoding http://en.wikipedia.org/wiki/decoding http://en.wikipedia.org/wiki/information http://en.wikipedia.org/wiki/latin cynantia rachmijati: an analysis of the slang e 99 roommate or your mother. you do not talk to a bartender the same way you would talk to a judge. you do not refuse a panhandler with the same words you would use to refuse a second helping of mashed potatoes at a formal dinner. one of the main factors which determine which words and structures are appropriate is the degree of formality of the situation in which you are using the language.(taken from http://www.bu.edu/mfeldman/slang/). all words in english can be put in one of four categories based on johnson (1962): 1. standard diction is accepted, “educated” set of words used in informal or semi-formal occasion. for example, standard diction is used by nation wide news broadcaster or the reportorial column of newspaper. 2. technical words which have a highly specific application to a particular craft or occupation. almost every professional has special term for the equipment and processes necessary to it. for example, mathematics has its sigma, theorems and so on. 3. formal words are those used by people of education in situation calling for prescribe behavior, so we use formal language on those occasions when we are dealing with relative, strangers, or people of worthy of courtesy and respect. in order to communicate with them, we have to choose or words very carefully and pay more attention to the traditional use of language. 4. informal diction is the assortment of words and phrases that we use in ordinary, daily conversation with our friends and families. it is impossible if we always at the most elegant and polite speech all the time, sometimes we speak shorter, tend to “sounds” less precise and widely used and less important in literary usage. all of them are type of informal diction. other common types of informal diction are colloquialisms, which are appropriate to ordinary speech but not to informal writing. contractions are often considered a type of colloquialism for instance “tv” for television and “phone” for telephone. contraction is also reason for the youngster‟s efficiency of their communication. 3. the definition and function of slang slang is casual spoken language which differs from dialectical speech and jargon as well as formal speech. some linguists think of slang as the sprinkles of color in a language, since slang is often unique, unusual, and sometimes startling. as a general rule, slang is not used in formal spoken language, or in writing, unless the speaker is attempting to achieve a deliberate effect. some slang terms, however, make the jump from slang to accepted common usage, as was the case with “ok.” (http://www.wisegeek.com/what-is-slang.htm) and slang can be functioned as : 1) first, slang is an efficient and effective way in communicating thoughts and feelings. through slang people can make more communication more quickly, easy and personal (flexer, 1967) it can be shorthand way to express concept to say ,”that party was a bomb” merely saying,” it was a good party”. 2) second, slang shared the emotional experience (edward,1979). an example pfm ”hell yeah, i got sick a fuckin‟ worm out o‟ his ass nagging” is more than merely saying,”yeah i got sick and tired of his nagging all the time”. 3) third, slang is an especially helpful indicator of personality. it directs the listener to social status in group connection and shows the feelings and attitudes of the speakers (kahn and illson, 1985). 4) fourth, slang shows the group of membership and can show our social economics, geographical, national, racial, religious, educational, occupational, group interest and membership (flexner, 1967). 5) fifth, slang increase intimacy. it is most spoken among friends and close social peers. by using slang, the speaker and addressee will know that they are friends (spolsky,1998). 6) sixth, slang makes life seems little fresher and little more personal (flexner,1969). http://www.bu.edu/mfeldman/slang/ http://www.wisegeek.com/what-is-jargon.htm http://www.wisegeek.com/what-is-slang.htm eltin journal, volume 3/ii, october 2015 100 slang vocabularies are particularly rich in certain domains, such as violence, crime, drugs, and sex. slang very often involves the creation of novel meanings for existing words. it is common for such novel meanings to diverge significantly from the standard meaning. thus, “cool” and “hot” can both mean “very good,” “impressive,” or “good-looking”. slang terms are often known only within a clique or in-group. other types of slang include sms language used on mobile phones, and “chatspeak,” (e.g., “lol”, an acronym meaning “laughing out loud” or “laugh out loud” or rofl, “rolling on the floor laughing”), which is widely used in instant messaging on the internet. c.research methodology descriptive analysis refers to investigation which utilizes already existing data and focuses on the description of a specific constituent in order to get the clear explanation about the research object. on this term, it means, the writer try to “analyze” and “describe” the slang languages that are used in the movie “juno”. the subject of the research is the movie “juno”. juno is a 2007 comedydrama film directed by jason reitman and written by diablo cody. the film has also received both criticism and praise from members of both the pro-life and pro-choice communities regarding its treatment of abortion.steps that the writer doing in order to gather the data through observation and document analysis. after watching the movie “juno” to be the source of instrument and then transcribed the text in dvd into a written text in order to data easily be recapped. d. research findings these are the slang utterances that found from the movie : 1)juno’s lines no sentence meaning evidence 1 geez banana, shut your friggin’ gob, okay ! be quiet please 01:34 2 i just weight myself in sunny d and i gotta go pronto i just drank a lot and need to go to the bathroom now 04:40 3 i’ve taken three pregnancy test and i’m like shiz up the spout i‟ve taken three pregnancy test and i‟m positively pregnant 07:33 4 that was the kind of emotion that i was searching for on the first take that was the kind of emotion that i was hoping you show earlier 08:03 5 well, you know, i was thinking i’d just nip it in the bud before it gets worse i‟m thinking i am going to do an abortion before my pregnancy is shown 10:47 6 jocks like him always want freaky girls – girls with horn rimmed glasses and vegan footwear – who dreams to be a librarian. oh yeah, jocks totally eat that shit up. athlete like him tends to like an unusual type of girls. they really do, just don‟t show it to other people. 12:13 7 i can’t copy your work. i’m kind of a deadbeat lab partner, aren’t i ? i can‟t copy your work. i‟m not a very useful lab partner, aren‟t i? 13:06 8 i’m just calling to procure a hasty abortion. it’s been 2 months and 10 days since the sex. mind you, it’s just, like, a guesstimation i need an abortion right away. it‟s been 2 months and 10 days since it happened. i think it is just my rough estimation. note : juno put “guess” and 14:28 http://en.wikipedia.org/wiki/violence http://en.wikipedia.org/wiki/crime http://en.wikipedia.org/wiki/psychoactive_drug http://en.wikipedia.org/wiki/sex http://en.wikipedia.org/wiki/clique http://en.wikipedia.org/wiki/ingroup http://en.wikipedia.org/wiki/sms_language http://en.wikipedia.org/wiki/lol http://en.wikipedia.org/wiki/rofl file:///i:\wiki\comedy-drama file:///i:\wiki\comedy-drama file:///i:\wiki\jason_reitman file:///i:\wiki\diablo_cody file:///i:\wiki\pro-life file:///i:\wiki\pro-choice file:///i:\wiki\abortion cynantia rachmijati: an analysis of the slang e 101 no sentence meaning evidence “estimation” and put it into “guesstimation” 9 thanks a heaps coyote ugly. this cactus-gram stings even worse than your abandonment thank you very much. this many cactus actually smell even worse than your abandonment 15:40 10 “how are you?” “you know, i’m pretty solid” you know, i‟m just fine 16:52 11 yeeessh, they sound like a freaking cult ! they’re just like greedy little bitches oh no, they sound like a weird community. probably they just greedy 21:40 12 so i’m not really sure how i’m gonna spit this out well i‟m not really sure how am i going to tell you 23:00 13 if it is any consolation, i haven’t taken a dump since wednesday morning if it is any consolation, i haven‟t had any passing since wednesday morning 24:02 14 wicked pic in the pennysaver by the way. it was a really beautiful photo you had in the pennysaver 28:23 15 can we just kick this old school? can we just do things like in a traditional way? 30:28 16 being pregnant makes me pee like seabiscuit being pregnant makes me passing urine frequently note : seabiscuit is a name of a famous horse race 32:17 17 it’s clinique happy. get a whiff of those sparklin’ top notes it‟s clinique happy. smell this beautiful odor. 33:37 18 she’s got you on a long leash there she keeps an eye on you / she is watching you 34:10 19 what happen if you crack the neck? (to guitar) what happen if you broke the neck? 34:27 20 nuh-uh ! other way to say “no” 34:45 21 you want to know how your kid’s a-cookin’. i get it. you want to know how your child is growing. i understand. 36:26 22 but maybe i could, you know, drop by later but maybe i will come by later 39:10 23 it’s amazing that there’s actually saps that cry at this it‟s amazing that there‟s actually a naïve person that would cry over this matter 40:03 24 bren, use a dick ! i love it ! bren, that was awesome ! i love it ! 41:20 25 wow, what kind of swag did you score? wow, what kind of things did you buy? note : “swag” could means style, goodies or properties 48:18 26 you don’t think that i’m going to flake out on you? you‟re not assuming that i will broke my promises, are you? 48:50 27 they said they wouldn’t narc you out to your folks they said that they wouldn‟t tell your parents about it 52:23 28 prom is for weenuses prom is for those people who are 01:02:57 eltin journal, volume 3/ii, october 2015 102 no sentence meaning evidence anyway. as soon as you’re old enough to go, it’s not so cool anymore weak (loser). as soon as you‟re old enough to go, it‟s not cool anymore 29 your mom must be pretty stoked that you’re not taking me your mom must be happy that you didn‟t ask me out 01:03:33 30 you just take katrina the douche packer to prom. i’m sure you two will have, like, a real bitchin’ time please just take katrina the annoying one to the prom. i‟m sure you two will have a great time together 01:05:00 31 hells, yeah ! other way to say “off course” 01:06:59 32 how about some tuneage? how about some music? 01:07:14 33 dances are for nerds and squares dances are for those weird people note : squares referring to the amount of people 01:08:09 34 i’m not young, i’m 16. i know when someone acting like a total a-hole. i‟m not young, i‟m 16. i know when someone acting like a real jerk. note: a-hole is short for asshole 01:10:22 35 i think i’m just gonna like shove out for a sec i think i‟m going to get out for a while 01:20:21 36 you’re golden, man you are amazing 01:23:06 37 either i just peed in my pants or thundercats are go ! either i just passing urine or my water just broke! 01:24:00 38 as boyfriends go, paulie bleker is totally boss. he is the cheese to my macaroni for being a boyfriend, paulie bleeker is great. he completes me 01:29:00 2)mac’s lines no sentence meaning evidence 1 damn skippy, you’re not ! you don’t even remember to give l.b her breathing meds obviously, you‟re not! you don‟t even remember to give l.b her breathing medication 25:17 2 i don’t want you to get ripped off by a couple of baby-starved wing nuts i don‟t want you being robbed by a couple of baby lovers 25:50 3 i’m not ready to be a pop pop i‟m not ready to be a grandparent / grandpa 26:29 4 hey big puffy version of june bug hey there a bigger fatter juno 01:17:56 5 you’re looking a little morose, honey. what’s eating you? you look a little gloom, honey. is there something wrong? 01:18:16 6 that’s kind of messed up. that’s pretty skanky. skivvy. tore up from the floor up? that‟s not right. it‟s pretty weird. real ugly. note : “skivvy” could also be a slang for male underwear 01:19:00 7 the right person will think the right person will accept you 01:19:48 cynantia rachmijati: an analysis of the slang e 103 no sentence meaning evidence that sun shines out of your ass. that’s the kind of person that’s worth sticking with the way you are. that‟s the kind of person that we should take care of 8 your dear old d-a-d will always love you, support you, no matter what kind of pickle you’re in your dad will always love you, support you, no matter in any problems or situation you‟re having with 01:20:05 3)bren’s lines no sentence meaning evidence 1 do you know my nice urn? there was some blue shit in there this morning do you know my nice urn? there was some blue stuff in there this morning 16:17 2 somebody is getting a precious blessing from jesus in this garbage dump of situation somebody is getting a precious blessing from jesus in this whole mess 25:34 3 maybe they do a far shittier job of raising a child rather than my dumb-ass step daughter ever would maybe they will do a far more worse job in raising a child rather than my stupid step daughter ever would 40:48 4 we both ought to stick to what we know. you think you’re so special because you can get to play picture pages up there? my 5 years old daughter can do that and she’s not the brightest bulb in the tanning bed. why don’t you go back to the night school and learn a real trade? we should do things that we know best. you think you‟re so special just because you know ultrasonography? my 5 years old daughter can do that and she is not the smartest person. why don‟t you back to the night school and learn something more useful? 41:06 5 you don’t know squat about the dynamics of marriage you know nothing about marriage life 51:07 6 can we give my kid that damn spinal tap already? can we give my daughter here her spinal block already? 01:25:02 7 you look like a new mom. scared shitless. you look like a new mom. terrified 01:28:21 4)mark’s lines no sentence meaning evidence 1 do we come off as paranoid yuppies or something? do we look like those drunk paranoid or something? 33:26 2 he’s totally demented. we’re talking about buckets of goo he‟s really crazy. we‟re talking about a lot amounts of fake blood 45:36 3 here’s to dovetailing interest here‟s to figure out your liking 46:13 4 you can wait for a few more months. it’s not the baby’s going to come storming in here and demanding dessert-colored walls you can wait for a few more months. it‟s not the baby will be rushing and coming in here demanding some yellow color on his wall 55:29 eltin journal, volume 3/ii, october 2015 104 no sentence meaning evidence 5 well, yuki is a real bad-ass well, yuki is a really strong character (tough) 01:07:06 6 i thought you’d be cool with this i thought you‟d be alright about it 01:09:02 5)vanessa’s lines no sentence meaning evidence 1 i don’t think people knows how to feel in this situation because it’s not set in stone i don‟t think people knows how to feel in this situation because it is still uncertain 48:44 2 he’s just got cold feet. being a guy he‟s just feeling a bit hesitant. being a guy 01:11:44 6)paul’s lines no sentence meaning evidence 1 she smells like soup she is not nice note : “smells like soup” referring to physical appearance 54:37 2 you have no reason to be mad at me. you broke my heart. i should be royally ticked off at you. you know. i should be really cheesed off. you have no reason to be mad at me. you broke my heart. i should be really mad at you. i should be really upset 01:04:24 3 i think i’m pretty much set until college on the tic-tac front i think i have enough of tic-tac supply until college 01:21:46 7)leah’s lines no sentence meaning evidence 1 oh my god ! oh shit ! phuket thailand ! oh my god ! how unfortunate ! 07:58 2 you should look for them in the ads. i saw them on pennysaver. it’s totally legit you should be looking for advertorial section on pennysaver. it‟s legal 20:50 3 god,spermie, must you always feed? oh god, do you need to eat that much? note : “spermie” is short from “sperm” 52:14 4 i wish my funbags would get bigger i wish my breast would get bigger 01:01:23 5 what? honest to blog? what? for real / seriously? note : “honest to blog” is adlib from “honest to god”. 07:20 cynantia rachmijati: an analysis of the slang e 105 8)supporting roles’ lines e. conclusion and suggestion after the writer has analyzed those lines, she will put forward some conclusions as follow: 1. “juno”(2007) can be used as a teaching material – it is a great movie with many moral educations in it and the slang languages that used in the movie can be introduced to high school students since it is a good examples how to use slang in daily life. 2. the amount of slang utterances that found in this movie are : juno has 38 lines, mac has 8 lines, bren has 7 lines, mark has 6 lines, vanessa has 2 lines, leah has 5 lines, paul has 3 lines and other supporting roles has 5 lines– which makes the total of 73 slang utterances 3. slang languages are closely related to crude, rude and sexual matters therefore slang languages can only be used among close friends, relatives and acquaintances. 4. in communicating area, we are as esl (english second language) at least should be getting familiar with slang languages to make it easy to communicate. people sometimes have more confident in speaking with slang (casually) rather than in formal type of speech. 5. in getting familiar with slang, one can start practice speaking with a native. but easier media such as television, movies, internet and magazines are great places to study. references book: cohen,louis .(2000).research method. london and new york : routledge crystal, david. (1995). the cambridge encyclopedia of the english language. cambridge: cambridge university press louis hébert .(2006),.the functions of language, in louis hébert. quebec : rimousky pateda,mansoer. (1987).sosioloinguistik. bandung : angkasa _____(1995).oxford advanced learner’s encyclopedia dictionary. new york : oxford university press. internet: http://www.bu.edu/mfeldman/slang/ http://www.bukisa.com/articles/19815_slang-the-pop-culture-of-language http://www.uncp.edu/home/canada/work/allam/1914-/language/slang.htm http://www.urbandictionary.com http://www.wikipedia.com no sentence meaning evidence 1 clerk at convenience store – your egg is preggo you‟re pregnant 04:27 2 clerk at convenience store – this is one doodle that can’t be undid, home skillet this is one picture that can‟t be deleted 05:43 3 a boy in the classroom – call me when you get off the rag call me when your menstruation cycle is finished 13:40 4 clerk at woman now – please fill this and don’t skip any hairy details. we need to know about every score and every sore please fill this form and do not leave anything behind. we need to know as much information as possible 18:52 5 vijay – what a trip,huh? it‟s upsetting, isn‟t it? (it sucks) 38:03 http://www.bu.edu/mfeldman/slang/ http://www.bukisa.com/articles/19815_slang-the-pop-culture-of-language http://www.uncp.edu/home/canada/work/allam/1914-/language/slang.htm http://www.urbandictionary.com/ http://www.wikipedia.com/ eltin journal, volume 6/i, april 2018 34 risk-taking and students’ speaking ability: do they correlate? lilis suryani1, ningtyas orilina argawati2 suryani.lies3@gmail.com, tyas.orilina@gmail.com ikip siliwangi abstract the students’ speaking ability somehow depends on some psychological issues such as motivation, self-esteem, or risk-taking. this research aims on examining the correlation of students’ speaking skill especially with their level of risk-taking. the method used in this research is quantitative research method with correlational design. the null hypothesis was “there is no correlation between risk-taking and speaking ability”.the researchers used speaking test and questionnaire about risk-taking as the instruments to gather the data. before examining the correlation between those two variables, the normality test was conducted. the result showed that the data were in normal distribution so that the analysis was statistically continued using pearson product moment. from the calculation, sig. 2-tailed of both risk-taking and speaking were 0.000 which was lower than the level of significance (0.05). it means that the null hypothesis is rejected and the final result told that there is a correlation between risk-taking and speaking ability. while the pearson correlation reached the point of 0.685 which means that the correlation between those two was large. finally, we could conclude that risk-taking can be an issue to take into account on choosing some methods of teaching speaking. keywords: risk-taking, speaking capability, correlation design. a. introduction as a language teacher, one should understand some psychological issues relate to their students during their learning process. one of those psychological issue is their level of risk-taking. risk-taking is a willingness of the students to make a decision involving something new and different without putting the primary focus on success or failure (bang, 1999:13). every student has his or her own level of risk-taking. it will definitely influence their way of learning language. risk-taking also affects the students’ way of learning for basic skills, especially productive skills such as speaking and writing. in writing skill, students perform the act of communication in the form of written text to accomplish goal and extending and deepening the students’ knowledge (argawati & suryani, 2017). therefore, on writing, a mistake can be minimalize since we can evaluate our work. it does not go the same as speaking. something we have already said will be considered an answer, and if the answer is wrong it will affect the students feeling to re-state their sentence. that is why the level of risk-taking does play role in speaking. mailto:suryani.lies3@gmail.com mailto:tyas.orilina@gmail.com suryani: risk taking and .... 35 cervantes (2013) found that if risk takers seek more opportunities to use the target language, it can be argued that they will learn more and improve their language proficiency significantly. when students speak, they test out their hypotheseabout the language. if learning is the result of taking risks, then risk taking is worth trying. it goes the same way as speaking. speaking is a prerequisite skill that should be learnt by the students. it is supported by boonkit (2010), speaking is one of four macro skills to be developed as means of effective communication in both first and second language contexts. it means that speaking as the basic skill for the students to communicate effectively. moreover, speaking in college has reached the level of real communication where they have to implemented their skill to the real life and get used to use it in any situations (argawati & syahrizal, 2016). in fact, the students have limited exposure in speaking. this is in line with this theory, students who study english as foreign language (efl) usually have limited opportunities to speak english outside of the classroom and also limited exposure to english speakers or members of the international community (zhang, 2009). relating to the statement above, the researchers come to the thinking that speaking skill is considered difficult for almost language learners in indonesia. most students say that speaking needs not only skill but also brave to deliver the speech. this is in line with maeng (2008) who believes that based on four skills, speaking becomes the most stressful for the students. therefore, teachers need to seek an appropriate method of teaching to solve the problem however, seeking new method to see the appropriateness of it with the students in a particular classroom is not a piece of a cake. teachers need to analyse and observe the condition of the students before they determine the method to be applied. one of the students condition can be related with the psychological variable, in this case, risktaking. from the background explained above, the researchers tend to conduct research to know whether or not there is a positive correlation between risk-taking and the students’ speaking capability, especially on the second semester students of ikip siliwangi. the null hyphotesis arranged was there is no correlation between risktaking and speaking ability. b. literature review 1. speaking ability speaking is the first mode in which children acquire language (hasanah, 2017). they first acquire the knowledge of language from the activity of listening, then they could create words on their mind to deliver their thought through speaking activity. speaking somewhat becomes a measurement of someone wheter he or she can use the language or not. as stated by bygate (1997), it is the skill by which they are most frequently judged, and through which they may make or lose friends. bygate pointed the use of speaking on making friends and he mentioned losing friends at the same time. that is an emphasis that speaking is important in students’ daily life. eltin journal, volume 6/i, april 2018 36 brown (2007: 4) defines speaking as an interactive process of constructing meaning that involves producing, receiving and processing speech of sounds as the main instrument. while thornbury (2005) says that speaking is an interactive process and requires the a36bility to cooperate in the management of speaking turn. moreover, argawati (2014) argues that speaking is an oral expression of an interactive process of constructing meaning which involves phonological and grammatical system and requires the ability to cooperate in the management of speaking turn in order to give information and ideas. to assess the students ability on speaking, thornbury (2005: 115) suggest that the teachers need to compile the planning of the assignment in the issue of how to find the right balance between accuracy (vocabulary, grammar, pronunciation) and fluency. however, argawati adds one point to make it complete and meaningful. the point is comprehension. this is how the students understand what they say during the speaking activity. 2. risk-taking there are some psychological variable which may influence the students way of learning four basic skills of english, one of them is risk-taking. beebe (1983) as cited in meriem (2015) said risk taking as: “a situation where an individual has to make a decision involving choice between alternatives of different desirability; the outcome of the choice is uncertain; there is a possibility of failure”. risktaking behavior refers to a “developmental trait that consists of moving toward something without thinking of the consequences” (alshalabi, 2003, p. 22 as cited in cervantes, 2013). in addition, gass & selinker (2000) as cited in burgucu, et.al (2010) state risk-taking is not only one of the dimensions of individual differences (ids), but also, it is one of the important parts in second language learning process; moreover, it is a language learning strategy for good language learners who are willing to take risks. brown (2001: 149) in argawati & suryani (2017) states that risk-taking is an important characteristic of successful learning of a second language which refers to the learner’s ability to gamble a bit, to be willing to try out hunches about the language, and take the risk of being wrong. this enables students to try something new and reduce the fear of being wrong. liu and jackson (2008) who stated that there was a significant and positive relationship between language class risk-taking and students’ self-rated proficiency in l2 english speaking. in addition, luft (2007: 2) identifies four characteristics and behaviors related to risk-taking: (1) being willing to appear foolish in order to communicate and get the message across; (2) using the language when not required to do so; (3) being comfortable with uncertainty and willing to try out guesses; and (4) being willing to make mistake in order to learn and communicate. based on the theories above, it can be concluded that risk-taking is an important characteristic of successful learning of a second language referring to students’ willingness to make decision involving something new and different without putting the primary focus on success or failure. suryani: risk taking and .... 37 c. research methodology the researchers used quantitative as research method. according to crowl (1996:as cited in suryani (2015), “quantitative method is used to examine questions that can be best answered by collecting and statistically analyzing data that are in numerical form”. the research design used correlation. creswell (2012) stated that correlational research design is used to describe and measure the relationship between two or more variables or sets of score without controlling and manipulating the variables as in an experiment. this correlation examines the relationship between psychological variable (risk-taking) and the dependent variable (speaking ability). there were two variables involved; risk-taking and speaking ability. the popuation covered all students in the second semester ikip siliwangi which consisted of three classes. each class had 30-40 students. from this population, the sample taken was class a3 with the total students was 30. the sample was choosen randomly using cluster random sampling.the researchers used two instruments; risk-taking questionnaire and speaking test. the questionnaire used consisted of 26 questions. the questionnaire is presented in table 1 as follows. table 1 questionnaire of risk-taking diskusi kelompok, saya akan mengambil kesempatan tersebut no statements scores 1 2 3 4 st s ts s ss 1. ketika saya ragu untuk memberikan respon dalam bahasa inggris, saya menghindar untuk memberi respon 2. saya berusaha mengandalkan kemampuan saya sendiri untuk menebak jawaban yang paling besar kemungkinan benarnya 3. dalam diskusi kelompok, saya tidak akan memberi pendapat lagi ketika ide baru saya ditertawakan 4. saya tidak menerapkan prinsip “malu bertanya sesat dijalan” karena saya tidak suka bertanya ketika saya merasa ragu 5. saya tidak pernah merasa frustasi dalam belajar bahasa inggris meskipun sering berbuat kesalahan 6. saya merasa malu apabila ide-ide baru yang saya ajukan dalam sebuah diskusi kelompok ternyata ditolak 7. saya menggunakan bahasa indonesia untuk mengungkapkan difficult words untuk menghindari kesalahan 8. saya merasa lebih tertantang apabila berbahasa inggris dengan teman atau guru yang berlatar belakang bahasa inggris 9. saya menggunakan kalimat sederhana untuk menghindari kesalahan meskipun akan mendapat nilai yang tidak maksimal 10. saya penasaran untuk membaca artikel berbahasa inggris meski tidak seluruhnya tahu isinya 11. saya merasa belum siap apabila mendapatkan tawaran untuk mengikuti kompetisi dalam bahasa inggris 12. saya selalu memberikan solusi terhadap masalah-masalah kompleks yang sulit dipecahkan dalam kelompok 13. saya belum percaya diri apabila berbicara bahasa inggris langsung dengan native speaker 14. saya berusaha menghindar ketika berbahasa inggris dengan orang yang menggunakan kalimat yang kompleks 15. jika saya mendapatkan kesempatan untuk memimpin sebuah eltin journal, volume 6/i, april 2018 38 16. saya tidak suka mengerjakan tugas individu karena saya tidak mau menanggung resiko sendiri ketika salah 17. saya lebih suka berbicara bahasa inggris dengan orang yang kemampuannya lebih baik daripada saya 18. saya tidak percaya diri bila karangan saya ditempel di madding karena jika ada kesalahan akan diketahui banyak orang 19. jika saya mengajari sesuatu dan salah maka saya tidak akan membetulkannya 20. saya tidak pernah merasa putus asa belajar bahasa inggris meskipun telah membuat banyak kesalahan 21. ketika saya membuat kesalahan, saya akan mengalihkan topic sehingga kesalahan saya tidak mendapat perhatian 22. saya hanya siap menyatakan pendapat saya dalam bahasa inggris jika materinya sudah disiapkan terlebih dahulu 23. dalam melakukan kegiatan speaking, saya tidak perlu membuat outline apa saja yang akan saya ungkapkan 24. saya mengatakan kosakata baru dalam bahasa inggris secara berulang-ulang tanpa suara sebelum saya menggunakannya 25. saya akan mengambil setiap kesempatan untuk pengalaman pengalaman baru agar kemampuan bahasa inggris saya senantiasa berkembang 26. setiap menemui kosakata baru, saya akan melatih untuk mengucapkannya terlebih dahulu sebelum menggunakannya saat kegiatan speaking the questions on the questionnaire served in bahasa indonesia. it was done to avoid missunderstanding of the students. the researchers wanted to make sure that all of the students understand the questions so that they could easily answer the questions without hesitation. it was hoped that the result really reflect the condition of the students especially in relation to their level of risk-taking. meanwhile, the speaking test was an instruction for the students to describe their favorite activities during college break. grading was based on the scoring rubrics by hughes (2003) as described in table 2 below. table 2 scoring rubrics for speaking test no. aspect score criteria 1. grammar 1 grammar almost entirely inaccurate except in stock phrases 2 contrast errors showing control of very few major patterns uncontrolled and frequently preventing communication 3 frequent errors showing some major patterns uncontrolled and causing occasional irritation and misunderstanding 4 occasional errors showing imperfect control of some patterns but no weakness that causes misunderstanding suryani: risk taking and .... 39 5 few errors, with no pattern of failure 6 no more than two errors during speaking 2. vocabulary 1 vocabulary inadequate for even the simplest conversation 2 vocabulary limited to basic personal and survival areas (time, food, transportation, family, etc) 3 choice of words sometimes inaccurate, limitations of vocabulary prevent discussion of some common professional and social topics 4 professional vocabulary adequate to discuss special interests; general vocabulary permits discussion of any non-technical subject with some circumlocutions 5 professional vocabulary broad and precise; general vocabulary adequate to cope with complex practical problems and varied social situation 6 vocabulary apparently as accurate and extensive as that of an educated native speaker 3. fluency 1 speech is halting and fragmentary that conversation is virtually impossible 2 speech is very slow and uneven except for short or routine sentences 3 speech is frequently hesitant and jerky; sentences may be left uncompleted 4 speech is occasionally hesitant, with some unevenness caused by rephrasing and grouping for words 5 speech is effortless and smooth, but perceptively non native in speed and evenness 6 speech on all professional and general topics as effortless and smooth as a native speaker’s 4. comprehension 1 understands too little for the simplest type of conversation 2 understand only slow, very simple speech on common social and touristic topic; request constant repetition and rephrasing 3 understands careful, somewhat simplified speech when engaged in a dialogue, but may be require considerable repetition and rephrasing 4 understand quite well normal educated speech when engaged in a dialogue, but requires occasional repetition or rephrasing 5 understands everything in normal educated conversation except for very colloquial or low frequency items, or exceptionally rapid or slurred speech 6 understands everything in both formal and colloquial speech to be expected of an educated native speaker 5. pronunciatio n 1 pronunciation frequently unitelligible 2 frequent gross errors and very heavy accent make. understanding difficult, require irrequent repetition 3 foreign accent” requires concentrated listening, and mispronunciation lead to occasional misunderstanding. apparent errors in grammar and vocabulary eltin journal, volume 6/i, april 2018 40 figure 1. profile of the students speaking ability 4 market “forget accent” and occasional mispronunciation which do not interfere with misunderstanding 5 no conspicious mispronunciations, but would not be taken for a native speaker 6 native pronunciation, with no trace of “foreign accent” the grade of this speaking test was done collaboratively between the two researchers. the final score was the result of the combination score by the researchers as graders then devided by two. the data collected, both the score of the questionnaire and the score of speaking test, were then analysed through several steps using spss 19. the first one, the data were tested the normality of them. if the data were in a normal distribution, the calculation would be continued using pearson product moment. d. findings and discussion the researchers applied speaking test for gathering the score of speaking, and gave risktaking questionnaire to determine the students level of risk-taking. those two steps were conducted in the target class which consist of 30 students. here are the result of the speaking test and the answer of risk-taking questionnaire. 1. speaking test speaking test was conducted on the thirty students orally using instruction. it was done in the same day so that the students did not have differrent time to prepare. the students then explained their answer one by one in front of the two researchers. the scoring rubric used was based on the instrument prepared above. it took approximately 3-5 minutes for each student to perfom their speech. they showed various attitude towards the test. some studens felt nervous, but not few of them who enjoyed the test given by the researchers. from the test, we could see the students’ profile of speaking ability as shown by figure 1. figure 1. the students’ profile of speaking ability poor fair good excellent 0 excellent good fair poor 100 80 60 40 20 suryani: risk taking and .... 41 figure 3. profile of the students’ level of risk-taking from thirty students in that class, 20% (6 students) gained > 80 on speaking test; 36.67% (11 students) got 70-80, 33.3% (10 students) got 60-70, and only 10% (3 students) out of them reached < 60. second instrument provided by the researchers was questionnaire of risk-taking. the questionnaire used was taken from the research conducted by argawati and suryani (2017) which had already been tried out to another class. therefore, it was already valid and reliable. this questionnaire consisted of 26 item of questions which served four aspects of risk-taking. the profile of students’ level of risk-taking based on thore aspect can be seen on figure 2 below. figure 2. result of risk-taking based on the four aspect table 3 above shows the profile of students’ risk-taking viewed from each aspect, namely: a lack of hesitancy, willingness to use linguistic elements, tolerance of possible incorrectness, and inclination to rehearse a new element. we can see there that all of the four aspects, only few students who showed a low level of risk-taking; even, there is no students who were low on tolerance of incorrectness. it means that all of them had feeling that doing incorrectness is not always a problem so that they feel that others can tolerate it. moreover, the result of the overall score of risk-taking questionnaire is presented in figure 3 below. high fair low tolerance of inclination to possible rehearse a new incorrectness element willingness to use linguistic elements perceived a lack of hesitancy 100,00 80,00 60,00 40,00 20,00 0,00 high fair low 0 high fair low 50 50 100 80 60 40 20 0 eltin journal, volume 6/i, april 2018 42 from the figure above, we can see that 50% students had high level of risk-taking, and 50% had a fair level of risk-taking. students with low level of risk-taking is 0%. there was no students with low level of risk-taking. then, we can conclude that this class has a good level of risk-taking since they did not show the students with low level of it. 2. normality test after gaining the score of speaking and score of risk-taking, the next step done was the test of normality to identify whether or not the data were in normal distribution. below is the table 3 which showed the result of normality test conducted by the researchers. table 3 tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. risktaking ,123 30 ,200* ,944 30 ,115 speaking ,118 30 ,200* ,967 30 ,457 a. lilliefors significance correction *. this is a lower bound of the true significance. based on the table above we can gain information relates to the result of normality test. both risk-taking and speaking capability gained 0.200 which more than the level of significant 0.05 (5%). therefore we can conclude that the data were in normal distribution. due to the data were in normal distribution, the next test conducted was correlation test using pearson product moment. after calculating the data from both score of risk-taking and speaking test, the researchers revealed the result as presented in table 4 below. table 4 result of correlations test risk taking speaking risk taking pearson correlation 1 ,685** sig. (2-tailed) ,000 n 30 30 suryani: risk taking and .... 43 speaking pearson correlation ,685** 1 sig. (2-tailed) ,000 n 30 30 the result showed that the sig. 2-tailed both risk-taking and speaking are 0.000 lower than the level of significant (0.05). by this calculation, null hypothesis (ho: there is no correlationbetween students’level of risk-taking and their ability on speaking) is rejected. it means that there is a correlation between risk-taking and speaking ability. then, based on cohen (1988:79-81), if the pearson correlation is among 0.50-1.0, we can say that the correlation between those two variables is large. e. conclusions english language students in indonesia clearly need to improve their ability or mastery on the four basic skills of english. from those basic skills, speaking is considered the most difficult skill to improve. it needs both macro and micro skills of speaking. it does stop there. the language learners should maintain their courage to deliver the idea. if they can do it well, the mastery of speaking will be reached. however, many problems accurred during the teaching and learning process. beside method, technique, media or approach of teaching, students’ psychological issues do affect their way of learning. one of these psychological issues is risk-taking. this research aims on examining the correlation between risk-taking on the students’ level of speaking ability. the sampel was 30 students from second semester. all of them were asked to to two difference tests; speaking test and risktaking test. the speaking test used instruction to the students to make a speech on their favourite activities during the scholl break, while the risk-taking test was through questionnaire which consisted of 26 questions and was built based on four aspect decide by some experts. the result reveal that null hypothesis was rejected which means there is a positive correlation between risk-taking and students’ speaking ability. from this result, we can understand something. students with high lebvel of risk-taking will tend to try to do more, in this case is speaking. he or she will be encouraged to produce new and more vocabularies to built up their sentences without feeling hesitate. by doing all of that, they will understand the feeling of creating some sentences by their own. if the sentences are correct, it will encourage them more. however, if the sentences are wrong it will not affect their motivation since they have tolerance of incorrectness and they will keep trying. if the students keep trying on speaking, it will build their courage more and more and automatically will improve their way of saying something, in other word their speaking ability. therefore, it can be concluded that the students with high level of risk-taking, they will create more opportunity to improve themselves on building sentences and increase their conficence on saying the words into sentences. shortly, students with high level of risktaking will have a good speaking ability. eltin journal, volume 6/i, april 2018 44 from the conclusion gained by the researchers, some suggestions are then formulated. first, teachers need to improve the students’ level of risk-taking first if they want to make the students improve the speaking ability. it can be done by choosing such method which can accomodate the students need of trying something new. second, the students themselves should realize that by trying more, they can create and speak more english words and sentence, so they need to have willingness to improve their level of risk-taking to then improve their ability of speaking. references argawati, n. o. (2014). improving students’speaking skill using group discussion (experimental study on the first grade students of senior high school). eltin journal, 74-81. argawati, n. o., & syahrizal, t. (2016). the use of task-based instruction to improve speaking skill to the second semester students of stkip siliwangi bandung on the academic year of 2014-2015. jurnal p2m stkip siliwangi. argawati, n. o., & suryani, l. (2017). teaching writing using think-pair-share viewed from students' level of risk-taking. erjee, 109-116. bang, y. (1999). factors affecting korean students’ risk-taking behavior in esl classroom. dissertation. ohio university. ohio. retrieved from http://etd.ohiolink.edu/view.cgi?acc_num=osu1243019322 boonkit, k. (2010). enhancing the development of speaking skills for non native speaker of english. procedia social and behavioral science, 13051309. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. san francisco: pearson education, inc. brown, h.d. (2007). principles of language learning and teaching. new york: pearson education, inc. burgucu, a. et. al. (2010). who are our students? investigating learners’ risk taking ability and achievement on second language acquisition. 2nd international symposium on sustainable development. taken from http://eprints.ibu.edu.ba/320/1/issd2010socialscience_p1-p6.pdf bygate, m. (1997). speaking. new york: oxford university press cervantes, i.m. (2013). the role of risk-taking behavior in the development of speaking skills in esl classrooms. revista de lenguas modernas, no. 19, 421 435. cohen. (1988). spss survival manual: a step by step guide data analysis using spss for windows third edition. new york: open university press. creswell, j.w. (2012). educational research. buston: pearson education. hasanah, h. u. (2017). teaching speaking using tea party technique. okara: jurnal bahasa dan sastra, vol. 11, no. 2, november 2017, 263-276. http://etd.ohiolink.edu/view.cgi?acc_num=osu1243019322 http://eprints.ibu.edu.ba/320/1/issd2010socialscience_p1-p6.pdf eltin journal, volume 6/i, april 2018 34 hughes, a. (2003). testing for language teachers. cambridge: cambridge university press. liu, m., & jackson, j. (2008). an exploration of chinese efl learners’ unwillingness to communicate and foreign language anxiety. the modern language journal, 92(1), 71-86 luft, s. (2007). language classroom risktaking behavior in a performed culture based program. thesis, school of the ohio state university. retrieved on august, 2012 from http://etd.ohiolink.eduview,cgiacc.num= osul 1229701363. maeng, u. (2008). english teachers’ language anxiety in the intensive teacher training program and in the classroom. english language & literature teaching, 14(149-172). meriem, b. (2015). the effects of risk taking on the learning of spoken english at university. expression: juny no 1, p 8494 suryani, l. (2015). the effectiveness of role play in teaching speaking. eltin journal, october, volume 3/ii, 106-109. thornbury, s. (2005). how to teach speaking. new york: pearson education inc. zhang, y. (2009). reading to speak: intergarating oral communication skills. english teaching forum , 42-43. eltin journal, volume 6/1, april 2018 22 an analysis of teachers’ pedagogical competence in lesson study of mgmp smp majalengka raynesa noor emiliasari raynesanoor@yahoo.co.id universitas majalengka abstract this research reports an in-depth view of teachers’ pedagogical competence as they participated in the lesson study activities. in order to collect the data, observations, notes, videotaping and interviews were used to get comprehensive data in the field. it was revealed that there was a difference between senior and junior teachers in their pedagogical competence. senior teachers had a better pedagogical competence in terms of: classroom management, understanding the students’ characteristics, curriculum development, lesson plan, and teachers’ talk. meanwhile, junior teachers were good at: the use of ict and the development of media in teaching. it was also discovered that both senior and junior teachers were still less in mastering the theory of basic principles in teaching and developing students’ potential. there was no reflective action in teaching and teachers’ less understanding in classroom action research were other factors that affect teachers’ pedagogical competence. it is suggested that in order to improve the quality of teaching, teachers’ pedagogical competence is very important to be improved. keywords: teachers’ pedagogical competence, lesson study a. introduction to perform the task professionally, the teachers must have the competencies according to the applicable standards (uu no. 14 tahun 2005). one of these competencies is pedagogic competence which has a strong influence on the quality of learning. pedagogic competence is teachers’ capability in managing the teaching and learning process from planning to evaluation. it consists of understanding students, basic principles in teaching, curriculum development, lesson plan, ict mastery, students’ potential development, teachers’ talk, evaluation and reflective action (permendiknas no. 16 tahun 2007). one of the indonesian government’s efforts in improving teacher professionalism and quality of education is by adopting the concept of lesson study from japan. lesson study is an ongoing professional development process of improving a lesson through teacher collaboration (haithcock: 2010). lesson study involves a group of teachers meeting regularly to work on the design, implementation, testing and improvement of one or several research lessons (stigler & hiebert: 1999) that are: teacher’s problem, goal or vision of pedagogical practice, observing, analyzing/reflecting, and discussing (lewis & tsuchida: 1998). the government also sets the regulation for teachers to form the professional organization as a forum to improve competence, career, educational insight, professional protection, welfare, and community service (law no. 14 the year 2005). thus, mgmp (subject mailto:raynesanoor@yahoo.co.id emiliasari: an analysis of teacher’s … 23 teacher consultation) which is formed as one of the professional organizations has a big role in improving teachers’ professionalism (depdiknas: 2008). as the three phases of lesson study closely related to the teachers’ pedagogic competence in teaching and learning process (planning, implementing and evaluating), this paper is aimed at presenting an elaborate description of teachers’ pedagogical competencies during their participation in lesson study conducted in mgmp smp majalengka. this paper only concerns ten pedagogical competencies that are promoted by indonesian government as the standard for teacher professionalism (permendiknas no. 16 tahun 2007). b. literature review 1. mgmp the improvement of academic qualifications and teacher competence needs to be well programmed, it is necessary to provide an independent and professional teacher training (kementrian pendidikan nasional: 2010). in addition to the teachers working group (kkg), the subject teachers consultation (mgmp) is another teachers’ professional organization. therefore, kkg and mgmp have an important role in supporting the development of professional teachers (depdiknas: 2008). mgmp can be a forum to gather the subject teachers from provincial, district, sub-district and school level (yunusshofa, 2008: 2) to communicate, learn and exchange ideas and experiences to solve all problems in teaching and learning process in order to improve their performance as practitioners of learning (mahmud, 2013). in addition, mgmp aims to foster teachers' enthusiasm to improve their skills in preparing, implementing and evaluating teaching and learning programs as well as developing the ability of teaching and learning process so as to support educational activities (sudrajat, 2010: 7, in listyawati, 2012). in another word, mgmp is a mediator to enhance and to develop teachers’ competence (devi, 2010). 2. lesson study lesson study is a model of professional education through collaboration and continuous learning based on the principles of collegiality and mutual learning to build learning communities (hendayana et al., 2006). meanwhile, according to styler and hiebert (in susilo et al, 2009: 3) lesson study is a collaborative process for a group of teachers when identifying learning problems, designing a lesson plan (including searching for books and articles on topics to be taught); implementing the lesson (one teacher teaches while others are watching), revising the lesson plan, evaluating the teaching process, and sharing the results with other teachers (disseminating). in addition, widhiartha, et al (2008:9) add the lesson study process involves teachers in small discussion groups with activities such as discussing the lesson plan, teaching the lesson, observing the learning process and conducting discussions after learning for the improvement of the next learning process. by conducting lesson study, teachers are able to control and review the learning process together (murata and takahashi: 2002). other researchers (stigler & hiebert, 1999, lewis, 2002) also argue more than two decades, lesson study is helpful in improving the quality of learning so that students get good results. in general, the implementation of lesson study consists of three phases: plan, do, and see (sukirman: 2006; putra, et al.: 2010; hendayana, et al.: 2006). by implementing the three phases of lesson study, it is hoped that teachers will have more understanding in managing the teaching and learning process from planning, implementing and evaluating the lessons. eltin journal, volume 6/1, april 2018 24 3. pedagogic competence pedagogic competence is a competence that will determine the success of teaching and learning process and also the students’ learning outcomes. pedagogic competence is teachers’ ability in managing students’ learning from planning, implementing and evaluating the process and the learning outcome which consists of teachers’ understanding of: (a) educational foundation, (b) students’ characteristics, (c) curriculum development, (d) lesson plan, (e) implementation of educational learning, (f) implementation of dialogic learning, (g) ict utilization, (h) learning outcome evaluation, (i) students’ potential development (mulyasa, 2007:75), and (j) reflective action (permendiknas no. 16 the year 2007). meanwhile, based on voss, kunter, and baumert (2011) and könig et al. (2011), the main components of the pedagogic competence are: knowledge of classroom management; knowledge of teaching methods; knowledge of classroom assessment; structure of learning objectives and the lesson process, lesson planning and evaluation; and, adaptability dealing with heterogeneous learning groups in the classroom. in terms of the students’ characteristics, teachers should know the children’s world, educational process, and characteristics such as children’s interest, talent, motivation, learning absorption, intelligence level and social development (janawi, 2011). another component of teachers’ pedagogical competence is that teachers should be able to master the educational foundation and its principle concepts of teaching which consists of the role and function of educational institutions (musfah, 2011). in the curriculum development process, teachers are the most important person to get involved with. so, it is important for teachers to be the implementers for the successful and meaningful curriculum development process (alsubaie, 2016). in order to create an effective education, an effective classroom management is considered important. classroom management which consists of planning and preparation of teaching materials, organizing materials, classroom decorations, creating hope and enforcement of rules and routines in the classroom (tan, et.al. : 2003) is important for teachers to be mastered since it can help teachers in creating an effective teaching and learning process. it is important for teachers to plan their lessons before they entered the classroom. ur (1996) uses the metaphors such as roadmap, blueprint, or game plan for the lesson plan. a lesson plan itself is a very important tool that consists of a combination guide, resource, and historical document reflecting the teachers’ teaching philosophy, student population, textbooks, and teachers’ goals for their students (jensen in celce-murcia, 2001). a lesson plan is essential for both novice and experienced teachers (jensen in celce-murcia, 2001). in teaching and learning process, teachers should implement an educational and dialogic learning. according to callander (2013: 38) dialogic learning involves students’ extended and supported use of talk (involving both teacher-to-student and student-to-student interactions) that includes open-ended questions, reflections, extended exchanges of dialogue, authentic feedback, and uptake/building on the ideas of others to collaboratively engage in knowledge construction within a safe learning environment. it means that teachers and students should create a communicative and an attractive communication in order to help students to develop their understanding of the teaching and learning process. in order to increase students’ interests, teachers can utilize ict to modify their teaching methods and techniques (thapaliya: 2014). teachers should take advantage of ict to ease emiliasari: an analysis of teacher’s … 25 them in teaching or to create interesting materials so that students can increase their interests and motivation. schools and teachers also need to facilitate their students to develop students’ talents by providing them with challenging learning opportunities. schools can provide students with extracurricular activities (eca) which have positive effects for students to become productive students and adults where they can learn lessons in leadership, teamwork, organization, analytical thinking, problem-solving, time management, learning to juggle many tasks at once and it allows them to discover their talents (massoni, 2011). in related to the evaluation process, teachers need to create and develop the learning evaluation to find out students’ achievement in learning, students’ difficulties in learning, and to know teachers’ strategies in learning (arifin, 2010). c. research methodology this study used the descriptive qualitative method. it tried to investigate, find, describe and explain the understanding and the implementation of teachers’ pedagogic competence during the lesson study activities. the participants of the study were 25 english teachers of junior high school. the data gathered from observations during plan, do, see stages to find out the teachers’ pedagogical competence, and interviews to the ‘guru model’ and to five observers focusing on their pedagogical competence during lesson study activity. the data were analyzed to get the conclusion of teachers’ pedagogical competence in the implementation of the lesson study after they were reduced. the results of interviews and observations were described in detailed explanation d. findings and discussions to be more informative in presenting the research setting where the data were collected, it is necessary to show the steps of lesson study in which the teachers’ pedagogical competence were shown in every step of lesson study in this research. at the beginning, two experts in lesson study, presented the material on history, definitions, objectives and benefits of lesson study as well as the stages of lesson study, the tools needed in lesson study and examples of lesson study implementation. the lesson study activity was held in two cycles. there was one (1) ‘guru model’ for each cycle. it means that there were two (2) ‘guru model’ that performed the teaching and learning process. both ‘guru model’ performed the lesson study based on the lesson study stages. at the plan stage, the chairman of the mgmp led the discussion. at this stage, the ‘guru model’ was assigned. other teachers who did not assign as ‘guru model’ became the observers. then, the rpp was requested to be discussed together. the observers examined other lesson study supporting devices such as student worksheets (lks), assessment instruments, methods and media. analysis of problems faced by teachers in the learning process was also discussed. then jointly find solutions to these problems and poured in the form of rpp preparation. the rpp that has been through the process of observation is the rpp model that will be used by the ‘guru model’ in the open class. at this stage, the identification of ‘standar kompetensi’ (sk) and ‘kompetensi dasar’ (kd) is conducted to determine which materials will be discussed and considered difficult by the learners. eltin journal, volume 6/1, april 2018 26 the second stage was the do stage. the do stage is the stage where the open class is conducted. in accordance with the previously agreed, the ‘guru model’ conducted the open class for 2 (two) meetings. when the ‘guru model’ performed the teaching and learning process, the process was observed by the observers. the task of the observers was to record everything that happens during teaching and learning process on the field notes that had been prepared previously. the third stage is see/reflection stage. reflection was done after the open class was implemented. all observers and ‘guru model’ sit together to discuss everything that happened during the teaching and learning process conducted by the ‘guru model’. reflection was led by one of the teachers. this stage was held so the participants of the lesson study could learn the weaknesses and strengths of the ‘guru model’ to be used as a reference for them in improving their performance. 1. teachers’ pedagogical competence during participating in lesson study pedagogic competence is the ability of teachers in managing learners based on approaches by taking into account the understanding of learners, planning and implementation of learning, evaluation of learning outcomes and development of learners’ potential. pedagogic competence in lesson study activities is explained based on pedagogic competence structure as stated in permendiknas number 16 the year 2007. here is the explanation about the analysis of pedagogical competence of junior high school english teachers who join the lesson study activities. teachers who attended the event consisted of inexperienced teachers (junior) and experienced teachers (seniors). a. mastering the characteristics of learners from the physical, moral, spiritual, social, cultural, emotional, and intellectual aspects.the mastery of students’ characteristics could be seen from the ‘guru model’ (gm) when they conducted the open class activities. gm 1 and 2 had similarities in identifying and analyzing the students’ potential in learning, including students’ learning difficulties. b. gm 1 who was a junior teacher has not overly mastered the background and the provision of teaching his students. the interview result states that gm 1 recognizes the character of its students in general due to the limitations of gm 1 in the mastery of esq and character education (psychology of students in person). in the reflection stage, gm 1 revealed his difficulty in teaching because of his passive students. while the data from the observation showed that gm 2 apparently understand the background of the students. in the refection stage, gm 2 who was an experienced teacher explained that two of her students were unenthusiastic in learning due to their unhealthy physical condition. another one’s background is due to the psychological condition of the student who is unstable since his childhood. however, the results of the observations showed that gm 2 was very good at approaching and invited students and involved them in learning. this proves that gm 2 is more able to identify and master the characteristics of learners. from the interview on gm 1, he said that he did not prioritize the physical condition of his students and his learning did not require the student to be active (except in games). while gm 2, she was more concerned about the physical condition of her students. it is because emiliasari: an analysis of teacher’s … 27 there are some students who have a history of serious illness such as heart disease. from the findings above, it can be concluded that gm 2 more understand her students’ characteristics than gm 1 since she had already known her students’ world, social development and intelligence level as janawi (2011) mentioned. both ‘guru model’ can recognize their students’ potential and difficulties, but in the social-emotional, moral, spiritual, and socio-cultural background, both still have to study each of their students since it takes a long time to master all these aspects. c. mastering learning theories and learning principles in education based on observations, both gms used conventional methods such as lectures and discussions. they also had a strategy in teaching when they were faced with students who were less active or those who had problems when teaching and learning process so that the teaching and learning process could be done well. the strategy of gm 2 when facing the passive students was to pay more attention to them. giving them a longer guidance and direction. gm 1 asked the active students as a student center and asked them to help their passive friends. gm 1 added that his students rarely join the competition, this was because the students' selfconfidence was still very low. the gm 2 used her knowledge of her students’ backgrounds when approaching the passive students with compliments and pleasant words, so students feel comfortable in learning.in terms of instructional techniques, both gms had attempted to use creative learning techniques using printed worksheets, video display and role play. so the students did not feel bored. however, the results of interviews the reflection stage revealed that there were teachers who did not yet understand the approach, methods, strategies and techniques. they pointed out that they still did not understand the difference between the three terms. they also asked for an explanation from the other teachers about the types of approaches, methods, strategies and techniques. gm 1 added that the lack of training and participation in training made teachers less understanding of approaches, methods, strategies and learning techniques. based on these data, it can be concluded that the mastery of teachers in the theories and principles of learning is still low. it means that the teachers have yet to master the educational foundation and its principle concepts of teaching. this is inappropriate with musfah’s (2011) statement which mentions that teachers should be able to master the educational foundation and its principle concepts of teaching which consists of the role and function of educational institutions. related to that, some teachers asked for some kind of training on approaches, methods, strategies and learning techniques. d. developing a curriculum related to the subjects being taught based on the observations, it was known that the ‘guru model’ had been able to determine the learning objectives. it can be seen from the lesson plan that was used by the ‘guru model’. the learning objectives were written in the lesson plan. during teaching and learning process, ‘guru model’ explained the learning objective to the students at the beginning of the teaching and learning process. the observers also suggested that the learning objectives should be written clearly in the lesson plan. learning objectives help teachers organize: learning materials in accordance with the characteristics of learners, tasks and activities, as well as indicators and assessment instruments. eltin journal, volume 6/1, april 2018 28 from the observations, it was found that gm 1 was not too proficient in making a scoring rubric for role play. while gm 2 was much better in designing assessment instruments. however, interviews from one of the observers revealed that some teachers do not understand the principles of the curriculum. when determining the learning objectives they usually only copy the lesson plans or materials from other teachers. this proves that the teaching experience of being a teacher influences teachers' understanding of curriculum principles, including the determining of learning objectives, selecting materials and organizing materials. thus, it can be concluded that mastery of the development of curriculum principles of junior teachers is less than senior teachers. senior teachers have been able to develop the curriculum principles and become the implementers for the successful and meaningful curriculum development process (alsubaie: 2016). e. organizing educating lesson in terms of the learning design, senior teachers tend to be more masterful. from the observation during the plan stage. senior teachers dominated in providing input and revision to the lesson plan made by gm 1 (junior teacher). among the teachers who participated in lesson study activities, there were some teachers who have become district coaches of learning design. the interviews with junior teachers revealed that the lesson plan was one of the most difficult things to be mastered and required time and special training to be understood. it caused some teachers who tried to make their lesson plan by looking at examples with the provisions of the knowledge they got during undergraduate. some of them used existing lesson plan or copied of other teachers’ lesson plans. in terms of implementing the learning media, almost all teachers said that the limitations of facilities and infrastructure such as books, projectors, speakers, language labs, and internet connections were some factors that affected the creativity and type of instructional media used by teachers. so it made teachers used the conventional media (paper, drawing, blackboard). it can be concluded that in designing a lesson plan, senior teachers are better than the junior teachers who are still in the learning phase. in terms of implementing learning and using the media, teachers are limited by insufficient facilities and infrastructure so that they cannot implement innovative, creative and interactive learning. f. utilizing information and communication technology for the benefit of learning icts are things that can help teachers in implementing learning where teachers can pour out their ideas when going to teach. however, based on the interview results, the unavailability of ict facilities and infrastructure made teachers unable to apply their ideas and were forced to use conventional methods. in addition, interview results revealed that some senior teachers did not want to try to study the development of ict with reasons of age and the inability to use the ict. they charge more for the use of icts to junior teachers because junior teachers are considered to be quicker to understand technological developments. interviews with junior teachers indicate that inadequate or unavailable facilities and infrastructures are an obstacle for them to apply the technology. based on the findings emiliasari: an analysis of teacher’s … 29 above, it can be concluded that facilities and infrastructure in ict are still very poor, so that teachers who want to develop and use ict in learning cannot be accommodated. g. facilitate the development of potential learners to actualize various potentials the interview results mentioned that to develop the potential of learners required time, effort, cost and special place of activity. in some urban schools, the extracurricular was supported by a better infrastructure. so that the participants were motivated to develop their own potential and play an active role in following the competition. however, in rural areas, the schools had inadequate facilities and infrastructure as the extracurricular activities are extremely difficult to be developed. the interview results add that in relation to english language learning, it was difficult to motivate the students to join the competitions such as speech contest, storytelling or debate. this was due to limited human resources and facilities that could improve skills in english. the findings above illustrate that the desire of teachers and learners is high in increasing the students’ potential skills by participating in the competitions or events but not supported by facilities, personnel, and costs. h. communicate effectively, emphatically, and courteously with learners during the observations in the do stage (open class), gm 1 and gm 2 had been able to communicate effectively, emphatically and politely to the students. it can be seen as they gave effective and polite instructional sentences during teaching. gm 2 provided words of praise that can make students comfortable when learning. moreover, when facing passive students, both gms used wise words and did not insult the students. both gms involved all students to be active. they invited the passive students to communicate and guided them to be more confident in answering and discussing. both gms use local languages, national languages and english when conducting the lessons. the results of the interview mentioned the reasons of gm used the three languages so that students could easier to understand the material presented so the purpose of learning can be achieved. from the observation, it can be seen that the students responded to the instructions given by teachers well. the students showed the activeness in answering, discussing and role play in front of the class with great enthusiasm. from the findings above, it can be concluded that teachers use a good communication strategy with their students. teachers can provide instruction and persuasion to their students in order to participate actively in discussions, frequently asked questions and games. teachers give rewards in the form of praise for their students. i.organize assessment and evaluation of the learning process and outcomes the results of interviews and the analysis of lesson plan documents indicated that teachers had been able to understand the principles of assessment and evaluation of process and learning outcomes in accordance with the characteristics of subjects. this was seen from the existing form of assessment in the lesson plan was adjusted to ‘standar kompetensi’, ‘kompetensi dasar’, objectives, indicators, and teaching materials. however, during the open class it was found that the assessment was sometimes was not done. there were circumstances in which teachers rely on their assumptions and feelings when judging without being included with the assessment rubric. eltin journal, volume 6/1, april 2018 30 it can be concluded that in general teachers have mastered the principles of assessment and have been able to write it down in the lesson plan but not fully done in the teaching and learning process. j. utilizing assessment and evaluation results for the benefit of learning from the results of the interviews, the teachers stated that they used the results of the assessment as a measure of students' learning mastery. if they found the results of the evaluation of student learning that was less meet the standard of graduation, then the teacher used it to determine the remedial or enrichment. gm 1 mentioned that the students who had not reached the minimum limit of graduation were given a task or a structured task to improve their score. while the remedial was given after the middle or at the end of the semester. teachers added that the results of the assessment and evaluation of the students were reported to the principal. in addition, the results of the assessment were also given to ‘guru wali’ to be used as material reports for parents. it can be concluded that the teacher uses and utilizes the results of the assessment and evaluation for the consideration of the students' graduation. in addition, they also make an assessment as a benchmark for their success in teaching so that it can be used as a basis for improving the quality of learning. k. performing reflective actions to improve the quality of learning the results of the interviews stated that the activities that could accommodate the reflection of learning were still low almost in every school. so that the teachers could not exchange their ideas or found their weaknesses and strengths of each. in mgmp they only met and shared experiences and problems encountered. but it was still not enough. the teachers have not been able to utilize the results of reflection for the development and improvement of the quality because the reflection activities are still lacking. it can be concluded that reflective activities for improving the quality of learning are still low. teachers expect regular meetings, training and coaching to improve the quality of their learning. they added that lesson study activities become an opportunity for them to increase experience and become a medium to meet, exchange ideas, hear opinions, comments and constructive criticism for improving the quality of learning. they are very appreciative of the activities of this lesson study so they can see the real weaknesses and advantages of themselves. 2. the improvement of teachers’ pedagogical competence during lesson study activity the improvement of teachers’ pedagogical competence can be seen from the data of fourtime observations in open class and the interview to ‘guru model’ and observers. the data showed that there were some positive changes in teaching and learning process, although the change was not quite drastic. it can be found that ‘guru model’ who performed after the previous ‘guru model’ showed positive changes in teaching, especially in managing the classroom, giving the material and evaluating students’ achievement. it is possible that the first performance of ‘guru model’ becomes a good emiliasari: an analysis of teacher’s … 31 example and valuable lesson for the next ‘guru model’, namely, by improving and correcting some of the weakness from the previous ‘guru model’ and making sort of innovation so that they can make anticipation for the next performances. the realization of the weakness and the innovation to the problems found in the classroom were usually discussed in the reflection stage. e. conclusions based on the discussion above, it can be concluded that senior teachers have a better understanding and implementation of pedagogical competence than junior teachers. it means that experience can be one of the factors which affect the understanding and the implementation of pedagogical competence. in addition, pedagogical competence is the ability of teaching that cannot be comprehended in short time. lesson study can be an effective process to be used by teachers in enhancing their pedagogical competence since in this study, by conducting lesson study some positive changes in the pedagogical competence of the participants can be improved well. f. references alsubaie, m.a. 2016. curriculum development: teacher involvement in curriculum development. journal of education and practice. vol. 7, no. 9, 2016. arifin, z. 2010. evaluasi pembelajaran prinsip teknik prosedur. bandung. pt. remaja rosdakarya. callander, d. 2013. dialogic approaches to teaching and learning in the primary grades. a project for the degree of master of education. university of victoria. celce-murcia, m. 2001. teaching english as a seond or a foreign language. 3rd edition. boston: ma. heinle & heinle. departemen pendidikan nasional republik indonesia. 2008. standar pengembangan kelompok kerja guru (kkg) dan musyawarah guru mata pelajaran (mgmp). jakarta: direktorat jenderal peningkatan mutu pendidik dan tenaga kependidikan. devi, p. k. 2010. peningkatan kompetensi guru kimia melalui program pelatihan di “mgmp wilayah”. disertasi. bandung: universitas pendidikan bandung. haithcock, f. 2010. a guide to implementing lesson study for district and school leadership teams in differentiated accountability schools. 1st edition. florida department of education. florida. hendayana, s., et al. 2006. lesson study, suatu strategi untuk meningkatkan keprofesionalan pendidik (pengalaman imstep-jica, fpmipa upi dan jica). bandung. janawi, 2011. kompetensi guru citra guru profesional. bandung: alfabeta. kementerian pendidikan nasional. 2010. rambu-rambu pengembangan kegiatan kkg dan mgmp. jakarta: direktorat jenderal peningkatan mutu pendidik dan tenaga kependidikan. eltin journal, volume 6/1, april 2018 32 könig, j., blömeke, s., paine, l., schmidt, w.h., & hsieh, f.-j. 2011. general pedagogical knowledge of future middle school teachers: on the complex ecology of teacher education in the united states, germany, and taiwan. journal of teacher education, 62(2), 188 -201. lewis, c. & tsuchida, i. 1998. a lesson is like a swiftly flowing river: research lessons and the improvement of japanese education. american educator, winter, 14-17 & 50-52. lewis, c. 2002. brief guide to lesson study. excerpted from catherine lewis, “lesson study: a handbook for teacher-led improvement of instruction,”philadelphia: research for better schools. listyawati, s. 2012. pengelolaan mgmp untuk meningkatkan kualitas pembelajaran ekonomi sma di kota salatiga. thesis. universitas muhammadiyah surakarta. mahmud, i. 2013. musyawarah guru mata pelajaran (mgmp) sejarah untuk meningkatkan profesionalisme guru sma di kota batu. http://jurnal online.um.ac.id/data/artikel/artikel0a912ad11a85d3a3818737c69f986891. pdf massoni, e. 2011. possitive effects of extra curricular activities on students. essai. volume 9 article 27. mulyasa e. 2007. standar kompetensi dan sertifikasi guru. bandung: remaja rosdakarya. murata, a and takahashi, a. 2002. district-level lesson study: how japanese teachers improve their teaching of elementary mathematics. paper presented at the research presession of national council of teachers of mathematics annual meeting. las vegas, nv. musfah, jejen. 2011. peningkatan kompetensi guru (melalui pelatihan dan sumber belajar teori dan praktik). jakarta : prenada media group. peraturan menteri pendidikan nasional republik indonesia nomor 16 tahun 2007 tentang standar kualifikasi akademik dan kompetensi guru. putra, y., et al. 2010. belajar dari pembelajaran: best practice implementasi lesson study. jakarta: direktorat tenaga kependidikan, dirjen pmptk kementerian pendidikan nasional. stigler, j. w dan hiebert, j. 1999. the teaching gap. new york: the free press. sukirman. 2006. peningkatan profesional guru melalui lesson study pada diklat lesson study bagi guru berprestasi dan pengurus mgmp mipa smp se indonesia tengah. yogyakarta: fmipany. susilo, h., et al. 2009. lesson study berbasis sekolah. malang: bayu media. tan o.s., et al. 2003. educational psychology: a practitioner-researcher approach. http://jurnal-online.um.ac.id/data/artikel/artikel0a912ad11a85d3a3818737c69f986891.pdf http://jurnal-online.um.ac.id/data/artikel/artikel0a912ad11a85d3a3818737c69f986891.pdf http://jurnal-online.um.ac.id/data/artikel/artikel0a912ad11a85d3a3818737c69f986891.pdf emiliasari: an analysis of teacher’s … 33 australia: thomson. thapaliya, m.p. 2014. english teachers’ perceptions and practices of information and communication technologies (icts) in kathmandu 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(module 15: lesson planning. cambridge: cambridge university press. voss, t., kunter, m. and baumert, j. 2011. assessing teacher candidates' general pedagogical/psychological knowledge: test construction and validation. journal of educational psychology, 103, 952-969. widhiartha, a. p., et al. 2008. lesson study: sebuah upaya peningkatan mutu pendidik pendidikan nonformal. surabaya: prima printing surabaya. yunusshofa. 2008. keefektifan mgmp pai smp terhadap peningkatan profesionalisme guru pai kabupaten cianjur. (online), (http:// yunusshofa.blogspot.com/2008/05/keefektifan-mgmp-pai dalammeningkatkan.html) eltin journal vol 3/1, april 2015 12 the use of pictures in improving writing procedure text ability of the first year students of smpn 5 dumai ruswinarsih smpn 5 dumai, riau abstract this study inform the use of pictures in improving the writing ability of students. this study employed a classroom action research which consisted of three cycles. it involved a class of the first grade students in smp n 5 dumai. the data were collected through two techniques, encompassing reading test and observation. the data were analyzed based on the result of the test and the observation. the findings of this study show that the use of pictures can improve the writing procedure text ability of the first grade students in smp n 5 dumai. it can be seen from the research findings in terms of student’ reading score and their classroom activities. the first point is that there was an increase in students’ writing test mean score from cycle 1 (57.5) to cycle 2 (65.25) to cycle 3 (80). the second point is in terms of the students’ classroom activities. based on the writer’s observation, it can be seen that, quantitatively, their activites improved from cycle 1 (54.16%) to cycle 2 (70.83%) and to cycle 3 (87.5%). those improvements were the effect of the use of pictures in teaching writing procedure text in the class. in conclusion, it can be stated that the use of pictures can improve the writing procedure text ability of the first grade students of smpn 5 dumai. keywords: picture, writing ability, procedure text a. introduction writing is one of the best ways to improve the students’ ability in mastery english as a communication tool. there are some reasons that writing is absolutely important. first, writing is one of the communication ways to communicate with other people in the world. second, writing ability is required in almost in part of jobs. the last, writing can be assumed, as one of the characteristics of an educated people. the students are expected to be able to write correctly for this purpose, particularly for junior high school students. furthermore, the importance of ruswinarsih: the use of pictures …. 13 writing skill in determining the students’ academic achievement has been stated by the government in the statements of passing competence standard (skl) of writing skill for the junior high school students (bsnp, 2015). it is stated in competence standard that the junior high school students are required to express the meaning of written simple interpersonal and transactional text, formally or informally, in form of recount, narrative, procedure, and report in daily life context. thus, it means that writing english skill is very essential for the junior high school students to be mastered. however, regarding to the writer’s observation in the class, it was found that the students’ writing ability seemed still unsatisfactory. it was proved by the students writing test score. there were still many students who cannot reach the standard score. in the latest daily exam, there were only 15 out of 33 students who reach standard score (80). the writer observed that there are some factors which influence this problem related to the students and the teacher. the teacher usually has lack of strategy and media which affect the students’ motivation, enthusiastic, interest and passion in writing english text. the students found difficulties in writing a good paragraph. the problems were that they did not know how to start writing, they had lack of vocabulary, and they did not given intersting and appropriate media which can help them to write a text easily. thus, it is a need for the teacher to do extra efforts in solving the problems. one of the effort which can be done is by using interesting media. many interesting media can be used by the teachers in improving students’ writing ability. in this case, the teacher can use picture to improve the writing ability, particularly in writing procedure text. pictures is a painting, drawing, sketch of something, especially as work. pictures are a type of media, which is very interesting to study especially the various pictures; and pictures that the students like are the colorful and amusing pictures (hornby, 1980:629). moreover, traditionally, the purpose of using pictures has been to describe or illustrate a written or recorded passage (wright, 1984:2). furthermore, one of the text which is taught for junior high school students is procedure text. procedure text can be taught by using picture. procedure text is a kind of text which aims to give guidance about steps to do something. basically, this text consists of tips or sequence of steps in making something or in doing such activity (djuharie, 2007:38). on the basis of the previous explanation, this study focuses on the use of pictures in improving writing procedure text ability of the first grade students of smpn 5 dumai. eltin journal vol 3/1, april 2015 14 b. literature review 1. pictures picture is one of the media that can be used by the teacher in teaching writing skill. in this case, it focuses on teaching writing procedure text for junior high school. pictures is a painting, drawing, sketch of something, especially as work. pictures are a type of media, which is very interesting to study especially the various pictures; and pictures that the students like are the colorful and amusing pictures (hornby, 1980:629). picture can help the students to create or produce a procedure text by showing some pictures that related with the topic. it can develop their imagination and open their mind about how to make or produce something. students can construct their knowledge during learning procedure text easily by using media. pictures are several or sequence events, actions or steps that come in photographic representation of people, places, and things and happened one after the other. it can be used to make the students learn more easily and the teacher teaches easily is the main part of the learning process. the media must be used in integrated way in teaching and learning and not only as ice breaker of teaching and learning. in addition, pictures are often used to present situation to help the students work with grammar and vocabulary. pictures do not only help the students to get ideas more realistic in understanding the procedure text but also in constructing ideas to create it. then, picture can play a key role in motivating students, conceptualizing the language they want to use and giving them a reference (wright, 1997). traditionally, the purpose of using pictures was to describe or illustrate a written or recorded passage. there are three reasons for using picture in language teaching (wright, 1984:2): 1. it provides interest and motivation 2. it provides a sense of context for the language 3. it provides the specific reference point and stimulus furthermore, there are some positive effects of using aids in writing process through pictures is intended for learners of english at lower level (heaton, 1986:101). picture can be a common base that leads to a variety of language activities. by using picture, students can focus in special sentence, structure and language form. it clears that picture can help and increase the students’ ability in writing. in short, writing by using picture can help the students write a good sentence. in addition, variety of pictures with various objects can avoid a boring class situation as well as prevent the students from getting bored. it is know that there are some types of pictures that can used to make students interested in studying. they are poster, photographs, and charts. furthermore, picture can be found almost everywhere like in magazines, album, textbooks, outdoor either as signs, at billboards, on cans, or even just ruswinarsih: the use of pictures …. 15 somewhere on the walls. picture as visual aids can be helpful to the teachers of foreign language in a number of different ways. it can brighten up the classroom and bring more variety into language lessons. pictures give students motivation to develop their ability (andriani, 2006: 18) 2. procedure text procedure text is a text which is taught to the junior high school students in the first year. procedure text is a kind of text which aims to give guidance about steps to do something. basically, this text consists of tips or sequence of steps in making something or in doing such activity (djuharie, 2007:38). moreover, it is also a kind of text which we can find in daily life, such as in manual and recipes (emilia, 2011:98). the communicative purpose of this text is to tell of how to do and to make something in a chronological order (emilia, 2011:98). furthermore, the generic structures of procedure text (djuharie, 2007; emilia, 2011): 1. goal: telling about the aim of activity and predict the conclusion might happen. 2. materials: materials that needed to make something or to do the activity. 3. steps consisting steps in sequential order to complete the procedure of making or doing something. every steps are written in form of imperative or command. then,the language features found in a procedure text are (djuharie, 2007; emilia, 2011): 1. using action verb inform of imperative and command, such as; pour some water into the glass. 2. using simple present 3. using sequence connector, for example: first, second, then, while, next, etc 4. using number, such as three eggs, four kgs of flour, etc. 5. using words, phrase or clasu which indicate when certain step will be done. for example: when the spot is dry, record the time it has taken. 6. sometime using adverb of manner, or words, phrase, and clause which indicate of how to do something. for example: with the measuring jug, fill the bottle..., carefully..., quickly... some examples of procedure texts are how something works or how to use instruction /operation manuals e.g. how to use the video, the computer, the tape recorder, the photocopier, the fax; how to do a particular activity e.g. recipes, rules for games, science experiments, road safety rules; texts that deal with human behavior e.g. how to live happily, how to succeed. moreover, each type of procedure text has a format. recipes usually have the information presented in at least two basic groups: ingredients and method. eltin journal vol 3/1, april 2015 16 games instructions usually include instructions on how to play, rules of the game, method of scoring, and the number of players. scientific experiments usually include the purpose of the experiment, equipment, procedure, observations and conclusion. 3. the relevance of learning achivement and the use of picture by using pictres, it is expected that the students are able to reach the maximum learning achivement, obtain the academic knowledge and the social skill in learning and working in groups. this can be seen in the result of students examination in action cycles. c. research methodology the study employed classroom action research. it is a kind of research which is conducted by the teacher in the classroom by planning, doing the action, observing and reflecting it in aims to improve teaching and learning quality which affect to the students’ achievement. moreover, classroom action research is being systematic about changing your teaching and making sure the changes are in the right direction; that your students are now learning better than they used to (biggs, 2003 in alwasilah, 2011:69). moreover, the research was conducted in smpn 5 dumai from march to may 2015. the researcher chose the school and the class because she is the teacher in the site which make it easier for her to conduct the research. in addition, the subjects of this research were students in class vii.1 of smpn 5 dumai. there are thirty three (33) students in the class which was considered as the sample of the research. furthermore, the following is the reserach procedure. the first stage is plan. this covers the preparation related to the teaching sets, the materials, and other things needed in the teaching and learning process. the second stage is action. this is the core process of using pictures in teaching writing procedure text. the third stage is observation. the last one if reflection or the result of the observation. this covers the explanation of the cycles which have been conducted. the following is the detail of the action stage. cycle 1: a. planning th epalnning stage consisted of: deciding research time (march to may 2015), deciding the subject of the research (class viii.1 of smpn 5 dumai), deciding the material to be taught (proceduretext), deciding the amount of cycles to conduct (3 cycles), designing the lesson plan, designing observation sheet, and creating test items b. action ruswinarsih: the use of pictures …. 17 starting activities: 1. greeting 2. motivation core activities:  the teacher explain the procedure text as well as its communicative purpose, generic structures, and language features  the students will be divided into four or five groups  the teacher provide the students with the series of picture and also some clues of each picture to each group  the students discuss the pictures and try to write a procedure text based on the pictures and some clues of each picture given.  representative of each group present their text. last activities: 1. individual test in which the students, individually, are asked to write a procedure text 2. making conclusion of the material 3. greeting. c. observing in this case, the observer observes the teacher and the students’ activitities during the learning process. d. reflecting. the result of observation will be used as the material to reflect in order to make better planning to the next cycle. cycle 2 and 3: the second cycle was planned based on the reflection from the first cycle while the third cycle was based on the second one. these cycles also consist of four step involving planning, doing the action, observing, and reflecting. there are two data collection techniques which were used in the study. they were through writing test and observation. writing test was done in order to measure the students writing ability the completeness of students’ achivement in form of examination result. while observation sheet was related to the teacher and the students activity during the teaching and learning process. furthermore, after doing the action and collecting the data, the researcher analyzed it. the analysis consisted of two components: the analysis of students’ learning achievement (writing test) and the analysis of students activity during the action. the first is the analysis of students learning achivement. there were five components of writing that were used as the indicators to assess the students’ writing procedure text. the following are the details of the components of writing, the scale of scores as well as the eltin journal vol 3/1, april 2015 18 description as the guideline for the raters (harris, 1969 in hughes, 2003: 101-102): table 1. the components of writing skill, the scores, and the description no aspect score description 1. grammar 6 5 4 3 2 1 few (if any) noticeable errors of grammar or word order. some errors of grammar or word order which do not, however, interfere with comprehension. errors of grammar or word order fairly frequent; occasional rereading necessary for full comprehension errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part errors of grammar or word order very frequent; reader often has to rely on own interpretation. errors of grammar or word order so severe as to make comprehension virtually impossible. 2. vocabulary 6 5 4 3 2 1 use of vocabulary and idiom rarely (if at all) distinguishable from that of educated native writer. occasionally uses inappropriate terms relies or circumlocutions; expression of ideas hardly impaired uses wrong or inappropriate words fairly frequent; expression of ideas may be limited because of ideas inadequate vocabulary. limited vocabulary and frequent errors clearly hinder expression of ideas. vocabulary so limited and so frequently misused that reader must often rely on own interpretation vocabulary limitation so extreme as to make writing virtually impossible. 3. mechanics 6 5 4 3 2 1 few (if any) noticeable lapses in punctuation or spelling. occasional lapses in punctuation or spelling which do not, however, interfere with comprehension. errors in punctuation or spelling fairly frequent; occasional rereading necessary for full comprehension frequent errors in spelling or punctuation; lead sometimes to obscurity. errors in spelling or punctuation so frequent that reader must often rely on own interpretation errors in spelling or punctuation so severe as to make comprehension virtually impossible 4. style 6 5 4 choice of structures and vocabulary consistently appropriate; like that of educated native writer. occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication. ‘patchy’, with some structures or vocabulary items noticeably ruswinarsih: the use of pictures …. 19 3 2 1 inappropriate to general style. structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. communication often impaired by completely inappropriate or misused structures or vocabulary items. a ‘hotch-potch’ of half learned misused structures and vocabulary items rendering communication almost impossible. 5. organiza tion 6 5 4 3 2 1 highly organised; clear progression of ideas well linked; like educated native writer. material well organized; links could occasionally be clearer but communication not impaired. some lack of organization; re-reading required for clarification of ideas. little or no attempt at connectivity, though reader can deduce some organization. individual ideas may be clear, but very difficult to deduce connection between them. lack of organization so severe that communication is seriously impaired. in addtion, to analyze the level of the students’ writing skill, the writer used the following formula: score = g + v + m + s + o note: s = students’ score g = students’ skill in grammar v = students’ skill in terms of vocabulary m = students’ skill in terms of mechanics s = students’ skill in terms of style o = students’ skill in terms of organization moreover, to know the real score of the students, the writer used the following formula: =30 100 note: rs = real score of each individual ts = total score of the components of writing 30 = the possible highest scores that the students get from the teacher furthermore, to know the average score, the data was analyzed by using the following formula: ruswinarsih: the use of pictures …. 19 3 2 1 inappropriate to general style. structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. communication often impaired by completely inappropriate or misused structures or vocabulary items. a ‘hotch-potch’ of half learned misused structures and vocabulary items rendering communication almost impossible. 5. organiza tion 6 5 4 3 2 1 highly organised; clear progression of ideas well linked; like educated native writer. material well organized; links could occasionally be clearer but communication not impaired. some lack of organization; re-reading required for clarification of ideas. little or no attempt at connectivity, though reader can deduce some organization. individual ideas may be clear, but very difficult to deduce connection between them. lack of organization so severe that communication is seriously impaired. in addtion, to analyze the level of the students’ writing skill, the writer used the following formula: score = g + v + m + s + o note: s = students’ score g = students’ skill in grammar v = students’ skill in terms of vocabulary m = students’ skill in terms of mechanics s = students’ skill in terms of style o = students’ skill in terms of organization moreover, to know the real score of the students, the writer used the following formula: =30 100 note: rs = real score of each individual ts = total score of the components of writing 30 = the possible highest scores that the students get from the teacher furthermore, to know the average score, the data was analyzed by using the following formula: ruswinarsih: the use of pictures …. 19 3 2 1 inappropriate to general style. structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. communication often impaired by completely inappropriate or misused structures or vocabulary items. a ‘hotch-potch’ of half learned misused structures and vocabulary items rendering communication almost impossible. 5. organiza tion 6 5 4 3 2 1 highly organised; clear progression of ideas well linked; like educated native writer. material well organized; links could occasionally be clearer but communication not impaired. some lack of organization; re-reading required for clarification of ideas. little or no attempt at connectivity, though reader can deduce some organization. individual ideas may be clear, but very difficult to deduce connection between them. lack of organization so severe that communication is seriously impaired. in addtion, to analyze the level of the students’ writing skill, the writer used the following formula: score = g + v + m + s + o note: s = students’ score g = students’ skill in grammar v = students’ skill in terms of vocabulary m = students’ skill in terms of mechanics s = students’ skill in terms of style o = students’ skill in terms of organization moreover, to know the real score of the students, the writer used the following formula: =30 100 note: rs = real score of each individual ts = total score of the components of writing 30 = the possible highest scores that the students get from the teacher furthermore, to know the average score, the data was analyzed by using the following formula: eltin journal vol 3/1, april 2015 20 note: : the average score of the test⅀ : the total or sum score of the students n : total number of the students (hatch and farhady, 1982:55) morever, to know the level of the skill of the students, the following classification was used: table 2. the students’ score skill level test score level 81 – 100 excellent 61 – 80 good 41 – 60 average 21 – 40 fair 0 – 20 poor harris (1969) the second analysis was related to the students activity during the action. in this case, the students in general (not individual) were given score in range of 1 to 4 for each indicators. there are four indicators that were used in this research encompassing (1) the students pay attention to the teacher’s explanation about procedure text, (2) the students sit in their own group, (3) the students pay attention to the picture provided by the teacher, (4) the students discuss in their own group about the picture, (5) the students work in group to write a procedute text based on the text given, and (6) the students, idividually, write a procedure text based on the pictures provided by the teacher. the criteria of evaluating the students’ activity during the action are as follows: = the total scoresthehighest scorecanbeachievedx100% table 3. students’ categories based on the students’ activity during the action interval (%) category 75 – 100 very good 65 – 74 good 55 – 64 enough 0 – 54 poor ruswinarsih: the use of pictures …. 21 d. research findings and discussions 1. students’ writing test the research consisted of three cycles. the followings are the reports of the students’ writing procedure text test results in the three cycles. the students’ writing score in the end of cycle 1 show that the students’ mean score was still low. it was 57.5 which was categorized in average level. the details are as follows. table 4. students’ writing score in cycle 1 no. test score interval level the total of students and the percentage (%) 1 81 – 100 excellent 0 (0%) 2 61 – 80 good 12 (36.3%) 3 41 – 60 average 21 (63.7%) 4 21 – 40 fair 0 (0%) 5 0 – 20 poor 0 (0%) total of students 33 mean score 57.5 category average in addition, the students’ writing score in cycle 2 was becoming better than cycle 1. the students’ mean score was 65.25 and was categorized as good level. the following table shows the detail: table 5. students’ writing score in cycle 2 no. test score interval level the total of students and the percentage (%) 1 81 – 100 excellent 0 (0%) 2 61 – 80 good 23 (69.7%) 3 41 – 60 average 10 (30.3%) 4 21 – 40 fair 0 (0%) 5 0 – 20 poor 0 (0%) total of students 33 mean score 65.25 category good furthermore, the students’ writing score in cycle 3 improved very significant. the students’ mean score in cycle 3 was 80 and was categorized as good level. the following table shows the detail: table 6. students’ writing score in cycle 3 no. test score interval level the total of students and the percentage (%) 1 81 – 100 excellent 14 (42.4%) 2 61 – 80 good 19 (57.6%) 3 41 – 60 average 0 (0%) 4 21 – 40 fair 0 (0%) eltin journal vol 3/1, april 2015 22 5 0 – 20 poor 0 (0%) total of students 33 mean score 80 category good thus, it can be seen from those previous tables that the students show improvement in their writing procedure text ability from cycle 1 to cyle 2 and cycle 3. the following chart shows the detail of the improvement. chart 1: the comparison of students’ score in cycle 1, cycle 2, and ycle 3 chart 2 shows the comparison of the students’ writing score from cycle 1 to cyle 2 and cycle 3. it indicates that there was a kind of significant improvement of students’ writing mean score from cycle 1 (57.5) to cycle 2 (65.25) and to cycle 3 (80). thus, it can be stated that the use of pictures can improve writing procedure text ability of the first grade students of smp n 5 dumai. 2. students’ classroom activities the second reserach instrument is observation sheet which showed the students’ classroom activities. in this case, the students’ activities were observed and analyzed quantitatively. in addition, there were six indicators to be observed. they were (1) the students pay attention to the teacher’s explanation about procedure text, (2) the students sit in their own group, (3) the students pay attention to the picture provided by the teacher, (4) the students discuss in their own group about the picture, (5) the students work in group to write a procedute text based on the text given, and (6) the students, idividually, write a procedure text based on the pictures provided by the teacher. the following is the quantitavely recapitulation of the students’ classroom activities: 0 20 40 60 80 cycle 1 cycle 2 cycle 3 57,5 65,25 eltin journal vol 3/1, april 2015 22 5 0 – 20 poor 0 (0%) total of students 33 mean score 80 category good thus, it can be seen from those previous tables that the students show improvement in their writing procedure text ability from cycle 1 to cyle 2 and cycle 3. the following chart shows the detail of the improvement. chart 1: the comparison of students’ score in cycle 1, cycle 2, and ycle 3 chart 2 shows the comparison of the students’ writing score from cycle 1 to cyle 2 and cycle 3. it indicates that there was a kind of significant improvement of students’ writing mean score from cycle 1 (57.5) to cycle 2 (65.25) and to cycle 3 (80). thus, it can be stated that the use of pictures can improve writing procedure text ability of the first grade students of smp n 5 dumai. 2. students’ classroom activities the second reserach instrument is observation sheet which showed the students’ classroom activities. in this case, the students’ activities were observed and analyzed quantitatively. in addition, there were six indicators to be observed. they were (1) the students pay attention to the teacher’s explanation about procedure text, (2) the students sit in their own group, (3) the students pay attention to the picture provided by the teacher, (4) the students discuss in their own group about the picture, (5) the students work in group to write a procedute text based on the text given, and (6) the students, idividually, write a procedure text based on the pictures provided by the teacher. the following is the quantitavely recapitulation of the students’ classroom activities: cycle 3 80 students' mean scores eltin journal vol 3/1, april 2015 22 5 0 – 20 poor 0 (0%) total of students 33 mean score 80 category good thus, it can be seen from those previous tables that the students show improvement in their writing procedure text ability from cycle 1 to cyle 2 and cycle 3. the following chart shows the detail of the improvement. chart 1: the comparison of students’ score in cycle 1, cycle 2, and ycle 3 chart 2 shows the comparison of the students’ writing score from cycle 1 to cyle 2 and cycle 3. it indicates that there was a kind of significant improvement of students’ writing mean score from cycle 1 (57.5) to cycle 2 (65.25) and to cycle 3 (80). thus, it can be stated that the use of pictures can improve writing procedure text ability of the first grade students of smp n 5 dumai. 2. students’ classroom activities the second reserach instrument is observation sheet which showed the students’ classroom activities. in this case, the students’ activities were observed and analyzed quantitatively. in addition, there were six indicators to be observed. they were (1) the students pay attention to the teacher’s explanation about procedure text, (2) the students sit in their own group, (3) the students pay attention to the picture provided by the teacher, (4) the students discuss in their own group about the picture, (5) the students work in group to write a procedute text based on the text given, and (6) the students, idividually, write a procedure text based on the pictures provided by the teacher. the following is the quantitavely recapitulation of the students’ classroom activities: ruswinarsih: the use of pictures …. 23 table 7. students’ classroom activities indicators cycle 1 cycle 2 cycle 3 score score score 1 2 3 4 1 2 3 4 1 2 3 4 1 √ √ √ 2 √ √ √ 3 √ √ √ 4 √ √ √ 5 √ √ √ 6 √ √ √ percentage 54.16% 70.83% 87.5% category poor good very good table 7 shows the students’ activity in cycle 1, 2, and 3. it indicats that there was significant improvement in students’ activities, quantitatively, from cycle 1 (54.16%) to cycle 2 (70.83%%) and to cycle 3 (87.5%) which proved by the observation sheet result. the students show that they were getting better in conducting discussion related to the use of pictures to write a procedure text in their own group which affect their individual competence in writing a procedure text by using pictures provided by th teacher. thus, it can be stated that the use of pictures can improve writing procedure text ability of the first grade students of smp n 5 dumai. e. conclusions based on the research findings which are elaborated in chapter iv, in indicates that the students’ writing procedure text ability improved from cycle 1, cycle 2 and cycle 3. the improvement can be seen from two main aspects. the first is from the students’ writing mean score. in this case, it was found that there was significant improvement of their mean score from cycle 1 (57.5) to cycle 2 (65.25) and to cycle 3 (80). the second is from their classroom activities. quantitavely, it improved significantly from cycle 1 (54.16%), to cycle 2 (70.83%) and to cycle 3 (87.5%). in cycle 1, generally, the result was still unsatisfying. it can be seen from the students activities that they still face diffculties to discuss in their own group in using pictures to write a procedure text which affect their individual competence in writing that text. then, in cycle 2 and cycle 3, the students seemed already comfortable to work cooperatively in their own group to use the pictures well in writing a procedure text. it also can reflect to the improvement that thay show in their writing skill, individually in the end of each cycle. eltin journal vol 3/1, april 2015 24 in conclusion, it can be stated that the use of pictures can improve writing procedure text ability of the first grade students of smp n 5 dumai. references alwasilah, a chaedar. (2011). pokoknya action research. bandung: pt kiblat buku utama andriani, i. (2006). improving vocabulary mastery of the second year students of smp negeri 1 parepare by using mimicry– memorization [undergraduate thesis , universit y of muhammadi yah parepare] . parepare: fkip universitas muhammadiyah parepare. bsnp. 2015. retrieved from http://bsnp-indonesia.org/id/?page_id=103/ on 12th april 2015 djuharie, o. s. (2007). genre dilengkapi 700 soal uji pemahaman. bandung: cv. yrama widya. emilia, e. (2011). pendekatan genre-based dalam pengajaran bahasa inggris: petunjuk untuk guru. bandung: rizqi press. harris, d. p. (1969). testing english as a second language. new york: mcgraw-hill. hatch, e.,& farhady, h. (1982). research design and statistics for applied linguistics. ny: newbury house publishers, inc. heaton, jb. (1975). writing english language test practical guide for english as a second language. london: group limited. hornby, a. s. (1980). oxford advanced learner’s dictionary of current english. new york: oxford university press. hughes, a. 2003. testing for language teachers: second edition.cambridge: canbridge university press. wright, a. (1997). pictures for language learning. cambridge: cambridge university press wright, t. (1984) understanding classroom role relationships, roles of teachers and learners. oxford: oxford university press. isi jurnal vol 3 no 1.pdf chapter 1 siti.pdf chapter 5 angga maulana.pdf eltin journal, volume 3/ii, october 2015 72 the analysis of students’ team achievement divisions (stad) used in learning practice of translating and interpreting anita rakhman isry laila syatroh nitzluv@gmail.com stkip siliwangi bandung abstract this research deals with the analysis of student teams achievement division (stad) used in learning practice of translating and interpreting. this research explores the implementation of stad and find out the advantages and disadvantages of stad used in learning practice of translating and interpreting. the objective of the research was to motivate students and encourage them to be active in learning, to accelerate student achievement, to improve behavior in learning, and to find out the students’ ability with stad method. data collection technique focused on participant observation, interviews, and documentation. stad is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students in heterogenic way. it begins by delivering the objectives of learning, delivering of material, group activities, quizzes and group rewards. stad method also is an effective method of cooperative learning. as with other learning methods, stad method also has advantages and disadvantages. in the learning process there are good interactions among students, good attitude, increased interpersonal skills. it’s effective in increasing student participation and can train students to be more focus, more concentrate in answering questions from the teacher. it can make students eager to learn. but if the chief of the group can not resolve conflicts that arise constructively, it will be less effective in a group work. and if the number of groups is not considered, that is less than four, it would tend to withdraw and less active during the discussion. and if the number of groups of more than five, then chances for them to be passive in task completion keywords: student team achievement division (stad), cooperative learning. a. introduction learning english is fun. if you want to master english then you should like learning english. english teaching is carried out in many parts of the world. indonesia, for example, treats english teaching successful, we have to consider some factors such as quality of the teacher, school buildings, library, and books. the teacher should combine it as a formula to teach. teachers should know how to teach english well and how to make students fun by learning english. as the experience of the researcher, sometimes many students attend their class only want to sign the attendance list with no participation at all. they sit with no sound. then the researcher found the way how to make the learning activity alive. how to alive the class, even somehow it’s not always perfect. there are many ways to teach english. teacher should know the best way to teach english in order the entire student satisfied with it. the researcher want to share a research about learning innovation. it’s about cooperative learning. according to slavin (in dat tran, 2013), cooperative learning comprises “instructional methods in which teachers organize students into small groups, which then work together to help one another learn academic content”. cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product mailto:nitzluv@gmail.com anita rakhman dan isry laila syatroh: analysis of student e 73 which is usually in a specific content. in the cooperative learning the teacher maintains complete control of the class, even though the students work in groups to accomplish a goal of a course. there are various types of cooperative learning; one of them is student teams-achievement divisions (stad). according to slavin (in van wyk, 2010) “the main idea behind stad is to motivate students to encourage and help each other master skills presented by the teacher”. in student teams-achievement divisions (stad), students are assigned to four or five member learning groups. the groups are set of high, average, and low performing students, and of boys and girls of different racial or ethnic backgrounds. thus, each group is a microcosm of the entire class. in a glance about using student teams-achievement divisions (stad) method, the teacher first introduces new materials to be learned. the team members then study worksheets on the material until they master the material. individual quizzes are taken on the material studied. the teacher then combines the scores to create team scores. members of the winning team are given the highest scores for the final scores accepted. translation has its own excitement, its own interest. a satisfactory translation is always possible, but a good translator is never satisfied with it. it can usually be improved. translating is rendering the meaning of a text into another language in the way that the author intended the text (newmark, 1988: 5). while interpreting refers to the process of changing massage produced in one language immediately into another language (gentile, 1996). in learning practice of translating and interpreting, the teacher teach in a short case the definition about translating and interpreting and its differences then practice it. in order to get maximum participation from all the student about the subject, so the researcher try to take student teams-achievement divisions (stad) method. by practicing translating and interpreting used student teams-achievement divisions (stad) method, the researcher hope all the student can enjoy the subject, and they excite it. the class becomes alive. so, the writer will take the title “the analysis of student teams-achievement divisions (stad) in learning practice of translating and interpreting“. b. literature review 1. cooperative learning 1) definition of cooperative learning. cooperative learning is a broader concept covering all types of group work including more forms led by the teacher or directed by the teacher. cooperative learning is generally considered to be more directed by the teacher, where the teacher assigns tasks and questions and provide materials and information designed to help learners to solve the problem in question. teachers usually set up the particular exam at the end of the task. (suprijono, 2013:54). in other words, we can say that cooperative learning provides students with an opportunity to practice skills or learn content presented by the teacher, emphasizes team goals, and team success only if each individual learns and conducive for creating successful inclusive experiences with students with disabilities. according to the johnson & johnson model (in felder and brent, 2007):, cooperative learning is instruction that involves students working in teams to accomplish a common goal, under conditions that include the following elements: a) positive interdependence. team members are obliged to rely on one another to achieve the goal. if any team members fail to do their part, everyone suffers consequences. b) individual accountability. all students in a group are held accountable for doing their share of the work and for mastery of all of the material to be learned. c) face-to-face proactive interaction. although some of the group work may be parceled out and done individually, some must be done interactively, with group members providing one another with feedback, challenging reasoning and conclusions, and perhaps most importantly, teaching and encouraging one another. eltin journal, volume 3/ii, october 2015 74 d) appropriate use of collaborative skills. students are encouraged and helped to develop and practice trust-building, leadership, decision-making, communication, and conflict management skills. e) group processing. team members set group goals, periodically assess what they are doing well as a team, and identify changes they will make to function more effectively in the future. cooperative learning is not simply a synonym for students working in groups. a learning exercise only qualifies as cooperative learning to the extent that the five listed elements are present. 2) cooperative learning models there are several terms to refer to social-based learning; there are cooperative learning and collaborative learning. panitz distinguish it into two. collaborative learning is defined as a philosophy of personal responsibility and attitude of respect for others. learners are responsible for their own learning and trying to find information to answer the questions which given by the teacher. the teacher acts as a facilitator, providing support but do not steer the group towards the results that had been prepared beforehand. the forms of assessment by fellow students used to see the results of the process. cooperative learning is a broader concept that includes all kinds of group work including more forms led by a teacher or directed by the teacher. generally considered to be more cooperative learning directed by the teacher, which teachers assign tasks and questions as well as provide materials and information designed to help students solve the problem in question. teachers usually assign a specific test form at the end of the task (suprijono, 2013:54). 3) the implementation of cooperative learning. there are six main steps or stages in using cooperative learning. the measures shown in table 2.1 table 2.1 the implementation of cooperative learning. phase teachers’ behavior phase 1 outlines the objectives and motivate students teachers convey all the objectives of learning in the subjects and motivate students in learning. phase 2 delivering information the teacher presents information to students with demonstrations or through the reading material. phase 3 organize students into cooperative groups the teacher explains to students how to form study groups and help each group in order to make the transition efficiently. phase 4 guiding team work and learn teachers guide study groups when they do their work. phase 5 evaluation teachers evaluate learning outcomes about the material lesson who have studied or each group presented their work. phase 6 reward teachers looking for the better ways to appreciate the effort and the learning outcomes of individuals and groups. ibrahim at all in trianto (2007:48). anita rakhman dan isry laila syatroh: analysis of student e 75 2. students’ team achievement divisions (stad). 1) definition of students’ team achievement divisions (stad). cooperative learning students' team achievement divisions (stad) is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students heterogenic. in conveying the lesson begins with the objectives of learning, delivery of material, group activities, quizzes and group awards. slavin (in nur 2000:26, in trianto (2007: 52) states that, the students' team achievement divisions (stad) students are placed with learning teams of 4-5 people who are a mixture according to the level of achievement, gender and ethnicity. the teacher presents a lesson, and then the students work on their team to make sure that all team members have mastered the lesson. then, all students are given a test on the material; at the time of this test they should not help each other. 2) preparations of implementation the students' team achievement divisions (stad). as with the other learning, students' team achievement divisions (stad) also requires preparation before learning activities is implemented (trianto, 2007:52). preparations include: a) learning device. prior to conducting this study need to be prepared learning device, this includes lesson plans, student books, and student activity sheet along with the answer sheet. b) forming cooperative groups. determining the group members with the ability of students in a group which are heterogenic and the ability between one group to another relatively homogeneous. c) determining the initial score. initial score that can be used in a cooperative classroom is the previous test scores. the initial score may change after the quiz. d) seating arrangements the seating arrangements in the cooperative classroom should also be regulated; this is conducted to support the successful of cooperative learning. if there is no seating arrangement can lead to chaos that led to the failure of cooperative learning in the classroom. e) teamwork to prevent barriers to cooperative learning students' team achievement divisions (stad), first held practice teamwork. it aims to introduce each individual in the group. 3) five main steps of implementation students' team achievement divisions (stad). according to suprijono (2013:133), there are some steps in implementing students' team achievement divisions (stad) as follows: a) form groups of 4-5 students in heterogeneous members (mix according to achievement, gender, ethnicity, etc.). b) teachers present the lessons. c) teacher gives a task to the group and it will be answered by members of the group. members who already understand can explain to other members until all members understand. d) teacher gives a quiz or question to all students. when answering the quiz should not help each other out. e) giving the evaluation f) conclusions. 2. learning translating and interpreting in the field of translation theory the terms of translation and interpretation are used in different contexts even though the term was focused to transfer the messages from the source language to eltin journal, volume 3/ii, october 2015 76 the target language (nababan, 2008:18). translation has been defined in various ways with the theoretical background and a different approach. catford (in machali, 2009: 25) uses the language in view of the translation and he defines it as "the replacement of textual material in one language (sl) by equivalent textual material in another language (tl)". newmark (1988) also gives a similar definition, but more clearly "rendering the meaning of a text into another language in the way that the author intended the text". further disaggregation can be concluded that the translation is an attempt to replace the source language text with the text equivalent in the target language. a translation is something that has to be discussed. translation is for discussion. interpreting refers to the process of changing massage produced in one language immediately into another language (gentile, 1996). why interpreting is needed? first is the diversity of language. every country around the world or even in one country has more then one language used by the citizen this condition made the people need a method to communicate between speakers from different languages and from this case interpreting appears. second is multilingual condition. this multilingual condition not always require an interpreting, in this situation, communication problem maybe overcome by use a lingua franca. and lingua franca generally not uses a mother tongue. third is a geographical boundary. this condition leads people to have a little understanding of the language of others who lived even a little distance away. this condition may lead to the social antagonism and event conflict. this condition can be resolved by a having a lingua franca or by using an interpreter. fourth is citizen or people awareness. in this condition certain social groups gain multilingual skill, their try to understand more then one language. c. research methodology 1. research method in conducting the research, an appropriate methodology plays an important role because it deals with a system of ways of doing or studying something. the method of this research is qualitative research. it is based on the research focus to analyze the implementing of student teams-achievement divisions (stad) method in practice of translating and interpreting on class a2 2011 english education stkip siliwangi bandung. bodgan and biklen (in sugiyono, 2010:9) state that qualitative research has some characteristics as follows: 1. qualitative research has the natural setting as the direct source of data and researcher is the key instrument. 2. qualitative research is descriptive. the data collected is in the form of words of pictures rather than number. 3. qualitative research is concerned with process rather than simply with outcomes or products. 4. qualitative research tends to analyze their data inductively. 5. “meaning” is essential to the qualitative research. 2. instrument of the research in this research, the researcher itself as an instrument or as a tool of the research. by the researcher as an instrument which must be valid of how far the qualitative researcher is ready to conduct further research into the field. in terms of qualitative research instruments, lincoln and gaba (in sugiyono 2010: 223) states that: “the instrument of choice in naturalistic inquiry is the human. we shall see that other forms of instrumentation maybe used in later phases of the inquiry, but the human is the initial and continuing mainstay. but if the human instrument has been used extensively in earlier stages of inquiry, so that an instrument can be constructed that is grounded in the data that the human instrument has product”. anita rakhman dan isry laila syatroh: analysis of student e 77 3. time and place the researcher conducted the research on class a2 2011 english department on stkip siliwangi, bandung. this research was conducted from 7th until 28th of june 2014. 4. data collection technique in this research, in qualitative research the data obtained from various sources, using data collection techniques (triangulation), and carried out continuously until data are collected. in qualitative research, data collection is conducted with natural setting, the primary data source, and data collection techniques more on participant observation, in dept interviews, and documentation (sugiyono, 2010:225). 1) observation marshall (1995, in sugiyono 2010: 226) stated that through observation, the researcher learns about behavior and the meaning attached to those behaviors. observations enable the researcher to gather data on the physical setting, human setting, interactional setting, and program setting. by doing observation, the researcher can see and know the students’ ability in practicing translating and interpreting used student teams-achievement divisions (stad) method. 2) interview esternberg (in sugiyono, 2010:231) stated that an interview is a meeting of two persons to exchange information and idea through question and responses, resulting in communication and joint construction of meaning about a particular topic. in this research, researcher will do the interview with the three representative students of clas a2 2011 to ask more about student teams-achievement divisions (stad) method used in practice of translating and interpreting. . 3) documentation documentation is the past event note. document may take the form of text, images, or the monumental works of a person (sugiyono, 2010:240). by this method, researcher seeks the data about implementing of student teams-achievement divisions (stad) method used in translating and interpreting of class a2 2011 english department students of stkip bandung. 5. data analysis technique in qualitative research, the data obtained from various sources, using data collection techniques and continuously conducted until data are collected (sugiyono, 2010:243). data analysis can be defined as the process of bringing the order, structure, and interpretation to the mass of collected data. in this research, researcher will use qualitative data analysis. we get the qualitative information from data such as journals, interviews, and observation notes. there are some processes in data analysis; such as making notes in the process of implementing student teams-achievement divisions (stad) method in the classroom. data analysis on the field was done when collecting data and after collecting the data. the activities on the qualitative data were done interactively and continue until complete. there are three activities on data analysis; data reduction, data display, and conclusion drawing/ verification. 1) reduction of the data data obtained is quite a lot from the field, for it should be noted carefully and more detail. in reducing the data, the researcher will be guided by the objectives to be achieved. the main goal of qualitative research is the finding. reduction refers to resume the data, choosing main things, focusing on the important things, look for the theme. therefore, data that was reduced will give clearer drawing and make the researcher easier to collect the next data. next steps from these activities are focusing, and make simpler the data, and transforming raw data that were written on the field note. reduction steps in this research are: eltin journal, volume 3/ii, october 2015 78 a) resume the result of documentation b) classify the result of documentation and interview the students. c) the result of interview and documentation will be transforming into the note. 2) display the data after reduction the data, next step is display the data. display the data is the collection of information which arranged and gives possibility to get the conclusion and take the action. by displaying the data, the data will be organized, arranged. therefore, it will make easier to be understood. on the qualitative research, displaying data can be done on the short description, draft, flowchart, etc. some activities of display the data on this research are: a) display the documentation and interview data that was done and has been arranged into written text. b) display the data from the observation about student teams-achievement divisions (stad) method analysis and its advantages and disadvantages. 3) conclusion drawing/ verification. the third step in the analysis of qualitative data according to miles and huberman is the conclusion and verification. verification refers to the process which is able to answer research questions and research objectives. beginning conclusion is still temporary, and will be changed if there isn’t strong data that support on the next step in collecting data. but, if the beginning conclusion is supported by valid data and consistent, when the researcher backs to the field, so the conclusion is credible. on this research, withdrawing the conclusion is doing by comparing between observation data, documentation data, and interview data. the researcher will get conclusion about the analysis of students’ team achievement divisions (stad) used in learning practice of translating and interpreting. d. findings and discussion 1. findings researchers conducted a field study to find information and data that has been prepared in advance. in obtaining the information, the researchers ask questions through observation and interviews. here is a description of the observation and interviews with the representative of students of the class a2, 2011. data of implementation of students’ team achievement divisions (stad) used in learning practice of translating and interpreting activities are described as follows: a. first meeting, may 7th, 2014. first activity, at the first meeting of the learning activity, the researchers focused on the introduction of student teams-achievement divisions (stad) method and the purpose of student teams-achievement divisions (stad) method in learning practice of translating and interpreting to the students of class a2 2011. this section will be built in 90 minutes. as with other learning, the researcher has preparation before learning activities undertaken. before going to the class, the researcher prepares her lesson plans and student activity sheet along with the answer sheet. second activity, the researchers go to class, it starts with greeting then prayed together. then as usual researchers asked the day and date to the students and then ask the student about the last material. the researcher review the last material at the last meeting and starts to introduce student teams-achievement divisions (stad) method and the purpose of student teams-achievement divisions (stad) method in learning practice of translating and interpreting. after talking about student teams-achievement divisions (stad) method then the researcher start to form the cooperative groups. the researcher classified the members anita rakhman dan isry laila syatroh: analysis of student e 79 which appropriate to their achievements. in every each groups they have the members who have well in score. in this first meeting, the researcher already has the score of the students on the previous quiz in the last meeting. the initial score may change after the quiz. so, the researcher just mixes the group members to make the learning alive. there are ten groups which divided into each group 5 students. after forming groups, researcher arranges the seats to support the success of implementing cooperative learning. to prevent barriers in students' team achievement divisions (stad), the researcher held practice teamwork. it aims to introduce each individual in the group. then they can learn as a team and can help in understanding the materials each other. the researcher read the attendance list. before entering the core activity, researchers conveyed the learning objectives and the researcher have conversations with students. third activity, the researcher begins to present the lesson. it begins with the material about methods of translation. there are eight methods of translation. the researcher starts to explain in front of the class about the methods of translation one by one. the researcher only explains four of eight methods of translation because of the time constraint. members who already understand can explain to other members until all members understand.. the researcher gives a task to the groups which have to be answered by the members of the group. the researcher’s walking around the class to see communication and participation in every each groups. in order when they’re answering the quiz they should not help each other out. the researcher collected the entire quiz and then returns it back by way of exchange answer sheet of students. fourth activity, the researcher corrected the answers. the first step that must be done in this activity is to calculate the value of the group and the value of the development of individual and group achievement reward. the awarding of the group based on the average value of the development of individuals in the group. the researcher gave the stars to the winning team. the researcher provided an evaluation of the material and the results of the students' answers. fifth activity, this is the last activity learning on the first meeting is conclusion. the researcher reviews four methods of translation and for the four methods more will be continued at next meeting. the last is the researcher say greeting to the students. b. second meeting, may 14th, 2014. first activity, at the second meeting of the learning activity, the researcher just about to continue on the last material it’s about the methods of translation by using student teamsachievement divisions (stad) method in learning practice of translating and interpreting to the students of class a2 2011. this section will be held in 90 minutes. the researcher has preparation before learning activities undertaken. the researcher prepare her lesson plans, student activity sheet along with the answer sheet. second activity, the researcher came into the class, it starts with greeting then prayed together. the researcher read the attendance list. then the researcher starts to order the students to seat accordant to the last meeting. it appropriated with the achievements they had from the last meeting. there are ten groups which divided into each group 5 students. they can learn as a team and can help in understanding the materials each other. before entering the core activity, researchers conveyed the learning objectives and the researcher have conversations with students. third activity, the researcher begins to present the lesson. she continued the material about methods of translation. there are still more four methods of translation which didn’t explain yet. the researcher starts to explain in front of the class about the methods of translation one by one. members who already understand can explain to other members until all members understand.. the researcher gives a task to the groups which have to be answered by the members of the group. the researcher’s walking around the class to see the communication and participation in every each groups, in order when they’re answering the quiz they should eltin journal, volume 3/ii, october 2015 80 not help each other out. the researcher collected the entire quiz and then returns it back by way of exchange students answer sheet. fourth activity, the researcher corrected the answers. the first step that must be done in this activity is to calculate the value of the group and the value of the development of individual and group achievement reward. the awarding of the group based on the average value of the development of individuals in the group. the researcher gave the stars to the winning team. the researcher provided an evaluation of the material and the results of the students' answers. fifth activity, the last activity learning on the second meeting is conclusion. the researcher reviews the last four methods of translation and reviews all the methods of translation. the last is the researcher say greeting to the students c. third meeting, may 21st, 2014. first activity, at the third meeting of the learning activity, the researcher starts to begin the new material. this section will be held in 90 minutes. the researcher prepare her lesson plans, student activity sheet along with the answer sheet. second activity, the researcher came into the class, it starts with greeting then prayed together. the researcher read the attendance list. then the researcher starts to order the students to seat accordant to the last meeting. there are ten groups which divided into each group 5 students. they can learn as a team and can help in understanding the materials each other. before entering the core activity, researchers conveyed the learning objectives and the researcher have conversations with students. third activity, the researcher begins to present the lesson. the researcher begins to explain about the modes of interpreting. the researcher starts to explain in front of the class about the methods of translation one by one. members who already understand can explain to other members until all members understand.. the researcher gives a task to the groups which have to be answered by the members of the group. the researcher’s walking around the class to see the communication and participation in every each groups, in order when they’re answering the quiz they should not help each other out. the researcher collected the entire quiz and then returns it back by way of exchange students answer sheet. fourth activity, the researcher corrected the answers. the first step that must be done in this activity is to calculate the value of the group and the value of the development of individual and group achievement reward. the awarding of the group based on the average value of the development of individuals in the group. the researcher gave the stars to the winning team. the researcher provided an evaluation of the material and the results of the students' answers. fifth activity, the last activity learning on the third meeting is conclusion. the researcher reviews the modes of interpreting. the last is the researcher say greeting to the students. d. fourth meeting, may 28th, 2014. first activity, at the fourth meeting of the learning activity, the researcher explained about the comparison between translation and interpretation. this section will be held in 90 minutes. the researcher prepare her lesson plans, student activity sheet along with the answer sheet. second activity, the researchers go to class, it starts with greeting then prayed together. then as usual researchers asked the day and date to the students and then ask the last material. the researcher read the attendance list. then the researcher starts to order the students to seat accordant to the last meeting. there are ten groups which divided into each group 5 students. they can learn as a team and can help in understanding the materials each other. before entering the core activity, the researcher conveyed the learning objectives and the researcher have conversations with students. third activity, the researcher begins to present the lesson. she compared the differences between translating and interpreting. the researcher starts to explain in front of the class about anita rakhman dan isry laila syatroh: analysis of student e 81 compared the differences between translating and interpreting. members who already understand can explain to other members until all members understand.. the researcher gives a task to the groups which have to be answered by the members of the group. the researcher’s walking around the class to see the communication and participation in every each groups, in order when they’re answering the quiz they should not help each other out. the researcher collected the entire quiz and then returns it back by way of exchange students answer sheet. fourth activity, the researcher corrected the answers. the first step that must be done in this activity is to calculate the value of the group and the value of the development of individual and group achievement reward. the awarding of the group based on the average value of the development of individuals in the group. the researcher gave the stars to the winning team. the researcher provided an evaluation of the material and the results of the students' answers. fifth activity, the last activity learning on the fourth meeting is conclusion. the researcher reviews the differences between translating and interpreting. the last is the researcher say greeting to the students. here is a description of the results of interviews with three students who can be described as follows: 1) student 1 the first responder called kholidah rizkiah, she was born on april 4th, 1993. she lives in cikampek, karawang. she is a chief of class a2 2011. according to the results of interviews conducted by researchers, can be presented as follows: as a type of cooperative learning by using stad method in the learning process, it’s quite effective in increasing student participation and can train students to be more focus, more concentrate in answering questions from the teacher. and of course this is different from another, it’s fun. students feel more exciting in learning process. the weakness of stad method as one of a type in cooperative learning is when the method is carried out not all of the students participates into it. there is no active and passive. while this method is so exciting but, there are still some of them try to be cool in learning (no participate). the advantage is that students are trained to be responsive in answering questions of teachers. and it can crease their ability of using english in the classroom. 2) student 2 the second responder called aiga ulfa saputri, she was born on may 24 1993. she lives in sarijadi street block 13 bandung. she is a student of class a2 2011. according to the results of interviews conducted by researchers, can be presented as follows: to follow the lesson it’s not difficult, because it is easy to understand and can be understood. it’s different from the ordinary teaching methods, stad method can lead the students to feel more fun because the students can cooperate with other friends in a group as teamwork to ask something that is not understand yet, without any shame to ask. the learning activity felt so different, more active and the students feel fun. the disadvantages of stad method may be one of the members of the group who did not say anything because they feel less confident. the advantages of learning stad method is so easy to understand. 3) student 3 the third responder called dea anugerah suci; she was born on april 3rd 1994. she lives in tirtajaya karawang. she is a student of class a2 2011. according to the results of interviews conducted by researchers, can be presented as follows: eltin journal, volume 3/ii, october 2015 82 stad method in cooperative learning makes students eager to learn. so that students are motivated to show themselves and this type make students feel fun to learn. disadvantages of stad method or its weakness is the position seat of a group; it’s affected to the activity of a group. the seat position of the group where behind, can lead to the less noticed from the teacher. the advantage of stad method is students more active to answer the questions of the teacher in order to get points 2. discussions the implementation of students’ team achievement divisions (stad) method with the advantages and disadvantages of students’ team achievement divisions (stad) used in learning practice of translating and interpreting students’ teams achievement division (stad) is one method in a simple cooperative learning, it is for teachers who are just beginning to use cooperative approach in the classroom. stad method also is an effective method of cooperative learning. student teamachievement division (stad) is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students in heterogenic way. it begin by delivering the objectives of learning, delivering of material, group activities, quizzes and group rewards (trianto, 2007:52). students work together in achieving its objectives by upholding the norms of the group. motivate students to increase their passion of learning. it’s important to form study groups so that each student has a sense of responsibility and a feeling of positive interdependence because each member has a role as well in achieving the group's success. model of cooperative learning is an approach or a series of strategies specifically designed to give a boost to the learners to cooperate during the learning process. stad method also adds an extra source of learning within the groups because some high achievers act as a role of teacher, which result in high achievements. it enables the students according to the requirements of the modern society to work with their colleagues competently and successfully. the stad method is most appropriate for teaching well-defined objectives with single right answers. however, it can easily be adapted to use with less well-defined objectives by incorporating more open-ended assessments, such as essays or performances. the situation in the classroom needs to be planned and constructed in such a way that students get the opportunity to interact with each other. this interaction will form a community that allows them to understand the process of learning and understanding each other. things to remember in implementing stad method as follows: 1) students work toward mastery of material. 2) can use whatever method works best will in teams. 3) cannot help one another out during quizzes. 4) score is based on previous score; higher individual score is higher team score. 5) must test every week for it to work, look for improvements. 6) keep accurate records of scores, improvements, same, or less than week before. 7) recognize team scores in form of a newsletter. in carrying out the study, the researcher felt at the end of the study that by using stad method it showed there are some advantages and disadvantages in stad method. by using student teams-achievement divisions (stad) method encourage them to argue. in the laerning process by using student teams-achievement divisions (stad) method, there are good interaction among students, improve positive attitude, good attitude, increased interpersonal skills. it’s effective in increasing student participation and can train students to be more focus, more concentrate in answering questions from the teacher. stad method can lead the students more fun in learning process because the students can cooperate with other friends in a group as teamwork to ask something that is not understand yet, without any shame to ask. stad method in cooperative learning makes students eager to learn. students like to contribute mean that he is work harder, see improvements, and see learning as social instead of anita rakhman dan isry laila syatroh: analysis of student e 83 isolated. students begin help one another out. great for academics, making connections to others. the advantages and disadvantages of stad methods. according to slavin in hartati (1997: 21) cooperative learning has advantages and disadvantages as follows: advantages: 1) can develop student achievement, both in results of teacher-made test as well as a standard test. 2) students' self-confidence increased, students feel more controlled for academic success. 3) cooperative strategy provides an impressive development in interpersonal relationships between members of different ethnic groups. disadvantages: 1) if teachers are not reminding students to always use the skills cooperative in the dynamics of the group, it will stuck. 2) if the number of groups is not considered, that is less than four, for example three, then a member would tend to withdraw and less active during the discussion and if the number of groups more than five, then chances for them to be passive in task completion. 3) if the chief of the group can not resolve conflicts that arise constructively, it will be less effective for group work. e. conclusion and suggestions 1. conclusion students’ teams achievement division (stad) is one of a simple method in cooperative learning for teachers who are just beginning to use cooperative approach in the classroom. student teams-achievement divisions (stad) method also is an effective method of cooperative learning. student team-achievement division (stad) is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students in heterogenic way. it begins by delivering the objectives of learning, delivering of material, group activities, quizzes and group rewards. as with other learning methods, student teams-achievement divisions (stad) method also has advantages and disadvantages. there are good interactions among students, improve positive attitude towards subject, good attitude, increased interpersonal skills. student teams-achievement divisions (stad) method can lead the students more fun in learning process because the students can cooperate with other friends in a group as teamwork to ask something that is not understand yet, without any shame to ask. student teams-achievement divisions (stad) method in cooperative learning makes students eager to learn. but if the chief of the group can not resolve conflicts that arise constructively, it will be less effective in group work. and if the number of groups is not considered, that is less than four, it would tend to withdraw and less active during the discussion. 2. suggestions 1) student team achievement division (stad) learning method can be an alternative learning model. however, the suitability of the material should be viewed with a learning model that will be used. the use of alternative models of teaching and learning need to be added to the students, so that students can more easily understand the material. 2) through cooperative learning, teachers are expected to be able to more effectively manage the classroom. 3) active role teacher as a peer to further enhance the success of the group. 4) the implementation of stad method, preferably in one member of the group assigned to read different sections, so that they can gather and exchange information. eltin journal, volume 3/ii, october 2015 84 5) teachers can evaluate on all parts of the material. in this way, each member feels responsible to complete the task well. references gentile, adolfo. 1996. liaison interpreting. a handbook. australia. melbourne university press. hartati, sri. 1997. strategi pembelajaran kooperatif dalam proses belajar mengajar biologi di sma. jakarta: edukasi. nababan, m, rudolf. 2008. teori menerjemah bahasa inggris. yogyakarta. pustaka pelajar. newmark, peter. 1988. a textbook of translation. uk. prentice hall international ltd. sugiyono. 2013. metode penelitian kuantitatif, kualitatif, dan r&d. bandung. alfabeta. suprijono, agus. 2013. cooperative learning. teori dan aplikasi paikem. yogyakarta. pustaka pelajar. trianto. 2007. model-model pembelajaran inovatif berorientasi konstruktivistik. konsep, landasan teoritis-praktis dan implementasinya. jakarta. prestasi pustaka. journals van wyk, micheal. 2010. do student teams achievement divisions enhance economic literacy? an quasi-experimental design. south africa. department of curriculum studies, faculty of education, university of the free state. tran, van dat. 2013. effects of student teams achievement division (stad) on academic achievement, and attitudes of grade 9th secondary school students towards mathematics. australia. faculty of education, la trobe university. simanjuntak: pre-services teachers’ teaching...…. 85 pre-service teachers’ teaching performance in teaching english to young learners: instrumental case study approach debora chaterin simanjuntak debora.simanjuntak@unai.edu universitas advent indonesia (unai) abstract the ultimate purpose of conducting this study is to explore teaching performance of pre-service in teaching english to young learners. this is an instrumental case study, using explanatory approach which scrutinize a particular case to gain insight to an issue or theory by involving sources of information to provide in-depth study. furthermore, the findings of this research is expected to underpin realistic aims and current curricular innovation for teaching english to young learners (teyl). the findings of this study are classified into four aspects: teaching aim, teaching reflection, teaching approach, and teaching challenges. pre-service teachers understood their purpose in teaching english young learners. throughout the classroom observations and interviews, it was found that pre-service teachers provided relatable tasks for young learners; they focused on course objective; they established good bond with young learners before implementing the lessons. their challenges in teaching are to establish parent-teacher relationship and to identify learners’ learning skills. this study is expected to contribute insights to english language teaching area about pre-service teachers’ teaching performance in teaching english to young learners by immersing into the world of teaching english to young learners. keywords: young learners; pre-service teachers; teaching performance, top-down; bottom-up processing. a. introduction in the world of education, teachers should be thoughtful and skillful in teaching english to young learners. oecd (cited in anderson, sarah, terras, & katherine, 2015) stated that students’ low level of skills, teachers’ insufficient ability and imbalanced resources have become imperative highlights for educational development. sutton (2011) claimed that study after study have been conducted to train pre-service teachers to possess 21st century skills so that they could go out in to the teaching world and be adequately prepared. mafiani (2014) added that this is something that teachers educators should focus more because engaging pre-service teachers to enhance lessons that have been taught is absolutely necessary. in addition to that, baksh (2016) stated that pre service teachers should have developed certain skills in teaching english to their students therefore pre-service teachers who plan to become english teachers in the near future should be well-trained in handling and guiding young learners. especially nowadays parents demand teachers to possess particular quality in teaching their children. chan, (2015) conducted a study about teachers’ beliefs and practices’. the result of her study showed that teachers tend to be under pressure from parents’ demands on their children’s academic abilities and expectations. in consequence, teachers should be provided with qualified trainings to teach young learners. mailto:debora.simanjuntak@unai.edu 86 kam (cited in johnston & irujo, 2013) stated that in asian esl/efl contexts, teaching english to young learners has become common problem because non-english-speaking teachers have insufficient and inadequate teaching quality; wherein, they have limited language proficiency. therefore brown (cited in wahyuningsih, 2014) accentuated that teachers should be able to provide meaningful learning so that their learners will experience what they have taught in order for the students to have long-term retention. in order to overcome this common problem, nunan (2003) emphasized that there have been many attempts implemented to enhance the quality of nonspeaking-english teachers in public schools and also to develop their professional skills. the focus of this study is upon the performance and challenges that pre-service teachers experienced in teaching young learners. in describing, analyzing and interpreting their experiences, this instrumental case study describes aspects of teaching performance and challenges as pre-service teachers strive for better improvement in teaching english to young learners. accordingly, this study aimed to answer the central question of the study, ‘what is the overall performance of pre-service teachers in teaching english to young learners?’ in order to investigate the central question, sub-questions were prepared to obtain the findings: 1. what type of designed tasks do pre-service teachers integrate into their teaching for the following skills? a. reading b. writing c. listening d. speaking 2. how do pre-service teachers make their designed tasks successful in teaching young learners? 3. what challenges that the pre-service teachers encounter in teaching english to young learners? b. literature review 1. teaching aim learning english can be the richest experience for young learners. through english, young learners may develop their competence, confidence, and creativity, and positivity in learning. nevertheless, unfocused teaching aim may cause young learners to be less creative (cremin, bearne, dombey, lewis, 2009). additionally, schiering, bogner, and buli-homber (2011) explained that the responsibility of teachers encompasses a lot of presentation and processing of information. teachers view this responsibility as academic education because it is related to what and how they teach. teachers should emphasize that a classroom environment affects emotional factors. therefore, they should know how the class interacts when learning becomes social part of education by realizing that every students is unique; they have different ability and personality. halliwell (cited in yildirim & torun, 2014) stated that young learners should be prepared to think and learn in ways that encourage them to have deeper understanding of language in order for them to be engaged with the tasks given to them 2. challenges in teaching english to young learners apparently, young learners are taught foreign languages worldwide (brewster, ellis, & girard, 2004; cameron, 2001; doyé & hurrell, 1997; edelenbos, johnstone, & kubanek, 2006; ellis, 2004; ytreberg, 1997 as cited in şada, 2015). therefore teaching english at the earlier stages will most likely help young learners establish language development which enables them to learn vocabulary and more developed conversational skills (cameron, 2001). english teacher holds different kinds of role in the classroom; they can be scaffolder, manager, facilitator, and so forth. however, what is important of being a teacher is that he or she should be a well planner in the classroom, knowing how to plan his lesson in order to have effective learning process (nguyen, 2017). aside from that, scott and ytreberg (1990) said that in teaching english to young learners, teachers should not rely on spoken word yet they are obliged to be involved in movement and simanjuntak: pre-services teachers’ teaching...…. 87 senses to demonstrate learning objectives that may help young learners learn. in addition to that, pollard (2008) emphasized that teachers should understand their roles in the class: to explain the lesson, to give vivid instructions, to ask questions to students, and so forth. in terms of all the roles, the teacher will take over the class. richards and nunan (1990) accentuated that pre-service teachers should be equipped with techniques and skills to be applied in the classroom so that they will be able to develop theories of teaching and have the ability to make effective decisions and teaching strategies. in dealing with young learners, teachers should be able to provide different task types to achieve particular indicators. however skehan and foster (cited in nunan and carter 2001) stated that some teachers may provide tasks that lead to different impacts: strong accuracy and fluent yet less complex language, more complex and accurate language, more complex but less accurate language. it is considered that linguistic complexity and cognitive complexity of the tasks are inter-related with one another. brown (2007) said that young learners who learn english as their target language or second language significantly manifest difficulty to acquire the language due to several reasons. therefore, in order to teach them successfully, teachers should develop peculiar skills, approaches and intuition that may help young learners acquire english language as their second language (l2). additionally, shin (2006) stated that ‘teaching english to young learners is a dynamic field that is sure to change in the years to come as ministries of education around the world keep lowering the age of compulsory english education, as established teaching english to young learners programs become better developed, and as teachers of english to young learners become better trained.’ speaking of training, teachers should be aware of bottom-up and top-down processing approaches before designing their activity to teach particular english skill to young learners. a. top-down processing and bottom-up processing it is considered that teachers mostly tend to give little attention on bottom-up and top-down processing towards teaching english as foreign or second language; wherein, bottom-up and topdown instructional approaches are imperative for language teaching (moskovsky, jiang, alan, and seamus (2015). top-down processing is driven by background knowledge called schema; which is divided into two types: content schema—a general knowledge based on life experience and previous learning, and textual schema—based on knowledge of language and content used in particular situation. the learners’ brain applies what it knows, expects, and perceives. meanwhile bottom-up processing is a stimulus-driven processing; wherein, in english teachers focus on various parts: vocabulary, grammar, phrases, and so forth. this bottom-up process helps learner make sense of what they hear, feel and do (nunan, 2011). understanding these two approaches helps future teachers organize their english lessons—how to start from small things then expanding it into something bigger and useful for learners. basically bottom-up processing is the approach where teachers start with simple details, namely, learning names of objects to enhance vocabulary toward mastering the english skills. for instance, a teacher teaches pronunciation to his/her students, she will introduce the arrangements and sounds of letters in words. meanwhile in top-down approach, teachers will start with something broad that goes into specific details. the learners are expected to have prior knowledge on something that they have experienced. however lovrich (2007) stated that awareness on utilizing the approach has been neglected in the world of education by teacher educators. it is very important because these 88 two approaches contain critical component in language toward students’ focus, object recognition, and problem solving. b. teaching as reflective practice pedagogically, english teachers are responsible to make young learners engage with every given english task. shulman (cited in impedovo & malik, 2016) emphasized that pre-service teachers should be adequately prepared with the ability to accommodate learners with different education background and learning styles apart from sharing the knowledge in their discipline. hence reflective practice should take place in teaching because it is considered as part of the competence to be effective teacher (korthagen & tateo, cited in impedove & malik, 2016). the importance of reflection in teaching and learning lies in encouraging one to view problems from different perspectives. as a teacher having critical reflection is a highly valued and widely applied learning approach in the world of education; teachers will get ample benefits (watson & kenny, 2014). in addition to that, reflective practice can be useful in designing teacher education and sustainable professional development. conscious reflection is an important element for helping teachers and learners in problem-solving and decision-making processes and fostering their critical-thinking abilities (aldahmash, alshmarani, almufti (2017). c. research methodology in this study, a qualitative research paradigm was utilized as the method of collecting and analyzing data. additionally, qualitative approach provides in-depth understanding of the case. the research design of this study was an instrumental case study; it is a design to investigate process rather than outcome by employing data collections and involving several sources of information. the purpose of using instrumental case study is to obtain understanding of research questions by scrutinizing a particular case (stake, 1995); moreover, this approach is appropriate for the problem of this study because the researcher was searching for in-depth understanding of a studied case. by utilizing this design, the researcher was able to provide in-depth study on particular areas. with this type of research, purposive sampling method was suitable to be used to recruit participants (koerber & mcmichale, cited in alloh, tait, & taylor, 2018). according to palingkas et.al. (2016 pp. 533) ‘purposive sampling is widely used in qualitative research for identification and selection of information-rich cases related to the phenomenon of interest’. the researchers should be able to get key participants that could give relevant information to the study. therefore the followings are the inclusion criteria to recruit participants that have rooted linkage to english teaching: 1. key informants majored in english education. 2. they were pre-service teachers who have taken teyl course: the course is worth 2 credit hours which translated into 100 minutes session each weak. 3. the achievement in teyl course is within 89 – 100 percent. 4. they had the experience teaching young learners with the same range of age. 5. available to be involved in this study during research period: august – june 2018. all the key informants must meet all the criteria above. each of them were contacted in person and agreed to take part in this study. the data for this study were obtained through in-class observation and semi-structured interview. in-class observation is an effective way to gather data and monitor the key informants’ performance (allwright, 2000). meanwhile semi-structured interview is utilized to identify pre-service teachers challenges in teaching young learners as well as to explore particular responses. the researcher transcribed, categorized and interpreted the data in order to seek answers of the research questions. to provide clear understanding on research simanjuntak: pre-services teachers’ teaching...…. 89 plot, the researcher derived stages of cohen, manion, morrison (2011), which is illustrated as follows: this qualitative component of the current study is intended to provide deeper insights about the performance of future teachers and the challenges they face as they teach english to young learners. 1. in-class observation the researcher conducted in-class observation to the key informants. each of the key informants were required to teach english to young learners at this range of age 6 to 8 years old. to collect the data through the observation, the researcher utilized camera phone and observation sheets. this in-class observation took almost six months to obtain the best result of observation. 2. semi-structure interview questions for the interview were designed and administered in accordance with galletta’s (2013) terms and concepts on how to conduct the interview. the researcher and the key informants were engaged in a formal interview. the interview sessions for each participant lasted for around 25 minutes. the researcher utilized semi-structured questions as interview guide; however, the researcher did not strictly follow a formalized list of questions. the interview protocol included opened-ended questions, allowing for engagement between the interviewer and the key informants as well as giving freedom to the key informants to express their opinions and perception related to the topic. the topic guide covered questions pertinent to participants’ experience in teaching young learners. this semi-structured interview were preceded by in-class observation, informal and unstructured interview with a purposes to allow the researcher to achieve solid understanding of the intended topic of interest, as well as to establish good relationship with the key informants. in addition to that, the researcher adopted kvale’s (1996) interview cycle to collect the data: come up with research question set theoretical definition of aspects of analysis, main categories, sub categories to identify goals and objectives start with a wide field of focus progressive focusing: conduct semi-structured interviews and observations make a draft interpretation or report by avoiding generalization stag es 90 planning phase formulate relevant questions, establish communicative atmosphere doing phase deliver the questions, listen to the interviewees, evaluate the response, probe the response, record the information analysis phase transcribe the interview, provide interview records, analyze the transcriptions reflecting phase identify information obtained, prepare the next interview by repeating the first phase again in terms of data analysis, the researchers peruse all the transcribed data. she drew significant statements that were extracted from each of the participants’ data. d. results and discussion there are five research questions investigated in this case study. below is the research findings as they correspond to each research question. 1. the designed tasks of pre-service teachers in terms of designing tasks to young learners, pre-service teachers should be aware of developing learners’ four macro skills: listening, speaking, reading and writing. a. reading the pre-service teachers were observed while teaching reading to their students. during the observation, pre-service teachers performed different kinds of task toward their students. the followings are the variety of tasks performed by the key informants: key informant 1: nursery rhymes. she chose songs that have rhymes or songs that were familiar then she composed different lyrics from the original with a purpose to teach young learners specific vowel and consonant sounds. #evidence 1: the fat bat fly to the sky they sky is so high. it flies at night. why? it sleeps in a day. she gave the following rhymes to help young learners recognize the different sounds of vowel ‘a’ in ‘bat’, ‘at’, ‘a’, ‘day’ also the sounds of vowel ‘e’ such as in ‘the’ and ‘sleeps’. after giving this nursery rhymes, she let her learners to read different words in which vowel ‘a’ and ‘e’ appeared. she was able to identify whether the learners were able to recognize the sound as they read the given words. key informant 2: minimal pairs she utilized the concept of minimal pairs to teach young learners to recognize sounds of letters and the letter shapes. she created flipped cards. she purposely provided flipped cards to allow the young learners to experience series of sound changes of consonant as they read the words. the following evidence is illustration of the given flipped card to teach blending sound ‘un’ by placing different consonant as the initial letter. #evidence 2: b un f r s simanjuntak: pre-services teachers’ teaching...…. 91 key informant 3: flash cards she provided picture flash cards, the front part of the card was the display of an object meanwhile the back part was the object’s name. after showing the pictures, she guided the learners to read properly the name of the object. mostly, the words of the cards had similar final sounds. #evidence 3: key informant 4: minimal pairs she had the same concept as key informant 2, using the concept of minimal pairs. however, she had different teaching aid. she prepared boards of sentences. in each board she wrote sentences that contain two words that differ in only one singular sound. the learners were led to experience the contrast of two words. #evidence 4: key informant 5: picture naming & song lyrics she pasted several pictures on the board and required each young learner to learn names of the pictures. after naming each of the pictures, they would sing several songs that had names of the pictures in the lyrics of the songs. #evidence 5: she showed picture of a cow on the board and sang ‘old macdonald’ song in which in the lyric the word ‘cow’ appears. the following is the summary of activities that the pre-service teachers prepared for young learners in developing reading skills: table. 1 reading task initiator nursery rhymes key informant 1 minimal pairs key informant 2 & 4 flash cards key informant 3 picture naming & song lyrics key informant 5 in terms of teaching reading, pre-service teachers should be able to provide shifting activities to know whether the activity is applicable for young learners or not. conclusively, most of the activities that were given to students utilize the concept of minimal pairs. behrens and parker (2010) stated that “minimal pairs is a pair of words that differ by only one sound, which is thus considered as ‘minimal’ difference. the sound that differentiates the two words in terms of meaning is phoneme. the differentiation of two words by phonemes can be seen by the phonemes /h/ and /s/ that differentiate the word hat and sat” (pp. 52). meanwhile nursery rhymes are deemed to be appropriate activity to help young learners recognize letter sounds and their shapes. those concepts led the pre-service teachers to create activities that would help learners comprehend different speech sounds. there is a bat in a mat. picture of a desk desk the front part the front part the back part 92 b. writing during the observation, pre-service teachers performed similar activities in teaching writing to young learners. the following are the writing activities performed by the pre-service teachers: key informant 1, 3, 4, 5: tracing and repeating the key informants 1,3, 4, and 5 provided tracing activity to develop writing skills. they considered tracing as a task which require learners to copy letters and moves through to produce words wherein after the tracing was done, learners were required to sound the words. the key informants were aware that writing is a physical act, they taught the learners to hold their pencils properly while tracing the letters. once the tracing activity was done, the learners were asked to repeat the words they traced without having the tracing lines/dots. key informant 2: tracing & picture coloring and naming meanwhile key informant 2 provided pictures next to the tracing column with a purpose to match the wording with the object next to it. when the tracing was done the learners were required to read the traced words by seeing the object next to the word then later colored the object. this activity triggered learners to know name of objects through tracing which led them to establish spelling ability. the following is the summary of activities that the pre-service teachers prepared for young learners in developing writing skills: table. 2 writing task initiator tracing and repeating key informant 1,3,4,5 tracing and picture coloring and naming key informant 2 ‘writing is one of the most important aspects in english language acquisition. teaching writing has its own challenges since there are some steps and requirements that teachers should prepare to undertake in the classroom’ (aryanti, 2016 pp. 263). the most designed task was tracing. tracing is a task which requires learners to copy letters and moves through to produce words. the preservice teachers considered by tracing, learners were encouraged to have mental images of the letters they traced. however, pre-service teachers should have deliberated various tasks in terms of teaching writing. c. listening in teaching listening, all pre-service teachers seemed to utilize similar concepts of task. they provided young learners with shifting activities: sing a song, listen to a story, then play a game that is related to tpr technique. key informant 1, 2, 3, 4, and 5: songs and rhymes, tpr techniques, story-telling ‘up and down and shake . . . shake . . . shake. . . (2x) shake to the left and shake to the right up and down and shake . . . shake . . . shake . . . up and down and jump . . . jump . . . jump (2x) jump to the left and jump to the right up and down and jump . . . jump . . . jump . . . up and down and run . . . run . . . run . . . (2x) simanjuntak: pre-services teachers’ teaching...…. 93 run to the left, and run to the right up and down and run . . . run . . . run . . . among several songs given by the key informants to their students, the researcher chose the song of key informant 2, 4, 5 as the evidence that through song a follow-up activity could be given. through that song, students were required to listen and comprehend several actions like ‘shake’ ‘run’ and ‘jump’. after singing the song, most common activity was given; it was tpr; it was an activity in which learners should perform several actions. some students were commanded to come forward to the front of the classroom. the rest sat and watched. the pre-service teachers would give motion to the students to perform an action. ‘stand up, please’ then ‘go to the right side’ then ‘run’ through this task, pre-service teachers would identify whether the learners had understood the meaning of the given action word through the way they performed the action. after providing action game to the students, pre-service teachers continued with an activity which was storytelling task. each of the pre-service teachers retold children story for their students to listen to. the following is the evidence a children story rendered by key-informant 1 & 5: a boastful rabbit liked to talk about how fast he could run. he often belittled a turtle for being so slow. one day there was a race and the turtle challenged the rabbit to race with him. the rabbit was startled . . . ‘hahahaha’ he burst into laughter. ‘you want to race with me? let’s race! i’ll defeat you.’ the rabbit accepted the challenge. a giant fox was chosen to be the umpire of the race. as the race began, the rabbit raced way ahead of the turtle, just like everyone thought. the rabbit got to the halfway point and could not see the turtle anywhere. he was hot and tired and decided to stop and take a short nap. even if the turtle passed him, he would be able to race to the finish line ahead of him. all this time the turtle kept walking step by step by step. he never quit no matter how hot or tired he got, ‘i can do it. . . i can do it’ he kept motivating himself. however, the rabbit slept longer than he had thought and woke up. he could not see the turtle anywhere. he went at full speed to the finish line but found the turtle there waiting for him. each of the pre-service teachers deliberated the story with theatrical voice and action to stimulate their students’ mind into grasping the story. there were times they did repetitions on the open-class words, making sure that their students comprehended the meanings. conclusively, in planning listening activity for young learners, teachers should develop appropriate listening activity to support the learning process (nunan, 2011). in enhancing listening skills, pre-service teachers provided tasks which were enjoyable for young learners. the followings are the summary of the given tasks in enhancing young learners’ listening skills: 94 table. 3 listening task initiator children song: “coconut” action game: simon says story telling: rabbit and turtle key informant 1 children song: “up and down action game: tpr story telling: daniel and goliath key informant 2 children song: “coconut” action game: tpr story telling: lazy donkey key informant 3 children song: “up and down” action game: tpr story telling: noah built the ark key informant 4 children song: “up and down” action game: hide and seek story telling: rabbit and turtle key informant 5 d. speaking pre-service teachers prepared various speaking activities however they all come down in the same category, elicit information. young learners were taught how to respond to daily greetings which led them to have cohesive conversation. below is one of the evidence: key informants 1, 2, 3, 4, 5: elicit information pre-service teacher : hello, nayla. how are you today? nayla : i’m fine, and you? young learners were also taught to start cohesive conversation with their teachers. below is the evidence: nayla : good morning, teacher pre-service teacher : good morning, nayla nayla : how are you today? pre-service teacher : i’m fine, and you? nayla : i’m fine, thank you. pre-service teacher : are you happy today? nayla : yes, i am another common activity in eliciting information was playing the ‘what is this?’ game. young learners were triggered to utter the object names that were inquired by the teacher. below is the evidence: pre-service teacher : it’s time to play ‘what is this?’ game. i’ll pick an object and ask you its name by asking, ‘what is this?’ you have to provide me with the correct answers. later it’s your turn to ask me names of object. simanjuntak: pre-services teachers’ teaching...…. 95 every time the pre-service teachers asked the question, ‘what is this?’ the learners should give their answer by beginning it with this phrase, ‘it is a ______.’ in summary, elicit information is the most obvious task given by pre-service teachers. when working with young learners, pre-service teachers spoke often times with slow-to-normal pace in order for the young learners to grasp what they said. however speaking needs process because it is a complex skill to develop. in establishing young learners to be competent and fluent in speaking takes a long process. it is considered to be superior skill among the four english language skills. therefore speaking should be given high priority while teaching instead of just eliciting information. 2. making designed task successful in teaching, pre-service teachers should be able to design their teaching tasks based on the school curriculum so that their young learners will profoundly profit from their teaching. the researcher conducted interview stage to derive accurate and vivid answers towards this questions, ‘how do pre-service teachers make their designed tasks successful for their young learners?’ each key informant was interviewed based on the interview guide. records of interview were transcribed and analyzed with all other researcher’s side notes taken during the interview. the researcher conducted the data analysis manually to allow familiarity of researcher with the transcripts and participants experiences. after a careful analysis, the researcher came up with following answers: a. focus on the task objective designing lesson plans is a must-follow priority in teaching because lesson plan is a very important step before the teaching implementation (sudirman, 2017). the pre-service teachers have to design effective lesson plan to reach the course objectives, especially when they have to blend two curriculums: school curriculum and national curriculum (designed by the government). the key informants claimed that focusing on the task objective is quite a challenge. therefore they said that they were very selective in choosing activity that would lead their learners to achieve the task objective. the evidence is the following: “i make sure that every class activity that i selected is based on the task objective that stated in the lesson plan that i designed. for instance, i designed minimal-pairs activity on that day because the task objective is to recognize specific sounds of vowel a and e.” the pre-service teachers reckoned that by adhering to the task objective would make their designed tasks successful for the young learners. the evidence is the following: “first thing first i should know what my learners would achieve today. i pretty much follow the lesson plan that i have made.” b. create bond with young learners after a careful interpretation, it is found that in order for young learners to achieve the course objective, they should establish good bond with the young learners before implementing the lessons. the evidence is the following: 96 “i try my best to get along with my students. i teach them songs with movement. we have so much fun singing the song. after having so much fun, they will listen to me” “i sing some songs with my students. you know, children love to sing. it’s a good start to make them like me and enjoy my teaching. they are very active and i need to find ways to direct their attention.” the purpose to establish good bonding with their students is to be able to get their attention in teaching-learning process. they claimed that their learners were very active; all they wanted to do was to play and explore. without good bonding, it would be difficult to make them sit still and listen to their instructions. 3. challenges in teaching young learners after a careful analysis, it is found that pre-service teachers faced challenges in teaching to young learners. the challenges that have been identified and highlighted are establishing parent-teacher relationship and recognizing learners’ learning skills. a. parent-teacher relationship in the interview, pre-service teachers stated that one of their biggest challenges in teaching english to young learners is establishing parent-teacher relationship. “to motivate maria outside the class. i must collaborate with her mother to help her practice reading activity. but sometimes, her parent would just smile and shrug. to me it is like a code, telling me that it’s my responsibility to make her understand.” it is obvious that not all parents are involved in their children’s learning. they want teachers to get on with their teaching responsibility (nunan, 2011). b. recognition of learners’ learning skills one of the most difficult challenges in teaching is to recognize learners’ learning skills. they said that every child has different way of learning; the way their students process what they have learned is pretty much different. this may be caused by students’ prior knowledge in english. “i realize every child is different . . . each of them have different learning skills. i should know that, so that everyone can understand my lesson.” as scott and ytreberg (1990) stated, teachers should not rely on spoken word yet they are obliged to be involved in movement and senses to demonstrate learning objectives that may help young learners learn. the findings of this study can serve practical implications to educational institutions to train pre-service teachers to be well-equipped before entering the world of teaching. e. conclusions this study aimed to answer the central question of the study, ‘what is the overall performance of pre-service teachers in teaching english to young learners?’ it is very imperative for pre-service teachers to establish good performance in teaching because their performance may influence their students’ learning outcome. (bennell and akyeampong cited in bello & jakada, 2017). throughout classroom observations and interviews conducted in this study, the researcher have yielded results of their overall performance by formulating the results into four aspects: teaching aim, teaching reflection, teaching approach, and teaching challenges. simanjuntak: pre-services teachers’ teaching...…. 97 table. 4 pre-service teachers’ overall performance teaching aim all pre-service teachers apparently know the needs of their young learners in terms of teaching english. it is shown from the designed tasks they provided to young learners and how they made their designed tasks successful. teaching reflection pedagogically, pre-service teachers are responsible to make young learners engage with every given english task. throughout the observations, in teaching english, the pre-service teachers focused on the course objective and they establish good bond with their students before implementing their english lessons. however they should have been more aware of their learners’ background and learning styles. as stated by shulman (cited in impedovo & malik, 2016), pre-service teachers should be adequately prepared with the ability to accommodate learners with different education background and learning styles. teaching approach throughout the observations, the most significant approach in teaching english to young learners is the bottom-up processing approach. they should have been more aware of top-down processing approach. the pre-service teachers designed their tasks based on bottom-up approach; wherein, it may be caused by young learners’ limited background knowledge of english. most designed tasks that were given to young learners are relatable. the followings are the prepared tasks: minimal pairs flipped/flash cards tracing drawing and coloring singing a song action game retelling children story eliciting information challenges in teaching one of the pre-service teachers’ challenges in teaching to young learner is to establish parent-teacher relationship; baksh (2016) even stated that teachers plan to become english teachers in the near future should be well-trained in handling and guiding young learners, especially nowadays parents demand teachers to possess particular quality in teaching their children. another challenge that the pre-service encountered was to recognize young learners’ learning skills. 98 f. references aldahmash, a. h., alshmrani, & almufti (2017). secondary school science teachers: views about their reflective practices. journal of teacher education for sustainability. 19 (1). 43 – 53. alloh, f. t., tait, d. & taylor, c. 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(2014). exploring the value of animated stories with young english language learners. tojet: the turkish online journal of educational technology. 13 (4). 47-60. sebuah kajian pustaka: agustina & joni: the subtitling strategies... 54 the subtitling strategies used in indonesian film noni agustina1 and joni2 noni@esaunggul.ac.id dan joni@esaunggul.ac.id universitas esa unggul abstract the social phenomena can be represented through film providing images, soundtrack, voice over, dance, and some art such as theatrical dan fine art. the indonesian film played in xxi since 2017 must have english subtitling because the viewers nowadays are not only indonesian people but also foreigner. the film subtitling is challenging because it is different from the other translation medium. a subtitler requires an appropriate translation strategy. thus, this study aims to explore the subtitling strategies used in indonesian film. the approach employed was qualitative with content analysis as a research design. the data used was english subtitling of ‘a man called ahok’ film. the result showed that the dominant substitiling strategies used were repetition indicating the literal translation and addition strategy showing more information given. respectively, transmutation and detraction strategies are also employed. former indicated some changes in internal order such as lexical change, passive to active, etc. the latter showed deletion or condension unnecessary or inrelevant information. substitution strategy is the least used in subtitling which it indicates lack of pharaprasing. this study offers the theoretical and practical contribution on subtitiling strategies especially from bahasa indonesia to english. keywords: film, audiovisual translation, subtitling, translation strategies. a. introduction film is equipped by some technology consisting of images, soundtrack, voice-over, dance, and some art such as theatrical dan fine art. delabastita (1989) dan gottlieb (1998) in mubenga (2010) urge that film has multisemiotic and multimodal. mubenga also describes film as medium comprising vebal and non-verbal information in representing the information to the viewers. thus, many generations are still keen on watching the film. the preliminary research conducted through interviewing one of marketing manager of xxi cinema jakarta suggested that the indonesian film played in xxi since 2017 must have english subtitling because many foreigners’ viewers watch it in xxi cinema spreading in indonesia. the subtitling is very important because it gives the viewers to grab the message or information of film especially for foreigners. they can follow the story well by comprehending it. subtiling which is part of audiovisual translation develops rapidly because of the advancement of techology (munday, 2008). the internet growth contributes to the subtitling thriving because mac’s research finding (2009) showed that amateur subtitlers came up to mailto:noni@esaunggul.ac.id eltin journal, volume 7/ii, october 2019 55 make the foreign movies subtitiling and japanese animation on internet (tang, 2014). moreover, the demand of indonesian film subtitiling also contributes to its enhancement. some previous studies undertaken by some researchers to scrutinise the subtitling. tang (2014) investigated the subtitling strategies conducted by professional and amateur subtitlers concerning on the cultural representation of kung-fu panda film. it is translated from english to mandarin. mollanazar, nasrollahi, & allameh (2017) also focused on the subtitling strategies on western films which were subtitled into persian language. nisaa, (2011) analysed the technique, method and ideology of film subtitling entitled beckham unwrapped. kusumastuti (2011) investigated the technique used in dubbing and subtitling of dora the explorer film. guillot (2010) studied the french thriller by exploring the english subtitles regarding the linguistic representation and culture. mcclarty, (2014) explored the practice of creative subtitiling. from the previous studies, english subtitling from indonesian film is under researched. it is important to conduct the research by investigating the subtitling strategies in indonesian film context. b. literature review 1. subtitling subtitle is texts written on the screen functioning to adding or substituting the soundtrack or live performance synchronized of the speech or voice-over uttered by the characters. it provides the benefits for the viewers. it gives the viewers’ understanding on the story line (mollanazar et al., 2017). similarly, bogucki (2016) urges that subtitling as part of audiovisual translation has purpose to message comprehension. guillot (2010) suggests that subtitling which is used by foreign films does not only help the viewers to understand the story but also to explore the different culture. caimi (2013) also sees that subtitling is also beneficial for the students as the viewers because it provides the linguistic and cultural comprehension in formal and informal settings. price (1983) in caimi (2013) investigates english second language students watch the subtitled tv program and result shows that their foreign language or culture acquisition is developed. bogucki (2016) urges that subtitling as part of audiovisual translation has some convention such as the subtitling template, constraints and easy effort for audience to process it. karamitroglou in bogucki (2016) explains some conventions in subtitiling in detail. it must fit to the spatial parameter and layout which concern on the position of the screen, line numbers, characters per line, typeface and the color of background. it also focuses on the temporal parameter such as duration, leading-in and out time. the other elements shoud be considered by the subtitlers are punctuation, segmentation, omission guidelines, syntax alteration, the use of taboo or cultural aspects. 2. strategies subtitling some scholas have some terminologies in translation studies such as procedure, technique, method, operation and strategies. chesterman (2005) in mollanazar et al. (2017) recognizes them more or less same. in this study concerns on subtitling strategies. strategies refers to ‘a general way of translating in its basic problem-solving sense as a plan that is implemented in a given context and is cognitive procedure not linguistic” (mollanazar et al., 2017). agustina & joni: the subtitling strategies... 56 the subtitling strategies refers to debalastita’s (1989) theory on ancient rhetoric which consists of repetitio, adiectio, detractitio, transmutatio and substitutio. repetitio strategy is called literal or imitation translation which reproduces or renders the identical manner. adiectio strategy refers to the adding phrase, clause, sentence, expression, etc in order to give more important information. it does not mean alter the original or source language significantly. detraction strategy is used to delete, decimate or condense the phrase, clause, sentence, expression, etc because of some consideration such as spatial and temporal limitation. transmutatio strategy is used to render in some changes such as lexical changes, active to passtive or vice versa, negative to positive, etc. substitutio strategy is used to modify or paraphrase which alter phrase, clause, sentence, expression from the source text. substitutio strategy commonly occurs in idioms, proverbs or saying. c. research methodology the research method used was content analysis with qualitative approach. the sources data was “a man called ahok” film. it was played in november 2018 and in 4 days it reached five hundred thousand viewers. it was also watched by one million viewers. it was controversial film because some of indonesian citizen thought that it brought political issues or political campaign but some of them considered it delivered the moral value such as emphaty, honesty, hard-working, kindness, and so on. the data analysed were indonesian voice-over and english subtitling. the research procedures undertaken were visiting the production house and giving the consent form, watching the film, transcribing the indonesian dan kek voice-over, rewriting the english subtitle and some indonesian subtitle if the character uttered kek language, analysing the voice-over and subtitling by applying delabastita’s theories on ancient rhetoric (repetitio, adiectio, detractio, transmutatio and substitutio) and interpreting the findings and taking the conclusion. d. findings and discussion from the interview undertaken to the producer, the enlgish subtitiling was made by a professional subtitler. it was found 961 data consisting of phrase, clause or sentences uttered by the characters. the subtitling strategies occurrence was different (table 1). the most dominant strategies used was repetitio. its frequency was 632. it indicated that film used literal translation so the subtitler just imitated the source text to target text. it could be seen in the excerpts below: [ahok] voice over: papa subtitle: papa [ahok] voice over: rumah sakit? subtitle: hospital? [ahok] voice over: gratis subtitle: free of charge eltin journal, volume 7/ii, october 2019 57 then, the following strategy was adiectio which came up 112 times. the subtitler tended to add more information for the viewers so they comprehended the story. the underlined phrases ‘the people’ and ‘goals’ were the additional information given. for detailed instances were as follows: [ahok] voice over: di kampung gantung, belitung timur subtitle: by the people of gantung village in east belitung. [ahok] voice over: tapi kita bisa memilih mimpi kita subtitle: however, we can determine our goals and dreams. the subtitler also applied transmutatio strategies but the frequency was not more than repetitio and adiectio, only 97. it occurred in pronoun changes and active-passive or vice versa. the excerpt was as follows: [ahok] voice over: urang-urang di kampungku mengenalnya sebagai tauke subtitle: in the village he was also known as “tauke” the excerpt showed that there was change from active to passive. urang-urang means people or villagers. people or villagers were subject which did an action ‘knew’ (active voice) but in subtitling, it was changed into passive voice. detractio strategy did not occurr frequently which it was 73 times. the subtitler reduced or diminished some irrelevant or uncessary information. it could be happened because of temporal and space restriction. the instances were as follows: [ahok] voice over: tentu kalua ajak bapak, ibu melakukan aksi seperti itu subtitle: ...if you continue. [civil servant staff] voice over: ini pak kim nam.saye bawa dokumen. pak kim nam harus tanda tangan subtitle: you need to sign the contract for the project. the least strategy used was subtitio. its occurrence was 47 times. the less subtitio use indicated lack of paraphrasing process in rendering the message. it was used mostly for rendering idioms, proverbs or saying. the strategy could be seen in the excerpt as follows: [ahok’s dad] voice over: oknum-oknum itu benar-benar merepotkan subtitle: those people are getting on my nerves. the findings were not fully similar to the research conducted by mollanazar et al. (2017). they found that the dominant strategy used was repetitio (1495 occurrence). respectively, the other strategies were detractio (601), transmutatio (416), adiectio (358) and substitutio (301). they showed detraction was used after repetitio because they urged that temporal and spatial restriction influenced their way to render. on the other words, it fitted to the subtitiling convention in terms of subtitling template bogucki (2016). agustina & joni: the subtitling strategies... 58 this study did not only find english subtitling but also some indonesian subtitling. it happened because some characters spoke kek language (mandarin language variation) and belitung language. the belitung language sounds similar to bahasa indonesia such as urangurang (belitung language) represented orang-orang (bahasa indonesia). it was found 31 utterances of kek language. the instance was as follows: [civil servant staff] voice over: ni hao subtitle: apa kabar? how are you? table 1. subtitling strategies of “a man called ahok” film strategy frequency repetitio 632 adiectio 112 detractio 73 transmutatio 97 substitutio 47 total 961 e. conclusion the subtitiling which is part of audiovisual translation had different strategies. based on debalastita’s (1989) theory on ancient rhetoric, the subtitling stragies comprise repetitio, adiectio, detractitio, transmutatio and substitutio. in ‘a man callled ahok’ film, the subtitiling strategies have different occurrence. the most dominant ones are repetitio and adictio. then respectively the others are detraction, transmutation and substitution. the other finding shows indonesian subtitling also comes up because some kek language is spoken. some characters not only speak bahasa indonesia but also kek and belitung language as their mother tongue. it is found 31 utterances of kek language. f. references bogucki, l. (2016). areas and methods of audiovisual translation research (second). frankfurt: peter lang. caimi, a. (2013). subtitles and language learning. in y. gambier & l. van doorslaer (eds.), handbook of translation studies. amsterdam: john benjamins publishing company. guillot, m. (2010). film subtitles from a crosscultural pragmatics perspective. the translator, 16(1), 67–92. https://doi.org/10.1080/13556509.2010.10799294 kusumastuti, f. (2011). analisis kontrastif subtitling dan dubbing dalam film kartun dora the explorer seri wish upon a star: kajian teknik penerjemahan dan kualitas terjemahan. universitas sebelas maret. mcclarty, r. (2014). in support of creative subtitling : contemporary context and theoretical framework. perspectives: studies in translatology, 22(4), 592–606. https://doi.org/10.1080/0907676x.2013.842258 eltin journal, volume 7/ii, october 2019 59 mollanazar, h., nasrollahi, z., & allameh. (2017). audiovisual translation – research and use. in m. deckert (ed.), audiovisual translation-research and use. frankfurt am main: peter lang. mubenga, k. s. (2010). investigating norms in interlingual subtitling : a systemic functional perspective. perspectives: studies in translatology, 18(4), 251–274. https://doi.org/10.1080/0907676x.2010.482993 munday, j. (2008). introducing translation studies: theories and applications (second). oxon: rouledge. nisaa, r. k. (2011). analisis teknik, metode dan ideologi penerjemahan subtitle film beckham unwrapped dan dampaknya pada kualitas terjemahan. universitas sebelas maret. tang, j. (2014). translating kung fu panda’s kung fu-related elements: cultural representation in dubbing and subtitling. perspectives: studies in translatology, 22(3), 437–456. https://doi.org/10.1080/0907676x.2013.864686 kaswan: elicitation technique 47 elicitation technique and its impact on communicative competence (an experiment study conducted at smp pasundan 1 cimahi) kaswan stkip siliwangi, bandung abstract this study is inspired by the fact that the english teaching and learning is still dominated by the teacher centred approach. as a result, students‟ communicative competence is below expectation. for that reason and another, the teacher should shift their teaching approach from the teacher centred approach to learner centred approach by using elicitation technique. the main objective of this study is to find out the impact of elicitation technique on students‟ communicative competence. accordingly, the research method used is quantitative research, or more specifically the quasi-experimental design with the matching-only posttest-only control group design which consists of two classes (86 students) as the sample. data analysis shows that the observed value of t (2.36) is bigger than the critical value of t (1.67). as a conclusion, the elicitation technique has a significant impact on students‟ communicative competence. keywords: teacher centred approach, communicative competence, elicitation, learner centred approach a. introduction teachers are very familiar with what is called “lockstep” in which the teacher wholly controls the content, stages and pace of the lesson (nolasco and arthur (ed), 1998: 39). in this form of language teaching, the teacher typically takes up a position in front of the class and is responsible for controlling who should speak and when. as a result, students have less time to use english as a means of communication, self-expression, and social interaction. in other words, this style of learning has led to the students‟ poor communicative competence. to develop the students‟ communicative competence, teachers should shift their approach of teaching from teacher-centred instruction to learner-centred approach – that is, , a belief that attention to the nature of learners should be central to all aspects of language teaching, including planning teaching, and evaluation. learning is dependent upon the nature and will of the learners (richards and schmidt, 2010:326-7). in addition, learner centred instruction includes techniques that focus on or account for learners‟ needs, styles, and goals (brown, 1980: 46 ). furthermore, learner-centred approach is based on humanistic approaches and constructivist approaches (paul, 2003).two essential things adhering to this approach are that (1) the teacher is a “facilitator” who steps back and encourages children to learn “naturally,” and (2) all students are active learners. as mentioned above, learner-centred approach comprises a number of techniques, one of which is elicitation (harmer, 1983). elicitation, as stated by richards and (2010:.191). is any technique or procedure that is designed to get a person to actively produce speech or writing, for example, asking someone to describe a picture, tell a story, or finish an incomplete sentence. eltin journal, volume 2/i, april 2014 48 this research is focused on answering the following research questions: a. how good is the students‟ communicative competence? b. to what extent does elicitation influence students‟ communicative competence? b. literature re view there are two main concepts which will be reviewed in this section: elicitation and communicative competence. 1. elicitation elicitation technique, or elicitation procedure is defined by richards and schmidt (2010: 191) as “any technique or procedure that is designed to get a person to actively produce speech or writing, for example asking someone to describe a picture, tell a story, or finish an incomplete sentence. in linguistics, these techniques are used to prompt native speakers to produce linguistic data for analysis,” elicitation is a technique reflecting the learner-centred approach with the following advantages:  elicitation enables the students to participate fully in all states of material presentation.  elicitation activates the known language  elicitation increases students‟ motivation  elicitation can provide students with more time to talk  through elicitation students can learn useful incidental language  elicitation makes students more confident and less dependent on a teacher (edge, 1999; brown, 2000; nolasco and arthur, 1988; kaswan: 2010; .case, 2009). elicitation in the model of new language introduction can be depicted in figure 1. the figure describes that during the lead-in, the context is introduced and the meaning or use of the new language is demonstrated. during the elicitation stage, the teacher tries to see if the students can produce the new language. if they can, it would be wasteful and de-motivating if a lot of time was spent practing the language they already know. if they cannot, the teacher will move on to the explanation. during the explanation stage, the teacher shows how the new language is formed. in the accurate reproduction stage, students are asked to repeat and practice a certain number of models. finally, in the immediate creativity stage, students try to use what they have just learnt to make sentences of their own. students perform well lead-in elicitation explanation accurate reproduction immediate creativity students perform badly figure 1 general model for introducing new language (adopted from harmer, 1983: 57) kaswan: elicitation technique 49 looking again at the diagram more closely, we will com to the conclusion that the model above is flexible. if the students perform well during elicitation, the teacher can move straight to immediate creativity. if at that stage they perform badly, the teacher finds it necessary either to return to a short accurate reproduction stage, or in extreme cases, to re-explain the new language. there are a lot of ways the teacher can do to elicit new language. the following are some of them:  pause after asking a question, to give all students time to think.  if there is more than one possible answer, encourage a range of answers from different students.  elicit vocabulary by using word association or structure onto the white/blackboard, writing as students offer suggestion 2. communicative competence a communicative competence is a term in sociolinguistics for a speaker‟s underlying knowledge of the rules of grammar ( understood in its widest sense include phonology, orthography, syntax, lexicon and semantics) and rules for their use in socially appropriate circumstances (mcarthur, 1992:239). communicative competence includes :  knowledge of the grammar and vocabulary of the language  knowledge of rules of speaking (e.g. knowing how to begin and end conversations, knowing what topics may be talked about in different types of speech events, knowing which address forms should be used with different persons one speaks to and in different situations)  knowing how to use and respond to different types of speech acts, such as requests, apologies, thanks and invitations  knowing how to use language appropriately (richards and schmidt, 2010). there are four components of communicative competence which can be identified :  grammatical competence.: the mastery of the linguistic code, the ability to recognize the lexical, morphological, and phonological features of a language and to manipulate these features to form word and sentences.  sociolinguistic competence : an interdisciplinary field of inquiry having to do with the social rules of language use.  discourse competence is concerned not with the interpretation of isolated sentences but with the connection of a series of sentences and utterances to form a meaningful whole.  strategic competence :the strategies that one uses to compensate for imperfect knowledge of rules – or limiting factors in their application such as afatigue, distraction, and inattention (savignon, 1983). c. research methodology 1. research design in this study, the writer used the quasi-experimental design with the matching-only posttestonly control group design (frankel, wallen, and hyun, 2012) this design does not include the use of random assignment. one group receives the experimental treatment while the other does not, and then both groups are posttested on the dependent variable. a diagram of this design is as follows: eltin journal, volume 2/i, april 2014 50 experimental group m x o control group m c o the symbol x represents exposure to the treatment and o refers to the measurement of the dependent variable. the m in this design means that the subjects in each group have been matched (on certain variables) but not randomly assigned to the groups. 2. data collection to get the data, the writer constructed the test items reflecting communicative competence based on the existing curriculum (school-based curriculum). after that, the test was administered. the scores of students‟ communicative competence (soscc) constituted the data. the data were presented in tabular forms (table 1 and table 2). table 1 soscc of experimental/treatment group students’ (conceived) identities scores students’ (conceived) identities scores se 1 97 se 23 80 se 2 100 se 24 54 se 3 93 se 25 93 se 4 93 se 26 90 se 5 83 se 27 100 se 6 100 se 28 100 se 7 90 se 29 93 se 8 97 se 30 83 se 9 83 se 31 83 se 10 94 se 32 90 se 11 100 se 33 87 se 12 97 se 34 100 se 13 87 se 35 90 se 14 97 se 36 93 se 15 97 se 37 83 se 16 77 se 38 87 se 17 97 se 39 80 se 18 97 se 40 93 se 19 93 se 41 90 se 20 90 se 42 100 se 21 93 se4 3 63 se 22 77 total 3864 kaswan: elicitation technique 51 table 2 soscc of control group students’ (conceived) identities scores students’ (conceived) identities scores sc 1 83 sc 23 73 sc 2 77 sc 24 97 sc 3 80 sc 25 63 sc 4 83 sc 26 87 sc 5 60 sc 27 93 sc 6 97 sc 28 87 sc 7 93 sc 29 80 sc 8 97 sc 30 76 sc 9 90 sc 31 90 sc 10 70 sc 32 87 sc 11 73 sc 33 80 sc 12 100 sc 34 97 sc 13 87 sc 35 73 sc 14 100 sc 36 80 sc 15 93 sc 37 93 sc 16 80 sc 38 73 sc 17 97 sc 39 80 sc 18 97 sc 40 93 sc 19 83 sc 41 100 sc 20 97 sc 42 60 sc 21 73 sc4 3 80 sc 22 90 total 3642 3. data analysis and interpretation the data in this research are analyzed using t-test for independent, that is, a parametric test of significance used to determine whether there is a statistically significant difference between the means of two independent samples (frankel, wallen, and hyun, 2012: g-9). in addition, the data are analysed using spss with the following results: table 3 paired samples statistics mean n std. deviation std. error mean pair 1 var00001 89.8605 43 9.71641 1.48174 var00002 84.6977 43 11.02062 1.68063 table 4 paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair var00001 var00002 5.16279 14.31937 2.18368 .75594 9.56964 2.364 42 .023 eltin journal, volume 2/i, april 2014 52 based on the table 3 and table 4, it was interpreted as follows:  communicative competence of experimental group or the students taught through elicitation techniques (89.86) was better than that of control group or the students taught without elicitation technique (84.70).  the spread of scores of the experimental group (9.72) is smaller than the spread of scores of the control group (11.02). it means that the scores of the experimental group are more homogeneous than those of the control group 4. hypothesis testing and effect size the hypothesis proposed in this research is as follows: “the students who are taught using elicitation technique have better communicative competence than those who are taught using another technique.” based on table 4, the observed-t value was 2.36 and the critical t value was 1.67 and f sig(2tailed) of 0.02 with df (degree of freedom) of 84 (n1 + n2 -2) at the significance level of 95 % for one-tailed test. since the observed-t value ( 2.36 ) was bigger than the critical t value (1.67), or sig(2-tailed) of 0.02/2 was smaller than 0.05 level of significance, the hypothesis was accepted. this proved that the students who are taught using elicitation technique have significantly better communicative competence than those who are taught using another technique. in other words, the elicitation technique has a significant effect on the communicative competence. to know effect size of elicitation technique on the communicative competence, the formula used is: r = t 2. t 2 + df based on the formula above, it was obtained that the effect size of elicitation technique on the communicative competence was 0.34. this means that the effect size was medium and fairly substantial (field, 2009: 341). e. conclusions and suggestions 1. conclusions  the communicative competence of students belonging to both experimental and control group are respectively 89.8684.70. they reflect the effective learning mastery, which is beyond minimum mastery criteria (kkm) of 70.  elication technique has a significant impact on students communicative competence . in other words, the students who are taught using elicitation technique have significantly better communicative competence than those who are taught using another technique. 2. suggestions  elicitation technique should be considered as an alternative teaching technique in teaching or introducing new english learning material.  this study is limited in terms of educational setting (secondary school). therefore, the next researcher(s) should replicate it in different setting, such as primary school, high school (sma or smk), or university. (field, 2009: 332) kaswan: elicitation technique 53 references brown, douglas h. (1980). principles of language learning and teaching. usa: prentice hall. case, alex. (2009). the advantages and disadvantages of eliciting in the efl classroom. retrieved on january 3, 2013 from: www. usingenglish.com. edge, jukian. (1999). essentials of english language teaching. london: longman. field, andy.(2009). discovering statistics using spss. oxford: sage. frankel, jack r., norman e. wallen and helen h. hyun. (2012). how to design and evaluate research in education. new york: mcgraw hill. harmer, jeremy. (1984). the practice of english language teaching. london: longman. kaswan. (2010). a brief introduction to language acquisition. cimahi: stkip siliwangi press mcarthur (ed). (1992). the oxford companion to the english language. oxford: oxford university press. nolasco, r. and arthur l. (1988). large classes. london: macmillan publisher. paul, david,(2003). teaching english to children in asia. hongkong: pearson education bort asia limited. richards, jack c. and richarss schmidt. (2010). longman dictionary of language teaching and applied linguistics. london: pearson education limited. savignon, sandra j ( 1983) communicative competence : theory and classroom practice . massachusetts : addison-wasley publishing company. eltin journal, volume 2/i, april 2014 54 books review: pokoknya sunda: interpretasi untuk aksi. first edition. a. chaedar alwasilah. 2006,194 pp pt. kiblat buku utama bandung. isbn 979-3631-76-7 pokoknya rekayasa literasi. first edition. a. chaedar alwasilah. 2012, 280 pp edited by hawe setiawan. pt. kiblat buku utama bandung. isbn 978-979-8001-22-2 language, culture, and education: a portrait of contemporary indonesia. new edition. a. chaedar alwasilah. 2010, 130 cv. andira bandung. isbn 979-9296-25-0 a. introduction this review examines three alwasilah‟s books entitled: 1) pokoknya sunda: interpretasi untuk aksi; 2) pokoknya rekayasa literasi; and 3) language, culture, and education: a portrait of contemporary indonesia. the reviewer endeavors to evaluate the author‟s point of view and the contents of the books supported by a set of extant theories dealing with the similar issues. these books are designed as a set of foundations and learning materials of some subjects taught by the author. the author explores the insight concerning various contemporary issues dealing with policy, literacy, language as well as culture and education in this beloved country, indonesia. dasep suprijadi: book review on pokoknya 55 review #01 on : “pokoknya sunda: interpretasi untuk aksi” regarding alwasilah‟s book entitled pokoknya sunda (nothing but sundanese), readers might smile and look at it in such a way that, to a certain extent, there is an unfair treatment of the author to different ethnics‟ languages and cultures. this also might persuade the readers to think that the author has a belief that sundanese language and culture is better than those of others. in this case, sugiharto (2013) puts forward his view that anyway, readers, especially those from other languages and cultures, may cast a suspicion that the book is too sundanese – centric, exclusively exposes cases of the sundanese language and culture and bringing varied perspectives from his language and culture. nevertheless, pokoknya sunda might also means “the most prominent matters of sundanese” rather than “nothing but sundanese”. hence, this book is not aimed to claim that sundanese society is better than others. with this thought in mind, harrison and huntington (2000, p. 126) claim that there is no scientific basis for the evaluation of another society‟s practice, except as the people in that particular society themselves evaluate the practices. hence, this book is simply regarded as an auto critic of the author himself. interpretation and contextualization of sundanese symbols coloring this book cannot be separated from the author‟s intellectual who is grown up and well educated and who joyfully administers any activities in sundanese atmospheres, in which he has to think seriously to maintain the existence of sundanese language and culture. this is obviously shown by the author himself in alwasilah (2006:11). he admits that unconsciously and shockingly, his articles in mass media are mostly dealing with the reconstruction of sundanese culture. his success in devoting his profession to issues on advocating the existence of sundanese language and culture is due to his deliberate effort to write these sundanese matters gradually. in line with this, he quotes wodehouse‟s wise words in alwasilah (2006:11): “success comes to a writer, as a rule, so gradually that is always something of a shock to him to look back and realize the heights to which he has climbed.” the book also reflects the author‟s passion, of which he has an extremely strong feeling of love and enthusiasm in revitalizing sundanese language and culture, which, in turn, may reinvent sundanese in strengthening the national culture and promoting cultural diversity. the author fears that sundanese language will suddenly vanish, unless sundanese society has a political awareness of local language. with this thought in mind, the author puts forward seven verses as a solution to prevent sundanese language from its distinction, namely: 1) sundanese‟s excellent achievements must be recognized nationally and internationally; 2) sundanese‟s prosperity should be better than that of others; 3) political function of sundanese speakers is more qualified; 4) sundanese speakers have a prominent role in the local, national, or even international education system; 5) written tradition is highlighted; 6) the use of technology is put forward; and 7) the instructional goal of teaching and learning sundanese language should be deliberately formulated to enable students to communicate fluently. preventing local language from the extinction might be regarded as cultural heritage preservation. therefore, the primacy of sundanese as a mother tongue in teaching-learning process cannot be neglected. in this case, suherdi (2012, p.34) surprisingly states that mother tongue plays a crucial role in the 21 st century education. successful mother tongue learning is required by successful learning in the whole students‟ schooling history. the better mother tongue is learned, the better learning as a whole will be. moreover, he asserts that placing mother tongue in its best place is imperative if high standard of excellence is our target. in addition, mother tongue is eltin journal, volume 2/i, april 2014 56 very closely related to students‟ cultural heritage. in other words, successful mother tongue learning not only preserves an extremely large variety of our country‟s valuable cultural heritage but also secures better access for our people to high quality education. hence, the revitalization of local language and the promotion of local culture among others are regarded as a smart strategy to strike the balance against the dominance of other languages and cultures. thus, sundanese language as one of the ethnic languages should be given a large portion in the national or international language planning. no less important is the insight of alwasilah‟s idea of growing the sundanese society‟s literacy. in this case the word literacy is appropriately defined by the author in a broader scope. kern (2009: 2) justifies that literacy felicitously conveys a broader scope than the terms „reading‟ and „writing‟ and thus permits a more unified discussion of relationships between readers, writers, texts, culture, and language learning. seemingly, discontent with the government‟s lack of interest in enabling people to be literate, the author tries to “provoke” the readers to secure themselves from being illiterate by among others: 1) empowering sundanese museum; 2) highlighting music as the art of thinking; 3) changing the mind of the nation and creating prosperity; and 4) empowering mass media. this school of thought and enthusiasm have, indeed, fulfilled the expectation of deklarasi bogor (bogor declaration), which is formulated in an international conference on nature, philosophy and culture of ancient sunda civilization conducted in bogor, held on october 27, 2010 and supported by national education ministry, indonesia national commission for unesco, and indonesian ambassador for unesco as well. the main points of bogor declaration are among others: 1) motivating the youths through education to grow their enthusiasm and love toward the local culture; 2) reinforcing educational institutions and mass media to proactively promote, develop, and maintain the existence of sundanese culture and art; and 3) creating publication of journals and international website in sundanese language or in bahasa indonesia containing the discussions of sundanese culture in relation to philosophy, politics, economics, and social science; 4) informing the results of the research dealing with sundanese culture through local wisdom based education system; and 5) organizing the existence of archeological sites concerning sundanese cultural heritage. (http://www.disparbud.jabarprov.go.id/wisata/stcontent.php?id=18&lang=id) review #02 on: “pokoknya rekayasa literacy” the issues of literacy, policy of language, and language planning tend to be rarely given most time, energy, and attention by the noted indonesian language scholars. the study of language is frequently considered unimportant. the lack of published research related to this issue indicates the ignorance of the prominence of bringing these matters to be noticed by public. yet, recently there is a circular of dirjen dikti no.152/e/t/2012 addressed to all heads of universities throughout indonesia of which scientific publication is forced to be a must to administer by undergraduate and postgraduate students. hitherto, regarding that circular, it is expected that such scholars may engineer their literacy. the policy of language education in indonesia seems to be in a hard situation in which people are not sure what to do, cannot take action simply because they are waiting for somebody else to take the action and to make a decision. this book entitled pokoknya rekayasa literacy (nothing but literacy engineering) gives us angin segar (fine opportunity) to melt down such a hard situation. it represents the author‟s feeling of worry about the death of local wisdom, local great intelligence and artistic ability as well. http://www.disparbud.jabarprov.go.id/wisata/stcontent.php?id=18&lang=id dasep suprijadi: book review on pokoknya 57 this feeling of worry is based on the author‟s point of view on a phenomenon showing that “our national education […] is characterized with the loss of traditional and local culture so that it is unsuccessful in providing indonesian people to live creatively in the scope of multicultural indonesia.” another author‟s angle advocating his own anxiety is dealing with the failure of national education to provide learners with knowledge and skill for achieving a meaningful and harmonious life. this author‟s choice may refer to his decision on national education. it is a political act, which is advocating the primacy of progressive education. long time ago, beeby (1979: 263) states that “every major decision on education is a political act in the sense that it is an authoritative resolution of tensions between competing interests and purposes in a situation where a common policy is called for.” he asserts that the choices in education around which tensions develop is, among others, the choice between ends which some people consider good in themselves and which others see as bad. he exemplifies the choice between secular schools and education controlled by religious organizations, or between formal schooling of the older conventional type and progressive education with its new emphasis on the emotional, creative and aesthetic development of the individual. what‟s more, in this book, the author highlights the prominence of liberal education to be applied in indonesia. liberal arts education may refer to the course of instruction which is design to exclude professional studies. it emphasizes humanities rather than vocational skills. though the tension in such an exclusion or inclusion may be both open and intense because it is frequent between different philosophies of life, alwasilah deliberately persuades the readers to advocate the urgency of liberal education to be applied in the country. the emergence of liberal arts education is in line with its lofty missions. the yale report of 1828 in alwasilah (2012:197) states that “the course of instruction given to undergraduates in the college is not design to include professional studies. the object is not to teach what is peculiar to any one of the professions; but to lay the foundation which is common to them all.” meanwhile, shapiro in duderstadt in alwasilah (2012:197) elaborates the mission as the need to better understand ourselves and our times to discover and understand the great traditions and deeds of those who came before us, the need to free our minds and our hearts from unexamined commitments in order to consider new possibilities that might enhance both our own lives and build our sympathetic understanding of others‟ quite different from us , the need to prepare all thoughtful citizens for an independent and responsible life of choice that appreciate the connectedness of things and people. review #03 on: “language, culture, and education: a portrait of contemporary indonesia” the author of the book teaches anything empowering in terms of language, culture, and education which, to a great extent, enables the readers to be independent learners. the book, simply like its author, gives us a paradigm shift that is a great and important change in the way language education and culture is thought about. it also opens a new space in which its readers may freely re-conceptualize the traditional nature of language planning, language education, and culture in the country. as we see the school of thought of its author, this book shows us the author‟s feeling and expression of great sadness or disappointment of indifferent politicians, power holders and bureaucrats. showing a lack of care, thought, and effort, they seem having no interest in solving eltin journal, volume 2/i, april 2014 58 communication problems in all walks of life, social, political, economic, educational, and cultural. “many times bureaucrats are criticized for their sloppy use of indonesian and retort saying that language problems are to be left to language specialist. this naive attitude shows lack of appreciation and understanding of the function of language as a means of political and national development.” regarding the political and national development, government should realize its commitment in making education the primary means of achieving successful competitive nation. the commitment should be realized based on the amended 1945 indonesian constitution-article 31: section 1) every citizen has the right to education; 2) every citizen must participate in primary education and the government has the obligation to provide funds for education; 3) the government attempts and organizes a national education system designed to increase the nation‟s faith and obedience to god as well as good morale in order to improve the nation‟s intelligence, subject to the existing constitution; 4) the state prioritizes education budget at least 20 % of the state as well as regional income and expense budget in order to fulfill the needs of the national education; and 5) the government develops science and technology by upholding religious values and the national unity to create an advanced and prosper human civilization. based on these principles as suggested by ali (2009, p.ii), the central and regional governments are obliged to allocate at least 20 percent of the state and regional income and expense budget. moreover, the prominence of quality human resources through education should be highlighted by the national development program as well. this book also intimates to readers its strong desires to, for example, more recognize writing; understand plagiarism; develop writing skills from childhood; highlight writing in school lessons; resurrect literature in schools; reform english language teaching; improve college english to function to the full; or pursue language democratization that build critical thinking. these are all possible to continue to discuss, since the ideas and the results of the research proposed by the author in this book is intended to give every new nuance of language, culture, and education. let say, we may find the author‟s smart analysis on the relationship between immaterial and material cultures, between education and social awareness development, between community newspapers and boosting literacy, between right education and building democracy, and even between social and global vision of hajj pilgrimage. alwasilah presents these three books in such a way that readers may give particular annoying reactions. nevertheless, for the sake of making the readers‟ awareness better, he endeavors to serve the menu of language education and culture provocatively. hence, the author deserves a sobriquet “the provocateur of the year.” *** reviewer: dasep suprijadi stkip siliwangi bandung dasep suprijadi: book review on pokoknya 59 references ali, mohammad.(2009). education for indonesian national development. bandung: pt imperial bakti utama beeby, c.e. (1979). assessment of indonesian education: a guide in planning. wellington: oxford university press disparbud jabar.(2013). international conference on sundanese culture: reinventing sunda in strengthening national culture and promoting cultural diversity .http://www.disparbud.jabarprov.go.id/wisata/ stcontent.php?id= 18&lang=i d harrison, l.e and huntington, s.p. (2000). culture matters. united states of america: basic books kern, richard (2009). literacy and language teaching. new york: oxford university press sugiharto, setiono. (2013). revitalizing language policy. jakarta: sunday post suherdi, didi. (2012). toward the 21 st century english teacher education: an indonesian perspective. bandung: celtics press http://www.disparbud.jabarprov.go.id/wisata/%20stcontent.php?id=%2018&lang=i%20%20d dina rachmawati: an analysis of the violations 25 an analysis of the violations of cooperative principle in the weekly humor (humor pekan ini ) in pikiran rakyat news paper dina rachmawati universitas sultan ageng tirtayasa abstract jokes are cp-violating text, and at least violate one maxim of grice‟s cooperative principle. this study found that maxim of manner and maxim of quality are the most common places for the violation. jokes violated the cp by giving obscure expression, unnecessary prolixity, and by giving false evidence/fact. the study concludes that the first, violations are manipulated to provoke laughter and amusement. second, both jokes producer and readers share the same common knowledge. keywords: gricean principle, cooperative principle, jokes a. inroduction in every communication we expect our interlocutor to be cooperative, and to get the true information from them as well as expecting that our interlocutor will not misinterpret what we are trying to convey. as cited by grice that conversation is a cooperative effort wherein each speaker gives contribution to reach the goal of the conversation. however, there are many times people do not cooperative to each other as in the case of jokes as supported by attardo salvator in journal of pragmatics that jokes are cp-violating texts, and they involve the violation of (at least) one maxim of cooperative principle (cp). previous study conducted by the writer: an analysis of the violations of cooperative principle in tpi comedian competition has also shown that joke indeed violated cp. the violations occurred in all maxims of cooperative principle. 34, 52% occurred in maxim of quality, 6, 45% in maxim of quantity, 1, 19 % in maxim of relevance, and 57, 73% took place in maxim of manner. that finding shows that the comedians tended to violate maxim of manner and maxim of quality in performing their jokes. moreover, the violations were carried out through giving unnecessary prolixity, obscure expression, and giving false evidence/ fact. in conclusion, giving unnecessary prolixity, obscure expression and false evidence were the best way to trigger laugh and amusement. however, tpi comedian competition was a live comedy performance where the jokes were carried out orally. the jokes might be accompanied by paralinguistic feature such as gesture and intonation to trigger laugh and amusement which were missing and undetected in the analysis of the writer‟s previous research. triggered by that reason in this research the writer wanted to analyze the violations of cooperative principle in the written form which is assumed free from paralinguistics feature. to specify my research i took jokes which were published weekly in pikiran rakyat news paper to be the source of my study. it is because the jokes were made by readers hence i assumed that they are more “fresher” than the other printed/ written jokes and they are free from paralinguistic features. moreover, this research was conducted within the framework of the following questions: eltin journal, volume 2/i, april 2014 26 1) where do the violations occur? 2) how do they violate the cooperative principle? to make a reliable study, the researcher designed the steps of the research into; first data collection: the data were gain firstly by collecting weekly humor column in teropong supplement in pikiran rakyat news paper which was published once within two weeks on monday. than picked out jokes which showed the phenomena of violations of cooperative principle. the data were taken from teropong supplement which were published on, 11 th september and 11 th december 2006, 22 nd january, 26 th march, 9 th and 23rd april 2007 and 19 jokes were collected. furthermore, for the analysis the researcher divided the jokes based on the type of maxim that was violated. then finally, the researcher analyzed the manner of the violations. b. literature review 1. the cooperative principle the theory of cooperative principle (cp) and its related maxims aroused from the same tradition of ordinary language philosophy when grice and j.l. austin worked together in the 1940s to 1950s. grice believed that in conversational interaction people share the same assumption that they work on the same set of rules. moreover, he believed that conversation is a cooperative behavior, where both speakers and their interlocutor have to follow certain rules in order to get mutual goal of their conversation that is achieving effective communication. and grice called it as cooperative principle. cp stated that make your contribution such is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. to work out this principle grice proposed four maxims (thomas, 1995: 63-64): a. maxim of quantity the main point of this maxim is the amount of information given by speakers to the interlocutor. under the category of quantity fall the fallowing maxims: 1) make your contribution as informative as is required (for the current purposes of the take exchange). 2) do not make your contribution more informative than required. b. maxim of quality this maxim concerns the quality of information which is given by speakers to their interlocutor. it falls into more specific maxims that are: 1) do not say what you believe to be false. 2) do not say that for which you lack adequate evidence. c. maxim of relevance this maxim is concerned with relevancy of contribution made by speaker in a talk exchange. under the category of relevance there is only one maxim, that is: 1. be relevant. d. maxim of manner this maxim is concerned with the way or how speakers say what they have to say not to what they say. in this principle fall some maxims: 1) avoid obscurity of expression. 2) avoid ambiguity. dina rachmawati: an analysis of the violations 27 3) be brief (avoid unnecessary prolixity). 4) be orderly. 2. the nature of jokes as has been mentioned earlier that the claim that all jokes involve the violation of (at least) one maxim of the cp. this fact is supported by many researchers as grice stated that irony and humor might be connected to violations of the conversational maxims and searl in attardo (1991: 541) defines jokes as a “parasitic form of communication where normal input/ output conditions do not hold. the process of understanding utterances produced by speaker (comedians) that their utterances mean a joke or is intended to generate humor take some process. according to attardo (1991: 55) the process run as follows: first the hearer processes the text is mislead by the violations of the principle of cooperation, backtracks and misinterpret the information provided in the text on the basis of humor maxims, switch to the non-bona-fide of humor, and reacts accordingly (i.e. laughing, smiling etc). moreover, attardo believed that joke is a communicative text since joke works in interactions between people and that (at least some) jokes convey some information. and joking is a successful interpersonal and/or communicative exchange. c. findings and discussions this research found that violations of cp occurred only in two maxims of cp, which is maxim of quality and maxim of manner. the analysis also revealed that from all violations, most of them occurred in maxim of manner (15 violations) and only 4 violations in maxim of quality. the examples of the violations are presented by two examples (1) and (2): (1) ratna: “ni, kalau bahasa inggrisnya selamat pagi apa? ari: “good morning.” ratna: “kalau selamat berenang?” ari: “nggak tahu, good swimming, mungkin.” ratna:” bukan. good jubar.” (2) “kenapa kamu pukkul agus, pak? apa kesalahannya? bela si ibu. ayah yang tidak mau tahu berkata: “tidak ada. tapi besok ia akan terima rapot sekolah, sedangkan aku akan ada di luar kota besok. example (1) shows a dialogue which involved two participants. the first participant, in the first question ratna asked the second participant, ari about the english equivalent of selamat pagi. and ari managed to answer the first question. then ratna proposed second question about the english equivalent of selamat berenang and ari answered it by saying i don’t know, probably it’s good swimming. ratna corrected ari‟s question by stating that the correct english equivalent for selamat berenang is good jubar. by saying that, ratna has given false evidence/ fact to ari. it is because good jubar is not the english equivalent of selamat berenang. good jubar is actually a wordplay/ pun of sundanese kecap panganteur: gujubar when a thing or someone gets into water. it indicated that ratna‟s answer good jubar has violated maxim of quality. example (2) shows a dialogue between a husband and his wife. they are arguing about their son. the wife thought that their son was innocent and asked his husband why he was tortured. than her husband answered that there was nothing wrong with their son, it just that he wouldn‟t have eltin journal, volume 2/i, april 2014 28 been there when their son received academic report. the utterance “tidak ada. tapi besok ia akan terima rapot sekolah, sedangkan aku akan ada di luar kota besok” indicated that the husband has violated maxim of manner because he did not answer the question clearly. in the first question he said that there was nothing wrong with their son while in the second answer tapi besok ia akan terima rapot sekolah, sedangkan aku akan ada di luar kota he implied that his son academic report would be bad. therefore, their son should be tortured because he wouldn‟t have been out of town. the analysis also showed there are three ways the violations were carried out. from 19 violations, 13 violations were carried out through giving obscure expression, 2 violations by giving unnecessary prolixity, and 4 violations were carried out by giving false evidence/ fact. (3) seorang ibu muda yang sudah beranak dua mendatangi dokter untuk memberi nasihat soal kb. ibu:”dokter, saya ingin ikut kb. tapi saya tidak mau pakai iud. takut. saya tidak mau minum pil dan suntik nanti gendut. saya juga tidak mau tubektomi.” dokter:”hhnn suami ibu?” ibu:”suami saya juga tidak mau pakai kondom apalagi vasektomi. bagaimana dong dok?” dokter:”minum air jeruk saja.” ibu:”air jeruk?apa benar-benar sip?” dokter:”iya, minum air jeruk saja dan jangan berbuat yang lain-lain!” (4) seorang pria pergi ke kantor polisi dengan tujuan ingin menemui pencuri yang semalam berhasil masuk ke rumahnya dan berniat untuk mencuri. “oh, tidak boleh. kau akan dapat kesempatan berbicara dengan dia di pengadilan. tenanglah jangan emosi,” kata polisi yang bertugas saat itu. “oh tidak, tidak…bukan begitu!,”kata pria tersebut. ”aku ingin menemuinya hanya ingin sekedar bertanya, bagaimana dia bisa masuk ke dalam rumahku tanpa membangunkan istriku! padahal, aku sudah mencoba hal itu selama bertahun-tahun, tapi tidak pernah berhasil.” (5) seorang tentara yang bertugas di timur tengah sudah jenuh dan capai menjaga di wilayah konflik itu. dia ingin pulang tapi situasi belum memungkinkan. akhirnya dia menghadap ke atasannya minta cuti dengan alas an istrrinya akan melahirkan. permohonan cuti dikabulkan. temannya yang mengetahui hal itu bertanya. “kapan persisnya istri mu melahirkan?” “sembilan bulan lagi, dihitung dari kedatangganku di rumah.” example (3) was a story about a patient who is asking for advice to her doctor how to avoid pregnancy without using protector and without implanting tubektomi or vasektomi. hence, the doctor advised her to drink orange juice. the doctor‟s answers/ advise: “minum air jeruk saja.” and ”iya, minum air jeruk saja dan jangan berbuat yang lain-lain!” have violated cp in maxim of manner by giving obscure expression. it is because his answer was unclear: how can we avoid pregnancy by just drinking orange juice. however, the doctor‟s answer meant/ implied something else, which is you are stupid because there is not other ways to avoid pregnancy is they did not want to use protector, tubektomi or vasektomi. example (4) showed a dialogue between a man asking for permission to see a man who robbed his house to a policeman. the policeman did not permit his and advice him to see him in the dina rachmawati: an analysis of the violations 29 court. then the men said that he just want to ask him how he managed to get into his house without waking up his wife. the man utterance: “oh tidak, tidak…bukan begitu!,”kata pria tersebut. ”aku ingin menemuinya hanya ingin sekedar bertanya, bagaimana dia bisa masuk ke dalam rumahku tanpa membangunkan istriku! padahal, aku sudah mencoba hal itu selama bertahun-tahun, tapi tidak pernah berhasil.” showed the phenomena of cp violation which occurred in maxim of manner. the violation was performed by giving unnecessary prolixity (verbosity) in that conversation context. example (5) tell a story a about a shoulders who are asking for a leave because his wife was about to give birth her baby. then his request was approved. and one of his friends asked him when his wife will give birth her baby and then he asked that his wife would give birth the baby nine months after his arrival at home. the utterance “sembilan bulan lagi, dihitung dari kedatangganku di rumah.” contradicted the fact that he asked a leave for his wife would give birth baby. hence, he has performed a violation by giving false evidence/ fact. d. conclusions after all the procedure to answer the questions of the research have been conducted and the analysis showed the findings some conclusions can be drawn. first, joke tends to violate cooperative principle, the maxim of manner and quality become the common places of the violations. it is because they have tremendous effect in provoking laughter and amusement. second, both jokes producers (comedians) and readers (audience) share the same common knowledge. hence, the joke can be perceived or understood by the readers/ audience as have been intended by the jokes producers. no sample of expression violations to maxims qual qunt rlv mnr 1 hadi : buat tiga pertanyaan dengan satu jawaban! farah : mana ada tiga pertanyaan yang jawabannya hanya satu. hadi : ada. farah : misalnya? hadi : di kebun binatang ada apa? kera, mas. di kamar mandi sedang apa? keramas. kaki kamu kenapa? keras, mas 2 “kenapa kamu pukul agus, pak. apa kesalahannya?? bela si ibu. ayah yang tidak mau tahu berkata:”tidak ada. tapi besok ia akan terima raport sekolah, sedangkan aku akan ada di luar kota besok. 3 peter : hei, kenapa engkau memakai sepasang kaus kaki yang aneh seperti itu, yang sebelah kanan biru dan yang sebelah kiri hijau. jim :iya betul-betul aneh, aku eltin journal, volume 2/i, april 2014 30 no sample of expression violations to maxims qual qunt rlv mnr juga bingung. soalnya di rumahku masih ada lagi satu pasang kaus kaki yang persis sama dengan kaus kaki yang aku kenakan ini. 4 tersebutlah seorang juragan yang terkenal pelit bernama abdul. pada suatu hari abdul pergi ke sebuah plasa dan melewati rumah makan. dia berhenti sebentar, dilihatnya pada dinding kaca rumah makan tersebut ada ditempel sebuah brosur yang menarik perhaiannya “makan sekarang, cucu anda yang akan bayar”. abdul melihat hal itu sebagai sebuah kesempatan. dia masuk ke rumah makan tersebut dan memesan sebanyakbanyaknya dan pesanan dimakan sampai puas. setelah selesai, ia segera hendak berlalu dari tempat tersebut. belum sempat melewati pintu dia dihalang oleh seorang pegawai yang menyodorkannya selembar bon makan. abdul: ”bagaimana kau ini, di ditukan disebut, makan sekarang, yang bayar nanti cucu saya.” pegawai: “betul pak, tapi bapak lihat dulu bon ini, ini bukan bon makanan yang bapak makan tadi. ini adalah bon makanan kekek anda yang dulu makan di sini. jadi giliran bapak membayarnya sekarang!” 5 si badrun akan pergi merantau ke luar kota. sebelum pergi, ayah berpesan: ayah: “ nak, jaga diri baik-baik yah!kalau di sana kamu harus pintar-pintar bergaul dengan orang. kalau kamu bertemu sama orang ajaklah bicara. kalau misalnya kamu ketemu dengan tukang sayur, bicaralah tentang dina rachmawati: an analysis of the violations 31 no sample of expression violations to maxims qual qunt rlv mnr sayur. kalau kamu bertemu dengan tukang tahu, bicaralah tentang tahu. kalau kamu bertemu tukang lontong, bicaralah tentang lontong. si badrun berpikir sejenak, “kalau aku bertemu dengan ketiganya sekaligus, bagaimana? ayah: “oh, kalau itu bicaralah tentang gado-gado!” 6 seorang pencuri sandal jepit di pabrik sandal tidak terima putusan hakim hakim : “kamu saya vonis 3 tahun penjara. maling : “saya tidak terima pak hakim.” hakim : “kenapa?” maling : “sya pikir krisis di indonesia masih berlangsung 5 tahun lagi, makanya hukum saya 5 tahun 3 bulan saja! 7 suatu waktu, dirjen pajak melakukan dengar pendapat dengan dpr.”adalah suatu kehormatan bagi kita sebagai warga negara untuk membayar pajak dengan tersenyum.,”ujar sand dirjen memaparkan programnya. “alhamdullah, tadinya kusangka pajak harus dibayar dengan uang”ujarnya dengan tersenyum. 8 seorang tentara yang bertugaw di timur tengah sudah jenuh dan capai menjaga di wilayah konflik itu. dia ingin pulang tapi situasi belum memungkinkan. akhirnya dia menghadap ke atasannya minta cuti dengan alas an istrrinya akan melahirkan. permohonan cuti dikabulkan. temannya yang mengetahui hal itu bertanya. “kapan persisnya istri mu melahirkan?” “sembilan bulan lagi, dihitung dari kedatangganku di rumah.” eltin journal, volume 2/i, april 2014 32 no sample of expression violations to maxims qual qunt rlv mnr 9 suatu waktu ada tes wawancara untuk penerimaan tenaga guru sekolah dasar. seorang dari madura tampak sedang diwawancara. “apa bapak tahu, bagaimana hubungan pancasila dengan undang-undang dasar 1945?” tanya seorang penguji. “eeee….saya kira hubungan mereka harmonis. selama ini tidak ada masalah. mereka baik-baik saja. alhamdullilah! jawabnya polos. 10 siapa yang mengkumandangkan adzan di tv setiap hari? itu mah si saat!” “loh, dari mana kamu tahu namanya?” “kan di tv juga dijelaskan, mari kita ikuti saat azan magrib.” 11 ratna: “ni, kalau bahasa inggrisnya selamat pagi apa? ari: “good morning.” ratna: “kalau selamat berenang?” ari: “nggak tahu, good swimming, mungkin.” ratna:” bukan. good jubar.” 12 ocin dan onah bermain tebaktebakan di halaman rumah. ocin:” serangga apa yang paling sehat?” onah:”belalang..kupu-kupu..siang makan nasi, kalau malam minum susu.” ocin:”danau apa yang lucu?” onah:” danau, kaninau, indrau.” 13 seorang penjual obat berpromosi di depan pasar. penjual:”mas..mas silahkan mampir, ada obat mujarab dari saya.” sidik:”obat untuk penyakit apa saja?” penjual:”semua jenis penyakit ada obatnya.” sidik:”kalau sakit pilek?” penjual:”minum obat saya, hilang pilekna.” dina rachmawati: an analysis of the violations 33 no sample of expression violations to maxims qual qunt rlv mnr sidik:”kalau sakit batuk?” penjual:”minum obat ini hilang batuknya.” sidik:”kalau sakit kepada?” penjual:”minum obat saya, hilang kepalanya.” 14 suatu hari terjadi kecelakaaan sepeda motor di depan rumah seorang mantra kesehatan. tak lama kemudian seorang pemuda menolongnya. “beruntung anda terjatuh dekat rumah mantra karim, jadi saya tidak perlu repor-repot membawa bapak ke rumah sakit.” “kamu lebih beruntung nak, tidak perlu report-repot memanggil mantra, karena aku mantra karim yang kamu maksud.” 15 seorang pengendara motor tengah melajukan mobilnya di jalan tol. tiba-tiba handphonenya berbunyi dan segera dijawab. ia mendengar suara istrinya sedang mengingatkan untuk berhati-hati, “papi, saya baru saja dengar bahwa ada sebuah mobil yang berjalan dengan arah yang salah di jalan tol. tolong berhatihati.” “gila!!bukan cuma satu, tapi ada ratusan jumlahnya!” kata sang pengendara. 16 seorang ibu muda yang sudah beranak dua mendatangi dokter untuk memberi nasihat soal kb. ibu:”dokter, saya ingin ikut kb. tapi saya tidak mau pakai iud. takut. saya tidak mau minum pil dan suntik nanti gendut. saya juga tidak mau tubektomi.” dokter:”hhnn suami ibu?” 17 ibu:”suami saya juga tidak mau pakai kondom apalagi vasektomi. bagaimana dong dok?” dokter:”minum air jeruk saja.” ibu:”air jeruk?apa benar-benar sip?” dokter:”iya, minum air jeruk saja eltin journal, volume 2/i, april 2014 34 no sample of expression violations to maxims qual qunt rlv mnr dan jangan berbuat yang lainlain!” 18 seorang pria pergi ke kantor polisi dengan tujuan ingin menemui pencuri yang semalam berhasil masuk ke rumahnya dan berniat untuk mencuri. “oh, tidak boleh. kau akan dapat kesempatan berbicara dengan dia di pengadilan. tenanglah jangan emosi,” kata polisi yang bertugas saat itu. “oh tidak, tidak…bukan begitu!,”kata pria tersebut. ”aku ingin menemuinya hanya ingin sekedar bertanya, bagaimana dia bisa masuk ke dalam rumahku tanpa membangunkan istriku! padahal, aku sudah mencoba hal itu selama bertahun-tahun, tapi tidak pernah berhasil.” 19 dua perampok sedang merencanakan target operasinya. “bank yang ada di tengah kota ini, besok kita rampok,” ujar si jabrik pada rekannya. “maaf bos, sebaiknya jangan bank yang itu.” “memang kenapa?kamu takut?” “bukan begitu bos. uang hasil rampokan kita pekan lalu , saya simpan di bank itu. references attardo, s. (1999). irony as relevant inappropiateness. youngstwon state university. attardo, s. (1993).violations of conversational maxims and cooperation: the case of jokes. journal of pragmatics. north holand. levinson, s.c.(1983). pragmatics: london: cambrige university press. thomas, j. (1995). meaning in interaction. london: longman. sebuah kajian pustaka: parmawati & inayah: improving students’ speaking skill... 43 improving students’ speaking skill through english movie in scope of speaking for general communication aseptiana parmawati1, ratih inayah2 aseptianaparmawati@gmail.com, ratih.inayah@gmail.com ikip siliwangi abstract speaking for general communication is compulsory subject that must be taken by students during second semester. in reality, most of the students at ikip siliwangi face some problems related to speaking skill. to improve the students’ speaking skill, the lecturers need to know what media is the most suitable for the students. this research used collaborative classroom action research (car). the objectives of the study are: 1) finding out whether or not english movie can improve the students’ speaking skill 2) finding out classroom situation when english movie implemented in speaking class. to collect data, the researcher used instruments of observations, tests and questionnaires. the finding showed that the use of english movie was effective in improving the speaking abilities of the student in class. this can be seen from the improvements after each cycle. the average score of pre test was 70.5. after the implementation of english movie in every cycle, the students’ speaking score were getting better. it can be seen from the result of students’ average score 76.5 in cycle 1 and 81 in cycle 2. therefore, it can be concluded that english movie can improve students’ speaking skill and improve speaking classroom into a better situation. keywords: improving, speaking, english movie a. introduction speaking for general communication course is compulsory subject that must be taken by students during second semester. in this course students are expected to be able to speak english well in accordance with the learning themes contained in the syllabus and lesson plans for speaking for general communication courses. through this course, students are expected to further deepen their knowledge of linguistics. darmadi (2015) defines speaking as a productive skill that can be observed directly and empirically. these observations are always colored by the accuracy and effectiveness of the listening maker's ability, which of course interferes with the reliability and validity of oral production tests. kosdian (2016) in rifa’at (2018) argues that "of all four simplex skills (listening, reading, speaking, writing) speaking seems to be the most important because people who know languages are referred to as 'speakers' of that language, as if speaking includes all other types know the language." from the statement above, it can be concluded that speaking is important for communication, besides speaking is one of the productive skills besides writing. however, most of students in second semester of english education department of ikip siliwangi still have difficulties eltin journal, volume 7/ii, october 2019 44 in mastering english, especially in speaking skills. in addition, speaking is one of four language skills that must be mastered by students in addition to listening, reading and writing. dewi (2016) states that there are several factors that make it possible to make student speaking skills unsuccessful as follows: a) english is not used outside the classroom or in the community as a foreign language, b) lack of exposure to english in the community and environment, c) learning english on campus lacks emphasis on speaking skills, but focuses more on the structure and enrichment of vocabulary, d) shame and fear of making mistakes when speaking exercises, e) english is not a primary requirement, unless there is an opportunity to go to an english-speaking country to continue education or tourist visit. learning to speak in english not only in class, but also in everywhere. in addition, student habits can help to learn english, especially in speaking. for example, listening to songs, using chat applications, or even watching movies. this habit helps students improve their speaking skills in a fun and comfortable way, especially watching movies. when students watch english films, they can explore and enrich vocabulary, formal or even informal. in addition, students can improve their pronunciation when watching movies (english movie). when students have a lot of vocabulary, they can use it for communication. therefore, the researchers are very interested in conducting a classroom action research using the english movie in speaking for general communication courses. b. literature review 1. `speaking skills harmer (2007) states that there are three main reasons for making students speak in class. first, speaking activities provide training opportunities opportunities to practice speaking in real life in a safe class. second, speaking assignments where students try to use one or all of the languages, they know provide feedback for lecturers and students. everyone can see how well they are doing: how successful they are, and also what language problems they experience. and finally, the more students have the opportunity to activate the various elements of the language they have stored in their brains, the more their use of these elements will automatically. speaking is a production skill that falls into two main categories: accuracy and fluency. accuracy consists of the use of vocabulary, grammar and pronunciation through several activities, fluency takes into account "the ability to keep going when speaking spontaneously" (derakhshan, khalili, & beheshti, 2016). sidik (2013) argues that "it shows that oral interactions can be characteristic in terms of routines, which are conventional ways of presenting information that can focus on information or interaction". according to koşar & bedir (2014), speaking is an interactive process of constructing meaning that consists of producing and receiving information. from the statement above, it can be concluded that speaking is one of the language skills that focuses on verbal interactions. this can produce, send or receive information accurately and smoothly. the speaker must pay attention to vocabulary, grammar, as well as pronunciation. parmawati & inayah: improving students’ speaking skill... 45 2. general concept of media according to masykur (2016), media are all things that can be used to convey messages from the sender to the recipient, so that they can stimulate students' thoughts, feelings, talents, and attention so that the learning process takes place. thus, creating more active and critical media users, which will always be more demanding in the future. media education has to do with film and television, the press and radio, its impact on student progress. it has to do with what is taught through the media, when and how. the aim is to enable students to develop critical thinking, analyze and reflect on their experiences when using various media facilitief (latif & afzal, 2016). from the statement above, it can be concluded that the media is a tool for delivering messages from the sender to the recipient. the aim is to enable students to develop critical thinking, analyze and reflect on their experiences when using various media tools. 3. types of media there are so many learning media used in teaching that from the simplest or cheapest to the most complicated, without the need for electricity, to the most expensive one that requires electricity. harris, mishra, & koehler (2009) state that there are six types of media as follows: a. drawing or drawing lecturer modes. b. still image c. audio recording d. motion pictures and tv e. real objects, simulations and models f. programmed and computer-assisted instructions from the statement above, it can be concluded that the media has variations that can help lecturers for the teaching and learning process. suitable media also makes students more interested and more understanding of the material. media also makes lecturers more creative and innovative in the teaching and learning process. 4. film as a medium for teaching speech learning english especially speaking is important. students are often embarrassed when they have to talk. because they are afraid to make mistakes due to lack of vocabulary. the teaching and learning process is a communication process. lecturers must use appropriate techniques or media to teach english effectively, and also encourage students. the use of audiovisual media such as films can help students better understand the material or messages given by lecturers to them. according to harmer (2003) there are many reasons why video can be an extra special dimension to the learning experience: a. looking at language usage: one of the main uses of the video is that students don't just hear the language, they also see it. this greatly helps understanding, because for example, general meanings and moods are often conveyed through expressions, gestures, and other visual clues. b. cross-cultural awareness: videos uniquely allow students to see situations far outside their classrooms, or even in other countries. eltin journal, volume 7/ii, october 2019 46 c. the power of creation: when students use their own video cameras they are given the potential to create something that is memorable and fun. the task of making videos can provoke the use of truly creative and communicative language, with students discovering their identity to do new things in english. d. motivation: for all the reasons mentioned so far, most of students show increased interest when they have the opportunity to see the language used and hear it, and when it is combined with interesting tasks. according to khan (2015) believe that film visuality can facilitate understanding and understanding of language learners in an ideal visual context, which makes teaching language effective too. sabouri & zohrabi (2015) in faliyanti & arlin (2018) argue that films provide an invaluable extension of what we call language acquisition technology that has been used to teach students the basics of english language learning in elementary or secondary or university level schools. based on some of these opinions, it can be concluded that the use of media in the form of english movie can be applied in the learning process. c. research methodology this research was conducted at ikip siliwangi, jl. terusan jenderal sudirman no. 3, baros cimahi tengah. the research subjects were second semester students who took speaking for general communication courses.this research used collaborative classroom action research. the concept in this research is adaptation of arikunto (2009) which states that action research is one type of investigation that has participatory, collaborative, and spiral reflective characteristics that have the purpose of improving and improving the system, methods, processes, substance, competencies, and situations. the research procedure as described in the following cycle: cycle 1 step 2 acting step 3 observing step 1 planning step 4 reflecting cycle 2 step 2 acting step 3 observing step 1 planning step 4 reflecting the process cycle of this research will be continued …. parmawati & inayah: improving students’ speaking skill... 47 n x m   the concept used in classroom action research is a cycle process. mertler (2012) mentions that action research is a four-step cyclical process, which consists of the following steps: planning for action research, acting on the plan, developing an action plan for the next cycle, and reflecting on the process. data collection techniques used in this research: 1. observation the main purpose of the observation is to find out each series of learning activities. each learning process becomes a special note through a diary. 2. questionnaire the questionnaire sheet is shared with students, with the aim to find out student responses to the course of learning activities. this stage is analyzed using aspects of interest. interest data taken at the end of each cycle then calculated the total score and converted it into percentages. 3. test the test consists of 2 stages, namely pre test and post test. the data analysis that we will use is descriptive statistical analysis that refers to ngadiso (2013) in mundriyah & parmawati (2016) as follows: m = mean score x = total score n = number of students d. findings and discussion this research uses the class research method (car) which consists of several phases, namely planning, implementation, observation and reflection for cycle 1 and cycle 2. the researcher uses oral tests through pretest and posttest, pretest and posttest are given to find out the improvement of their speaking skill after students follow all activities. the score criteria are based on several indicators such as grammar, pronunciation, fluency, comprehension and vocabulary. 1. pre test the pre-test was carried out on 1-2 april 2019. the results of the pre-test can be seen in the following table: eltin journal, volume 7/ii, october 2019 48 based on the pre-test results, it shows that students' speaking skill is still low. this is influenced by several factors, including the lack of confidence of each student because some students have a lack of mastery and understanding related to the 5 components of speaking skill, namely grammar, pronunciation, fluency, comprehension, and vocabulary. 2. cycle 1 and post test 1 cycle 1 has been held on april 29 -20 may 2019. researchers provide teaching materials in accordance with lesson plan through english movie as a media. during the learning process, the researcher observes each of the stages, and records important events or things while in the class. after the learning process is finished, the researchers conclude what things need to be developed, so that learning targets can be achieved properly. the post test was carried out on may 27, 2019. the results of the post test 1 can be seen in table below: g r a m m a r p r o n u n c i a t i o n f l u e n c y c o m p r e h e n s i o n v o c a b u l a t y 68.37 67.99 68.10 68.34 68.28 no explanations scores 1 the highest 75 2 the lowest 66 3 the average 70.5 criteria of speaking aspect parmawati & inayah: improving students’ speaking skill... 49 from the results of post test 1 shows that there is a significant increase in the score of each criteria for speaking skill. this can also be seen from the results of observations by a research team assisted by a collaborator that students look so enthusiastic when the english movie is applied in speaking class. some of students were even enthusiastic about trying to recite every sentence they heard. 3. cycle 2 and post test 2 cycle 2 is carried out on 17-28 june. in this cycle, researchers try to be more active in providing material related to english movie, in addition to that researchers also provide opportunities for students to recite the conversations that are displayed directly, and correct them if there are mistakes made by students. the post test was carried out on july 1, 2019. the results of the post test can be seen in table below: g r a m m a r p r o n u n c i a t i o n f l u e n c y c o m p r e h e n s i o n v o c a b u l a t y 75.22 75.21 75.19 74.97 75.25 no explanations scores 1 the highest 78 2 the lowest 75 3 the average 76.5 criteria of speaking aspect eltin journal, volume 7/ii, october 2019 50 from the results of the post test in cycle 2, it can be seen that the ability to speak of students has increased when compared to the results of the post test in cycle 1. this certainly has proven that the use of english movie greatly affects the level of achievement of students' speaking skill in the speaking for general communication courses. 4. results from questionnaire in addition to taking student test data, researchers also distributed questionnaires to the students to support data of tests that have been carried out previously. the findings showed the classroom situation when english movie implemented in speaking class based on the interview and questionnaire result. furthermore, the result of questionnaire can be seen in the following discussion. table 1.students’ interest in learning english through english movie no statement sa a d sd 1 i like studying english using english movie 88.23% 5.88% 5.88% 0% the table above shows that there are 88.23%students who said that strongly agree with a statement“i like studying english using english movie”and 5.88% agree. while, 5.88% g r a m m a r p r o n u n c i a t i o n f l u e n c y c o m p r e h e n s i o n v o c a b u l a t y 81.26 81.04 81.09 80.93 80.79 no explanations scores 1 the highest 85 2 the lowest 77 3 the average 81 criteria of speaking aspect parmawati & inayah: improving students’ speaking skill... 51 students said disagree. thus, it can be concluded that most of students (94.11%) are interested in learning speaking by using english movie. table 2.students’ involvement in the class no statement sa a d sd 2 i really enjoyed involving in speaking class by using english movie 85.23% 5.88% 5.88% 0% table 2 shows that there are 85.23 20% choose that they strongly agree and 5.88% choose agree with a statement “i really enjoyed involving in speaking class by using english movie”. it means that most of students (94.11%) liked learning speaking by english movie. table 3. the improvement of students’ speaking skill no statement sa a d sd 3 using english movie helped you to improve your speaking skill 88.23% 11.76% . 0% 0% based on the table above, it can be seen that there are 88.23% of students choose strongly agree and 11.76 % of students chose agree with a statement“using english movie helped you to improve your speaking skill”. it means that all of the students (100%) improved their speaking skill after being taught by using english movie. after analyzing the questionnaire, the researcher found that most of the students were interested in learning speaking by using english movie. in addition, the data also showed that students felt that english movie could help them in improving their speaking skills. thus, it can be concluded that english movie can be used in language classroom to help and facilitate the students in speaking skill. e. conclusion having conducted the research in using english movie to improve students’ speaking skill, it can be drawn some conclusions as follows: english movie can improve students’ speaking skill. the improvement of students’ speaking skill can be identified from the improvement of speaking skill achievement. it shows that there is a comparison between eltin journal, volume 7/ii, october 2019 52 the students’ speaking skill during the intervention and the performance criteria of success. the improvement was also observed from several aspects of the composition they produced. students showed improvement in speaking skill. students’ self-confidence was increased. they were not afraid of making mistakes. they also know speaking skill elements. in addition, english movie can improve classroom situation into a better situation. they were motivated in joining speaking class. the atmosphere of the class more was more live as there are many interesting activities. the student gave attention to the lessons they were very active to conduct the activities and dominated the activities. enjoyable for various types of activities related to english movie. f. references arikunto, s. (2009). penelitian tindakan kelas. jakarta: bumi aksara. darmadi, h. (2015). assessing procedure text through simulation to the tenth grade students of smk al-madani pontianak. an article for tefl assessment. derakhshan, a., khalili, a. n., & beheshti, f. (2016). developing efl learner’s speaking ability, accuracy and fluency. english language and literature studies, 6(2), 177–186. dewi, k. (2016). the correlation of sma students’ habit in watching movie and their speaking skill. mendidik: jurnal kajian pendidikan dan pengajaran, 2(2), 112– 118. harmer, j. (2003). the practice of english language teaching. completely revised and updated. edinburgh gate: pearson education limited. harmer, j. (2007). how to teach english (new ed.). england: pearson education limited. harris, j., mishra, p., & koehler, m. (2009). teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. journal of research on technology in education, 41(4), 393–416. koşar, g., & bedir, h. (2014). strategies-based instruction: a means of improving adult efl learners’ speaking skills. international journal of language academy, 2(3), 12– 26. latif, m. h., & afzal, h. (2016). prediction of movies popularity using machine learning techniques. international journal of computer science and network security (ijcsns), 16(8), 127. masykur, s. (2016). manipulations depicted in orphan movie (doctoral dissertation, state islamic university). parmawati & inayah: improving students’ speaking skill... 53 mertler, c. a. (2019). action research: improving schools and empowering educators. sage publications, incorporated. mundriyah, m., & parmawati, a. (2016). using think-pair-share (tps) to improve students’writing creativity (a classroom action research in the second semester students of stkip siliwangi bandung). p2m stkip siliwangi, 3(2), 84–91. rifa’at, a. a. (2018). stimulating you to speak; a strip story as a technique in teaching speaking. english and literature journal, 5(1), 12–21. sidik, a. s. (2013). improving students’ speaking ability through practice rehearsal pair of the tenth grade of man malang 1. language-edu, 2(4), 682–688. siti nuraeni muhtar: a study of learning style 35 a study of learning style preferences of all female students in university level. (a case study in one of islamic university in bandung) siti nuraeni muhtar stkip siliwangi, bandung abstract this research investigated students learning styles of all female students in university level. the study involved 129 students in one of islamic university in bandung. the c.i.t.e learning styles instrument by joy reid was used to identify 6 different kinds of learning styles. the research questions were as follows: (1) what are the learning styles possessed by students?, (2) what are the dominant learning styles of female students in university level?, and (3) how do those learning styles influence students‟ level of study?.the data percentages show that most of students in each class have visual learning style by the percentage (a:65,21%, b:73,17%, c:66,67%, d:73,91%). the second highest numbers also happens to kinesthetic learning style (a:69,56%, b:48,78%, c:59,532%, d:65,22%) and individual learning style (a:73,91%, b:43,90%, c:47,62%, d:69,56%). from those data, it can be concluded that more than a half female students in that university are visual, kinesthetic and auditory learners. tactile learnes are only between 40-50 % of students. and the least percentage of students are auditory and group learners. based on the result, the learning styles of every class are different. the phenomena shows that there are no special kinds of learning styles that can determine level of study. keywords: learning style, visual, kinesthetic, auditory, tactile a. introduction the way student learn is an important thing that makes a significant contribution to student‟s achievement. besides the way teachers teach and the materials that are given to the students, the way students learn is also one of essential thing to be discussed. it is important also as a capital for teachers in delivering knowledge especially english. learners, or students, are central focus in every teaching learning activity. they have their own characteristic as an individuals. three variables that contribute their differences are cognitive, affective, and personality (keith johnson, 2001). those variables also determine the learning styles of students. by knowing kinds of learning styles possessed by students, teachers can more easily improve students‟ understanding and may be interesting in learning english. moreover, the research is also intended to examine whether the learning styles have a significant influence on students‟ level of study. learning styles are simply different approaches to learning. each individual has his/her unique way of learning. learning style greatly affects the learning process, and, therefore, the outcome (carver, howard, & lane, 1999; vincent & ross, 2001). stellwagen (2001) argued that flexible combinations of learning and teaching styles allow all students to develop effective ways of gaining positive educational outcomes.the topic of learning styles and its effect on student performance have been extensivelyexamined in the educational research literature (felder &henriques, 1995), specificallyin the context of differences in student learning styles by felder eltin journal, volume 2/i, april 2014 36 and brent (2005). many learning style assessment instruments have been developed in the past five decades (felder &henriques, 1995). chan (2001) described that the assessment of students‟ preferences for specific learning styles is basically to help teachers employ strategies that are congruent with students‟ preferences in order to maximize the students‟ learning outcomes. teachers (institute for learning styles journal • volume 1, spring 2012 • page 2who taught with learning styles as a basis adapted themselves more often to students'learning preferences, cooperated and reflected more with colleagues, were moredevelopment-oriented and more open to change compared with those who did not uselearning styles as a pedagogical basis (bostrom, 2011). this research is to identify the learning styleof students in one of islamic university in bandung. the research questions are as follows: 1) what are the learning styles that possessed by students? 2) what are the dominant learning styles of female students in university level? 3) how do those learning styles influence to students level of study?. b. literature review every person has many different ways to learn. in learning english, every student also has their own learning style. learning style means the way that every person is likely choose to do in learning activity. some experts have different opinions on the meaning of learning styles. salawu et al (salawu et al 2008) defined learning as a relatively permanent change in an organism‟s behavior due to experience. learning styles refer to the variations in one‟s ability to accumulate as well as assimilate information(felder 1996). according to keefe (1979), learning styles generally refer to cognitive, affective, and physiological behaviors that perform as relatively stableindicators of how people perceive, interplay with, and respond to their environment inlearning situations. learning involves the whole human activities: feeling, reflecting, thinking, and doing (kolb, 1984). cano (2005) pointed out learning styles deployed by students may well reflect the quality of the education they are receiving. learning styles are usually described as the cognitive, affective, and physiological traits that students exhibit as they interact in the classroom environment. some consider learning styles are related to individual methods and strategies of information processing (reid, 1995). additionally, haar, hall, schoepp, and smith (2002) also elaborated learning styles as individual‟s differences in which information isperceived, processed, and communicated. there are some kinds of learning styles possessed by every language learner. research on u.s. school children (r. dunn, 1983, 1984; reinert, 1976) has demonstrated that learners have four basic perceptual learning channels (or modalities): 1) visual learning: reading, studying charts 2) auditory learning: listening to lectures, audiotapes 3) kinesthetic learning: experiential learning, that is, total physical involvement with a learning situation 4) tactile learning: “hands-on” learning, such as building models or doing laboratory experiments based on the explanation that was adapted from the c.i.t.e. learning styles instrument, murdoch teacher center, wichita, kansas 67208 (1984, joy reid), that there are six of learning style preferences: siti nuraeni muhtar: a study of learning style 37 1. visual major learning style preference you learn well from seeing words in books, on the chalkboard, and in workbooks. you remember and understand information and instructions better if you read them. you don't need as much oral explanation as an auditory learner, and you can often learn alone, with a book. you should take notes of lectures and oral directions if you want to remember the information. 2. auditory major learning style preference you learn from hearing words spoken and from oral explanations. you may remember information by reading aloud or moving your lips as you read, especially when you are learning new material. you benefit from hearing audio tapes, lectures, and class discussions. you benefit from making tapes to listen to, by teaching other students, and by conversing with your teacher. 3. kinesthetic major learning style preference you learn best by experience, by being involved physically in classroom experiences. you remember information well when you actively participate in activities, field trips, and role playing in the classroom. a combination of stimuli--for example, an audiotape combined with an activity--will help you understand new material. 4. tactile major learning style preference you learn best when you have the opportunity to do "hands-on" experiences with materials. that is, working on experiments in a laboratory, handling and building models, and touching and working with materials provide you with the most successful learning situation. writing notes or instructions can help you remember information, and physical involvement in class related activities may help you understand new information. 5. group major learning style preference you learn more easily when you study with at least one other student, and you will be more successful completing work well when you work with others. you value group interaction and class work with other students, and you remember information better when you work with two or three classmates. the stimulation you receive from group work helps you learn and understand new information. 6. individual major learning style preference you learn best when you work alone. you think better when you study alone, and you remember information you learn by yourself. you understand new material best when you learn it alone, and you make better progress in learning when you work by yourself. reid (1984) also explained about major and minor learning style. major learning style is kind of learning style that is dominantly possessed by students, whereas minor learning style is vice versa. c. method the researcher introduced the students to the notion of learning styles on the first meeting in the class. the researcher explained that a questionnaire consisting of 30 items that categorizes learners as major or minor or negligible learning styles of visual, auditory, kinesthetic, tactile, group and/or individual. the students agreed to complete the self-assessment tool, the c.i.t.e learning style instrument, murdoch teacher center, wichita, kansas 67208 by joy reid, and brought it back to the researcher. after completing the questionnaires, students did the selfscoring sheet to know their scores that shows their perceptual learning style preference. during the next meeting in class, students discussed with their friends in group about their learning styles and had an opportunity to ask questions about the importance and the implications of their eltin journal, volume 2/i, april 2014 38 learning styles in learning processes. finally, the researchers gave the tips and explanations about kinds of activities that can be done by students relates to their learning styles to improve their learning achievements. d. results and discussion the results of the esl learning style questionnaire seem to parallel, support, and add to previous research in several ways: 1) esl students often differ significantly in various ways from native speakers of english in their perceptual learning styles. 2) esl students from different language (and by extension different educational and cultural) backgrounds sometimes differ significantly from each other in their learning style preferences. 3) analysis of other variables, such as sex, length of time spent in the united states, major field, and level of education, indicates that they differ significantly in their relationship to various learning style preferences. 4) the data suggest that as esl students adapt to the u.s. academic environment, some modifications and extensions of learning styles may occur. (reid, 1987). the results showed that most of students in each class have visual learning style by the percentage (a:65,21%, b:73,17%, c:66,67%, d:73,91%). the second highest numbers also happens to kinesthetic learning style (a:69,56%, b:48,78%, c:59,532%, d:65,22%) and individual learning style (a:73,91%, b:43,90%, c:47,62%, d:69,56%). from those data, it can be concluded that more than a half femalestudents of the university are visual, kinesthetic and individual learners. tactile learners are only between 40-50 % of students. and the least percentage of students are auditory and group learners. researchers such as (dunn, griggs, & price, 1993; park, 1997; restak, 1979) also found gender differences in their studies of learning styles. table 1 percentages of perceptual learning styles class perceptual learning styles visual tactile auditory group kinesthetic individual a 15 (65,21%) 11 (47,82%) 8 (34,78%) 4 (17,39%) 16 (69,56%) 17 (73,91%) b 30 (73,17%) 18 (43,90%) 11 (26,83%) 20 (48,78%) 20 (48,78%) 18 (43,90%) c 28 (66,67%) 20 (47,62%) 15 (35,71%) 17 (40,48%) 25 (59,52%) 20 (47,62%) d 17 (73,91%) 10 (43,48%) 6 (26,68%) 5 (21,74%) 15 (65,22%) 16 (69,56%) siti nuraeni muhtar: a study of learning style 39 from the results, it can also be shown that there are no significant influence of learning styles on students‟ level of study. the learning styles of every class are different. for example when in class a, the most students are visual and individual learners and it also happened to class d which is the level of class are really different. that phenomenon shows that there are no special kinds of learning styles that can determine level of study. d. implications there are some theoretical advice based on reading literature for teachers andeducators. these suggestions try to answer the question how to accommodatedifferent learning styles of pupils and how to meet pupils‟ needs: (vlková, seminar“learning styles”, ppp hodonín, 11.3.2009) 1. provide new information by all senses techniques and let your students receiveinformation by hearing, seeing, moving and touching 2. if there is a need to explain something again, try to explain it i different way 3. provide results firstly for a complex type of learners 4. visual types need maps, pictures, diagrams, projector, board or interactive board,coloured pens and chalks, flash cards, worksheets with pictures, visual games,computer using, data projector, magazines, books, encyclopedias 5. auditory types need loud talking and reading, paraphrase the thoughts, use music,rhythm, melody, discussion, debates, lectures, audio and video record, memorychains and drills, rhymes 6. tactile-kinesthetic types need practical activities, touching things and learningthrough moving, use games and drama, offer your students the choice-projects,reports, reviews etc. 7. extroverts need to be heard and shown, to work together, in pairs or groups,provide them extra task 8. introverts are often sensitive, like working individually, do not like to presentthemselves in front of the audience 9. impulsive are quick and like action, provide them fresh activities 10. reflective need time for thinking and like working deliberately, provide themspecial time 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% visual tace tile auditory group kinesthetic individual perceptual of learning style class a class b class c class d figure 1 perceptual learning styles eltin journal, volume 2/i, april 2014 40 11. deductive need exact explanation first and then examples 12. inductive are able to find relationship between examples and make the rules references boström, l. (2011). students‟ learning styles compared with their teachers' learning styles in secondary schools. institute for learning styles journal, 1, 17-38. dunn, r. et al. “aeta-analyticvalidation of the dunn and dunn learning styles model.” carver, c. a., howard, r. a., & lane, w. d (1999).enhancing student learning through hypermedia courseware and incorporation of student learning styles.ieee transactions on education, 42(1), 33-38. chan, d. w. (2001). learning styles of gifted and non-gifted secondary students in hongkong.gifted children quarterly, 45(1), 35-44. felder, r. m., &henriques, e. r. (1995). learning and teaching styles in foreign and second language. foreign language annals, 28(1), 21-31. journal of educational research (1995). 88. 6 (1995): 353-361. johnson, keith. an introduction to foreign language learning and teaching.london: pearson education limited. reid, c.i.t.e. learning styles instrument, kansas: murdoch teacher reid, j.m. learning styles in the esl/efl classroom. boston: heinle&heinlepublishers, 1995. vlková, seminar “learning styles”, ppp hodonín, 11.3.2009 siti nuraeni muhtar: a study of learning style 41 appendixes (c.i.t.e learning style instrument, murdoch teacher center, wichita, kansas 67208 by joy reid) perceptual learning-style preference questionnaire directions people learn in many different ways. for example, some people learn primarily with their eyes (visual learners) or with the ears (auditory learners); some people prefer to learn by experience and/or by "hands-on" tasks (kinesthetic or tactile learners); some people learn better when they work alone while others prefer to learn in groups. this questionnaire has been designed to help you identify the way(s) you learn best--the way(s) you prefer to learn. read each statement on the following pages. please respond to the statements as they apply to your study of english. decide whether you agree or disagree with each statement. for example, if you strong agree, mark: sa strongly agree a agree u undecided d disagree sd strongly disagree x please respond to each statement quickly, without too much thought. try not to change your responses after you choose them. please answer all the questions. please use a pen to mark your choices. item sa a u d sd 1. when the teacher tells me the instructions i understand better. 2. i prefer to learn by doing something in class. 3. i get more work done when i work with others. 4. i learn more when i study with a group. 5. in class, i learn best when i work with others. 6. i learn better by reading what the teacher writes on the chalkboard. 7. when someone tells me how to do something in class, i learn it better. 8. when i do things in class, i learn better. 9. i remember things i have heard in class better than things i have read. 10. when i read instructions, i remember them better. 11. i learn more when i can make a model of something. eltin journal, volume 2/i, april 2014 42 item sa a u d sd 12. i understand better when i read instructions. 13. when i study alone, i remember things better. 14. i learn more when i make something for a class project. 15. i enjoy learning in class by doing experiments. 16. i learn better when i make drawings as i study. 17. i learn better in class when the teacher gives a lecture. 18. when i work alone, i learn better. 19. i understand things better in class when i participate in role-playing. 20. i learn better in class when i listen to someone. 21. i enjoy working on an assignment with two or three classmates. 22. when i build something, i remember what i have learned better. 23. i prefer to study with others. 24. i learn better by reading than by listening to someone. 25. i enjoy making something for a class project. 26. i learn best in class when i can participate in related activities. 27. in class, i work better when i work alone. 28. i prefer working on projects by myself. 29. i learn more by reading textbooks than by listening to lectures. 30. i prefer to work by myself self-scoring sheet instructions there are 5 questions for each learning category in this questionnaire. the questions are grouped below according to each learning style. each question you answer has a numerical value. siti nuraeni muhtar: a study of learning style 43 sa strongly agree a agree u undecided d disagree sd strongly disagree 5 4 3 2 1 fill in the blanks below with the numerical value of each answer. for example, if answered strongly agree (sa) for question 6 (a visual question), write a number 5 (sa) on the blank next to question 6 below. visual 6 = 5 when you have completed all the numerical values for visual, add the numbers. multiply the answer by 2, and put the total in the appropriate blank. follow the process for each of the learning style categories. when you are finished, look at the scale at the bottom of the page; it will help you determine your major learning style preference(s), your minor learning style preference(s), and those learning style(s) that are negligible. if you need help, please ask your teacher. visual question score 6 10 12 24 29 total score = total x 2 tactile question score 11 14 eltin journal, volume 2/i, april 2014 44 tactile question score 16 22 25 total score = total x 2 auditory question score 1 7 9 17 20 total score = total x 2 group question score 3 4 5 21 siti nuraeni muhtar: a study of learning style 45 group question score 23 total score = total x 2 kinesthetic question score 2 8 15 19 26 total score = total x 2 individual question score 13 18 27 28 30 total eltin journal, volume 2/i, april 2014 46 individual question score score = total x 2 major learning style preference 38-50 minor learning style preference 25-37 negligible 0-24 sebuah kajian pustaka: yugafiati & priscilla : the use of mind map to... 98 the use of mind map to improve students’ vocabulary rasi yugafiati1, tania priscila2 tanya.rasiyugafiati@gmail.com, priscila.tania@yahoo.com ikip siliwangi smp waringin abstract the research concerns the problems found in teaching and learning english vocabulary. the students had difficulties in discovering the meaning of words and the application of the words. vocabulary is the key in language skill. the aim of this research was to improve students’ vocabulary mastery by applying mind map for eight grade students at waringin junior high school in academic year 2018/2019. the method used in this analysis is classroom action reseach (car) which consists of planning, acting, observing, and reflecting. this research was managed in two cycles. the participants of this reseach were eight grade students. the instruments used in this research were observation and test. from the data collected by the researcher, it can be drawn a conclusion that the use of mind mapping were able to improve students’ vocabulary mastery. it can be seen from the improvement of mean score of pre-test was 59,833. then, the mean score of post-test1 increased 63,100, and mean score of post-test 2 was 80,733. thus, it can be concluded that the mind map was the right method to be applied in teaching vocabulary. keywords: mind map, vocabulary, car a. introduction language is a means of communication that is made up of sentence that convey meaning (patmasari, sutarsyah, and ginting, 2014). as a communication tool, language has become an important aspect of life. by using language, we can communicate with other (argawati, 2017). the most important thing is students have acquired english that involves four language skills; namely listening, speaking, reading and writing. being able to master those skills, the students need vocabulary (rosidi, falianti, 2014). it means that vocabulary takes an important part in language in which the vocabulary will make a language meaningful. vocabulary are the key in language skill, when learners are learning a new language, they should have enough vocabulary wilkins in (thornbury, 2004). in addition, thuy in (yulianti, baharati, 2017) stated that vocabulary is at the heart of mastering a foreign language. mothe (2000) stated that vocabulary of a language is just a bricks for constructing a building. like bricks, they are vital for the building of a language. vocabulary is one of the items that have to be mastered first by the students in learning english, because no one can speak english if they have limited vocabulary and without a proportional amount of vocabulary any one will get trouble in the process of learning english. the importance of learning new vocabulary has encourage language teachers of english today to move from passive learning to active learning, find better ways of engaging students mailto:tanya.rasiyugafiati@gmail.com mailto:priscila.tania@yahoo.com yugafiati & priscilla : the use of mind map to... 99 in the english language learning process, because students need something fun and easy to access the vocabulary quickly when is require for use (roaeni, 2014). in order to help students improve their vocabulary, a mind mapping can be used to teaching vocabulary. according to buzan in (huda, 2014: 306), “mind mapping is an easy way to place information to brain and take information out from brain. mind mapping is creative and effective way to write and will map your mind by a simple way.” buzan also said that it is creative, effective and simple method of note taking. it is powerful graphic technique which provides a universal key to unlock the potential of the brain. mind mapping is very useful for students to memorize vocabulary. therefore, this way is expected to stimulate the students’ interest. b. literature review 1. vocabulary wilkins in (thornbury, 2004) stated that vocabulary are the key in language skill, when learners are learning a new language, they should have enough vocabulary. if we want to use language effectively, we must have good stock of vocabulary. we cannot use the language, if we don’t know the words of that language. according to cameron in (alqahtani, 2015) vocabulary, as one of the knowledge areas in language, plays a great role for learners in acquiring a language. there some aspects of vocabulary that should be mastered by students as proposed by ur (1996: 60-62). they are as follows: a. pronunciation and spelling the students have to know what a word sounds like (its pronuciation) and what it looks like (its spelling). b. grammar the grammatical rules should be understood by student when they learn a set of new words. c. meaning the meaning of words is primarily what is refers to in the real world, its denotation. a less obvious component of the meaning of an item it is connotation: the association, or positive or negative feeling it evokes, which may not be indicated in a dictionary definition. a more sublte aspect of meaning that often needs to be taught is whether particular item is the appropriate one to use in a certain context or not. 2. mind map mind map is part of problem based learning (pbl). according to barrow in (huda, 2014) pbl is focused, experimental learning organized around the investigation, explanation dan resolution of meaningful problems. tony buzan was developed mind map toward the end 1960s and has been employed in many different areas since the development. tee, azman, & mohamed (2014) stated that mind map is a creative method that is useful in training, brainstorming, organizing and problem solving. according to buzan in (huda, 2014), there are seven steps of mind map as follows. eltin journal, volume 7/ii, october 2019 100 a. making a central image in the center of the paper. color and add something interesting; b. drawing some basic ordering ideas, spread out from the central image; c. thinking of all something interesting as much as possible and funny for you and it can be connected with the central image to give you the inspiration; d. adding some branches to the basic ordering ideas using symbols, pictures, and colors as much as possible; e. thinking of the details which are interesting and it can encourage your curiousity. add to your mind map; f. continuing it until you have adequate information for your mind map; g. creating a mind map. several studies have been conducted about how using mapping technique in developing students’ vocabulary mastery. traditional note-taking that is described boring activity by the students can be turned to a more enjoyable activity by using mind map. there are nine advantages of applying mind map in learning process as proposed by tee et al. (2014) as follows: a. preparing notes from textbooks; b. the buzan mind map principles are easy and interesting to follow; c. it is economical; d. buzan mind map involve the use of both left and right brain; e. it is among the easiest and most famous thinking tool; f. students are able to memorize better; g. students can play their daily routine with mind map; h. revision is quick and effective; i. students will appreciate own product (mind map); j. it increases the creativity; k. parents and teachers are able to monitor the students’ performance. c. research methodology this research used classroom action research (car) where the teacher acts as the researcher with the aim of making a better teaching learning process and more effective. according to burns (2010: 2), action research is part of abroad movement that has been going on in education generally for some time and related to the ideas of “reflective practice” and “the teacher as researcher”. moreover, mertler in (lisdawati, sofian, and supardi, 2017) stated that action research is a process that improve education by incorporating change, and it involves educators working together to improve their own teaching practices. furthermore, richards & lockhart (2007) also added that action research involves small scale investigation projects in the teacher’s own classroom consists of a number of phases which often recur in cycles: planning, action, observation. the research brought into two cycles which each cycle contained pre-test and post-test. the subject study was eight grade students which consisted of 31 students. there were total seven meetings to do this research covered on those two cycles; three meetings were for yugafiati & priscilla : the use of mind map to... 101 tests, and the other four meeting were doing treatment. the treatment was teaching vocabulary with the application of mind map. the instruments used in this research were observation and test. the test were used to test the students on pre-test, post-test 1 and post test 2. the result of the test are used to know the improvement of the students’ english vocabulary. d. findings and discussion the meeting was conducted in seven times. the implementation of mind map was conducted in two cycles. each cycle was done in four steps including (1) planning, (2) acting, (3) observing, and (4) reflecting. 1. cycle 1. this cycle covers four steps as follows: a. planning. in planning section, the research prepared lesson plan to be implemented on the treatment, which contained some procedure of mind map for teaching and learning vocabulary. b. acting. in this step, the teacher came to the class four times. in first meeting, pre-test was given to the students. the test consisted 20 items in the first meeting. on the second meeting, the teacher explains about mind map, then she applied mind map in teaching and learning vocabulary. on the third meeting, the students finished their mind map and the mind map was presented. the last meeting in cycle 1, the researcher gave them post-test. c. observing, during the treatment the teacher monitored students development and evaluated their progress. d. reflecting. the teacher made some notes to evaluate about the result of implementation of mind map in teaching learning vocabulary. table 1. meeting in cycle 1 meeting topic activity 1 pretest the teacher gave the students test in 20 item 2 treatment 1 vocabulary the teacher divides the students into small group of two to three persons. the teacher give the problem about grouping the vocabulary and unfamiliar words that was found in the text. the teacher explain about mind map to solve the problem and make students easy to learn. the researcher monitored the students’ activities in preparation on making mind map. 3 treatment 2 vocabulary the students started to create their mind map as their plan before. each group presented their own mind map in front of the class. the teacher monitored the students’ activities on progreses of making mind map. eltin journal, volume 7/ii, october 2019 102 each group presenting their own mind map in front of the class. 4 post test the teacher gave the first post test . based on the research, it can be found that the result of teaching and learning english process in cycle one are as follows: a. there are 20 students who are not able to do the test optimally, so they got under of the minimun criteria scores (65). the main score of pretest is 59,833. the minimun score is 30,00. b. there are some students who are less active, and not serious in the learning english because they are confused what to do with the topic given. c. the positive result are most of students enjoy the process and tried to solve the problem using mind map. the students found some new vocabulary and they curious to make good mind map. 2. cycle 2 in the second cycles, the activities are the same with the first cycle, the objective is for improving the main score so can reach the minumun criteria score. this cycle covers four steps as follows: a. planning the teacher made some revision on the lesson plan. in the revision, the teacher made the material about the vocabulary. on previous treatment, some of students still could not understand about the steps and the aim of mind map, in the revision the researcher add the worksheet as the guding on made content of the mind map. b. acting the acting session covered on three meeting. it was started by giving treatment for four meetings then, the students were given the post test. the teacher gave some questionsto review the materials to make the students remember about the topic. in addition, the teacher also gave the students worksheet to guide them in creating good and orderly mind map. c. observing. the teacher found that there were improvement in every treatment. based on the data, there is an improvement from pre-test, post-test 1, and post-test (2). d. reflecting as reflecting based on the data shown, the improvement of the score has reached the researchers’ satisfication. table 2. meeting in cycle 2 meeting topic activity 5 treatment 3 the teacher didn’t get the statisfication yet on the first cycle, so the researcher continued the research on the cycle 2. the teacher reviewed the material before and gave some questions so they can remember about the last material. on this treatment, students still did the same treatment but they prepared with the worksheet. yugafiati & priscilla : the use of mind map to... 103 6 treatment 4 the teacher assessed and evaluated the students project. each group presented their own mind map in front of the class. the teacher makes the reflection about mind map project in learning vocabulary. 7 post test in this meeting, the teacher did the the post test which consisted 20 items and the questions are similar with the post test. table 3. improvement on students’ score of their tests pre-test 1 post-test 1 post-test2 minimum score 30 40 50 maximal score 85 90 95 mean score 59,833 63,100 80,733 based on the findings above, thus, it can be concluded that there are some improvements in cycle two, as follows: a. the students’ score of the post-test 2 is increased. from 63,100 in the post test one become 80,733 in the post test two. this scores showed that the students understand about the topic and they can apply this topic in their real life. b. during the lesson, the students found the new variation on learning english so made them enthusiastic learnt new vocabualy. c. in the reflecting, the researcher and students reflect about this activity gave them more experience to express another personal skill, as also allow them to tried english conversation and presentation. based on the findings above, it can be concluded that the implementation of mind map enable students to gain some new vocabularies and mind map also can give students motivation in learning vocabulary. in other hand, mind mapping also can develop drawing skill and teach studens to make a note orderly. by asking students to present their mind map in front of the class can motivate them to read frequently and to learn and remember the vocabulary that they wrote there. but actually the researchers also have some problem faced in implementing mind map. the problem that found as follow; 1. since the group is depend on the teacher so the class is noisy for a while because some of students cannot join with their common group mate; 2. at the first cycle was found there is a group that still can’t understand about the instruction so they did the mind map again; 3. the duration in every meeting is limited that the students could not express the better result in made colorfull or eye catching mind map. in addition, from the data of test, it can be seen that there were the improvement of students’ vocabulary mastery after the treatment. on the first cycle, after teaching students by using mind map, the students tried to make good mind map with less experience. during the treatments the researchers monitored the activities of the students. the project was done in group so the researcher would discuss the togetherness in the group. the researcher made the small note about the activities of every the students. the result would be seen from the students’ work and presentation in their member group. eltin journal, volume 7/ii, october 2019 104 furthermore, the data also revealed that in the second cycle, students became more serious. they already understood about the concept and also the materials they are learning. the formation of students in groups also can increase students english speaking time while discussed their job and discussed the problem until found the solution. students are interested in learning vocabulary using mind map. e. conclusion based on the findings above, it can be concluded that the use of min map could improve students’ vocabulary in grade 8 smp waringin bandung. in addition, by using the mind map students also could solve the problem with their group and support each other to improve their vocabulary. this condition creates good effects to the english teachers who presents the english material teaching in the classroom. this research was conducted on two cycles with seven meeting; three meetings were for test, and four meting were for treatment. in every cycle covered the step of planning, acting, observing, and reflecting. from the data collected by the researchers, it can be concluded that the use of mind map in teaching vocabulary could improve students score. this indicates that mind map is one of good method. because we can see the improvement score on pre test from 59,833 increased becomes 63,100 on post test one, and becomes 80,733 on post test two. it is strongly recommended for the teacher to teach vocabulary, this method can be refreshment for the students so can decreased boredom atmosphere teaching learning process. f. references alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taugh. international journal of teaching and education iii3. (3) : 21 – 34. argawati, n. . (2017). think-pair-share: it’s implementation to improve students’ capability on understanding grammar on the second semester students of stkip siliwangi. journal of english pedagogy, linguistic, literature, and teaching from unsur, 3 (3), 21–34. burns, a. (2010). doing action research in english language teaching (a guide fo). new york: routledge. huda, m. (2014). model-model pengajaran dan pembelajaran. yogyakarta: penerbit pustaka pelajar. lisdawati, y., sofian, and supardi, i. (2017). using scrabble game in improving students’ vocabulary mastery of smp negri 1 jawai. journal of untan, 4–9. mothe, p. . (2000). innovative techniques of teaching vocabulary at the intermediate level in the second language classroom. journal of academia edu, 377 – 390. patmasari, n., sutarsyah, c., and ginting, r. . (2014). increasing vocabulary through scrabble game. journal of fkip unila, 4 – 14. richards, j., & lockhart. (2007). reflective teaching for second language classroom. cambridge: cambridge university press. roaeni, d. (2014). the influence of using scrabble game for improving students’ vocabulary mastery at the fifth grade students of mi miftahul mubtadin jagapura – cirebon. journal of iain syekh nurjanti, 2–15. rosidi, a., falianti, e. (2014). the effectiveness of using scrabble and bingo game thecnique toward students’ vocabulary mastery at the tenth grade of sman 2 metro academic year 2013/2014. journal of premisse, 3 (2), 1–10. tee, azman, & mohamed. (2014). buzan mind mapping : an efficient technique for yugafiati & priscilla : the use of mind map to... 105 note – taking. world academy of science engineering and thecnology. internatio journal of social, human science and engineering, 8 (1), 28–31. thornbury, s. (2004). how to teach vocabulary. malaysia: person education limited. ur, penny. (1996). a course in language teaching. melbourne: cambridge university pers. yulianti, baharati, d. (2017). the effectiveness of scrabble and wordsearch games to teach vocabulary to students with different interest. journal of universitas negri semarang, 7 (3), 262 – 269. sebuah kajian pustaka: nurviyani, vina: implementation of extensive reading … 35 implementation of extensive reading through a digital instructional media vina nurviyani1 vinanurviyani19@gmail.com universitas suryakencana abstract this study explored the implementation of extensive reading through a digital instructional media. in this case, it was padlet. moreover, the students’ difficulties in conducting the extensive reading through padlet was investigated. the extensive reading implemented in this research referred to the ten principles of the extensive reading programme proposed by day and bamford (2002). this research was conducted at a private university in west java by applying a case study and involving thirty college students. moreover, observations and questionnaire were used as data collection techniques. the findings show that students are excited during the extensive reading processes by using their smart phones because they are allowed to select reading material freely. during the extensive reading process, they practiced recalling the text they had read by using padlet application. having implementing the extensive reading through padlet, they feel that extensive reading has made them accustomed to reading everyday subconsciously. thus, they are able to comprehend the reading material more easily. it can be seen from their developement in stating the generic structure of certain genre in the recall session. however, some students got troubles during the extensive reading processes, such as less capablity of digital literacy and low motivation. keywords: extensive reading, digital instructional media. a. introduction in digital era, students were bombarded by many digital devices presenting digital information to fullfil their need in their daily life. by using their smartphone, they are able to access all information they need easily and quickly. however, not all students use the digital devices to enlarge their knowledge. most of them use it for communication purposes in social media only. they have less motivation in spending time for reading. reading has not become their habit yet especially in indonesian students context. moreover, generally most students do not enjoy reading. they are not interested in reading. they always say that reading is boring and spending much time for comprehending (niati, 2017). therefore, they have less capability to absorve the digital information easily and less reading experiences. referring to the phenomena, the implementation of extensive reading is the best solution. many studies investigating extensive reading were conducted to find out the deep findings concerning the extensive reading, such as the study investigating extensive reading and vocabulary (pigada & schmitt, 2006), extensive reading and reading developement (bell, mailto:vinanurviyani19@gmail.com eltin journal, volume 8/no 1, april 2020 36 2001; sheu, 2004; iwahori, 2008), extensive reading through technology (cote & milliner, 2014; niati, 2017). according to iftanti & shofiya (2018), extensive reading can be pedagogically implemented by efl teachers who would like to help their students nurturing good reading habits in english. however, the study about exploring the extensive reading through padlet application is still rare. thus, this researach investigates the implementation of extensive reading through padlet application and it also explores the students’ difficulties in conducting the extensive reading by using padlet application. the findings of this research is expected to contribute to the development of the theory concerning the extensive reading for teachers, instructors, lecturers, or educators in teaching and supporting their students to make reading as their habit. b. literature review reading is a lifelong skill to be implemented not only at school but also anywhere throughout life (kucukoglu, 2013). moreover, reading is one of the most important language learning goals for many foreign language students (grabe, 1991). the definitions of reading have been proposed by the experts in different perspectives. reading is generally perceived as the process of recognition and comprehension of written or printed materials (heriyawati, saukah, & widiati, 2018). the concept of extensive reading is exposing students to an input-rich and enjoyable environment, with the intention that their enthusiasm to learn will develop and their language knowledge will improve naturally (hedge, 1985; in sheu, 2004). in efl context, extensive reading (er) is an approach for teaching reading whose goal is to get students reading in the english language and enjoying it (day, 2011:10). moreover, during the extensive reading, students should be interested in reading material, reading process and should be reading with their attention on the meaning of the text rather than on learning the language features of the text (notion, 2005). besides, the extensive reading is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and encourage a liking for reading (richards and schmidt, 2002). in addition, in the process of extensive reading, students might be free to choose their own reading material and even bring it from outside the classroom, and that the teacher might abandon formal questioning on the texts (anderson & bachman, 2000). the characterize extensive reading as involving a large quantity of varied, self-selected, enjoyable reading at a reasonably fluent speed (day and bamford, 1998). in carrying out the extensive reading, day and bamford (2002) propose ten principles of an extensive reading programme. 1. students read as much as possible, perhaps in and definitely out of the classroom; 2. a variety of materials on a wide range of topics is available so as to encourage reading for different reasons and in different ways 3. students select what they want to read and have the freedom to stop reading material that fails to interest them; 4. the purposes of reading are generally related to pleasure, information, and general understanding. these purposes are determined by the nature of the material and the interests of the student; nurviyani, vina: implementation of extensive reading … 37 5. reading is its own reward. there are few or no follow-up exercises after reading; 6. reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. dictionaries are rarely used while reading because the constant stopping to look up words makes fluent reading difficult; 7. reading is individual and silent, at the student’s own pace, and, outside class, done when and where the student chooses; 8. reading speed is usually faster rather than slower as students read books and material they find easily understandable; 9. teachers orient students to the goals of the programme, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the programme; and 10. the teacher is a role model of a reader for students – an active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being a reader. in digital era, most educators integrate some digital instructional media in reading processes. furthermore, tileston (2003) adds that media can give effect on students’ modalities, motivation behavior management, reaching higher levels of thought, and real world applications. in this study investigating the implementation of extensive reading, padlet application as digital instructional media was orchestred in the process of extensive reading. in this case, padlet is a website for creating a buletin board that can be used for any kinds of learning. it is a digital application providing a free, multimedia wall which can be used to encourage students to take part and get assessment in teaching-learning process. the mode can be text, visual, sound, etc. on the wall the students can read something and post their ideas or share the ideas with their friends from the whole class. it provides online learning experiences (nurviyani, 2018). awaludin, abd karim & mohd saad (2017) found that public university students achieved better grades in english writing after the integration of padlet in their classroom. in addition, munirah, yunus & badusah (2017) revealed that the use of padlet is effective in enhancing students‟ performance in language learning. however, there are many challenges found by the teachers in integrating digital media for teaching. cox, preston and cox (1999) mention several drawbacks of using icts in classrooms as follows: 1. difficulties in using software/hardware, need more technical support, 2. not enough time to use ict, 3. too expensive to use regularly, 4. insufficient access to the resources, 5. restrictions the content of the lessons, 6. counter-productive due to insufficient technical resources. c. research methodology this study investigated the implementation of extensive reading through a digital instructional media, it was padlet. besides, the students’ difficulties in conducting the eltin journal, volume 8/no 1, april 2020 38 extensive reading through padlet was explored. this research employed qualitative. the research design is explained in detail below. 1. research design this research applied a qualitative design by focusing on case study to explore specific phenomena of a certain group. it investigated the implementaion of extensive reading by using padlet application as digital instructional media and students’ difficulties in conducting the extensive reading through padlet application. the data of this study were gained through observations and questionnaire, then the data obtained were analyzed by using non statistical methods (see thomas, 2003; silverman, 2005; dornyei, 2007; creswell & clerk , 2007; dawson, 2010). 2. description of setting this qualitative research was conducted at a private university in west java. thirty students studying at english departement in a private university in west java took part as the participants purposively. in this case, the purposive sampling means that the readiness of the students at the university to be the participants of this study. the procedures of purposive sampling of this study is relevant to the statement recommended by the experts (dawson, 2010). regarding the sample size, the limitation of the participants is based on the purpose of study and the needed time in conducting this research. it is relevant to the theory of sampling recommended by dawson (2010). a limitation to number of the participants is regarding the efficiency of time in analysing the data obtained. since there were so many items that had to be analysed and it needed time and hard work. furthermore, the data gained from the observations, and uestionnaire were compared and contrasted to enhance the validity of this study. 3. data collection this study applied the qualitative design to gain the detail information from participants (see dawson, 2010: 15; dornyei, 2007). referring to the statement, this research collected and analysed data gained through participant observations and questionnaire. each data collection technique is explained in detail below. the observation session of this study involved the researcher as the participant observer. in this case, the observer watched and or listened to students' performance then recorded what occurred (thomas, 2003:60). the students derived from one class were videotaped and the data were categorized into “what was said and done” during the extensive reading session. in this study, the researcher acted as participant observer. the observations were conducted eight times for the whole participants. as a whole, the observations were administered in 2019. it took two months because the researcher adjusted the schedule of the participants. the data from observations were transcribed, categorized and interpreted by relating them to the relevant theories to answer the first and the second research questions. meanwhile, the questionnaire was conducted after completing the observation sessions. brown (2001: 6 cited from dornyei, 2003: 6) states that questionnaires are any written instruments that present respondents with a series of questions or statements to which they are to react either by writing out their answers or by selecting from among existing answers. relevant to the statements, this research implemented open-ended questionnaires. the openended questionnaires were used to investigate the answer of the first research question. nurviyani, vina: implementation of extensive reading … 39 in the questionnaire session, the students answered ten questions. in the section, they had no options to answer the questions. however, they had to fill the blank space (see dawson, 2010: 31; dornyei, 2007). it intended to give them very free answer. besides, to make the students free in expressing their ideas and comprehend the questions more easily, the questionnaires were presented in indonesian. 4. data analysis the data analyses were conducted to answer the first and the second research questions. the data obtained from observations and open-ended questionnaires, were analysed, categorized, and then interpreted into two themes based on the research questions. the data obtained from the observations were analysed to answer both research questions. the data analysis was carried in the following stages. a. organizing data of the observations into file folders or computer files; b. transcribing data conducted by listening and watching the videotapes and then reading the notes of the observations; c. converting data from videotapes into text data; d. marking the text data by hand and dividing them into two parts based on the themes of the research questions (hand analysis); e. describing data to answer all research questions and form deep understanding of the phenomenon through the description and the thematic development; and f. reporting and interpreting the findings. the stages of analysis described above are relevant to the statement suggested by creswell (2008). meanwhile, the data of the open-ended questionnaires were analyzed by categorizing the answer based on the first and the second research question concerning the implementation of extensive reading through padlet application and the students’difficulties in the extensive reading process by using the application. then the data were interpreted as the findings. the procedures coincided with the statement of dornyei (2003). finally, all data obtained from the observations and the questionnaires were compared to enhance the validity of the conclusion of this study. d. findings and discussion this study inveestigated the implementation of extensive reading through padlet application and the students’ difficulties in conducting the extensive reading by using the application. the findings of each research question is discussed below. regarding the first research question, the data were gained from the observations and questionnaire. they were used to explore the implementation of extensive reading through padlet application. the data show that the students are excited during the extensive reading processes by using padlet in their smart phones. it can be seen from the development of students’ reading ability in recalling during the extensive reading processes, such as the better achievement in composing the recall in correct generic structure and linguistic features of the texts they read. it is in line with the munirah, yunus & badusah (2017) that the use of padlet is effective in enhancing students’ performance in language learning. their study indicated that the result from survey also showed high preference and participants‟ positive attitude towards using padlet as a means for learning grammar. eltin journal, volume 8/no 1, april 2020 40 in the processes of the extensive reading, the students had to read an online reading material everyday out of classroom. in this case, they were allowed to select the reading material as their wish. the reading materials they read were inserted in padlet application. having reading, they had to practice recalling based on the text they read. their recall were written on padlet application. the reading material and their recalls were discussed in reading sessions in the classroom once a week. in the beginning, most students did the extensive reading to fullfil the reading subject only. however, day by day during the extensive reading processes the got the advantages of the extensive reading. having implementing the extensive reading through padlet, they feel that extensive reading has made them accustomed to reading everyday subconsciously. the findings is relevant to the findings of richards and schmidt (2002) that the extensive reading is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and encourage a liking for reading. moreover, they are able to comprehend the reading material more easily. in addition, they are active and creative readers. they practiced being critical readers. concerning the second research question, this study explored the students’ difficulties in conducting extensive reading by using padlet application. the findings showed that some students got troubles during the extensive reading processes, such as lack capablity of digital literacy and lack of motivation. regarding the lack of digital literacy, the students have less capability in operating digital devices and implementing padlet application when conducting extensive reading and recalling. when they got trouble in accessing the application, they made it as excuse not to do the extensive reading by using the padlet application. moreover, the data also revealed that the students have low motivation to do extensive reading processes by using padlet. in this case, they read simple reading material only, they did not read the reading material everyday, and they did not want to change their mindset concerning the extensive reading. they focused on the trouble of extensive reading only. e. conclusion extensive reading is implemented to develop students’ reading ability and habit. in implementing the extensive reading by using padlet application, most students show enthusiasm during the extensive reading processes by using padlet in their smart phones. it can be seen from the developement of students’ reading ability and interest in recalling during the extensive reading processes, such as the progress in creating recall based on the correct generic structure and linguistic features from the texts they read. therefore, they are able to comprehend the text they read smoothly. however, some of them got trouble during the processes of the extensive reading. they have lack of digital literacy such as syntactic knowledge and digital knowledge, and have low motivation as well. thus, their developement in reading ability has not been significant. references anderson, j. c. &, & bachman, l. (2000). assessing reading (l. f. alderson, j. charles & bachman, ed.). cambridge, uk: cambridge university press. awaludin, f. a., abd karim, r., & mohd saad, n. h. (2017). padlet: a digital collaborative tool for academic writing. journal of education and social sciences, 8 (1), 179-184. bell, t. (2001). extensive reading: speed and comprehension. the reading matrix, 1(1). cote, t., & milliner, b. (2014). extensive reading on mobile devices : is it a worthwhile strategy ? proceedings of the 12th asia tefl and 23rd melta international nurviyani, vina: implementation of extensive reading … 41 conference 28 – 30 august 2014, (october 2015). https://doi.org/10.13140/2.1.3812.2885 cox, m., preston, m., & cox, k. (1999). what factors support or prevent teachers from using ict in their classrooms? king's college london, mirandanet project university of surrey. paper presented at the british educational research association annual conference, university of sussex at brighton, september 2-5 1999. grabe, w. (1991). current developments in second language reading research. tesol quarterly, 25(3), 375–406. haris, m., yunus, m. m., & badusah, j. h. (2017). the effectiveness of using padlet in esl classroom. international journal of advanced research (ijar). http://dx. doi. org/10.21474/ijar01/3214. heriyawati, d. f., saukah, a., & widiati, u. (2018). working memory capacity , content familiarity , and university efl students ’ reading comprehension. indonesian journal of applied linguistics, 8(1), 21–27. https://doi.org/10.17509/ijal.v8i1.11458 iftanti, e., & shofiya, a. (2018). efl students’ responses on the implementation of extensive reading program to build love of reading in english. jurnal bahasa lingua scientia, 10(1), 143–158. https://doi.org/10.21274/ls.2018.10.1.143-158 iwahori, y. (2008). developing reading fluency : a study of extensive reading in efl. reading in a foreign language, 20(1), 70–91. kucukoglu, h. (2013). improving reading skills through effective reading strategies. akdeniz language studies conference, 70, 709–714. https://doi.org/10.1016/j.sbspro.2013.01.113 niati, b. (2017). integrating technology into extensive reading for students of english study program. applied science and technology, 1(1). nurviyani, v. (2018). fostering college student’s critical reading skill through padlet application. bahtera (jurnal pendidikan bahasa dan sastra), 17(1), 66–73. pigada, m., & schmitt, n. (2006). vocabulary acquisition from extensive reading : a case study. reading in a foreign language, 18(1), 1–28. sheu, s. p. (2004). the effects of extensive reading on learners ’ reading ability development the effects of extensive reading on learners ’ reading ability development. journal of national taipei teachers college, 17(2). silverman, david. (2005). doing qualitative research, a practical hnadbook. london: sage publication, ltd. thomas, r. m. (2003). blending qualitative and quantitative research methods in theses and dissertations. california: corwin press. inc. tileston. (2003). the importance of media in the classroom. sage publishing, 1 7 sebuah kajian pustaka: febryanto: analysis of structure of background… 67 analysis of structure of background of students’ final project mohammad febryanto m.febryanto@polban.ac.id politeknik negeri bandung abstract research must pay attention to the background of the research. the research background provides all the illustrations for the research paper. this study, therefore, aims to investigate the structure of the background of the students’ final project by looking at the moves and steps. descriptive qualitative was used as a research method. in this study, there were 9 (nine) students' final project used as research objects. the data collection technique used was the document analysis. the results showed that moves 1 establishing a research territory and move 3 occupying the niche found in the background of the students’ final project. steps contained in move 1 were steps 1 and 3, namely making topic generalization by providing background information about the topic and reviewing an item of previous research by introducing and reviewing the results of research previously in the area. the step-in move 3 was the outlining purposes. keywords: background, move, step, final project a. introduction writing the final project is important for politeknik negeri bandung (polban) students because it will determine their graduation. rhedding-jones (2005) mentions research is a written text produced by students to get a bachelor's degree similar to a thesis and dissertation. one part of the research that must be considered is the background of the study. the research background provides all the illustrations for a study. in other words, this section is a door for the reader as mentioned by emilia (2008), "making mistakes is not allowed in this introduction because the reader will determine whether to continue reading or stop reading". this means that the researcher or writer must write the background well. the background part of the research is a complete explanation of the topic (regional subject) research. this is related to the research problem chosen by the researcher and why research should be carried out in this topic and problem. the background must lead to gaps in the field in which the research aims to fill these gaps. paltridge and stairfield (2007) say that the writer or researcher must pay attention to the structure that is in the background, by determining the area of research, setting gaps and so on. according to emilia (2012), "the organizational structure of the introductory chapter can be said to move from the general picture of the research area to specific problems carried out through three major moves that can describe the introductory chapter". moves are steps used to find ordinary patterns or structures and create research space (swales and feak, 2004) eltin journal, volume 8/no 1, april 2020 68 like the introduction, the background also usually consists of several elements/structures. according to swales and feak (1994) and buton (2002, in paltridge and stairfield, 2007) the moves in the background are: move 1 establishing a region, move 2 establishing a niche, move 3 occupying a niche consisting of several steps and sub steps some previous studies also used this as a cars model to analyze the structure of article writing. several studies have been carried out to analyze the abstract global organization of research (ning zhen-ye, 2008; dong hai-lin, 2010; kasyfur rahman, 2012; safnil arsyad, 2013). among them, the most accepted frameworks are the imrd format and the cars model by swales. some studies describe the abstract structure of ra by following the imrd format but their results have some deviations from the standard imrd pattern. previous studies focused on all aspects of the abstract, while this study focuses on analyzing the structure of the steps (moves) and steps (steps) that exist in the background in the student's final project (research paper). b. literature review 1. research paper final project in this research is similar to research paper. final project is written texts produced by the students to get a college degree. winkler and metherell (2008) mention that research papers are formal written work that must await the procedures of scientific writing. in addition, kothari (2004: l) claims "research as a systematic systematic search for reliable information about a particular topic". the purpose of research paper as mentioned bywallwork (2011) is to build a communication about the results of the research among the readers. it shows that research paper becomes the device in communicating the truth of the news ideas. it can be said that the purpose of research is to facilitate the communication about the findings about one topic to society as the readers. 2. structure of the research background research background is the first element that has an important role in composing research writing. the research background explains topics related to the area, the problem chosen and why conducting research on the topic and problem. according to glatthom and joyner (2005) states, "certain background factors can also be discussed in the introduction, such as social background, intellectual background, professional background, and research background". meanwhile bailey (2003: 39) says "the background is very important, not only for what is said about the topic, but for what the reader says about the author's style and approach". every good research background certainly has a structure that forms the background of the research itself. according to paltridge and starfield (2007), the components or structure of the research background are: 1. move 1 establishing a research territory. this move explains the research area. paltridge and stairfield (in emilia, 2012: 144) say the introductory in english when using different steps will usually use different forms of words. for example, in step 1 statements that febryanto: analysis of structure of background… 69 show the importance of research often use present tense. following are the steps in move 1: a. step 1: claiming centrality. this step can be done by showing that the research area is very important, interesting, or relevant (optional). b. step 2: make generalization topics. in this step, the writer can provide information related to the background of the research topic (optional). c. step 3: reviewing the results of previous research. this step introduces and reviews the results of previous studies in the area (required). 2. move 2 establishing a specific area or topic of study (establishing a research a niche). the move determines the place or position of the study. emillia (2011 12: 144) says move 2 shows gaps or special areas (or gaps that need to be filled) in previous studies to be filled in. following are the steps in move 2: a. step 1: make a rebuttal to the claims of other researchers (counter claiming). in step 1, the writer can provide a rebuttal to the other research that are considered weak, inappropriate or problematic. b. step 2: show a gap (indicating a gap). this step the researcher can show a gap in previous research by asking questions related to research problems or expanding the area of previous research in a certain way (mandatory). c. step 3: make new questions that have not been answered in other studies (questionraising). researcher can identify problems / needs (optional). d. step 4: continuing a tradition. what can be done in this step is to continue research in the fields that have not been thoroughly researched. 3. move 3 describe your own study (occupying the niche). at this move the writers describe the research study by stating the purpose of the study, as well as showing how the research can fill the existing gaps. according to emilia (2012: 145) "researchers must be able to show that they are doing important research". move 3 is describing the organizational structure that must be present in research. following are the steps in move 3: a. step 1a: outline purposes. the researcher can explain the purpose or state the nature of the study or the research question / hypothesis (mandatory). b. step 1b: announce current research (announcing present research). in this step the researcher can announce the main findings / state the value of the study (optional). c. step 2: name important findings (announcing principal findings). in this step you can state the main findings of the study. d. step 3: explain the structure of the study (indicating the strucuture of reserach article). this can be done by mentioning or giving an overview of the research structure. c. research methodology this research is qualitative because it analyzes the structure of the background of the students’ final project by looking at the moves and steps. sugiono (2013) said that the qualitative research method was called "post positivistic" because it is based on the philosophy of post positivism. this study used descriptive design. this method describes the data found in the word explanation. kothari (2004) adds a descriptive design that focuses on describing certain characteristics of individuals or groups and decides the frequency with which something happens and its relationship with others. eltin journal, volume 8/no 1, april 2020 70 the data collection technique used was the document analysis. nine final projects of the english department students of polban who graduated in 2017 were selected as research objects. the research objects determined by using the purposive sampling method to select data. according to fraenkel & wallen (2008), this method is believed that the data collected will provide the information needed, and the data chosen will be representative of the population. then, nine final project were analyzed based on the the components or structure of the research background as proposed by paltridge and starfield (2007). this study adopts the systematic analysis developed by miles and huberman (1994) with the following systematic. the first is data reduction or data reduction. this stage of analysis refers to the process of selecting and simplifying the data obtained. by making the selection process, the data will be simpler and will simplify the data analysis process. second is the stage of displaying data. the data obtained is displayed by describing the findings and using a table. the third step is to make conclusions or verify data. in this step the interpretation of the data is carried out so that several conclusions can be drawn relating to the research question. d. findings and discussion after the process of analyzing the data of the final project documents, the moves and steps can be found in the background of the student's final project. the data obtained shows that the move of establishing a research territory or can be said with move 1 is always found in the background of the student's final project. for example, the findings of respondent 1 (s1) as a foreign language learner, someone may have made some errors while learning english due to the lake of knowledge. the errors made by foreign language learners can be used as a study to ease foreign researchers or teachers to find what errors mostly made. the study of errors made by the learners is called error analysis. then the data that can be found in respondent 2 (s2) grammar must be fully understood because it plays an important role in learning a foreign language. however, some students majoring english think that grammar is difficult to understand. it is because grammar rules are complicated. another example of finding is from respondent 3 (s3) one of the speeches is his opening speech at asian african conference 1955. thus, it is interesting to analyze how soekarno can deliver such a good speech. as explained in the literature review that each move has steps. in move 1, step 1 is claiming centrality. based on the results of the analysis all backgrounds use this step. example of findings can be seen from respondent 4 (s4) an analysis of spoken language in the press conference of football is selected as the topic of the final project. another example is respondent 5 (s5) this mistranslation could cause the cold war at that time changed to be a real one. therefore, translating a speech which is delivered by an important person should be careful especially when facing the changes of the grammar from source language (sl) to target language (tl) in order to achieve an equivalent of meaning. this step can also be found in respondent 6 (s6) song is one of media used by people to express their emotions, feelings, ideas, and opinions or thoughts. song usually relate with music arrangement. when song and music are combined and arranged proportionally, it can create a wonderful form of art when it is played. every song has its own meaning and message which represent the writers’ thoughts. febryanto: analysis of structure of background… 71 in move 2, there is also step 2 used in writing the background. all respondents used this step. step 2 is called generalizing the research field (making topic generalization). the following are examples of findings using step 2. respondent 7 (s7) persuasive language comes from every angle of life, it is used by every single person in the world to reach their aims. it can be found from all kinds of texts, from brochures, and even from speeches. and also respondent 8 (s8) travel guidebooks are the most commonly used media that offer lots of information about tourism. some of them are written in english to make the tourist from foreign country understand the explanation. respondent 9 (s9) also used this step, as example the second reason is people often find difficulties in translating the idiomatic expression such as phrasal verbs. it is often occurred because idiomatic expression such as phrasal verbs cannot be translated literally. the findings show that not all respondents use move 3. move 3 is reviewing item of previous research. there are at least 4 (four) respondents who use this step. respondent 1 (s1) is the one who used step 3. this is an example of the findings found in the background of respondent 1 (s1) as holtzclaw (2014) stated that the written language used represents directly the company professional standards both in online and offline communication. some mistakes in spelling, punctuation and grammar will cause very bad impression on the business. another extract that can be found is respondent 2 (s2) students may not realize if they make errors in both speaking and writing (novita, 2014) since they lack knowledge about grammar. in addition, respondent 3 (s3) also used this step. this is the extract from the final project: rhetoric has been studied since at the beginning of the 5th century, when democracy in athens forced the young man to stand in front of people to speak and persuade the people to vote for or against legislation. the findings also show that move 3 is found in the background of the student's final project. move 3 is describing the topic of the study itself. at this move, it can be done in 3 (three) steps, but only 5 respondents were found who used step 1a, namely outlining the purpose of the study. following are the findings, respondent 1 (s1) analyzing kinds of errors that found in social media caption of eigerindo’s products and recognizing the most grammatical errors that frequently occurred are the purposes of the study, responden 2 (s2) therefore, the present study can help lecturers identify the most common grammatical and mechanical errors found in their students’ essays, so they can prevent the students making the same errors in their english essays, responden 3 (s3) the project examines the urgency of the speech delivery, the speech structure, and the uses of rhetorical appeals along with the intended meanings or purposes of using them, responden 7 (s7) so perhaps the analysis of rhetorical devices is going to be an interesting topic to be conducted to find the similarities and the differences in terms of rhetorical devices used in their speeches, responden 8 (s8) regarding those problems, a study about grammatical error analysis on these travel guidebooks is nedded, because this analysis is beneficial to improve the quality of the information texts in travel guidebooks. based on the findings of the move and steps above, the following is a description of the background structure of the students’ final project. eltin journal, volume 8/no 1, april 2020 72 table 1. structure of background of final project respondents move (m) step (s) s1 m1m3 s1s2s3 (m1) – s1 (m3) s2 m1m3 s1s2s3 (m1) – s1 (m3) s2 m1m3 s1s2s3 (m1) – s1 (m3) s4 m1 s1s2 (m1) s5 m1 s1s2s3 (m1) s6 m1 s1s2 (m1) s7 m1m3 s1s2 (m1) – s1 (m3) s8 m1m3 s1s2 (m1) – s1 (m3) s9 m1 s1s2 (m1) the table above shows that the background of the final project consists of only 2 move, namely move 1 of establishing an research territory and move 3 of describing one's own niche. while the steps in step 1 are steps 1 and 2 found in all backgrounds, steps 2 and step 3 are found in 4 (four) respondents. for step 3, only step 1 for 5 respondents was found. discussion as already mention that the background structure can use 3 moves, but if you look at table 1, the move that exist in the background of the student's final assignment are move 1 and move 3. move 1 is found in all background of the final project. this shows that establishing a research territory is very important for students. this move can provide an overview for the reader about what will be examined. this is as said by emilia (2012) in this section the author must explain research research with the region showing that the field of research being studied is generally central and important, relevant, interesting or problematic, so in this section it also gives researchers information on background topics behind research. move 1 development can be done using 3 steps. the three steps are found in the background of the student's final project but not all backgrounds have a complete third step. there were 4 respondents who were found using three steps while 4 other respondents only used 2 steps. this could be due to the desire of the respondents to give an overview of the background information of the study that this research is very interesting and important to study. according to paltridge and stairfield (in emilia, 2012: 144) that step 1 shows that the area of research is very important, interesting, or relevant (optional). step 2 provides background information related to the research topic (optional). step 3 introduces and reviews the results of previous studies in the area (required). move 3 is a move that is also found in all backgrounds of students' final assignments. move 3 is describing your own study (occupying the niche). this move also has a very important role, by using this move the writer can give an overview of what is studied in his research. this helps the reader to get an overview and preliminary information from the research he is reading. according to emillia (2012) said, "this section occupies a place of research, the author, by showing the purpose of the study, shows the reader how the proposed research will fill the existing gap". in using this move, it can actually be done in 3 steps, but the data shows that there was only 1 step found in the background of student's final project. that step is step 1a, namely the outlining purposes. the author in this case the respondent only mentioned the purpose of febryanto: analysis of structure of background… 73 the research he was doing. in line with what was stated by swales (1994) that step 1a is to state the outline of objectives can be done by setting out the objectives, or stating the nature of research or research questions / hypotheses (mandatory). e. conclusion based on the findings and discussion, it can be seen that the moves in the background are only move 1 and move 3. in move 1, there are 3 steps that are used by students to develop move 1. in move 3 only 1 step is found. step 3, but only 5 respondents used this step. from the description above, it can be concluded that the structure of the background of the student's final project only builds a research area (establishing a research territory) and describes its own study (occupying the niche). the steps in the background are the claiming centrality steps, showing that the research area is very important, interesting, or relevant, the step of making a generalization topic (making topic generalization) by providing background information about the topic, and the step of reviewing the results of previous studies (reviewing item of previous research) introduces and reviews the results of previous research in the area, as well as the steps outlining the objectives (outlining purposes). f. acknowlwdgement this research was funded by the politeknik negeri bandung in 2018 with a contract number: number: 856.14/pl1.r7/lt/2018. g. references arsyad, s. (2013). a genre-based analysis on discussion section reserach in indonesian written by indonesian speakers. international journal of linguistics. issn 19485425. bailey, s. (2003). academic writing: a practical guide for students. new york: loutledge falmer. buton. (2002). dalam paltridge, b. dan stairfield, s. (2007). thesis and dissertation writing in a second langugage. a handbook for supervisors. london: routledge. emillia, e (2012). menulis tesis dan disertasi (edisi ketiga). bandung: alfabeta. fraenkel, j. r., dan wallen, n. e. (2008). how to design and evaluate research in education. new york, ny: mcgraw-hill. glatthom dan joyner. (2005). writing the winning thesis or dissertation. thousand oaks: california: corwin press. hai-lin, dong dan huan, xue. (2010). generic structure of research article abstracts. cross-cultural communication. kothari, c. (2004). research methodology: methods and techniques (second ed). new delhi: new age international. miles, m.b. dan huberman, a.m. 1994. qualitative data analysis. california: sage publication inc. paltridge, b. dan stairfield, s. (2007). thesis and dissertation writing in a second langugage. a handbook for supervisors. london: routledge. rahman, k. (2012). the schematic structure of english and indonesian research article introductions. language circle journal of language literature vil/i. eltin journal, volume 8/no 1, april 2020 74 rhedding-jones, j. (2005). what is research. sentrum. norwegia: universitefarleget. sugiono. 2013. metode penelitian kuantitatif, kualitatif dan rd. bandung: cv alfabeta. swales, j. dan feak, c. (1994). academic writing for graduate students. a course for nonnative speakers of english. ann arbor: university of michigan press. winkler, a.c. dan metherell, jr. (2008). writing the research paper: a handbook (eighth). usa: wadsworth. yakhontova, t. (2003). englsih academic writing for students and researchers. l’viv: l’viv press. zhen-ye, n. (2008). a genre-based analysis of english reserach article abstracts and the linguistics feature of personal pronouns for financial economics. us-china education review, issn154s6613, usa. sebuah kajian pustaka: maulana & riizkiani, pre-service efl teachers’ cognition … 87 pre-service efl teachers’ cognition of english textbooks in vocational schools angga maulana1, siska rizkiani2 anggamaulana1985@unpas.ac.id, siska.rizkiani@ikipsiliwangi.ac.id universitas pasundan ikip siliwangi abstract teacher cognition may define teachers’ professionalism. it refers to the teachers’ ability of knowing, believing, and thinking about teaching. this study is trying to look at the preservice english teachers’ cognition on english textbook of vocational schools in order to raise the quality of pre-service english teacher and benefit the foundation of thinking abilities and teaching reflection on the textbook usage in their classroom. it is widely known that textbooks are one of the important aspects in the teaching-learning process. this research used descriptive method. the participant of this study were three pre-service english teachers who has passed the teaching training program. they used to be assigned to do their teaching training at different vocational schools. each school applied different english textbook. descriptive analysis employed to obtain a picture of pre-service english teacher cognition on english textbooks after distributing the questionnaire and administering interview. the results showed that all the participants believe that there is no specific material in english textbooks to any particular major or department of vocational school. it was also found that the textbooks do not meet and train students' four language skills in balance. this made them to create or add related materials from various sources. keywords: english textbook, pre-service efl teacher, teacher cognition a. introduction teacher cognition refers to the process of acquiring and using the knowledge that teachers use in relation to their teaching practices. teacher cognition is the center of understanding and assumptions because it focuses on what knowledge is used by the teacher, how they obtain that knowledge, and how they use it. teacher cognition plays an important role in determining whether a teacher includes a professional teacher or not. a pre-service teacher is a student who is preparing him/herself to become a teacher by attending lectures in the fields of education and teacher training. pre-service teachers should outline their proficient character as future teachers. paying attention to language teachers (jackson & cho, 2018) includes the process of recognizing, choosing, and acting on phenomena that arise during their involvement with students. consequently, a pre-service teacher should certainly practice his/her skills in determining the things that should be done to achieve effective and successful learning, including recognizing, choosing and acting in assessing the textbook used in learning english in vocational schools. textbooks are a set of reference books to be used in primary and secondary education units or tertiary institutions which contain learning material. it is known that teaching of english mailto:anggamaulana1985@unpas.ac.id mailto:siska.rizkiani@ikipsiliwangi.ac.id eltin journal, volume 7/ii, october 2019 88 in vocational schools is categorized as english for specific purposes (esp) in which the field of english studies should be explored based on the major in each context (hutchinson and waters, 1986). it means that an english textbook applied in vocational schools should be suited with the field students join. however, it was found that in several english textbooks used in vocational school, the subject matter has not been determined based on a particular major in vocational schools (cahyati, rachmijati, and rizkiani, 2015). in other words, the applied english textbooks have not been able to meet the students’ expectation in learning english or can help them to get jobs related to their majors. as creativity in using textbooks is one of the teaching skills, teachers need personal ideas and personal experiences that can lead to better teaching and learning. the teacher must try and look critically, trying to find out the strengths and weaknesses to decide what to do. teachers must have the skills to consider the suitability of language levels, content / topics, activities, and logical sequences of textbooks (bertin, 2011). hence, this study is aimed to investigate the pre-service english teachers’ cognition on english textbook that widely used in vocational schools in order to increase the quality of pre-service english teacher and benefit the foundation of thinking abilities and teaching reflection on the textbook usage in their classroom. b. literature review 1. teacher cognition teacher cognition refers to what teachers know, believe, and think about teaching (borg, 1999). in decades, the typical educational research has documented the influence of teacher cognition on teachers’ quality (calderhead 1996; carter 1990; fenstermacher 1994; richardson 1996; verloop, van driel, & meijer 2001). they believe that teachers are thinking decision-makers who make instructional choices based on their knowledge, thoughts, and beliefs. the notion of language teacher cognition history is relatively varied. some researchers have expressed the concept of teacher cognition from various perspectives (see feiman_nemser & floden, 1986; shulman, 1987; pajares, 1992). from their studies, teacher cognition focuses on the personal nature of the teacher, the position of teaching experience in teacher growth, and teaching performance. furthermore, teacher cognition is expressed as a matter of learning what they perceive as teacher knowledge (grossman, et. al., 1989; woods, 1996). this is the basis for verloop, et al. (2001) to formulate that teacher cognition is "in the mind of the teacher, the components of knowledge, trust, conception, and intuition are interrelated". thus, this study uses the term teacher cognition as a special term to define the complexity of the teacher's mental life. this study is trying to explore the pre-service english teachers’ cognition on english textbook that widely used in vocational schools in order to increase the quality of pre-service english teacher and benefit the foundation of thinking abilities and teaching reflection on the textbook usage in their classroom. furthermore, the factors that have a significant influence on the teacher's cognition process include emotional processing and individual values, so that these factors should be included in every teacher's cognition construction (borg, 1999). in conclusion, when aspects of maulana & riizkiani, pre-service efl teachers’ cognition … 89 teaching are built by taking into account teacher cognition, new teaching goals are established and new learning methods are developed. this is in line with tsui’s opinion (2003) who concluded that in the process of interpreting teacher knowledge there was an update in the knowledge of their teaching practices, in the context of specific teaching problems that they had to deal with. this will serve as the basis for their future actions. this renewal or growth of knowledge is significant for the development of teacher expertise. 2. pre-service teacher a pre-service teacher is a student who is organizing to become a teacher by joining various lectures in the fields of teacher training and education. pre-service teachers should develop their proficient character as future teachers. these characters are formed for the period of their study time, particularly from subjects or courses correlated to pedagogy and teaching (ivanova & skara-mincāne, 2016). together with their study time, teaching performance is also considerable in increasing pre-service teachers’ professional character. in the training environment of pre-service teachers, assignments can be a context for paying attention to emotions. paying attention to language teachers (jackson & cho, 2018) includes the process of recognizing, choosing, and acting on phenomena that arise during their involvement with students. to work dynamically with class assignments (samuda, 2015), pre-service teachers must learn to pay attention to various aspects of engagement, including cognitive, behavioral, social, and emotional aspects (philp & duchesne, 2016). in other words, a preservice teacher should certainly practice the teaching skills to reach the effective and successful learning. it includes assessing the english textbook applied in vocational schools. some teachers agree with the use of textbooks. according to them, textbooks provide an attractive display of teaching materials, grammar in a consistent syllabus, proper vocabulary, pronunciation material, and writing. in addition, with the existence of textbooks, teachers have more time to prepare and plan their teaching, because most textbooks provide guidance for teachers in learning procedures and ideas. positive opinions from textbooks also come from students. for them, the book facilitates them to see the next or previous teaching material, to prepare upcoming materials, and to repeat the previous material. in addition, it can now be seen that textbooks come with colorful images, illustrations, well-designed pages, and attractive layouts. most students like textbooks like this. however, it will be dangerous if the teacher and students depend too much on the textbook. for example, the teacher only uses textbooks as the only source of learning, or teaches in the order in the textbook. that is why decisions taken by teachers must be beneficial for both students and teachers. harmer (2007) advises teachers to view books as an alternative source of learning, not rules that must be followed in exact order. in other words, in the teaching and learning process, the teacher must be able to properly manage the use of textbooks based on the goals and topics of learning. in other words, before deciding to use a particular textbook, the teacher needs to consider the learning objectives and characteristics of the students who will be involved. this is difficult to do if the teacher does not know the learning objectives and characteristics of the students. in short, the teacher must consider the selection of good and appropriate textbooks, and also use his creativity so that the atmosphere of the teaching and learning process is interesting and the needs of students are met. eltin journal, volume 7/ii, october 2019 90 3. english textbook textbooks are a set of reference books to be used in primary and secondary education units or tertiary institutions which contain learning material to increase faith, goodness, noble character, and personality; master the science and technology; increase sensitivity and aesthetic abilities; also contain compiled material that improves kinesthetic and health capabilities based on national education standards (permendiknas number 2, 2008). in other words, the contents of the textbooks should include the learning material and the purpose of the textbook should refer to the national education goals, and their compilation should follow national education standards. the point of reference of english learning in vocational school is focused on the development of preparing students so that they are professional and competent in the world of work (law no. 20 of 2003 concerning the national education system). it is also stated in government regulation no.29 / 1990 concerning secondary education article 1 paragraph 3 which verifies that vocational education is education that centered on developing students’ competencies in specific skills in accordance with their majors. this has implications for the teaching of english in vocational schools to be categorized as english for specific purposes (esp) in which the field of english studies should be explored based on the major in each context (hutchinson and waters, 1986). it is widely known that textbooks are one of the important aspects in the teaching-learning process. textbooks are one of the learning media that are often used by teachers and students. there are many types of books designed for students of all levels and ages. but, of course, not all are categorized as good textbooks. a teacher should understand correctly about the needs, interests, abilities, and levels of students (yochanna, 2011), so that s/he can determine whether a particular book is suitable for students or not. therefore, a teacher needs to know how to use the right textbook. in addition, creativity in using textbooks is also needed so that classroom learning remains interesting. this is in line with harmer's statement that the most important part in the use of textbooks for teachers is adjusting textbooks to student needs (2007). furthermore, choosing the right book is one of the important tasks teachers must do (beare, 2011). therefore, teachers must have the skills to consider the suitability of language levels, content / topics, activities, and logical sequences of textbooks (bertin, 2011). when all aspects are fulfilled, the teacher can still use the textbook. however, if the teacher faces inaccuracies in the above aspects, s/he must decide on alternative steps in using the textbook. there are pros and cons to the use of textbooks. as stated in harmer (2007), some teachers reject the use of textbooks. they assume that textbooks are boring, too dense, and not suitable for their class. in addition, the sequence of topics and lessons is often monotonous so students and teachers tend to lose motivation. while the choice of topics, sometimes there are cultural elements that are not in accordance with local wisdom. maulana & riizkiani, pre-service efl teachers’ cognition … 91 c. research methodology this research used descriptive method. descriptive method is the most common method used in educational research (burns, 2000). data were collected through questionnaires to pre-service english teachers and interview. some procedures were applied to the implementation of this study. first, researchers determined the background of the research. from the background, problem and research objectives identified. then, literature underlying the topic being discussed in the problem was identified. furthermore, the data and literature were analyzed and interpreted. interpretation is done by using descriptive method. finally, conclusions and recommendations were taken based on the findings. the subjects of this study were 3 (three) pre-service english teachers who has already passed the teaching training program. they used to be assigned to do their teaching training at different vocational schools. each school applied different english textbook to be used as their guidance during teaching and learning. the english textbooks studied were: 1. "communication builder: english for vocational school" written by eri kurniawan and arief kurniawan, published by the ministry of national education (curriculum 2013). 2. ”english for smk” written by maria regina dyah pramesti et al, published by the ministry of national education (curriculum 2013). 3. "look ahead: an english course" written by m.sudarwati and eudia grace, published by erlangga (school based curriculum). descriptive analysis employed to obtain a picture of pre-service english teacher cognition on english textbooks. the data collection method was implemented in stages as follows: 1. distributing the questionnaire to the pre-service english teachers in the vocational schools to find out their cognition of english textbooks used in vocational schools. 2. administering interview to three pre-service english teachers on the english textbooks. 3. analyzing the collected data based on the criteria of the national education standards agency (badan standar nasional pendidikan/bsnp), which were analyzed based on the feasibility of the content, language, and presentation. d. findings and discussion this study is aimed to investigate the pre-service english teachers’ cognition on english textbook that widely used in vocational schools. as mentioned above that the data were collected from 3 (three) pre-service english teachers who has already passed the teaching training program. they used to be assigned to do their teaching training at different vocational schools. each school applied different english textbook to be used as their guidance during teaching and learning. in other words, there were three pre-service english teachers that were investigated to see their cognition towards three different textbooks. eltin journal, volume 7/ii, october 2019 92 from the first pre-service english teacher, it can be found that the textbook used in her vocational school is "communication builder: english for vocational school" written by eri kurniawan and arief kurniawan, published by the ministry of national education (curriculum 2013) in the year 2008. the following is the detail of her cognition. table 1. first pre-service english teacher’s cognition the table shows that in terms of the content of the textbook, it is quite comprehensive and detailed with the learning unit, including life at work, dealing with clients, presentations, machinery, etc. the material accuracy in the textbook is in accordance with the context of department, computer network engineering. the material is focused on reading and writing, but speaking and listening are not discussed too detail. the task is focused on simple communication writing exercise, such as correspondence. for the language embedded in the textbook, it is quite feasible and equivalent in the level of novice, elementary and intermediate. the communication is mostly delivered formally, however the commands in the exercise are not very clear. the material is presented in coherent and clear. last, in terms of the textbook presentation, it has too tight and too small fonts in boring monochrome colors. the theory is not too much given, but it is very dense in providing training. in addition, there are exercises, revisions, vocabularies and definitions. component cognition a. content 1. conformity with standard competence and basic competence it is quite detailed and specific with the learning unit consisting of: life at work, dealing with clients, presentations, machinery and others. 2. material accuracy in accordance with the context of major or department. in this case is computer network engineering major. 3. learning support material the material is focused on reading and writing, but speaking and listening are not discussed too deeply. exercise is focused on simple communication writing exercise, such as correspondence. b. language 1. conformity with the level of development of students it is quite feasible and equivalent in the level of novice, elementary and intermediate. 2. communicative many discuss matters of communication formally, but not informally. the commands in the exercise are not very clear. 3. sequence and unity of ideas giving and presenting material in coherent and clear unity. c. presentation 1. presentation techniques posts in fonts that are too tight and too small in monochrome colors tend to be boring. 2. presentation of learning the theory is not too much given, but it is very dense in providing training. 3. completeness of presentation there are exercises, revisions, vocabularies and definitions. maulana & riizkiani, pre-service efl teachers’ cognition … 93 it can be concluded that she thinks that the book is good enough in giving and containing the english material in accordance with the demand of english national syllabus. regardless of not too visually attractive, the book mainly presents examples taken from students’ daily life. from the second pre-service english teacher, the textbook used in her vocational school is ”english for smk” written by maria regina dyah pramesti et al, published by the ministry of national education (curriculum 2013) in the year 2010. the detail of her cognition can be seen in the table below. table 2. second pre-service english teacher’s cognition table 2 explains that regarding the content, the textbook has the adequate conformity with standard competence and basic competence in novice level. the material accuracy in the textbook is in accordance with the unit outline for the novice level, where the basic competency of communication skills is prioritized. the material is focused on writing and speaking, while listening and reading are not discussed too deeply. in terms of language, it is in accordance with the age of students with formal expressions in simple communication. the commands in this book are clear, concise, simple, and clear instructions. provision and component cognition a. content 1. conformity with standard competence and basic competence enough according to the novice level. 2. material accuracy in accordance with the unit outline for the novice level, where the basic competency of communication skills is prioritized. 3. learning support material the material is focused on writing and speaking, while listening and reading are not discussed too deeply. b. language 1. conformity with the level of development of students in accordance with the age of students with formal expressions in simple communication 2. communicative the commands in this book are clear, concise, simple, and clear instructions. 3. sequence and unity of ideas provision and presentation of material are presented in a continuous and clear unit. c. presentation 1. presentation techniques the font is too tight and too small and the image is out of focus and blurry. 2. presentation of learning the theory is not too much given, but the exercise is too focused on the sentence structure compared to the ability to communicate 3. completeness of presentation there is exercise, learning outcomes, not many key points. eltin journal, volume 7/ii, october 2019 94 presentation of material are displayed in a continuous and clear unit. last, regarding the textbook presentation, the font is too tight and too small and the image is out of focus and blurry. the theory is not too much given, but the exercise is too focused on the sentence structure compared to the ability to communicate. to sum up, the second pre-service english teacher believes that there are not various materials given. so she suggests to the teachers who use this textbook, they should have companion material. in other words, the textbook tends to be like a students’ workbook rather than a textbook. she also thinks that the textbook is less attractive and does not focus on specific competencies based on particular major. in this case, the major is office administration. from the last pre-service english teacher, the textbook used in his vocational school "look ahead: an english course" written by m.sudarwati and eudia grace, published by erlangga (school based curriculum) in the year 2007. below is the detail of his cognition. table 3. third pre-service english teacher’s cognition from the table above, it can be seen that the book content is not too in accordance with sk kd because the scope of the discussion is very broad and not focused. the material coverage is broad, interesting and contains many elements of popular culture that are liked by teenagers. it contains a lot of text but very little exercise. regarding the language, this textbook is quite goo in conformity with the level of development of students and component cognition a. content 1. conformity with standard competence and basic competence book content is not too in accordance with sk kd because the scope of the discussion is very broad and not focused 2. material accuracy the material coverage is broad, interesting and contains many elements of popular culture that are liked by teenagers. 3. learning support material lots of text but very little exercise b. language 1. conformity with the level of development of students in general it is quite good. 2. communicative in general it is quite good 3. sequence and unity of ideas the scope of the discussion is too broad. c. presentation 1. presentation techniques pretty interesting with lots of visualization 2. presentation of learning in general it is quite good 3. completeness of presentation too much text and material discussion but too little in the exercise and no summary points maulana & riizkiani, pre-service efl teachers’ cognition … 95 communicative level. however, the scope of the discussion is too broad. last, in terms of presentation, it is pretty interesting with lots of visualization. however, it has too much text and material discussion and too little in the exercise and no summary points. it can be inferred that he thinks this textbook is quite visually interesting. the majority of learning material is under the popular culture, which is adored by mostly teenagers. however, the textbook does not specifically discuss the specific topics related to the students’ major, which is pharmacy. the collected data shows that after giving the questionnaire to the english teachers to be responded to, the vocational english textbooks were analyzed according to bnsp's theory. there is no specific material in english textbooks to any particular major of vocational school. it is quite surprising since the vocational students mostly want to learn english to support their future work in the field that they focus on (cahyati, rachmijati, rizkiani, 2014), and the textbooks do not meet and train students' four language skills in balance. this finding is one of the results that the pre-service english teachers have already basic knowledge about the way of deciding the proper textbook. as beare (2011) that choosing the right book is one of the important tasks teachers must do. based on the interview with teachers, the books do not fully contain the materials related to the student's major. in other words, 2 of 3 pre-service english teachers added related materials from various sources. what they do is in line with harmer's statement that the most important part in the use of textbooks for teachers is adjusting textbooks to student needs (2007).while one of pre-service teachers teaching without additional material or other enrichment. e. conclusion this study is intended to consider the pre-service english teachers’ cognition on english textbook that widely used in vocational schools in order to raise the quality of pre -service english teacher and help the basis of thinking abilities and teaching manifestation on the textbook usage in their classroom. the participant of this study are 3 (three) pre-service english teachers who has already passed the teaching training program. they used to be assigned to do their teaching training at different vocational schools. each school applied different english textbook to be used as their guidance during teaching and learning process. in other words, there are three preservice english teachers that were examined to see their cognition towards three different textbooks. this study resulted that there is no specific material in english textbooks to any particular major or department of vocational school. furthermore, the textbooks do not meet and train students' four language skills in balance. this finding is one of the results that the pre-service english teachers have already basic knowledge about the way of deciding the proper textbook. this study may not generalize to classroom settings and its methodology addressed only the teacher cognition. nonetheless, research on pre-service language teachers’ cognition can benefit the foundation of thinking abilities and teaching reflection on the textbook usage in eltin journal, volume 7/ii, october 2019 96 their classroom. future work is needed to develop a wide range of associated practical applications. f.references badan standar nasional pendidikan/bsnp.(2006). www.bsnp-indonesia.org/id beare, k. 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[online]. available at: http://www.etni.org.il/etnirag/issue4/miri_yochanna.html [april 30, 2018] sebuah kajian pustaka: siswanto, fitriana & bram: using word bank to enrich … 75 using word bank to enrich vocabulary of grade x students of taman karya madya vocational high school indira lusianingtyas siswanto1, catur fitriana2, barli bram3* indira.lusia@gmail.com, caturfitriana44@gmail.com, barli@usd.ac.id sanata dharma university, yogyakarta abstract this paper explored the teaching techniques to enhance the tenth grade students’ vocabulary items in taman karya madya vocational high school yogyakarta, indonesia. the researchers conducted a pre-test before undertaking the classroom action research (car) and a post-test to measure the students’ improvement afterwards. data were analyzed by using the qualitative method by comparing the results of the pre-test and of the post-test. this study sought to answer the research questions related to how the word bank helped students in enriching vocabulary and whether there was any relationship between the teaching method applied in this car and the students’ improvement in vocabulary mastery. results indicated that word bank assisted the students in enhancing vocabulary and that it was essential to choose an appropriate technique in teaching vocabulary. keywords: word bank, vocabulary, vocational high school, teaching technique a. introduction mastering vocabulary is crucial in learning a language. cameron (2001) states that vocabulary plays a great role in language acquisition. in accordance with that, harmon, wood and keser (2009) state that learners’ vocabulary development is an important aspect of students’ language development. in constructing a sentence, both in speaking and writing, a learner needs to arrange several words and make them meaningful. in order to produce a meaningful sentence, knowledge of vocabulary is essential. meanwhile, in order to understand spoken and written expressions, knowledge related to the vocabulary will be helpful in comprehending the message conveyed. therefore, students’ mastery of vocabulary will affect their listening, speaking, reading, and writing skills. however, foreign language learners may find difficulty mastering the vocabulary because of several reasons. laufer (1990) states that “the factors that interfere with learning a word were claimed to be the following: difficult pronunciation ability; similarity of form between the word and other words; similarity of morphology between the word and other words; deceptive morphological structure; different syntactic patterning in l1; differences in lexical gridding between l1 and l2 (one-to-many correspondence, partial overlap in meaning); multiplicity of meaning and metaphors/idioms nonsristent in l1; lexical voids; connotations nonsristent in l1; differences in the pragmatic meaning of near synonyms and of l1 translation equivalents; partial synonymy; and apparent rulelessness of collocation”. for example is the word “can". in indonesian, it can be translated as “bisa”, if it has function as an auxiliary verb; “kaleng", if it is a noun; or “mengalengkan” if it is a verb. in addition, eltin journal, volume 7/ii, october 2019 76 they also rarely use the foreign language in their daily life. therefore, it will be very difficult for them to memorize the vocabulary. in this study, the mother tongue of the students is javanese, while their second language is indonesian. one of the problems faced by the tenth grade students of english as a foreign language in indonesia is that there exists no explicit guidelines about what vocabulary to master (see pramesti, pramono, & suhermawan, 2008). horst et al. (2005) argue that using the word bank involved learners in identifying important words to study and make them able to review their own and their classmates' words. having a word bank to be mastered by the students surely will make both of the teacher and also the students easier to focus on the targeted vocabulary to be mastered. however, graves and prenn (1986) state that there is no one best method of teaching words. in practice, a certain method might be appropriate and effective in one circumstance, but it may not work well if it is applied in a different circumstance. each method has its own costs and benefits. therefore, researchers need to observe the classroom in order to find the most effective and appropriate method that can enhance students’ vocabulary. in this study, one of the researchers is a teacher in the school that becomes the subject of this study. she has been teaching there for two years. it helps us to get a clearer picture about the situation at school. this paper aims to investigate the use of word bank to enhance students’ vocabulary mastery. the research was conducted in taman karya madya vocational high school, a private school in ngemplak, sleman, indonesia. the subjects of the research were the tenth grade students, who are considered as adolescents. the researchers believed that they would be responsible and prepared to follow the procedures to achieve the goal. according to brown (2004), adolescents are more ready to enter the world and potentially overcome any obstacle that comes between them and their goal. however, they are considered the novice level of english as foreign language learners. the results of this study are expected to be beneficial for both teachers and the students to enrich their vocabulary items. b. literature review 1. vocabulary learning vocabulary plays a crucial role in english acquisition or learning. vocabulary is the essence for constructing sentences and utterances. with sufficient vocabulary items, the speaker is able communicate and understand the written expression. according to behbahani (2016), acquiring a deep and rich vocabulary knowledge can help students to convey their messages more efficiently. however, helping the students in mastering vocabulary is not an easy job. it requires certain strategies to ease the students to remember and also apply them contextually (see also gu & johnson, 1996; hamzah, kafipour, & abdullah, 2009). nation (1990) believes that knowing and using vocabulary learning strategies is the most important way for learning language. schmitt and schmitt (1995) say that vocabulary learning strategy knowledge is very important. according to oxford (1990) as cited from diaz (2015), strategies are considered as “actions taken by students to make learning easier, more effective, and more self-directed and more transferable to new situations” (oxford, 1990). parmawati & inayah: improving students’ speaking skill... 77 2. strategis in vocabulary learning in this research, the researchers attempted to apply three strategies in vocabulary learning. the strategies were using word bank, using flash-cards, and also applying repetition. each of the strategies had their own strengths and weaknesses. however, having seen the background of the students and the researcher’s experience in teaching them for two years had helped the researchers to decide that those strategies were the most suitable strategies to be applied. a. word bank word bank is a vocabulary list designed by the researchers as a guideline for the teacher and the students in the teaching and learning process. the vocabulary items were taken from longman basic vocabulary word list. the researchers selected the words that suited the novice level of english learners. horst et al. (2005) state that using the word bank involved learners in identifying important words to study. they became more aware of to the words to master. they could also set the target words to be mastered in one year, and therefore they could manage their time learning independently. therefore, the researchers considered the word bank beneficial in enhancing students’ vocabulary learning. b. flash-card using flash-cards in learning vocabulary attracts students’ attention and motivation. according to nation and webb (2011), learning vocabulary from flash-cards needs highest level of involvement. students will be actively involved in the teaching learning process. based on craik and lockhart’s (1972, as cited in schmitt, 2008) level of processing, if an activity has the highest level of involvement and deeper processing is needed, the outcome of that activity is retained and learned better. therefore, flash-cards are effective to teach vocabulary. c. repetition the last important strategy that is mostly teacher-oriented is repetition. repetition is considered the basic method in teaching. it is important in helping the students to memorize the learning material. by repeating the learning material, students will get used to it and will be able to store it in their mind. the scholars mostly believe that there must be at least seven times of exposure to take place for every word to be learned efficiently. nation (2001) believes that pimsleur’s model of repetition is applicable for vocabulary learning. c. research methodology the researchers used classroom action research (car) method. car is a method that aims to find out what works best in the classroom, so that the teacher can improve the students’ learning. the researchers believe that the technique of the teaching plays an essential role in the classroom in regard of students’ improvement. according to aronson (2011), “every teaching situation is unique in terms of content, level, student skills and learning styles, teacher’s skills and teaching styles, and many other factors. therefore, in order to maximize student learning, a teacher must find out what works best in a particular situation.” hopkins (2008) states that classroom action research (car) is teachers’ action in implementing and evaluating to improve their teaching or their colleagues’ teaching. according to kemmis and mc.taggart (1988), car is a study whose purpose is to help the teachers to reflect on their teaching qualities as for further improvements, to give eltin journal, volume 7/ii, october 2019 78 experiences, to help the teachers to set the plan more systematically, and to encourage teachers to do introspection after conducting teaching and learning activities. figure 1. action research spiral model (kemmis & taggart, 1988) there are four steps in conducting classroom action research (car). the researchers applied kemmis and taggart’s (1998) action research cycles, which consisting of at least two cycles in the implementation. in the first cycle, teacher conducts the learning process as the prior plan. in the last step of the first cycle, the teachers needs to reflect on what they have done, and make an improvement for the next meetings. the participants of this research were the grade x students of taman karya madya vocational high school. they were categorized as a novice level of english as a foreign language learners. taman karya madya is a private vocational high school located in ngemplak, sleman, yogyakarta. this school has two majors, namely computer and network engineering and motorcycle engineering. we chose this school as they represented the subjects we needed for this research. this school did not have any word bank. therefore, students became overwhelmed since there were too many vocabulary items to be mastered at once. in addition, the vocabulary items used in the textbook were considered difficult and inappropriate for a novice level of english learners. for example, they used the word distant instead of far. based on longman dictionary, distant is categorized as w3, which means that it is included in top 3000 written words. on the other hand, far is categorized as s1 (top 1000 spoken words) and also w1 (top 1000 written words). it indicates that the textbook uses words which the students are unfamiliar. therefore, it will be difficult for them to memorize the words since they are rarely used in daily contexts. parmawati & inayah: improving students’ speaking skill... 79 the data were gathered through pre-test, post test and observation. the pre test was conducted to get the prior knowledge of the students related to the vocabularies to be taught. the post test was used to gain the data related to the students’ improvement after getting the treatment. the result of this research was analyzed using a qualitative method. the researchers used this method since it employed a naturalistic approach that seeks to understand phenomena in context-specific settings. accordingly, the phenomenon of interest would not be manipulated by the researchers (patton, 2001). in this study, the researchers would like to dig the students’ obstacles in learning vocabulary, and would like to provide the solution related to the problem. seeing this fact, we concluded that this method was appropriate to be employed to answer the research questions of this study. d. findings and discussion in this study, the researchers applied two cycles for four meetings. the cycles were elaborated below. cycle 1 a. planning the plan was made before the researchers conducted the research. first, we identified the problems faced by students in their english learning. and then, we formulated the problems into research questions and decided instruments. the next step we took was asking for permission from the principal to conduct the research. the last step was designing the materials. we planned to conduct a pre-test and post-test. the purpose of the pre-test was to obtain data related to students’ prior vocabulary proficiency. meanwhile, the post-test was used to see the results after the implementation of the teaching techniques. the pre-test and post-test used the same questions. the questions were the vocabulary items that would be learned in four meetings. the tests consisted of three sections. in the first section, the students were required to translate 10 english words into indonesian. in the next section, there were 10 indonesian words that needed to be translated into english. in the last section, they were asked to match 10 english words with the correct meanings in indonesian. b. action in the first and the second meetings, the students would learn 15 vocabulary items. they were divided into three groups and were given flashcards. each flashcard contained the vocabulary items in english or indonesian. then the students were asked to match the word with the appropriate meaning. in order to train the students in constructing sentences, we also taught the students how to construct simple sentences. c. observation observations were conducted during the execution of the action by using students’ daily evaluation and also by creating a field note in order to record events that were not included in students’ daily evaluation. during the observations, the researchers observed students’ behavior and found out the students’ problems in the learning process. d. reflection at this stage, the researchers evaluated the activities in this first cycle. the results of the evaluation were used as feedback to conduct the second cycle. from the evaluation of the eltin journal, volume 7/ii, october 2019 80 first two meetings, we identified the strengths and weaknesses of the techniques. one of the strengths was that matching flashcards assisted the students in memorizing vocabulary items. even though they did not know yet the meanings of the vocabulary items, they could guess the meaning since the translations were already there. however, this technique also had its own weaknesses. there were only few students actively participated in the learning process. the passive students were dependent on the active ones. therefore, we decided to change the matching flashcard activity with arranging jumbled letters. by arranging the jumbled letters, we hoped that the students would be more actively participated in the teaching learning process. cycle 2 a. planning at this stage, we prepared the materials for teaching. we created the lesson plans and prepared the letters that were used to arrange the words. we chose the words to be taught in the third and fourth meetings. b. action in the third and the fourth meetings, the students would learn 15 vocabulary items. they were divided into three groups and were given the jumbled letters. each group was asked to arrange the letters to produce english words. they were asked to make the words as many as possible. in order to train the students in constructing sentences, we also taught the students how to construct sentences in a simple way. c. observation observations were conducted during the teaching learning process. students’ daily evaluation and a field note to record events that were not included in students’ daily evaluation were used as the observation tools. d. reflection the evaluation in this reflection phase showed the improvement of the students’ participation in the teaching learning process. the students were more active in following the class activities. the factor that influenced the improvement was the technique. the students were asked to arrange seven to eight words using the jumbled letters in a limited time. they felt challenged and they were able to collaborate significantly in finishing the task. we compared the results of the pre-test and the post-test. the comparison was explained descriptively. if the results indicated an expected improvement of students’ vocabulary mastery, we strongly suggested that the teachers should use the word bank regularly at school.the results of pre-test and post-test are shown as follows. parmawati & inayah: improving students’ speaking skill... 81 table 1. pre-test and post-test results no student scores of the test conclusion pretest post test 1 student 1 80 100 improved 2 student 2 50 83 improved 3 student 3 13 60 improved 4 student 4 20 83 improved 5 student 5 27 63 improved 6 student 6 50 90 improved 7 student 7 33 67 improved 8 student 8 33 100 improved 9 student 9 57 100 improved 10 student 10 53 100 improved 11 student 11 53 97 improved 12 student 12 23 60 improved from the data above, we can conclude that all the students had made improvement in vocabulary mastery. it can be said that the techniques used in the teaching learning process were effective in helping the students to master the vocabularies. finding of each vocabulary item below the researchers elaborated the findings of each vocabulary item. we compared the results of the pre-test and the post-test in order to identify the difficulty level of each vocabulary item (see brogan & kutner, 1980). eltin journal, volume 7/ii, october 2019 82 figure 1. translating english into indonesian figure 2. translating indonesian into english figure 3. matching the english words with the indonesian between the pre-test and the post-test results, except for the item “all” and “what”. activity of each meeting the researchers conducted the research in four meetings. there were 30 vocabulary items to be learned during the research. the result of each meeting was elaborated below. the first and the second meetings: the students learned 15 vocabularies in this first two meetings. the method applied in teaching the vocabulary was by matching cards containing the english words and indonesian meanings. they did the task in a group with heterogeneous members. the word ‘heterogeneous’ means that the members of the group had a different level of ability. it was done several times (repetition) until the students succeeded in mastering the items. the students were also taught to make simple sentences from the data above, we found that most of the vocabulary items were mastered by the students. there was a significant difference parmawati & inayah: improving students’ speaking skill... 83 using those words. therefore, at the end of the class they were asked to produce one simple sentence from the words given. the third and the fourth meetings: for the last two meetings, the students learned the other 15 vocabulary items. in these sessions, the students were asked to arrange jumbled letters into meaningful words. then, they discussed in a group to find the meanings in indonesian. the target of the meeting was also to produce simple sentences using the words given. the table below shows target vocabularies in four meetings. table 2. list of vocabularies no list of vocabularies first meeting second meeting third meeting fourth meeting 1 2 3 4 5 6 7 8 all can give know tell when small go easy see could find get have they how take want what which because difficult good make say think where who many but students’ daily evaluation result the students’ evaluation was done in the end of class. this activity was completed in order to retain the vocabularies that they learned. the result of the evaluation shows in the table below. first and second evaluation table 3. students’ daily evaluation no student first meeting second meeting vocabulary mastery produced simple sentence vocabulary mastery produced simple sentence 1 student 1 mention all the words when is your birthday? mention all the words i find you. 2 student 2 can’t mention know i tell you a story. can’t mention could i have a sister. 3 student 3 can’t mention all, when, can, know i go to school. absent 4 student 4 mention all the words they tell me a secret. can’t mention get, find how old are you? eltin journal, volume 7/ii, october 2019 84 5 student 5 can’t mention know she give me a book. can’t mention have, get i see you. 6 student 6 mention all the words i know your house. mention all the words i have cousin 7 student 7 cant mention know, when, give, all student is smart. can’t mention find, get, have can’t make sentence 8 student 8 can’t mention know and tell i know your name. can’t mention get i get a good score 9 student 9 mention all the words correctly dad go to office. mention all the words could you help me? 10 student 10 can’t mention know and tell she give a book. can’t mention see how are you? 11 student 11 can’t mention know i can sing. can’t mention have he get a ball. 12 student 12 can’t mention tell, when, give can i can play football. absent third evaluation table 4. students’ daily evaluation no student third meeting vocabulary mastery produced simple sentence 1 student 1 mention all the words he makes me crazy. 2 student 2 can’t mention know where are you going? 3 student 3 absent 4 student 4 mention all the words how to make a cake? 5 student 5 can’t mention know this quiz is difficult. 6 student 6 mention all the words lucky makes traditional toys. 7 student 7 cant mention know, when, give, can’t make a sentence. parmawati & inayah: improving students’ speaking skill... 85 8 student 8 can’t mention know and tell i make a cake. 9 student 9 mention all the words i think this is very difficult. 10 student 10 can’t mention know and tell where do you live? 11 student 11 can’t mention know i don’t say a word. 12 student 12 can’t mention tell, when, give, can your acting is very good. in the fourth meeting, the students and the researchers reviewed the vocabularies they learned by having a guessing game. goodman (2014) argues that a guessing game tends to emphasize such higher level skills as the prediction of meaning by means of context clues or certain kinds of background knowledge. this method helps the students to connect their prior knowledge with the new vocabulary they will learn. in this research, most of the students had already memorized the words, only a few of students still struggled to memorize some words. e. conclusion the researchers concluded that the word bank helps students in mastering the vocabulary items by giving them a guideline on which words to be mastered. the results of the pre-test and post-test showed that the students managed to enrich their vocabulary items. moreover, the vocabulary teaching techniques also played an essential role in improving students’ vocabulary. the evidence was reflected in their engagement and enthusiasm during the implementation. the students expressed positive feelings toward the vocabulary learning. they stated that it was a new and different experience in learning vocabulary. the limitation of this study was that we had only few students (twelve) to be the subjects of this research. we also found some demotivated students who reluctantly participated in the learning process. as a result, their scores for the post-test was less satisfactory. to continue exploring the effects of using the word bank, the researchers suggest that future researchers should improve the procedure of the research in gaining feedback from the students. it is also advisable for future researchers to distribute questionnaires to identify external factors related to data collection and analysis. f. references aronson, e. (2011). cooperation in the classroom. london: pinter and martin ltd. brogan, d. r., & kutner, m. h. (1980). comparative analyses of pretest-posttest research designs. the american statistician, 34(4), 229-232. doi: 10.1080/00031305.1980.10483034 graves, m. f., & prenn, m. c. (1986). costs and benefits of various methods of teaching vocabulary. journal of reading, 29(7), 596-602. gu, y., & johnson, r. k. (1996). vocabulary learning strategies and language learning outcomes. language learning, 46(4), 643-679. hamzah, m. s. g., kafipour, r., & abdullah, s. k. (2009). vocabulary learning strategies of iranian undergraduate efl students and its relation to their vocabulary size. european journal of social sciences, 11(1), 39-50. harmon, j. m., wood k. d., & keser, k. (2009) promoting vocabulary learning with interactive word wall. middle school journal, 40(3), 58-63. eltin journal, volume 7/ii, october 2019 86 hopkins, d. (2008). a teacher's guide to classroom research. buckingham: open university press horst, m., cobb, t., & nicolae, i. (2005). expanding academic vocabulary with an interactive on-line database. language learning & technology, 9(2), 90-110. kemmis, s., & mc taggart, r. (1988). the action research planner. victoria: deakin university. laufer, b. (1990). ease and difficulty in vocabulary learning: some teaching implications. foreign language annals, 23(2), 147-155. nation, i. s. p. (1990). teaching and learning vocabulary. new york: newbury house. nation, i. s. p. (2001). learning vocabulary in another language. cambridge: cambridge university press. nation, i. s. p., & webb, s. a. (2011). researching and analyzing vocabulary. boston, ma: heinle, cengage learning. oxford, r. (1990). language learning strategies. cambridge: cambridge university press. patton, m. q. (2001). qualitative evaluation and research methods (3rd ed.). thousand oaks, ca: sage publications, inc pramesti, m. r. d., pramono, w. s, & suhermawan. (2008). english for smk: grade x. jakarta: pusat perbukuan departemen pendidikan nasional. schmitt, n., & schmitt, d. (1995). vocabulary notebooks: theoretical underpinnings and practical suggestions. elt journal, 49(2), 133-143. sebuah kajian pustaka: yuzulia: a study on students’ motivation … 10 a study on students’ motivation towards learning english language irza yuzulia irzayuzulia@gmail.com universitas pendidikan indonesia abstract motivation is the main point to determine the students’ desire to learn english. students’ motivation will be correlated with their performance and achievement during the learning process. the research aimed to find out students’ motivations in learning english and the kinds of motivations they have. the respondents of this study were sixty two third-grader students of senior high school in pekanbaru. in order to cope with the purposes of the research, this study used qualitative case study design. the data in this study was collected through questionnaire that consists of twenty-five questions and open-ended questions. the answers of the respondents were analyzed descriptively. based on the result of the study, it is found that the students have high motivation to learn english. they are two types of motivation possessed by the respondents. related to instrinsic motivation, the data showed that they always attend the english class on time (88.1%), they need to be able to master english (95.2%), and usually learn english in my free time (69%). while, regarding the extrinsic motivation, the data revealed that students’ motivation in learning english due to several reasons such as to answer english tasks correctly (88.1%), to pass national examination (80.9%), the teacher as the biggest inspiration to learn english (69%) and english will be beneficial for their future career (92.81%). keywords: motivation, efl, english learning a. introduction english has an essential role in many aspects of life where english is used in communication, technology, education, science, and career. english in indonesia has been taught as one of the essential subjects from kindergarten until university. in senior high school, english is examined in the national examination and a complementary subject while at the university level. english is used as a complementary subject to help the students access references for their reading in english. the aim of english teaching and learning in indonesia is to develop communicative ability in the four language skills: listening, reading, writing, and speaking. in terms of learning english, the students will succeed in learning if they have a will to learn. this will is called motivation. motivation plays a vital role in foreign language students' classroom performance (dornyei, 2001). motivation has the specific role of raising eagerness, willingness, and gladness in learning. it will determine students' success or failure in learning a foreign language (smith, 2012). motivation can directly influence the frequency of using learning strategies eltin journal, volume 9/no 1, april 2021 11 according to suprijono (2009), motivation to learn gives the spirit of learning, direction, and behavior persistence. learning motivation is a momentous field in language pedagogy since it is seen as one of the key variables contributing to the successful acquisition of a foreign language or second language (kormos & csizér, 2010). two kinds of motivation can influence the learners, namely integrative motivation and instrumental motivation (gardner, & lambert, 1972). integrative motivation is an interest in foreign languages, a desire to interact with native speakers of the target language, and a positive attitude toward these people and their culture. on the other hand, instrumental motivation is a desire to study the target language to achieve a pragmatic objective such as improving an individual's future employment opportunities. learning a foreign language is challenging, and teaching a foreign language can be just as daunting. so the teacher should look for new and creative methods to boost students' motivation. if the students feel better about themselves, they will achieve more outstanding results as learners. the more inclined students share their interests, hopes, feelings, and dreams, the more self-confident they will be. it implies to foreign language teachers that our students would have the confidence to speak more in the target language and move closer to full linguistic competence. therefore, this study aims to examine students’ motivation towards learning english. b. literature review many experts in psychology have given various definitions of motivation. according to quan (2014) motivation is important and the same as aptitude, intelligence and attitudes which can greatly influence the achievement of learners’ foreign language acquisition. according to santrock (2004), motivation is the process that activate, directs, and sustains behavior. it means that motivation is pushing and showing students to do something and continuously keep on the activity. as stated literally, motivation is enthusiasm or the need for doing something. santrock (2011) also defined that "motivation involves the processes that energize, direct, and sustain behavior." schunk, meece & pintrich ( 2012) also state that "motivation is the process whereby goal-directed activity is suggested and continued." it means that motivation can direct someone’s behavior to achieve his/her goals. a person has a goal and enthusiasts to do something in his/her life by motivation. according to shearin (1994), motivation is a desire to achieve a goal combined with the energy to work toward the goal. motivation has been an important research topic in psychology. psychologists have put forward numerous theories and concepts to describe human motivation. it also has been recognized that motivation is an essential agent in the cognitive process. motivation can be divided into two kinds. these kinds of motivation are divided the how the motivation arrives and the influences around the person itself. they are extrinsic motivation and intrinsic motivation. according to santrock (2011), intrinsic motivation involves the internal motivation to do something for its own sake. alderman (2013) also defines that "the intrinsic motivation is typically defined as students engagement in actions for their own sake and without coercion such as satisfaction, interest, learning, and challenge." with intrinsic motivation, the students do not need to be pushed to do something. this statement is the same as this next statement: "intrinsic motivation describes self-initiated task engagement with no apparent extrinsic rewards beyond the activity itself. while, extrinsic motivation happens when students engage in activities for external reasons (outside of themselves) such as grades, praise, special privileges, and certificates or material rewards (alderman, 2013). yuzulia: a study on students’ motivation … 12 from the above statements, it can be concluded that extrinsic motivation is the one that comes from the outside of individuals, for example, punishment or the reward, so that they will be motivated and achieve the target expected. there are two main types of extrinsic motivation based on (gardner & lambert, 1972). they are integrative motivation and instrumental motivation. in integrative motivation, the student needs to be attracted by the role of the target language community. it involves students' reasons for learning the language. to strengthen this motivation, students have to learn hard to master the language and have to integrate themselves into that culture. instrumental motivation describes a situation in which students believe that mastery of the target language will be instrumental in getting them a better job, position, or status. the language is instrumental in their attainment of such a goal. c. research methodology this study used a qualitative case study design to find out some information from actual conditions. this research population was the senior high school students who enrolled in the third grade in pekanbaru. the total numbers of respondents were sixty students. for this study, the author formed a questionnaire that consists of 25 questions related to students' motivation to learn english. the data obtained through an online survey were analyzed by frequency of common students' responses and percentages. demographic data were obtained using the likert scale and is reported in percentage of students' responses. furthermore, the questionnaire also provides some open-ended questions to clarify students' responses. d. findings and discussion based in the data from questionnaires, it was revealed that the respondents have two types of motivation. they are intrinsic and extrinsic motivation. the types of motivation are described in the following table. table 1. the data of questionnaires no components agree neutra l disagree intrinsic motivation 1. i always attend the english class on time 88.1 9.5 2.4 2. it won’t be a problem if i do not attend english class 0.1 19 80.9 3. i am reluctant to practice english at school 9.5 31 59.5 4. i usually learn english in my free time 69 28.6 2.4 5. i feel the need to be able to master english language 95.2 4.8 0 6. the tasks given by the teacher burdens me 19.1 59.5 23.8 7. i feel challenged by the tasks 26.2 61.9 11.9 8. when i find difficult words in english, it will not stop me from keeping learning 75.6 19.5 4.9 9. i do not give my maximum effort in english class 4.9 12.2 82.9 10. i make my own goal in learning english 52.4 45.2 2.4 eltin journal, volume 9/no 1, april 2021 13 11. i love to listen to english songs to support my learning 81 16.7 2.3 12. i am confident to be asked to speak english in the classroom 23.8 61.9 14.3 extrinsic motivation 13. english will be beneficial for my future career 92.81 7.1 0.09 14. english is not interesting 95.2 4.8 0 15. the presence of native speaker will boost my motivation to learn english 42.9 54.7 2.4 16. i learn english to communicate with my teacher and my friends 50 33.3 16.7 17. i learn english to answer english tasks correctly. 88.1 11.9 0 18. i learn english to get the high score in m class 31 64.3 4.7 19. my purpose to learn english is to pass the national examination 80.9 1.9 17.2 20. i’m not interested to communicate with native speaker of english 2.4 54.8 45.3 21. my teacher is my biggest inspiration to learn english 69 28.6 2.4 22. i like to listen to dialogues in english movies. 78.6 19 2.4 23. getting low score makes me lazy to learn english 2.4 11.9 85.7 24. i will ask my teacher if i find problems during learning english 80.9 19 0.1 25. i love to learn english to make me easier to understand reading materials in english. 90.5 9.5 0 regarding to instrinsic motivation, the data above showed that 88,1 % of students are willing to attend the english class on time, and 57,1% of the students disagreed that it will not be a problem if they do not attend english class. the data also found that they never late coming to the class because they are afraid of missing the teacher's explanation. it can be seen in the following excerpt: "i always come to the class on time because i do not want to miss the teacher's explanation." the data above revealed that 61.9 % of students agreed if they learn english at home in their free time. it is supported by the data from open ended questions that the students join in the community to practice their english with their friends or even with native speakers. it can be seen in the following excerpt: "i joined an english club in my city at the weekends. it is helpful for me to increase my speaking ability." the finding above is in line with kasmalinda (2011) who stated that the main purpose of holding english club is to improve students’ motivation to speak english with a high selfconfidence. oemar (2007) also argue that an enjoyable activity will develop their experience and it will make the students to improve their confident through participation actively in english club. yuzulia: a study on students’ motivation … 14 while, relating to the task given by teacher, 59,5 % of students are "neutral" regarding that they are burdened by the number of tasks, and 61,9% of students are "neutral" about feeling challenged by the tasks given. from the open-ended questionnaire response, it is found that many tasks sometimes burden them because they are bored to learn english grammar and theories most of the time. on the other hand, some students came up with the idea that tasks were essential to enhance the vocabularies. furthermore, the data also showed that 63,4% of students agreed that when they find difficult words in english, they will keep learning. they tend to use dictionaries or guessing the meaning from the context to comprehend reading materials. it is supported by the data from open ended question. it can be seen in the following excerpt: "i usually look at my dictionary whenever i find the difficult words in english." "i will finish until i understand what is the whole text about when i have reading class or reading tasks." regarding "creating their own goal in learning english", 52.4 % agreed that some of them plan to continue their study to another country and have a plan to choose the department that requires good english ability. as stated by two respondents below: "i have a plan to continue to school at malay or singapore, that is why i have to be able to speak english well." "i want to continue my education to international relations which requires the mastery of the english language." it is relevant with holt (2001) that most students learned the target language—english with instrumental motivation. that is, the underlying reason for studying english is simply to pass the university entrance exam. once students enter the university, their interests to continue studying english are diminished. this agrees as what previous research has found that integrative motivation can sustain long-term success in foreign language learning. furthermore, referring to extrinsic motivation, it was revealed that watching movies and listening to english songs become the hobbies that can help them master english. from the results, it is found that most of the students (78.6%) like to listen to dialogues in english movies and52.4 % students agreed that they loved to listen to english songs. this findings is in line with the statement of allan in haghverdi, 2015 that when students are watching films, they can learn language components such as grammar, vocabulary, pronunciation. the data also revealed that students’ motivation in learning english due to several reason such as to answer english tasks correctly (88.1%), to pass national examination (80.9%), the teacher as the biggest inspiration to learn english (69%) and english will be beneficial for my future career (92.81%). this findings showed that extrinsic motivation happens when students engage in activities for external reasons (outside of themselves) such as grades, praise, special privileges, and certificates or material rewards (alderman, 2013). thus, it can be concluded that extrinsic motivation is the one that comes from the outside of individuals, for example, punishment or the reward, so that they will be motivated and achieve the target expected. eltin journal, volume 9/no 1, april 2021 15 in addition, based on the findings above, it can be concluded that the fluency in speaking english is also essential. this result is in line with gardner ( as cited by al-tamimi & shuib, 2009) who defined these fact as instrumental motivation. he stated that less motivation in learning a language is due to less clearly perceived utility it might have for the learner. based on the findings, the students have seen the utility of english as a foreign language for them. it is supported by wilkins (1972) who found that a learner is instrumentally motivated when he/she wants to learn a language to use it in one’s job, to use it in holiday in other countries and to use it in one’s job or due to the national system that requires it. in connection with this phenomenon, gardner (1985) also found two main orientations through his research. the instrumental motivation entails a more functional reason for learning the target language, such as job promotion and a language requirement. "i know it. english becomes "a must" in this era. everything is written in english, and many people could speak english well now. so i have to learn very hard from now." "english is essential to increase my career level in the future. i believe that." based on the findings, it is found that most students have high motivation to learn english. they tend to come to the class on time, do all the tasks, learn english in their free time and try to find the meaning of difficult words they found while learning english. most of the students also doing some efforts to practice their english such as joining an english club. they stated that they are more comfortable to practice their english in their community because they do not need to worry about their grammar since the members come in various level of english ability. regarding the presence of native speakers to boost their motivation, most of students are neutral about it. in other words, they still have reluctance to get to know english more in order to connect with its persons or culture. talking about students' purpose to learn english, the respondents' responses are varied. they learn english to communicate with their teacher and friends, to understand novels or other reading materials, and to be able to get a promising career in the future. surprisingly, based on the results, it is found that the primary purpose of the students to learn english was to get high scores in english subjects and pass the national examination. the students are also found to listen to songs and to watch english movie as medias to learn english. much previous research has provided insights into the advantages of learning english through songs in the classroom (mora, 2000; liu, 2006). for helping learners to develop their multiple intelligences, simpson (2000) believes that through well-planned teaching activities, linguistic intelligence and musical intelligence can benefit each other. therefore, popular songs can be effective materials that relate english learning to students’ daily life. presenting a learning media such as a movie in a classroom can be very beneficial if it is integrated with some learning activities. some activities such as discussion or practicing language skills based on the movie can improve students' motivation in learning. students can learn a language in an enjoyable and interesting way with media. films are a shift from the conventional and offer students realistic learning environments (sherman in khan, 2015). considering this information, it is evident that english as a foreign language for the nonnative students can be more interesting when the teachers understand the better way of yuzulia: a study on students’ motivation … 16 teaching english. english teachers should understand both the students’ intrinsic motivation and language teaching strategy (richard & renandya, 2002). methods of teaching and approaches to language teaching must be mastered by the teachers so that they can cater for their students in classroom. e. conclusion based on the result of the study, it can be concluded that the respondents of the study have high motivation to learn english. the students tend to have two kinds of motivation; instrumental motivation and integrative motivation. the study results also indicated that the respondents could be categorized as having instrumental motivation because they regarded english as a compulsory subject and fulfilled the need to pass the examination level. the students also identified having integrative motivation because students have reasons for learning the language. the students also realized that english is crucial for them for their future. it can be identified by their purpose to learn english in order to communicate, to be able to understand reading materials in english, and to get a better job in the future. the teachers are suggested to encourage students to focus on their improvement, not only grade or examination. the students can do a self-assessment of their work and find out their strengths and weaknesses. the teacher can also uses authentic materials and introduces the students to different cultures or accents, in order to make the students more enthusiast to communicate and boost their interest in learning english. f. references al-tamimi, a., & shuib, m. (2009). motivation and attitudes towards learning english: a study of petroleum engineering undergraduates at hadhramout university of sciences and technology. , 9(2). gema online® journal of language studies, 9(29–55). alderman, m. k. (2013). motivation for achievement: possibilities for teaching and learning. routledge. routledge. dörnyei, z. (2001). motivational strategies in the language classroom. cambridge: cup. gardner, r. c., & lambert, w. e. (1972). attitudes and motivation in second language learning (vol. 786). newbury: rowley. gardner, r. c. (1985). social psychology and second language learning: the role of attitudes and motivation. arnold. haghverdi, h. r. (2015). the effect of song and movie on high school students language achievement in dehdasht. procedia-social and behavioral sciences, 192, 313–320. khan, a. (2015). using films in the esl classroom to improve communication skills of nonnative learners. elt voices, 5(4), 46-52. elt voices, 5(4), 46–52. kormos, j., & csizér, k. (2010). a comparison of the foreign language learning motivation of hungarian dyslexic and non‐dyslexic students. international journal of applied linguistics, 20(2), 232-250. liu, c. y. (2006). analysis of the songs in elementary school english textbooks. southern taiwan university of technology. mora, c. f. (2000). foreign language acquisition and melody singing. elt journal, 54(2), 146-152. santrock, j. w. (2011). perkembangan anak edisi 7 jilid 2. (terjemahan: sarah genis b). erlangga. santrock, w. j. (2004). educational psychology. hill second edition. eltin journal, volume 9/no 1, april 2021 17 schunk, d. h., meece, j. r., & pintrich, p. r. (2012). motivation in education: theory, research, and applications. pearson higher ed. simpson, j. m. (2000). practice multiple intelligences in efl class. tesol journal, 9(1), 32. smith, r. c. (2012). situational language teaching. elt journal, 2(4), 71-79. suprijono, a. (2009). cooperative learning teori dan aplikasi paikem. yogyakarta: pustaka pelajar. wilkins, d. (1972). linguistics in language teaching. cambridge: cpu. sebuah kajian pustaka: wigati, sari & santosa: industrial needs on english skills … 42 industrial needs on english skills of new employees: a survey fikri asih wigati1, rianita pupa sari2, made panji teguh santosa3 fikri.asihwigati@staff.unsika.ac.id , rianita.puspasari@ft.unsika.ac.id; made.santoso@staff.unsika.ac.id universitas singaperbangsa karawang abstract employees with good english skills tend to have greater opportunities to get better positions in their careers. practitioners must consider workforce trends by conducting need analysis to explore how language is used in the workplace. this is important because learning english as a general basic course must be aligned with the needs of stakeholders. karawang is the largest industrial city in indonesia, the need for employees will certainly continue to increase. the main task of a university is to prepare its students to be ready to work and to have the skills needed by stakeholders. this study aims to identify the industry's need for english competence for employee recruitment from the perspective of corporate hrd both at the company level and at the industrial area level. this research uses a quantitative approach with multilevel modelling methods. the research process is divided into four stages, namely the preliminary stage, the design of a theoretical framework, data collection and processing, the stage of analysis and drawing conclusions. the results of this research indicate that the ability most needed is the ability to actively communicate both speaking and writing. reading and terminology mastery are equally important, but all four skills must be integrated in digital knowledge and online code analysis.information already present in the title. keywords: need analysis, english competencies, employee recruitment, industry a. introduction karawang is a large industrial city in indonesia. based on preliminary research data (informal interviews with several human resource development personnel), it was found that employees with good english skills tend to have greater opportunities to get better positions in their careers. new employees with good english skills are also prioritized. english language skills are one of the main qualifications for finding work (garner,2012). this is in line with kassim and ali (2010) which states that english has become dominant in various fields including industry. as a result, english skills become an effective communication tool as well as a vehicle for professional development. to offer this competitive advantage, practitioners must consider workforce trends, need analysis is needed to explore how language is used in the workplace. educational experts have a strong mandate to include english for specific purpose as teaching material in response to the rapid development of needs (harper & widodo, 2017). mailto:fikri.asihwigati@staff.unsika.ac.id mailto:rianita.puspasari@ft.unsika.ac.id mailto:made.santoso@staff.unsika.ac.id eltin journal, volume 8/no 1, april 2020 43 one of the requirements that is almost an obligation in all job openings is english competence. however, the english competence required may vary and depends on the type of company itself. what's more, karawang has at least six industrial zones, namely: industrial estate industrial zone, kiic industrial estate, karatra mitra industrial estate, kujang fertilizer industrial estate, surya cipta industrial zone, and pt.timor putra industrial estate which definitely has a different special characteristic one and others. in the end, english is often a scourge for prospective workers. english is considered a science that only complicates, even hinders in seeking work. in fact, the task of a university level as educational institution is to prepare students to be ready to work. therefore, researchers plan to conduct a study entitled "identification of english language competency in employee recruitment in the industry in karawang". in this study, researchers conducted an analysis of industry needs from the perspective of human research development regarding the english competencies of the potential employees when recruiting new workers. b. literature review 1. employee recruitment employees are the human resources of a company. human resources will be an important part of the plan to dominate the business world, then the employee recruitment plan must be focused on the strength of the company (decenzo &robbins,2010). this strength is the foundation that forms the competitive advantage of a company. these strengths are called core competencies, namely unique capabilities that create high value and differentiate a company from its competitors (mathis & jackson, 2012). based on this, the recruitment of employees is very important. employee recruitment using a basic competency approach considers how knowledge and skills are used. competence is an individual capability that can be linked to individual or group performance (mathis & jackson, 2010), which refers to knowledge, skills, abilities, and other personal characteristics that can form good performance for a job 2. english competencies one of the competences is english competencies (europe, 2018). in the world of industry ,language english competencies can be active or passive, and they are often divided into four interconnected skills. these skills are: (1) listening; (2) reading; (3) speaking; and (4) writing (projects, 2018). it is stated that the minimum (english) language competency of workers in the uk should reach the level of national vocational qualification (nvq) 3. even for jobs with high communication content and use of formal language required nvq level 4 3. education 4,0 after the first industrial revolution in the 1780 's, where the steam engines made humans more productive, the second industrial revolution were in the 1870 's with their electric energy carrying mass production, the third industrial revolution then appeared in the 1980 's decade with information and electronic technology, which led to a more efficient production process. the melting of some advanced technologies and accompanying new knowledge marked the start of industrial revolution 4,0. humans have developed compute capacity to store data in massive scale, which in turn allows for machine learning. the outside of this development is cyber-physical systems (cpss), which are physical and engineering systems where operations are monitored, coordinated, controlled, and integrated through the core of wigati, sari & santosa: industrial needs on english skills … 44 computing and communication. education, especially higher education, has an important role in shaping the community's transition needed to adapt to industrial revolution 4,0. education 4.0, should be able to bring students to answer challenges in the areas of demographics, population, health, nuclear proliferation, and so on. after the students graduate, the world of industrial revolution 4,0 requires them to work with artificial intelligence technology. what they learn on campus will not determine their work or career. their content and understanding of their work is important, but most importantly what they can do with it. education 4,0 have to meet the needs of the community in an innovative era, in accordance with behavioral changes with special characteristics in parallelism, connectivity, and visuals. teachers must help to develop learners ' ability to implement the new technology. learning system should also bring learners to grow with lifelong knowledge and skills, not merely able to read and write, but with all its best abilities (mathis& jackson, 2012) c. research methodology this research methodology is using statistical data on the identification of english competency factors in employee recruitment in the karawang industry. in identifying these factors, an analysis using multilevel modeling methods was carried out. the research process is divided into four stages, namely the preliminary stage, the design of a theoretical framework, data collection and processing, to the stage of analysis and drawing conclusions (luke,2004; sekaran 2003). in this study, data collection is primary data in the form of a questionnaire distributed to the company's human resource develpment in karawang, prior to distributing the questionnaire data, licensing was done first for the legality and ease of data retrieval. questionnaire compilation preparation of the questionnaire as primary research data was developed from the operationalization of variables. table.1 questionaire form question number variable code question 1 english competence kbi1 reading ability 2 kbi2 listening ability 3 kbi3 writing ability 4 kbi4 we need employee who are able to present their idea in english 5 level of english competence independent user we need employees who can translate manual book/ module into indonesian we need employee who are able to present their idea in english 6 expert we need employees who have the capability to make english speech and formal conversation we need employees who can translate manual book/ module into indonesian 7 independent user we need employees who are able to be an we need employees who have the capability to eltin journal, volume 8/no 1, april 2020 45 interpreter in a teleconference make english speech and formal conversation 8 expert we need employees who are able to translate directly the conversation between management and customers/visitors we need employees who are able to be an interpreter in a teleconference 9 expert we need employees who are able to use online data in english in all context related to factory’s needs we need employees who are able to translate directly the conversation between management and customers/visitors 10 expert we need employees who understand english literacy and are able to retell the data well. we need employees who are able to use online data in english in all context related to factory’s needs 11 independent user we need employees who can explore and analyze data in english. we need employees who understand english literacy and are able to retell the data well. 12 expert we need employees who are able to summarize statistical data and understand how to set the data. we need employees who can explore and analyze data in english. 13 expert we need employees who are able to visualize and interprets data using english. we need employees who are able to summarize statistical data and understand how to set the data. 14 independent user piv2 we need employees who are able to visualize and interprets data using english. 15 education 4.0 p1 which one do you thing are the important aspects that your employees should have p2 p3 p4 p5 p6 d. findings and discussion discussion descriptive analysis of respondent profiles descriptive analysis is done by descriptive statistical tests to find out the general description of respondents who fill out questionnaires in the form of charts. wigati, sari & santosa: industrial needs on english skills … 46 figure 3 working period duration of work in figure 3 shows that respondents who filled out this research questionnaire 55.6% of them were human resource development with a work period of more than 5 years, so this can be indicated that the respondents were experienced senior hrd and knew the company's needs. figure 4. education in picture 4 respondents who filled out the questionnaire in this study, 75% had a bachelor degree background, 16.7% had a master education background, and 8.3% had a diploma education background, thus it could be said that the respondent had sufficient knowledge to pursue the needs of competency in accordance with industry needs in the industrial era 4.0 eltin journal, volume 8/no 1, april 2020 47 figure 5 position picture 5 shows that respondents who filled out the research questionnaire, 53% of them were hrd staff and 47% of them were hrd manager. therefore, the questionnaire corresponds to the samples needed in the survey of english language competency needs, because hrd staff and hrd managers do recruitment and conduct performance appraisals for employees in the company. the validity of the questionnaire to find out whether each indicator represents a variable and is sufficiently understood by respondents, thus it can be known whether or not editorial changes are needed in the questionnaire. test the validity of this study using spss 22.0 for windows software. the results of the validity test compare the correlation coefficient on corrected item-total correlation as r count in spss with the rtable calculation results, if r count> rtable then the question item or indicator is declared valid. the number of samples used for this test was 36, so the rtable value for α = 0.05 and dof = 34 was 0.2785. table 5.2 is a recapitulation table of the output validity test spss. table 2 data processing question number code r count r table valid/not valid 1. kbi1 0,719 0,2785 valid 2. kbi2 0,613 0,2785 valid 3. kbi3 0,478 0,2785 valid 4. kbi4 0,597 0,2785 valid 5. piv1 0,646 0,2785 valid 6. pak1 0,613 0,2785 valid 7. pit1 0,782 0,2785 valid 8. pam1 0,471 0,2785 valid 9. pam2 0,673 0,2785 valid 10. pak2 0,675 0,2785 valid 11. pit2 0,619 0,2785 valid 12. pak3 0,614 0,2785 valid 13. pak4 0,584 0,2785 valid 14. piv2 0,636 0,2785 valid 15. p1 0,166 0,2785 not valid 15. p2 0,009 0,2785 not valid 15. p3 0,072 0,2785 not valid 15. p4 0,085 0,2785 not valid 15. p5 -0,054 0,2785 not valid 15. p6 -0,083 0,2785 not valid it can be seen that the respondents' perceptions on the questionnaire questions can be understood so that no editorial changes are needed, it can be seen from questions 1-14 rcount is bigger than rtable then the indicator is declared valid, whereas in question 15 each indicator code is invalid, but researchers cannot delete or change the editorial because question no 15 is an open question for respondents to choose between indicators p1 through p6 according to the perceptions of conditions in their respective companies. while, the reliability test using the help of spps 22.0 software is used to find out whether each question has a reliable measurement result. gauges are said to be reliable if the value of the reliability coefficient (cronbach's alpha) obtained exceeds 0.7. wigati, sari & santosa: industrial needs on english skills … 48 table 3 reliability statistics cronbach's alpha n of items ,861 20 in table 3 the results of data processing (cronbach's alpha) obtained by 0.861 which exceeded 0.7, so that the questionnaire distribution had reliable measurement results.normality testing serves to test the assumptions of using the sem method, the normality test used to analyze normality can be done with a variety of normality analyzes, one of which is by using kolmogorov-smirnov. normality test is done by basing on the kolmogorov-smirnov (ks) test using the help of spps 30.0 software by looking at the significance value on 2 sides (two tailed), which must have a p-value criterion ≥ 0.05 then the data can be said to be normally distributed. the summary of normality test results can be seen in the following table table 4 normality test one-sample kolmogorov-smirnov test unstandardized residual n 36 normal parametersa,b mean ,0000000 std. deviation 4,23283578 most extreme differences absolute ,159 positive ,106 negative -,159 test statistic ,159 asymp. sig. (2-tailed) ,022c from table 4, it can be seen the results of the kolmogorov-smirnov (ks) normality test by looking at the significance value on two sides (two tailed) which has a p-value criterion of 0.22 is ≥ 0.05, then the data can be assumed as normal and can be continued in sem data processing -pls. quantitative analysis using sem-pls quantitative analysis is used to predict the relationship between research variables based on hrd's perception on filling out questionnaires that have been distributed, especially in questions 1 to question 15. figure 6 testing the sem-pls model figure 6 shows that the results of data processing using wrappls 3.0 software to test the research hypothesis:h1: english language competency (kbi) has a positive effect on the level of english language skills (tkbi) of workers required by industry. h2: education 4.0 eltin journal, volume 8/no 1, april 2020 49 (p4.0) moderates positively the effect of english competence on the level of english skills of workers required by industry picture 7. the result of coefficient hypothesis recruitment the results of data processing in figure 6 clearly explained in figure 7 which then can be indicated that the influence of english language competence (kbi) on the level of english language ability (tkbi) has a positive effect of 0.746 and significant p value of 0.002 (<0.05) so that it can be said that the hypothesis h1 is accepted, whereas based on the results of the sem-pls test analysis h2 decision is rejected which indicates that education 4.0 does not positively moderat the influence of engineering students' english competence at the level of english proficiency and is significant at -0.118 with a p of 0.333 (> 0.05). figure 8 testing the feasibility of the research model figure 8 shows the results of data processing using wrappls produce p values in apc and ars less than 0.05 and are significant, and avif values is less than 5, then goodness of fit has been fulfilled. it can be said that this research model is suitable in measuring the level of english language competency needs of industrial engineering workers in the context of industry 4.0 wigati, sari & santosa: industrial needs on english skills … 50 figure 9. effect size results on the path coefficient of the research model the results of data processing in figure 9 show the effect size of the influence of english competence on english language proficiency level of 0.589 belonging to the large category, thus english competence has an important role in the level of english language skills of industrial engineering workforce required in industry 4.0. figure 10. results of structural measurements of the inner research model from figure 10, it can be seen that the reliability of internal consistency is met by looking at composite reliability as a reliability requirement of all kbi, tkbi and p4.0 variables having values greater than 0.7 and vif below 3.3 which means there is no multicollinearity in the research model, while the ave value kbi and tkbi above 0.5 which show convergent validity are met. the r-square value in figure 5.6 is 63.5% which shows the percentage of endogenous / criterion construct variance can be explained moderately by the construct hypothesized to influence it (exogenous / predictor). while the predictive relevance (q2) value of 0.628 indicates the value of predictive validity is very strong and feasible in this research model. the factors that affect the level of english language skills can be seen in table 5.5 which shows the results of testing the reliability of each indicator construction of the variable. table 5 indicator reliability no. indicator loading factor p-value conclusion 1 kbi1 0,885 <0,001 reliable 2 kbi2 0,745 <0,001 reliable 3 kbi3 0,759 <0,001 reliable 4 kbi4 0,678 <0,001 reliable 5 piv1 0,723 <0,001 reliable 6 pak1 0,802 <0,001 reliable 7 pit1 0,736 <0,001 reliable 8 pam1 0,658 0,005 reliable 9 pam2 0,753 <0,001 reliable eltin journal, volume 8/no 1, april 2020 51 10 pak2 0,793 <0,001 reliable 11 pit2 0,73 <0,001 reliable 12 pak3 0,737 <0,001 reliable 13 pak4 0,75 0,003 reliable 14 piv2 0,742 0,006 reliable 15 p1 0,711 <0,001 reliable 16 p2 0,578 0,095 less reliable 17 p3 0,388 0,199 less reliable 18 p4 0,665 0,013 reliable 19 p5 0,64 0,04 reliable 20 p6 0,549 0,036 less reliable from table 5, it can be interpreted that the prediction factors that influence the research variables as follows: 1. factors that affect english proficiency can be reflected by reading indicators (kbi1) with a value of 0.885 is significant, writing (kbi2) with a value of 0.745 is significant, listening (kbi3) with a value of 0.759 is significant, and speaking (kbi4) with a value of 0.678 is significant, so that the english ability of the industrial engineering workforce is reflected in the ability to read, write, listen and speak. 2. factors that influence the level of english competency can be reflected by 10 indicators piv1, pak1, pit1, pam1, pam2, pak2, pit2, pak3, pak4, piv2 with loading factor values above 0.7, so that the level of english competence in industrial engineering workforce is reflected at the level of english competence of expert users and independent users, which is reflected in the competence that is able to present ideas, translate modules, understand speech / conversation, translate teleconferences, translate guest conversations, understand online data, understand literacy, explore and analyze english data, summarize statistical data, visualize and interpret english data. 3. factors that influence the need for the concept of education 4.0 are reflected in indicators p1, p4, p5 and p6, so that the concept of education 4.0 is reflected in the workforce in leadership, communicative, digital literacy and emotional intelligence. quantitative analysis based on the results of a questionnaire distribution survey figure 9 results of competency needs survey in the industrial era 4.0 wigati, sari & santosa: industrial needs on english skills … 52 in figure 9 based on the survey results, the competency requirements needed in the industry 4.0 era for workers in companies are communicative at 72.2% and innovative at 69.4%. table 6 the survey of english needs ability and level of competence variable min max mean sd english competence kbi1 3 5 4,36 0,54 kbi2 3 5 4,17 0,51 kbi3 4 5 4,39 0,49 kbi4 3 5 4,25 0,60 levels of competence piv1 3 5 4,00 0,63 pak1 2 5 4,00 0,76 pit1 3 5 4,11 0,67 pam1 2 5 3,92 0,73 pam2 3 5 4,08 0,55 pak2 2 5 4,08 0,65 pit2 2 5 3,89 0,75 pak3 2 5 4,11 0,71 pak4 2 5 4,11 0,71 piv2 2 5 4,11 0,71 table 6 shows the results of the survey on the range of scale of the level of hrd approval on the capability and competency level needed by the industrial engineering graduates in the company in facing the industry era 4.0. the survey results stated that almost all hrd agreed that the english language skills needed by graduates of industrial engineering in the industrial era 4.0 were writing, reading, listening and speaking. the survey results also stated that almost all hrd agreed that the level of english competency required by the workforce industrial engineering graduates in the industrial era 4.0 are expert and independent user categories .from the results obtained from the data analysis, it was found that the results of this study are in line with what was delivered by kassim and ali (2010), in his research conducted in malaysia stated that english became dominant in the field of industry. as a result, english skills become an effective communication tool as well as a vehicle for professional development. then, hutchinson&waters (1986) and paltridge and starfield (2013) also suggested that to offer these competitive benefits, practitioners must consider workforce trends, need analysis is needed to explore how language is used in the workplace. therefore, education experts have a strong mandate to include english for specific purpose as teaching material in response to the rapid development of needs (basturkemen, 2010; harper & widodo, 2017) which is the next step after this research. therefore, this research has followed the existing mandate by analyzing industry needs in order to improve esp learning in industrial engineering field. employees are the human resources of a company. the first and foremost thing in the data that appears is that the industry need good speaking and writing skills (productive skills). for speaking abilities, the industry wants workers who are fluent in english in conversation. it is supported by the interview data with some hrd stated that the capability was needed to be used in meetings with stakeholders and superiors from abroad, handling customer visits, customer complaints, negotiations, and training subordinates or colleagues. one hrd leader stated that problem solving, negotiation skills in the production field planner were the skills needed. negotiations are not only needed for the marketing department, many production planners in industrial engineering graduates are employed by these large manufacturing companies. they are required to negotiate and coordinate well with the relevant departments. for example from setting the production time, eltin journal, volume 8/no 1, april 2020 53 production schedule target, quality checking process by the qc team, until when the results of the production come in, they have to communicate for warehouse finishing, even participate in negotiations with customers from india and taiwan who only speak english. the second ability is the ability to read. this ability is needed because most production instructions are in the form of procedural or descriptive texts. the module used is mostly english text because the trainers who are invited to train their workers are from the company from abroad. the third ability is the ability to write, the hrd requires employees to have the ability to write in english to make daily, weekly, monthly reports. they were also asked to have fluency in english for correspondence. not infrequently, employees are also asked to write a kind of project and report in written english. the next ability is mastery of vocabulary related to industrial terminology. this has become a big demand for the students of the industrial engineering english course. all english skills are also integrated with digital knowledge, digital automation, online analysis, and coding in english. by using these need analysis we can prepare our students to use english within professional environment (basturkmen,2006; harding, 2005) e. conclusion the ability of the english industrial engineering workforce is reflected in the ability to read, write, listen and speak while the level of english competence of the industrial engineering workforce is reflected in the level of english competency of expert users and independent users, which is reflected in the competence of being able to present ideas, translate modules, understand speech / conversation, teleconference translators, translate guest conversations, understand online data , understand literacy, explore and analyze english data, summarize statistical data, visualize and interpret english data. those skills and are integrated with the ability to communicate and digital literacy. f. references basturkmen, h. (2010). developing courses in english for specific purposes. uk: palgrave basturkmen, h. (2006). ideas and options in english for specific purposes. new jersey: lawrence erlbaum associates publishers decenzo, d. a., robbins, s. p. (2010). fundamentals of human resource management (10th ed.). hoboken nj: john wiley & sons, inc. europe, c. o. (2018). common european framework of reference for languages (cefr). retrieved april 4, 2018, from council of europe portal: https://www.coe.int/en/web/common-european-framework-referencelanguages/table-1-cefr-3.3-common-reference-levels-global-scale garner, e. (2012). recruitment and selection: hiring the people you want. usa: bookboon.com. harding, k. (2005). english for specific purposes. new york: oxford harper, j;widodo, h,p. ( 2017). on the design of a global law english course for university freshmen: a blending of egp and esp, the european journal of applied linguistics and tefl, 169-183 hutchinson,t; waters, a. (1986). english for specific purposes. australia:cambridge kassim,h & ali,f. (2010). english communicative events and skills needed at the workplace: feedback from industry. english for specific purposes,29, 168-182 mathis, r. l., jackson, j. h. (2010). human resource managemet (13th ed.). mason, ohio: cengage learning. wigati, sari & santosa: industrial needs on english skills … 54 mathis, r. l., jackson, j. h. (2012). human resource management: essential perspectives (6th ed.). mason, ohio: south-western cengage learning. paltridge, b.,starfield, s. (2013). the handbook of english for specific purposes. oxford: wiley-blackwell projects, p. i. (2018, january 16). what are language competencies? retrieved april 4, 2018, from praxis community projects: www.praxis.org.uk/manage/.../files/what%20are%20language%20competencies.pd luke, d. (2004). multilevel modelling. united kingdom: sage publications, inc. sekaran, u. (2003). research methods for business: a skill building. new york-usa: john wiley and sons, inc. sebuah kajian pustaka: parmawati, santoso & yana: improving students’writing … 103 improving students’ writing skill through round table technique aseptiana parmawati*1, iman santoso2, yana3 aseptiana@ikipsiliwangi.ac.id, santoso@ikipsiliwangi.ac.id, yana@ikipsiliwangi.ac.id ikip siliwangi abstract in writing for general communication course, students are expected to be able to write using several genres of text. in reality, most of the students in second semester at ikip siliwangi face some problems related to writing skill. to improve the students’ writing skill, the lecturers need to find out an appropriate technique for the students. this research used classroom action research (car). the objectives of the study are: 1) finding out whether or not round table can improve the students’ writing skill 2) finding out classroom situation when round table implemented in writing for general communication course. the finding was supported by the result of students’ writing scores. the average score of pre test was 68.31. after the implementation of round table technique in every cycle, the students’ speaking score were getting better. it can be seen from the result of students’ average score 75.15 in cycle 1 and 81.5 in cycle 2. it can be concluded that round table technique can improve students’ speaking skill and improve speaking classroom into a better situation. keywords: writing skill, round table technique, car a. introduction in learning english, there are 4 core components that must be mastered by students. the core components are listening (listening), speaking (speaking), reading (reading), and writing (writing). the ability to write is closely related to the ability to write a thesis, where a thesis is an output that must be produced by students before earning a bachelor's degree. writing well is a major cognitive challenge, because it is at once a test of memory, language, and thinking ability. it demands rapid retrieval of domain-specific knowledge about the topic from long-term memory (kellogg & raulerson, 2007). related to the writing for general communication course, students are expected to be able to write using several genres of text. based on observations while teaching the writing for general communication subject, we found that most of the 2nd semester students of the english language study program at ikip siliwangi still have difficulties writing several genres of text in english. this is due to several factors, including 1) difficulty in determining the theme or topic of writing, according to the genre of text they are going to write, 2) they do not know how to make paragraphs good, coherent, and have unity in their writing so that less focus; 3) lack of motivation in learning to write because the learning techniques are still monotonous. eltin journal, volume 8/no 2, october 2020 104 many students assume that they are competing with each other. this is a special note from us. basically, through group work, they can find alternative ways of learning by expressing and exploring various ideas and experiences in a collaborative atmosphere. it is not about competing with fellow students and winning, but about using the various resources available in the group to deepen understanding, to sharpen assessments and broaden knowledge. one of the various kinds of collaborative learning technique that can be applied is the round table technique. through this learning technique, it is expected to be able to help students improve their writing skills in teams/teams. based on the background above, the objectives of the study are: 1) finding out whether or not round table can improve the students’ writing skill 2) finding out classroom situation when round table implemented in writing for general communication course. the urgency of this research is to be able to produce a learning theory that can be applied by lecturers without changing its main role but can optimize students' writing skills that are correct and good english writing rules. b. literature review 1. writing skill if students learn to speak and read in a new language, they will be ready to start writing too. students will find writing in english easy when they find a comfortable environment, such as a classroom. raimes (1983) in ghufron (2012) stated some of the differences between writing and speaking, as follows: a. speech is universal; everyone acquires a native language in the first few years of life. not everyone learns to read and write. b. the spoken language has dialect variations. the written language generally demands standard form of grammar, syntax, and vocabulary. c. speakers use their voice (pitch, stress, rhythm) and bodies (gestures and facial expressions) to help convey their ideas. writers have to rely on the words on the page to express their meaning. d. speakers use pauses and intonation. writers use punctuation. e. speakers pronounce. writers spell. f. speaking is usually spontaneous and unplanned. most writing takes time, planned, can go back and change what we have written. g. a speaker speaks to a listener who is right there, nodding or frowning, interrupting, and questioning. for the writer, the reader’s response is either delayed or nonexistent. the writer has only that one chance to convey information and be interesting and accurate enough to hold the reader’s attention. h. speech is usually informal and repetitive. we say things like, “what i mean is....” or “let me start again.” writing, on the other hand, is more formal, and compact. it progresses logically with fewer digressions and explanations. i. speakers use simple sentences, with connecting words like however, who, and in addition parmawati, santoso & yana: improving students’writing … 105 writing is very important in today's world. hedge (2000) in khadafi (2017)argues that writing is the result of employing strategies to manage the composing process, which is one of gradually developing a text. it involves a number of activities: settinggoals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. in line with this, graham (2006) states that students have to struggle significantly with writing and if someone does not write well he will find difficulties in the process of learning, education, and work. so, it can be concluded tthat writing is a complex process which is neither easy nor spontaneous for many second language learners. good writing must have a process. this process can be influenced by the subject matter, type, and media of writing. according to manser (2014) the four stages in writing process are: a. thinking and researching: in this first step, the writer plans what he will write, and decides what to disclose, including detailed notes. b. planning: in this step, the writers plan what she orhe is going to write, and decide what will be expressed,included the detailed notes c. writing: the third step is for writers to read what they have written and checked where it works and where it doesn't. d. revising: in this fourth step the writers made thechanges they consider to be necessary and they producetheir final version. besides that, there are many otherthings to be considered in order to be good at writing,such as grammar, words in use, punctuation. henning (2005) in sinaga (2017) stated that writing is not to be viewed as a representation of a writer’s thinking, but as a process of thinking that uses written language, and also as observable performance of what goes on in the mind of author (how the author uses knowledge for inquiry). 2. collaborative learning collaborative-based learning is learning that requires students to be able to work with their teams. according to barkley, cross, & major (2014), there are other terms of collaborative learning, such as cooperative learning, team learning, group learning, or peer-assisted learning. mundriyah & parmawati (2016) argued that cooperative learning is a learning activity in which students work together to achaieve learning goals. in cooperative learning, students work with their peers to achieve common goals. this goal is achieved through interdependence among all group members rather than working alone. each member is responsible for the outcome of a common goal. a technique in collaborative learning and also in cooperative language learning called the round table technique can be used in the classroom. this technique is a form of academic discussion in which students have the same right to participate in discussing a particular problem. 3. round table technique indriani (2015) argued that the roundtable teaching technique is a technique that requires groups or teams working in a teaching and learning process that requires all group members to be prepared to explain their group answers. this means that the answers are generated by the togetherness of the group. while the students gave their responses, they helped their eltin journal, volume 8/no 2, october 2020 106 groups and their partners indirectly. it can be concluded that the roundtable teaching technique is a brainstorming technique, reviewing or practicing writing skills that are used to stimulate creativity and deeper thinking as values from various points of view and ideas as a result of teamwork. lie (2010) in khadafi (2017) propose the following steps to teach writing using a round table: a. students are formed into several groups, each group consisting of four to six students in heterogeneous. each student sits in his group in a small circle around the table. b. students discuss in groups about a theme and equate perceptions. each group of members provides an idea related to a theme which in turn becomes a distributed paper. c. the first student, contributing ideas, continues tahe next student, and so on until the last student. arrangement of ideas must be made in collaboration. d. the ideas collected are used as group members to write writing in essays individually, each student's story has been exchanged and discussed in groups for revision or editing. e. each group asks to select and determine one of the stories or themes of the group to be presented in front of the class. f. the representation of each group must read the best writing that has been written by each group and to determine one to three of the best writings in each large group (class). g. under the guidance of a lecturer, writing is best used as a large group discussion (class) c. research methodology this research was conducted at ikip siliwangi which is located at jl.terusan jenderal sudirman no.3, baros cimahi tengah. the research subjects were second semester students who took writing for general communication courses.this research used collaborative classroom action research and divided into stages of planning, implementation, observation, and analysis / reflection. the following is a brief overview of the car cycle adapted from wiriaatmadja (2005) in parmawati & yugafiati (2017) preparation : a. identify the problem b. problem analysis c. formulate the problems planning reflecting implementing action observing and evaluating cycle 1 planning parmawati, santoso & yana: improving students’writing … 107 n x m   cycle 2 the concept used in this classroom action research is the cycle process. gustadevi, ngadiso, & asib (2012) mentioned action research as a four-step cyclic process, consisting of the following steps: planning for action research, acting on the plan, developing an action plan for the next cycle, and reflecting on the process. data collection technique a. test in the observation stage, the researchers collected the data through tests in the form of pretests and post-tests (in each cycle). descriptive statistical analysis was addapted from mertler (2019). m = mean score x = total score n = number of students b. questionnaire the questionnaire sheet is shared with students, with the aim to find out student responses to the course of learning activities. this stage is analyzed using aspects of interest. interest data taken at the end of each cycle then calculated the total score and converted it into percentages. d. findings and discussion the researchers use writing tests through pretest and posttest, pretest and posttest are given to find out the improvement of their writing skill after students follow all activities. the score criteria are based on several indicators such as content, organization, vocabulary, language, and mechanics. 1. pre test the pre-test was carried out on april 9, 2020. the results of the pre-test can be seen in the following table: reflecting observing and evaluating implementing evaluating failed success stop eltin journal, volume 8/no 2, october 2020 108 table 1 pre-test scores of writing elements corrector no writing element average score 1 content 68.47 2 organization 68.07 3 vocabulary 68.22 4 language 68.43 5 mechanics 68.35 average score 68.31 table 2 pre-test scores no explanations scores 1. the highest score 75 2. the lowest score 66 3. the average score 70.5 based on the pre-test results, it shows that students' writing skill is still low. this is influenced by several factors, including: difficulty in determining the theme or topic of writing, according to the genre of text they are going to write,they do not know how to make paragraphs good, coherent, and have unity in their writing so that less focus, lack of motivation in learning to write because the learning techniques are still monotonous. 2. cycle 1 and post test 1 cycle 1 has been held on april 15-18, 2020. researchers provide teaching materials in accordance with lesson plan. during the learning process, the researcher observes each of the stages, and records important events or things while in the class. after the learning process is finished, the researchers conclude what things need to be developed, so that learning targets can be achieved properly. the post test was carried out on april 20, 2020. the results of the post test 1 can be seen in table below: table 3 post-test 1 scores of writing elements corrector no writing element average score 1 content 75.16 2 organization 75.23 3 vocabulary 75.23 4 language 74.80 5 mechanics 75.25 average score 75.15 parmawati, santoso & yana: improving students’writing … 109 table 4 post-test 1 scores no explanations scores 1. the highest score 78 2. the lowest score 72 3. the average score 75 from the results of post test 1 shows that there is a significant increase in the score of each criteria for writing skill. this can also be seen from the results of observations by a research team that students look so enthusiastic when round table technique is applied in writing for general communication class. 3. cycle 2 and post test 2 cycle 2 is carried out on april 22-25, 2020. in this cycle, researchers try to be more active in providing material related to writing for general communication course. the post test was carried out on april 27, 2019. the results of the post test can be seen in table below: table 5 post-test 2 scores of writing elements corrector no writing element average score 1 content 81.23 2 organization 81.02 3 vocabulary 81.17 4 language 80.95 5 mechanics 80.85 average score 81.04 table 6 post-test 2 scores no explanations scores 1. the highest score 85 2. the lowest score 78 3. the average score 81.5 from the results of the post test in cycle 2, it can be seen that the ability to write of students has increased when compared to the results of the post test in cycle 1. this certainly has proven that the use of round table technique greatly affects the level of achievement of students' writing skill. this result is in line with the research by yusmanto, soetjipto & djatmika (2017) which stated that groups’ activities were carried out repeatedly to stimulate students to improve their learning outcomes. eltin journal, volume 8/no 2, october 2020 110 4. results of questionnaires from the results of questionnaire showed that students are very aware of the importance of the ability to write in english. related to round table technique, they gave an opinion that the technique really helped them in the learning process. the following is an excerpt from the conversation / interview of the research with students related to learning activities that have been carried out using round table technique. table 7 the result of questionnaire questions answer how interesting did you find your work in the group? very interesting (95.84%) not interesting (4.16%) did you understand exactly what the group was supposed to do? i knew exactly what to do (97.92%) i didn’t understand (2.08%) how many times approximately did you have the chance to talk during group work today? a lot (97.92%) none (2.08%) if you talked less than you wanted to, what were the main reasons? i felt afraid to give my opinion (93.75%) somebody kept interrupting me (6.25%) did you help each other with the task? always (89.58%) never (10.42%) based on the data from table 7, it can be concluded that the students gave positive response during teaching and learning process. the students more interested in writing because they can share some ideas to each other. e. conclusion having conducted the research in using round table technique to improve students’ writing skill, it can be drawn some conclusions as follows: in general, round table technique makes the learning more effective, attractive, meaningful, and successful. round table technique can also improve students’ critical thinking. round table technique becomes especially important for some reasons. firstly, using round table technique makes the students work cooperatively with their partner in the class. they can share each other about their ideas. secondly by working collaboratively with their friends, the students will try to analyze their friends’ work in writing. they can correct the mistakes made by their friends. round table technique helps students develop conceptual understanding of a topic, develop the skill to filter information, and write conclusions, and develop the skill to consider other points of view. the last, they were motivated in joining writing for general communication parmawati, santoso & yana: improving students’writing … 111 class. the atmosphere of the class more was more live as there are many interesting activities. the student gave attention to the lessons they were very active to conduct the activities. it means that round table technique is applicable for teaching writing. round table technique can improve classroom situation into a better situation. f. references barkley, e. f., cross, k. p., & major, c. h. (n.d.). collaborative learning techniques: a handbook for college faculty. john wiley & sons. ghufron, m. a. (n.d.). the effectiveness of dyadic essay technique in teaching writing viewed from students’ creativity (an experimental research at the second semester students of english education department, ikip pgri bojonegoro, in the academic year of 2011/2012) (doctoral . graham, s. (n.d.). p. alexander & p. winne (eds.), handbook of educational psychology (pp. 457-478). gustadevi, a. s., ngadiso, n., & asib, a. (n.d.). improving students’ reading skill through numbered heads together technique. english education: jurnal pendidikan bahasa inggris universitas sebelas maret, 2((2),), 59973. indriani, e. (n.d.). improving students’writing narrative texts by using the combination of story sequencing cards and round table technique (the case of eighth grade of junior high school 19 semarang in the academic year of 2014/2015) (doctoral dissertation, universitas nege. kellogg, r. t., & raulerson, b. a. (2007). improving the writing skills of college students. psychonomic bulletin & review, 14(2), 237-242. khadafi, m. (2017). teaching narrative writing by using roundtable strategy to islamic junior high school students. jurnal pendidikan dan pengajaran, 4((2)), 57–65. lie, a. (2010). practicing cooperative learning in classrooms. jakarta: grasindo. manser, m. h. (2014). the facts on file guide to good writing. infobase publishing. mertler, c. a. (2019). action research: improving schools and empowering educators. sage publications, incorporated. mundriyah, m., & parmawati, a. (2016). using think-pair-share (tps) to improve students’writing creativity (a classroom action research in the second semester students of stkip siliwangi bandung). jurnal ilmiah p2m stkip siliwangi, 3(2), 84-91. parmawati, a., & yugafiati, r. (2017). using authentic material to improve students’reading interest (a classroom action research in the second semester students of stkip siliwangi bandung). eltin journal, journal of english language teaching in indonesia, 5(1), 1–8. sinaga, m. (2017). the effect of roundtable and clustering teaching techniques and students’ personal traits on students’ achievement in descriptive writing. advances in language and literary studies, 8(6), 69–75. wiriaatmadja, r. (2009). metode penelitian kelas, untuk meningkatkan kinerja guru dan dosen. bandung: pt remaja rosda karya. sebuah kajian pustaka: mardhiyatuzakiyah, rahmawati & ridwan: students’ perception on learning… 39 students’ perception on learning reading comprehension through reciprocal teaching strategy mardhiyatuzakiyah1, maya rahmawati2, iwan ridwan3 mardhiyatuzakiyah21@gmail.com, maya.rahmawati@fkip.unsika.ac.id, iwantutorsaja@gmail.com universitas singaperbangsa karawang abstract students encountered several problems when trying to master a reading skill. reciprocal teaching strategy was known as a guided comprehension strategy that encouraged the students to develop the skills that effective readers and learners did. this research aimed to investigate the perception of twelve students of islamic senior high school toward reading utilizing reciprocal teaching strategy in terms of cognitive and affective aspects. it was carried out as a qualitative descriptive. the data were collected through observation, semistructured interview, and open-ended questionnaire. the data were analyzed by using braun and clarke’s theory such as read, transcript, code, categorize and interpret the data. the results indicated that based on cognitive aspect, the students had positive responses such as reciprocal teaching facilitated readers to understand some texts, increased their capabilities to answer and ask the questions, estimated what the author means, encouraged them to think rationally, explained the new word, and summarized the next scene. furthermore, the data also showed that the reciprocal teaching strategy had a positive response based on affective aspect such as supporting students to cope with difficulties during reading. keywords: reciprocal teaching strategy, perception, cognitive aspect, affective aspect. a. introduction reading is an activity that aims to process words, understand the meaning, and unite the readers' understanding with new information. according to alderson (2000), while reading, the reader also think about what he is reading, what it is meant to, and how it relates to other things he has read before, to things he know, to what he expects to come next in the text. this indicates that when trying to understand the text, the reader should master some basic skills, including the ability to know the meaning of words, to understand words contained in the text, to follow the structure of the text, to know the main ideas in each paragraph, to summarize the contents of the story, to make questions answers about the text, and to determine the intent, point of view, and goals of the author. for this reason, reading is an important skill for each person. however, students have various problems in doing reading comprehension test related to their level of mastery. for some students in indonesia, reading comprehension is a difficult skill to learn. whereas in the 2013 curriculum (kurtilas), the indonesian department of mailto:mardhiyatuzakiyah21@gmail.com mailto:maya.rahmawati@fkip.unsika.ac.id mailto:iwantutorsaja@gmail.com eltin journal, volume 9/no 1, april 2021 40 education stated that second-grade students in high school should learn to understand contextual meaning related to social functions, text structure, and language elements in the text. such as official invitation letters, analytical exposition texts, and personal letters. they are also supposed to be able to establish from such texts (refer to ki/kd: 4/4.4.1-4.4.2 in kurtilas). in addition, the book entitled teaching reading comprehension to students with learning difficulties by klingner et al., (2015) stated that students are hard to understand the meaning of the text while reading and they are misplaced in entering a new world, constructing knowledge, and enhancing vocabulary. revering to the phenomena, the implementation of reciprocal teaching strategy as one of the alternative strategies is a great solution. many studies investigating the reciprocal teaching strategy help the students to improve their understanding of reading. according to pilten (2016), most of the experiment group students think that reciprocal teaching is most effective than comprehension activities they encountered in their experience. the other previous research conducted by gomaa (2015) showed that the implementation of reciprocal teaching strategy can effectively improve reading comprehension of students with disability. the role of the students is more focused on participation in certain activities. the teachers can play the roles of planner, manager, quality controller, facilitator, and motivator. the discussion, effect, impact, and evaluation of reciprocal teaching strategy have been extensively studied. thus, less attention has been paid to students' responses and participation when learning reading comprehension. therefore, the researchers are interested to investigate the perception of islamic senior high school students in the cognitive aspect (knowledge, comprehension, application, analysis, and synthesis) and affective aspect (receiving, attending, and responding) during learning reading apprehension using reciprocal teaching method. specifically, this research seeks to answer the research question: what are the cognitive and affective responses of islamic senior high school students on learning reading comprehension using reciprocal teaching strategy? b. literature review 1. reading comprehension according to mc namara (2007), reading comprehension is the interpretation of the information, using prior knowledge to interpret the explanation and using prior knowledge to interpret the facts and the development of a coherent illustration or picture in the reader's thoughts of what the textual about. it is a complex process that comprises the successful or unsuccessful use of many abilities. when someone reads, they should be able to recall information afterward. similar to nunan (2003) in rosyita & faridi (2017), reading is a fluent process of readers combining information from a text and their background knowledge to build meaning. mikulecky (2011) states that reading is a complex conscious and unconscious mental process. in which the reader uses a variety of strategies to reconstruct the meaning that the author is assumed to have intended, based on data from the text and the readers' prior knowledge. 2. perception perception is the way when individuals select, organize, and interpret the input from their senses. the study of these perceptual forms appears that their functioning is influenced by mardhiyatuzakiyah, rahmawati & ridwan: students’ perception on learning… 41 three classes of factors: the object or occasion being seen, the environment in which perception happens, and the person doing the perceiving. the cognitive aspect is a mental action that acquires knowledge and understanding through thought, experience, and senses. meanwhile, affective aspects are the aspect of mental processes or behavior directed toward action or change and including impulse, desire, volition, and striving. cognitive perception includes the way someone processes information. perception refers to the way he or she obtains information from the environment, while cognition describes processes such as memory, perceiving, thinking, learning, problem-solving, and orientation (haywood, 2013). they are capable to feel the outside and be aware of what is happening around them. this process of sensing the outside world is complete our perception, which makes it possible with our sensory organs allows us to recognize and identify the existence of all kinds of stimuli and then evaluate and give meaning to them through the brain. affective perception is material based on everything related to emotion. an emotion is an occurrent conscious state with a certain feeling or effects such as appreciation, value, feelings, enthusiasm, interests, and attitudes towards things. doring (2007) stated that emotion is not an attitude of regarding something as true or false. 3. reciprocal teaching strategy the reciprocal teaching strategy is a fostering-comprehension strategy that took place in the context of the dialogue between the teacher and the students. to begin with, the teacher ought to show the strategy of utilizing reciprocal teaching (predicting, questioning, clarifying, and summarizing) to the students. then, the students practice the strategy and the teacher support students' participation. there is a gradual change from teacher-centered learning to student-centered learning in reciprocal teaching. it is in supported by pressley (1998) who asserts that reciprocal teaching encourages students to take a more active role in leading a group dialogue, and helps to bring more meaning to the text at a personal and cognitive level. according to palinscar & brown, (1984) there are four major strategies proposed in reciprocal teaching, these are: a. predicting is the way to preview the text and connect the information to the existing knowledge to make logical predictions before and during reading. b. questioning is the process of asking and answering questions about the text. it will help the readers to have a purpose or reason for reading and deepen their understanding. c. clarifying is the strategy that will make the meaning of the text clearer. clarifying helps the readers to recognize difficult words or confusing parts in the text. d. summarizing is the step to review and arrange important events in the text. the readers will point out the most center of the content. besides, summarizing assists the reader to identify, paraphrase and integrate the important information from the text. c. research methodology in this study, the researchers investigated the perception of learning reading comprehension using reciprocal teaching strategy, in terms of cognitive and affective aspects. this research employed a qualitative case study. the research design is explained in detail below: this research applied qualitative design by focusing on a descriptive case study to investigate specific phenomena of a certain group by exploring information and analyzing in-depth. it eltin journal, volume 9/no 1, april 2021 42 explored islamic senior high school students’ responses toward reciprocal teaching strategy in a reading session. the data of this study were gained through observations, semistructured interviews, and open-ended questionnaires. the respondents of this study were about twelve students of class xi of islamic senior high school. they were chosen since of their ability in comprehending the text during reading. the research was conducted at one of the islamic senior high schools in purwakarta, west java. this research applied the qualitative design to know the detail of the participants’ information. indicating with the statement, this research collected and analyzed data gained through observation, semi-structured interviews, and open-ended questionnaires. each data collection technique is explained below: the observation is purposed to hint the researcher in writing down any information and to guide in conducting the teaching and learning process. the observation is also used to preview students reading habits. then, the semi-structured interview is one of the crucial things to hint the researcher in exploring the data related to the students’ perception. the researcher asked about before, during, and after the method was implemented. the semistructured interview is known as a natural interview. the last is an open-ended questionnaire. it assisted to facilitate the collecting data of the study. meanwhile, the respondents only need to answer the question posed with short answers such as (strongly disagree, disagree, neutral, agree, and strongly agree) then the respondents included the reasons briefly, concisely, and clearly. the data analysis was conducted to answer the research question. the data obtained from classroom observation, respondents’ interviews, and collecting questionnaires. the data were analyzed in the following stages according to braun and clarke (2014) in castleberry & nolen (2018). those are: 1. read the data deeply 2. transcript data by describing events or circumstances to make it can be interpreted 3. giving the sign towards variables that are considered crucial 4. grouping several types of data 5. define the situations d. findings and discussion the research findings are to answer previously asked questions. the data is provided based on the observation results of english teachers on learning reading comprehension, semistructured interviews with students, and asking the students to fill out open-ended questionnaires. semi-structured interviews are meetings where the interviewer does not strictly follow a formal list of questions. the questions are open questions in which allowing discussions with interviewees instead of a simple question-and-answer forms. an openended questionnaire is a questionnaire that requires multiple words to answer. the answer may be in the form of a list, a few sentences or longer, such as a speech, paragraph, or article. the author introduces the reaction of islamic senior high school students in terms of cognition and emotion. this study was intended to investigate students’ perception toward learning reading comprehension through reciprocal teaching strategy. the findings are classified into cognitive aspect and affective aspect. mardhiyatuzakiyah, rahmawati & ridwan: students’ perception on learning… 43 1. students’ responses on learning reading comprehension through reciprocal teaching strategy in the cognitive aspect the data showed that several students had a positive response toward reciprocal teaching strategy because it assisted the students to acquire the knowledge in the text. as in line with brand-gruwell, aarnoustes, and van den bos, (1998) in ostovar-namaghi, & shahhosseini (2011) that reciprocal teaching improves students’ achievement in standardized texts and develops students higher-order thinking skills. the four strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing had a practical way, easy to understand, and easy to practice. for instance, predicting can help the students to preview the content of the text through the title, pictures, bold or italic terms, diagram, etc. then, the questioning was intended to check and evaluate students’ understanding of the text by inquiring several questions. a questioner must ask the contents of the text then answer it himself. this aims to make it easy for them to understand the text. when students have already questioned the text, they become aware of the text’s important idea (ozckus, 2003). the clarifying helps the students to define unfamiliar words, phrases, sentences, unclear references, and obscure concepts. the clarifying way can also add new vocabulary to students, as stated by palinscar and brown (1985), vocabulary knowledge and reading comprehension are significantly related. a. reciprocal teaching strategy helped to comprehend assorted texts this strategy is flexible manner. it means that any text can be used in students of any level. other studies have shown that the purpose of reciprocal teaching is to guide students to adopt specific strategies that can be applied to various texts. in the peer-to-peer teaching process, the students discuss in groups and discuss materials through some strategic steps that will make them effective readers (astarrila & warman, 2015). as stated by the students: (“yes, it [reciprocal teaching strategy] will help us to understand various texts with various level of students because we have already known the function of predicting, questioning, clarifying, summarizing (four strategies in reciprocal teaching), then when we apply those strategies to the text, we can understand the text well”) [ry-participant] (“yes, it [reciprocal teaching strategy] is really helpful. because each of those steps has a role that will make it easier to understand the text”) [ta-participant] b. reciprocal teaching strategy helped to improve students’ ability to answer and generating questions one of the reciprocal teaching steps is questioning. questioners should ask several questions about the text they will understand, and they will answer these questions. when students have asked questions about the text, they will realize the important idea of the text. as said by the students below: (“yes, all of the steps in reciprocal teaching truly helpful, for instance, questioning. when we ask a question and answer it, we automatically know the core of the text”) [ln-interviewee] eltin journal, volume 9/no 1, april 2021 44 (“from questioning, we can apply 5w 1h. we come to know “what, who, why, where, when, and how”) [sa-interviewee] c. reciprocal teaching strategy fostered students’ ability to predict what the writer tells and to find the main idea first of all, before reading the full text, the students are required to predict what the text says or explains. they can estimate by heading or reading the main idea. when students try to understand the text, they will look for the main idea of each paragraph. although there are obstacles to students’ understanding due to their different levels of understanding, reciprocal teaching can help them to predict the flow of the text. as one of the students said in the interview: (“using this learning strategy can sharpen my logical thinking skills. for example, a prediction strategy must be able to predict the meaning or purpose of the text from the words we know, even though only a few words that we know but we can use logic to deduce the meaning of the text by linking word for word that is known”) [dy-student] d. reciprocal teaching strategy helped the students to think rationally reading comprehension is not a passive activity. it includes different thinking processes, such as fast process, effective process, interactive process, strategic process, flexible process, evaluation process, goal process, comprehension process, learning process, and language process. logical thinking is reasonable. two students said that reciprocal teaching inspired their thinking logic: (“because this strategy makes me responsive to understand an english text”) [asparticipant] (“because when i understand english text using reciprocal teaching strategy, my mind is stimulated to think logically”) [iz-participant] e. reciprocal teaching strategy helped the students to define unfamiliar words and conclude the text plot in clarifying strategy, students try to explain unclear words, phrases, or sentences by guessing the context of the sentence. this strategy can also add new english vocabulary for the students. palinscar and brown (1985) revealed there is a significant correlation between vocabulary knowledge and reading comprehension. they also mentioned that reciprocal teaching strategy is related to vocabulary learning and can stimulate students’ foreign language learning activities. as mentioned by one of the participants below: “this strategy is very helpful, from several stages we can know the author point of view” [zb-interviewee] the data above is in line with the statement of ghorbani, sahar, and gangeraj (2013) that when students learn to recognize and clarify difficult words or confuse parts of the text, they will become more strategic readers. mardhiyatuzakiyah, rahmawati & ridwan: students’ perception on learning… 45 2. students’ responses on learning reading comprehension through reciprocal teaching strategy in affective aspect in the affective aspect, students also give positive responses when learning reading using reciprocal teaching strategy. the followings are the perception of islamic students toward reciprocal teaching from the affective aspect. a. reciprocal teaching strategy supported students to overcome difficulties during reading the text efl students often encounter difficulties when reading english texts such as being lost when entering new words, building knowledge, and improving vocabulary ( klingner, et al. 2015). using reciprocal teaching strategy in reading can improve students’ self-confidence and the ability to overcome these difficulties. the students plan and monitor their understanding and then evaluate their understanding. therefore, the use of a reciprocal teaching strategy will allow you to practice the four key strategies and use them well. as one participant said: (“from reciprocal teaching, we can understand the text and make it easy for the reader”) [as-student] b. reciprocal teaching strategy was practical, interactive, and easy to do this strategy makes the teaching process easier for both students and teachers. for students, they are free to discuss in groups, express their idea on the text, and exchange ideas with friends as a group. in addition, readers can rely on previous experience to parallel, compare, or confirm the author’s suggestions in the text, thereby constructing meaning from the text. ("if reciprocal teaching strategy applied in every school, it will greatly help children who are less active become active because by using this we are required to be able to understand the contents of the text") [sa-student] the data above is supported by the statement of ahmadi, ismail & abdullah (2012) that reciprocal teaching strategy is a process that takes reading comprehension as an interactive process. during the reading process, the readers will interact with the text as the previous experience is activated. at the same time, the teachers only give examples of the four stages that the students should follow the stages. reciprocal teaching strategy allow teachers to model and provide students with many enough exercises on the four main strategies (predicting, questioning, clarifying, and summarizing) to construct the meaning of the text in the social environment (ahmadi, ismail & abdullah, 2012). c. reciprocal teaching strategy supported students to discuss actively and engage with discussion forums the data also showed that the students believe that reciprocal teaching strategy is a reading strategy in which students take turns to predict, summarize, clarify, and ask questions until all parts of the text are read and formed into a group. two participants mentioned: (“rt is an exciting strategy, it makes the student not bored because students are directly involved in the discussion forum”) [zb-interviewee] eltin journal, volume 9/no 1, april 2021 46 (“not all of the students understand the traditional reading method explained by the teacher, perhaps students are not directly engaged with the discussion. it is different with rt that students should comprehend the passage because it is part of their rules”) [uh-interviewee] the affective showed something related to moods, feelings, attitude, impulse, desire, volition, and striving. the students’ responses in affective aspect say that reciprocal teaching supported to cope with their defiances such as understanding the text, interacting with friends in one group, and practicing listening, speaking, writing, and of course reading skills. some students interviewed said that this strategy was fun, exciting, challenging, and not boring. rt was fun and exciting because in two-way learning (dialogue), not one-way (monologue), the participants got feedback from peers. the respondents also said that reciprocal teaching promoted interactive discussion skills, bolstered them to talk over effectively, and engaged with a discussion forum. e. conclusion based on research finding and discussion it can be concluded that the reciprocal teaching strategy had positive answers towards the cognitive viewpoint of second-grade students of islamic senior high school in purwakarta. there are: reciprocal teaching strategy helped the students to comprehend various kinds of the texts, improved students’ ability to answer and generating questions, promoted the students to think rationally, and helped the students to define words and conclude the next plot. secondly, the reciprocal teaching strategy had a positive response toward the affective aspect. there are: reciprocal teaching supported students to cope with difficulties during reading, the students were greatly helped because it was practical and interactive, and reciprocal teaching engaged with discussion forum. f. references ahmadi, m. r., ismail, h. n., & abdullah, m. k. k. (2012). improving vocabulary learning in foreign language learning through reciprocal teaching strategy. international journal of learning and development, 2(6), 186-201. alderson, j. c. (2000). assessing reading. cambridge: cambridge university press. astarilla, l., & warman, d. (2016). improving students’reading comprehension through the use of reciprocal teaching technique at stmik riau pekanbaru. jee (journal of english education), 2(1), 1-8. castleberry, a., & nolen, a. (2018). thematic analysis of qualitative research data: is it as easy as it sounds?. currents in pharmacy teaching and learning., 10(6), 807– 815. palinscar, a. s., & brown, a. l. (1984). reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. cognition and instruction., 1(2), 117–175. döring, s. a. (2007). seeing what to do: affective perception and rational motivation. dialectica, 61(3), 363-394. ghorbani, m. r., gangeraj, a. a., & alavi, s. z. (2013). reciprocal teaching of comprehension strategies improves efl learners' writing ability. current issues in education, 16(1). gomaa, o. m. k. (2015). the effect of reciprocal teaching intervention strategy on reading comprehension skills of 5th grade elementary school students with reading disabilities. online submission, 4(2), 39-45. mardhiyatuzakiyah, rahmawati & ridwan: students’ perception on learning… 47 haywood, h. c. (2013). what is cognitive education? the view from 30,000 feet. journal of cognitive education and psychology, 12(1), 26-44. klingner, j. k., vaughn, s., & boardman, a. g. (2015). teaching reading comprehension to students with learning difficulties, 2/e. guilford publications. ostovar-namaghi, s. a., & shahhosseini, m. r. (2011). on the effect of reciprocal teaching strategy on efl learners' reading proficiency. journal of language teaching and research, 2(6), 1238. pilten, g. (2016). the evaluation of effectiveness of reciprocal teaching strategies on comprehension of expository texts. journal of education and training studies, 4(10), 232-247. pressley, m. (1998). comprehension strategies instruction. in j. osborn & f. lehr (eds.), literacy for all: issues in teaching and learning, language arts & disciplines. new york: guilford. rosyita, u., & faridi, a. (2017). the effect of theme-based insrtuction compared to competence-based language teaching to teach reading comprehension to students with idgh and low interest. english education journal, 7(1), 79-84. sebuah kajian pustaka: rizkiani, bhuana & rizqiya: coded vs uncoded corrective feedback … 55 coded vs uncoded corrective feedback in teaching writing descriptive text siska rizkiani1, gartika pandu bhuana2, rissa san rizqiya3 siska.rizkiani@ikipsiliwangi.ac.id; gartika@ikipsiliwangi.ac.id; rizqiya.rissasan@ikipsiliwangi.ac.id ikip siliwangi abstract written corrective feedback (wfc) has been in dispute for several decades whether it is effective or ineffective. this study aims at finding out whether there is difference between students who are taught by giving indirect coded feedback and those who are given indirect uncoded feedback. quasi experimental applied in conducting this research. 35 students in control group were given uncoded feedback, and 35 students in experimental were given coded feedback. the result of descriptive statistic revealed that indirect writing corrective feedback statistically improved the students’ writing score. furthermore, there was a significant mean difference in students’ score between the students who were given coded and those who received uncoded writing corrective feedback. keywords: written corrective feedback, wfc, writing, descriptive a. introduction feedback from teachers has been part of language learning since it is believed to affect the students’ achievement. teacher’s feedback might be positive or negative. positive feedback means that the students may have responded accurately as expected by the teacher. this positive feedback is allegedly to support and motivate the students to continue learning. however, teacher’s positive feedback in some way may lead an ambiguous meaning, for example teacher may say “good” or “yes” for students’ effort and not for their correct language use (ellis, 2009). thus, ellis stated, positive feedback had received little attention. on the other hand, negative feedback is given when the students perform below expectation. negative feedback aims at correcting the students. experts have had different views “whether to correct errors, what errors to correct, how to correct then, and when to correct them” (ellis, 2009). negative feedback is also known as corrective feedback. furthermore, corrective feedback has been a contentious issue on its role in influencing students’ competency especially in grammar and writing. some argue for its efficacy, while some others contradict to it. it is stated that the issue may occur since the study is not well designed causing controversial results (bitchener, 2008; ellis, 2009; ferris, liu, sinha, & senna, 2012). the controversy began when truscott claimed that error correction in students second language is harmful and ineffective (bitchener, 2008; eslami, 2014). he argues “grammar correction has no place in writing and should be abandoned” (truscott, 1996). his suggestion received some counterargument that corrective feedback do affect the students’ mailto:siska.rizkiani@ikipsiliwangi.ac.id mailto:gartika@ikipsiliwangi.ac.id mailto:rizqiya.rissasan@ikipsiliwangi.ac.id eltin journal, volume 8/no 1, april 2020 56 competency in positive way (bitchener & ferris, n.d.; bitchener & knoch, 2009; ferris et al., 2012; russell & spada, 2006; sia & cheung, 2017). in spite of the different point of views, many agree that corrective feedback may be effective but influenced by several variables like instruction context, students’ proficiency level, and types of writing assignments (ahmadi-azad, 2014). using quasi experimental design involving seventy freshmen of english education study program, this study aims at finding whether there is difference between students who are taught writing by given uncoded corrective feedback and those who are given coded corrective feedback. it hopefully can give contribution to related field. b. literature review 1. written corrective feedback corrective feedback is defined as “any feedback provided to a learner, from any source, that contains evidence of learner error of language form” (russell, & spada, 2006). furthermore, corrective feedback may be given in oral and written. the initial is given in oral context where people have oral conversation; while the latter is given in written context usually when teacher attempts to correct student’s writing product. as stated, “written feedback is defined in the literature as any comments, questions, or error corrections that are written on students’ assignments” (agbayahoun, 2016). therefore, written corrective feedback may be given in form-focused based (grammar), content-focused based (ideas and organization), or both. in terms of form-focused based written corrective feedback, some research finds its effectiveness in developing students writing competency (bitchener, 2008; ferris, 1999; mahmoud, 2000; sia & cheung, 2017). written corrective feedback may take different forms. teacher can underline the incorrect form of language structure and give the correct one; s/he can also indicates that some mistakes have been made without informing the correct structure; s/he may give codes of error so that the student can function their grammar knowledge. the table below displays the type of teacher feedback based on štajner (2013). table 1. teacher’s written corrective feedback (štajner, 2013) type of teacher feedback short description explicit error indication and explanation. correct form of the error is provided implicit teacher reformulate the students’ error (recast) direct error indication and provision of correction indirect coded error indication by a correction code. indirect uncoded simple error indication (just providing a highlight, circle or underline) without a code of the errors focused correction of a particular types of errors unfocused correction of all errors rizkiani, bhuana & rizqiya: coded vs uncoded corrective feedback … 57 the table above shows different types of feedback that can be given to the students. many research have resulted different findings. ahmadi-azad (2014) compared students who were given direct feedback and indirect coded feedback and concluded that “coded type of wcf had a positive influence on learners' accurate use of all selected grammatical structures (especially verb tense) both in the short term and in the long run.” another study by saukah, dewanti, & laksmi (2017), comparing indirect coded feedback and indirect uncoded feedback, showed similar result that “the quality of the students’ writing receiving ccf [coded corrective feedback] was better than that receiving nccf [non-coded corrective feedback] because ccf promotes awareness with noticing as well as understanding.” they further suggest teacher to provide students coded corrective feedback. meanwhile, kennedy (2010) concluded that student’s proficiency level plays significant role in teacher giving feedback. it is stated that student with low proficiency level should be given direct feedback or coded indirect feedback since they still need assistance in comprehending and applying the language structure. 2. writing competency writing is an activity of generating and expressing ideas and feeling through words, sentence and paragraph that is meaningful. writing is an act of thinking. as stated, “written products are often the result of thinking, drafting, and revising procedures that require specialized skills, skills that not every speaker develops naturally” (brown, 2005:335). to be able to write, one needs to have input about what to write which can be acquired through readings. furthermore it also involves knowledge of grammar, syntactical, mechanical, and organization of idea (rizqiya, pamungkas, inayah, 2017). therefore it is claimed that writing is both a process and product. writing involves several steps such as pre-writing, writing/drafting, and revising and editing. in pre-writing, the writer brainstorms or lists of what to be written. it usually in the form keywords or topic sentences. when the writer has listed the topic to be discussed, s/he may proceed to the next step. here, the writer drafts the topic in full sentence. however, the first draft might contain flaws, either the diction, grammar, or organization of the ideas. therefore the writer may wish to revise and edit the draft. revise involves the addition, subtraction, and ideas reorganization. meanwhile edit involves mechanical aspect such as punctuation. the revising and editing may be done for several times if the writer feels unsatisfied with the product. once the writing has finished, some writer may wish to publish it or to keep it in their private journals. however some claim that the writing product should be intended to be read. therefore the writing has its purpose whether to inform readers, entertain readers, persuade readers, or to express the writer’s feeling. in teaching writing, teacher plays three roles: as a motivator, as a resource, and as a feedback provider (harmer, 2001). it can be implied that teacher should be a role model for the students of becoming a good writer. teacher should have sufficient pedagogic competencies in order to make the students write better as well as good personality in order to motivate the students. teacher is expected to give feedback to the students writing. in this case, teacher shows the students flaws in their writing with the purpose of making them better writers. in writing in second language (l2), lack of vocabulary and lack of grammar knowledge becomes the primary issue for the students. therefore, teacher should develop solid basis on both aspects. however, due to different cognitive competencies, some students may commit eltin journal, volume 8/no 1, april 2020 58 grammar error in their writing. students still make mistakes in language structure although the teacher has explained it previously. at this point, teacher’s feedback contribute significant part in their writing. 3. descriptive text descriptive text aims at giving information about something or someone with the intention of making the readers able to imagine and feel it (nurlaila, 2013). descriptive text contains two generic structures: identification and description (gerot & wignel, 1994). in identification, the writer describes the topic; while in description the writer clarifies the topic (appearance, quality, or phenomenon). the lexicogrammatical features that appear in a descriptive text are specific participant, simple present, and adjective that describing, numbering, or classifying. first, specific participant since it describe something or someone to be discussed as the topic of the text. second, present tense to show fact or behavior of the participant. third, adjective to describe the participant. therefore, the writers are expected to describe the topic in a lifelike way. c. methodology quantitative method with quasi-experimental design was assumed appropriate to be used in this study as it focused on finding credible answer of the effect of coded and uncoded indirect feedback on students’ writing score. white & sabarwal (2014) note that quasi experimental are more interested in finding the difference between an outcomes measured in two samples that used different teaching technique or method. in this design, hypotheses, prediction made about the expected outcomes of variables, were used (creswell, 2014). regarding this, the null hypothesis of this study was that there was no difference between coded and uncoded corrective feedback on students’ writing descriptive skill. seventy second language students at english study program in one of institution in cimahi were selected and purposively assigned into two groups (n=35 students in each class) receiving two feedback namely coded (experimental group) and uncoded corrective feedback (control group). they sample was second semester students who already got the basic knowledge of writing in writing for general communication course. to collect the data needed, a comprehensive writing test was used as pre -test and post-test. pre-test was conducted to assure that there was no difference of students’ initial writing ability. meanwhile, the post-test was used to find out the difference of coded and uncoded corrective feedback on the students’ writing descriptive text. the topic of the test was covered in the students’ book, which was about “who has an importance influence for you”. both of pre-test and post-test was scored by using six scale writing analytical rubric proposed by hughes (2003). this rubric evaluated five elements of writing: grammar, vocabulary, mechanic, fluency, and organization (form). having taken pre-test, the students in both groups had to write a composition per two weeks for six meeting on descriptive topic covered in their books (see table 1 for the detail activities). students were asked to write at least 250 words in each composition in 40 minutes. rizkiani, bhuana & rizqiya: coded vs uncoded corrective feedback … 59 table 1. meetings for data collection meeting activities in control class activities in experimental class 1 the students wrote a descriptive composition 1 about people. the teacher gave uncoded corrective feedback the students wrote a descriptive composition 1 about people. the teacher gave coded corrective feedback 2 the students got their composition 1 and revised it in the classroom. the revision were then collected to be checked. the students got their composition 1 and revised it in the classroom. the revision were then collected to be checked. 3 the students wrote a descriptive composition 2 about home. the teacher gave uncoded corrective feedback. the students wrote a descriptive composition 2 about home. the teacher gave coded corrective feedback. 4 the students got their composition 2 and revised it in the classroom. the revision were then collected to be checked. the students got their composition 2 and revised it in the classroom. the revision were then collected to be checked. 5 the students wrote a descriptive composition 3 about animal. the teacher gave uncoded corrective feedback. the students wrote a descriptive composition 3 about animal. the teacher gave coded corrective feedback. 6 the students got their composition 3 and revised it in the classroom. the revision were then collected to be checked. the students got their composition 3 and revised it in the classroom. the revision were then collected to be checked. the students’ work was then evaluated. experimental group students’ works were corrected by using selected coded signs (see table 2) proposed by(ahmadi-azad (2014) for the purpose of providing coded feedback. on the other hand, control group did not receive any instruction. the students in both groups were given 60 minutes to revise their error in accordance to the teacher’s correction. thus, they had an enough amount of time to read and check the error corrected by the teacher. table 2. coded sign signs kind of error v.t verb tense agreement c capitalization p punctuation sp spelling w.f word formation ^ adding something ø deleting something w.w wrong word s.v subject verb agreement pl/sl plural/singular error eltin journal, volume 8/no 1, april 2020 60 statistical package for the social science (spss) was administered to compute descriptive statistic and perform several test, such as normality, homogeneity and t-test or man-whitney test. normality test was used to find out the distribution of the data, while homogeneity test was conducted to investigate the population variances. d. findings and discussion as this study aims to investigate the difference of coded and uncoded indirect feedback on students’ writing score, the elaboration of the results will be divided into two part: pre-test and post-test data. pre-test data depict students’ initial writing ability, while post-test data describe their writing ability after being treated by using coded and uncoded indirect feedback. 1. pre-test the analysis of pre-test data was started by finding the normality and homogeneity of the data. the statistical calculation reveals that the data in the first and second group were normal (0.159 significance value) and homogenous (0.978 significance value). the statistical descriptive result shows that the means score and standard deviation of pre-test in both groups were not quite different. the mean score of control group was 58.34 with 13.74 of standard deviation. the minimum score of this group was 23, while the maximum score was 87. on the other hand, the mean score of experimental group was 63.83 with 13.73 of standard deviation. the minimal score was 38 and the maximal score was 90. the result of descriptive above was supported by the result of t-test, which is provided in the following table: the table shows that the significance value of 2-tailed (0.100) was higher than 0.05. this indicated that the students’ writing ability in first and second was the same. this is in line with sudrajat (2017 ) who says that if the significance value was higher than 0.05, it means that there is no difference in the variances between groups. table 3. independent samples test of pre-test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lowe r uppe r pretes t data equal variances assumed .001 .978 1.67 0 68 .100 5.486 3.285 1.069 12.04 1 equal variances not assumed 1.67 0 68.0 00 .100 5.486 3.285 1.069 12.04 1 rizkiani, bhuana & rizqiya: coded vs uncoded corrective feedback … 61 2. post-test as there is no difference of students’ writing ability in control and experimental class, the next step was analysed the post-test data. dissimilar to pre-test data, the post-test data was not homogenous (0.001). however, the statistical descriptive result indicates that there was the difference between students’ writing ability in control and experimental class after the treatment was given. the score of experimental class here was higher than control one. it was proven by the mean and standard deviation score. in control class the mean score was 56.43 with 14.29 of standard deviation. the minimal score was 25 and the maximal score was 88. in contrast, the mean score of experimental class was 85.40 with 6.85of standard deviation. the minimal score was 73 and the maximal score was 98. this difference was strengthen by the data gained from man-whitney test which can be seen in the following: table 4. man-whithey u test postest_data mann-whitney u 33.500 wilcoxon w 663.500 z -6.812 asymp. sig. (2-tailed) .000 a. grouping variable: class the result depicts that asypm. sig (2-tailed) value was 0.000. this score was lower than 0.05. sudrajat (2017 )mentions that if the significance value was lower than 0.005, it means that there is the difference of variance between control and experimental group. in other words, null hypothesis (ho) of this study was rejected, and alternative hypothesis (ha) was accepted. the results of this present study show a strong connection between teacher’s written corrective feedback and students’ writing accuracy. when the students receive written corrective feedback, either coded or uncoded, they are successfully revise their writing into the good one. this is indicated by significant reduction in the number of errors that is proven by the post-test score. this finding also supports some experts that explicitly investigate the relation of written corrective feedback and students’ writing accuracy (see ferris, 1999) and state positive effect of written corrective feedback (see hyland, 2013;ellis, 2010; li, 2010; lyster & saito, 2010). however, the other finding in this study also reveals that there is the difference impact of coded and uncoded corrective feedback, in which the first types of feedback is better than the second one. this confirms the study done by saukah, dewanti, & laksmi (2017); ahmadi-azad (2014); and makino (1993) which found the more coded corrective feedback resulted in successful correction of grammatical error rather than implicit one. as it has been previously discussed, in coded feedback, the teacher provides clue (sign coded) for students related to the types and the location of the error. this clue helps them to easily identify and correct their written error. on the other hand, in uncoded corrective feedback, the teacher just underlines or circles the students’ error without giving any information about the types of the error they made. thus, instead of revising the paper, the students feel confusion (rissa, eltin journal, volume 8/no 1, april 2020 62 et al, 2019). based on kennedy (2010) and bhuana (2016), this condition is usually experienced by middle and low achievement students. they assume that these students still do not have a good prior knowledge of english grammar. thus, when the teacher correct their writing by using unclued-sign, they cannot decode and understand it. rissa, et al (2019) study even shows that most of them asked help from their friend or tutor home just to comprehend the teacher’s feedback and make a revision. therefore, it is better for the teacher to count some points before giving the correction. they should consider not only the types of correction used, but also students’ proficiency levels. giving uncoded feedback is definitely beneficial. it demand the students to have good critical thinking as they need to use their prior knowledge to revise their writing. it also saves the teacher’s time especially when it applies in a big classroom. however, this types of feedback is unsuitable for some students. hence, it is expected that the teacher can be more sensitive to their classroom condition. this is corroborated the experts (see brown, 2007; ferris, liu, sinha, & senna, 2013; kennedy, 2010; bhuana, 2016) who assert that the teacher should sensitively apply method in correcting students’ error as in some condition, explicit corrective feedback such coded is more valuable for some students. they really appreciate if the teacher can state the category of error instead of only make unclued-signs on their writing errors (rizqiya, et al, 2019). e. conclusion this study sought to investigate the difference of coded and uncoded indirect feedback on students’ writing score. coded corrective feedback is the use of coded sign to indicate students’ written error. in this type of feedback, the students get the clue of the location and types of their error. meanwhile, uncoded corrective feedback presents only sign to the students’ written error without any clue about the location and type of errors. it needs selfunderstanding on how to revise the errors. this is a quasi-experimental study, where a control group is compared with an experimental group with procedures of preand posttreatment. the result of descriptive statistic revealed that indirect writing corrective feedback statistically improved the students’ writing score. furthermore, there was a significant mean difference in students’ score between the students who were given coded and those who received uncoded writing corrective feedback. after conducting this study, it is suggested for further research in the similar field as this study to consider applying other type of written corrective feedback in order to have better approach in improving students’ writing skill. f. references agbayahoun, j. p. (2016). teacher written feedback on student writing : teachers ’ and learners ’ perspectives. theory and practice in language studies, 6(10), 1895–1904. ahmadi-azad, s. (2014). the effect of coded and uncoded written corrective feedback types on iranian efl learners ’ writing accuracy. theory and practice in language studies, 4(5), 1001–1008. https://doi.org/10.4304/tpls.4.5.1001-1008 bhuana, g. p. (2016). the use of oral corrective feedback for students of different proficiency levels. in proceedings: creativity and innovation in language materials developement and language teaching methodology in asia and beyond (pp. 712– 720). surabaya: university press adibuana. bitchener, j. (2008). evidence in support of written corrective feedback, 17, 102–118. https://doi.org/10.1016/j.jslw.2007.11.004 rizkiani, bhuana & rizqiya: coded vs uncoded corrective feedback … 63 bitchener, j., & ferris, d. r. (n.d.). feedback in second language acquisition. bitchener, j., & knoch, u. (2009). the value of a focused approach to written corrective feedback, 63(july), 204–211. https://doi.org/10.1093/elt/ccn043 brown, h. d. (2005). teaching by principles. new york: pearson education. ellis, r. (2009). corrective feedback and teacher development, 2–18. https://doi.org/10.5070/l2.v1i1.9054 ellis, r. (2010). epilogue: a framework for investigating oral and written corrective feedback. studies in second language acquisition, 32(2), 335–349. https://doi.org/10.1017/s0272263109990544 eslami, e. (2014). the effects of direct and indirect corrective feedback techniques on efl students ’ writing. procedia social and behavioral sciences, 98, 445–452. https://doi.org/10.1016/j.sbspro.2014.03.438 ferris, d. r. (1999). the case for grammar correction in l2 writing classes : a response to truscott ( 1996 )’, 8(1), 1–11. ferris, d. r., liu, h., sinha, a., & senna, m. (2012). written corrective feedback for individual l2 writers §. journal of second language writing. https://doi.org/10.1016/j.jslw.2012.09.009 ferris, d. r., liu, h., sinha, a., & senna, m. (2013). written corrective feedback for individual l2 writers. journal of second language writing, 22(3), 307–329. https://doi.org/10.1016/j.jslw.2012.09.009 gerot, linda, and w. p. (1994). no titlemaking sense of functional grammar. sydney: antipodean educational enterprises. harmer, j. (2001). [jeremy_harmer]_how_to_teach_english(bookfi).pdf. edinburgh: pearson education limited. hughes, a. (2003). testing for language teachers. (s. michael, ed.). melbourne: press syndicate. hyland, k. (2013). faculty feedback: perceptions and practices in l2 disciplinary writing. journal of second language writing, 22(3), 240–253. https://doi.org/10.1016/j.jslw.2013.03.003 kennedy, s. (2010). corrective feedback for learners of varied proficiency levels: a teacher’s choices. tesl canada journal, 27(2), 31. https://doi.org/10.18806/tesl.v27i2.1054 li, s. (2010). the effectiveness of corrective feedback in sla: a meta-analysis. language learning, 60(2), 309–365. https://doi.org/10.1111/j.14679922.2010.00561.x lyster, r., & saito, k. (2010). oral feedback in classroom sla: a meta-analysis. studies in second language acquisition (vol. 32). kean university. https://doi.org/10.1017/s0272263109990520 mahmoud, a. (2000). coded corrective feedback in search of a compromise abdulmoneim mahmoud. tesl reporter 33, 2(2000), 10–17. makino, t. y. (1993). learner self-correction in efl written compositions. elt journal, 47(4), 337–341. https://doi.org/10.1093/elt/47.4.337 nurlaila, a. p. (2013). the use of mind mapping technique in writing descriptive text. journal of english education, 1(2), 9–15. rizqiya, rissa san; pamungkas, mundriyah yudhi ; inayah, r. (2017). the use of p.o.w.e.r. learning as a learning strategy to improve students writing competency, 11(2), 253–262. eltin journal, volume 8/no 1, april 2020 64 russell, j., & spada, n. (2006). the effectiveness of corrective feedback for the acquisition of l2 grammar. in j. norris (ed.), synthesizing research on language learning and teaching. philadelphia, pa: john benjamins. retrieved from https://books.google.co.id/books?hl=id&lr=&id=980irnw6cnsc&oi=fnd&pg=pt146 &dq=the+effectiveness+of+corrective+feedback+for+the+acquisition+of+l2+gram mar+&ots=nxl4hkikjv&sig=rmrczsbqgtseeuapn9jk7682vqk&redir_esc=y#v=on epage&q=the effectiveness of corrective feedback for the acquisition of l2 grammar&f=false saukah, a., dewanti, d. m. i., & laksmi, e. d. (2017). the effect of coded and non-coded correction feedback on the quality of indonesian efl students’ writing. indonesian journal of applied linguistics, 7(2), 247–252. https://doi.org/10.17509/ijal.v7i2.8127 sia & cheung. (2017). written corrective feedback in writing instruction : a qualitative synthesis of recent, (september). https://doi.org/10.33736/ils.478.2017 štajner, r. (2013). analysis of teacher feedback on efl learner ’ s written production. osijek. sudrajat, a. d. e. (2017). pengolahan data statistik. truscott, j. (1996). the case against grammar correction in l2 writing classes, (june), 327–369. white, h., & sabarwal, s. (2014). quasi-experimental design and methods, (8). sudrajat, a. d. e. (2017). pengolahan data statistik. white, h., & sabarwal, s. (2014). quasi-experimental design and methods, (8). rizkiani, bhuana & rizqiya: coded vs uncoded corrective feedback … 65 appendices writing rubric score (john anderson in hughes, 2003) grammar 6. few (if any) noticeable errors of grammar or word order. 5. some errors of grammar or word order which do not, however, interfere with comprehension. 4. errors of grammar or word order fairly frequent; occasional re-reading necessary for full comprehension. 3. errors of grammar or word order frequent; efforts of interpretation sometimes required on reader’s part. 2. errors of grammar or word order very frequent; reader often has to rely on own interpretation. 1. errors of grammar or word order so severe as to make comprehension virtually impossible. vocabulary 6. use of vocabulary and idiom rarely (if at all) distinguishable from that of educated native writer. 5. occasionally uses inappropriate terms or relies on circumlocutions; expression of ideas hardly impaired. 4. uses wrong or inappropriate words fairly frequently; expression of ideas may be limited because of inadequate vocabulary. 3. limited vocabulary and frequent errors clearly hinder expression of ideas. 2. vocabulary so limited and so frequently misused that reader must often rely on own interpretation. 1. vocabulary limitations so extreme as to make comprehension virtually impossible. mechanics 6. few (if any) noticeable lapses in punctuation or spelling. 5. occasional lapses in punctuation or spelling which do not, however, interfere with comprehension. 4. errors in punctuation or spelling fairly frequent; occasional re-reading necessary for full comprehension. 3. frequent errors in spelling or punctuation; lead sometimes to obscurity. 2. errors in spelling or punctuation so frequent that reader must often rely on own interpretation. 1. errors in spelling or punctuation so severe as to make comprehension virtually impossible. fluency (style and ease of communication) 6. choice of structures and vocabulary consistently appropriate’ like that of educated native writer. 5. occasional lack of consistency in choice of structures and vocabulary which does not, however, impair overall ease of communication. 4. ‘patchy’, with some structures or vocabulary items noticeably inappropriate to general style. 3. structures or vocabulary items sometimes not only inappropriate but also misused; little sense of ease of communication. 2. communication often impaired by completely inappropriate of misused structures or vocabulary items. 1. a ‘hotch-potch’ of half-learned misused structures and vocabulary items rendering communication almost possible. form (organization) 6. high organized; clear progression of ideas well linked; like educated native writer. 5. material well organized; links could be occasionally be clearer but communication not impaired. 4. some lack of organization; re-reading required for clarification of ideas. 3. little or no attempt at connectivity, though reader can deduce some organization. 2. individual ideas may be clear, but very difficult to deduce connection between them. eltin journal, volume 8/no 1, april 2020 66 1. lack of organization so sever that communication is seriously impaired. score: gramm: ____ + voc: ____ + mech: ____ + fluency: ____ + form: ____ = _____ (total) sebuah kajian pustaka: indriani: implementing task planning duration … 123 implementing task planning duration in speaking class ketut santi indriani kt.santi.indriani@unud.ac.id universitas udayana abstract this study was to find out the extent to task planning duration is applicable and influenced students’ oral presentation in terms of fluency, complexity and accuracy in english as a second language learning process. this study is a qualitative research method. the data were gathered through observation and documentation. the data was analyzed qualitatively by investigating the level of fluency, complexity and accuracy on students’ speech after being given a specific duration of task planning. then, analyzed data was presented formally and informally.the subjects in this study were 25 learners of an english course institution in denpasar, at the level of basic-4. based on the analysis, it was found that task planning duration affects the fluency and accuracy of oral presentation. the longer the duration of the task planning, the higher level of fluency and accuracy of the language will be used by learners. this is caused by the time owned by the learners to plan ideas that would be presented related to the given topic and to formulate these ideas into correct sentences. however, the length of task planning does not affect the complexity of the language used by learners because of the complexity of the language depends on language competence possessed by learners. although the duration of task planning was increased, the level of complexity of the language used did not change. keywords: task planning, oral presentation, language learning a. introduction giving assignments to students must be done to determine the students' understanding of the language they are learning. this assignment can be done during class or as homework. for the assignments that can be done out of class hours, students certainly have sufficient time to prepare themselves before working on these assignments. unlike the case with assignments given during class learning. in general, not much time is allocated for students to plan their task or even no task planning given. when students are given time to plan their task to be performed, students generally will make good use of the preparation time. guarátavares (2016) states that when given the opportunity to prepare themselves, students involve their cognitive and affective abilities independently. the learning method that currently develops is the student centered learning (scl). rogers (1983) states that scl is a turnover of power in a learning process. the turn of the power of teachers as experts into the strength of students as learners. in the scl method, learners are the focus during the learning process. learners play an active role during the learning mailto:kt.santi.indriani@unud.ac.id eltin journal, volume 8/no 2, october 2020 124 process. one of the learning techniques that provide an opportunity for learners to be actively involved in the learning process is the task planning technique. the method of learning using task planning techniques is a method of learning that provides an opportunity for learners to prepare themselves before they actually perform in completing the task. ortega ( ellis, 2005) defines task planning as an opportunity to prepare task performance before actual performance. task planning technique is one of the techniques that apply scl learning method because in the task planning, learners are given an active opportunity to prepare what they will do during the completion of tasks in the process of language learning. this will provide an opportunity for learners to solve the things that would be obstacles when they complete the task later. task planning is very appropriate to use when we want to measure students' language production skills, which include writing and speaking skills. in writing activities, there are many things students can do during the task planning. when the teacher provides task planning for students by focusing the preparation activities on the meaning of the word and its form, the level of accuracy in students’ task performance will increase (sharafi-nejad et al., 2016). in addition, providing opportunities for students to prepare can reduce the load on the loading process during performance. with reduced cognitive load when doing assignments. thus, students’ writing will be of higher quality. in addition, collaborating with colleagues when doing task planning tends to motivate students to develop ideas in writing (haghverdi, khalaji & biria, 2013). seyyedi et al. (2013) stated that in writing ability, task planning has a different impact on the level of complexity, fluency and accuracy. task planning has a positive impact on the complexity of student writing and has a significant and very positive impact on the fluency of writing. however, task planning has no impact on the level of accuracy in students' writing. another language production that must be assessed during language learning is speaking ability. in doing speaking assessment, there are three things that must be well prepared by the teachers, those are methods of speaking assessment, scales and raters (ginther, 2013). task planning is a part of assessment method.task planning is also often applied to measure language production skills, especially speaking skills. as with writing skills, there are several things that can be measured when assessing students' speaking skills, those are fluency, accuracy and complexity. measuring the level of fluency in students' speaking ability can be done by paying attention to the rate of speaking (which describes the number of syllables per minute), the total speaking time and the duration of pause during speech. meanwhile, to measure the level of accuracy in students' speech can be done by paying attention to words, sentences and phrases errors, syntactic errors as well as lexical errors. to measure complexity, teachers can pay attention to grammatical complexity of the whole units' speech and specific intra-units features (tonkyn, 2012). giving students the opportunity to plan their speaking task is expected to help students when they perform the task. research conducted by moradi and talebi (2014) shows that the overall scores of students which includes aspects of fluency and lexical resources increased from pre-test to post-test. fluency showed a very significant increase when the students did the post-test speaking task performance. if task planning has a positive impact on speaking ability, will the duration of task planning affect students' speaking ability during task performance? this becomes interesting to discuss. thus, the problem that can be formulated in this study related to the background is how task planning duration affects student’s indriani: implementing task planning duration … 125 performance in speaking task in terms of fluency, complexity and accuracy. the scope of this study is student’s performance in speaking in terms of fluency, complexity and accuracy. the purpose of this study is to find the effect of task planning duration on students performance is speaking task in terms of fluency, complexity and accuracy. b. literature review there are various concepts of fluency in the speaking aspect, such as the smoothness of speech regarding the speed of speech, the number of pauses during the speech and other observable variables (fulcher&davidson, 2007). lenon (1990) categorizes the fluency of speaking into two; those are speaking in stammering and speaking without stammering. measuring the level of fluency of speech, this study applies the concept of fluency of speech proposed by lennon which assesses fluency from the duration of pauses during the talk in a minute. the pause can be silence (the learner does not say a word), say the same word over and over or utter meaningless noises, such as "eeeer ..." or "hmmm", etc. the complexity of language used can be seen in terms of lexical complexity and syntactical complexity. the lexical complexity is seen from the amount of vocabulary used. this study assessed the complexity of the language that learners use in terms of syntactical complexity. the syntactical complexity is an assessment based on the number of complex sentences used to convey ideas. the calculations are based on the comparison of the number of simplex sentences with complex sentences used in a minute. the more complex sentences used then the language used will be more complex. yule (2010) states that one component of language skills is a grammatical competence that includes the accuracy of the use of words and sentence structure. the accuracy in speaking in this study is assessed by the number of grammatical errors made in one minute. errors can be in the form of pronunciation (phonological), word choice and grammar. the data from each student’s performance is analyzed based on the three aspects above. c. research methodology this study is a qualitative study that compares the level of fluency, accuracy and complexity in students' speech during students' task performance to determine the effect of task planning duration on students' speaking abilities. the data were collected through observation and documentation. teh documentation refers to recording technique which is applied to record students’ speech during task performance. recording is done without being realized by the students in order to keep the task performance process running naturally. the subject of this study is 25 learners in denpasar language center (dlc), an english language course in denpasar. all learners are at the same level of english proficiency based on the placement test result that is basic-4 level. this level is the basic level in the general english program at dlc. at this level learners will learn about things related to themselves and life, everyday activities and some important sentence structures. at dlc, the basic-4 level is divided into four classes; basic-4a consists of 6 students, basic-4b and basic4ceach consists of 7 students and basic-4d consists of 5 students. the division of this basic4 level is based on class schedule differences; basic-4a and basic-4b are held every monday and wednesday while the basic-4c and basic-4d classes are held every tuesday and thursday. the age of learners are varies between 12-15 years. eltin journal, volume 8/no 2, october 2020 126 the data is collected trough some steps as follow. the four classes are given a speaking task with the same topic about air pollution. each student speaks in accordance with a predetermined topic with time allotment 3-5 minutes. the basic-4a class does not get any time for task planning, the basic-4b class gets 3 minutes for task planning, the basic-4c class gets 7 minutes for task planning and the basic-4d class gets 10 minutes for task planning. recording is done by using digital voice recorder to each learner when performing the task. the recording is done without being recognized by the learners to make the learning process take place naturally and learners are not psychologically affected. the recording is done twice on january 27, 2018 for the basic-4a and basic-4b classes and on january 28, 2018 for the basic-4c and basic-4d classes. the data analysis is conducted by listening and analyzing the recording of each student from the four classes followed with comparing the task performance of each class based on fluency, complexity and accuracy by taking note for each errors appear in the speech, the fluency of the speech and the complexity of the sentences in the speech. the results of the analysis in this study are presented formally and informally. informal methods are applied when describing the speaking ability of each learner of the four classes in terms of fluency complexity and accuracy. the formal method of diagramming is applied in comparing the speaking abilities of each class based on the difference in the duration of the task planning. d. findings and discussion assessing the ability of learners through assignment is one effective and objective ways in language learning. assignment can be done by giving the task planning before learners do the task performance. this study examines the effect of task planning duration on students speaking abilities in terms of fluency, complexity and accuracy. student speaking ability in term of fluency language barriers are often experienced by language learners when expressing ideas in the form of a spoken language. these obstacles can be in the form of psychological obstacles or difficulties in finding the right words and expressions to express their ideas (leong and ahmadi, 2017). one strategy that can help students overcome these problems is by providing task planning. task planning aims to provide opportunities for students to prepare themselves. thus, the obstacles when they do task performance can be reduced. the duration of the task planning is important to note. how long the teacher must give the task planning time and how far the duration of the task planning impact on students' performance must be considered. fluency is a person's speaking ability to maintain meaningful communication in order to be sustainable despite experiencing communication competency barriers (richards, 2006). data analysis in this study shows the effect of task planning duration on student fluency levels as follows. the basic-4a class did not get any task planning. task performance is done as soon as the topic is given. fluency was assessed based on the duration of pauses in one minute. based on the recording analysis, it is found that the pauses occurred for eleven seconds on average. the pauses occurred in the forms of silence (the learner did not produced indriani: implementing task planning duration … 127 0 3 6 9 12 15 basic-4a basic-4b basic 4c basic-4d any sounds), saying the same word over and over (like in..in ..in by..by..by ..) and saying meaningless sounds (like eeeerr ..). the pauses occurred due to several factors. first, learners were thinking about the idea to be conveyed considering the students did not get a chance to formulate ideas related to the given topic. second, it was difficult for the learners to find the equivalent english words to express the ideas in their minds related to the given topic. this is caused by the fact that the learners did not have any opportunity to refer to the dictionary in order to find the equivalent of a word in english. basic-4b got 3 minutes task planning. pauses also found in the recording of the task performances of basic-4b class. the average duration of the pauses is seven seconds, three seconds shorter than the basic-4a class. the pauses are found in the forms of silence, saying the same word over and over as well as saying meaningless sounds. the most common pause form is saying the same word over and over. this happened because the learners did not find the equivalent of a word in english to express the idea in their mind. basically there had been an idea to be revealed, but did not find the right word. this is because the three-minute task planning given was used only to prepare ideas to be conveyed related to the given topic. the basic-4c class indicates a decrease of pauses duration during the task performance. it is four seconds on average. the most common form of pauses is saying the same word over and over, such as the the .. the .. the ... this happened because it was difficult for the learners to find the equivalent words in english to express the ideas in their mind. the seven-minute task-planning provided an opportunity for the learners to formulate ideas to be conveyed related to the given topic. there were not any pauses in the form of silence or nonmeaningful sounds. the basic-4d class got ten minutes for the task planning. it is found that there was a significant decrease in the average of pauses duration. it is only one second on average. the very short pauses duration is due to the opportunity of sufficient task planning. within ten minutes, learners can formulate the ideas to be conveyed and compose sentences that will be used to convey the ideas. this results in the learners could speak fluently without any significant obstacles or pauses during the task performance. diagram 1. the duration of pauses in second student speaking ability in term of complexity the complexity of the language produced by learners is very influenced by the learners’ knowledge of the language being learned, such as the patterns and rules of the language (housen, kuiken and vedder, 2012). regarding the effect of task planning on the level of language complexity produced by learners, bamanger and gashan (2015) state that task planning has a positive effect on the complexity of the language produced. when students eltin journal, volume 8/no 2, october 2020 128 0 10 20 30 40 50 basic-4a basic-4b basic 4c basic-4d are given the opportunity to plan their tasks, they well prepare what they want to say and increase their self-confidence to produce more complex speech. the ability to speak in term of complexity was analyzed based on syntactical complexity. it was seen from the comparison of the number of complex clauses to the simplex clauses used in one minute to convey ideas during task performance. in general, spontaneous or nonplanning task performance will result in the use of commonly used word or phrase choices (harmer, 2001). based on the data analysis in this study, the number of sentences generated by learners from the basic-4a class in a minute is five sentences on average. these five sentences are simplex clauses. thus, the percentage of the number of complex sentences used is 0%. the average number of sentences generated in one minute of basic-4b class is eight sentences with the percentage of the use of complex 37.5%. based on the analysis of basic-4c and 4d classes recording data, no difference was found. in one minute, learners from both classes produce an average of ten sentences in a minute. of the ten sentences produced, the average complex sentences that appeared are four sentences. thus, the percentage of complex sentences used is 40%. the results of the above analysis show that there is a very significant difference between classes that did not get task planning and the classes that got the task planning. complex sentences are not found in the language used by learners of the basic-4a class that did not get the task planning. this is due to the absence of a planned idea to be conveyed related to the topic given since they did not get the task planning. there was no significant difference in term of language complexity used by the classes that got task planning. learners from these three classes showed nearly the same level of language complexity ranging from 37.540%. this suggests that the duration of the task planning time does not affect the level of language complexity used during the task performance. diagram 2. percentage of the use of complex sentences in one minute student speaking ability in term of accuracy the ability to speak in term of complexity was analyzed based on syntactical complexity. it was seen from the comparison of the number of complex clauses to the simplex clauses used in one minute to convey ideas during task performance. in general, spontaneous or nonplanning task performance will result in the use of commonly used word or phrase choices (harmer, 2001). indriani: implementing task planning duration … 129 based on the research conducted by ahangari and abdi (2011), task planning did not have a positive impact on the level of accuracy of the language produced by the learners. even though they have been given time to prepare the language they will use to avoid using inappropriate language structures, they still fail to use the proper language structure as they had planned in advance during the task performance under real time pressure. thus, task planning is declared unable to increase accuracy in the utterances produced by students. the results of data analysis regarding the effect of task planning duration on the students' speaking ability in terms of accuracy in this study showed the following results.the basic4a class did not get the task planning and learners immediately performed the task after the topic was given. based on the analysis, it was found that learners made mistakes in terms of accuracy as many as seven times in a minute. such errors include pronunciation errors and grammatical errors. pronunciation errors occured in both commonly used words and technical terms related to the topic. grammatical errors occured repeatedly, such as article omission, main verb omission, double marking verb, subject-verb agreement error, and error in tenses. the errors are caused by the lack of opportunities for learners to design sentences in conveying the idea. the pronunciation errors were caused y the fact that the learners had no time to refer to the dictionary to know the correct pronunciation of some words. the basic-4b class did not show significant differences from the basic-4a class although the basic-4b class got three-minute task-planning. the average number of errors is seven errors in one minute resulted from a very short planning time of only three minutes. learners only had the opportunity to determine the main ideas but did not have the opportunity to formulate sentences to convey these ideas. the errors include pronunciation and grammatical errors. pronunciation errors occur in commonly used words and technical terms. grammatical errors made by basic class-4b learners were less than basic class-4a. frequently occured grammatical errors are article omission, main verb omission, double marking verb and subject-verb agreement. the basic-4c class gets seven minutes' of task planning time. total error in terms of accuracy (accuracy) is done on average as much as 3 times in one minute. based on the results of the recording analysis, there is still an error in terms of pronunciation and grammatical structure of the english language used by learners. however, the pronunciation error and grammatical structure are fewer than the number of mistakes made by learners of the basic-4a and basic-4b classes. pronunciation errors occur on average 2 times in one minute and occur only on the pronunciation of scientific terms. grammatical structure errors occur on average one time in a minute. the errors include article omission, subject-verb agreement, and tenses. no word errors were found in the recording of the basic-4c class. the reduced number of mistakes made by learners of the basic-4c class in terms of accuracy compared to the basic-4a and 4b classes is due to the chance at their disposal to find in the dictionary the pronunciation of words that are considered difficult. in addition, the diminished errors in the grammatical structure of the sentences are also due to the opportunities they have for composing words appropriately in conveying their ideas. the basic-4d class got for ten minutes task planning. there is a decrease in the number of errors in basic-4 d class compared to basic-4c class. the average number of errors made by learners of the basic-4d is two errors in a minute. the only type of errors that occured is grammatical error and limited to article omission errors. technical terms used during task performance were pronounced correctly. this is due to the opportunity that the learners had eltin journal, volume 8/no 2, october 2020 130 to refer to the dictionary to know how to pronounce rarely used technical terms. the less number of errors related to the opportunity they had to compose the sentences correctly in conveying the ideas. diagram 3. average numbers of erros in one minute e. conclusion assessment of the speaking ability in the english learning process can be seen from three aspects; fluency, complexity and accuracy. this study aims to determine the effect of the duration of the task planning t on the speaking ability of these three aspects. learners from the four different classes were given different duration of task planning. the basic-4a class was not given the task planning, the basic-4b class was given a three-minute task planning, the basic-4c class was given a seven-minute task-planning and the basic-4d class was given ten-minute task planning. each class was given the same topic. based on the analysis, it is found that there is influence of the duration of the task planning to the students ability in terms of fluency. the longer the duration of the task planning is given, the more fluent the speaking. this is due to the readiness of the learners in task performing. the longer the duration of the task planning given, the longer time they had to formulate ideas compile sentences to convey ideas that had. in result, the learners were more fluent in performing the task. in term of the complexity of the language used during the task performance, there was no significant effect of the task planning duration. the learners with longer task planning duration did not show any increase in the use of complex sentences compared to the learners who got shorter task planning duration. this is related to the cognitive factors of learners. all the learners from the four classes are in the same level of english proficiency. therefor, students ability in terms of language complexity also tends to be the same. thus, the duration of the task planning did not affect the complexity of the language used. however, the duration of the task planning affects the accuracy of the speech. the longer the duration of the task planning given, the higher the level of accuracy of the language used. this is due to the opportunity for the learners to compose and formulate sentences used to convey their ideas. in addition, the long duration of the task planning was also used to refer to the dictionary to find the correct pronunciation of the technical words used during the task perfomance. based on the above descriptions, it can be concluded that the duration of the task planning is very influential on the fluency and accuracy of the language used by learners during the task performance. this is due to the opportunity that the students had to think about the ideas that and formulate the sentences that would be used. however, the duration of the task planning time does not affect the complexity of the language used by learners because it indriani: implementing task planning duration … 131 relates to the language competence of the learners. if learners have high language competence, then the complexity of the language used also tends to increase and is not influenced by the duration of the planning time. f. references ahangari, s. and abdi, m. (2011). the effect of pre-task planning on the accuracy and complexity of iranian efl learners’ oral performance. procedia social and behavioral sciences, 29, 1950 – 1959. bamanger, e. m. and gashan, a. k. (2014). the effect of planning time on the fluency, accuracy, and complexity of efl learners’ oral production. journal of educational sciences, 27 (1), 1-15. ellis, rod. (2005). planning and task performance in second language learning. philadelphia: john benjamins publishing company. fulcher, g., & davidson, f. (2007). languange testing and assessment. new york: routledge. ginter, a. (2013). assessment of speaking. the encyclopedia of applied linguistics. john wiley and sons, inc. guará-tavares, m. da g. (2016). learners’ processes during pre-task planning and working memory capacity. ilha do desterro, v (69), 79-94. haghverdia, h.r., khalajib, h. r. and biriac, r. (2013). the impact of task planning on iranian efl learner’s writings. procedia social and behavioral sciences, 70, 719723. harmer, jeremy. (2001). the practice of english language teaching. london: longman. housen, a., kuiken, f. and vedder, i. (2012). complexity, accuracy and fluency: definitions, measurement and research. complexity, accuracy and fluency in sla. amsterdam: john benjamins publishing company. lennon, paul. (1990). investigating fluency in efl: a quantitaive approach. language learning journal, 40, 387-417. leong, l. and ahmadi, s. m. (2017). an analysis of factors influencing learners’ english speaking skill. international journal of research in english education, 2 (1), 3441. moradi, z. and talebi, s. h. (2014). the effect of pre-speaking strategies instruction in strategic planning on iranian efl students’ awareness as well as students’ fluency and lexical resources in speaking. procedia social and behavioral sciences, 98, 1224 – 1231. richards, j. c. (2006). communicative language teaching today. cambridge, uk: cambridge university press. rogers, c. (1983). freedom to learn from the 80’s. colombus: charles e. merrill. seyyedi, k. et al. (2013). the effect of pre-task planning time on l2 learners’ narrative writing performance. english language teaching, 6 (12), 1-10. sharafi-nejad, m. et al. (2016). the effects of pre-task planning on iranian efl learners’ accuracy of writing performance. journal of studies in education. 6(4), 119-132. tonkyn, a. (2012). measuring and percieving changes in oral complexity, accuracy and fluency: examining instructed learners’ short-term gains. language learning and language teaching: dimension of l2 performance and proficiency (complexity, accuracy and fluency in sla), 36, 221-246. yule, george. (2010). the study of language (4th ed). new york: cambridge university press. sebuah kajian pustaka: nanda: exploring the connection … 48 exploring the connection among language, culture, identity and difference dodi widia nanda dodiwidiananda@undhari.ac.id universitas dharmas indonesia abstract this paper aims to explore the link among language, culture, identity and difference. it is beneficial to analyse because it contributes on the development of language education. the reason is that language learning and culture are inherent each other. this research’s method is the reflective inquiry as the part of qualitative research. this study scrutinises writer’s personal experiences concerning the link among language, culture, identity and difference. hence, the research’s subject in this research is the writer’s personal experiences. specifically, the writer’s experiences are intonation in expressing angriness and interacting with jakarta people. the related experiences are written and collected by taking notes, and it is directly analysed when the data collected. the study’s result indicates that there has been a robust connection among language, culture, identity and difference. one’s culture and language can signify their identity and difference. therefore, the connection between language, culture, identity and difference is required to explore in order to elicit significant impact on the development of language learning. keywords: language, culture, identity, difference, language learning a. introduction analysing the interconnection among language, culture, identity and difference is substantial in the development of language education as language learning and cultural understandings are inherent each other (kramsch, 1998). the paper will illustrate the link between language and culture can correlate humans’ identity and difference. the related process can be explained effectively through a concept called the system of representation. hall (2013) reveals that the notion of representation plays an essential role in the process of producing and exchanging meaning between members of a culture. the representation can be defined as the production of the meaning of the concepts existed in humans’ mind through language (hall, 1997). hence, it can be stated that language constructs meaning obtained from the concepts to communicate it with other people. moreover, hall (2013) asserts that there are two processes of the system of representation. first of all, the mental representation system which leads people to interpret the events and objects built as the concepts on the inside as well as outside peoples’ head. that is to say nanda: exploring the connection … 49 that if we have a concept for certain things, we can know its meaning vividly without seeing it. to exemplify, people can still signify and conjure the object of “pen”, “glass”, “phone” and others even when you do not see the related objects directly. this process occurs because humans’ thought processes decode the visual perception of the object regarding a concept stored in humans’ head (hall, 1997). hence, it can be stated that in order to interpret the world in similar ways, people are required to have the same conceptual maps. however, having a shared conceptual map is not enough to represent and exchange meanings and concepts. people must have shared language system as well, knowing that language is categorised as the second system of representation which has a function to build meaning (hall, 2013). it occurs because the shared conceptual map should be translated into a common language which assists us to correlate concepts with spoken sounds, written words and even visual images (kramsch et al., 1996). these related aspects called “sign”, which is organised into languages (hall, 2013). every social community may have different signs in interpreting certain concepts or things (hall, 2013). to exemplify, in my home country, indonesia, people who belong to minangkabau people (a tribe located in west sumatera, indonesia) will write “p-i-t-i” to refers to a concept of “a tool of the transaction (money)”. on the other hand, sundanese (a tribe which is existing in west java, indonesia) will signify the related concept with word “d-u-i-t”. the related disparity exists due to the different linguistic code because of the same social group composed by people who only use the similar linguistic code, such as grammatical, lexical, phonological features and even political rhetoric (kramsch, 1998). hence, it can be stated that although language consists of signs organised in various relationships, it can only convey meaning when people have codes. the code plays pivotal roles in humans’ culture which is obtained and internalised unconsciously through our engagements with particular cultures (kramsch, 1998). b. literature review 1. kramsch’s concept of language and culture the interconnection between language and culture has been explicated significantly by kramsch (1998), he reveals that when language is used in the communication contexts, it cannot be separated with culture in multiple and complex ways. in other words, language is known as the principal means to conduct humans’ cultures. furthermore, the interrelatedness between language and culture is illustrated cohesively in the notion of insider and outsider proposed by kramsch (1998). in this principle, in order to be signified in cultural groups, it is imperative for people to exhibit themselves as insiders against outsiders. it means people, particularly the man in power, having an authority to classify their own culture with others culture through both spoken and written language. moreover, humans’ cultural groups could be identified easily by interacting with other members of same groups (kramsch, 1998). it means that their beliefs, values and common beliefs are reflected through their tool of representation, language. to exemplify, in minangkabau’s customs, one of the tribes in west sumatera, indonesia, minangkabau people are required to say “kato nan ampek” (ramadhanti, 2018). the “kato nan ampek” means minangkabau people have to speak and communicate with four different ways with four different ages or categorised people; firstly, talking politely and softly to elder people such as interacting with grandparents, parents, brothers/sisters, and others. then, communicating and caring lovely to younger people such as younger brothers/sisters, nephew/niece and others. thirdly, speaking and behaving informally with peers, sometimes using humour to strengthen the relationship of friendship. ultimately, using metaphor to do eltin journal, volume 9/no 1, april 2021 50 interaction between people who have a relationship shaped by marriage such as the relationship between parents-in-law with children-in-law for showing respect each other (ramadhanti, 2018). hence, it can be stated that the chosen language could reflect and exhibit humans’ culture clearly. however, kramsch (1998) also contends that “culture is heterogeneous, even members of the same discourse community all have different biographies and life experiences, age, gender and others” (p. 9). it is to say that there is a likelihood of people who belong to the same culture might have different ways to interpret certain things and concepts. for instance, in age categorization, in my own area located in dharmasraya regency, west sumatera, indonesia, minangkabau people who are categorised as older people will say “k-o-m-a-u” to signify a concept of a strip of leather or other materials used, typically around the waist in order to hold in clothes (belt). on the contrary, youngsters will say or mark the related concept as “i-k-e-k p-i-n-g-g-a-n-g”. but, to my understanding which relies on the notion given by baker and wright (2017), it is only the matter of “language shifting” in which the existence of word “k-o-m-a-u” has been replaced by “i-k-e-k p-i-n-g-g-a-n-g” to construct the concept of the real “belts”. as a result, the younger people who belong to minangkabau tribe prefer saying “i-k-e-k p-i-n-g-g-a-n-g” instead of “k-o-m-a-u”. in fact, fishman (1996, as cited in risager, 2006) depicts that language has been considered as a crucial part of cultural groups because those who intend to understand their cultural fully must master its language as well. moreover, kramsch (1998) asserts that there is an interconnection between the language spoken by members of cultural groups and their groups’ identity. 2. woodward’s concept of identity and difference based on woodward’s explanation, identity itself can be classified into two various parts, which are essentialism and non-essentialism (woodward, 1997). the former means an identity which is based on nature, and it is seen as fixed and unchanging. for instance, race, gender, kinship, gender and sexuality and subverted biological changes (woodward, 1997). on the other hand, the latter is seen as contingent in which humans’ identity will never remain static. this classified identity is categorised as the product of an intersection of various components, political and cultural discourses (clark, 2013; woodward, 1997). for instance, school uniforms, prior to 1999, all of the indonesian school institutions had required all of indonesian men students to wear short-jeans studying in schools. this related rule was regulated under soeharto’s regime, one of former indonesian presidents. the certain regulation automatically changed when the next indonesian president, habibie, replaced soeharto at that time. the habibie’s regime asked indonesian men students wearing long-jeans in schools, and this regulation has been implemented until now. based on the example above, it is apparent that identity will always change and improve, and it might be different all the time. interestingly, the difference itself will signify the individual or cultural identities. in other words, difference marks out certain identities from other identities and fosters distinctions (woodward, 1997). the marking of the difference occurs through the symbolic system of representation and in the form of social exclusion, and these two forms of symbolic and social exclusion constructed through a particular operation called classificatory system (woodward, 1997). a classificatory system is categorised as a system which is utilised to applying a principle of difference to populations and dividing their characteristics into minimally two opposing groups (woodward, 1997). to exemplify, the writer could distinguish between minangkabau tribe and sundanese tribe and consider himself belong to nanda: exploring the connection … 51 minangkabau tribe instead of sundanese tribe because the minangkabau culture values reflected in the writers’ habit. the related habits and characters are different compared to sundanese’s identity. the disparities could be in accents, written and spoken language systems, traditional dresses and many other differences. based on the example mentioned above, it can be seen that how culture through the system of linguistic features marks out difference are important to our understanding of identity. thus, it can be concluded that language and culture could correlate humans’ identity and difference, and these four aspects cannot have separated each other. c. research methodology the research methodology used in this research was qualitative research. it is selected because this research aims to explore and express one’s experiences. in particular, the researcher attempts to express his personal experiences. it links to an id ea expressed by birks, chapman, and francis (2008), stating that the qualitative research can be applied to explore and understand meaning and experiences of individuals. this kind of research is called reflective inquiry (ross & hannay, 1986). in reflective inquiry, it examines the personal experiences of the researchers themselves (lyons, halton, & freidus, 2013). therefore, the research subject is the writer’s personal experiences (cunliffe, 2003). data in qualitative research is in the form of words, actions, written data sources, photos, and statistics (carter & little, 2007). in this study, data collection is carried out through the researcher's own writing relating to his life experiences and collecting supporting documents. data analysis in qualitative research can be carried out in conjunction with the research process, for example when data is collected and written (onwuegbuzie & byers, 2014). hence, when data in this research is collected and written, it is further analyzed by the researcher comprehensively. d. findings and discussion the interrelatedness among language, culture, identity and difference would be able to be comprehended efficiently by scrutinising our personal life experience. firstly, it starts connecting them by describing my first experience regarding intonation affected by minangkabau tribe’s customs. then, i will also describe and analyse a story with my friends who came from jakarta, as my second experience. the findings will be discussed as follow: 1. the first story (my distinctive intonation in expressing angriness to my mother) i was born and raised in a minangkabau family with strong minangkabau roots that made me understand minangkabau culture and values in deeply. for instance, minangkabau culture has been requiring us to speak in four different ways with four ages categorised of people, which is called kato nan ampek (ramadhanti, 2018). we were particularly asked to talk softly and politely to elder people. one day, my mother suddenly asked me to stop playing football when i played it with my colleagues in the green field. then, honestly, i was angry and disappointed to my mother at that time. but the way i expressed my angriness to my mother looked like “strange” due to my intonation. although in expressing my angriness, i still spoke softly to my mother because it was affected by minangkabau customs (kato nan ampek) in which i had to speak politely and softly to elder people, my mother. the existence eltin journal, volume 9/no 1, april 2021 52 of the value had given me such an awkward moment, and i felt that it was significant to my life. interestingly, the way i expressed my angriness by speaking softly to my mother was seen unusual by one of my friends who came from another tribe in indonesia, which was the batak tribe. he told me that my way of expressing the angriness was funny. the analysis of the story above there are some points that can be taken and examined from the story above. firstly, the experience above significantly correlates with a principal explained by kramsch (1998), saying that cultural groups’ values, customs and common beliefs could be reflected through group members’ language. the related interplay was drawn by my distinctive speech regarding intonation which showed my cultural group customs. this related custom has remarkably affected the way i speak, particularly my intonation since i have been asked by my cultural customs to speak politely and softly to elder people (ramadhanti, 2018). in this context, i used my smoot intonation to my mother even though i expressed my angriness. this distinctive way seemed strange and unusual because other people might express their angriness by shouting to people who make them satisfied and angry. i could not express my angriness like other people did since i have been asked by my cultural customs to speak politely and softly to elder people in every circumstance. hence, it can be concluded that language and culture have strong interplay, and both of them correlated each other. secondly, the way i spoke politely and softly to my mother above could be linked as well with a principle of language, in which language that we use has a function to share meaningful ideas (hall, 1997). in this context, when i spoke with low and soft intonation to my mother means that i showed my politeness to elder people, particularly my mother. whereas, if i spoke loudly at that time, probably my mother would judge me as a rude person who did not regard her as well as our minangkabau’s customs. it means my mother and i have had the similar ideas and concepts in our head regarding expressing the concept of the politeness and rudeness. consequently, my mother automatically understood at the time that i still showed my politeness to her because i still speak with a low intonation. thirdly, another point that can be taken from the story above is the principle of the difference that can signify the individuals’ identities (woodward, 1997). in this view, my identity could be categorised as a son who showed significant respect for my mother. it can be seen and portrayed through my low intonation. on the contrary, my mother’s identity as a parent could be reflected through her way in delivering her speech for communicating with me. she gets used to speaking loudly to me whether in daily conversations or in expressing her angriness. this situation occurs because has not been constrained by our minangkabau’s customs to speak loudly to me since her role as my parent. hence, it can be stated as well that these disparities happened through the classificatory system, in which i was classified as a respected son, while my mother was categorised as a parent who had freedom to express her feeling to me. in line with the detailed illustration, woodward (1997) asserts that the classificatory system is used to divide populations’ characteristics into at least two different or opposing things, like us/them. ultimately, the way one of my friends who came from another tribe, batak tribe, seeing my unusual and distinctive ways in expressing angriness with low intonation links with the notion of insider and outsider (kramsch, 1998). in this view, my batak friend could be categorised as an outsider who did not recognise my minangkabau’s cultural values and customs that made him confused with, i had done in expressing my angriness. this nanda: exploring the connection … 53 phenomenon naturally happened since my batak friend and i had a different way of interpreting something. in this context, my batak friend might have another way to express his angriness and based on a study conducted by tobing, panggabean, and sinar (2016). batak people tend to speak loudly in an aggressive manner. 2. the second story (interacting with jakarta people) after completing my undergraduate degree, i left my village and moved to the capital of indonesia, jakarta. i saw the jakarta people, particularly youngsters who live in jakarta, tend to use “slang” language (bowden, 2015), which made me realised that they were different with me. to exemplify, three of my jakarta friends and i stayed up watching a football match on television together while i received short-message-services from my girlfriend. the message sent by my girlfriend was funny which made me laugh at myself. suddenly, one of my friends, namely tomi, said to me that “kamu alig” which made me kept silent. in contrary, the rest of my friends guffawed together while i got confused why they laughed. after they stopped laughing, they told me that they laughed because i was teased by tomi as a crazy person when he said “kamu alig” to me. apparently, the meaning of “kamu alig” is “you are crazy” in english. but, i did not notice it since the word “alig” considered as jakarta peoples’ slang which refers to “gila” in bahasa indonesia and “crazy” in english; however, after i socialized more with them, i get used to using slang as well which assisted me to communicate effectively with them. the analysis of the story above there are three points that can be analysed in the second experience. firstly, in the contention, that difference could signify humans’ cultural identities explained by hall (2013) is relevant to my story with three of my friends who came from the metropolitan city, jakarta. in this occasion, i felt that there was myriad of disparities among us. to exemplify, i lived in a rural area located in west sumatera which made me confused with their slang. on the contrary, they lived in a big city namely jakarta, which has been associated with modernity, and even jakarta people have been known as inhabitants who creatively modify the indonesian language structurally and phonetically (bowden, 2015). the modification of this indonesian language called slang (bowden, 2015). as a consequence, i did not understand my jakarta friend’s joke when he said “alig” to me. it occurs because “alig” is known as jakarta peoples’ slang that refers to “crazy” in english, and “gila” in the indonesian language. jakarta people creatively changed the structure of word from “gila” from the backward to be “alig” in order to create their slang. based on the related differences, i could realise that my cultural identity was not similar to them. in addition, the story with my jakarta friends above might be linked as well with a notion proposed by hall (2013). hall (2013) asserts that to communicate and understand effectively each other, people must have a similar conceptual map as well as shared language system. in this context, my jakarta friends and i might have a same concept of “people who smile by themselves” categorised as “crazy people”, and the related concept is known and popular in our country, indonesia. however, my jakarta friends had another language system to represent the related concept in which they used their slang “alig”. consequently, i did not understand what they meant since i use a word “gila” to represent the related concept. so, that is why hall (2013) asserts that having a shared conceptual map is not enough to represent eltin journal, volume 9/no 1, april 2021 54 and exchange meanings and concepts because the related process requires shared language system as well. lastly, in the last part of the story above, i had been affected by my friends to use slang after having more socialisation with them. this condition resulted in the development of my new identity as a youngster who could use slang. this significant development could be seen through my adjustment to slang, particularly word “alig”. for instance, a month ago, when one of my friends in my whatsapp group, namely hafizah, sent word “alig” to humiliate my friend (namely dika) in our whatsapp group. i could relate and understand the related word which made me laughed directly. hence, it is true that identity is categorised as a continually changing process, called the non-essential view (hall, 1997; woodward, 1997). moreover, identity could be influenced by a relation involved in various socialisations in which we participate and interact with (woodward, 1997). e. conclusion based on these two stories and the given analyses above, it is apparent that the connection between language and culture is crucial to correlate peoples’ identity and difference. it can be portrayed through my distinctive speech regarding intonation which is correlated with my culture’s customs, resulted in the shaping of my identity and difference with the others. moreover, the differences with other people could be seen clearly in the second story (moved to jakarta), when i did not understand my jakarta friend’s joke due to the language system disparities between us. f. references baker, c., & wright, w. e. 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(1986). towards a critical theory of reflective inquiry: theme. journal of teacher education, 37(4), 9-15. doi: 10.1177/002248718603700402 tobing, a. p., panggabean, h., & sinar, t. s. (2016). effect-for-cause inferencing in the evaluation of loudness among toba batak people. sociolinguistic studies, 10(3), 455-474. doi: 10.1558/sols.v10i3.28869 woodward, k. (1997). concepts of identity and difference. in k. woodward (ed.), identity and difference (pp. 8-50). london, england: sage. sebuah kajian pustaka: zaitun, hadi & putri: the effectiveness of online … 101 the effectiveness of online instructional videos in teaching students’ speaking skill zaitun1, muhamad sofian hadi2, aryani syalwa putri*3 zaitun.hateem@gmail.com, m_sofianhadi@yahoo.com, aryanisyalwap@gmail.com universitas muhammadiyah jakarta abstract this study aims to find out whether there is significant effect of teaching speaking using online instructional videos to the students’ speaking achievement. this reserch used quantitative research method. pre-experimental design was employed in this research. ten grade students of an-nuqthah of islamic senior high school were chosen as the sample of this research. the sample was selected by using random sampliong technique. the instruments of this research are pre-test and post-test. then, the data obtained were analyzed statistically. the statistical analysis results showed that the mean score of the students in the pretest was 41.07 and the mean score of posttest was 82.14. in addition, the value of tcal (4.49) was higher than ttable (1.782). it means that the use of online instructional video was considered effective in improving students’ speaking skill. from this research, the teachers are recommended to use online instructional video as the median in teaching speaking. keywords: online instructional videos, media, speaking, powtown a. introduction in the context of education, the language which is important to be mastered by people is english. english is thought to be one of the most necessary languages in the world because almost all people from all of the country use english for their communication. in indonesia, english is a foreign language learnt by the students from kindergartens until university level. however, among 4 language skills of english, speaking is still considered as the most difficult skill mastered by the students. among those four skills, speaking is very important skill to be mastered, because it is an activity for students to express their ideas, feelings, argument, opinion and others in speaking. speaking is a production skill that falls into two main categories: accuracy and fluency. accuracy consists of the use of vocabulary, grammar and pronunciation through several activities, fluency takes into account "the ability to keep going when speaking spontaneously" (derakhshan, khalili, & beheshti, 2016:177-186). however, there are many problems faced by the students in order to acquire speaking ability, such as pronunciation, lack of motivation, limited vocabulary, self-confidence and rarely practice. besides, the environment in which the society do not use english for daily communication also one of the reasons why the students cannot use english well. chan and herero (2010:11) mention that one of the factors which influences students’ speaking mailto:zaitun.hateem@gmail.com mailto:m_sofianhadi@yahoo.com mailto:aryanisyalwap@gmail.com eltin journal, volume 9/no 2, october 2021 102 mastery is the use of effective and interesting teaching media by the teacher, they proposed movie video which brings some real conversation as authentic material to be talked about. therefore, in speaking classrooms, teachers are expected to be creative to use various teaching media which is effective, interesting, and fits the digital era, this year is 4.o which means everyone is using technology as education media in order to build more meaningful speaking learning atmosphere. it is supported by greenberg., et al (2012:4) that education is undergoing a major shift, as brick-and-mortar classrooms are opening up to rich media content, subject matter experts, and to one another. this shift has been influenced largely by technological and pedagogical trends, greater worldwide everyone can access to the internet, an explosion of mobile phone users, and the appreciation for these technologies by young people, as well as by teachers. this means that using of technology as a tool in the classroom can help learner to work systematically by themselves or with their classmates (alkhatnai, 2016). one of the media that can be used is instructional video. video appears poised to be a major contributor to the shift in the educational landscape, acting as a powerful agent that adds value and enhances the quality of the learning experience. that means an instructional video is a recorded content that provides detailed information on how to learn especially in this 4.0 era. therefore, this study aims to find out whether there is significant effect of teaching speaking using online instructional videos to the students’ speaking achievement. b. literature review 1. definition of speaking speaking is one of communication that people do daily and one of the most important skills to be developed and enhanced as means of effective communication. speaking is a person's ability to articulate sounds/words for expressions, statements, to convey ideas, thoughts, and feelings (zuhriyah, agustina, & fajarina, 2018). in addition, according to kosar & bedir (2014:12-26), speaking is an interactive process of constructing meaning that consists of producing and receiving information. thus, speaking skills are an essential part of second language learning and teaching. according to harmer (2007), there are three main reasons for making students speak in class. first, speaking activities provide training opportunities opportunities to practice speaking in real life in a safe class. second, speaking assignments where students try to use one or all of the languages, they know provide feedback for lecturers and students. everyone can see how well they are doing: how successful they are, and also what language problems they experience. and finally, the more students have the opportunity to activate the various elements of the language they have stored in their brains, the more their use of these elements will automatically. communication skills are very important to teach speaking skills. students must be able to understand themselves by making full use of their current skills. they should try to avoid confusion in their message due to mispronunciation, grammar, or vocabulary mismatch and adhere to the social and cultural rules that apply in every communication situation. based on the description above, it can be concluded that students need to master english speaking ability. besides english is an international langauge english also plays an important role in life. speaking is productive skill that means students’ need to produce zaitun, hadi & putri: the effectiveness of online … 103 language and give the information, and also important in education, political, cultural, social etc. 2. instructional media in teaching speaking according to sadiman, et all (2008) instructional media as anything that can be used to deliver a message from the sender to the receiver so that it can stimulate the thoughts, feelings, concerns, interests and also attention of students in such a way so that the learning process occurs. in addition, some contribution of media in learning activities are revealed by several research. as proposed by kemp and smellie (1989) in burden and byrd (1999) that media in learning has several benefits such as 1) motivate 2) present the information 3) provide instruction required in the learning activities. it indicates that instructional media is one of the most important aspect in a learning process. according to smaldino, lowther and russel (2008), media are classified into six types such as text, audio, visual, audiovisual, picture and people. a. text contains the coredeliveres by theauthor, for example an explanation of the material conveyed by the teacher. b. audio refers to everything that comes from the sound , both the original sound o recording. the example is the voice of students, teachers, music and voice over. c. visual refers to everything that can be seen, for example comics and photograph. d. audiovisual is combination of sound and image. the result of the combinations are video and movie. audiovisual can be displayed vio lcd, projector and dvd. e. manipulate, which is someting three-dimensional that can be touched or made by students, for example is a statue and realia. f. people which can be real medium when learning in the classroom, for example students and teachers. from the categories of media can help learning avtivities. 3. online instructional videos a video is the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion. newby et al., (2000: 102) define thatvideos are the display of recorded pictures on televisiontype screen. any media format that employs a cathode-ray screen to present a picture can be referred to as video. instructional video is a recorded content that provides detailed information on how to learn especially in this 4.0 era. video has become an integral part of higher education. these are integrated as part of a traditional course, serve as the angular tone of many mixed courses, and are often the key information delivery mechanism in moocs. some meta-analyzes show that technology can enhance. furthermore, ashaver (2013) said that audio visual like video information facilitates learners’ comprehension of spoken english. furthermore, harmer (2006) states that deploying video in english language learning provides special points to the students, seeing language in use, cross-cultural awareness, the power of creation and motivation.it means that video employs important roles in the classroom because the students do not only listen how the language used by native speakers, but they also can see about the language used in real context eltin journal, volume 9/no 2, october 2021 104 sand (1956) and brown et al (1983) in nurmayasari (2011) suggested some procedures in applying video or audio visual media in teaching english. a. preparing yourself the first thing to do by the teacher before showing the video to students is previewing the video and make some notes about the content of the video. teacher may invite some students to preview the video and see their point of view about it. b. preparing the environment after preparing the video, the next thing to do is arranging the classroom to be as comfortable as possible. the technical equipment such as a speaker and a laptop/computer should be located appropriately so that students can get good view while watching the video. c. 3.preparing the students when students watch the video, teacher should help them to understand why they must watch the video and tell what they can get by watching it. teacher can also ask the students to discuss the content of video then relate to what they know and they do not know. d. showing the video while watching the video, make students comfortable and try to show the video without interruption such as giving a question in the middle of video. e. carrying out the follow up after showing the video, teacher asks the students about the content of the video to know their opinion about the video. they can also discuss the video with their classmate. the follow up is necessary to detect misunderstanding they may have. teacher can give a repetition show if needed to clear up any confusion. 4. powtoon one technology-based media that can be used in elt is powtoon. according to dahar (1996), powtoon as the media of information relevant to the processing model which is divided into eight phases, they are phases of motivation, recognition, acquisition, retention, dialing, transfer, giving responses, up to reinforcement. pow town is the world's leading, most user-friendly, and intuitive animation software. with pow town, anyone even if you don’t know the proxy server pixels can create compelling animated videos with professional looks and nuances. pow town is known as the software that provides animation video and sound. therefore, using pow town does require an internet connection because it is an online software. this technology can be transformed into a language classroom. in addition, the teacher can easily use powtoon because the interface of powtoon is similar to powerpoint and the presentations can be stored in a traditional format, which allows the slides to move one by one. according to adnyani, mahayanti & suprianti (2020), the teacher no longer teaches based on the textbook because she may convey the lesson into an animation video through powtoon. there are several advantages of the powtoon application as proposed by edmons and branch (2002) are as follows. a. having interesting animations. the aimation are fun, present more animation and more pleasing to the eye than a simple presentation. b. it is very appropriate if the presentation uses powtoon at the school level because it can eliminateboredomthrough the animations it has. zaitun, hadi & putri: the effectiveness of online … 105 c. the results are very interesting if accompanied by the right background sound. on the making of this powtoon video can include songs, instruments and voice actor. for example fill out the sound using our own voice, read the text according to the materialentered in the powtoon video. d. the result are very interesting if accompanied by the right backsound. powtoon has a range of music, picture and sound effect that can be used, other source can be uploaded as well asthe ability to record a voive actor. e. it is easy to use everyone, teachers and students, in the website also gives a tutorial option in the begining than to make the creator process easier. c. research methodology in order to answer the research question, in this study the researcher used pre-experimental quantitative research with random sampling. the sample of this research is 10th grade of annuqthah of islamic senior high school in tangerang, banten. the sample of this study were chosen by using cluster random sampling in which one class was selected as the sample of this research in carrying out a research, the researcher used both pre-test and post-test as the instruments. the students were asked to describe the image for pre-test. while, treatment is the way to improve students’ speaking skills by using instructional video. pre-test and post-test are obtained from oral test. table 1. assessment rubric no. aspects criteria score 1. pronunciation excellent good fair poor 4 x 5 = 20 3 x 5 = 15 2 x 5 = 10 1 x 5 = 5 2. intonation excellent good fair poor 4 x 5 = 20 3 x 5 = 15 2 x 5 = 10 1 x 5 = 5 3. accuracy excellent good fair poor 4 x 5 = 20 3 x 5 = 15 2 x 5 = 10 1 x 5 = 5 4. fluency excellent good fair poor 4 x 5 = 20 3 x 5 = 15 2 x 5 = 10 1 x 5 = 5 5. action excellent good fair poor 4 x 5 = 20 3 x 5 = 15 2 x 5 = 10 1 x 5 = 5 score total 100 eltin journal, volume 9/no 2, october 2021 106 d. findings and discussion the data analyzed in this research is the result of pre-test and post-test score of students’. it can be seen from the table table 2 experimental class students’ pre-test result criteria of students’ total number of student’s total number of student’s in percentage excellent 0 0% good 0 0% enough 1 7.15% poor 7 50% very poor 6 42.85% table 3. experimental class students’ post-test result criteria of students’ total number of students’ total number of students’ in percentage excellent 2 14.28% good 8 57.15% enough 4 28.57% poor 0 0% very poor 0 0% table 4. statistical table of students’ pre-test and post-test no student pre-test (xi) posttest (xj) xjxi ⊓ ((xjxi)⊓ ) ((xjxi) – ⊓)2 1. student 1 35 75 40 1.07 1.14 2. student 2 30 75 45 -3.93 15.44 3. student 3 70 90 20 21.07 443.94 4. student 4 40 80 40 1.07 1.14 5. student 5 40 85 45 -3.93 15.44 6. student 6 25 75 50 -8.93 79.74 7. student 7 40 85 45 41.07 -3.93 15.44 8. student 8 35 85 50 -8.93 79.74 9. student 9 35 75 40 1.07 1.14 10. student 10 35 80 50 -8.93 79.74 11. student 11 60 85 25 16.07 258.24 12. student 12 50 90 40 1.07 1.14 13. student 13 50 85 35 6.07 36.84 14 student 14 35 80 50 -8.93 79.74 𝜮 575 1.150 575 0 1.108,86 n=14 mean 41.07 82.14 41.07 0 79.20 zaitun, hadi & putri: the effectiveness of online … 107 𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 (𝑆 2) = 1 𝑛 − 1 ∑ ((𝑋𝑗 − 𝑋𝑖) − �̅�)2 𝑛 𝑖=1,𝑗=1 = 1 13 (79.20) 𝑆𝐷 = √𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 = √6 = 2.44 𝑡 = �̅� 𝑆𝐷 √𝑛 = 41.07 2.44 √14 = 4.49 based on the calculation above, it shows that the mean score of the students’ pretest was 41.07 and the mean score of posttest was 82.14. in addition, the data also revealed that standard deviation of pretest was 1.02 and the standard deviation of posttest was 1.24. the result of tcalculation 4,49 and ttable with degrees of freedom (df) 12 obtained 1,782. the significance value of less than 0,05 and tcalculation > ttable. then, there is a significance the use instructional video as an affective media in teaching speaking. for knowing the score of 4.49 was obtained in the degree of freedom (df) of 14 (14 –2 = 12), with degree of significance 5% (0.05), it gaining score was 1,782. the resultsof the calculation revealed that to (t-observation) of 4.49 > tt (t-table) 1,782. from the calculation to was higher than tt score. thus, it can be concluded that the alternative hypothesis (h1) was accepted while the null hypothesis (ho) was rejected. this means that teaching speaking skill using online instructional video was considered effective. e. conclusion based on the research conducted at an-nuqthah of islamic senior high school in tangerang on 10th grade. it can be concluded that online instructional video is affective way in developing students’ speaking skill in the class. the result of statistical analyze can be seen from students’ score in pre-test and post-test, the mean of students’ post – test (82.14) > pre – test (41.07), to (t-observation) of 4.49, meanwhile tt (t-table) was 1,782 with significance 5% (0.05). it means t-observation was higher than t-table. thus, the alternative hypothesis (h1) was accepted and null hypothesis (ho) was rejected (4.49 > 1.782). the results show the importance of students' speaking skills after being taught by using online instructional videos to explain something. this means that there is a significant improvement with the use of games that describe the speaking skills of students class x in an-nuqthah of islamic senior high school ten grade, tangerang, banten. it can be concluded that online instructional videos is one of the affective learning media to use in the learning process to speak. in addition, the effectiveness of online instructional videos in teaching student speaking skill. eltin journal, volume 9/no 2, october 2021 108 f. references alkhatnai, m. (2016). using laptops in the writing classroom: applying technology for heuristic learning. arab world english journal (awej) special issue on call, (3). adnyani, l. d. s., mahayanti, n. w. s., & suprianti, g. a. p. (2020, january). powtoonbased video media for teaching english for young learners: an example of design and development research. in 3rd international conference on innovative research across disciplines (icirad 2019) (pp. 221-226). atlantis press. ashaver, d., & igyuve, s. m. (2013). the use of audio-visual materials in the teaching and learning processes in colleges of education in benue state-nigeria. iosr journal of research & method in education, 1(6), 44-55. burden, p.r. and byrd, d.m. (1999). methods for effective teaching.usa: allyn and bacon. chan, d., & herrero, c. (2010). using movies to teach languages: a teachers’ toolkit. it was produced for cornerhouse (part of projector: community languages). retrieved on january, 12, 2015. dahar, r. (1996). “teori-teori belajar.” erlangga derakhshan, a., khalili, a. n., & beheshti, f. (2016). developing efl learner’s speaking ability, accuracy and fluency. english language and literature studies, 6(2), 177-186. edmons, t.j., & branch, r. m. (2002). survey of instructional development models(4thed). syracuse, ny: eric cleareinghouse on information. greenberg, a. d., & zanetis, j. (2012). the impact of broadcast and streaming video in education. san jose. retrieved from http://www.cisco.com/web/strategy/docs/education/ciscovideowp.pdf harmer, j. (2006). the practice of english language teaching. third edition completly revised and update. malaysia: longman. harmer, j. (2007). how to teach english (new edition). harlow: pearson longman koşar, g., & bedir, h. (2014). strategies-based instruction: a means of improving adult efl learners’ speaking skills. international journal of language academy, 2(3), 1226. newby, t., stepich, d., lehman, j., & russell, j. (2000). instructional technology for teaching and learning: designing instruction, integrating computers, and using media (2nd ed.). columbus, oh: prentice-hall. nurmayasari, dewi. (2011). the use of audio visual aid inteaching speaking.s1 thesis, indonesia university of education: bandung. sadiman, a.s., et all. (2008). media pendidikan: pengertian, pengembangan, dan pemanfaatannya. jakarta: pt raja grafindo perkasa. smaldino, sharon e., lowther, deborath l., russel, james d.. 2008.instructional technology and media for learning (ninth edition). upper saddle river nj: pearson education zuhriyah, m., agustina, r. k., & fajarina, m. (2018). the influence of students’ creativity to construct sentences toward their speaking skill. register journal, 11(1), 1-18. sebuah kajian pustaka: hardiyanti, misbah & hadi: the relationship between students’ … 1 the relationship between students’ personality and speaking performance dewi aulia hardiyanti1, hasanul misbah2, muhamad sofian hadi3 auliad607@gmail.com, misbah.hasanul@gmail.com, m_sofianhadi@yahoo.com universitas muhammadiyah jakarta abstract the purpose of this research is to find the relationship between extrovert and introvert personality and speaking performance of students in class xi imam bukhori smk it multimedia an-nuqthah, tangerang, banten. this research method is used as a quantitative correlation study. the population and sample are 21 students of smk it multimedia annuqthah, using simple random sampling in class. a questionnaire is used to determine the student’s personality type, and a test is used to determine the student’s speaking performance. the personality questionnaire and the speaking test scores are correlated by using the pearson product moment formula. the result of 𝑟𝑥𝑦 is higher than 𝑟𝑡 in 5% (0, 9984 > 0, 4329) and 1% (0, 9984 > 0, 5487). the conclusion of this research there is the relationship between students' personality and speaking performance. it is hoped that this research will help achieve goals and success, and also help to be more effective in the process of english teaching. keywords: personality, extrovert, introvert, speaking a. introduction language is an important part of our lives. language is very important for people to communicate with others. without language, it is impossible to communicate with society. people use language to communicate to express their feelings to others. at the same time, language is part of the community culture. humans use language as a signal to express their identity with one cultural group, which is different from another cultural group. this language can also be used to express opinions, meanings and feelings between each other. the most important language is english. english is a foreign language. english has become an important language in the world because we use english to communicate with other people around the world. english is also very important in education where we must learn english skills. there are four basic skills in language learning. the most important of these is speaking. with good speaking skills, people can easily understand our thoughts and ideas (saindra & mutiarani, 2019). the ability to learn speaking english is the most important aspect of learning a foreign language or a second language. language learners will evaluate their success based on whether they can improve their speaking english ability. speaking can make people produce words and sentences in order to communicate or talk with others. speaking language also has multiple language functions, such as how to interact, perform, and convey or convey information to others. speaking are of great significance to eltin journal, volume 9/no 1, april 2021 2 people's interactions with every day and everywhere around the world. speaking language is a way of communicating ideas and information verbally. if we want to encourage students to communicate in english, we should use this language in real communication and ask them to do the same thing (efrizal, 2012: gilakjani, 2016 cited in leong & ahmadi, 2017). speaking language is the top priority for many people, and they also want to master the speaking language. the ability to speak a language is the basis for people to understand the meaning of communication. therefore, we must produce and process words better when speaking, because speaking is an important function of people's communication in social life. if we successfully learn the language from the basic we will feel the improvement of the language level. when the speaking performance of english students is excellent, this happens because the students can manage to express themselves and feel, thoughts and ideas are accepted and conveyed to the audience, and can achieve good results. for students who cannot convey speaking and information to the audience, this may be a poor performance. therefore, regardless of the student's speaking performance, the level of english can be displayed through the performance of the student. now, in modern teaching languages, individual students can provide students and teachers with further advantages to achieve their teaching methods or course goals. but before the teacher uses these methods, the teacher should understand the personality of the student. the problem that teachers often find in the teaching process, especially speaking english, is the personality of the students. personality comes from the latin word persona which means mask. the mask is used by greek actors to act on stage. personality can be seen from individual traits such as ways of thinking, behaviour reaction, emotional response, and interaction. generally, personality is seen as a unique pattern of maintaining feelings, thoughts, and actions that show the character of an individual (yunus, wahab, ismail & othman, 2018). personality is a unique behaviour and human nature to respond to the stimuli both coming from the environment and self. each student has unique characteristics in behaving as well as in the learning process, good learning process will result in a good learning achievement as well (ariga, amelia & sari, 2018). in this research, the personality types used are based on gustav jung's theory, which is divided into extrovert and introvert. extrovert is usually outgoing, active in speaking, and willing to attract attention in a group. extrovert also likes to meet new people. introvert personality is a group of people who feel more at ease when socializing. extrovert students like to study in groups rather than alone. they feel confident when they speak in class, while extrovert students will speak more in class. then the extrovert students tend to be social and like to join groups. introvert students feel more shy, nervous and afraid of making mistakes when speaking, and lack confidence. they tend to avoid interaction during language learning in class because they are afraid of participating in activities that many people participate in. therefore, the speaking of extrovert students is often better than that of introvert students (travolta, 2018). based on the explanation above, extrovert students are better at speaking performance than introvert students. so the personality factors can help students in the learning process especially in speaking. from the explanation above, the researcher is interesting and wants hardiyanti, misbah & hadi: the relationship between students’ … 3 to research about there is a relationship between students' personality and speaking performance. b. literature review 1. speaking speaking language is a productive skill in language learning. it involves communicative performance and other important elements such as pronunciation, intonation, grammar, vocabulary, etc. they should be taught in any language learning to enable learners to communicate in the target language (rizqiningsih & hadi, 2019). speaking language not only needs to master a large number of vocabulary and grammatical structure, but also master all the elements of speaking language. speaking is very important because by mastering speaking skills, people can have conversations with others, propose ideas and exchange information (sadullaevna & safarovna, 2020). speaking language skills are very important in human life. humans also speak in daily activities. one can say and use this word without thinking too much. speaking skills enable humans to produce words and sentences in order to communicate or talk with others. speaking is also a communication tool, which can help people express their thoughts, feelings, and thoughts through expressions, so that the listener can understand what the speaker is saying. if we are not good at speaking skills, it may be difficult to communicate and may cause misunderstandings. speaking language means to convey and pass on our thoughtful word-of-mouth messages. as humans, we are learning to speak our mother tongue through listening and repetition. before we learn to read and write, allah created and programmed human, first listening than speaking before we learn how to reading and writing. speaking language is an important skill because it is one of the abilities needed to communicate with others. learning english is not easy. learners can learn grammar, vocabulary, pronunciation, fluency, comprehension, etc. all aspects of learning can make learners have good speaking english skills and can communicate with others. speaking is a complex skill, because at least it is related to grammar, vocabulary, pronunciation and fluency. all components are very important when speaking. the first part is grammar. students need grammar to arrange the correct sentences in the dialogue. the second is vocabulary. vocabulary is an appropriate dictionary for communication. without sufficient vocabulary, one cannot effectively communicate or express their thoughts, whether in oral or written form. the third is pronunciation. pronunciation is a way for students to express clearer language when speaking. the fourth is fluency. oral fluency is the goal of many language learners. fluency is the freedom to express speaking english without interruption. signs of fluency include responsible quick speaking and only a few pauses (qoura, alsheikh & omar 2017). there are some problems with the learner's speaking skill. the first problem is grammar. learning english grammar is very difficult for learners. most learners make grammatical errors when speaking english. usually, learners make mistakes in tense and vocabulary when speaking in english. they sometimes use the wrong tense, for example, when they want to speak in the past tense, they speak in the present tense. they also cannot easily understand the difference between tenses and how to use tenses now and in the future. the second is the fear of making mistakes. learning to speak english means learning how people communicate. making mistakes is normal it is the mistakes learners should learn from and eltin journal, volume 9/no 1, april 2021 4 how to overcome the mistakes of speaking english. generally, learners are afraid of making mistakes because if they say something wrong, they will be shy, and their friends or classmates will laugh at it and be afraid of criticism. the third, confidence is one of the reasons why learners cannot speak english in public. if learners are not confident in themselves, then they cannot speak english, so self-confidence is important for speaking english. this is caused by teachers. normally, teachers do not give them motivation in the classroom, and teachers only teach english, but they do not learn how to speak english. this is one of the biggest problems faced by learners the students should be mastery of speaking because english plays an important role in life. such as education, social, politics, culture, etc. if the mastery students speaking skills they can communicate well in english, and also speaking skills in english are the priority of many foreign language learners. 2. personality personality usually means the difference between one person and another. personality is a unique characteristic of a person. personality affects the way students learn. extrovert and introvert were popularized by swiss psychoanalyst carl jung. jung described how extrovert people spread their energy outward, and introvert people focused their energy inward. extrovert person are like external, open, and spontaneous emotional expressions, like getting to know others and being easy to connect with others. an introvert person likes to be alone to charge their energy, shy, hide their felling, and unfriendly expectations to their close friends (ariga, amelia & sari, 2018). there are several characteristics of extrovert students. extrovert students are very friendly, they have many friends, and they are friendly. secondly, they like group work, talkative, like talking with many people, easy going, and positive. third, they speak first, then think, and take risks. then there are several characteristics of introvert students. first of all, they like to work alone, avoiding noisy and crowded situations. second, they have close friends and are passive. third, they are closed, personal, and think very careful, and they think they will talk about it later. extrovert personality is active and good at conversation. people with extrovert are also more social to others. introvert is talking less and less socially. in other words, an extrovert is a characteristic of a person, they like to do activities and become social people. at the same time, an introvert is a characteristic of a person, and most people are a person and prefer their inner world. introvert students will remain quiet and nervous when speaking. the difference in society is the influence of speaking skills. the correlation between extrovert personalities is the success of second language learning, and extrovert students are more successful in socializing with others than introvert students. but extrovert students still have difficulty in speaking activities. an example from another researcher found that extrovert students still pronounced incorrectly when speaking. extrovert students find it difficult to pronounce correctly because they will still be affected by the use of their native language. introvert students have strong speaking skills and good pronunciation, but the problem with introvert students is their low speech, low selfconfidence, and low participation. therefore, introvert students tend to become passive. therefore, students with low self-confidence will find it difficult to change their speaking hardiyanti, misbah & hadi: the relationship between students’ … 5 english. students with extrovert and introvert have different learning styles, which will affect their speaking english learning and performance. c. research methodology in order to answer the research questions, in this research, the researchers used a quantitative correlation study, because this research wanted to know the correlation or relationship between extrovert personality, introvert personality and speaking performance. correlation study is study that look for the relationship between two or more variables. when conducting research, variables are important elements for obtaining relevant research information. the author used quantitative correlation study to find the relationship between two variables. the first variable is the student's personality x and the second variable is the speaking scores y. therefore, this research used two variables. the population of this research is second grade students of smk it multimedia annuqthah. the total population of one class is 21 students. in this research, the researchers only selected a class of second grade students as the population because they had already learned speaking english. when selecting samples, the researchers used simple random sampling. the total population and sample are 21 students. there will be students who are extrovert and introvert. in collecting the data, the researcher used two instruments called tests and questionnaires. the test is used to know the score in speaking performance of students. before doing the speaking test, the students must be filled with the questionnaire that the researcher gives for them to indicate the extrovert and introvert personality of students. a questionnaire is a list of questions to know people’s information, opinion, and answer. in collecting the data of students' extrovert introvert personality, the researcher will use closed-ended questions. a closed-ended question is defined as question types that ask respondents to choose from a distinct set of different predefined answer, such as yes or no, or set multiple-choice questions. the researcher will give a questionnaire consisting of 20 items. the questionnaire will translate into indonesia to avoid misunderstanding for students. before the test, the researcher will give them the topics for students to write their ideas. in this research, the researcher will test the students to speak in front of the class and friends for speaking performance tests and the researcher will give the students two to three minutes to prepare for speak english based on the students’ topic. the research will give them a score based on their performance. before collecting data, the researcher also watched and observed the teacher and students' activities in the classroom. in order to analyzing the data, after the researcher scored the questionnaire and speaking test, the researcher only selected from students with extrovert and introvert personality. in the quantitative correlation study, the researcher used the pearson product moment formula to investigate and calculate the correlation between students' extrovert introvert personality and students' speaking performance. eltin journal, volume 9/no 1, april 2021 6 d. findings and discussion the data analyzed in this study is the result of student score data collected from the questionnaire of extroverted and introverted students and the speaking performance test. the analysis results can be seen in the following sections: the researcher calculates question that has a checklist in option answer yes and no in both personality that is extrovert and introvert. the table below is obtained for all students' questionnaires. table 1. table students' personality questionnaires (x) students score note students 1 14 extrovert students 2 13 introvert students 3 11 introvert students 4 12 introvert students 5 14 extrovert students 6 9 introvert students 7 10 introvert students 8 13 extrovert students 9 16 extrovert students 10 11 introvert students 11 12 introvert students 12 15 extrovert students 13 12 extrovert students 14 15 introvert students 15 12 extrovert students 16 12 extrovert students 17 16 extrovert students 18 9 extrovert students 19 12 extrovert students 20 13 introvert students 21 14 extrovert ∑ 261 from the results of the questionnaire, this esearch found that the total number of extrovert students is more than the total number of introvert students. this means that in the xi imam bukhori class, extrovert students are more dominant than introvert students. the speaking performance score has five criteria, such as pronunciation, intonation, accuracy, fluency, and action. the students speaking performance score is obtained in the table below: hardiyanti, misbah & hadi: the relationship between students’ … 7 table 2. students speaking performance score (y) after calculating the total score of the students' personality (x) and speaking performance (y). the researcher used the pearson product moment formula is symbolized with 𝑟𝑥𝑦 to check the relationship between students' personality and speaking performance. the table below will show the calculating in obtaining scores. table 3. the calculating of person product moment correlation (𝒓𝒙𝒚) students score student 1 16 student 2 15 student 3 12 student 4 12 student 5 18 student 6 13 student 7 12 student 8 18 student 9 17 student 10 12 student 11 12 student 12 17 student 13 17 student 14 12 student 15 17 student 16 16 student 17 17 student 18 16 student 19 16 student 20 12 student 21 15 total score 312 students x y x2 y 2 xy student 1 14 16 196 256 224 student 2 13 15 169 225 195 student 3 11 12 121 144 132 student 4 12 12 144 144 144 student 5 14 18 196 324 252 student 6 9 13 81 169 117 student 7 10 12 100 144 156 student 8 13 18 169 324 234 student 9 16 17 256 289 272 student 10 11 12 121 144 132 student 11 12 12 144 144 144 student 12 15 17 225 289 255 student 13 12 17 144 289 204 student 14 11 12 121 144 132 eltin journal, volume 9/no 1, april 2021 8 the score of 𝑟𝑥𝑦 are calculated by the pearson product moment correlation formula as follows: 𝑟𝑥𝑦 = ∑𝑥𝑦 √(∑𝑥2)(∑𝑦2 ) 𝑟𝑥𝑦 = 3963 √3321×4744 𝑟𝑥𝑦 = 3963 √15754824 𝑟𝑥𝑦 = 3963 3969,234 𝑟𝑥𝑦 = 0, 9984 based on the data above the researcher can answer the research question about there is the relationship between students' personality and speaking performance. from the above findings, the answer can be seen. that the coefficient of correlation 𝑟𝑥𝑦 is more than r table 𝑟𝑡 score with the degree of significance 5% is (0, 9984 > 0, 4329) and the coefficient of correlation 𝑟𝑥𝑦 is more than r table 𝑟𝑡 score with the degree of significance 1% (0, 9984 > 0, 5487). it shows that the alternative hypothesis is accepted and the null hypothesis is rejected. therefore, there is a relationship between students' personality and speaking performance. through this data, there are very high significance in students' personality and speaking performance. carl jung used the word extrovert and introvert is to describe the preferred focus of one's energy on either the outer world or the inner world. the extrovert, they prefer their energy to the outer world, and for the introvert, they prefer their energy to the inner world. extrovert students tend to focus on activities and interactions with others. extrovert students like to participate, talk and socialize, and extrovert students are the best working in a group. then introvert students will tend to the inner world like thoughts, they will get energy from thoughts, feelings and memories. they can socialize, but they need time to recharge on their own. introvert think before speaking. it can be concluded that there are differences in strategy or learning styles between extrovert and introvert students. the writer found that individual factors are playing important roles in the success of english learner. according to the result of this research, it can be said that some individual characteristics such as extrovert introvert personality may be related to the successful mastery of speaking english. by understanding the personality of students in the classroom, students can do well in the learning process effectively. for teacher, they should student 15 12 17 144 289 204 student 16 12 16 144 256 192 student 17 16 17 256 289 272 student 18 9 16 81 256 144 student 19 12 16 144 256 192 student 20 13 12 169 144 156 student 21 14 15 196 225 210 n= 21 ∑x= 261 ∑y= 312 ∑x2= 3321 ∑y2= 4744 ∑xy= 3963 hardiyanti, misbah & hadi: the relationship between students’ … 9 accommodate and facilitate students to prefer their learning style. learning style plays an important role for students to learn foreign language or second language. e. conclusion the conclusion of this research indicates there is a relationship between students' personality and speaking performance. according to the result, if students understand themselves and their personality it will help them successfully master speaking english and it will also help students effectively acquire their learning style. the writer wants to give the following suggestion such as. first of all, students should be aware of their personality type and its impact on speaking english. therefore, they can know how to improve their speaking performance in class. students should understand themselves and they should learn more and pay attention to the lack of english skills. therefore, they can improve themselves to successfully master all english skills. second, for the teacher, if the teacher knows and understands the relationship between students' personality and speaking performance it can make the teacher aware of students' personality and its influence on the speaking language. therefore, teacher can use appropriate methods, and can also treat students' inappropriate ways to achieve the teaching goals and success in the teaching-learning process. then third for other researchers, this research can also be used as a reference for other researchers. in addition, other researcher can try to apply other skills such as listening, reading, and writing. this research also only focuses on extrovert and introvert, so other researchers can try to conduct involving ambivert. the writer suggests the other researcher will do their research better. f. references ariga, r. a., amelia, r., & sari, s. (2018). relationship of extrovert and introvert personality types against student achievement faculty of nourishing usu. journal of physics: conference series, 1116(5), 052007. leong, l. m., & ahmadi, s. m. (2017). an analysis of factors influencing learners’ english speaking skill. international journal of research in english education, 34–41. qoura, a., alsheikh, a., & omar abdullah amin, o. a. a. (2017). using student response system to enhance listening and speaking skills for efl saudi secondary school students. journa of research in curriculum instruction and educational technology, 3(3), 69–103. rizqiningsih, s., & hadi, m. s. (2019). multiple intelligences (mi) on developing speaking skills. english language in focus (elif), 1(2), 127–136. sadullaevna, a. l., & safarovna, a. n. (2020). functions of speaking as a successful means of communication. international journal on integrated education, 3(1), 126–128. saindra, r. m., & mutiarani, m. (2019). using graphic organizer to improve students’ speaking skill. english language in focus (elif), 1(1), 55–64. travolta, y. (2018). a comparative study on introvert and extrovert students personality in english listening scores. journal of english education and teaching, 2(2), 9–19. yunus, m. r. b. m., wahab, n. b. a., ismail, m. s., & othman, m. s. (2018). the importance role of personality trait. international journal of academic research in business and social sciences, 8(7), 1028-1036. sebuah kajian pustaka: hadi, izzah & hidayat: the comparative study of students’ … 65 the comparative study of students’ learning style on their achievement in reading skill muhamad sofian hadi1, lidiyatul izzah2, mutiara nurul hidayat* m_sofianhadi@yahoo.co, izzahlidiyatul@gmail.com, mnhumairara@gmail.com universitas muhammadiyah jakarta abstract the purpose of this study is to know the difference of students’ learning style on their english achievement in reading skill of the second grades students of smpi an -nuqthah cipete in tangerang, banten. this study uses a causal comparative research design and purposive sampling technique. the sample of this study is 34 second grade students of smpi an-nuqthah. they are divided into three types of learning style: visual learning style, auditory learning style and kinesthetic learning style. a questionnaire is used to determine each students’ learning style. students’ learning style and their english achievement in reading skill were analyzed by using percentage and bifilar linear regression analysis. the result of this study revealed that most of students have a visual learning style (50% from 34 students). the adjusted r score = 51.8%, which means that the learning style contributes about 51.8% to the english reading skill of the seco nd grades students of smpi an-nuqthah, and another 48.2% are affected by other factors and need further study. according to the results, the students' visual learning style t -test is higher than the value of the t-table. the conclusion of this research is that visual learning style is the best way to make reading comprehension easier. keywords: learning style, visual, auditory, kinesthetic, reading a. introduction the introduction presents the purpose of the studies reported and their relationship to earlier work in the field. it should not be an extensive review of the literature. use only those references required to provide the most salient background to allow the readers to understand and evaluate the purpose and results of the present study without referring to previous publications on the topic. the introduction presents the purpose of the studies reported and their relationship to earlier work in the field. it should not be an extensive review of the literature. use only those references required to provide the most salient background to allow the readers to understand and evaluate the purpose and results of the present study without referring to previous publications on the topic. eltin journal, volume 9/no 2, october 2021 66 language is a systematic means of communication through the use of sounds or conventional symbols. this is the code we all use to express ourselves and communicate with others. it is also a system that uses sounds, gestures, symbols or marks to convey ideas and feelings. language is a written or spoken method of combining words to create meaning, and certain people are using the language. english is considered a universal language because it is the most spoken language in the world. as safari & fitriati (2016) said that “english has become the medium of communication in every field in the local and global environment”. in our country, english plays an important role in international communication and the development of education, economy, science and technology. as an international language, english has been used as a foreign language in indonesia. in fact, the government forced that english should be taught in schools as a compulsory subject from the beginning of elementary school. reading is an activity about understanding written text. it is not only understanding but also understanding written text. when learning english, reading some texts has many advantages, such as increasing vocabulary, grammar and understanding the use of punctuation. however, reading is a common problem for students to learn english. students often encounter difficulties in the process of reading. according to saadi (2012), reading difficulties are a common problem among students. he said that many students have difficulties in reading. in addition, the ability to read is also very important for english foreign language students. facts have proved that educational institutions even attach importance to reading as a subject at the basic level of elementary and middle schools. every student has different ways to get information from the learning process. the way students choose during the learning process is their learning style. according to saadi (2012), “if students understand their own learning style, their academic performance will be positively improved.” based on the above statement, it can be concluded that the learning style begins in the student’s learning process. it plays an important role and affects students’ reading performance because their learning style is related to the way they acquire and understand information. the students will learn easily through their own learning style. according to bire & bire (2014: 44), “learning style is the easiest way for students to absorb, organize, and process the information they receive in their studies.” according to the brain’s ability to absorb, transmit and communicate information, students’ learning styles can be divided into visual, auditory and kinesthetic (vak) three categories. these categories do not give students only one learning style, but these categories are a guide to understanding which dominant learning style a student has. based on the discussion above, students’ learning styles: visual, auditory, and kinesthetic will all affect students’ reading ability. for teachers, it is important to recognize the learning style of students in order to improve their reading ability. this study will find significant differences in reading skills among students based on their learning styles. hadi, izzah & hidayat: the comparative study of students’ … 67 b. literature review 1. reading reading is a vital skill that everyone should have. mickulecky & jeffries (2004) said “reading is very important because it can improve students’ general english language skills; help students think in english, expand their english vocabulary, and improve writing skills. this may be a good way to understand new ideas, facts and experiences.” therefore, reading is an important basic skill for students and is necessary for english comprehension. reading is an active process of understanding written text, which means extracting the required information from the text as efficiently as possible. reading has two ways of communicating between readers and writers through written language or symbols, which require interpretation and understanding. one of the reading comprehensions parts. reading requires imagination to draw symbols or words to make them easier to understand. however, it is not easy for students to acquire reading skills, because it takes reading as the main goal of english or english learning. therefore, reading is not a simple process. it requires cooperation between the eyes and brain, and mastering reading skills requires regular exercise, because acquiring a skill requires more exercise and making it a habit of our daily activities. because reading is a complicated process, we need to concentrate so that it is easier to understand the symbols or words of the text. it can be concluded that reading is an active process between the eyes and the brain. the eyes need to accurately see the symbols or words in the written text. at the same time, the brain should recognize the symbols or words to be explained so that the reader can understand the text and obtain new information, facts and ideas from the text. 2. learning style learning style is the way in which students absorb and understand the ideas or information they obtain in the learning process. according to hilliard in naning and hayati (2011: 4) learning style is the characteristic way that individuals acquire, perceive and process information. in addition, learning style is the way students think, process and understand information. therefore, based on the above theories, it can be concluded that learning style is a preferred way for students to acquire, understand, absorb and process information about learning materials from the learning process. they will absorb the teacher's information in their own way of learning, so that they understand, enjoy and feel at ease. moreover, every student has different preferred learning methods in the learning process. learning style is just a term used to describe attitudes and behaviours. it determines the individual's preferred learning method. every student has all types of learning styles, but this does not mean that they use them at the same time. every student has a dominant learning style or preferred style. they use different learning methods in different situations. a. visual learning style visual is related to vision or everything we can see. according to yong (2010: 481), "visual learning style refers to the preference of learning through vision. visual learners eltin journal, volume 9/no 2, october 2021 68 rely on their sight to obtain information. they organize knowledge according to the spatial relationship between ideas, and use graphics way to store it. students’ visual learning style has some characteristics; when using visual media (such as power point presentations, videos, pictures, charts and graphs) for presentations, they can better remember the material. visual learners usually like themselves read textbooks, periodicals, articles or newspapers to improve understanding." b. auditory learning style auditory learning style is a way of learning in which a person learns by listening, and they learn best from what they hear. auditory learners can remember the details of the dialogue, and they also have strong language skills. gilakjani (2012) stated that “auditory learners understand information by listening and interpreting information, which is the average value of pitch, focus and speed.” c. kinesthetic learning style kinesthetic learning style is the way students absorb information through the body. it is likely that they use their body or touch to understand the teacher's material. according to gholami and bagheri (2013), “kinesthetic learners refer to activities that physically participate in the learning environment, such as field trips, drama, pantomime, or interviews.” the result of the student's learning process is very important to understand the operation of their learning process. the result of the learning process is the student's ac hievement. achievement is a measure of whether students know the degree to which they have acquired knowledge in the classroom learning process, and it is also a measure of how teachers know how students absorb materials from the teaching process. masterin g the results can be seen from the behavior of students, their behaviour can be knowledge, thinking ability, physical or motor skills. c. research methodology in this research, the researcher used a causal comparative research design, because it checks the difference between two or more groups on a variable, and does not need to directly control the grouping variable, so it cannot be operated on. so, in this stu dy the researcher wants to know the difference of students’ learning style on their achievement in reading skill. the total sample of this research are 34 students from second grade at smpi an-nuqthah. they were classified into three categories of learning style through learning style test or questionnaire: visual learning style, auditory learning style and kinesthetic learning style. in collecting the data, the researcher used two instruments: questionnaires and students’ daily test score about reading comprehension from the teacher. the questionnaire is used to indicate their learning style. the questionnaire was taken from sman 2 tangerang and adopted from deporter, reardon and singer-nourie in the "quantum" textbook. the questionnaire includes 36 items, 12 items for each learning style. the questionnaire in this instrument is used likert scale which the given answer are: sangat setuju (strongly agree), setuju (agree), ragu-ragu (doubt), tidak setuju (disagree), dan sangat tidak setuju (strongly disagree). each of given answer has score as follows: for given answer “strongly agree” has 5 score, for given answer “agree” has 4 score, for given answer “doubt” has 3 score, for hadi, izzah & hidayat: the comparative study of students’ … 69 given answer “disagree” has 2 score, and for given answer “strongly disagree” has 1 score. the researcher translated the questionnaires into indonesian to avoid misunderstanding of the students. students’ daily test score from the teacher is to know their english achievement in reading skill. d. findings and discussion according to the results of the questionnaire, after calculating the students' learning style scores, there are 17 students with visual learning styles, 9 students with auditory learning styles, and 8 students with kinesthetic learning styles. it is known that 50% of 34 students have visual learning style, 26% of 34 students have auditory learning style, and 24% of 34 students have kinesthetic learning style. it can be concluded that most students have a visual learning style. table. 1 students’ reading skill scores and their learning style participants students’ scores learning style 1 70 auditory 2 80 visual 3 82 visual 4 80 visual 5 75 auditory 6 72 auditory 7 76 kinesthetic 8 75 kinesthetic 9 75 visual 10 72 kinesthetic 11 80 visual 12 75 kinesthetic 13 72 kinesthetic 14 76 visual 15 85 visual 16 80 visual 17 85 visual 18 78 visual 19 75 visual 20 72 kinesthetic 21 75 visual 22 70 auditory 23 72 visual 24 70 kinesthetic 25 75 auditory 26 78 visual 27 70 visual 28 80 visual 29 85 visual 30 75 kinesthetic eltin journal, volume 9/no 2, october 2021 70 31 72 auditory 32 70 auditory 33 72 auditory 34 75 auditory the student's english learning achievement in reading skills is the student's score in the daily reading comprehension test in the second semester. if students get 80 -100 points, it means that they got excellent results. if a student's score is 70-79, it means that they got an awesome score. if students get 60-69 points, it means that they got an average score. while, if students get a score of 50-59, it means that they got a bad score. for students under 50, their grades mean poor. bifilar regression as simultan table. 2 the coefficient result of bifilar linear regression analysis as simultan no. independent variable dependent variable r adjusted r-square f sig. 1 visual english learning achievement 51,8% 19,6% 3,676 0,023 2 auditory 3 kinesthetic a 82,932 b1 0,357 b2 -0,409 b3 -0,146 it can be seen from the table that the influence of students' learning style on english reading skill is obtained by the following regression formula: y = a + b1x1 + b2x2 + b3x3 +e english learning achievement in reading skill (y) = 82,932 (a) + 0,357 visual (x1) – 0,409 auditory (x2) – 0,146 kinesthetic (x3) it can be seen from the above formula that b1 = 0,357, b2 = -0,409, and b3 = -0,146. it can be interpreted as if the student's learning style (visual, auditory, kinesthetic) is constant, or there is no increase or decrease. therefore, the total learning style of students is 82,932. the students’ visual learning style coefficient or variable x1 is 0,357. this means that if the total number of students’ visual learning style increases by one unit, the students’ english skill increases by about 0,357, but other independent variables are constant. hadi, izzah & hidayat: the comparative study of students’ … 71 the students’ auditory learning style coefficient or variable x2 is 0,409, with a negative sign. the results show that the scores of ordinary students' auditory learning style and english proficiency have a relative relationship in reading skills. this means that if the average score of a student’s auditory learning style increases, th en the total student’s english reading skill drop by about 0,409, but another independent variable remains constant. the students’ kinesthetic learning style or the coefficient of the variable x3 is 0,146 and has a negative sign. the results show that the average score of students' kinesthetic learning style is inversely proportional to students' english reading ability. therefore, i f the average score of a students’ kinesthetic learning style increases, the total number of students' english scores decrease by about 0.146, but the other independent variable remains constant. in addition, the constanta score is 82,932 and r = 51.8%. this means that students' english learning ability (as simultan) ahave an impact of about 51.8% on students' learning style. bifilar linear regression as partial the following table shows the coefficient results of the bifilar linear regression analysis: table. 3 the coefficient result of bifilar linear regression analysis as partial model sig. correlation zero-order partial part (constant) 0,000 visual (x1) 0,028 0,333 0,388 0,360 auditory (x2) 0,066 -0,324 -0,372 -0,342 kinesthetic (x3) 0,332 -0,224 -0,177 -0,154 it can be seen from the above table that the student's visual learning style (x1) has nothing to do with part of the student's english reading ability. it can be seen from the significance value of x1 that its value is 0.028, which is lower than the significance standard of 0.05. and the coefficient score has a positive sign. in addition, the students' auditory learning style (x2) and students' kinesthetic learning style (x3) are related to the students' english learning ability in some reading skills. it can be seen from the significance value of x2 eltin journal, volume 9/no 2, october 2021 72 that the significance value of x2 is 0.036, and the significance value of x3 is 0.032. and their coefficient scores have a negative sign. determining α = 0,05 and f table as follows; f(α;v1,v2) = f (0,05 ; 3 , 30) v1 = k = 3, v2 = n – (k+1) f-table = 2,92 as can be seen from the above data, f-test = 3,676. therefore, hypothesis testing can be completed by the following testing criteria: f test = 3,676> f table = 2,92. therefore, h0 is rejected and ha is accepted. this means that in terms of english reading ability, students’ learning styles affected the way students learn. determining t table and α = 0,05 df = n – nr = 34 – 3 = 31 from the table, the value of t table with df = 31 and α = 0,05 is 2,042 table. 4 the result of t test according to the above table, the influence of students' learning style on english achievement in reading skill is described as: 1. the influence of students’ visual learning style on their english achievement in reading skill model unstandardiz ed coefficients standar dized coeffic ients t sig. b std. error beta 1 (constant) 82,9 32 10,92 7 7,59 0 ,000 visual (x1) ,357 ,155 ,364 2,30 5 ,028 auditory (x2) ,409 ,186 -,348 2,19 4 ,066 kinesthetic (x3) ,146 ,148 -,156 ,986 ,332 dependent variable: score (y) hadi, izzah & hidayat: the comparative study of students’ … 73 according to the analysis data using the spss program above, the result of the t test = 2,305. this means that the result of the t test is higher than t table = 2,042 (t test> t table). therefore, h0 is rejected and ha is accepted, which means that students' visual learning style has an impact on their english achievement in reading skill. 2. the influence of students’ auditory learning style on their english achievement in reading skill according to the analysis data using the spss program above, the result of the t test = 2,194. this means that the result of t test is lower than t table = 2 ,042 (t test <t table). therefore, h0 is accepted and ha is rejected, which means that the students' auditory learning style have not affected their english achievement in reading skill. 3. the influence of students’ kinesthetic learning style on their english achievement in reading skill based on the analysis data of the spss program above, the result of the t test = -0,986. this means that the result of t test is lower than t table = 2,042 (t test <t table). therefore, h0 is accepted and ha is rejected, which means that the kinesthetic learning style has no effect on their english achievement in reading skills. e. conclusion according to the results of smpi an-nuqthah’s research, it can be concluded that students’ learning style has an important impact on their english achievement in reading skills as simultan, because the table shows r = 51.8% this learning style contributed about 51.8% to the english reading skill of the second grades students of smpi an-nuqthah. another 48.2% are affected by other factors and need further study. in addition, after consulting the value of the t-table (r 5% or r 1%), the learning style of the second-year students of smpi an-nuqthah has a significant impact on the english performance of their reading skills. according to the results, the student's visual learning style t-test is higher than the value of the t table. therefore, the alternative hypothesis is accepted and the null hypothesis is rejected. therefore, the reading ability of students is compared according to their learning style. the results show that visual learning style has a great influence on students' english learning achievement. therefore, it can be concluded that most students in the second grade of smpi an-nuqthah have or dominant with visual learning styles. eltin journal, volume 9/no 2, october 2021 74 f. references bire, a. l., geradus, u., & bire, j. (2014). pengaruh gaya belajar visual, auditorial, dan kinestetik terhadap prestasi belajar siswa. jurnal kependidikan: penelitian inovasi pembelajaran, 44(2). gholami, s., & bagheri, m. s. (2013). relationship between vak learning styles and problem solving styles regarding gender and students' fields os study. journal of language teaching and research, 4(4), 700. gilakjani, a. p. (2012). visual, auditory, kinaesthetic learning styles and their impact on english language teaching. journal of studies in education, 2 (1), 104-113 mikulecky, b. s., & jeffriees, l. (2004). more reading power: reading for pleasure comprehension skill, thingking skills. reading faster. naning, z. a., & hayati, r. (2011). the correlation between learning style and listening achievement of english education study program students of sriwijaya university. holistics, 3(5). saadi, i. a. (2012). an examination of the learning styles of saudi preparatory school students who are high or low in reading achievement (doctoral dissertation, victoria university). safari & fitriati, s. w . (2016). learning strategies used by learners with different speaking performance for developing speaking abilities . english educational journal , 6(2), 87-100. yong, f. l. (2010). a study on cultural values, perceptual learning styles, and attitudes towards oracy skills of malaysian tertiary students. european journal of social sciences 13, 478-492. sebuah kajian pustaka: ningsih & artika: enhancing speaking skill … 30 enhancing speaking skill through waste of machine’s spare parts yuliana ningsih*1, kurnia dwi artika2 yuliananingsih@politala.ac.id, author kurnia.2a@politala.ac.id politeknik negeri tanah laut abstract the study investigated whether the machine's spare parts' waste impacts teaching, especially enhancement the students' speaking skills, and describes how the waste of machine's spare parts influences the students' speaking skills. the study explored the waste of machine's spare parts, which has a negative impact on the environment, to create a learning media to enhance speaking skills to the students of politeknik negeri tanah laut, mechanical engineering majoring. action research was implemented in two cycles, and the data were collected through observation, questionnaire, and speaking assessment. pre-test testing, cycle i test, and cycle ii test use the same speaking test used waste of the machine's spare parts by students. the data showed that the mean score of the pre-test was 65,45, 70,1 in cycle i, and 82 in cycle ii. therefore, it can be concluded that the use of machine’s spart waste can improve students’ speaking skill. in addition, the finding also showed that it gives enhancement to students' participation and confidence in speaking english. keywords: waste of machine’s spare part, speaking skill, learning media a. introduction using technology is a recent trend in higher education institutions, and at present many learning media have been used by teachers to simplify the learning process. many use media technology to simplify the learning process; this situation makes students and teachers always dependent on technology; they will find it difficult if they are far from the media. simultaneously, there are environmental problems currently, and there are no appropriate solutions to overcome them. waste does not need to be destroyed, but instead, waste can be used to support the learning process without using expensive costs. besides, it also increases the creativity of students based on environmental awareness. the performance assessment model is a model used to support the learning process, where students can come up with creative and innovative ideas in enhancing student creativity through the task of making learning media based on machine waste where the machine is something close to their knowledge. materials used for making creative learning media include waste shock motors, gears, spark plugs, air filters, and pistons. with a little creativity, used waste of spare parts that are usually found as junk can be made into items with artistic value and educational value. low speaking proficiency among students of mechanical engineering (especially from politeknik negeri tanah laut) as learners can be attributable to a strong focus on accuracy and unsatisfying. (teaching speaking: a holistic approach christine c. m. goh, anne burns google buku, n.d.). innovative teaching occurs, not because the approaches are new, but because teachers eltin journal, volume 9/no 1, april 2021 31 and teacher educators have the courage and persistence to think creatively and to initiate or extend teaching strategies that are 'outside the box' in their context (creativity in language teaching: perspectives from research and practice google buku, n.d.). according to tuan & mai (2015), one of the factors that affecting students’ speaking problems is self-confidence. brown (2003) indicating that one can be called has linguistic competence if s/he can imitate a word or phrase or possibly a sentence (imitative), produce short stretches of oral language design to demonstrate competence in a narrow band of grammatical, phrasal, lexical, or phonological relationship. such as prosodic elementsintonation, stress, rhythm, juncture, intensive ability (intensive), respond a concise conversation, standard greetings and small talk, simple requests and comments, and the like (responsive). take all forms of either transactional language to share relevant information or interpersonal interactions to maintain social relationships (interactive), maintaining social relationships through the transmission of facts and information (interpersonal), creating oral development (monologue), including speeches, oral presentations, and storytelling. based on the explanation above, the author made the performance assessment model enhance speaking skills through a waste of machine spare parts, especially students of mechanical engineering. the purpose of this study is to enhance the english speaking skills of students of mechanical engineering majoring of the politeknik negeri tanah laut by utilizing a waste of machine spare parts. rachmania (2018) stated that students will have a chance to win and develop qualifications such as leadership, teamwork, and skills for problem-solving. therefore, it is necessary to improve these skills as part of learning about higher education. many of these competencies are also created by constant peer and selfassessment practices. speaking is a productive skill in oral mode. it is more complicated than it seems at first, like the other abilities, and requires more than just pronouncing terms. speaking ability is regarded by many language learners as the test of learning a language. these learners describe fluency, even more than the ability to read, write, or understand oral language, as the ability to converse with others. they see speaking as the most critical ability they can learn, and they measure their success in terms of their spoken communication achievements (bashir, azeem & dogar, 2011). we stated that ‘speaking’ and its function; speaking involves a lot more than just using grammar and vocabulary accurately in speech. when we speak, we frequently have in mind the person we are speaking to and our wish to communicate our meaning successfully. we use interactive strategies to help us achieve this. these include using body languages such as gestures, eye contact, facial expression, and movement to put our message across more strongly and clearly, and functions such as clarifying our meaning …, asking for opinions …, agreeing … to keep the interaction (communication) going and check that is successful (spratt et al., 2011). a significant skill is to get a good and meaningful interaction with each speaker; this process sometimes involves communication, formal or informal dialogue, selling and buying conversation, or joking. indeed, it needs more than confidence but how to communicate clearly by showing the right attitude, good face's expression, and good bodily gestures. one of the english skills elements is speaking skill, which refers to expressing the human's mind through sound or utterance, then it is called a productive skill (muttaqin, 2019). the instructional media applied in the classroom can be utilized from waste materials such as paper, plastic bottles, or living things such as plants or humans. in general, the application ningsih & artika: enhancing speaking skill … 32 of instructional media in the classroom carries a positive impact not only on the students but also on the teachers (leoanak & amalo, 2018). to use the waste of machine spare parts as media for learning, students must make them. first, the projects were made according to their respective designs, either from motor shock, bolts, chains, air filters, in the form of miniature banjar culture customs and medicinal plant media. there was even a spring simulation of the waste plate and motor shock, and then the project was made as attractive as possible and given an interesting name, and the project can also be used in other courses as learning media. b. literature review 1. speaking skill many learners of languages consider the ability to communicate as an indicator of understanding a language. they regard speaking as the most valuable ability they can learn, and in terms of their achievements in spoken speech, they measure their success. speaking requires three fields of knowledge: using the correct terms with the correct pronunciation in the correct order, knowing when message clarification is essential and when there is no need for accurate understanding, and understanding how to take into account which, in what circumstances, when, and for what reason, is speaking to whom (hamidova & ganiyeva, 2020). thus, teachers or lecturers can help students by practicing real-life communication based on their environment with appropriate context, and they also use balanced activities. speaking as a form of speech is a method of oral communication. speaking consists of the use in a language of lexical grammatical and pronunciation events to convey some concept (usmonov, 2020). he also added that students have difficulty formulating speech skills at the outset; they need to be encouraged as much as possible to develop their speaking abilities on this occasion. it means getting some kind of input whenever they do a speaking task and as much as possible when they talk during any activity, even if speaking is not the primary focus. for this, there are several reasons: a. any activity is tedious if the teacher does not discuss it. a speaking activity is like a writing activity if you didn't correct their writing, the students would probably complain, so why should speaking be different? b. when they talk, your students should feel that they are not wasting time. any input at this time gives them inspiration c. it shows how and where the students are learning and what they need to focus on. d. you should concentrate on and recycle the lexis or grammatical constructs you have been working on. based on the problems above it is need to conduct new implementation to develop students’ speaking skill, that is utilization of waste. 2. learning media a media is something we use when we want to communicate with people indirectly, rather than in person or by face-to-face contact, he also stated that something fundamental about the media, which forms the basis of the media education curriculum. media education therefore aims to develop a broad-based competence, not just in relation to print, but also in these other symbolic systems of images and sounds. media education, then, is the process of teaching and learning about media; media literacy is the outcome – the knowledge and skills learners acquire. media education, therefore, is concerned with teaching, and learning about eltin journal, volume 9/no 1, april 2021 33 the media. educational media also provide versions or representations of the world; and, for that reason, media educators have often sought to challenge the instrumental use of media as ‘teaching aids’ (buckingham, 2003). blackwel et al., (2020 cited in frau-meigs et al, 2020) also stated that most experts believe that media literacy/media education in the digital age is a vital resource and people's right. providing this resource requires learning for a lifetime. it is about a rigorous and consistent educational plan. clear federal, national and foreign media literacy policy structures as part of an overall democracy support strategy are prerequisites for progress. it involves concerted policy and productive cooperation between multiple stakeholders, including media companies and, most notably, with civil society. based on the explanation above, learning media can be applied as teaching aids. the utilization of waste can be used as a learning media. many of the waste of machine's spare parts are made from waste in the environment. to maintain the environment's beauty from the rubbish in bolts, chains, shocks, bearings, and others can be used as a place for plants and decoration for banjar culture. based on government regulation (pp no. 27 tahun 2020 tentang pengelolaan sampah spesifik [jdih bpk ri], 2020) concerning specific waste management, article 43 (paragraph 1) stated that recycling of waste is carried out by utilizing waste from mass activities into useful goods after going through the first processing process. the implementation to be carried out in compliance with government regulation no 27 of 2020 is to handle waste in creativity and innovation items by using waste machines that are turned into learning media for students of mechanical engineering that can be used to train students to speak english by demonstrating the process of creating works of art that they have made with them. c. research methodology this qualitative research used an action research (ar) method to conduct the study. classroom action research typically involves using qualitative, interpretive modes of inquiry and data collection by teachers (often with help from academic partners) with a view to teachers making judgments about how to improve their practices (kemmis et al., 2014). another opinion comes from (mcniff & whitehead, 2012), they said that action research is an inquiry form enabling practitioners to investigate and evaluate their work. the respondents of this study are students of mechanical engineering. this study was conducted in politeknik negeri tanah laut, mechanical engineering majoring. the researcher used instruments such as an observation checklist, field notes, performance tests, questionnaires, and interviews to collect the data. the speaking assessments conducted in the pre-test, post-test i and post-test ii, and aspects of speaking skill that assessed value were vocabulary, grammar, fluency, and pronunciation with the criteria scaled from 1-20 (maulany, 2013) as below: ningsih & artika: enhancing speaking skill … 34 table 1. score range speaking skill categories score 1-4 5-8 9-12 13-16 16-20 comprehension unable to comprehend the material so that unable to express/resp ond the questions correctly has great difficulty understandi ng what is said, often mis understands the qs understand s most of what is said at slowerthan-normal speed with many repetitions understand s nearly everything at normal speed, although occasional repetition may be necessary appears to understand everything without difficulty vocabulary vocabulary limitations so extreme as to make conversatio n in l2 virtually impossible produces 13 english words (brands or place names such as kfc, kraton, etc. produces 46 english words speaks mostly in l2 with few l1 words speaks in l2with accurate english words so that the student speaks in l1 all the time as english word/ vocabulary) due to very limited vocabulary grammar unidentifie d because of speaking in l1 all the time answers mostly in l1, with 13 english words/phra ses (madsen, 1983) produces inconsistent and incorrect sentences/ phrases (e.g. i can walking around, buy food, some the game, etc.). produces some phrases instead of complete sentences with consistent and accurate word order produces complete and accurate sentences (e.g. 1. this is gasibu, 2. i can see many people there. fluency unidentifie d because of speaking in l1 all the time speaks mostly in l1 tries to speak in l2 but so halting with so many speaks mostly inl2 with some long pauses and hesitancy. speaks in l2 less fluently due to few problems of vocabulary/ speaks in l2 very fluently and effortlessly eltin journal, volume 9/no 1, april 2021 35 pauses and “er..” select ion of the word pronunciation unidentifie d because of speaking in l1 all the time speaks mostly in l1, but produces 13 english words. needs some repetition in pronouncin g the words to understand them speaks mostly in l1, but produces 13 english words and pronounce them in intelligible mother tongue accent. speaks mostly in l2 intelligible with mother tongue accent speaks in l2 intelligibly and has few traces of a foreign accent d. findings and discussion based on the results of data analysis obtained from observation sheets, field notes, tests, and questionnaires have been conducted in the teaching and learning process, namely starting the project, developing the project, reporting to the class, and assessing the project (utama, 2014) the first stage is to start a project conducted in class, including greeting, checking students' attendance list, and conveying the learning objectives and assignments given. the point was that students need to know the learning outcomes which have results in improving speaking english. at first, students were given an overview of the current waste, which is increasingly rampant. students in this study were mechanical engineering's students, so the intended waste was more specified in the waste machine so that students pay more attention to the surrounding environment and according to their field, namely mechanical engineering. moreover, after conveying the need for students' concern for waste, especially machine waste, students were asked to pay attention to their environment, which was utilizing the waste of machines that scattered around by making the waste into a work that was able to become a high-value item and was able to assist their learning in field subjects of the machine. in this stage, students were also required to interact with other students to discuss projects that will be made. the second stage is developing the project. the project that will be made by students required a long time, which was surveying the field first and then collecting materials from machine waste that can be recycled; the process of this stage means that students need to proceed outside as tasks. they can consult with lecturers related to appropriate waste used and can be useful later, and most importantly, they also need to give a unique name to the project. the third stage is reporting to the class. students presented the results of the project that they made earlier. they presented some tools or components in the project, explained the manufacturing procedures, and discussed the project's objectives and benefits both in daily life and in learning subjects in the machine. when presenting, students brought projects and showed tools or components that convey. during the presentation, students provided the ningsih & artika: enhancing speaking skill … 36 opportunity to speak in accordance with their abilities in good english. in this presentation, the process observes, and the most important was the assessment according to the speaking criteria. the fourth stage is assessing projects. the lecturer and classmate assessed the project presentation. after that, the lecturer evaluated the result of learning with the question, answer discussion, and reflection at the end of the stage. based on the observation, the result can be found that 75%-90% of the students gave contribution and active presentation. the result of speaking test can be shown as table below: table 2. average score of speaking in cycle one and two average score of each indicator of speaking total fluency (1 – 20) vocabulary (1 – 20) pronunciation (1 – 20) grammar (1 – 20) compre hension (1 – 20) preliminary 13,4 14,45 12,1 11,25 14,25 65,45 cycle one 14,45 14,7 13,35 12,85 14,75 70,1 cycle two 15,65 16,35 16,8 16,9 16,3 82 from table 2, it can conclude that students’ speaking result was enhanced from the while the maximum score is 75. in preliminary, the average score was 65,45, and the average score of cycle one was 70,1 from 20 students. in addition to taking student test data, researchers also administered a questionnaire; 80% of students said that they like studying english using the waste machine, 85% of students said that presentation in english with the waste machine is helping them, and 90% of students enjoyed involving in speaking class by using the waste machine. for the next cycle of the research, students were required to be more active in presenting projects related to machines, and students were given the opportunity and corrected it if there were errors during the presentation. actually, in cycle one, it has been conducted effectively, and the results of the research have been said to be successful in learning activities, but there are still things that need to be evaluated and improved; students presented the project again directly in front of the class, and they also presented it in the form of videos complete with presentation equipment. students also hesitate to speak. there are some mistakes students in speech; students confused using the correct sentence; they are also afraid of saying the word, it is difficult to build good content to tell something. the good thing is that the teacher guides students to pay attention to the teacher's explanation during the learning process and can motivate them to present their speaking without hesitation (erfiani, 2017). in addition to taking student test data, researchers also administered a questionnaire, 100% of students said that they like studying english using the waste machine, 100% of students said that presentation in english with the waste actually, this cycle focused on helping students to enrich their fluency, vocabulary, grammar, pronunciation, and comprehension. based on the observation of cycle ii, the result can be found that 85%-95% of the students gave contribution and active presentation. the result of the speaking test can be shown in table 2. it can be concluded that students’ speaking achievement was enhanced significantly eltin journal, volume 9/no 1, april 2021 37 from the while the maximum score is 85, the average score of cycle ii was 812 from 22 students. in addition to taking student test data, researchers also administered a questionnaire, 100% of students said that they like studying english using the waste machine, 100% of students said that presentation in english with the waste machine is helping them, and 100% of students enjoyed involving in speaking class by using waste machine during the research, the students in observation were attracted, enjoyed and comfortable in learning because first they learn with the new strategy and it is not far from their field that encourages them independently because they have the effort to find and make the project and also present it. this research also supports students to involve actively in the class. (ulla, 2020) also had reported results of a lack of confidence and students’ vocabulary to use english conversation. however, thai efl learners have high motivation in learning english task-based language teaching (tblt). e. conclusion having researched using the waste of machine’s spare part directly to help students in enhancing their speaking skills, and raises their desire in enhancing their speaking performance. this enhancement has been shown by the achievement of the students' speaking, and the score obtained. the score of the speaking test has fulfilled the criteria for success. the findings revealed that the first cycle activities showed that only a few students had extraordinary speaking abilities; the flaw in the first cycle was the inaccurate use of the students' pronunciation or intonation to speak. the speaking ability of students has increased in cycle ii practices. there are also fascinating learning events, and students are involved in engaging in learning activities. from the analysis results, it can be inferred that, after the introduction of learning through the use of waste from spare parts of machines, there is an improvement in students' ability to talk. f. acknowledgment this research was supported by: directorate of research and community service directorate general of strengthening research and development ministry of research, technology and higher education in accordance with the research contract fiscal year 2019 f. references bashir, m., azeem, m., & dogar, a. h. (2011). factor effecting students’ english speaking skills. british journal of arts and social sciences., 2(1), 34–50. frau-meigs, d., kotilainen, s., pathak-shelat, m., hoechsmann, m., & poyntz, s. r. (eds.). (2020). the handbook of media education research. hoboken: wiley-blackwell. brown, a. (2003). interviewer variation and the co-construction of speaking proficiency. language testing. https://doi.org/10.1191/0265532203lt242oa buckingham, d. (2003). media education: literacy, learning and contemporary culture david buckingham google buku. polity press. creativity in language teaching: perspectives from research and practice google buku. (n.d.). ningsih & artika: enhancing speaking skill … 38 erfiani, y. p. f. (2017). improving second semester students’ speaking ability through storytelling learning modelat english study program of timor university (a classroom action research method). metathesis: journal of english language, literature, and teaching, 1(2). https://doi.org/10.31002/metathesis.v1i2.472 hamidova, s., & ganiyeva, h. (2020). developing speaking skills. архив научных публикаций jspi. kemmis, s., mctaggart, r., & nixon, r. (2014). the action research planner: doing critical participatory action research. in the action research planner: doing critical participatory action research. https://doi.org/10.1007/978-981-4560-67-2 leoanak, s. p., & amalo, b. k. (2018). trash to treasure: utilizing waste materials as a medium of english instruction. elt echo : the journal of english language teaching in foreign language context, 3(1), 22-33. https://doi.org/10.24235/eltecho.v3i1.2590 maulany, d. b. (2013). the use of project-based learning in improving the studentsspeaking skill (a classroom action research at one of primary schools in bandung). journal of english and education., 1(1), 30–42. mcniff, j., & whitehead, j. (2012). action research for teachers. in action research for teachers. https://doi.org/10.4324/9780203462393 muttaqin, m. z. (2019). enhancing speaking skills in the material of remedial learning through community language learning in smp multazam semarang. vision: journal for language and foreign language learning, 8(1), 1-10. https://doi.org/10.21580/vjv8i13266 rachmania, r. (2018). peer and self-assessment for learners in higher level of education. academic journal perspective : education, language, and literature, 6(1), 1-9 https://doi.org/10.33603/perspective.v6i1.1085 pp no. 27 tahun 2020 tentang pengelolaan sampah spesifik [jdih bpk ri], (2020). spratt, m., pulverness, a., & williams, m. (2011). the tkt course modules 1, 2 and 3. in the tkt course modules 1, 2 and 3. https://doi.org/10.1017/cbo9781139062398 teaching speaking: a holistic approach christine c. m. goh, anne burns google buku. (n.d.). tuan, n. h. ., & mai, t. n. (2015). factors affecting students’ speaking performance at le thanh hien high school. ajer (asian journal of educational research, 3(2), 8–23. ulla, m. b. (2020). students’ speaking motivation and their perspectives on a task-based language classroom: pedagogical implications. the journal of asia tefl, 17(2), 681. usmonov, a. (2020). • iscience актуальные научные исследования в современном мире переяслав-хмельницкий 2016. in архив научных публикаций jspi. utama, e. f. (2014). methods of teaching english as a foreign language (tefl): traditional method, designer method, communicative approach, scientific approach. era pustaka. sebuah kajian pustaka: syathroh, musthafa & purnawarman: investigating indonesian teachers’ strategies... 60 investigating indonesian teachers’ strategies of teaching english in mixed ability classes isry laila syathroh1, bachrudin musthafa2, pupung purnawarman3 islaisya@yahoo.com indonesia university of education abstract mixed-ability class (mac) is often unavoidable in the practice of education. mac usually consists of many students with very different characteristics, in terms of their ages, proficiency, motivations, educational backgrounds, learning styles, etc. despite the abundant research about teachers’ strategies in teaching english in homogenous classes, research of teachers’ strategies in teaching mac is relatively unexplored. this study investigated the teaching strategies used by 10 (ten) english teachers in cimahi as the respondents. questionnaire was used as the instrument. using descriptive analysis, the result showed that most lecturers perceive that teaching english in mac gives advantages as well as disadvantages. most of them admit that mac provides greater opportunity for teaching innovation and creativity so they can develop themselves professionally. they are challenged to adopt many problem solving approaches to the difficulties they face in the classroom. however, many of them still have problems in managing the class such as: controlling students’ discipline, maintaining students’ interests, conducting effective learning, error correction and selecting classroom materials. the implementation of teacher training program, classroom action research and students’ placement test are recommended to avoid very diverse mac. keywords: mixed ability classes, english foreign language, teacher strategies a. introduction research on teachers’ strategies in teaching english in various contexts have always been interesting. however, despite the abundant research about teachers’ strategies in teaching english as foreign language (efl) homogenous classes, studies of teachers’ strategies in teaching mixed-ability classes is relatively unexplored. a mixed-ability class allows for more of a social mix but relies heavily on the expertise of the teacher in helping a wide range of pupils achieve their potentials (bremner: 2008). teachers’ attitudes play an important role in conducting effective teaching in mixed-ability classes. teachers who are familiar with the different abilities and needs of their learners and use mixed ability teaching strategies effectively are much better equipped to meet the diverse learning needs of their learners (šimanová, 2010). if not, there is a danger that the high achievers might not be stretched enough while the low achievers are neglected (bremner: 2008). the current study focuses on how teachers perceive about their teaching in mixed ability classes. specifically, this study is intended is to investigate teachers’ strategies in teaching mailto:islaisya@yahoo.com eltin journal, volume 7/ii, october 2019 61 mixed-ability classes. this paper also sets out to explore potential teaching methods aiming to reach appropriate solutions to the problems come up in most of mixed ability classes. the term mixed-ability classes (mac) is also known as heterogenous classes (hc) (brno, 2008). heterogeneous classes are compounded, sometimes, if they are also large classes (faleiros, 2009). different students have different learning styles, different levels of proficiencies and different learning motivations. thus, richards (1998) asserts that the majority of foreign language classes involve students of varying abilities. mac is the term used to describe classes made up of students of different levels of proficiency (ur, 1991). teachers need to recognize that a class is mac because students have their own strengths and weaknesses and develop at different rates (ireson and hallam, 2001). problems usually arise in mac. beside the great number of students in the classroom, students’ profiles are also various. they differ greatly in terms of ages, levels of language proficiency, motivations, learning styles and so on. judging from these learning conditions, the teaching strategies used by the teachers in non-regular (extension) class might be different from those used in regular classes. related to this phenomenon, the writers conducted a research in finding the teachers’ perception in teaching mac and also in finding accurate portrait of strategies used by teachers in the classrooms. this study is aimed to attempt the following two research questions: 1) how do teachers perceive teaching english in mixed-ability classes? 2) what are the teachers’ strategies used in teaching mixed-ability classes? this research is expected to give contribution to two aspects: which are academically and practically. academically, the significance of the study is to provide readers (especially the management of institution and the stakeholders) information about the real picture of teaching learning process of non-regular classes which are considered to be mixed-ability classes. this information will be compared to the theories that are expected may provide comprehensive portrait on teaching strategies in mixed-ability classes which should be implemented. therefore, practically, the ideal portrait of teaching english in mixed-ability classes may become guidance for the teachers to apply those strategies in their classes which further can develop their teaching professionalism. b. literature review 1. definition of mixed ability classes every learner has his own learning style, linguistic background knowledge or individual pace of learning and developing. hence, the majority of foreign language classes involve students of varying abilities (richards, 1998). mixed-ability class (mac) or heterogeneous classes (hc) are terms used to describe classes made up of students of different levels of proficiency (ur, 1991). ainslie (1994) also explains that mac means classes where students differ greatly in ability, motivation, needs, interests, educational background, learning styles, anxiety, experiences and so on. teachers need to recognize that a class is mac because students have their own strengths and weaknesses and develop at different rates (ireson and hallam, 2001). heterogeneous classes are compounded, sometimes, if they are also large classes (faleiros, 2009). syathroh, musthafa & purnawarman: investigating indonesian teachers’ strategies... 62 in terms of language proficiency level, learner populations vary to a range of characteristics: beginner, intermediate or advance learners. while in terms of age, learners can be grouped into young learners, teenagers and adult learners (ur, 1991). 2. factors of mixed ability classes (mac) there are many factors that influence the characteristics of the learners in mac. roberts (2007) elaborates some of these factors. the first factor is age, personality and motivation. a. age, personality and motivation generally speaking, the older the student, the more challenging it will be for students to retain the information. personality also plays a great role in student’s willingness to participate in classroom activities and to be part of a larger classrom community. research on student persistence is clear that the more specific a student’s goal, the more motivated that students is to attend class. however, personality and motivation tend to have a greater impact on acquisition rather than age. b. educational background students come to the class with different educational backgrounds. as literacy is tied to educational background, students in mixed-ability classes can range from having low proficiency, average proficiency and high proficiency. c. learning styles students in the class might appear with different learning styles: audio, visual and tactile. teachers must ensure that the classroom instruction and activities accommodate these different styles of learning. d. cultural background cultural background becomes one of the crucial factors in students’ personality. many countries still conduct classes that are 100 percent teacher-directed. thus, active learning or student-centered are considered bad by students. 3. challenges of teaching mixed-ability classes (mac) many teachers see a mac as the one which consists of a group of average and able students with a subset students who have learning problems (mckeown, 2004). these learning problems will cause some challenges that might teachers face in the classroom. ur (1991) elaborates some problems might occur in a mixed-ability class: a. discipline teachers may find students in mac is difficult to control. discipline problems usually occur due to different opinions of students towards the learning process. some high achievers might think that certain materials are too easy for them and they become bored. on the other hand, some low achievers may feel frustrated because certain materials are too hard for them. therefore, it is difficult for teachers to provide effective learning for all students. eltin journal, volume 7/ii, october 2019 63 b. interest learners might differ in their interests, motivation and also learning styles. teachers might find it difficult to provide content and activities that are motivating and intresting for all learners. c. materials materials provided in the textbooks are usually rigid and only fit to certain kinds of learners. therefore, it does not offer flexibility for teachers to adjust the materials into different students’ proficiency levels. d. individual awareness, assessment and correction since most of mac is also a large class, it is hard for teachers to get to know the students, to monitor their progress individually and to give correction on their errors. this is in accordance to what simanova (2010) says that in classes where there are many differences, teachers are not able to devote time and attention equally to all learners. e. participation in most of mac, high achievers tend to dominate the class. they tend to participate more actively than low achievers. lack of participation and attention from the teachers may further affect low achievers’ proficiency in the lesson. 4. benefits of teaching mixed-ability classes (mac) despite the challenges and problems found in mixed-ability classes, however, there are also a number of advantages of mac (ur, 1991), namely: a. mac provides a rich pool of human resources. students come to the class with different knowledge, ideas, interests which can be drawn on to be interesting varied student-center lessons (hess, 1999). b. mac provides educational value of cooperative learning. students are mostly assigned to interact, help and learn from each others. this is the value of cooperative learning that students can gain. c. mac provides learner autonomy. learning environment in mac enhances students either to work individually or to work together or to teach each others. these activities can develop learning autonomy since teachers may not always be able to observe individual student in the class. d. mac provides opportunity for teachers to develop professionally. it can promote teachers’ professionalism. this is due to the fact that teachers need to adopt and experiment various approaches in solving the problems found in mixed ability classes. 5. strategies in teaching mixed-ability classes (mac) as have been stated earlier, in teaching mac, various problems usually come up, such as difficulty to control discipline, difficulty to be certain that all students are learning effectively, difficulty to find appropriated materials, difficulty to follow individual progress in large classes and difficulty to activate all learners’ participation. simanova (2010) and bremner (2008) elaborate some useful strategies for managing those problems in teaching mixed-ability classes. they are: a. supporting learning environment. teachers must create supportive learning environment in which learners feel confident and able to perform their best in the classroom. b. classroom management. teachers must ensure themselves that all students are involved as much as possible in the lesson. good classroom management covers need analysis, syathroh, musthafa & purnawarman: investigating indonesian teachers’ strategies... 64 classroom layout for maximum learning potential, getting to know students individually, rewards and encouragement, concept of checking questions, setting time limit, providing feedback, etc. teachers can use need analysis to prompt the students upon their learning styles, learning strategies, language needs, learning enjoyment, motivation as well as language strengths and weaknesses. c. variety. in order to accommodate all students in mac, teachers must apply variety in the classroom. the variety includes: topics of the lesson, methods of teaching, materials and classroom activities, which generate learners’ interests, motivations, proficiency levels and their learning styles. there are various types of classroom activities which can be implemented in mixed-ability classes. the first variety which can be used in teaching mac is open ended task. open-ended tasks are associated with communicative methodology as they provide choice to all students of the mixed-ability classes (prodromou, 1995). providing communicative activities which force all students to communicate with teacher or their classmates in order to give and receive missing information can be helpful for language learners at all linguistic levels. communicative activities will allow learners at all levels to work on the same task but at their own pace. therefore, mac is perceived as a unified whole rather than a mixture of different parts (xanthou and pavlou, 2009). as the example in the classroom activities, low achievers can give short answers, while middle and high achievers are given the opportunity to test, practice and strengthen their syntactic knowledge of using the target language. the second variety is language games and other relaxing learning activities. even though mac exhibits differences in prior knowledge and ability, but they seem to share a great similarity: they all value pleasure (prodromou, 1995). language games are not only fun but also purposeful in terms of reinforcing certain linguistic rules. uberman (1998) says that a relaxing learning atmosphere is created when games are used in the classroom so students with poor linguistic background have the opportunity to report whatever they know or the teacher has taught them in a non-stressful way. when playing language games, students will pay attention on the message instead of the correctness of linguistic forms. therefore, the fear of negative evaluation in the class is eliminated (horwittz et.al, 1986). the third variety is task differentiation. course books are designed for particular language level and usually do not offer much flexibility. teachers need to adapt the materials by doing task differentiation. teachers ask students to do different tasks with the same materials according to students’ level of proficiencies (harmer, 1998). in line with this notion, hess (2001) also says that differentiated instruction can raise the bar for all learners of the mixedability classes. the process of teaching can be differentiated if activities move from simple and basic to complex in order to satisfy all linguistic levels of the mixed-ability classes. for example, teachers can provide multiple reading materials which are suitable to all students’ readability levels. the forth variety is compulsory plus optional tasks. teachers must provide compulsory tasks with additional tasks that students must do after finishing the core tasks. by providing those materials, all learners will be engaged in the lesson and can feel a sense of achievement when completing a task. the fifth strategy is giving homework. homework can also be done to provide learners of all levels and abilities with an opportunity to review and consolidate the materials studied in class. and the last strategy is different types of grouping. grouping students is one of the effective ways in teaching mixed-ability classes. types of students eltin journal, volume 7/ii, october 2019 65 work can be individualization, pairwork, whole class, homogeneous grouping, and heterogeneous grouping. from the literature review above, mac can be seen through a more positive perspective. teachers should be aware of the varied needs of students so that they can provide a number of teaching strategies that will fulfill their needs in a way that activities are suitable challenged. teachers need to reinforce themselves with the guidelines and strategies of teaching in mac and the most important part is to implement the strategies in their mixedability classes. c. research methodology in this study, the writer used qualitative method as the research design. qualitative research methods are used to examine questions that can best be answered by verbally describing how participants in a study perceive and interpret various aspect of their environment (crowl, 1996). afterwards, the data was presented through descriptive analysis. a descriptive study asks what is or what was and it reports things the way they are or they were (mcmillan & schumacher, 2001). population is defined as a group of elements or cases, whether individuals, objects or events, that conform to specific criteria (mcmillan, 1996: 85). meanwhile respondent is defined as subsets of people used to represent population (crowl, 1996). in this research, the writer chose 20 english teachers in one university in cimahi west java. the selection of the sample was convenient sampling due to the teachers’ availability who have teaching schedule on the day of data collection. convenience sampling is a nonprobability sampling technique where subjects are selected because of their convenient accessibility and proximity to the researcher (crowl, 1996). to gain the data, an open-ended questionnaire (which consists of 5 questions related to teaching strategies in mixed-ability classes) was distributed to elicit teachers’ perceptions on teaching mac as well as to investigate the strategies used in the classroom. the next process after collecting the data is to analyze it. practically, several steps were conducted. first, questionnaire was distributed to 10 (ten) english teachers as the respondents. the data gained from the questionnaire were categorized into two categories: questions numbers 1-2 are related to teachers’ strategies in teaching mac and questions numbers 3-5 are related to teachers’ perception on teaching mac. here is the summary of the questionnaire: table 1 (summary of the questionnaire) no questions 1 most of students of non-regular (extension) classes have different educational backgrounds, different motivation, and different levels of proficiencies. therefore, in each class, there are always 3 student categories: high-achievers, average-achievers and low-achievers. what methods and techniques of teaching that you usually you to cope with those three students categories? 2 what obstacles that you usually found in teaching mixed ability classes (e.g. discipline, effective learning, participation and materials)? 3 do you think that materials/ classroom instructions in mixed ability classes should be made similar for all students? elaborate your reasons. 4 do you think that students should be placed in the classes/ grades that is in accordance to their levels of proficiencies? elaborate your reasons. 5 if you could choose, which do you prefer: teaching english in homogenous or heterogeneous (mixed ability) classes? elaborate your reasons. syathroh, musthafa & purnawarman: investigating indonesian teachers’ strategies... 66 next, to simplify the data presentation, the writer calculated the result of the questionnaire in form of percentage by using the following formula: p= f x 100% n p= percentage f= frequency of occurrences and n=the total number of students lastly, the writer presented the data through descriptive analysis. descriptive case study is allowing an investigation to retain the holistic and meaningful characteristics of real-life events (yin, 1994). zonabend (1992) cited in tellis (1997) states that case study is done by giving special attention to completeness in observation, reconstruction, and analysis of the cases under study. in this case study, the writer focused on a single entity as it exists in its natural environment (johnson, 1992). mcmillan and schumacher (2001) also state that a descriptive research using a descriptive mode of inquiry simply describes an existing phenomenon by using numbers to characterize individuals or a group. it assesses the nature of existing conditions. d. findings and discussion there are two research questions in this study, they are: 1) how do teachers perceive teaching english in mixed-ability classes? 2) what are the teachers’ strategies used in teaching mixed-ability classes? to make sure that the research questions have been answered, the data gained from the instrument were elaborated and analyzed thoroughly. the first elaboration will be related to question number 1 (most of students of non-regular (extension) classes have different educational backgrounds, different motivation, and different levels of proficiencies. therefore, in each class, there are always 3 student categories: high-achievers, average-achievers and low-achievers. what methods and techniques of teaching that you usually you to cope with those three students categories?), teachers have shown different answers. table 2. strategies in teaching mixed-ability classes no strategies teachers’ answers % 1 2 3 4 5 6 7 8 9 10 1 lecturing √ 10 2 cooperative learning √ √ √ √ √ √ √ √ 80 3 relaxing activities √ 10 4 supportive learning environment √ 10 5 variety √ √ √ √ 40 6 pairwork √ 10 eltin journal, volume 7/ii, october 2019 67 0% 10% 20% 30% 40% 50% 60% 70% 80% figure 1 (strategies in teaching mixed-ability classes) figure 1 shows that 80% of the english teachers have already applied cooperative learning in their classes as one of the strategies in coping with mixed-ability classes. the other strategy implemented is the use of variety in teaching method to maintain students’ interest and motivation (40%). and the other strategies applied are doing some relaxing activities (10%), pairwork (10%) and creating supporting learning environment (10%). however, lecturing, as one of traditional teaching techniques is still implemented in the mixed-ability classes (10%). the result shows that in terms of strategies in teaching mixed-ability classes, majority of english teachers (80%) have already applied cooperative learning (cl) as one of several strategies recommended by johnson and johnson (1987). in cl, teachers can assign students of high, medium and low abilities in the same group to maximize the heterogeneous make up of each group. this is also in line with what has been stated by lyle (1999) that in cl, both low and high achieving students value the opportunity to work together as all pupils believed that they benefited. roger and johnson (2009) also point out that in cl, students of heterogeneous groups are given equal opportunities to work together and to make their own contributions. that is why, cooperative learning can make students’ learning more effective, especially in multilevel classes. the result also shows that some teachers have accommodated students’ differences in the classroom by doing other strategies in teaching mixed-ability classes, namely: pair-work (10%), teaching variety (40%), relaxing activities (10%) and creating supporting activities (10%). in teaching mixed-ability classes, as explained by hess (2001), teachers can enhance students to help each other through pairing activities.also, in order to accommodate all students in the mixed-ability classes, teachers must apply variety in the classroom. the variety can cover: topics of the lesson, methods of teaching, materials and classroom activities, which generate learners’ interests, motivations, proficiency levels and their learning styles. some teachers (10%) also have used games and other relaxing activities to present not only fun activities but also purposeful in terms of reinforcing certain linguistic rules. this is in line with what uberman (1998) says that in games, students with poor linguistic background have the opportunity to report whatever they know or the teacher has taught them in a nonstressful way. when playing language games, students will pay attention on the message instead of the correctness of linguitic forms. therefore, the fear of negative evaluation in the syathroh, musthafa & purnawarman: investigating indonesian teachers’ strategies... 68 class is eliminated (horwittz et.al, 1986). at last, the result surprisingly shows that there is one teacher (10%) who still uses lecturing as the traditional technique of teaching. the next elaboration will be related to the question number 2: what challenges that you usually found in teaching heterogenous classes table 3. challenges in teaching mixed-ability classes no challenges teachers’ answers % 1 2 3 4 5 6 7 8 9 10 1 large classes √ 10 2 classroom management √ √ √ √ √ √ 60 3 control of discipline √ √ √ √ √ 50 4 different levels of proficiency √ √ 20 5 different motivation √ √ 20 6 materials √ 10 0% 10% 20% 30% 40% 50% 60% 70% la rg e cl as se s cl as sr oo m m an ag em en t di sc ip lin e co nt ro l le ve ls of p ro fic ie nc y di ffe re nt m ot iv at io n m at er ia ls figure 2 (challenges in teaching mixed-ability classes) from figure 4.2 we can gain the information that classroom management is the most challenging factor faced by teachers in teaching mixed-ability classes (60%). since the effective classroom management is quite difficult to do, so the control of discipline becomes something challenging too (50%). other challenging factors in the mixed-ability classes are the use and the presentation of materials (10%) which should fit different levels of proficiencies (10%) and different motivation (10%) of the learners. the result shows that most of teachers (60%) found that classroom management is the most problematic matter that they face in teaching mixed-ability classes. control of discipline was also found to be hard in mixed-ability classes. this is in accordance to what keown (2004) and ur (1991) that teachers may find students in mixed-ability classes are difficult to control. discipline problems usually occur due to different opinions of students towards the learning process. some other teachers (10%) also found that selecting and presenting materials are quite complicated in mixed-ability classes. ur (1991) explains that this is due to the fact that students have different motivations and different levels of proficiencies so that some high eltin journal, volume 7/ii, october 2019 69 achievers might think that certain materials are too easy for them and they become bored. on the other hand, some low achievers may feel frustrated because certain materials are too hard for them. therefore, it is difficult for teachers to provide effective learning for all students. the next discussion will be related to the clasroom instruction. (do you think that materials/ classroom instructions in heterogenous classes should be made similar for all students?) the answers are summarized in the table below: table 4. differentiated and non-differentiated instruction no instruction teachers’ answers % 1 2 3 4 5 6 7 8 9 10 1 non-differentiated instruction √ √ √ √ √ 50 2 differentiated instruction √ √ √ √ √ 50 figure 3. differentiated and non-differentiated instruction figure 3 shows that teachers who prefer differentiated instructions in teaching mixed-ability classes (50%) are equally balanced with those who prefer non-differentiated instructions (50%). there are various reasons behind these opinions. teachers who prefer differentiated instructions think that they will respectively fit to learners’ different levels of proficiencies. on the other hand, sticking to the curriculum is behind the idea of using non-differentiated instructions. the result shows that half of respondents (50%) say that differentiated instruction is needed.this is in line to what harmer (1998) that most of course books used in english classes are designed for particular language levels and usually do not offer much flexibility, therefore teachers needs to adapt the materials by doing task differentation (td). in td, teachers ask students to do different tasks with the same materials according to students’ level of proficiencies. in line with this notion, hess (2001) also says that differentiated instruction can raise the bar for all learners of the mixed-ability classes. the process of teaching can be differentiated if activities move from simple and basic to complex in order to satisfy all linguistic levels of the mixed-ability classes. for example, teachers can provide task differentiation no-task differentiation syathroh, musthafa & purnawarman: investigating indonesian teachers’ strategies... 70 multiple reading materials which are suitable to all students’ readability levels. however, the other half of respondents (50%) assume that differentiated instruction is not needed. this is due to limited time for catching up learning objectives and materials to be learnt before the schedule of final tests. yet, some of them further explain that they can provide homework for students to reinforce themselves with the materials that they learn in the class. the next discussion will be related to teachers’ perception on homogeneous and heterogeneous grouping. (do you think that students should be placed in the classes/ grades that is in accordance to their levels of proficiencies?). the answers are summarized in table 5 below: table 5 (grouping students) no grouping teachers’ answers % 1 2 3 4 5 6 7 8 9 10 1 homogeneous grouping (hg) √ √ √ √ √ √ √ 70 2 heterogeneous grouping (heg) √ √ √ 30 figure 4 (grouping students) figure 4 shows that most teachers prefer homogeneous grouping (70%). they think that it is the best way to focus on students’ competence among other equal students’ levels of proficiencies. however, 30% of the respondents say that heterogeneous grouping is better to motivate learners in the classroom. high and low achievers can value the cooperative learning by sharing and helping each others. the result shows that majority of teachers (70%) positively perceive grouping students into homogeneous classes. most of them say that teaching learning process will be conducted more effectively in homogeneous classes. this is in line with what ansalone (2000) says that grouping students into homogeneous grouping is based on pedagogical principle that teachers have advantages to focus the instruction at the level of all the students in the particular group. marsh (1987) also supports that homogeneous grouping is a way of coping with mixed-ability classes assuming that grouping children homogenously enables those in 70% 30% 0%0% grouping students homogenous grouping heterogeneous grouping eltin journal, volume 7/ii, october 2019 71 lower ability groups to profit with respect to self-evaluation by being isolated from advanced peers. the last discussion is related to teachers’ preference in teaching homogeneous or heterogeneous classes. the answers are summarized in table 6 below. table 6. teaching preference no teaching preference teachers’ answers % 1 2 3 4 5 6 7 8 9 10 1 homogeneous classes √ √ √ √ √ √ 60 2 heterogeneous classes √ √ √ √ 40 figure 5 (teaching preference) figure 5 shows that 60% of the teachers prefer teaching homogeneous classes. they think that they can teach best and can focus on the students’ competence if students are grouped based on their proficiency levels. on the other hand, 40% of teachers prefer teaching heterogeneous classes as they feel challenged to explore teaching strategies which can solve difficulties they face in teaching mixed-ability classes. the result shows that minority of teachers (40%) prefer teaching heterogeneous classes. heterogeneous grouping (heg) is a way of grouping students of varying abilities in the same groups as a strategy to promote academic development of students who have diverse background knowledge and abilities (johnson and johnson, 1987). they perceive that teaching heterogeneous classes can promote their professionalism. this is due to the fact that they need to adopt and experiment various approaches in solving the problems found in heterogeneous classes. in heterogeneous classes, they also perceive that students are mostly assigned to interact, help and learn from each others. this is in line to what lyle (1999) says that both low and high achieving students value the opportunity to work together as all pupils believed that they benefited. however, the result also shows that majority of teachers (60%) prefer teaching homogeneous classes. homogeneous class is a way of grouping students of different language background and language abilities into groups of the same ability thereby teaching preference homogeneous classes heterogeneous classes syathroh, musthafa & purnawarman: investigating indonesian teachers’ strategies... 72 facilitating instruction (slavin, 1987). this idea is also supported by marsh (1987) who says that hg is a way of coping with mixed-ability classes assuming that grouping children homogenously enables those in lower ability groups to profit with respect to self-evaluation by being isolated from advanced peers. e. conclusion all findings which have elaborated above lead to the conclusion that the two research questions have been answered. for the first research question about teachers’ perception of teaching mixed-ability classes, it can be concluded that most teachers perceive positively that teaching english in mac gives them advantages. they admit that mac provides greater opportunity for teaching innovation and creativity so they can develop themselves professionally. they are also challenged to adopt many problem solving approaches to the difficulties they face in the classrooms and experiment with them. for the second research question about strategies the teachers used in teaching mac, it can be concluded that majority of teachers have already implemented the strategies suggested by the experts, such as: applying teaching variety (materials, method, techniques, and so on) and applying various techniques of grouping students (whole class, individual, pair work, homogeneous grouping and heterogeneous grouping). however, most of them still have some problems in the classes, especially about certain aspects related to the classroom management such as: controlling students’ discipline, maintaining students’ interests, conducting effective learning for all students, error correction, selecting and presenting classroom instructions. f. references ainslie, susan. 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(1994) 2ndedition. case study research design and methods. thousand oaks, california: sage publications. sebuah kajian pustaka: puspita & amelia : ted-talk: a supplement material.... 91 ted-talk: a supplement material to promote students’ autonomy in listening dian puspita1, dina amelia2 dian.puspita@teknokrat.ac.id, amelia.dina@teknokrat.ac.id universitas teknokrat indonesia abstract this paper explores the use of ted (technology, entertainment, and design) talk in promoting students’ learning autonomy and enhancing english learners’ listening skill, especially in esl. this research uses mixed method; qualitative descriptive to find out students learning autonomy and students’ perception on the use of ted-talk, and quantitative descriptive to find out students’ listening score improvement. the respondents of the study are students who were taking the english for business course even semester of the 2019/2020 academic year at the indonesian technocrat university (uti).the data were gathered through questionnaires and test. the results show that students’ learning autonomy is increasing in terms of learner control, critical reflection, motivation, and information literacy. by using ted-talk, it is also shown that students’ listening score is increasing even though just slightly. furthermore, it is found that students’ perception toward the use of ted-talk is also positive. it gives the good implication in the future that they will continue using it as their additional learning material in listening. the consistence of students’ autonomy in learning will significantly improve students’s comprehension level. keywords: autonomy, listening, students’ perception, supplement materials, ted-talks a. introduction until now, the development of science and technology has brought new changes to the world called the industrial revolution 4.0. this revolution is marked by the disruption of technology which includes machine communications, global connections, smart robots, digital data, and the internet for everything (internet of things). cultural changes caused by the 4.0 revolution have had a massive impact on all fields, including education. therefore, kemenristekditi emphasizes that the tri dharma perguruan tinggi paradigm must be harmonized with the industrial era 4.0. one of the harmonization efforts is to introduce students to a new literacy, namely digital literacy. in digital literacy, internet technology has various benefits that can be applied in the world of education. the ministry of education and culture defines digital literacy as knowledge and skills to use digital media, communication tools, or networks to find, evaluate, use, create information, and utilize it in a healthy, wise, intelligent, careful, precise, and law-abiding manner. in order to foster communication and interaction in everyday life. the use of digital literacy can be utilized as a learning medium by both teachers and teaching participants according to the achievements to be achieved. eltin journal, volume 8/no 2, october 2020 92 the use of digital literacy in the industrial era 4.0 in education basically supports the embodiment of one of the main character values, namely the value of independent character, which is a priority in the development of the strengthening character education (ppk) movement as stipulated in presidential decree number 87 of 2017 (republik indonesia, 2017). independent character values are attitudes and behaviours that are not dependent on others and use all energy, thoughts, time to realize hopes, dreams and ideals. teaching participants must play a proactive role in carrying out the learning process. sources of knowledge are no longer focused only on teaching and learning activities in the classroom, but can be obtained from independent activities carried out by students. in learning english, one of the abilities that can be obtained through independent activities is listening. previous studies have shown that digital literacy, which is the result of information and communication technology, has a positive effect on language learners (amir & kang, 2018; ; ghavifekr & rosdy, 2015 ; roessingh, 2014). students can carry out independent activities by choosing digital material carefully and wisely in accordance with the learning objectives. to get good listening skills, independent activities through digital literacy can have a positive impact. this digital literacy can be a solution to some of the challenges faced by students in gaining listening skills such as limited time to be exposed to authentic listening material in the classroom (wagner & toth, 2014), lack of exposure to authentic material outside the classroom (brunfaut & révész, 2015 ; mandasari, 2019), as well as a lack of vocabulary knowledge (vandergrift & baker, 2015; puspita, 2019b) in listening learning, there are several studies related to the use of information and communication technology. takaesu (2017) examined the use of ted-talk to improve students' listening skills in the english for academic class. the results showed students' perceptions of the impact of ted-talk on their listening ability. there are two groups of students based on their level of english proficiency: intermediate and upper-intermediate. both groups confirmed the positive benefits of ted-talk on their listening ability. students also agreed that ted-talk increases their motivation to listen to english. ted talk provided authentic material, not only in terms of topic but also of speaking pace. similar research was also conducted by wingrove (2017). he built a ted-talk corpus and comparing it to a lecture text corpus. based on the lemma available on the academic vocabulary list (avl), ted-talk has lower coverage in avl than lecture scripts. even so, ted-talk can still be used as lecture material because of its high vocabulary density and also has a wide range of topics. the next research reflected on learning listening in the class (schmidt, 2016). he proposed using individual journals to improve students' listening skills called web-based listening journal activities. journal filling is done independently outside of class activities. schmidt found that students not only felt attracted to the journal itself, but also felt that their listening ability had improved. similar study was also showinh how task based learning can improve students’ listening skill (kuswoyo & wahyudin, 2017). all in all, the studies showed that the use of ted-talk has benefited to students’ listening skill improvement. therefore, this study, researchers are interested in using one of the wellknown platforms, ted talk, as a source of material for students to carry out independent learning activities in listening. this study is conducted to answer the following research questions: puspita & amelia : ted-talk: a supplement material.... 93 1. how is students’ learning autonomy in listening after using ted-talk as a supplement material? 2. how is students’ listening skill improved after exposed to and using ted-talk as supplement material? 3. how is students’ perception toward the use of ted-talk as supplement material? b. literature review 1. listening learning in efl in general, listening skills are a component of language skills that are considered difficult for language learners to master. this is caused by several listening characteristic factors faced by learners, especially in the context of foreign languages. the first factor is the lack of exposure to authentic listening material in the classroom (wagner & toth, 2014). the material presented to learners is often inadequate and relevant to the learning objectives so that the listening activity is less meaningful. the second factor is the lack of exposure to authentic listening material outside the classroom (brunfaut & révész, 2015). in the context of foreign languages, language learners do not have a great opportunity to gain exposure to authentic listening because the use of english outside the classroom is very limited. the last factor is the lack of knowledge of the learners' vocabulary which becomes an obstacle for learners in understanding spoken language obtained from listening (vandergrift & baker, 2015). 2. learning autonomy everhard (2015) and murphy (2015) defines learning autonomy as a way to achieve individual targets through independent learning decision making that can be accessed from internal and external sources. the ability to train autonomy in learning depends on certain tendencies and fluctuates according to circumstances. in the implementation of learning autonomy, there are levels that are influenced by external and internal factors that form the continuum of learning autonomy. this continuum begins with the initial phase with a state of complete dependence on external factors. the next phase is reducing dependence on external factors and the growth of self-awareness that comes from internal factors. the last phase is the phase of autonomy or independence with full dependence on internal factors. cooker (2015) states that there are many elements that influence the formation of learning autonomy, especially for language learners. these elements can be classified into seven categories forming learning autonomy, such as: 1. learner control 2. metacognitive awareness 3. critical reflection 4. motivation 5. learning range 6. self-confidence 7. information literacy in carrying out learning autonomy, language learners must fulfil all elements in order to reach the last phase of learning autonomy itself, namely the independent phase. intervention eltin journal, volume 8/no 2, october 2020 94 from external factors is needed in the initial phase and disappears slowly until it disappears in the final phase so that learning autonomy is achieved. the elements of each category are listed in the following table. table 1 categories and elements of learner autonomy by cooker (2015) learner autonomy categories learner autonomy elemements learner control ability to analyse/define needs ability to set achievable objectives ability to manage time ability to choose appropriate materials ability to negotiate learning ability to select partners for pair/group work ability to work on one’s own ability to make choices about how work will be assessed ability to assess discrete aspects of one’s own work ability to assess the work of peers ability to take responsibility for one’s own learning outside the classroom ability to monitor one’s own learning progress over time metacognitive awareness ability to provide a rationale for materials chosen ability to select appropriate learning strategies ability to select and reject strategies according to needs ability to describe the strategies used ability to provide a rationale for the strategies used ability to provide an evaluation of the strategies used ability to describe alternative strategies that could have been used ability to describe plans for future learning critical reflection critical understanding of the roles of teacher and learner critical awareness of different teaching and learning approaches critical awareness of the variations in quality of different teaching and learning inputs motivation desire to learn desire to learn willingness to speak/use the language willingness to be actively engaged in learning activities learning range flexibility in ways of learning awareness of breadth of learning content ability to seek support from other students and teachers ability to collaborate with other students and teachers confidence ability to seek out opportunities to speak/use the language ability to overcome negative feedback/assessment information literacy ability to source and navigate learning resources puspita & amelia : ted-talk: a supplement material.... 95 c. research methodology the research starts from the initial data collection by passing an initial questionnaire on the research object, namely students taking the english for business course even semester of the 2019/2020 academic year at the indonesian technocrat university (uti). the questionnaire adapted from cooker (2015) aims to determine the condition of student learning autonomy before treatment is given. furthermore, the researcher introduced ted-talk as additional material for listening and providing treatment by means of listening journal assignments. each student is given the task to complete the listening journal given by the researcher. they must listen to at least one presentation on the ted-talk with a duration of no more than 6 minutes each week. students can choose a presentation topic that they will watch and listen to according to their wishes and interests. the assignment lasts until the middle of the semester. the researcher then provides feedback on student journals, and distributes questionnaires to students to reflect themselves on the activities they have done. in the next half semester, students are exempted from journal assignments and are invited to continue these activities independently. at the end of the semester, the researcher collected student listening journals and analysed data on student learning autonomy. students are also given another questionnaire to determine the condition of learning autonomy after being given treatment towards the use of ted-talk as listening material. to know the improvement of students’ listening skill, two test sets of listening are given to the students before and after the use of ted-talk as supplement material. the test set is adapted from online platfrom providing listening skill placement that assesses at cef level (a2 to c2). the tests, consisting of 15 questions, should be finished in 20 minutes. after getting the students’ score on the listening tests; pre and after ted-talk, students are given the questionnaire to find out their perception toward the use of ted-talk as listening materials. some open questions are distributed to dig students’ various perception about ted-talk. d. findings and discussion 1. students’ autonomy the improvement of students’ autonomy is shown on the different responses on seven categories that form learning autonomy. in general, the improvement occurs on the increasing positive attitude toward the categories and the decreasing negative attitude toward the categories. the students’ autonomy improvement is shown in the following table. table 2 learning autonomy factors improvement 0% 20% 40% 60% 80% 100% learner control metacognitive awareness critical reflection motivation learning range confidence information literacy positive before positive after negative before negative after eltin journal, volume 8/no 2, october 2020 96 based on the data above, it can be cocluded that the improvement of students’ autonomy deal with several aspects such as learner control, metacognitive awareness, critical reflection, motivation, learning range, confidence and information literacy. a. learner control as shown in the table, students’ experience the positive improvement in their control of studying english, especially in some elements. the first element improved is the students’ ability to choose appropriate materials to learn english. this occurs because they can get the access of finding the suitable computer programmes or internet websites to help students learn. students use ted-talk as the source of learning listening that can improve their ability to choose appropriate materials. this is also important as it improves students’ ability to set achievable objectives. if students want to know a lot about the vocabulary and also improve their listening toward certain topic, they can choose the topic, even the accent of the english they prefer. this condition reduces students’ pressure in learning which will result in the better process of learning. at the end, their ability to negotiate learning is improved. this learner control is significantly important as cooker (2015) mentioned that it becomes the sparks beginning of highly possible advantage for foreign learners. b. metacognitive awareness in this category, almost all elements are improved. students are able to provide a rationale for material chosen and to select appropriate learning strategies. as trained at the beginning of the semester, students are freely choosing the videos provided in ted-talk based on the topics, accents, or the transcription provided. therefore, they get benefit by being able to evaluate and decide which materials are suitable for their need and pace in listening. in addition, they have more courage to try different things and strategies to help learning listening. this awareness of some language factors can be a motivating force (cooker, 2015) which will increase their motivation and responsibility in managing time, which is in learner control. therefore, being aware of the materials they choose for some rationales also relates to learner control. c. critical reflection of three learner autonomy elements in this category, students experience the increasing positive attitude even though there is still the disagreement on some points. they have different understanding and reflection of teacher and learner’s role as well as the approaches and the input of learning. this is reflected on the result of the following statement. “i feel unsupported when learning english without the direct support of a teacher”. at the beginning, most students feel unsupported when learning the direct support of a teacher. however, at the end, their dependence toward teacher in learning is decreasing as they can learn listening through ted-talk by themselves. furthermore, students have a better understanding of theirself as learners so they feel responsible for the learning process themselves. the state of students’ critical reflection is closely related to decision making which are crucial elements in collaborative autonomy (cooker, 2015). in case students face the potential difficulty, students’ concern about it remains because the critical reflection leads them to make conscious decision and allows them to take control. moreover, students’ puspita & amelia : ted-talk: a supplement material.... 97 state of critical reflection plays an important role to create their learning habit which later will lead to the higher motivation in autonomy. d. motivation the changing state of students’ motivation can be seen from students’ desire to learn, willingness to use the language, and willingness to be actively enganged in learning activities. based on the questionnaire given, most of students agree that they have more of desire to learn english after using ted-talk for several times. they are also more active and committed to achieving their goals by continuing watching videos from ted-talk even after the assignment from the teacher has finished. moreover, the free and dependent activity on listening to ted-talk is considered as effective for their learning because they are not pushed by the teacher. it can be said that students’ motivation has shifted from the dominant extrinsic motivation from teacher to the dominant intrinsic from students themselves. this leads to the good implicaton for learner (cooker, 2015) in which not only drives to students continue to learn the language, but also possible to grow students’ desire to use the language in their daily basis or to study abroad. e. learning range students’ learning range is broadening in the flexibility in ways of learning and the breadth of learning content. this is happening due to students enjoy learning english more because they can learn in ways that interest them. the learning content is also broadening as students not only choose the videos in short duration, but also the long ones. also, most of students do the repeating activities on the videos to train their listening skill, while some of them prefer to not using the subtitle to improve their listening skills. it can be said that students find this activity not only challenging but also interesting. this learning range actually relates to learner control which in fact reduces students’ anxienty in learning. as cooker, (2015) mentions, learning range in positive impact will rise learner control and motivation respectively. f. confidence previously, it is found that students are lack of confidence is seeking out the opportunity to use the language and alse tend to be afraid of the negative feedback on their english skill, especially in listening. however, after using ted-talk as the supplement material, their confidence is increasing. students are found more relaxed about learning english and not giving up easily in learning listening. they also have confidence that they will be more likely to use english well in the future, especially in their listening skill. this condition is in accordance to what cooker (2015) calls as ‘oozing confidence’ (oc). one of characteristics of oc is the ownership of strong sense of confidence and ability to learn and use target language. also, students are indicated to use target language well in the future which further will impact the prospective job in which english takes part. eltin journal, volume 8/no 2, october 2020 98 g. information literacy this category of learning autonomy is fullfiled by students’ ability to source and navigate learning resource (cooker, 2015). after using ted-talk, students surely are able to select the source to learn listening and navigate it based on their need and interest. it is reflected from the result of the question on this following statement. “it’s easier for me to find suitable computer programmes or internet websites to help me learn english”. furthermore, students’ literacy is not limited to the use of ted-talk only. students are also found to be inspired to use the similar platform or website with similar functions as tedtalk to improve their listening skills. some participants are found to use talkshow in certain topics they are interested at in youtube, and some mention they will likely watch movies or movies to improve their listening skills. this indicates that information literacy from tedtalk successfully broaden students’ horizon on information literacy itself. 2. students’ listening skill the listening test set done by students before and after treatment show the different result. table 3 comparison of pre-test and post-test descriptive statistic as the pre-test result show, students’ average score is 52, 84 which is placed in the range of beginner level (a1). students’ lowest score is 25, and the highest is 75. with this range of score, it can be said that students’ proficiency in listening is widely varied. however, the median of students’ score is 50. after given the treatment by introducing the use of tedtalk, students’ listening score improves. in general, the average score obtained by student slightly increasing from 52,84 to 60,9. even though it is just a slight increase, it can be seen as the positive progress toward the learning process. most students’ scores increase, while some others remain the same. however, based on the data, there is no decreasing score found. the lowest and highest score also improve; 42 and 83 respectively. the comparison of descriptive statistic between pre-test and post-tes is seen the following table. puspita & amelia : ted-talk: a supplement material.... 99 3. student’s perception toward the use of ted-talk as students’ score in listening is increasing as described in the previous session, it can be seen that ted-talk gives the positive impact to students. in general, students’s opinion about ted-talk is positive even though the answers are varied. their opinions about tedtalk is shown in the following chart. chart 1 students’ opinion about ted-talk with a lot of topics provided in ted-talk, students are able to choose the topics they are interested in. based on the questionnaire given, students are mostly interested in science and technology (52% respondents). this can be due to students are majoring in informatics. however, there are other topics they are interested to, such as health, business, current topics, and others respectively. from these topics, when students are asked about their favorite speakers, it results that they have their preference. there are five identified favorite speakers (42 % respondents) that students choose. meanwhile, the others are varied and unidentified speakers. among all speakers, on one hand, 47% students mention that they have tendency to choose certain accent of speakers. the accents they prefer are american and british accents. on the other hand, 53% students have no preference. their preference is more into the topic. for the benefit of using ted-talk as supplement material, the majority of students feel that their vocabulary is enhanced (72%). few of them feel that their vocabulary is enhanced a little (8%), and the rest feel their vocabulary is not enhanced at all. in relation to students’ autonomy, 17% students claim that they frequently watch ted-talk after the assignment; 50% mention they do it sometimes, and 33% rarely do it. furthermore, for doing this activity in the future, 45% students say the will be continuing it, 47% students say there is a possibility, and 8% say the will not be doing it. as the conclusion, students are asked whether they will recommend ted-talk to be used as learning media. 20% 32% 10% 30% 8% interesting good informative useful for learning english others eltin journal, volume 8/no 2, october 2020 100 chart 2 recommendation for ted-talk as listening learning material almost all of them agree that it is recommended. while 18% students say that they will recommend it with some suggestions. some of the students suggest to provide the translation text in the video, and the others suggest to have indonesian speakers in ted-talk so they can be more familiar with the accent and are able to understand the talk better. this is relevant with the strategy of students in efl context when learning english. they tend to find the supportive athmosphere to decrease anxiety in learning english (lestari & wahyudin, 2020). students also require to receive more active feedback from the teacher. this is in line with the notion of l2 learners which require feedback as they need it to boost their confidence in learning (puspita, 2019a). e. conclusion in conlusion, the use of ted-talk promotes students’ autonomy in learning english, especially for listening. some elements from the categories of autonomy factors show the positive improvement and therefore, it can be said that students’ learning autonomy is increasing. of all categories, learner control, critical reflection, motivation, and information literacy are the ones improving a lot. learner control in learning process which includes the control of learning materials, the control of setting the need and the goal, is improved and overcoming the challenge faced by student in learning listening. students can get enough exposure toward authentic materials, so they can get a lot of input to improve their listening skills. it is proven by the result of their post-test in listening test. even though the score is improving slightly, it provides the good implication toward learning. by using ted-talk as additional materials, in short time, their autonomy and listening score are inscreasing. therefore, students need to continue doing the self learning as the autonomy to result in significant improvement in the future. moreover, students’ perception toward the use of ted-talk is also positive. it gives the good implication in the future that they will continue using it as their additional learning material in listening. f. acknowledgement the writers would like to express their sincere gratitude to the ministry of research, technology, and higher education for granting this research (no: 839 / sp2h / lt / mono / ll2 / 2020, 25 june 2020). 82% 18% reccommended for learning english others puspita & amelia : ted-talk: a supplement material.... 101 g. references amir, s., & kang, m. a. 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(2017). how suitable are ted talks for academic listening? journal of english for academic purposes, 30, 79–95. https://doi.org/10.1016/j.jeap.2017.10.010 sebuah kajian pustaka: shabir & umam : understanding students’ learning...... 112 understanding students’ learning experiences in the digital age m. shabir*1, amalul umam2 zawsfaa@yahoo.com, amalul.umam@gmail.com universitas ibn khaldun bogor abstract the growth of digital technology has significantly shaped the way students learn. surrounded by web-enhanced learning sources, various learning activities are available that have contributed to the change in students’ learning. based on an interpretative approach of the complexity theory, the current qualitative case study aims to investigate how students learn english in the digital era. the sample consists of 42 students of a university in bogor, west java, indonesia. the instrument used for collecting the data includes (a) questionnaire used to examine the accessibility to the digital based learning of the students selected for the sample and (b) narrative frames to explore the students’ learning experiences in the digital era. the study reveals that students’ learning in the digital age is self-organizing which offers the tendency for the students to be autonomous. the study also affirms that the current inclass teaching and learning practices do not align with students’ learning experiences in the digital age. the students felt what they got in classes has failed to satisfy and enrich their understanding of the subject taught. it is thus, as an implication the study has, the integration of learning sources into digital learning sources is encouraged. keywords: digital age, learning experiences, complexity theory a. introduction almost all aspects of human life are inseparable from the increasing growth of digital technology, including education. the rapid expansion and development of this technology and information even has been as the key feature of the 21st-century learning (siregar et al., 2020). however, the way people interact with such technology may differ which depends on what generation they belong to (de & franco, 2013). as to the present generation, they are ‘born digital’ who have access to networked digital technologies, and they all have the skills to use those technologies (obaidullah & rahman, 2018; palfrey & gasser, 2008). for this reason, it is safe to say that people living in the current era are the individuals who have been familiar with digital technology and its applications. in the context of learning in this digital age, the way students learn may differ from others. some will learn only when they really wish to know and learn about something (prensky, 2012). besides, the students make use of digital learning resources to learn on their own (de & franco, 2013). in other words, each student has his or her own preferences on how they learn in the web-enhanced environment. based on the study above, the current study tries to explore the issues related to the learning experiences of the students of english department of universitas ibn khaldun located in bogor, west java. universitas ibn khaldun bogor has been trying to evolve its vision in which all academic activities should be based on the digital technology. the university, particularly the english education department, has been trying to integrate the digital eltin journal, volume 8/no 2, october 2020 113 technology into teaching and learning activities. students have been offered the access to digital based learning activities with an expectation that the students can learn effectively and efficiently. in this study, students’ learning experiences in the digital age are viewed from the lens of complexity theory (henceforth ct) which so far has not been extensively carried out. the available studies concerning learning in the digital age are mostly examined through the lens of mechanistic learning theories (johson, 2009). an example of deploying this theory was by franco in exploring students’ perception as the digital natives on learning activities (de & franco, 2013). his study revealed that digital native students tend to have a different perception of what they are offered at school. more importantly, franco found that most of the students missed the proper pedagogy aligned with their expectations and needs. the current study manages to depict a comprehensive understanding of english learning experiences of the students living in this digital age viewed from ct perspectives. specifically, the study addresses: “how do the students who live in the digital age learn?” b. literature review 1. learning in the era of digital nowadays, educators have been trying to develop their teaching activity by making use of technology. such measure is not without reason, because today’s generation is living in the period where technology is growing rapidly. they are ‘born digital’ since they all have the access to networked digital technologies and have the skills to use those technologies (palfrey & gasser, 2008). their life experiences are therefore described to be molded by experiences with digital technologies (jukes et al., 2010). based on a comprehensive review of the literature (gasser et al., 2012), learners living in the digital era have been identified as the individuals who live in the world where most of their activities are mediated by technology. briefly, such learners have been identified as the individuals who spend their times with computers and video games. they are constantly connected to the online world and have the capacity to use digital technology for searching the information they need. in the context of learning, a study points out that digital generation will learn only when they really wish to know and learn about something (prensky, 2012). more broadly, they are the individuals who live in the world of computers and video games (gasser et al., 2012), constantly connected to the online world (jukes et al., 2010), have the capacity to use digital technology transparently (miller, 2011), and feel comfortable in online spaces (palfrey & gasser, 2008). in other words, digital generation makes use of digital media as an integral part of their lives. even though, the way they learn in the web-enhanced world might be different from one another (de & franco, 2013). for this reason the need to design learning delivered digitally that enable students to actively engage with educational content is required (luna, 2015). thus, teachers should empower digital learning platforms as part of their instruction activity to make learning more engaging, interesting, and interactive. an instructor, for example, might have students use the software in the classroom as part his day’s instruction, or have the students to use the software at home for extra practice with the course content (falck et al., 2018). there are numerous types of online learning platform the students can choose which will depend on their online program needs. this, will in turn, depend on some factors such as accessibility and understanding on technical considerations. after all, finding information on the website is the most convenient way for the students in the digital age to produce a positive attitude towards learning (de & franco, 2013). in general, the types of online activities include online chatting, social networking, online shopping, lyrics, news online shabir & umam : understanding students’ learning...... 114 games, educational websites, youtube, google, email checking and sending, music and video downloads, and others. there are some important characteristics of digital age which include authentic resources and activities, online books, collaboration and communication, hypermedia, skills of integration, just in time learning, knowledge and language, style, registers, multimedia, netiquette, online tools, production, reading, spell checks, text manipulation, and web page publication (padmavathi, 2019). in terms of language learning, padmavathi suggests that language skills combined with digital skills can be effective since the learning is up to date, interesting motivating and relevant for digital age. however, learning in the digital era is complex and dynamic since it involves mix of work, social life and education system that we need to understand alongside the different theories of education and learning (jones, 2015). therefore, the current learning practices cannot be perceived as being true at some point in the future because the environment will demand change. ct has an answer how it undermines the traditional theoretical basis of individual differences as distinct and stable learner attributes (ortega, 2017). in the lens of ct, the components of learning described as agents are interconnected, interrelated, and interdependent (pappas et al., 2017). 2. complexity theory in science, complexity theory (henceforth ct) is mainly used for examining the phenomena which emerge from a collection of interacting objects (johson, 2009). in this theory, these objects are named as agents that interact in a complex system characterized as dynamic, complex, nonlinear, chaotic, unpredictable, sensitive to initial conditions, open, selforganizing, feedback sensitive, and adaptive (kasbi & shirvan, 2017). the term of system here is broadly defined as a regularly interacting or interdependent group of items forming a unified whole (franco, 2013). it might be simplified that a system is created or produced by a collection of interacting parts to form an integrated behavior. as to dynamic system, it refers to the changes that occur in steps or stages, or continuously and unendingly (larsen-freeman & cameron, 2008). learning is dynamic. it engages a gradual process of interaction with teachers. learners sometimes have to adapt to learning style in order meet their needs and preferences (bhattacharyya & shariff, 2014). another characteristic of complex systems is called nonlinearity. nonlinearity highlights that the state of connections and interactions among elements and agents change over time in a way that is not proportional to input (larsen-freeman, 2014). it can be said that the components in a complex system are not self-determining or independent, and at the same time, the relations among the component is not static. this character of complex system i s contradictory to mechanistic linear systems in which interactions between elements and agents are constant (de & franco, 2013). further, it was said that complex systems as a condition in which complete randomness occurs that complex nonlinearity enters into irregularity and unpredictability (larsen-freeman, 2014). what can be assumed is that there might be a kind of take and give among such systems with their immediate surroundings. for this condition, it is predictable that randomness will occur, but it is unpredictable to state when that moment will occur. the unpredictability in the behavior of complex systems is due to their sensitivity to initial conditions in which a minor can cause a large change in the system. this condition is than described as open because it is far from state of equilibrium (baker, 2006; johson, 2009). this means that they are in constant contact with the environment around them and can be directly influenced by it. to conclude, these systems eltin journal, volume 8/no 2, october 2020 115 share energy or matter with their immediate surroundings. the next character complexity theory is called self-organizing systems. the appearance of these systems is organize themselves without external direction, manipulation, or control (de wolf & holvoet, 2005). this system copes with change and maintain its organization independently and therefore, the ability for this system to adapt is needed (de & franco, 2013). the last characteristic of the complex system is adaptation which is the process by which a system adapts itself to the changes in its environment. in the words of davis and sumara (2006), complex systems embody their histories they learn and are thus better described in terms of darwinian evolution than newtonian mechanics. systems that work in this way are called ‘complex adaptive systems’ (bachman, l. f., & palmer, 2010). an example of a complex adaptive system is the school. as larsenfreeman and cameron argue, the school is an open system, and may also be a nonequilibrium dissipative structure, in which the order or dynamic stability is the experiencing by learners of meaningful and life-affirming education (larsen-freeman, 2014). this scenario includes certain components, including teachers, students, a curriculum, and a learning environment; additionally, external factors may influence these components and interactions. if an education system can adapt to the influences of changing external factors, it will maintain the dynamic stability and overall identity of effective learning. furthermore, these systems can be considered adaptive in the sense that they actively try to turn whatever happens to their advantage (ortega, 2017). c. research methodology this study adopts a qualitative case study methodology. it privileges an interpretive approach based on the complexity theory (henceforth ct). this is based on the attempt to reach better understandings of participants’ perspectives by being sensitive to what is being studied (larsen-freeman, 2014). besides, this approach also will enable the study to get higher degrees of reflection in analyzing the data (baker, 2006). two research instruments were used for collecting the data. the first is a questionnaire administered to examine students’ accessibility to the internet which is the main feature of the digital era (obaidullah & rahman, 2018). this instrument was used to collect the data about the digitability of the students selected for the study. the domains asked were about internet connection stability, frequency of accessing internet, and preferences when online. these three domains were also asked by franco (2013) in assessing the digitalibity of the participants in his study. the second instrument is narrative frame. this choice is based on the idea that stories are told in a conscious fashion and offer subsidies for the researcher to understand someone’s experiences (bell, 2002). narrative frames are used to bring together different stories from different people in order to extract the commonalities in their stories (swenson & visgatis, 2011). narrative frame instruments have been used to examine the experiences of teachers (levis, 2014). the narrative frames used for the study was that resembles and used in the previous study by swenson and visgatis in investigating the commonalities of overseas students’ experiences (swenson & visgatis, 2011). in writing the narrative, participants formulate the narrative in a certain way, with a focus on the areas that the study is targeting for investigation. data analysis is conducted by interpreting the commonalities identified in the narratives through the lens of complexity theory. constructs of complex systems are used to describe the experiences of english students involved in the study. however, due to the space limitation, the excerpts of only five narratives are presented in the following section, for their descriptions of recurring events and perspectives shared in nearly all students’ narratives. shabir & umam : understanding students’ learning...... 116 d. findings and discussion before the results are specifically discussed, the following data were first gathered from a questionnaire to examine the digitability of 42 students to be selected participants concerning their digitability. there were three questions asked. the first is related to accessibility to the internet as illustrated by figure 1. figure 1 the blue area indicates the students stating that they have stable access to the internet. on the other sides, the read indicates the students whose access to the internet is not stable. based on the figure, 81.4% of the students have a stable access, while there are only 18.6% students admitting that they do not have stable access. the second question addresses the frequency the students access the internet as described by figure 2. figure 2 the figure illustrates that 90.7% of the students access the internet on daily bases, while there is only 9.3% who rarely access the internet. the last question is regarding what the students do when they are online as described by figure 3. figure 3 eltin journal, volume 8/no 2, october 2020 117 the diagram clearly shows that almost all the students perform more than two different tasks when online. from this questionnaire, it can be concluded that the students mostly have been familiar with online experiences in their lives. the following part reports and discusses the study’s results and discussions. since the main point of the study is to provide a better understanding on students’ experiences in learning english in the digital age, key features of complexity theories (henceforth ct) are used to analyse the data. the narratives were written in indonesian language but have been translated into english without changing their original meaning. the excerpts presented are accompanied by the unreal names of the participants. narrative’s excerpt 1 (…) i started for the first time my contact with the internet when i did not understand very well my lecturer’s explanation of a particular subject... that what felt. this happened many times which then made me familiar with the internet. i used to search on google to enhance my understanding and sometimes to find out quickly what i wanted to know. vocabulary is also another problem that i have. i frequently use my hand phone to search the meaning… actually, i hate to learn if it wastes my time. it is bad to say that i frequently spent long enough in the class but i still have to study again outclass through the internet. (…) (elga) at first, this participant shows a negative attitude toward in-class learning. she found that what she had learnt from the class failed to meet her expectation which is described in ct as strange or chaotic attractors in the system. based on wolf and and holvoet (2005), unsatisfactory pedagogical practices are seen as chaotic. her statement “i started for the first time my contact with the internet when i did not understand very well my lecturer’s explanation of a particular subject” means the interactions between the agents (student and lecturer) are influenced by an external factor which is unsatisfactory teaching. for this condition, the student tries to constantly immerse in technology to be easier for her to look for online alternatives to compensate for her unsuccessful learning experiences. the statement “i used to search on google to enhance my understanding and sometimes to find out quickly what i wanted to know. vocabulary is also another problem that i have. i frequently use my hand phone to search the meaning” clearly shows that the internet is favourable for her, and at the same time, she may have tendency to be an autonomous learner and thus look for digital tools to enhance her learning. narrative’s excerpt 2 (...) millennial like me should be able to use the internet to access everything. lots of lecturers are not total in giving learning. so using the internet allows me to access things that i wanted ... any things i want to know is easy to get. sometimes, learning in campus is not productive, that is because lecturers often miss the class and learning milieu is low.... moreover, i am the type of person who uses visual learning method. so, it is not enough if the teaching is carried out in form of audio only, so i need to study it again by searching for information on the internet for my understanding (...) anton the student clearly shows his frustration over the unsatisfying instruction on the campus. his statement “millennial like me should be able to use the internet to access everything” shabir & umam : understanding students’ learning...... 118 indicates an intentional effort to respond to his unsatisfactory condition. in other words, he manages to self-organize the chaotic condition in order to survive. the literature review shows that self-organization requires the evolution towards a certain attractor (wolf & holvoet, 2005). the unsatisfactory pedagogical practices reported by anton represent chaotic attractors, and he has triggered a self-organizing behavior in his learning. what might be assumed further is that anton has the potential to be autonomous learner as he selforganized the chaotic situation he had accoutered. in other words, he managed to adapt to his situation in order to survive. this phenomenon affirms franco, (2013) saying despite the teaching practices did not serve students’ needs, they were still able to seek alternative solutions and have a favorable attitude towards the english language. narrative’s excerpt 3 the site that i often use to learn from home is youtube. lots of videos that can be accessed for study materials while at home. (...) through youtube, i also watch videos in english to practice my listening skills, because the audio given by the lecturer it not be enough to fulfill my learning needs. (...) then now i am training myself to watch videos in english without indonesian or english subtitles ... i also use the wattpad application to practice my ability to read english texts. wattpad is an application used for writing and reading stories, such as fiction or non-fiction. therefore i am actually more comfortable when reading wattpad than reading scientific papers to improve my vocabulary ... (eva) again, the narrative by eva above seems much similar to the previous students’ narratives. in her opinion, her lecturer’s instruction had failed to accommodate her expectation. her statement: “i am actually more comfortable of reading wattpad than scientific papers to improve my vocabulary” signifies that she was not satisfied with her lecturer’s teaching using scientific papers in learning vocabulary. this chaotic situation then has triggered her to be in contact with learning sources and to develop an autonomous attitude by looking for other alternatives to improve vocabularies. narrative’s excerpt 4 (...) i use the internet a lot to find additional material related to the subjects i study. sometimes, when i don't understand the lecturers' explanations or material from source books, i search through the internet ... lots of content on the internet makes it easy for me to do my college work ... i watch english videos, and i like to learn about cultures of english speaking countries. ... (ani) similarly, the student highlights in-class unsatisfactory teaching practices. but, in the lens of complexity theory, there is a minor shift identified which cause a change in the complex system. the statement “i watch english videos, and i also learn about cultures of english speaking countries” indicates that her interest in knowing english speaking countries allowed her to be in contact with english and to develop an autonomous attitude in learning. this phenomenon affirms david and sumara (2006) saying that complex systems are also considered to be open systems, meaning that they are in constant contact with the environment around them and can be directly influenced by it. in other words, these systems exchange energy or matter with their immediate surroundings. from ani, it also can be concluded that she missed the proper pedagogy aligned with her expectations and needs (miccoli, 2007). eltin journal, volume 8/no 2, october 2020 119 narrative’s excerpt 5 (…) i actually hate an instruction when i found it difficult to understand. it was only until a new lecturer taught me how to study effectively and efficiently by the internet’s help. since then, i could enjoy every lesson. (…) i always use the internet and have been so familiar with it. for me, now learning is fun. (…) (bejo). the statement above describes a change over time which is the shift in the student’s attitude towards the language learning. the word ‘hate’ clearly implies that the student has a negative attitude toward learning. however, his attitude toward learning changed, and he began to feel differently after he had met with a lecturer who taught him how to study effectively and efficiently by making use of the internet. in complicity theory, this phenomenon is the main feature that characterizes complex systems. the dynamic interaction of various elements of the system over time such that the results of these interactions are not entirely predictable or proportional (harshbarger, 2007). in other words, there is a change from negative attitude toward learning to positive attitude toward leaning. based on a thorough investigation to all narratives in this research, a conclusion is made to address the questions stated earlier. the followings are the commonalities identified in all narrative frames of participants and the views of ct on the commonalities. the identified commonalities driving students to learn through digital network view of ct on the commonalities teacher’s insufficient skill in teaching, teacher frequently misses classes, boring teaching, book oriented teaching, lack of exercise, limited time to understand in class, not practical, too theoretical, wish for understanding better the subject learned, learning and playing games at the same time on internet, wish for knowing other than lesson such as culture, to do projects and learn at the same time. 1. the statements: teacher’s insufficient skill in teaching, teacher frequently misses classes, boring teaching, book oriented teaching, lack of exercise, limited time to understand in class, not practical, too theoretical are unsatisfactory teaching practices. in the lens of ct, these practices are seen a chaotic that trigger the students to adapt and self-organize their learning in order to remain positive toward learning. through the students are still able to compromise by self-organizing their learning. 2. the statements: wish for understanding better the subject learned, learning and playing games at the same time on internet, wish for knowing other than lesson such as culture, to do project and learn at the same time are seen as shift in learner’s attitude towards learning. it is because that the existence of digital networked tool and devices has changed the students attitude toward learning into shabir & umam : understanding students’ learning...... 120 positive and that they self-organize their learning. from all the narratives, it can be concluded that students self-organize (self-organization) their learning. the appearance of certain chaotic attractors such as teacher’s insufficient skill in teaching, teacher frequently misses classes, boring teaching, and book oriented activities require the students to adapt and self-organize. this confirms wolf and holvoet (2005) saying self-organizing requires the evolution towards a certain attractor. the study clearly shows that the unsatisfactory teaching practices the students reported an example of attractors that leads to a way of learning, which is self-organizing behavior. besides, the study also shows that self-organizing has the potential to inculcate autonomy in learning. the students are still able to deal with learning difficulty by making use of the internet. most of the students have similar opinion that a web-enhanced environment offers a wide range of learning opportunities and sources. through this web-enhanced environment, teaching practices that do not align with their expectations and needs still can be solved. e. conclusion the study has addressed the questions concerning students’ learning experiences in the digital age. the narrative excerpts presented here clearly depict how students learn in the digital age. an important phenomenon the study can highlight in relation to learning in the digital era based on the lens of ct is that learning is self-organizing. the students afford to self-organize their learning in order to survive by making adaptation and evolution in their learning. in this case, the evolution is made by searching learning possibilities offered by web-enhanced environment that surround the students. the study also has indicated that inclass teaching practices in the digital age do not align with students’ expectations and needs. in this case, there is a need for teachers to integrate their teaching material into web -based learning sources as well as provide the students the skill that can help to retrieve and develop information critically. to end the remarks, the writer is fully aware that this findings are still far from ideal, in the sense that more participants are needed to make broad generalizations or to draw any conclusions about learning in the web-enhanced environment. however, the study has shown that the narratives presented herein are an honest exploration of learning phenomena in the digital age. the study, therefore, suggests that teachers should avoid the obsolete teaching practices by integrating the material taught into students’ digital-based learning experiences. f. references bachman, l. f., & palmer, a. s. 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(2020). an exploration on efl teachers’ perceptions of effective 21st-century pedagogical competencies. jeels (journal of english education and linguistics studies), 7(1), 1–24. swenson, t., & visgatis, b. (2011). frames to assess overseas experiences. 441–452. sebuah kajian pustaka: sabila, pahlevi & miftakh : incorporating edmodo as learning... 132 incorporating edmodo as learning management system of summative assessment in efl classroom nadia fauzatus sabila1, muhammad reza pahlevi2, fauzi miftakh3 fauzanadia98@gmail.com, mreza.pahlevi@fkip.unsika.ac.id, fauzi.miftakh@unsika.ac.id universitas singaperbangsa karawang abstract this present study aims to find out how an english teacher carries out edmodo in summative assessment and to find out students’ perceptions doing online assessment through edmodo in efl classroom. this basic interpretive study involved thirty students of one of senior high schools in karawang. the data were collected from the subject of this research directly even via google form and whatsapp by using some instruments, such as: observation sheet, interview guideline, and questionnaire. the present study used semi-structured interview for three interviewees via whatsapp. the researchers also distributed close-ended questionnaire via google form to thirty students. then, it was analyzed by using miles and huberman’s method of data analysis. the finding indicated that the teacher conducts an online assessment using edmodo with appropriate procedures. edmodo leads teacher and students’ technological knowledge and edmodo renders the test practical and motivating. the students perceived edmodo well as summative assessment although there was a few negative assumption. most students would prefer to be evaluated through edmodo instead of the traditional test or paperbased test. keywords: keyword edmodo, online assessment, summative assessment a. introduction the efl teachers in indonesia understand that classroom assessment method should be regarded as a procedure rather than as a tool. the object of the assessment is not just to achieve student scores and to decide whether or not they fulfill the criteria, but also to know more about the development of students in learning and to mediate them in order to be effective in learning. assessment has become crucial in language teaching. it becomes evaluation of students’ progress. common assessment used in indonesian classroom is formative and summative assessment. according to brown 2004, formative assessment is evaluating students in the process of "training" their abilities and knowledge with the goal of encouraging them to begin the progress of learning. formative assessment is when you give comments or suggestions to students, or pay attention to mistakes, that feedback is offered to improve quality of language ability. while, mailto:fauzanadia98@gmail.com mailto:mreza.pahlevi@fkip.unsika.ac.id mailto:fauzi.miftakh@unsika.ac.id eltin journal, volume 8/no 2, october 2020 133 summative assessment is meant to evaluate, or summarize, what the student has learned and typically comes at the end of a course or unit of instruction (brown, 2004). course final exams and general proficiency assessments are forms of summative assessment. in addition, formative and summative assessment has been widely explored by researchers. it was found by widiastuti & saukah (2017) that formative assessment is really necessary for teachers to provide student feedback to improve their learning achievement and modify their learning styles. furthermore, based on ridhwan (2017), summative assessment refers to the fact that, when teachers summarize student’s learning at the end of the teaching cycle, they may use or not have to provide feedback information (formative assessment) to improve teaching and learning. however, digital learning cannot be avoided in education especially assessment. based on pai & thu in (lin et al., 2017), digital teaching aims at engaging students actively in learning activities in order to achieve the learning outcome. therefore, it is essential to adopt digital in assessment. sort of digital media in assessment is edmodo. ngo & ngadiman (2019) stated that edmodo has a positive impact on student achievement. they add that students in the hybrid environment achieved better on the common final exam compared to those in the traditional classroom-based environment. edmodo becomes one of the language assessment platforms. it is same in line with etfita (2019) that edmodo is an alternative way to evaluate students’ different language skills, encouraging the use of modern technology that almost all students are familiar with. ekmekçi (2016) mentioned that it is necessary to present innovative ways of evaluating the students' skills acquired during language learning. many research have shown that edmodo as a virtual learning platform makes it easy for students and teachers to carry out assessments. etfita (2019) conducted a descriptive study by involving 68 students. reflection of the students regarding the use of edmodo as an assessment tool were obtained by semi-structured interviews. the result was most of the students motivated and edmodo also reduced their test anxiety to a great extent in news and report writing course and they would prefer to be assessed through edmodo rather than traditional assessment techniques like pen-and-paper test. al-said (2015) investigated the issue of students' perceptions of edmodo and mobile learning and their real barriers towards them in higher school. the finding showed that students' perceptions while taught by using edmodo and mobile learning is in “high” level in general, and majority of students have positive perceptions towards edmodo and mobile learning. as they think that learning by using edmodo can facilitate and enhance effective learning communication, and they appreciate edmodo for saving time. in addition, ekmekçi (2016) conducted a descriptive quantiative study by involving 62 students. the finding showed that most of the students found edmodo to be funny, motivating, user-friendly, and practical application. several previous studies have studied edmodo only focus on daily tests and assignments that teacher just give a feedback or pay attention to student’s mistakes (formative assessment), but there is a little research on the used edmodo at the end of a course (summative assessment) which edmodo is used as a tool to assess students from what they have been learned during one semester. furthermore, this research investigates incorporating edmodo as an assessment tool in summative assessment and how efl students perception in using edmodo in summative evaluation. in order to make this current research focused, two research question formulated as 1) how does teacher carries sabila, pahlevi & miftakh : incorporating edmodo as learning... 134 out edmodo in summative assessment in efl classroom? 2) how do students perceive edmodo in summative assessment? all data gathered in this research aimed to answer those research questions. b. literature review 1. assessment in language teaching assessment plays an significant role in education and plays a key role in the teaching process. through an accurate assessment, teachers will identify and rate their students, provide feedback and organize their teaching accordingly. the process of evaluating the learning outcomes of all students is always carried out at the end of the learning process. the assessment process is not just about giving the value of numbers or letters, but there are several stages in the assessment. assessment is a tool for measuring student understanding of teaching materials. assessment is an attempt to decide what students know and what they can do. there are a variety of ways teachers can determine or evaluate the progression of students, they can use either paper-based assessment or online assessment. paper assessment has been widely used in school for many years, but with the development of technology, some of the teachers are now changing from paper assessment to online assessment. moreover, online assessment is now widely used by schools and universities around the world, particularly in indonesia. because my research focuses on online assessment, it is important to know how teachers or students should perform online assessments. bergstrom and lopes in (hricko & howell, 2005) argued that online assessment is a means of using the internet to inform, analyze and report the content of the exam and, when properly used, can greatly increase the effectiveness of online learning. online assessment prepares distances between students with the ability to respond to learning needs, values the outcomes of learning activities, and accelerates professional credential by using an efficient internet delivery framework. swearingen in (hricko & howell, 2005) stated that assessments can be categorized into three broad categories, depending on their general use. they can be used before, during and after learning, such as diagnostic assessment, formative assessment, and summative assessment. 2. edmodo as learning management system edmodo is a free social learning platform that gives learners access to course material presented by teacher. it helps students interact with each other and teachers through instant messages, enabling learners to work together and collaborate in a virtual classroom environment. teachers can easily assign students and set a time limit for homework. it is a secure platform because students can only log in with the special code provided by the teachers. parents can also monitor student’s progress and check their homework with another special code created for them. the first step to using edmodo is to build a free account by clicking the "i'm a teacher" button. after creating a free account, teachers are now ready to form groups. on the left side of edmodo's screen, teachers can see all the groups they have created. in addition, the buttons ‘manage group’, ‘create group’, and ‘join group’ can be found on this page. loading assignments and setting a due date are some of edmodo's main functions. eltin journal, volume 8/no 2, october 2020 135 teachers can send a note to add both new files, links and the library. they can choose either a special group or all groups to send files and notes. the section ‘poll’ allows the teachers to perform surveys based on a question and various answers. it can be used to determine student’s satisfaction with the course, needs analysis, and expectations about the course. this paper focuses on incorporating edmodo as an assessment tool of summative assessment. therefore, the ‘quiz’ section is attached to a lot of importance and will be explained in more detail. when the button ‘create a quiz’ is clicked, the following screen comes and teachers can first name the quiz. after setting time limitations for the quiz, teachers decide on the type of the questions. there exists five alternatives; multiple choice, true/false, short answer, fill in the blank, and matching. teachers can easily add questions in various format or they can load a previously created question by means of ‘load first question’ button. edmodo provides teachers with different testing facilities in language classes. teachers can utilize both formative and summative assessment techniques through online assessment. some specific grammar structures, vocabulary, reading and listening comprehension skills can be assessed by means of easily-created quizzes. duration of each quiz can be set and results can be sent to each student by just clicking a button. c. research methodology this researcher used qualitative as research approach and basic interpretive study as the research design. basic interpretive study or basic qualitative study is applied in this research by the aim to describes and interprets a phenomenon or process and seeks to understand participants’ point of view (donald ary, lucy cheser jacobs, asghar razavieh, 2009). this research studied the process of edmodo that is used as an assessment tool in summative assessment and study how students’ perceive edmodo in summative assessment in efl classroom at one of senior high schools in karawang. this research was carried out by involving 30 students of tenth grade to fill questionnaire by google form and chose randomly 3 students in lower, middle, and higher score level to be interviewed online. the decision of the participants refers to some consideration. the class is recommended by the tutor teacher. in addition, the students involved meet requirements with this study in terms of their background and learning experience. the participants should experience in using edmodo in summative assessment in any courses. to investigate how does teacher carries out edmodo in summative assessment in efl classroom, the researcher observed a class while doing summative test. the observation consists of observation guidelines, which consist of several statements of the pre-test, during test, until post-test. the researcher acted as an observer non participant because the researcher only observes or notice how the test worked from the beginning to the end of the test. moreover, to know about students perceptions, the close-ended questionnaire were distributed to 30 students. in addition, 3 of 30 students were interviewed to support the data. to analyze the data, the researcher used qualitative data analysis as proposed by miles (1994). there are three-steps qualitative data processing, there are data reduction, data display, and conclusions drawing and verification. data reduction refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in sabila, pahlevi & miftakh : incorporating edmodo as learning... 136 written up. the researcher selected the needed data from interview and documentation and it changed to be a good language. next, in data display the researcher displayed the questionnaire, interview, and documentation data that have done and arrange into written text. then, in conclusions drawing and verification, the researcher collected the data to get final conclusion. drawing conclusion was going by comparing between interview data and documentation data. therefore, the researcher got conclusion about how does teacher carry out edmodo in summative assessment in efl classroom and how do students perceive edmodo in summative assessment. d. findings and discussions 1. the use of edmodo in summative test in efl classroom edmodo leads teacher and students’ technological knowledge edmodo stimulates teacher and students’ technological knowledge. it is in line with tpack theory which is technology is combined with two other key aspects, namely pedagogy and content/material knowledge. it can be traced from observation data. as can be seen below, students prepared their phone to conduct summative assessment using edmodo. figure 1. students prepared their phone to conduct assessment using edmodo the teacher makes sure that students are ready with their mobile phone and give the special code to login on edmodo afterwards. after that, the teacher checks who are logged in on teacher’s edmodo. the teacher has prepared the quiz that set by her/him. limit timings, automatic scores, and submit assignments. when everything has been set by the teacher, students can not do it within the time limit set. this is intended to avoid cheating when students work on quizzes. eltin journal, volume 8/no 2, october 2020 137 figure 2 teacher set the time limit of the quiz and students score automatically the teacher can see who has finished and collect the assignments in teacher edmodo’s display. it becomes a comparison between the students who attend the test and the students who take the test. if you don't, the teacher's going to know that. the students who have completed the test can directly check the scores for each subjects they have completed. in the same way, the teacher can immediately find out the score of each students who has completed the test. edmodo checked automatically and provided the score. because the teacher also includes the answer key when making the questions, but students can't see it, it will only appear on edmodo's teacher. when the test finished, students can not re-access the quiz because it has the time limit that have been set by the teacher. all grades will be objective and safe, because students will not be able to rework the quiz without permission from the teacher. the test has a time limit sabila, pahlevi & miftakh : incorporating edmodo as learning... 138 edmodo renders the test practical and motivating edmodo makes the test both practical and motivating for students. it’s in line with the result of observation which shows that edmodo checked automatically and provide the score. students automatically checked the score after completing the quiz and submit it to the teacher afterwards. in addition, doing the test using edmodo also doesn’t need to carry a lot of equipments. students can also take a test at different locations when they are unable to attend. on the other hand, it is related to the statement of etfita (2019) that most of the students motivated and edmodo also reduced their test anxiety to a great extent and they would prefer to be assessed through edmodo rather than traditional assessment techniques like pen-and-paper test. this is in line with the results of the interview. the following excerpt from the students’ speech indicates that the use of edmodo is practical. s1 : “edmodo is a practical and user-friendly. when we can't get to class, we can conduct test in different places. at that time, my friend attended jaipong dance competition. she can’t attend the class and she was allowed to work on the quiz under the control of the assistant teacher.” s2 : “edmodo is simple and practical. easy questions to do. we can automatically check the score itself immediately. it removes our curiosity about the score that we get.” students also claimed that edmodo is motivating. it is in line with gagne & m, (1984), media are various types of components in a student environment that can stimulate them to learn. in addition, purcell et.al (2013) in (fauzi, 2017) also stated that in reality, without underestimating the position of traditional media, digital media is more generally accepted and commonly used by either teachers or students recently than traditional media. by using digital media edmodo, they're more focused on managing time when working on quizzes. they're more excited to work on questions. because automatically score that they’ll get become the main issue. excerpts of some students' speech are as follows: s1 : “edmodo which is user-friendly while testing, it is simple and also motivates. when we’re notified to do a quiz so that it is more excited to work directly on the questions.” s2 : “in my opinion, edmodo is also motivating because we have a time limit on each phone during the quiz. this can stimulate discipline, time management, etc. we are more serious about working on questions and using time wisely because we will submit our scores immediately after completing the test.” in addition, the use of edmodo for tests makes students more serious in taking tests. they are more encouraged when working on the quiz because the time limit already exists on each students’ mobile phone. it makes them more energized, not procrastinating, and more disciplined. the use of edmodo that was involved in the test was in accordance with the tpack (technological, pedagogical, content knowledge) theory. edmodo leads teacher and eltin journal, volume 8/no 2, october 2020 139 students’ technological knowledge. the students prepared their phone to conduct summative assessment using edmodo. the teacher gave the special code when students are ready with their mobile phone to join the test. ekmekçi (2016) stated that edmodo is a secure platform, as students can only log in with the special code provided by the teacher. it makes it easier for students to start the quizzes because they're not preparing a lot of equipment. it is in line with kukulska-hulme and traxler in (al-said, 2015) that some of m-learning benefits included flexibility and freedom of learning, social interaction skills and cooperative learning, self-learning and self-assessment through short tests or quizzes. in edmodo, teacher can control the amount of students who present with students who have logged in through edmodo. in addition, the test automatically ended with the time limit and due date that has been set by the teacher. it makes things simpler for a teacher to decrease the incidence of cheats, because students will automatically leave the quiz and can not do the quiz again. moreover, it is the same as al-said (2015) which students can submit homework, assignments and quizzes and receive feedback from their teacher. after the test is finished, students can immediately know the score they automatically get. it removes the curiosity of the score they get. edmodo also makes the test become more practical and motivating. al-said (2015) stated that students may like edmodo because it's easy for them to connect and work with their classmates and teachers online, and they may not cause students to face any difficulties. in addition, when the test begins, students immediately ask for a special code to be able to join the test. moreover, etfita, f. (2019) found that most of the students motivated and edmodo reduced their test anxiety to a great extent and they would prefer to be assessed through edmodo rather than traditional assessment techniques like pen-and-paper test. students also make the time to be used more wisely and they were more serious about the quiz. it is in line with (ekmekçi, 2016) that the duration of each quiz can be set and the results can be sent to each student by clicking the button. the objective result is one of the triggers for the students to concern about the test. 2. students responded well edmodo as a tool of summative asssessment the data from close-ended questionnaire that is presented in a diagram as follows. the evaluation criteria in the online platform are clear and understandable. the data of questionnaires indicates that the percentage of 30 students who answered the first question. the graph shows that 6 students (20%) strongly agree, 20 students (67%) agree, and 4 students (13%) are netral. it can be seen in the following graph. graph 1 students’ perception about “the evaluation criteria in the online platform” sabila, pahlevi & miftakh : incorporating edmodo as learning... 140 the results above indicates that 67% students agreed that "the evaluation criteria for online platforms are clear and understandable. it is associated with mokhtar & dzakiria (2015), the features and functions that suit the needs of the students are clearer and engaging on edmodo, it can also be considered as a simple portal promoting 'less is more'. moreover, using online platform in the learning process is effective, as it is save time and effort (siahaan, 2020). edmodo serves features that motivate and equip students to learn (etfita, 2019). furthermore, it also creates joyful atmosphere in learning (ekmekçi, 2016). it is also supported by the results of the interview. excerpts of some students' speech are as follows. “....it's easy to use edmodo. the scores will be operated automatically. the final scores will be combined from each subjects.”(interviewee 2) “edmodo is easy to use, simple and also motivates while testing. when i get a notification, i get excited about the test.” (interviewee 3) the evaluation criteria in the online platform guide in how and what to do in exercises. graph 2 students’ perception about “the evaluation criteria in the online platform guide in how and what to do in exercises” from the graph above, we can see that percentage of 30 students about the statement. the graph shows that 30 students has different opinion about this statement. as many as 6 students strongly agree that edmodo has clear instruction when evaluation. moreover, as many as 17 students (57%) agree, and 7 students (23%) are netral about the statement. thus, it can be conluded that a half of students agree that edmodo has clear instruction while doing evaluation. the quiz results showing my mastery of content helps in monitoring learning progress. the data of close-ended questionnaire showed the effect of quiz result to their learning progress. as many as 9 students (30%) stated that they strongly agree that 14 students (47%) agree, 6 students (20%) are netral, and just 1 student (3%) strongly disagree about this statement. it can be seen in the following graph. eltin journal, volume 8/no 2, october 2020 141 graph 3 students perceptions about “the quiz results showing my mastery of content helps in monitoring learning progress” from the graph above, it can be conluded that they agree about the quiz result of edmodo helps them in monitoring learning progress. it is supported by prakash et al., (2018) that in recording student scores, edmodo quizzes have an auto tallying feature and the teacher has access to a progress screen showing the percentage of questions correctly answered. immediate accessibility of every assignment score helps me track my progress. the data revealed that from 30 students as many as 12 students (40%) strongly agree about edmodo lets the students see their improvement due to quick access. in addition, 15 students (50%) agree, 1 student (3%) is netral, and 2 students disagree. it can be seen in the following graph. graph 4 students perceptions about “immediate accessibility of every assignment score helps me track my progress” the data above is in line with the result of interview as follows. “i prefer an online test (edmodo) because the scores can be accessed automatically, making it a motivation to do better in the next subject.” (interviewee 1) “we can check our scores automatically as soon as we finish the test. it eliminates our curiosity about scores like when performing a paper-based test.” (interviewee 2) the result of the data below indicates that half of the students agree that edmodo helps students to track their progress with immediate accessibility of every assignment score. sabila, pahlevi & miftakh : incorporating edmodo as learning... 142 feedbacks to online assignments obtained from the discussions in the face to face sessions help me reflect my progress. based on the data from questionnaires, it was found that the percentage result of 30 students about the statement in questionnaire, it indicates that 4 students (14%) strongly agree, 21 students (70%) agree, 4 students are netral, and just 1 student disagree. graph 5 students perceptions about “feedbacks to online assignments obtained from the discussions in the face to face sessions help me reflect my progress” thus, it can be concluded students agree that blended learning is effective to reflect their progress. it has been proved by ngo & ngadiman (2019) that edmodo assisted on students’ learning outcomes. students perceive edmodo in summative assessment the result of this study indicated that the students’ perceptions in incorporating edmodo in summative test is good enough. students have a positive perceptions toward the use of edmodo in summative assessment. there are a number of reasons why the students have positive responses to edmodo in summative assessment. first, they enjoy using the online assessment because edmodo is very easy to use because edmodo's layout is interesting and the features are easy to understand. it is in line with al-said (2015) that edmodo 's appearance and functionality are closely similar to that of facebook and nearly all students already know that social network. students also have knowledge of technology before using edmodo, but edmodo more leads students technological knowledge especially in assessment. therefore, online technology understanding is essential to help students do online assessment in edmodo. second, why the students were interested using edmodo in summative test is that online assessment better than paper-based assessment. edmodo's layout or features are structured with an attractive and interactive visual look. ekmekçi, e. (2016) stated that edmodo enables teachers and students to post materials, share videos and links, grades, notices, and assignments. it draws attention to making online assessment more enjoyable. in the other hand, students cannot find it on paper-based test. as in the online assessment, it has no application to add media. therefore, students are more enjoyable to do online assessments and even decrease their test anxiety. this finding confirmed etfita, f. (2019) which also found that the edmodo reduce students’ test anxiety and they would be prefer to be assessed through edmodo rather than traditional assessment. compliance with interesting features can trigger students' desire to perform online assessment in edmodo. eltin journal, volume 8/no 2, october 2020 143 the third reason the students enjoy doing the online assessment in edmodo is because the edmodo can save their time. in addition, edmodo can also be used everywhere without carrying out class tests with the teacher. if students are unable to attend because they have another important agenda, they can do it at another place but still have a permission from a teacher. moreover, students can check immediately the score they get after the quiz finished. the finding confirmed al-said (2015) study which most respondents agreed with the statement that using edmodo to save time and effort to get the information. in this case, one of edmodo 's benefits is both practical and flexible that can save users time. the fourth reason is because edmodo motivated students. students feel motivated by several factors when assessing online. first factor, edmodo has a time limit which is listed on the mobile phone of each students. when the time is up the quiz will be left automatically. this triggers students to take the tests more seriously and to use time as well as possible. the next factor, edmodo gives the students an objective score when they finished the quiz. the objective score is the absolute score that students get, if they are not satisfied with the score of the first subject, they will motivate them to be better in the next subjects, and vice versa. the finding confirmed that ngo & ngadiman (2019) found that 75% of the respondents agreed that edmodo helps learn directly from immediate feedback of quizzes and helps increase academic achievement increases motivation to learn more about the course. it is clear that edmodo encourages students to be more enthusiastic about taking tests and using time wisely. on the contrary, students also stated that the use of online assessment in edmodo presents negative perceptions. they argued that online assessment can cause trouble and complication. sometimes students should face the situations when the connection tend to be slow, which is or speed is important for using the time as well as possible. in addition, some students also consider the system to be complicated. if the image in question does not appear in the edmodo app, they must open the edmodo in web version. occasionally, edmodo suddenly exits while working on a test. therefore, the use of the edmodo activity requires the support of the internet so that students can complete the work easily without having trouble and complications. e. conclusions based on the findings, the research questions can be answered clearly. it can be concluded that the use of edmodo in summative assessment are edmodo leads teacher and students’ technological knowledge and edmodo renders the test both practical and motivating and edmodo responded well by students. teacher carries out edmodo in summative assessment in efl classroom. edmodo leads an english teacher and students’ technological knowledge and edmodo renders the test both practical and motivating. the teacher and the students were collaborated in using technology in writing assessment. they were familiar and integrated technology in writing assessment. edmodo provided and checked the result of the test automatically. it reduced students’ curiosity about the score they got. doing the test through edmodo does not need a lot of equipment. moreover, edmodo more motivated students while doing the sabila, pahlevi & miftakh : incorporating edmodo as learning... 144 test. students perception towards edmodo in summative assessment. the students’ perceptions to the use of edmodo in summative test consists of positive and negative perceptions. the positive perceptions are about the students enjoy doing the online assessment in edmodo because edmodo is easy to use. however, for the negative perceptions are about trouble and complicated. some students feel that the use of edmodo rarely trouble. f. references al-said, k. m. (2015). students’ perceptions of edmodo and mobile learning and their real barriers towards them. turkish online journal of educational technology, 14(2), 167–180. brown, h. d. (2004). language testing book: principles and classroom practice. book, 314. donald ary, lucy cheser jacobs, asghar razavieh, c. k. s. (2009). introduction to research in education eighth edition. in آآآآآ آ. ekmekçi, e. (2016). integrating edmodo into foreign language classes as an assessment tool. participatory educational research, spi16(1), 1–11. https://doi.org/10.17275/per.16.spi.1.1 etfita, f. (2019). students’ perspective on the use of edmodo as an assessment tool. jshmic : journal of english for academic. https://doi.org/10.25299/jshmic.2019.vol6(1).2516 fauzi, a. (2017). the effect of edmodo on students’ writing skill in recount text. ijpte : international journal of pedagogy and teacher education. https://doi.org/10.20961/ijpte.v1i2.5038 gagne, r. m., & m, g. r. (1984). the condition of learning. gagne r m. domains of learning. interchange. hricko, m., & howell, s. l. (2005). online assessment and measurement: foundations and challenges. in online assessment and measurement: foundations and challenges. https://doi.org/10.4018/978-1-59140-720-1 lin, m. h., chen, h. c., & liu, k. s. (2017). a study of the effects of digital learning on learning motivation and learning outcome. eurasia journal of mathematics, science and technology education, 13(7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a miles, m. a. (1994). miles and huberman (1994)chapter 4.pdf. in qualitative data analysis: an expanded sourcebook. ngo, j., & ngadiman, a. (2019). the impacts of edmodo on students’ performance in esp classrooms. kne social sciences, 3(10), 369. https://doi.org/10.18502/kss.v3i10.3918 prakash, r., praveen kumar, n., uday kiran teja, d., & lakshmu naidu, p. (2018). evaluating edmodo as a one on one educational tool in helping to enhance academic performance: an intervention study. may. www.jrad.co.in ridhwan, m. (2017). understanding formative and summative assessment for efl teachers: theoretical reflections on assessment for learning. j-shmic : journal eltin journal, volume 8/no 2, october 2020 145 of english for academic, 4(1), 40–50. https://doi.org/10.25299/jshmic.2017.vol4(1).505 siahaan, e. b. (2020). students’ perception of edmodo use as a learning tool. jet (journal of english teaching). https://doi.org/10.33541/jet.v6i1.1061 widiastuti, i. a. m. s., & saukah, a. (2017). formative assessment in efl classroom practices. bahasa dan seni: jurnal bahasa, sastra, seni dan pengajarannya. https://doi.org/10.17977/um015v45i12017p050 sebuah kajian pustaka: triyanto: sundanese language acquisition in … 18 sundanese language acquisition in children with indonesian mother language triyanto triyanto@stkipm-bogor.ac.id stkip muhammadiyah bogor abstract since childhood, humans acquire language acquisition. language acquisition by a child is obtained from the immediate environment, namely the family environment and social environment. the language that a child acquires through acquisition is called the mother tongue. however, the mother tongue that a child gets is sometimes not in a single way, but it goes along with other languages because of differences in language in the family environment and language in the social environment, making a child a bilingual speaker. based on this description, this study aims to examine the acquisition of sundanese (l2) in a child who speaks an indonesian mother tongue (l1). the method used is qualitative. data collection was carried out by listening to the conversation between the mki (research object) with the family and with other parties in their social environment. other data collection conducted by interviewing the mki. the collected data were analyzed using psycholinguistic, syntactic, and phonological theories and then described using a descriptive approach. the results showed that mki has a performance in sundanese both receptive performance and productive performance. productive performance in the form of lexicon, phoneme pronunciation, and sentences. keywords: language acquisition, bilingual, receptive performance, productive performance a. introduction language is a tool as well as a system that exists in human being so that it allows humans to be able to interact and socialize among others. as a system, there is a language complexity that is only owned by humans. shortly, it automatically distinguishes it from other creatures. the complexity of language as a system is both a gift and a privilege that is owned by humans. this is indicated by the presence of a language device in the brain. this device enables humans to have competence in language, both receptively and productively, as a provision for communicating among themselves. when humans use language to communicate, there is an attempt to listen to the speaker's exposure. this process then becomes the basis to understand the interlocutor's utterance to be stored in short-term memory. in psycholinguistic studies, this process is known as receptive performance. the speaker's speech that has been understood is then followed up with speech in response. this is known as productive performance. receptive and productive performance is the basic human ability in language. this ability was born and developed along with human birth and development. in other words, when humans were born, the language devices in the brain were formed simultaneously and triyanto: sundanese language acquisition in … 19 developed along with the physical development of humans and got the influence of their social environment. both types of performance can be obtained through acquiring language, which is a way of 'learning' language through natural processes experienced from childhood. when children acquire language, without realizing it, there are a number of aspects of the language that are accepted, from the simplest things such as lexical and phonological items to complex ones such as grammatical item. in this unconsciousness, the language devices in the brain have recorded various aspects of the acquired language. the acquisition of language experienced by a child is obtained through the immediate environment, namely the family environment and the social environment. however, the family environment is the strongest. this is what is called as the first language that a child gets through the acquisition process or in linguistic terms it is called as the mother tongue. acquiring the mother tongue is a process that takes place naturally (supriatna, 2017). in general, a child will have a single mother tongue, which is only one language. this is because the language used by his family is the same as the language used in his social environment. however, it is common for language differences to exist in the family and social circles. this affects a child acquiring two languages at once and automatically converting them to become a bilingual speaker. in cases like this, one language (l1) is more dominant than other languages (l2). a child as a bilingual speaker will have a tendency to mix codes and switch code in his language activities (marwan, 2016). this is like the case with mki which is the object of this research. mki has a father who speaks javanese and a mother who speaks sundanese. in their daily lives, mki's parents communicate in bahasa indonesia. bahasa indonesia is the dominant language controlled by mki through the process of acquiring the language. however, mki's grandmother who lives next door always communicates using sundanese both with mki and mki's mother. therefore, apart from acquiring indonesian, mki also acquired sundanese in the process of acquiring the language. based on this description, this study focuses on acquiring sundanese language in mki who speaks bahasa indonesia as a mother language. b. literature review 1. language acquisition language acquisition is one of the sub-disciplines studied in the field of psycholinguistics. in the process of acquiring language, it is explained that a child perceives the phenomenon of language from his immediate environment. saville-troike (2006) states that language acquisition occurs when a child who is still far before school age listens to various conversations both from his parents and from people around their environment. all of these are obtained by children by acquiring sounds of the language they listen to. a child will be able to distinguish the sounds in x language they get from the sounds in y that they don't get. language acquisition is not only experienced by children in the first language (l1), but also occurs in the second language (l2) and so on. this acquisition is called a second language eltin journal, volume 9/no 1, april 2021 20 acquisition (sla). almost the same as first language acquisition, sla as a second language acquisition takes place in an informal situation with a natural process that does not involve standard classes and learning arrangements. sla takes place when a child enters an environment that uses a language other than his native language (first language) and captures various language phenomena in that environment (saville-troike, 2006). 2. receptive and productive performance in 1957, noam chomsky introduced the concept of competence and performance as two basic events that humans will experience in the process of acquiring language (harras & bachari, 2009). competence is a set of grammatical knowledge that a child gets in obtaining his mother tongue or first language. it can be said that competence is limited to the knowledge that a child has about the language he / she gets. meanwhile, performance is the ability of a child to use the language in the context of its use. performance can be divided into two, namely receptive performance and productive performance. receptive performance is the ability of a child to decode the acquired language. in other words, a child who listens to language phenomena then captures the language code then translates and stores it in memory. meanwhile, productive performance is the ability of a child to encode language, namely in the form of speaking the language in a systematic description known as language production. 3. bilingualism the meaning of bilingualism is always developing and has non-standard boundaries. in general, there is an agreement that bilingualism is a description of two languages which are spoken by one person. however, it needs to be emphasized that bilingualism is not a system but a symptom of speech that is not characterized by a code. bilingual has characteristics that are limited to disclosure and is part of individual characteristics so that it does not represent groups. the fundamental thing from the bilingual phenomenon is a person's ability to master l1 and l2 even though their l2 is minimal (rokhman, 2013). although there is no typical code in the bilingual phenomenon, there is a distinctive characteristic of the speaker’s expression, namely bilingualism has the potential to switch code and mix code in the speech process. code switching is an event of switching the language code by someone when speaking the language. it happens when someone is speaking using l1 then moving to l2. meanwhile, mixing code is a language event characterized by the insertion of l2 elements and variations into the l1 being spoken or vice versa. this insertion process does not change the pattern and is unified so that what appears dominant is still l1 or the main language that is being spoken in that context. c. research methodology in a study, methodology has a very crucial role because it determines the flow of the research from planning to evaluation. research methodology concerns not only about the method, but also about the validity and process of a study. kumar (2011) describes methodology as an academic discipline that includes various fields of science in purpose to conduct research with the right approach. thus, the research methodology will organize the appropriate triyanto: sundanese language acquisition in … 21 operational steps as part of the research process such as determining the choice between quantitative or qualitative methods. this study uses a qualitative method. in the generally accepted paradigm, qualitative is distinguished by the use of words compared to quantitative which uses numbers. however, creswell (2009) provides a more specific statement that qualitative research method is an approach to studying the data related to human social problems. the research process involved questions and procedures that emerged flexibly on a case basis. data collection was carried out based on typical respondents or research objects. the interesting point in qualitative research is that data analysis is built inductively from specific things to general ones and the researcher proposes an interpretation of the meaning of the data. the object of this research is mki, a 6 year old child who speaks in bahasa indonesia as his mother language (l1) but he simultaneously acquires sundanese language (l2). the acquisition of sundanese language is especially obtained when mki communicates with j, her grandmother. data collection was carried out with a qualitative approach to mki as the research object. there were two main techniques in data collection. the first technique was by listening to mki's conversation with j and the researcher was not involved in the conversation. the second technique was conducted by giving an open (unstructured) interview to the mki. the collected data from the two techniques above were then analyzed by using linguistic theories with a qualitative approach. the basic theory used is psycholinguistic theory which is then deepened by using phonology, syntax, and sociolinguistics. the results of the analysis are described in a descriptive approach. d. findings and discussion this study examines the phenomenon of acquiring sundanese language, which is used a second language (l2) in children who speak indonesian mother language (l1). the respondent or object in this study is mki, a 6 years old child. mki lives with both parents who have different mother tongues. his mother speaks in sundanese language and his father speaks in javanese. in their daily lives, both mki's parents communicate using bahasa indonesia so that it becomes the mother tongue for mki. likewise when communicating with mki, mki's father and mother use bahasa indonesia as a means of communication. however, mki's grandmother (j) who lives next door always invites mki to communicate in sundanese language. in line with it, people in the neighborhood where mki lives communicate using sundanese language with bogor dialect. language acquisition, as explained by experts, is a process that takes place naturally. the process is not tied to a learning room or a formal situation and is not linked to standard aspects of language such as rules and so on. language acquisition is actually acquired by a child at birth because of the language device in the child's brain that is active since he was born (tussolekha, 2015). since his birth, mki has acquired bahasa indonesia from both of his parents. this has been happening to hom till now. the language acquisition received by the mki is the same as the acquisition that is generally accepted. however, since mki could communicate in a simple manner, around age 2–3 years, j as mki's grandmother had started to invite mki to eltin journal, volume 9/no 1, april 2021 22 communicate simultaneously with their daily activities. this act then became the foundation of the mki to acquire sundanese language which has continued until now. in addition, mki also received sundanese language acquisition from his environment in the city of bogor, which is a native sundanese speaking community in the bogor dialect. this situation has made mki automatically to become a bilingual speaker. huri (2015) states that indonesians are generally bilingual speakers because they master regional languages such as sundanese and master bahasa indonesia. the results of huri's research showed that the bilingual children he studied had l1 in sundanese language because they were obtained from their families. on the other hand, they also get indonesian as l2. the results of the huri test revealed that the bilingual children were more proficient in sundanese language than in bahasa indonesia. in the case study of mki, the opposite phenomenon applied. based on the researcher's study, mki was more proficient in bahasa indonesia than in sundanese language. this is common because bahasa indonesia is l1 for mki and sundanese language is l2. in the acquisition of language by children, there are two aspects that are obtained simultaneously in the process, namely aspects of competence and performance. these two aspects were introduced by noam chomsky in 1957. the terms competence and performance refer to the ability to know, understand, and express. then the performance is also divided into receptive and productive performance. in the case of mki, based on the research results, he shows competence and performance based on his acquisition in sundanese language. receptive performance is indicated by active involvement in sundanese language conversation. meanwhile, productive performance is indicated by expressions in the form of whole sentences, lexical, and phonological expressions. 1. competence from the results of syaprizal's (2019) study of language acquisition in children in the 0–6 year range, the competence of a child is an ability that they have subconsciously. according to him, language competence is the ability of a child to have a system of knowledge about a certain language as a result of the acquisition he gets. in obtaining l2, mki has subconscious competence which is a set of knowledge about the sundanese language that has been acquired by him. this competence is marked by the mki's knowledge of sundanese language. mki can distinguish sundanese language from javanese language or other languages by marking various aspects of the language, especially the phonological and lexicon aspects. 2. performance previous part discussed the competence of mki in using languages he acquired based on his experiences in communicating with his surrounding. competence contains matters relating to the general knowledge of the language obtained. with competence as an ability that a child has about a language, he will know the distinction between one language and another. triyanto: sundanese language acquisition in … 23 in other words, competence is a child's material for language activities. like someone making cake dough, there must be cake ingredients prepared. likewise for a child who will speak in l2, there must be a basic knowledge of l2. with the grammatical knowledge about l2, it is possible for a child to have a role in the ongoing communication, whether he plays an active role or plays a passive role. as already mentioned previously, apart from getting competence as a basic ability, a child has performance abilities. performance is a logical consequence of acquiring language by a child. by having the performance about the language he gets, a child has the basic ability to decode and encode the language he gets. when competence is likened to an ingredient in making a cake dough, performance is the tool used to make the cake. with performance, a child can perform various language products from the simplest level to the most complex level. a child can listen to conversations carried out by other people, listen to statements from speech partners, make words, arrange words into a sentence, and produce sounds according to the phonological characteristics of the language he acquires. this description provides clear boundaries that competence is a system of knowledge that is stored unconsciously in a child's memory. meanwhile, performance is an ability that a child has as a tool used in communication. performance is not only knowledge of language, but also the ability to use a language. the l2 acquisition obtained by mki allowed him to have the ability to perform communication in sundanese langauge. the performance that mki has is the accumulation of results he gets for following adults around them who communicate using sundanese language. in addition, j, who is mki's grandmother, always invites mki to communicate using sundanese language, thereby it helped to increase the performance capital of mki's sundanese language. it can even be said that the main capital in the competence and performance of sundanese language in mki was obtained from j. referring to the theory that divides performance into two, mki also has the ability to both types of performance, namely receptive performance and productive performance. the receptive performance that really owned by mki is the receptive performance for general, namely various things about sundanese language that are discussed by people everyday. this is logical because when the mki communicated with j, the substance of the talks was not far from things that were encountered daily and was in the area of public knowledge. moreover, when mki listened to the conversations of people around his closest social environment, such as when mki played around the house or when mki traveled to places that are still geographically using sundanese language in the bogor dialect. the conversations of the people he met using sundanese language were not far from the aspects of life that are usually encountered in everyday life. these discussions could not be separated from the daily activities that mki usually encounters. to test the receptive performance of mki, it was not enough to only carry out one technique to collect the data. what makes this research easier is mki's high interest in narrative matters. one of them is listening to other people's stories. there are many stories that mki really likes, such as about the world of animals, games, vacation trips, and so on. eltin journal, volume 9/no 1, april 2021 24 receptive performance testing is done by giving conversations in front of mki by using sundanese language in bogor dialect. the conversation was conducted by sw, mki's mother, and j, mki's grandmother, about a vacation trip that had been planned and would be held in the near future. sw explained a lot about the plan. in this case, j was not only a passive listener, but also was actively involved in the conversation. j chimed in on the story of mki's mother and occasionally gave a long response. from the testing process, mki has a receptive performance that was almost complete from the conversation process that took place between j and sw. the indicator was that mki intermittently chimed in on the conversation that sw had with j. in addition, the researcher asked several questions to test the mki's understanding of the conversation he had just listened to. the results showed that mki was able to decode vacation destinations, vehicles to be used, estimated travel time, people who will participate, natural rides to be visited, community myths about natural rides and local wisdom, destinations for overnight stays, and long the whole trip until back home. based on these results, general receptive performance was owned by mki as a whole because various discussed general aspects could not be separated from his understanding. however, from the whole conversation, his receptive performance was almost intact because there was a special receptive performance that he did not understand. table 1. the special phrases that mki does not understand no. ungkapan 1. leuwi lieuk 2. samak palid 3. ambon sorangan mki was unable to decode leuwi lieuk in its entirety because it was a special expression he had just heard. leuwi lieuk is the name of a waterfall. mki could only understand leuwi which means waterfall because they have visited the waterfall several times. meanwhile, lieuk which means ‘take a look’ had not been acquired by mki. samak palid is a phrase that represents local wisdom. this expression describes the myth about the existence of ghosts in waterfalls or in rivers in general that can carry and drown people. mki could not decode the samak palid phrase because this expression was not an aspect that was found in the daily activities of society in general. then the ambon sorangan phrase means someone who has feelings of his own and is not reciprocated. in the context of the conversation being tested, this relates to one of the natural rides that mki’s family would visit and has a myth about a daughter who has feelings of her own and is always waiting. mki could not decode the ambon sorangan phrase because it was a special expression that could not be found everyday. apart from receptive performance, mki also had the ability to perform productive. mki's productive performance was only measured in three aspects, namely lexically, syntactically, and phonologically. triyanto: sundanese language acquisition in … 25 table 2. lexical productive performance no. question answer 1. i emamna jeung naon? jeng endog ceplok 2. kamari ti imah d tas naon? ngepanan embe 3. i resep teu lamon liburan jalanjalan? nya atuh resep the table above is the result of the researcher interview with mki. in the short interview, mki showed productive performance at the lexical level, namely the expression of sundanese lexicons. researcher conducted interviews by administering short conversations to test productive performance along with receptive performance. when the researcher asked the question i emammna jeung naon (what i eat with [side dishes]), mki was able to decode it well because he really understood the context of the question. then, he did the encoding by answering jeng endog ceplok (with fried egg). after that, there was a question kamari ti imah d tas naon ( what did you do yesterday after visiting d). the context of this question was about mki who had visited d, a friend who raised goats behind his house. mki accompanied d to feed the goat. to this question, mki gave an answer ngepanan embe (feeding the goats). on the question i resep teu lamon liburan jalan-jalan (do you like to have a trip on holiday), the answer is by using nya atuh resep (yes i like it). from the interview with mki which has been represented in the three questions and answers above, mki could decode the questions well. then, mki encoded it by revealing the productive performance in the form of lexicons in sundanese. it indicated the ability of mki to communicate using sundanese. mki also had the ability in terms of productive performance at the syntactic level. researcher had recorded conversations between mki and j, his grandmother. the following are the sentences produced by mki when he communicated with j. however, mki had a special call to j, namely the initials a. table 3. sentences produced by mki no. sentences 1. a kadie baturan i main robot. 2. i arek sepedahan, a nungguan di belakang nya. 3. a nyaho te bola i di mana? the table above contains the productive performance performed by mki. there are three sentences as a representation taken from the conversation between mki and j. those three eltin journal, volume 9/no 1, april 2021 26 sentences show mki's ability to express mastery of the sundanese language in the form of sentence exposure. a kadie baturan i main robot (a come here accompany me to play robot) is mki's invitation to j to accompany him to play robots. then i arek sepedahan, a nungguan di belakang (i want to play a bike, please a waiting in the back) is an invitation as well as requests for mki to be accompanied to play bicycles in the backyard. then, a nyaho te bola i di mana (does a know where my ball is?) is a question from mki to j, perhaps j knows the ball he ws looking for to play. the forms of productive performance produced by mki illustrated his acquired abilities in sundanese language. although sundanese language is a l2 that mki acquired through the acquisition process he went through, his mastery is good enough because he can use this language to communicate with his speech partners. however, among the abilities possessed by mki, the most prominent weakness was the inability to carry out productive performance in the form of a long and constant conversation in using sundanese language. in a long conversation with j, mki still often interspersed sentences in sundanese language with sentences in bahasa indonesia. even in the sundanese sentences he produced, mki still often inserted sundanese lexicons. competence and performance, both receptive and productive in mki, could not be separated from the form of interaction with j. this has been done since mki is 2–3 years old. another triggering factor is that both parents let mki communicate in sundanese language which is an awareness that this phenomenon is a natural event that cannot be avoided. interaction with the social environment is also another factor in his ability to speak sundanese language. the phenomenon experienced by mki is in line with the structure theory of language. chaer (2015) reveals the internal structure and outer structure as part of the language structure. figure 1. language strucure triyanto: sundanese language acquisition in … 27 according to abdul (2003), there is a transformation in human language activities. this transformation connects the two main structures within humans, namely the outer structure and the internal structure. in the internal structure, language is still knowledgeable and has abstract shapes and patterns as a result of decoding. then in the outer structure, encoding is carried out so as to produce various language productions in a number of levels and forms such as words, sentences, language sounds, intonation, to long speech forms and discourses. in the acquisition of sundanese language by mki, the language structure, as expressed by chaer, has represented the entire acquisition process that he experienced. with regards to the internal structure, mki was able to have competence in sundanese language which included all of his knowledge about spoken language rules as he got from his grandmother and his environment. mki was able to distinguish sundanese language from other languages because it has the characteristics of sound, pronunciation, lexicon, and other linguistic elements. still on the internal structure, mki has been able to decode the use of sundanese language both from directly communicated with him and from the conversations of other people he listens to. this ability illustrated that mki had receptive performance with a wide enough coverage to be able to decode long conversations in sundanese language with bogor dialect. then in the external structure, mki had a fairly good productive performance. this was indicated by the mki's ability to pronounce various sundanese lexicons down to sentences. however, what had not yet acquired was the productive performance of making sentences in long conversations. in the phenomenon of mki’s language, the acquisition of sundanese language as l2 automatically makes him a bilingual speaker of bahasa indonesia and sundanese language. therefore, during the data collection process, mki frequently conducted code mixing and code switching. for example, when he answered the questions in the interview session, mki mixed the code by answering in sundanese language but the lexicons of bahasa indonesia were still inserted as well. in addition, when mki expressed sentences in sundanese language, it was not fully expressed in sundanese language as in a long conversation. every time mki spoke in one or two sentences by using sundanese language, mki would switch the code by automatically switching to bahasa indonesia. the code mixing and code switching carried out by the mki took place naturally without being aware of it. this was not as an inability of the mki to encode, but because l1 was more dominant than l2 so that bahasa indonesia as the first language of mki was still very dominant in the process of acquiring sundanese language that he experienced. an example is when mki expressed i arek sepedahan, a nungguan di belakang nya, the word /belakang/ suddenly was inserted in the sentence. even though mki knew that the sundanese term in the bogor dialect to represent the back is /tukang/. in obtaining phonological acquisition, the obvious obstacle experienced by mki was the pronunciation of /eu/ [è] which is a typical diphthong in sundanese language. for example, when he pronounced the word /jeung/, mki pronounces it /jeng/. when he pronounced /kadieu/, he also pronounced it with /kadie/. thus, the mki difficulty in using sundanese language was in pronouncing the phoneme /è/ which always became /e/. eltin journal, volume 9/no 1, april 2021 28 meanwhile, in the pronunciation of the other phonemes, mki did not experience any significant difficulties. phonemes that are often considered difficult, such as /é/, /e/, /ŋ/, and /ɲ/ could be pronounced well in sundanese pronunciation. this is because of the strong sound correspondence between sundanese language and bahasa indonesia. these phonemes are used to be pronounced by mki in bahasa indonesia so that mki does not experience problems when they encounter them in sundanese language again. e. conclusion language acquisition is a natural phenomenon experienced by a child as part of his language development. however, language acquisition does not only occur in the mother tongue or first language (l1), but it can also occur in the second language (l2) and so on. the acquisition of sundanese language experienced by mki is a second language acquisition. this is because mki already has bahasa indonesia as his first language or as his mother language. by having bahasa indonesian as his first language, his acquisition of sundanese language became unique. this is because l1 was identified as dominating in the process of obtaining l2. in the acquisition of sundanese language by mki, there are competence and performance, both in receptive and productive. in productive performance, mki experienced problems in pronouncing the phoneme /è/ as a typical diphthong in sundanese language. this phenomenon is indeed common among people who are not native speakers of sundanese language since they will find it difficult to pronounce /è/. meanwhile, for other productive performances, phonologically, lexically, and syntactically, there are no significant obstacles for mki. however, like bilingual speakers, mki frequently switched and mixed codes in the process of acquiring sundanese. f. references abdul, c. (2003). psikolinguistik kajian teoretik. rineka cipta. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed methods (3rd ed.). sage. harras, k. a., & bachari, a. d. (2009). dasar-dasar psikolinguistik (d. sudana (ed.)). upi press. huri, d. (2015). penguasaan kosakata kedwibahasaan antara bahasa sunda dan bahasa indonesia pada anak-anak: sebuah analisis deskriptif-komparatif. jurnal pendidikan unsika, 2(1), 59–71. kumar, r. (2011). research methodology: a step-by-step guide for beginners (3rd ed.). sage. marwan, i. (2016). alih kode dan campur kode dalam pemerolehan bahasa anak. universum, 10(2), 191–198. https://doi.org/10.30762/universum.v10i2.259 rokhman, f. (2013). sosiolinguistik: suatu pendekatan pembelajaran bahasa dalam masyarakat multikultural. graha ilmu. saville-troike, m. (2006). introducing second language acquisition. cambridge university press. supriatna, e. (2017). menemukan pemerolehan bahasa kelas kata verba, nomina, dan triyanto: sundanese language acquisition in … 29 adjektiva pada anak usia 3 tahun 10 hari. semantik, 5(1), 34–54. syaprizal, m. p. (2019). proses pemerolehan bahasa pada anak. al-hikmah, 1(2), 75–86. tussolekha, r. (2015). mekanisme pemerolehan bahasa pada anak usia satu dan lima tahun. pesona, 1(2), 59–70. sebuah kajian pustaka: pasaribu: hate speech on joko widodo’s…. 56 hate speech on joko widodo’s offical facebook: an analysis of impoliteness strategies used by different gender arsen nahum pasaribu arsen.pasaribu@uhn.ac.id universitas hkbp nommensen medan abstract this study aims to reveal how hate speech was realized by netizens of different gender commenting on the covid-19 pandemic issue posted on the official facebook fan page of president joko widodo. this research was a qualitative descriptive. the research data consisted of 100 netizens’ comments selected from joko widodo's facebook fan page. the data were divided into two categories: 50 comments made by male netizens and 50 comments by female netizens. data were analyzed based on impoliteness strategies developed by culpeper. the findings show that male netizens tend to use bold on record impoliteness strategies to express their hatred towards joko widodo, followed by positive, negative, and sarcasm impoliteness, respectively. on the other hand, female netizens preferred to use positive impoliteness, negative, sarcasm, and bald on record impoliteness strategies. these findings indicate that male and female netizens differ in expressing their hate speech towards joko widodo. male netizens tend to be clearer, more harsh and straightforward than female ones in expressing their hatred. keywords: impoliteness, hate speech, speech act, gender, facebook a. introduction the practice of hate speech has lasted for a long period of time and its forms, methods, and effects have been investigated, defined, and explained for decades before digital era. the description of its practice in society is relatively the same as the power domination over minority throughout hostile speech or rhetoric that can cause dehumanization. this consequence can intensify hastily when hostile rhetoric reaches large audience by means of newscast, print or digital media and cause harmful hate crime in real life. the rapid development of social media platforms such as facebook, instagram, twitter, and path has contributed to the rising cases of hatred, humiliation, and other forms of racism among social media users. social media platforms offer a low-cost communication medium that permits someone to reach millions of users in a glance. accordingly, in these platforms, everyone can post and comment everything they want, and this could be evoked some negative impacts. pasaribu: hate speech on joko widodo’s…. 57 according to siddiqui & singh (2006), there are several negative effects of social media on society: (1) it causes netizens addicted. people use large numbers of time in social networking sites which can distract the concentration and focus from the main duty. (2) social media may bring negative behaviors to children and teenagers. they can easily access photos or videos containing porn or violence. (3) social media can interfere people’s privacy and personal zones. (4) some social media fraud can occur any time. (5) some people can misuse their images or videos in social sites for their own benefits. in addition, (6) people now use social media as a means of bullying, intimidating, and humiliating others by expressing hate speech. several studies have been conducted on hate speech in social media. for example, kimotho & nyaga (2016) scrutinized the nature of digitized hate speech by describing the forms of racial hate speech on social media. they uncovered that facebook and twitter were the main platforms used to express ethnic hatred. in the similar vein, ben-david & matamorosfernández (2016) studied hate speech and discriminatory practices in social media. using longitudinal multimodal content and network analyses, they revealed that political parties mainly incriminate discrimination, which is then taken up by their followers who use unconcealed hate speech in the comment space. the investigation of hate speech in indonesian social media was represented by al fajri (2018). the study was about the representation of a blasphemy protest in jakarta in both local and international press by using transitivity. this study exposed that global newspapers have a inclination to delegitimize the protest by depicting it as discrimination towards minorities and a benefit for terrorist groups. this study focused on the hate speech in social media by male and female netizens. the interest in this topic since it has long been studied that men and women communicate differently in different contexts. some scholars have interests in male and female differences in social media communication, particularly in hate speech matter. some studies revealed that male and female students had differences in expressing hatred in classroom (emilia et al., 2017; viriya & sapsirin, 2014; salikin, 2019). however, keong et.al., (2012) proved that gender had no influence in delivering hate speech. therefore, the different ways of gender in expressing their thought especially in the way of expressing hatred is a dispute and still interesting to be explored. this paper tried to discover the hate speech used by netizens when commenting on the pandemic covid-19 issues on the president joko widodo’s official facebook account. the special interest was focused on the way of male and female netizens expressed their hatred about the issues posted. b. literature review 1. pragmatics pragmatics is a study how people understand and create a communicative act or speech act in a real speech condition. yule (2019) explains that pragmatics as the study of the meaning of language conveyed by the speaker or how the hidden meaning must be understood by interlocutors even though sometimes it is not stated explicitly. therefore, communication between people is based on a shared understanding of what is being discussed and what is meant. furthermore, levinson (1983) states that pragmatics is a a study of aspects of language that require references rom language users to interpret what is being discussed. in other words, levinson wants to say that pragmatics is the study of the language meaning of the speaker which is based on a context that is shared, both the speaker and the listener. this eltin journal, volume 9/no 1, april 2021 58 is confirmed by the statement from finch (2000) which states that pragmatics is the meaning of the speaker’s utterance. from some of the definitions of pragmatics above, it can be concluded that pragmatics is the study of the meaning of the speaker’s utterances which are based on a context that is both understood by the speaker and the hearer. pragmatics then developed along with research conducted by linguists. so that pragmatics is divided into several branches of meaning studies, such as speech act, cooperative principle, presupposition, impoliteness and politeness. 2. impoliteness impoliteness is a development of brown & levinson (1987) politeness theory. as the theory of politeness was initially discovered by leech (1983) and watts (2003), culpeper (1996), however in its journey, politeness theory is more well-known than impoliteness theory. culpeper (1996) tries to explain the fundamental difference between politeness and impoliteness theories from two factors. firstly, culpeper (2005) argues that linguistic and non-linguistic signs do not create impoliteness. in other words, linguistic and non-linguistic signs basically do not contain impoliteness, but are caused by factors from outside the linguistics themselves such as power, social relations and context. secondly, prosody has an important role and has a very big influence on politeness and impoliteness. he added that impoliteness can be expressed not only verbally but also nonverbally such as gestures on the face, hands and other body parts. paralinguistic can also determine impoliteness in social interactions. according to culpeper (1996), impoliteness is defined as a communication attitude that causes the “face loss” of the hearer or the target. culpeper divides impoliteness into 5 categories: (1) bald on record impoliteness, (2) positive impoliteness, (3) negative politeness, (4) sarcasm or mock impoliteness, and (5) withhold impoliteness. the terms used by culpeper (2011) in the sections of impoliteness above are similar to the terms in the politeness theory used by brown & levinson (1987). a. bald on record impoliteness bald on record impoliteness is a type of impoliteness in the form of a clear statement from the speaker attacking the face of the hearer. the face threatening act (fta) is implemented in a straight, clear, unequivocal and concise way where face is relevant. for instance, “jokowi is a liar.” this expression is obviously and intentionally stated by the speaker. b. positive impoliteness positive impoliteness is the use of strategies designed to harm the addressee’s positive face wants. positive face means a person's desire to be respected, needed and responded to by others. culpeper (1996) explains that to realize this strategy, a person can take the following actions: (1) insulting others, such as ignoring one’s presence; (2) isolate other people from an activity; (3) discerning from others, such as avoiding sitting together with other people; (4) not showing interest, caring and sympathy; (5) using the name or identity inappropriately, for example if a person has a close relationship he uses a title and surename, or if the relationship is distant then only a nickname is used; (6) use secret language, such as the use pasaribu: hate speech on joko widodo’s…. 59 of jargon words, secret codes that are not known by others; (7) makes others uncomfortable; (8) using harsh words, curses and taboos; (9) calling someone's mockery name. c. negative impoliteness negative impoliteness is the use of strategies designed to harm the addressee’s negative face wants. negative face means a desire not to be bothered by others. strategies are used to avoid disturbing someone for the actions he / she takes. it is often termed the desire for freedom of action (culpeper, 2011). this strategy can be realized in various ways, such as: (1) scaring someone from doing or not doing something; (2) design, scorn or mock. this action can take the form of mocking others or belittling others; (3) controlling other people's places/space, like trying to get close to other people in terms of relationships; (4) associating other people with negative things, such as the use of the words 'you' or 'i'; (5) keeping in secret the kindness of others. d. sarcasm or mock politeness sarcasm is face threatening act with the use of politeness strategies that are obviously insincere, and thus remain surface realizations(culpeper, 1996). someone can use sarcasm for expressing his / her opposite feeling which means not the real meaning of what he or she says. it can be concluded that the realization of sarcasm is employing untruthfully politeness. for instance, someone says "congratulations on one’s victory" even though he actually feels disappointed over the defeat of others. e. withhold politeness withhold politeness is the absence of politeness work it should be expected. as culpeper (1996) gave the example that falling to thank someone for a gift may be taken as deliberate withhold politeness. in addition, withhold politeness is a strategy used not to perform as expected politeness strategies. the hearer tends to keep silent in responding the speaker’s utterances. c. research methodology this study was qualitative descriptive. it described the hate speech used by different gender on the president joko widodo’s official facebook account. the official facebook account can be identified by the blue tick on the top right corner of his facebook account. data of research were 100 comments containing hate speech selected from joko widodo’s official facebook. the comments were concerned with several issues posted on the joko widodo’s official facebook wall in january 2021. the data were divided into 50 male comments and 50 female comments. the identification of comments, whether they belong to male or female netizens, was based on the profile name and pictures of the facebookers (people who own the facebook accounts). the data analyses were based on the impoliteness strategies developed by culpeper (1996). eltin journal, volume 9/no 1, april 2021 60 d. findings and discussion a total of 100 comments were collected for a month through the joko widodo’s official facebook account. the findings show that from five impoliteness strategies proposed by culpeper (1996), four types of impoliteness were found, namely: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock impoliteness. however, withhold impoliteness was not found in data of the hate speech by netizens. following are the results of the impoliteness analysis data carried out on 100 netizen comments containing hate speech. table 1. impoliteness strategies used by male and female netizens no types of impoliteness male female freq. % freq. % 1 bald on record impoliteness 20 40% 5 10% 2 positive impoliteness 14 28% 12 24% 3 negative impoliteness 10 20% 17 34% 4 sarcasm / mock impoliteness 6 12% 16 32% 5 withhold impoliteness 0 0% 0 0% total 50 100% 50 100% table 1 shows the results of data analysis how male and female netizens convey hate speech on issues posted on joko widodo's facebook page in the january 2021 period. the results shown in the table above revealed that male netizens are more dominantly using bald on record impoliteness which consists of 20 comments (40%), followed by positive impoliteness 14 comments (28%), then negative impoliteness 10 occurrences (20%), and the least sarcasm impoliteness, 6 occurences (12%). meanwhile, the types of impoliteness strategies employed by female netizens are clearly different from the strategies developed by male netizens. female netizens predominantly use negative impoliteness, which is 17 comments (34%), slightly more than sarcasm impoliteness, which is 16 comments (32%), followed by positive impoliteness, which is 12 occurrences (24%), and the least strategy used is bald on record impoliteness, which is 5 occurrences (10%). from the results of the analysis above, it is obviously seen that the difference between the impoliteness strategies performed by male and female netizens. to further clarify these differences, the following will illustrate more clearly how the types of impoliteness strategies chosen by the two genders in expressing their hate speech towards president joko widodo through his facebook account. 1. bald on record impoliteness bald on record impoliteness is a strategy that in its delivery is direct, clear and straightforward to attack the face of the hearer. this type is used by a speaker who has greater power or a higher social status than the hearer. face threatening acts are done on purpose by the speakers. pasaribu: hate speech on joko widodo’s…. 61 m: suntik mati jokowi! (inject jokowi to death!) the statement "inject jokowi to death!" is a loud and clear expression of how a male netizen shows his hatred for joko widodo. in a post displayed on joko widodo's facebook fan page, the president was seen being injected for the covid-19 vaccine by the presidential doctor. from this picture, the netizens spontaneously told jokowi that he should just be euthanized. this expression indicates that he is someone who is disappointed in jokowi and his policies. m: bakar jokowi, penggal jokowi (burn jokowi, slaughter jokowi!) this expression also shows the type of bald on record made by a male netizen to express their hatred for joko widodo. this statement is clearly very harsh and vulgar, especially when it is addressed to a president. the use of capital letters in the word “bakar” (burn) shows the emphasis on burning joko widodo alive. f: jokowi bohong. (jokowi is a liar.) the expression "jokowi is a liar" was conveyed by a female netizen. it is a straightforward, clear and unambiguous statement that attacks the face of the hearer. this statement is classified as very harsh, vulgar and very bold when conveyed to a president. this statement may have been made because of the speakers' disappointment over the president's broken promises. by comparing the comments made by the male and female netizens above, we can see a clear difference in the bold on record impoliteness of their strategies. male netizens tend to use more harsh and vulgar expressions than the expressions made by female netizens. this is in line with the results of the studies done by (emilia et al., 2017), (viriya & sapsirin, 2014) and (salikin, 2019) that male and female forms of communication differ in expressing their thoughts and feelings. 2. positive impoliteness positive impoliteness is a strategy used by a speaker to damage the addressee's positive face wants. this strategy has characteristics, such as: the speaker ignores or isolates the hearer, keeps someone away from an activity, refuses to have something in common with others, not interested, does not care, and is not sympathetic to others, uses names and titles when they have good relations with others, using certain jargon, using taboo words, using derisive nicknames, and using taboo words, profane and other offensive languages. m: 11 trilliun dikantong bapak masih adakah? atau jgn2 sudah di garong partai tikus (11 trillion is it still in your pocket? or have already been stolen by rat thief party) the comments above are an emotional expression of netizens regarding the corruption that occurs in the social department. minister of social affairs, juliari batubara, of corruption in social aid for handling the covid-19 pandemic. juliari batubara is known as a member of the pdi-p party. the pdi-p party is also known as the party that support joko widodo to become president of indonesia. the pdi struggle was given the nickname garong party of rats (rat thief party). eltin journal, volume 9/no 1, april 2021 62 f: om joko. (uncle joko) the words "om joko" indicate that the speaker seems to be familiar with joko widodo. the nickname "om" and the use of the lowercase initials "j" in the name "joko", and only mentioning the first name shows an attitude of humiliation and contempt for president joko widodo. this expression will look appropriate if replaced by "mr joko widodo". 3. negative impoliteness negative impoliteness is a strategy used to harm the address's negative face wants. negative face is a condition that refers to the need of not being imposed upon or intruded on by others. this strategy is carried out by frightening someone not to do an action that is not in accordance with the wishes of the speaker. in addition, this strategy can be done by belittling someone for the work they do. the following is an example of a strategy that is included in negative impoliteness. m: gk mau disuntik ah nanti jadi titan. (i don't want to get injections; i don’t want to become a titan). the statement “gk mau disuntik ah nanti jadi titan” (i don't want to get injections; i don't want to become a titan) is included in the negative impoliteness strategy category, because the sentence implies if someone is injected with the covid-19 vaccine, then he will become a titan. titan is a giant creature that resembles a human. titan has an ugly appearance like a monster. this statement is an act of scaring others from being injected with the covid-19 vaccine. m: eh gblg presiden ini oon gua tau lu wibu. (eh, stupid presiden, stupid i know you are a liar.) f: pak presiden dipaksin daerah aku bnyk obat palsu banyak yg meninggal dunia. kita yang penting taat sama alloh ga dipaksin juga ga akan mati kalo belum waktunya meninggal. (mr. president, vaccinated in my region, a lot of fake vaccin, many of them died. the important thing is that we obey allah. if we are not vaccinated, we will not die if it is not the time to die.) the statement above is included in the category of negative impoliteness strategy, because this statement implies downplaying the consequences of the covid-19 virus. the speakers tried to provoke others to reject the covi-19 vaccine. he used the argument that if god did not want it, then we would not die even though we were attacked by the covid-19 virus. 4. sarcasm or mock impoliteness sarcasm or mock impoliteness is a strategy related to insincerity. the statement scontradicts reality. the purpose of this strategy is to make fun of or sarcasm for an event that is expressed in a different way from the reality. following are the commentaries of netizens that fall into this category. m: kemanusian yang adil dan beradab (fair and civilized humanity) pasaribu: hate speech on joko widodo’s…. 63 this statement is classified into sarcasm or mocking impoliteness because this sentence has the opposite meaning of what the speaker meant. the speakers assumed that there was an injustice that occurred in the covid-19 vaccine assistance. he considers that the little people also have the same right to get access to the covid-19 vaccine. the use of capital letters is considered that the speaker emphasize the issue. f: asli ga tuh (it is genuine.) this expression is categorized as sarcasm or mock impoliteness because the meaning contained in the sentence is to question the authenticity of the covid-19 vaccine from china. the speakers assumed that the vaccine was fake because it came from china, where the covid-19 virus originated. but he uses the reverse claim that the vaccine is genuine. 5. withhold politeness withhold politeness is a strategy where someone is absent or avoids taking acts to be polite. in other words, when someone should express politeness but failed to do it. for example, when someone forgets to say thank you for a help or gift from someone, it is considered withhold impoliteness. as the form of communication using facebook is one-way, withhold impoliteness is not found in netizens’ comments. the owner of president joko widodo's facebook account did not respond to comments from netizens so that the implementation of withhold impoliteness strategy by netizens were not realized. e. conclusion this research is about impoliteness strategies used by netizens in commenting on issues related to the covid-19 pandemic that are posted on the official facebook page of president joko widodo. this comment contains hate speech against joko widodo's policies and also joko widodo's person. this form of hate speech is analyzed based on the category of impoliteness strategies developed by (culpeper, 1996). comparison of the impoliteness strategy used by female and male netizens is also a concern and focus of research. from the results of the data analysis, we find that there are four strategies used by the two genders in conveying their hate speech, namely: bald on record, positive and negative impoliteness, and sarcasm or mock impoliteness. meanwhile, withhold impoliteness was not found because the form of communication between netizens and joko widodo through his official facebook account went in one direction. it does not allow withhold impoliteness to occur in that setting. besides that, the impoliteness strategy used by both genders looks very different. male netizens tend to use bold on record impoliteness strategies to express their hatred towards joko widodo, followed by positive, negative, and sarcasm impoliteness, respectively. for the meantime, withhold impoliteness was not found. female netizens prefere positive impoliteness, followed by negative, sarcasm, and balance on record impoliteness strategies. withhold impoliteness is also not found. these findings indicate that male and female netizens differ in expressing their hate speech towards joko widodo. male netizens tend to eltin journal, volume 9/no 1, april 2021 64 be harsh, clear and straightforward in expressing their hatred. meanwhile, female netizens tend to employ a more polite and indirect delivery f. references al fajri, m. s. (2018). the representation of a blasphemy protest in jakarta in local and international press. indonesian journal of applied linguistics, 7(3), 705–713. https://doi.org/10.17509/ijal.v7i3.9821 ben-david, a., & matamoros-fernández, a. (2016). hate speech and covert discrimination on social media: monitoring the facebook pages of extreme-right political parties in spain. international journal of communication, 10, 1167–1193. brown, p., & levinson, s. c. (1987). politeness: some universals in language usage. in british library (first). cambridge university press. https://doi.org/10.2307/3587263 culpeper, j. (1996). towards an anatomy of impoliteness. journal of pragmatics, 25(3), 349–367. https://doi.org/10.1016/0378-2166(95)00014-3 culpeper, j. (2005). impoliteness and entertainment in the television quiz show: the weakest link. journal of politeness research, 1(1), 35–72. https://doi.org/10.1515/jplr.2005.1.1.35 culpeper, j. (2011). impoliteness using language to cause offence (first). cambridge university press. emilia, e., moecharam, n. y., & syifa, i. l. (2017). gender in efl classroom: transitivity analysis in english textbook for indonesian students. indonesian journal of applied linguistics, 7(1), 206–214. https://doi.org/10.17509/ijal.v7i1.6877 finch, g. (2000). linguistic terms and concepts (first). palgrave. kimotho, s. g., & nyaga, r. n. (2016). digitized ethnic hate speech: understanding effects of digital media hate speech on citizen journalism in kenya. advances in language and literary studies, 7(3). https://doi.org/10.7575/aiac.alls.v.7n.3p.189 leech, g. n. (1983). principles of pragmatics. in longman (first). longman. levinson, s. (1983). pragmatics. in british library (first). cambridge university press. salikin, h. (2019). factors affecting male and female indonesian efl students’ writing anxiety. indonesian journal of applied linguistics, 9(2), 316–323. https://doi.org/10.17509/ijal.v9i2.20229 siddiqui, s., & singh, t. (2006). social media its impact with positive and negative aspects. international journal of computer applications technology and research, 5(2), 72–75. viriya, c., & sapsirin, s. (2014). gender differences in language learning style and language learning strategies. indonesian journal of applied linguistics, 3(2), 77–88. watts, r. j. w. (2003). politeness. in library of congress (first). yule, g. (2019). the study of language. in the study of language (sixth edit). cambridge university press. https://doi.org/10.1017/9781108582889 mulyani, lukmana & fadloeli: a cross sectional study to….. 147 a cross sectional study to the acquisition of english word tiers by indonesian senior high school students euis rina mulyani1, iwa lukmana2, odo fadloeli3 euisrinamulyani@gmail.com, iwa.di.bandung@gmail.com, odofadloeli@gmail.com ikip siliwangi universitas pendidikan indonesia abstract the present study was aimed to examine english-word tiers acquisition by senior high school students and to identify their strategies to boost their english learning. its design was cross sectional. to obtain the required data, a test and questionnaire were used. the data were taken from one hundred and five senior high school students who took part voluntarily as the subject of the research. then, the data were quantified to find frequency and percentage. furthermore, they were analyzed descriptively. the result of the analysis revealed that the students of the tenth grade tended to acquire the tier i words, followed by tier ii and tier iii words. in contrast, the order of word-tiers acquisition by students of the eleventh and twelfth grade were tier i, tier iii, and tier ii respectively. in addition, the data showcased that the majority of the students prefer to use their metacognitive as their strategy to enhance their english learning irrespective of the order of their word tier acquisition. keywords: language learning strategies, second language acquisition, word tiers a. introduction in second language learning, vocabulary plays a special rule (schmitt, 2008). language learners’ successfulness is commonly determined by the quality and quantity of the learners’ vocabulary knowledge of the target language. its acquisition development is highly related to the learner’s exposure to the language (kida, 2020; matusevich, 2017; and peters, 2019; schmitt, 2017; schmitt, 2019; de wilde and eyckmans, 2017) and learning strategies (ellis, 1985; feng, 2019; gass and selinker, 2008). when language learners learn a language, universal developmental sequences of the language acquisition – including many features of the language – exist (spada and lihgtbown, 1999; hill and flynn, 2006). regarding to this, many works have been found such as clark (1973), hansen (2004), matthews (2005), nicoladis (2011), and ruiz (2018). however, the acquisition of order of english word tiers by students has been paid less attention, in particular in indonesian context. therefore, this study is interested in researching the order of word tier acquisition. additionally, considering learning strategies used by learner to internalize new l2 knowledge, this study is also interested in investigating the strategies used by indonesian students during their english learning. mailto:euisrinamulyani@gmail.com mailto:iwa.di.bandung@gmail.com eltin journal, volume 9/no 2, october 2021 148 b. literature review second language acquisition (sla) refers to the process of how a second language is acquired by a second language learner (ellis, 1985; gass and selinker, 2008). when students studiy a second language, developmental sequences of the language acquisition exist (spada and lihgtbown, 1999). these developmental sequences universally exist in five stages: preproduction, early production, speech emergence, intermediate fluency, and advance fluency (krashen & terrell, 1983; cf hill and flynn, 2006). learners’ vocabulary acquisition in a second language is highly related to the learner’s exposure to the language (ellis, 1985; schmitt, 2017) and learning strategies (ellis, 1985; gass and selinker, 2008). the learners are suggested to be exposed as much as possible to various contexts in order to internalize vocabulary knowledge which is complex and multidimensional (schmitt, 2017). the complexity and multidimensionality of vocabulary knowledge can be seen from its components: form, meaning, and use. the form area of the knowledge includes spoken, written and the word part. the meaning area covers (a) forms and meaning, (b) concepts and referents, and (3) associations. the use area involves grammatical functions, collocations, and constraints on use (nation (2013:49). in addition, in english language, words are hierarchical. beck and kucan (2005) found that words possess notion of tiers: tier i, ii and iii. tier i words are the most basic words. these words are commonly acquired by language learners in various contexts because they are generally used in daily communication. as for examples are the words table, chair, house, garden, book, pencil, bag, etc. tier ii words are words that are commonly learned in the classroom through reading or teachers’ instruction. they are academic vocabulary, such as the word perspective, generate, initiate, intermediate, calculation, etc. tier iii words are words which are associated with a certain field of study or specific domains such as metacomprehension, plate tectonics, diphthong, fossilization, etc. therefore, rich exposures are necessary for language learners to acquire the language better. many researches have shown that learners from various countries who are exposed to english longer possess richer english vocabularies than others (schmitt, 2019), such as de wilde and eyckmans (2017), matusevich et al (2017), and peters (2019). on the other hand, language learners are expected to have learning strategies to achieve the success in their second language learning. according to oxford (1990), language learning strategies are categorized into six main categories: cognitive, memory, metacognitive, compensatory, affective and social. cognitive strategies facilitate learners to link the new learning materials to their existing knowledge. memory strategies mediate learners to connect things of their prior knowledge which commonly seen as an initial stage to learn grammar and vocabulary. metacognitive strategies help learners to manage the learning process and deal with a task. compensatory strategies facilitate learners to overcome their lack of knowledge when speaking or writing english. affective strategies facilitate learners to cope with emotions and feelings. social strategies promote learning with others. learning strategies use can help language learners achieve better performance and become more independent and autonomous learners. it has been proved by many works such as balci (2018), feng (2019), little (1995), and zhang, (2020). in addition, students’ learning strategies mulyani, lukmana & fadloeli: a cross sectional study to….. 149 preferences may be related to various factors like cultural background (e.g. grainger, 2012; politzer and mcgoarty, 1985; oxford, 1994), and learning conceptions (e.g. benson and lor, 1999; mulyani, 2020; vettory, 2018). c. research methodology this research employed cross-sectional design. the data were collected from the participants in one point of time and analyzed to identify their differences (creswell, 2012). the participants were 105 students of a senior high school in west java, indonesia, who participated voluntarily. they consisted of 42 students of grade 10, 36 were of grade 11, and 27 were of grade 12. to gain the needed data, test and questionnaire were used as the instruments. the test was used to gain the data regarding the english word tiers (word levels) acquired by the students. the term ‘word tiers’ meant in this study was the tiers or levels of english words based on beck et al. (2002). the test contained multiple-choice questions. this type of test was employed because of its practicality in terms of rating and interpreting (harris, 1969) and high reliability in terms of the scorer (brown, 2001; harris, 1969). the number of questions in the test was 45 consisting of 15 questions for each tier i, ii, and iii words respectively. in addition, the questions relating to tier i words were placed in the first section of the test, tier ii words in the second section, and tier iii words in the third section. the questionnaire was used to elicit the data relating to strategies used by the students to boost their english learning. it was adapted from oxford’s (1990) strategy inventory for language learning (sill) then translated into the indonesian language in order to facilitate students to understand it well. the gained data were firstly analysed quantitatively including frequency and percentage to identify the students’ tendency of the order of word tiers mastery which reflected their word tier acquisition. furthermore, descriptive analysis was done based on the quantitative data. findings ans discussion 1. the order of english word tiers acquired by the students based on the data from the test, it was found that there were twelve types word tiers acquisition. those types are 1a2a3a, 1a2a3b, 1a2b3a, 1a2b3b, 1a2b3c, 1a2c3b, 1b2a3a, 1b2a3b, 1b2a3c, 1b2b3a, 1b2c3a, 1c2a3b, and 1c2b3a. in addition, the occurrences of each type are various. it can be examined in table 1. english word tiers were coded using the numbers 1, 2, and 3. meanwhile, the order of english word tiers acquired by the students was coded using the subscripted letters a, b, and c. specifically, the subscripted letter a, b, and c represented the first, second, and third acquired word tier respectively. for example, the 1a2a3b type means that tier one and tier two words are mastered equally and both are mastered better than tier three words. this means that the number of correct answers in part 1 (which contained tier i words) is the same as the number of correct eltin journal, volume 9/no 2, october 2021 150 answers in part 2 (which contained tier ii words), and each of them is higher than the number of correct answers in part 3 (which contained tier iii words). other example, the 1a2c3b type indicated that the sequence of word tier acquisition by the students was tier i, iii, and ii respectively. it was inferred from the number of correct answers to the questions of the test given by the students. the score for tier i words questions was the highest among all tiers, and the score for tier ii words was the lowest. table 1. the occurrences of word tiers acquired by students from each grade based on table 1, the trend of the acquisition process of english word levels (tiers) by tenth graders was type 1a2b3c (28.6%). it was followed by 1a2b3b , 1a2c3b , and 1c2b3a (each of them is11.9%). then, they were followed by 1b2a3a (9.52%). this acquisition changed significantly when the students were in grade 11. in this grade, the students’ tendency in acquiring english words tiers was in 1a2c3b type (47.2%). then, it was followed by 1a2a3b (13.9%). the 1a2a3b type, then, was followed by 1a2a3a and1a2b3b type (each of them is 8.33%). the students’ acquisition changed insignificantly when they are in grade 12. the students with 1a2b3c type of word tier acquisition are the students whose basic-words mastery are the best, academic words are the second best, and specific fields of study are the third best. the fact that number of the occurrences of 1a2b3c type acquired by the students was the highest is reasonable. first, tier i words are the words that most frequently used in daily conversation in a variety of encounters and contexts. in addition, this kind of words are taught first before any other word levels (beck et al., 2002). therefore, it is logical that this group of words were acquired best by the students. second, tier ii words are academic words. they are most frequently used and taught in schools during teaching and learning process in the classrooms. they are also generally found in reading texts in different kind of contexts (beck et al., 2002). hence, it is acceptable that academic words – tier ii words – are as the students’ second best acquired words level. third, tier iii words are the words which are highly n o tier grade 10 grade 11 grade 12 i ii iii ∑ % r ∑ % r ∑ % r 1 1a 2a 3a 1 2.38 5 3 8.33 3 1 3.7 5 2 1a 2a 3b 1 2.38 5 5 13.9 2 5 18.5 2 3 1a 2b 3a 1 2.38 5 2 5.56 4 4 14.8 3 4 1a 2b 3b 5 11.9 2 3 8.33 3 3 11.1 4 5 1a 2b 3c 12 28.6 1 2 5.56 4 3 11.1 4 6 1a 2c 3b 5 11.9 2 17 47.2 1 8 29.6 1 7 1b 2a 3a 4 9.52 3 0 0 1 3.7 5 8 1b 2a 3b 3 7.14 4 2 5.56 4 0 0 9 1b 2a 3c 1 2.38 5 1 2.78 5 1 3.7 5 10 1b 2b 3a 1 2.38 5 1 2.78 5 1 3.7 5 11 1c 2b 3a 5 11.9 2 0 0 0 0 0 12 1c 2a 3b 3 7.14 4 0 0 0 0 0 42 100 36 100 27 100 mulyani, lukmana & fadloeli: a cross sectional study to….. 151 connected to a specific field of study and profession; therefore, they are most unfrequently found and used (beck et al., 2002). in other words, the students’ tendency in acquiring english words is that the most basic words are mastered best/earliest among their vocabulary; whereas the academic/instructional vocabulary is the second, and the technical/specific field vocabulary is the weakest/last vocabulary that they master. the students’ acquisition in grade 11 has two similarities to the students’ acquisition in grade 12. first, the eleventh graders’ and the twelfth graders’ tendency in acquiring english word tiers is in the type of 1a2c3b. the difference is in their percentage of occurrences; in grade 11 the occurrences of 1a2c3b type (47.2%) is bigger than twelfth graders (29.6%). this probably means that in grade 11 and 12, the students mostly learn tier iii words or technical words, but this tendency declines when the students are in grade 12 even though the position of the 1a2c3b type is still in the first rank. second, the second rank of the eleventh graders’ and the twelfth graders’ tendency in acquiring english word tiers is in the type of 1a2a3b. the difference is in their percentage of occurrences; in grade 11 the occurrences of the type 1a2a3b (13.9%) is lower than that of twelfth graders (18.5%). this means that the second tendency of the eleventh and the twelfth graders’ acquisition of english word tiers is in the type of 1a2a3b, but this tendency increases when the students are in grade 12 even though the position of the 1a2a3b type is still in the second rank. this is probably because the students in grade 12 have already learned more academic words which lead them to acquire more tier ii words better. therefore, in grade 12, the occurrences of 1a2a3b increases but the 1a2b3c decreases. as it has been stated earlier that tier i words are the words that are most frequently used in daily communication in a variety of situations and are taught first before any other word levels (beck et al., 2002); therefore, it is logical that these words were acquired best by the students. then, that the tier iii words are as the second best acquired words by the students are also logical since the words of this tier are the words or terms which are generally used in a particular profession or specific fields of study and are included into technical terms (beck et al., 2002). they are parts of potential vocabulary which can be recognized by language learners although they have not yet found the term in the target language (berman, buchbinder, and beznedeznych, 1968). finally, that the tier ii words were as the third best acquired words by the students are also logical. one of the reasons is that tier ii words are academic words which are generally exposed to students in classrooms when the teaching and learning processes take place, including the reading texts discussed in a language class. in contrast, the words of tier iii, are frequently found in various school subjects and indonesian news. in other words, the students’ tendency in acquiring english words is that the most basic words are acquired best/earliest by the students; whereas the technical/specific field vocabulary is acquired after the most basic words; while academic/instructional vocabulary is weakest/latest vocabulary that they mastered. it is probably because both students of eleventh and twelfth grade studied more specific topics and learning materials within specific school subjects than the students of grade tenth did; thus, their exposure to specific words was greater than the tenth graders’. this is in line with cameron (2003) that students’ interaction with the target language (language exposure) is a very essential aspect in the process of acquiring a language since the core of eltin journal, volume 9/no 2, october 2021 152 foreign language learning is the quantity and quality of the learners’ exposure to the target language during the learning process. 2. learning strategies used by the students the students’ answers to the sill questions were scored to obtain the average score of each strategies group. the highest average score is the focus of this study. there are six terms used in this section. they are ms, cgs, cms, mcs, as, and ss. these six strategies are actually the oxford’s sill six strategy categories: memory related strategy, cognitive strategies, compensatory strategy, metacognitive strategies, affective strategies, and social strategies. the participants of this research were categorized into three groups: (1) students with tier i words as their best acquired tier, (2) students with tier i words as their second best acquired tier, and (3) students with tier i words as their third best acquired tier. the data about these three types of students (of all grades) in relation to their language learning strategies is showcased in table 2. table 2. student’ groups of the acquired word tiers in each grade related to the most frequently used learning strategies grade 10 ms cgs cms mcs as ss ∑ ms cgs cms mcs as ss t type ∑ ∑ ∑ ∑ ∑ ∑ % % % % % % % 1a 5 2 2 13 6 2 30 17 6.7 6.7 43.3 20 6.67 100 1b 0 3 1 5 0 0 9 0 33 11 55.6 0 0 100 1c 1 1 1 4 1 0 8 13 13 13 50 13 0 100 ∑ 6 6 4 22 7 2 47 13 13 8.5 46.8 15 4.26 100 grade 11 ms cgs cms mcs as ss ∑ ms cgs cms mcs as ss t type ∑ ∑ ∑ ∑ ∑ ∑ % % % % % % % 1a 2 3 1 19 11 6 42 4.8 7.1 2.4 45.2 26 14.3 100 1b 0 1 1 3 0 1 6 0 17 17 50 0 16.7 100 1c 0 0 0 0 0 0 0 ## ∑ 2 4 2 22 11 7 48 4.2 8.3 4.2 45.8 23 14.6 100 grade 12 ms cgs cms mcs as ss ∑ ms cgs cms mcs as ss t type ∑ ∑ ∑ ∑ ∑ ∑ % % % % % % % 1a 1 1 4 17 3 4 30 3.3 3.3 13 56.7 10 13.3 100 1b 0 0 1 2 0 0 3 0 0 33 66.7 0 0 100 1c 0 0 0 0 0 0 0 ## ∑ 1 1 5 19 3 4 33 3 3 15 57.6 9.1 12.1 100 based on table 2, all groups (1a, 1b, and 1c) in grade 10 employed metacognitive strategies most frequently. this group of strategies was applied by thirteen students out of thirty students of group1a (43.3%), by five students out of nine students of group 1b (55.6%), and by four students out of eight student of group 1c (50%). thus, it revealed that all groups chose metacognitive strategies as their favorite strategy group. mulyani, lukmana & fadloeli: a cross sectional study to….. 153 similarly, in grade 11, both groups (1a and 1b) mostly used strategy metacognitive strategies. group 1a (the students with tier i words are acquired best) and group 1b (the students with tier i words are acquired second best) mostly employed metacognitive strategies. their occurrences were 19 times (45%) and 3 times (50%) respectively. finally, group 1c (the students with tier i words are acquired third best) who use learning strategy were not found because 1c group did not exist in this grade. like in the previous grades, the twelfth graders also mostly used metacognitive strategies. among students of group 1a (the students with tier i words are acquired best), the occurrence of metacognitive strategies use was 17 times (56.7%) which signaled that this type of strategy was the most frequently applied by the students. similarly, among group 1b (the students with tier i words are acquired second best) the emergence of language learning metacognitive strategies use was twice (66.7%). finally, in group 1c (the students with tier i words are acquired third best), metacognitive strategies use was not found. based on the finding above, metacognitive strategies were employed most frequently by almost all student groups from all grades. therefore, it can be inferred that the acquisition of word tiers does not relate to language learning strategies use. this is astonishing since second language acquisition are influenced by the way of how students learn the language including learning strategies use (ellis, 1985). in addition, the finding of this study is different from previous studies which showed that secondary students of different grades use different language learning strategies (e.g. tragant & victori, 2011) and students’ language learning strategies change from year to year (e.g. perea, 2021). it seems that some factors which were not investigated in the present research affected the result of this study. some of the factors are the students’ cultural background/national origin, and language tasks which are homogenous. it is because (1) the students lived in the same area, located in a sub-district which close to the school, (2) they studied in the same school, (3) they are from the same ethnic group. this is in line with previous researches which showcased that learning context, cultural background, and national origin are of significant factors affecting learning strategies use (e.g. grainger, 2012; griffiths, 2003; huang, 2016; sung, 2011). in addition, since the participants are the students of the same school, it seems that they got similar learning experience and language tasks and therefore use the same language learning strategies (see oxford, 2001). d. conclusion among the 10th grade students, the tendency of word tier acquisition type is the 1a2b3c, meaning that their best mastered words are the words of tier i word group, followed by tier ii and iii groups respectively. on the contrary, among the the 11th and 12th grade students, the tendency is 1a2c3b, which means that their best mastered words are the words of tier i group, followed by tier iii, finally by tier ii. most students of all grades, regardless of their type of word tier acquisition, prefer to employ metacognitive strategies to enhance their english learning. this indicates that word tier acquisition does not relate to preference for employing a particular language learning strategy type. eltin journal, volume 9/no 2, october 2021 154 references balci, o. & uguten, s.d. (2018). the relationship between efl learners’ language learning strategy use and achievement. international education studies, 11(2). beck, isabel and margaret g. mckeown and linda kucan. (2005). choosing words to teach. in hiebert, elfreda h. and michael l. kamil (eds.). teaching and learning of vocabulary, bringing research to practice london: lawrence erlbaum associates publishers. beck, isabel and margaret g. mckeown and linda kucan. (2002). bringing words to life. robust vocabulary instruction. new york: the guilford press. benson, p., & lor., w. (1999). conception of language and language learning. system, 27(4). 459-472. cameron, lynne. (2003). teaching language to young learners. cambridge: cambridge university press. clark, e.v. (1973). non linguistic strategies and the acquisition of word meanings. cognition, 2(2), 161-182. creswell, j. (2012). educational research. (3rd edition). pearson. de wilde, v., & eyckmans, j. 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(2019). understanding vocabulary acquisition, instruction, and assessment: a research agenda. language teaching, 52, 261-274. spada, nina and lightbown. 1999. how language are learned. oxford: oxford university press. sung, k. (2011). factors influencing chinese language learners’ strategy use. international journal of multilinguialism, 8(2). 117-134. tragant, e., & victori, m. (2011). language learning strategies, course grades, and age in efl secondary school learners. language awareness, 21(3). 293-308. vettori, g., vezzani, c., bigozzi, l., & pinto, g. (2018). the mediating role of conceptions of learning in the relationship between metacognitive skills/strategies and academic outcomes among middle-school students. frontiers in psychology 9. doi: 10.3389 zhang, s. (2020). the effects of dictionary use on second language vocabulary acquisition: a meta-analysis. international journal of lexicography, 2020, 1-38. doi: 10.1093/ijl/ecaa010 sebuah kajian pustaka: rohmah & indah: the use of modified english…. 121 the use of modified english song to improve vocabulary nuzulur rohmah1, rohmani nur indah2 nuzulurrohmah94@gmail.com, indah@bsi.uin-malang.ac.id 1institut agama islam negeri kediri 2universitas islam negeri maulana malik ibrahim malang abstract songs have an important role in the development of children learning a second language. it also can be considered a valuable pedagogical tool particularly to help learners improve vocabulary mastery. this study aimed to see a significant difference in vocabulary acquisition between students who were taught using modified english song and those who were not. the research employed quantitative approach with quasi-experimental design. there are two types of the test namely pre-test and post test. it involved twenty items of matching word test. the data analysis technique covered the normality test, homogeneity test, and hypothesis testing. this study involved fourty students of al-falah paculbojonegoro superior junior high school as the object of research. the result revealed a substantial difference in vocabulary mastery between students in the experimental class who were taught using modified english song as a medium and those who were not. the experimental class' average post-test score was 86.80, while the control class' average score was 82.80. because the t-observation value is higher than t-table (2.6539>1.685), the alternative hypothesis is accepted, and the null hypothesis is rejected, according to the t-test result. finally, the utilization of modified english song can help students increase their vocabulary mastery. keywords: modified english song, vocabulary, young learners a. introduction indonesian music can not be underestimated. proven fans spread in various countries in the world. it shows that indonesian music has the quality to compete on the world stage. as stated by boon ken wong, asia team lead, music culture and editorial spotify in a press release (detikhot, april 16, 2020). music listeners in indonesia have listened to the works of domestic musicians for more than one billion hours on spotify. spotify has several interesting findings not found in other countries. some of them are music genres and music listening habits that are classified as different from usual. spotify's director for asia, sunita kaur, said that indonesian listeners are among the most active in listening to music compared to other countries in the world. over the past year, spotify has recorded playing more than 3.9 billion songs in a request time of more than 11 billion minutes (ardian & saraswati, 2020). if the average indonesian listen to music at least three hours a day. not only that, for the asian region, listeners in indonesia are among the most diligent in making playlists ranging from young people to adults. eltin journal, volume 9/no 2, october 2021 122 music and songs have always had a significant role in people's lives, from children, teenagers, to mothers who sing lullabies for their children. the song itself can animate emotions and represent one's feelings when words cannot be spoken (medina, 2002). nowadays, it is nearly impossible to live a life without singing. it is due to the fact that song is used in movies, advertising, radio, and even most stores, restaurants, and other public locations. in addition, people may listen to their favorite music everywhere and at any time thanks to technology advancements such ad the ipod, mobile phone, and mp3. music is a basic need for every human being, because music can make people feel happy, joyful and comfortable. music can be effective in academics by helping to form learning patterns, overcome boredom and ward off annoying external noise. music also affects the emotional intelligence of teenagers (georgieva, 2017). as a result, music can be one of the media used by students to learn english vocabulary. students must prepare themselves with terminology to communicate in english, both verbally and in writing. little can be communicated without grammar, and nothing can be communicated without vocabulary (wilkins in harmer, 2002). the ability of students to speak, listen, read, and write is determined by their vocabulary (richards & renandya, 2002). the words students choose in their speeches have an impact on how effectively they comprehend what the speaker is saying. likewise, the clarity with which students can convey the reader's thoughts in writing is measured by their language competence. likewise, the ability of students to read will be influenced by their vocabulary competence. however, some problems in the junior high school classrooms make students have little knowledge of vocabulary to learn a foreign language. many students struggle with the tedious process of retaining and recalling language. the majority of students learn english vocabulary through their teachers and never attempt to expand their vocabulary. furthermore, the teacher is less inventive when it comes to expanding his students' vocabulary. this study focuses on the use of media in the teaching of english vocabulary. considering the strength of song from the pedagogical point of view, this study focuses on modified english song as a medium for increasing students' vocabulary by modifying indonesian songs into a vocabulary song that students can sing anytime. the use of songs is entertainment in the classroom that creates a fun teaching and learning atmosphere. this study aims to help students to make it easier to remember and also improve their vocabulary skills. what has been stated above is one of the reasons the author conducts this research. a song is a musical composition relatively short for the human voice, expressing words or lyrics (richard, 2002). sometimes, it features rhymes and employs vocabulary that is not always the same as what is used in official writing. the words in it are sung with a certain tone, rhythm, speed. musical instruments usually accompany a perfect song to beautify a song. songs are a great way for students to learn new words. it is because songs make it easier for students to recall new words. one song genre that can be used is pop (a term that comes from and stands for "popular"). the activity of listening to songs and singing songs will unconsciously enrich the vocabulary of students. because songs are primarily written for local speakers, they often include current language, idioms, and expressions (susanti et al., 2019). moreover, the use of songs in teaching vocabulary also assists teachers in teaching rohmah & indah: the use of modified english…. 123 english in a fun way and does not frustrate them. teaching vocabulary using songs allows students to learn vocabulary in turn (millington, 2011). several researchers have conducted research using songs in teaching vocabulary (kurnia, 2017; sari et al., 2019; faliyanti, 2017; roffiq et al., 2017; gushendra, 2017; safitri, 2018; salamah, 2020; rachmawati et al., 2020; cahyaningsari & saleh, 2016). song is an excellent teaching tool, especially when the teacher needs to deliver new subject. using music to stimulate and relax students during teaching and learning is a good idea. in addition, songs can also calm one's mind and become a tool for the development of human intelligence. b. literature review 1. modified english song in general, modification can be defined as nearly any action taken with the goal of improving something. according to oxford learner’s pocket dictionary (2008), to modify is making partial or minor changes to something. modification in teaching is an attempt to apply the principles of learning and psychological principles to the outcomes that are induced in human behavior. from that statement, it can be inferred that one of the efforts that teachers can do to make the learning process more effective is modification. song is a short piece of music with words to sing. a song, according to jajuli (2011), is a short composition in one brief movement for the medium of solo voice and piano. he goes on to say that song is a group arrangement made up of lyric and musical elements such as rhythm, melody, harmony and expressiveness. moreover, a musical composition for the voice of numerous voices comprises a brief poetry, lyric or balled, that is intended to be sung or not. by considering of the potential of song in english classroom, this study offers modified english song as a media for enhancing students’ vocabulary by changing indonesian songs into a vocabulary song that students can sing anytime. the lyric from the song is adopted from vocabularies which are taught by the teacher in the class and it is modified by the teacher using the indonesian song rhrytm. 2. pop song according to the indonesian survey scale, pop music is one of indonesia's most popular music genres. most popular songs are due to their pleasant and straightforward tone. the lyrics are simple and express the lives of today's youth, such as love, self-discovery or an eternal friendship. because it is known and liked by many people, popular music is a type of music that is very popular with the public. this music is also in accordance with the current state of affairs, so that it is fit with the taste and is always pleasant to hear in most people's ears. pop music itself has a specific character, one of which is the 'ease' which includes the existence of this music. another quite important character is that it is 'entertaining'. in other words, because it is intended to entertain then everything is made easy. therefore, there is no complicated process of entertainment. conveniences in pop music include; the lyrics are easy to memorize and do not involve complicated and direct philosophical thoughts, melodic strains are melodic, the harmonies are not too complicated, stomping loudly so that you use eltin journal, volume 9/no 2, october 2021 124 a music band, are flexible, meaning that a song can easily adapt to any style, has a tempo more varied (sasongko, 2016). pop music consumed by the public has significant similarities in certain aspects (khadavi, 2013). it is emphasized that pop music is 'standardized' both in terms of musical patterns and lyrics. it is evident from pop songs that are generally easy to listen to and interchangeable with other pop songs. while pop music is mechanical, in another sense it can be changed from one song to another without any real effect in the music structure that has become a single unit. to hide this standardization, the pop music industry guards it by making listeners forget that what they are listening to has been simplified before. songs are usually created based on experience or inspired by previous works. 3. song for young learners the children between the ages of 5 years to 12 years and those under 14 years old are considered young learners (yuliana, 2003; rixon, 1999). as a result, the average age of young learners differs each country. one of the success criteria in language learning, according to psycholinguistics, is learning at an early age. there are various reasons why learning at young age is preferable. first, before puberty, the brain adjusts more readily than after. second, children's unconscious mastery of language provides them with more chances than adults' conscious mastery of language. third, children are always learning without worrying about it, and they have numerous obligations, just like adults (brumfit, 1994). by learning at a young age, music can help children develop cognitive skills and improve language skills by singing songs to learn to appreciate language, vocabulary, and poetry. due to the fun-loving nature of young learners, teachers can instruct students through enjoyable activities. music is a pleasant activity that they are familiar with, and singing is a simple sort of music. they learn vocabulary automatically through entertaining songs and activities, and students can increase their vocabulary abilities in a fun way through songs. 4. song as pedagogical tool one of the advantages of using songs in class is its flexibility. songs can be used for a variety objective, and they can be considered excellent teaching tools for a number of reasons. songs are able to assist students in improving their listening and speaking abilities, songs can also be a useful tool in vocabulary learning (murphey, 1992; purcell, 1992; pourkalhor & tavakoli, 2017). in listening course students can feel bored while trying to learn the meaning of a new word or phrase by listening to a narration or dialogue. on the other hand, listening to songs repeatedly can reduce the monotony due to the combination of rhythm and melody. songs can also assist students develop their listening abilities by allowing them to practice listening to different types of intonation and rhythm so that they can carve themselves into our brains. therefore, the song is an adequate tool to be used in the language class. however, in speaking class students are often interested in learning how to pronounce vocabulary in a foreign language correctly. the teacher uses several exercises in pairs (dialogue). however, these activities are rarely of interest to young learners. songs, on the other hand, allow students to learn pronunciation by practicing songs which can be more interesting and fun. songs can provide opportunities for vocabulary practice. usually, songs are chosen based on a theme or topic that can provide context for adding vocabulary to students. the selected songs and lyrics must be carefully selected to complete the desired vocabulary target. rohmah & indah: the use of modified english…. 125 vocabulary holds important role in english language learning. it is the basic block of learning processing by which mastering the right amount of it becomes the prerequisite for learning of other subjects. unfortunetly, young lerners as the focus in this study face difficulties in learning process. generally, the problems faced by the students in learning english is difficulty to learn vocabulary. the learners and teachers are awere that vocabulary is important element, thus many teachers have various ways to tackle the difficulties and increase the chance of students to master english vocabulary as much as possible. modified english song is one of the ways to reach it. this study argues that modified english song could be applied by the students in daily life. the students do not need difficult effort to memorize vocabularies. because, only by singing the song indirectly the vocabulary will be easily remembered by students. in addition, modified english song is also able to create a pleasant classroom atmosphere, encouraging students become more passionate about english. c. research methodology in this study, the researchers examined the use of modified english song to increase students' vocabulary by using a quasi-experimental design. the researchers used two classes as samples, one of which was called the experimental class, where the class was managed by using songs. and another group is the control class which is managed without using songs. however, the material given to both classes is the same. in this research, there are two types of tests, first is pre-test and second is post-test. pre-test was given before treatment which aims to find out the homogeneity of the two classes. while the post-test was conducted after the treatment to determine if using modified english song can improve students' vocabulary mastery. the exam used in this study uses matching words consisting of twenty items to identify vocabulary and the duration is thirty minutes. this research was conducted at al-falah pacul junior high school, bojonegoro. the population in this study was the seventh grade of al-falah pacul-bojonegoro superior junior high school which consisted of fourty students. in sampling, the researchers used a random technique where the sampling was carried out as randomly as possible by using the population member number to allow each member of the population to be chosen as a sample member (latief, 2017). thus, the researchers divided them into two classes. they are experimental class and control class, each of which had twenty students. table 1 shows the sample used in this research. table 1. the sample of the research the data analysis technique used is to calculate the normality test, homogeneity test, and hypothesis testing. the hypothesis testing was done by comparing the prices of the tobservation and t-table with a confidence level of = 0.05% provided that if t-observation > t-table, then (ho) is rejected and (ha) is accepted with the meaning of modified english. song affects the vocabulary skills of the seventh grade students of al-falah pacul bojonegoro junior high school. sample experiment control class vii 20 20 total 40 eltin journal, volume 9/no 2, october 2021 126 d. findings and discussion the following section describes the results of students' ability to understand vocabulary using modified english song for class vii of al-falah pacul bojonegoro superior junior high school. in this research, the researchers presented each hypothesis and data. the test is a t-test if the t-observation value exceeds the t-table, the alternative hypothesis (ha) is accepted and the null hypothesis (ho) is rejected. the summary results can be seen in table 2. table 2. students’ vocabulary post-test scores in the experimental and control classes from table 2 the researchers presented that the average value of the experimental class (86.20) after receiving treatment was higher than the control class (82.80). the t-test formula was also employed to see if the two classes’ finding were significantly different. the results of t-test are shown in the table below. table 3. the resume of the vocabulary t-test result the t-observation is 2.6539, with 38 degrees of freedom and a significance level of 5%, as shown in the table above. if t-observation > t-table, the difference is statiscally significant. the t-observation in this situation is 2.6539, and the t-table is 1.685. it signifies that the ttable > the t-observation, indicating that the alternative hypothesis is accepted and the null hypothesis is rejected. so, it can be inferred that students taught using modified english song have much higher vocabularies scores than students who are taught using conventional methods. this media can assist teachers in teaching and learning in the classroom, making the teaching and learning process more engaging. the media utilized in the teaching and learning process is employed to help students reach their learning goals. the effectiveness in teaching vocabulary has been demonstrated to meet the goal of acquiring vocabulary. the experimental group showed significant differences in the vocabulary test after using the modified english song, this finding supports cambell's (2003) theory that listening to music can lower heart rates, engage brain waves for higher-order thinking functions, promote a happy mental state, relaxed, and easy to accept material to study. another educational theory cited by sari (2005) regarding learning media is that good music is valuable as a teaching tool. learning methods that use music to children have taken the art of combining music with learning to a new and higher level of education. it is supported by the statement of deporter, et al (2005). music has an impact on both teachers and class n �̅� sd experimental class 20 86.80 6.469 control class 20 82.80 5.125 variables df t-observe t-table interpretation experimental class and control class 38 2.6529 1,685 to>tt = significant rohmah & indah: the use of modified english…. 127 students. it is helpful to set the mood, affect students' mental states, and assist the learning environment. music can also aid students in remembering more; it can both consciously and unconsciously stimulate, renew, and strengthen the learning process. besides, the majority of students adore music. in this case, it can be concluded that music has a role in learning vocabulary in class. music can also be used to: 1). stimulate learners to practice, 2). promote body awareness, and 4). active the development of large motor abilities. 4). enhance cooperation. 5). increase learner’s self-assurance. 6). serve as a source of happiness and pleasure, 7). introduce and maintain structure in regular activities, 8). produce a controlled environment in which selfdisclosure can be realized, and 10). foster social ties. meanwhile, conventional techniques show that they are not effective. it is in line with the findings of other studies (kayyis, 2015; sari et al., 2019) which show that conventional techniques cannot help teachers in the teaching and learning process of vocabulary. in other words, the teaching and learning process is uninteresting and tedious classroom. the learning model is a pattern of interaction in the classroom between students and teachers that combines strategies, approaches, methods and learning techniques used to implement teaching and learning activities in the classroom. as defined by this notion, this learning model is a representation of how the interaction between teachers and students is related to the tactics, approaches, methods, and learning techniques employed in the learning process. e. conclusion based on the information presented above, various inferences can be taken. first, modified english song can be considered an effective strategy for improving students' vocabulary mastery, particularly in grade vii of junior high school al-falah pacul-bojonegoro. the students' post-test results evidence it following treatment using modified english song. second, learning through music can be a fantastic way to create an energetic classroom environment and demonstrate students participation in teaching and learning activities. because of this, it appears that students can participate actively in teaching and learning activities carried out using modified english song. third, students' active participation in learning demonstrates their motivation, leading to increased learning passion. as a result of the finding, it can be concluded that using music to teach and acquire vocabulary is a viable option. finally, they claim that using modified english song is a fun learning strategy because it is varied and simple to follow. therefore, the learning atmosphere in the classroom is very influential on the results of the learning process carried out. the study results stated that several types of music affect the learning atmosphere of students in the classroom. pop music is the most popular type of music. therefore, music is applied as a background for the learning atmosphere in the classroom. however, the role or influence of music on the learning atmosphere and the learning process still can become an object of research. it can be done for other types of music, such as regional music, traditional, english songs, or the type of music currently popular with students. in addition, the application of folk songs or english songs can also be done for the learning process. eltin journal, volume 9/no 2, october 2021 128 f. references ardian, d. & saraswati, d.p. 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(2018). the correlation between listening english song habit and students' vocabulary recognition at english teacher education department of uin sunan ampel surabaya (doctoral dissertation, uin sunan ampel surabaya). salamah, a. s. (2020). the implementation of badanamu animated song to improve students’ vocabulary in eyl class (doctoral dissertation, universitas muhammadiyah malang). sari, i.p., ashara, e.e., & yana, y. (2019). improving student's vocabulary mastery using english song. project (professional journal of english education), 2(3), 410415. sari, n. r. (2005). musik dan kecerdasan otak bayi. bogor: kharisma buka aksara. sasongko, h. (2016). mata kuliah musik pop dalam kurikulum pendidikan tinggi seni di indonesia. promusika: jurnal pengkajian, penyajian, dan penciptaan musik, 4(1), 21-31 susanti, d., sinaga, t., & yufrizal, h. (2019). the implementation of english song in teaching vocabulary at the first grade of sman 5 bandar lampung. u-jet, 8(2). yuliana, y. (2003). teaching 90. english to young learners through songs. k@ ta, 5(1), 8490. wijaya, kristian: the impacts of outcome-based education … 75 the impacts of outcome-based education for efl learners’ learning autonomy in the introduction to education class kristian florensio wijaya kristianwijaya500@gmail.com sanata dharma university abstract to enable all efl learners to engage in teacher-course experiences to be high-quality educators in the future, outcome-based education needs to be implemented by all lecturers in charge of improving the future national educational systems through hands-on, enjoyable, and cooperative learning experiences. therefore, outcome-based education had been assumed as one of the best answers to rejuvenate the whole educational policies nowadays since the learners will be able to engage more proactively in portraying their status as future educators through mutual cognitive and affective engagement. this study employed a qualitative method to investigate whether outcome-based education had successfully promoted learning autonomy for efl learners engaging in the introduction to education class. furthermore, two researcher instruments were also utilized to obtain a higher degree of trustworthiness in this study namely classroom observation and classroom survey. in accord with the gathered data, the findings suggest all efl lecturers teaching in teacher-course experiences to apply outcome-based education fully to promote a higher degree of enjoyment in learning, engage all learners to be more highly participative in disseminating a wide array of knowledge, and raise more intriguing awareness for the lecturers to be more self-evaluative on their applied teaching-learning practices. keywords: outcome-based education, efl learners’ learning autonomy, introduction to education class a. introduction to promote more holistic education in which all learners can learn some discipline-specific fields can be deemed as a challenging matter since the educational circumstances do not only provide more professional and compassionate teachers for them but also particular working competencies indispensable to thrive in this 21st-century era. patena & dinglasan (2013) state that the compatibility forming in the educational system should address all of the paramount modern skills for the learners who will be the professional workers in the future. in line with this essential need in today’s education, outcome-based education yielded the solutions for this issue since it demands the learners to be the creators of knowledge at the end of learning processes by enacting some particular products reflecting the whole learning processes endured by them. furthermore, harden mailto:kristianwijaya500@gmail.com eltin journal, volume 8/no 2, october 2020 76 (1986) adds that outcome-based education requires all learners to create particular learning products represented their obtained knowledge, which is completely different from input-based education in which the learners act as passive knowledge achievers. according to spady (1993), learners should be able to generate more meaning-making processes in outcome-based education by designing some tangible learning products. he also clustered two trajectories of outcome-based education. first, a heavy emphasis on learners’ proficiency in specific subject fields. second, the learners can be the agents of changes in their societies by integrating the knowledge they have obtained through proactive learning. in other words, outcomebased education breeds long-lasting learners who are always willing to identify various phenomena daily. by doing so, the learners will be able to develop their specific competencies into the utmost to attain their main objectives in their lives successfully and promote significant impacts to their societies. by the same token, mamary (1991) proposed eight major principles of outcome-based education (as cited in malcolm, 1999). first, the schools need to develop each unique learner’s talent. second, the schools should ensure the learners to achieve their learning success. third, robust credence should be established among the schools’ learning communities. fourth, holistic learning should be promoted for all of the learners. fifth, schools should diminish unfair judges for the learners since the main objective is to assist them to develop their competencies beneficial for future lives. sixth, the learners should be able to cooperate meaningfully with each other. seventh, all learners need to be more proactive in learning processes. last, stronger trust should be ingrained within the teachers that all learners can learn the subjects well. the main objective of outcome-based education is aimed to enable all learners to establish mutual trust and cooperation with their teachers and other learning members, it is pivotal for the teachers to transform themselves become faithful learning companions to help their learners show significant progress in their learning rather than giving gigantic lecturing where the learners become sluggish learning participants. regarding this aforementioned conception, spady (1994) promulgated four major principles of outcome-based education namely clarity of focus, designing back, high expectations, and expanded opportunities. the first notion deals with the teachers’ capabilities to lead the learners to achieve excellent learning competencies by the end of learning processes. thus, the teachers need to heed their attention to creating learning materials and assessments where the learners can potentially broaden their whole learning capacities to at tain more fruitful learning outcomes. in the second cycle, prior specific subjects’ curriculum should be closely interlinked with learning goals, tasks, and activities in which the learners will be able to foster their learning competencies efficiently. the third notion recites the learners’ bravery and confidence to cope with many kinds of challenges and impediments in their learning since higher learning standards should be attained by them. hence, the teachers should always be faithful learning companions in the presence of their learners to overcome all of these learning difficulties. in the last cycle, all learners should be provided by wider opportunities to enhance their specific learning competencies based on their learning proficiency and pace. when the teachers can understand these unique differences occurred in their teaching-learning circumstances, the learners will eventually be able to develop their competencies successfully for flexible time constraint have already been given to them. the aforementioned objectives and advantages of outcome-based education, it is interesting to briefly note here that there are three types of program evaluations aligned with outcome-based wijaya, kristian: the impacts of outcome-based education … 77 education implementations in various classroom contexts (see lixun, 2013) namely cipp, kirkpatrick’s, and outcome-based evaluation models. the first model resembles with output-based education emphasizes on the tangible learning activities endured by the learners. therefore, this model provides clear-cut objectives for educational stakeholders since they will be able to harness all of the results of particular teaching-learning activities in the classrooms for the benefits of educational policies and purposes. fitzpatrick et al. (2004) state that cipp demands all educational stakeholders to conduct more profound educational evaluations to three specific extents such as people who are going to take more responsibilities to respond to the results, the way people wield these results, and eventual decision making towards relevant educational policies they will implement in the future. due to the systematic procedures of this first educational evaluation, it is indispensable for educational stakeholders to ponder carefully before designing specific educational policies by integrating four particular cipp models proposed by stufflebeam (2005) namely planning, structuring, implementing, and recycling. aligned with these four specific cipp models, educational stakeholders must evaluate the educational programs by selecting and accommodating appropriate cipp models since these models are dynamic in nature, not static. furthermore, the second model had been accepted widely by educational stakeholders due to its practicality and relevance for learning processes. stufflebeam (2005) argues that kirkpatrick’s model has been extensively utilized in educational fields due to its practicality and feasibility to assist educators to evaluate intended learning processes undergone by the learners. thus, this model comprises of four levels of learning evaluations namely reaction (particular reactions shown by learners towards the learning processes), learning (the degree of learning transformation experienced by the learners in terms of attitude, knowledge, and skills), behavior (the learners’ capabilities to adjust their behavior after being exposed to particular learning processes), and results (the ultimate learning achievements obtained by the learners). this second model will promote more significant impacts for learners’ achievement and whole learning processes since it deals mostly with learners’ satisfaction, learning levels, particular competencies, and the success of learning programs (see boyle & crosby, 1997). the ultimate model focuses more on the learning instructors’ capabilities to conduct more profound reflections on their learning programs to ascertain all learners walk in the right corridor of learning processes. thus, the outcome-based evaluation model requires educational instructors to continuously evaluate their learning programs in terms of its uniqueness, major objectives, desired learning outcomes, and specific learning policies. schalock (2001) asserts that the outcome-based evaluation model consists of individual beliefs uphold by the educational instructors, the main goals of educational programs, and learning effectiveness obtained through clear-cut educational purposes. in other words, an outcome-based evaluation program is aimed to ensure all learners have achieved particular desired learning outcomes designed specifically by the educational programs in terms of knowledge, skills, and attitudes. all of these three pivotal learning outcomes attempt to enable the learners to improve and expand their whole capacities as future academicians, who are adept in their discipline-specific fields to promote significant changes to their societies. due to this main core of the outcome-based evaluation model, it can be inferred that tangible significant learning improvements experienced by the learners are more essential rather than increased credibility or quality of educational programs. eltin journal, volume 8/no 2, october 2020 78 in conformance with the major theme of this study, the researcher confessed that the implementation of outcome-based education in efl classroom contexts is quite challenging since language teachers should be able to promote some particular learning models corresponding with learners’ four skills namely listening, speaking, reading, and writing. in the indonesian learning context, there was no prior study conducted to investigate the impacts of outcome-based education for efl learners’ autonomy. since this study focuses on delineating significant impacts promoted by outcome-based education for efl learners’ autonomy in an introduction to education class, the researcher attempted to mention seven previous studies delved more about the importance of promoting a student-centered learning approach to improve specific target language competencies. the first study was conducted by simbolon et al., (2019). they discovered that efl learners’ speaking competencies can be improved significantly through project-based learning since they are required to be proactive creators of their learning products in a diverse learning group. further interesting study about learner’s autonomy was also conducted by komala & asri (2018). they found that language self access centers had successfully promoted learning autonomy for efl learners while doing their second language learning tasks as long as ample learning resources and assistance are given to them. moreover, poetra et al., (2019) discovered that cooperative learning activities enabled efl learners to write their narrative texts in a better way for they can give more meaningful supports for each other’s writing. in addition, fiani (2010) revealed that efl learners were able to compose more qualified writing products, develop creative thinking, and improve their writing skills in cooperative learning groups compared to those exposed to the direct teaching method. furthermore, hidayati et al., (2018) discovered that efl learners completely valued the implementation of cooperative learning since they were capable of sharing some mutual learning values with others and learning the target language easily. moreover, satriani (2019) also revealed that the cooperative script method enabled efl learners to develop their communicative competences more significantly since they were always challenged to be more proactive, innovative, and creative target language communicators while interacting with their interlocutors. ultimately, bara & satriani (2019) revealed that efl learners who were exposed to cooperative learning activities in writing descriptive texts had shown better learning progress compared to the learners who were engaged in discovery learning practices. although all of these previous studies conducted interesting investigations regarding the successful implementations of problem-based learning and cooperative learning activities to promote learner’s autonomy along with the higher quality of efl competencies for language learners, none of these studies has investigated about impacts promoted by outcome-based education for efl learners’ autonomy in an introduction to education class since the previous researchers heeded their profound attention to output-based learning (cipp model) where the specific educational programs had been successfully undergone by the learners in the representations of their significant progress and achievements in particular learning subjects. to fill this gap, this study was undertaken to conduct a profound investigation on some specific impacts generated by outcomebased education to promote autonomy for efl learners in an introduction to education class. one research problem was formulated to shed enlightenment for the specific discovery of this study wijaya, kristian: the impacts of outcome-based education … 79 namely: how did outcome-based education come into its implementation through the introduction to education class? b. literature review from what has been said so far, successful implementations of outcome-based education will lead the learners to be more proactive knowledge constructors since they are always willing to discover various phenomena in their lives and cooperating more mutually with other learning companions to enrich others’ understanding of certain discipline-specific fields. due to these indispensable learning outcomes yielded by outcome-based education, the teachers need to play their roles as high-quality instructors, mutual learning facilitators, and faithful learning companions in the presence of learners. two specific terms are believed to corroborate all of these outcome-based education main principles namely learner’s autonomy and social constructivism. more in-depth depictions of these two notions can be discerned as follows. 1. learner’s autonomy this term refers to the learners’ volitions to be in charge of their learning processes exert more powerful controls over their learning. in second language learning contexts, efl learners are required to have an exhaustive understanding of specific subject matters they are undertaking and know their exact positions to acquire the targeted language competencies successfully. due to this definition, language teachers need to understand the nature of learner’s autonomy thoroughly to provide more mutual learning assistance for them. balçikanli (2010) argues that learner’s autonomy is an internal self-possession ingrained within the learners. to nurture and amplify efl learner’s autonomy in some discipline-specific fields, the teachers need to promote supportive classroom environments in which the learners can continuously hone their learning autonomy. while mutual and cooperative learning assistances are still provided for them to proceed in their learning. hudec (2002) asserts that the successful embodiment of learner’s autonomy is contingent on the teachers’ capabilities of designing classroom activities demand higher learning responsibility for each learner. however, the full activation of learner’s autonomy required long-term processes since the learners need to possess higher responsibilities, enjoyment, and stronger volitions in their learning. further, the learners should also be able to value the specific-subject matters they are undergoing unless they will be demotivated in their learning. wolfman & sachs (2013) state that the main idea of learner’s autonomy is the learners can inculcate a stronger belief that they have stronger abilities, motivation, and responsibilities to learn. one major advantage of the successful implementation of learner’s autonomy is to breed long-lasting learners who are always willing to discover the truth forming in their lives. therefore, classroom vicinities should be created democratically to enable all learners to have similar opportunities and liberty to disseminate their ideas, thoughts, and arguments. borg et al., (2012 ) believe that learner’s autonomy will provide ample learning opportunities for the learners both inside and outside of classroom circumstances. to attain this major objective successfully, the teachers need to be qualified counselors, attentive listeners, and knowledge facilitators for their learners to help the learners to be more aware of the eltin journal, volume 8/no 2, october 2020 80 learning styles, preferences, and proficiency enabling them to achieve their specific learning objectives fully. camilleri (1999) states that teachers can transform themselves to be high-quality learning managers, and additional learning assistance for their learners to promote learning autonomy and responsibility. it can also be stated that learner’s autonomy will be one of the laudable dispositions possessed fully by the learners only if the teachers view it as a habitual practice that should be continually rehearsed cultivated. (borg et al., 2012) reported that there were three major obstructions for the teachers to promote learner’s autonomy namely rigid educational curriculum, learners’ demotivation in learning, and poor learners’ prior learning experiences in independent learning practices. in a similar vein, the teachers’ teaching styles will determine the successful implementation of learner’s autonomy. for instance, the teachers who commonly conduct gigantic lecturing in their teaching-learning praxis, will easily found demotivated learners who are attempting to exclude themselves from the ongoing teaching-learning processes. in stark contrast, the teachers who deliberately allow their learners to discover some specific phenomena autonomously will exhibit a higher degree of motivation, attentiveness, volition, and resilience in their learning since restrictive control behaviors towards the learners have been attenuated dramatically. jelsma (1982) discovered that the learners would be more demotivated and inattentive in their learning when the teachers exerted more authoritative controls over the classroom circumstances (as cited in egel, 2009). on the other hand, deci et al., (1991) revealed that the learners had experienced a higher degree of enthusiasm in their learning when their teachers did not force them to follow every rigid step proposed at the onset of learning processes. 2. social constructivism in the old-period, teaching-learning processes were heavily dependent on teacher-centered where the teachers played their roles as knowledge transmitters for their learners. this outdated approach is not recently relevant in this modern age since the teachers have played their major roles as facilitators, encouragers, and attentive listeners for their learners. therefore, the learners are required to construct their knowledge independently without relying extensively on their teachers. this dramatic shift of teaching-learning processes is emanating from the social constructivism approach proposed by (vygotsky, 1978, as cited in churcher et al., 2014) in which the learners should be able to discover a wide array of information autonomously. in a similar vein, he also believed that richer knowledge construction could be embedded successfully in the dynamic learning processes as long as the learners were undergoing meaningful interactions with other learning members to co-construct their attained knowledge. it can also be said that more meaning-making knowledge construction will be experienced fully by the learners when they are willing to negotiate some obtained information with their learning partners. the tangible merits which can be obtained from social constructivism are the learners will be able to develop their minds in learning due to the meaningful social and moral supports given by other learning members, improve their critical thinking along with communicative skills (see beck & kosnik, 2009). all of these three previous merits generated by social constructivism can merely be obtained through the utilization of scaffolding. in the scaffolding learning wijaya, kristian: the impacts of outcome-based education … 81 approach, meaningful learning supports should be donated fully by the teachers, learning peers, parents, and other school stakeholders to enable them to execute particular learning tasks exceeding their learning levels. however, this further utilization is a challenging matter for the teachers since the learning tasks should be created at moderate levels to promote learner’s autonomy and engagement for the learners. meaning to say, feasible and laborious learning tasks should not be included while doing this kind of learning activity since the learners will experience a higher degree of boredom and frustrating learning processes. gibbons (2001) states meaningful moral supports should be given appropriately and acceptably for the learners by providing them moderate learning tasks leading them to more advanced levels in their learning (as cited in johnson, 2014). due to the nature of social constructivism, it is worth restating here that social constructivism does not only benefit for constructing learners’ knowledge of certain specific subject matters but also help other learning companions to renew their paradigm continuously and promote higher learning confidence for the learners that they can create more meaning-making processes upon their knowledge discovery. to a particular extent, these other three major advantages of social constructivism were made in conjunction with the prior findings discovered by schreiber & valle, (2013). they discovered that social constructivism enables all learners to co-construct their obtained information impinges with the mutual social interactions that occurred in their learning discovery and enrich their knowledge towards particular discipline-specific fields. therefore, these researchers also prompt the teachers to provide better learning guidance, instructions, and directions for the learners to be able to create more meaningful construction of new knowledge independently and envisage certain tangible phenomena that occurred in their daily lives by harnessing all well-constructed conceptions they have attained in their learning. in correspond with all of these aforementioned basic concepts. some new lenses of implementing social constructivism successfully in various learning contexts by adopting five basic principles of social constructivism implementations proposed by (hein, 1991 & tam, 2000) namely heeding on learning processes endured by the learners, deeming the learners as proactive constructors of knowledge, establishing learning trajectories by providing useful guidance for the learners, not rigid instructions, engaging the learners to actively accomplish various challenging learning tasks, and incorporating learning assessments which are not judge learners’ existing proficiency. rather modify and broaden their specific understanding of specific subject fields. c. research methodology aligned with the major objective of this study proposed in the previous section, the researcher applied the qualitative method to gather more reliable data regarding the impacts of outcome-based education for efl learners’ autonomy in an introduction to education class. bickman et al., (2014) assert that the purpose of qualitative research is to discover particular phenomena closely interlinked with some specific events undergone by people. to give a better response to the research problem formulated in this study, two research instruments were availed to gather more reliable data related to the major theme of this study namely observation sheet and classroom eltin journal, volume 8/no 2, october 2020 82 survey. in the first cycle of data gathering processes, the researcher reported some specific phenomena relevant to the implementation of outcome-based education in the introduction to education class. specifically, the specific results of the observation were harnessed by the researchers to delineate the bigger pictures of outcome-based education. classroom survey was also used to gather exact responses from english education students enrolling in an introduction to education class. needless to say, the results of the classroom survey represented the successful implementation of outcome-based education in an introduction to education class. to a lesser extent, the researcher integrated narrative inquiry to discover some impacts yielded by outcome-based education for efl learners’ autonomy in an introduction to education class. clandinin (2006) argues that narrative inquiry will help the researchers to gain more in-depth life phenomena endured by human beings since all of the interpretations of the gathered data are contingent with some tangible stories recited by those related research participants. due to the main advantage of this research method, the researchers would be able to attain the trustworthiness and authenticity regarding the collected data since all of the participants’ recalled experiences will be fully dependent on their real stories. d. findings and discussion to obtain richer and more reliable classroom data, the data collection was accomplished through weekly online report of introduction to education class to investigate whether outcome-based education had already been promoted successfully or not. align well with this objectivity, this part will delineate three beneficial rewarding values implemented by the lecturer during conducting online-teaching processes for the students. further discussions and explanations can be discerned as follow. 1. strategic learning plan ensured efl learners to achieve the tangible outcomes in their learning the researcher had discovered that the lecturer teaching in introduction to education class prepared all of the learning materials well since he told his learners to watch one of the interesting videos about a mathematics japanese teacher, who taught his students with a great compassion, caring, and unique teaching method. afterward, the students are required to write some critical responses on their essays based on the assigned video to ascertain that they have already obtained some paramount major big takeaways in their online learning. another meaningful part of this learning is the lecturer did not assign learners to summarize and criticize the video based on their intuitions, yet he also provided his teacher-made essay to provide better learning assistance for the learners to hone their critical thinking skills and creativity in a better purpose. the main objective of this learning activity is to transform the learners to be more proficient, independent, critical, and creative academicians. pertinent to this deep-rooted belief of holistic educational major purpose, it is also intriguing to correlate this conception with the theory of creativity and critical thinking surrounded second language learners by kabilan (2000). he argued that both critical thinking and creativity enabled the learners to be more proficient academicians. correspondingly, (willingham, 2008) and sarsani (2006) also delineate the wijaya, kristian: the impacts of outcome-based education … 83 importance of critical thinking and creativity in second language learning processes. the former one believed that critical thinking could lead the learners to the successful acquisition of higher order thinking skills. while the second expert stated that since creativity had been pervasive in nature, it should be integrated contextually and relevantly pertaining to learners’ factual conditions. in conformance with the aforementioned depictions, the lecturer also gave clearer guidelines for the learners to write critical responses on their essays to rehearse their critical thinking and creativity continually. more complete example of the essay writing guideline can be seen as follow: a. how do you describe this exemplary teacher? b. identify the strengths of his ways of teaching? c. what challenges do you think will take place if he teaches in an indonesian school? further, the lecturer also required learners to participate proactively, cooperatively, and critically on the d-day of the online class since they had to be able to generate critical discussions based on these guidelines: a. description(s) of imoto haruhisa as an exemplary math teacher. b. inspiration(s) drawn from imoto haruhisa's ways of teaching. c. inspiration(s) drawn from how his mother taught him to keep a high expectation to all people around him. d. inspiration(s) drawn from how imoto haruhisa manages to keep a genuine relationship with his students e. inspiration(s) drawn from imoto haruhisa's dedication to serving all students of any walks of life. simply put, by conducting these kinds of unique teaching-learning processes, the learners are not only able to attain more purposeful and meaningful learning objectives through this course but also experience a higher degree of enjoyment and freedom in their learning processes. this tangible evidence of successfully grasped learning outcome is in accord with the theory of outcome-based education advocated by (harden et al., 1999) and harden (2007). this indicates that clearer and well-directed learning outcomes should be enacted more purposefully and scrupulously by the teachers in order to allow all learners to fully apply their obtained knowledge or designated competencies in real-life situations. these two positive rewarding values are grabbed fully by the learners since their way of thinking and perspectives had been highly appreciated by the lecturer and mutual engagement had been their habitual daily basis in their learning. crucially, these dynamic learning strategies also allowed all learners to be more brave, confident, and critical while sharing their opinions, arguments, and thoughts in the critical essay responses. these above positive mentioned learning outcomes are very much in line with the theory of learning enjoyment evoked by barrett (2005 as cited in lucardie, 2014) who believes that enjoyment in learning can be experienced fully by all learners if those designed learning activities are challenging, liberating independent thinking, and accentuating on creativity. in a similar view, preston & hammond (2003) also state that the teachers have to be able to consider social factors, a wide array of implemented learning activities, and particular learning circumstances which can potentially create a higher degree of enjoyment in learning. with this result, it could be surmised that outcome-based education had been fully imparted in this class for the students have eltin journal, volume 8/no 2, october 2020 84 understood and conducted precise learning actions in line with the lecturer’ main objective of their learning through a greater learning ecstasy namely becoming more critical and autonomous academicians through self-critical reflection assumption. 2. mutual trust and positive rapports were resided fully to ensure all efl learners had obtained their learning outcomes to be implemented in their daily basis it was evinced by the online learning data that the lecturer had successfully played his major role as a faithful learning companion, an attentive listener, a powerful instructor, and a judicious communicator in the presence of the learners since he always tried to listen to every critical response, sharing, and argument given by them amid a difficult learning situation they had endured; poor wi-fi connection. one of the online learning excerpts can be discerned as follow: [10:22 am, 4/20/2020] the lecturer: i apologise, my indihome is down [10:23 am, 4/20/2020] the lecturer: i could not give you feedback on belajar [10:24 am, 4/20/2020] the lecturer: now, i'm inviting you to reflect on today's class. what have you learned from today's class? [10:25 am, 4/20/2020] the lecturer: did you find my little essay helpful for you? how did it help you? [10:28 am, 4/20/2020] +62 852-2778-2345: it helps me to understand the big concept more of imoto's teaching method, and the behind reason why he teaches like that [10:28 am, 4/20/2020] niko: it gives me an insight into how you dissect the pivotal points from the video. is somewhat like a blueprint for me to expands my notions about his methods of teaching in conformance with this excerpt, it can be concluded that the outcome-based education had been successfully implemented in this online teaching-learning process since the lecturer asked continuously whether his teacher-made essay enabled all learners to depict their profound understanding in the form of critical essay writings. this evidence is tightly interwoven with the theory of constructivism proposed by bada & olusegun (2015) who assert that the teachers need to design a positive learning circumstance for the students to work collaboratively with other learning companions to overcome a wide variety of issues truly occurred in their learning dynamics. as have been stated previously, outcome-based education is not merely intended to promulgate more enjoyable and efficient learning dynamics for learners but also enable them to co-create particular learning environments work best for their knowledge attainment processes. this paradigm is closely interlinked with the seminal theory of constructivism advanced by tam (2000), who argues that active learning vicinities and hands-on learning experiences need to be integrated continuously to enable all learners to grasp the knowledge more meaningfully. thus, the learners need to be more proactive knowledge seekers in constructivist learning since the transmission of wijaya, kristian: the impacts of outcome-based education … 85 a wide array of information is not merely imparted by the teachers but also constructed neatly by learners. (honebein, 1996) argues that the learners should denote the ownership status in constructivist learning since the actual interpretations of discovered knowledge rely predominantly on proactive, mutual, and creative ventures. to elucidate another precious advantage of outcome-based education in light of constructivism, the researcher also sanctioned that most of the learners engaging in this class had ingrained a higher degree of motivation, inspiration, and persistence to imitate one of the exemplary mathematics japanese teachers after watching the video. caine and caine (2006) state that conducive learning atmosphere will deliberate learners’ thinking, aspiration, and perspectives since they deem the current learning circumstance as a safe rather than debilitating site to learn. more importantly, some of the students also argued that an interesting learning model implemented by this teacher will promote significant impacts on indonesian educational systems. while some of them are strongly agreed that becoming a teacher does not merely ask the learners to accomplish abundant learning tasks. rather, becoming their faithful learning counterparts for them whenever they confront with various learning impediments. this finding is evinced by the theory of constructivism demonstrated by honebein (op.cit.), who strongly suggests that the teachers need to be qualified learning facilitators in the presence of their learners by promoting dialogic and open-ended interactions where they are able to construct their knowledge actively. the conceptions and theories are in relevance with this excerpt: [10:47 am, 4/20/2020] +62 857-2703-6782: i learnt that become a teacher isn't an easy job. they need the appropriate method of teaching and also good attitude to make their students comfortable and can get the main knowledge. [10:51 am, 4/20/2020] +62 895-3791-91451: from today’s class i can learn how to be an inspiring teacher whose learning systems rely more on brain function and thinking skill than just stick into one formula. it makes students develop better. also by the approach with the students, which makes the classroom atmosphere more enjoyable but still comprehensive. [11:02 am, 4/20/2020] +62 896-7487-9997: from today’s class i can learn about imoto haruhisa teaching skills. he is an inspirational person. he makes me want to be a great teacher in the future and can understand my students well. [11:06 am, 4/20/2020] +62 898-5312-820: from today's class, i can understand the method used by imoto to teach. i can also understand how to make students interested in the learning we provide, one of them by using an approach with them. when we can approach students, then learning will feel fun and it can improve student learning. imoto inspired me to become a teacher like him that was liked by his students. [11:10 am, 4/20/2020] the lecturer: amazing notes. i feel how lucky i am to have you all in my class. eltin journal, volume 8/no 2, october 2020 86 3. profound reflective teaching practices conducted by the lecturer yielded the betterment for future learning dynamics in light of the aforementioned complexities of outcome-based education, the researcher also attempted to report that the lecturer had been truly mindful, critical, and progressive for all efl learners’ learning progresses in the introduction to education class since he had written three exhaustive reflections on his teaching-learning practices. the first one was he inferred that all learners had been successfully stimulated both in cognitive and affective aspects after watching the shared video about teaching. cognitively, the learners had seized the targeted learning outcomes successfully by generating highly critical essays and discussions in their online classes. while in an affective aspect, the learners had mutually cooperated well with the lecturer and other learning counterparts by promulgating a wide array of information that had already been stored in their mindset after accomplishing their video responses assignment. honebein (op.cit.) recites that in constructivist learning, the learners have to be able to negotiate their distinctive perspectives mutually and cooperatively together with other learning community members in order to navigate the knowledge contrivance in a more purposeful manner. taken together, this evidence has a tightknit relationship with the data presented below: the lecturer: it is apparent from their vivid responses that students were stimulated both cognitively and affectively. learning in this mode, by responding to the video, stimulated by the teacher-made essay, was proven to be highly effective and efficient. as evidenced by the data, another rewarding learning value was also deemed and admired by the lecturer since almost all of the learners had successfully shown greater learning performances and exceeded the lecturer’s expectations on their learning progresses. most importantly, some developed learners also gave significant contributions to this learning mode for they did not feel hesitant to have intense discussions with their learning peers and lecturer. this positive learning outcome is resonated very well with the nature of constructivist learning advised by harasim & harasim (2018) who state that mutual social interactions embedded in knowledge inquisitions enable all learners to achieve higher learning success rather than those delving the information individually. in concord with this positive learning trajectory promoted by outcome-based education in the light of constructivism, it can be concluded that outcome-based education and constructivism do not only promote more meaningful learning processes for the learners but also allow them to engage more cooperatively and mutually with other learning members. this further finding is harmonized well with this excerpt: the lecturer: a closer look at the individual’s responses and questions allows me to see the degree of participation on the part of my students. i was amazed by the fact that the students were mostly committed to learning. many students performed very well, above my expectations. even, underperforming students seem to get stimulated to engage more after seeing how their wellperforming colleagues published their responses in the forum discussion. transformative learning truly happened in this type of new learning since the lecturer confessed that most of the learners had expressively and proactively generated higher critical responses on their learning peers’ responses regarding the video. further, the lecturer also acknowledged that this positive learning engagement rarely happened in face-to-face classes since the learners always wijaya, kristian: the impacts of outcome-based education … 87 meticulously follow all of the thoughts, ideas, and opinions shared by the lecturer accordingly. dirkx et al., (2006) in their work on the role of transformative learning in adult learners have strongly advocated that collaborative knowledge enterprise will promote three notable gains for learners’ further cognitive and affective development namely creating more meaningful discovery based on tangible experiences, extending more positive rapports with others, and getting to know oneself more exhaustively. regarding all of these advantages, it is worth pointing out that outcome-based education in the view of transformative learning does not merely aim to have all learners to generate more useful knowledge for other learning members. on the one hand, it also enables all learners to be more autonomous in their learning and cooperative to seek the truth together with other learning counterparts. due to this positive learning trajectory generated by outcome-based education and transformative learning, the lecturer bolstered the utilization of technology in this 21st-century teaching-learning process since a higher degree of enjoyment, democratization, and engagement had already been inculcated fully in all efl learners engaging in the introduction to education class. this increasing demand on the utilization of technology in second language learning is closely aligned with one of the benefits generated by it as proposed by riasati et al., (2012) in their study of benefits and drawbacks that technology can promote in language learning. they believed that technology can infuse learners with a higher degree of excitement steering them to inculc ate more robust motivation and mutual engagement in accomplishing various language learning tasks. before proceeding to the last chapter of this paper, the researcher quoted one of the excerpts written by the lecturer in his in-depth critical reflection on outcome-based education implementations. the excerpt can be discerned as follow: the lecturer: down the line, “this thinking through their fingers strategy” certainly allows more room for personal engagement and metacognitive thinking to happen. by the end of the class, students reflected on the learning for 90 minutes. to my surprise, many students were so eloquently expressive in their reflections. they wouldn’t have done so vividly in real class where all students gather in the same room. this technology has allowed some kind of democratization for many. so promising, indeed. e. conclusion all in all, within the scope of this paper, the researcher will of necessity elect to iteratively reiterate some essential learning values generated by outcome-based education in the introduction to education class namely promoting a higher degree of learning enjoyment, engaging all learners to independently and cooperatively rejuvenate their way of thinking through meaningful discussions, and enabling the lecturer to gain more awareness to continuously reflect on specific episodes of particular teaching-learning dynamics that have already been conducted in some learning circumstances. furthermore, this present study could also enable future researchers to conduct more expansion to the body of knowledge that examines outcome-based education implementations in indonesian efl learning contexts. therefore, it is worthwhile to be suggested for the future researchers to delve more profoundly about the implementations of outcome-based education on some efl teacher-course experiences like micro-teaching, school management, eltin journal, volume 8/no 2, october 2020 88 field-teaching practicum, and learning program design to ensure all efl teacher candidates have already constructed clearer understanding of becoming more professional and compassionate educators for their future learners through more independent, enjoyable, and transformative learning practices in which all learners successfully experience significant learning growth. f. references bada, s. o., & olusegun, s. 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(2011). adaptation of outcome-based learning in an undergraduate english education programme. willingham, d. t. (2008). critical thinking: why is it so hard to teach? arts education policy review, 109(4), 21-32. yang, l., & wilson, k. (2006). second language classroom reading: a social constructivist approach. the reading matrix, 6(3). sebuah kajian pustaka: sulistyaningrum & pusparani: the incorporation of information … 75 the incorporation of information and communication technology tools in the pre-service learning activities in a teacher’s lesson plan siti drivoka sulistyaningrum1, dian pusparani2 drivoka@unj.ac.id, dianpusparani pbi13s1@mahasiswa.unj.ac.id universitas negeri jakarta abstract the advancement of information and communication technology (ict) has had a significant impact on the field of education, primarily in the areas of teaching english as a foreign language. however, the incorporation of ict tools in pre-service teachers’ lesson plans for learning activities is still limited. as a result, the purpose of the research is to determine the types of ict tools used in learning activities in pre-service teachers lesson plans. to answer the research questions, content analysis is used. the ten lesson plans are organized. the result showed that there are five types of learning activities. youtube, powerpoint, powtoon, proprofs, seesaw, instagram, movie audio, vizia, audiobook, winamp, and google form are among 11 types of ict tools found in preservice teacher’s lesson plans. furthermore, all of the different types of learning activities are identified and listed as follows: 10 listening, 3 speaking, 3 reading, 9 writing, and 6 viewing. this finding suggests that pre-service teachers' lesson plans that incorporate information and communication technology act as content transmitters, presentational devices, and tools for directly engaging pre-service teachers and students on a platform. keywords: ict-based learning activities, ict tools, lesson plan, pre-service teacher. a. introduction in the last decade, there have been many papers focussing on information and communication technologies (ict) in curriculum, teaching and learning activity, and assessment. it is generally accepted that research reviews have shown that technologyenhanced learning can improve students' understanding and engagement with the subject matter (janssen & lazonder, 2016). preparing pre-service teachers for the right use of such technology in the classroom is thus an important goal for teacher education. several researchers designed technology integration courses that encouraged preservice teachers to create technology infused in lesson plans in order to teach them about the use of technology (abbitt, 2011). in line with that idea, noortje janssen, knoef, & mailto:drivoka@unj.ac.id eltin journal, volume 9/no 2, october 2021 76 lazonder (2019) found that pre-service teachers provide integrated support had more integrated pedagogical and content-related judgments and higher-quality lesson plan than those who got isolated support. both of groups lacked technological rationale and their technology integration was poor. fadhilah hamid & drivoka sulistyaningrum (2019) found that the ict competences are mostly integrated in the component of teaching method or classroom activities and learning media in the syllabuses. in addition, drivoka sulistyaningrum & herawati (2018) claimed that ict-based learning is widely integrated in the english language education study programme (elesp), resulting in numerous benefits for both the teacher and the students. however, the implementation of ict tools in learning activities of a pre-service teachers’ lesson plan is still limited. research has tended to focus on investigating ict tools in the syllabus rather than in a lesson plan for pre-service teachers' learning activities. as a result, the purpose of this paper is to determine the types of ict tools used in learning activities in pre-service teachers' lesson plans. mclean, richards, & wardman (2007) pointed out that pre-service teachers can use a lot of innovative new learning tools and to empower their students like never before, due to the advancement of ict. ict pre-service teachers are operationalized in part through the learning activities that they select, combine, sequence, and redesign during instructional planning (harris et al, 2010). along with that idea, meredyth, russell, blackwood, thomas, & wise (1999) revealed that creativity, information, communication, and educational programs and games are the four domains of ict activity. ict was most prevalently used for information purposes (70 % of teachers), creative purposes (50 % of teachers), educational programs (50% of teachers), and games (43 % of teachers). a considerable amount of research has been conducted by many researchers regarding the incorporation of ict tools in curriculum and syllabuses. however, none of those studies investigated the pre-service learning activities in a teacher’s lesson plan. this gap has led the researchers to investigate this study. as a result, the ideas presented above have been able to provide a strong reason for investigating the incorporation of ict tools in the pre-service learning activities in a teacher’s lesson plan. b. literature review 1. the concept of ict tools in learning activities. reviewing unesco (2011), the successful incorporation of ict into the classroom will depend on the ability of teachers to structure the learning environment with innovative things, to combine new technology with a new pedagogy, to create socially active classrooms, empowering co-operative interaction, collaborative learning and group work. unesco promotes the incorporation of ict into education by establishing an ict competency framework intended for teachers. unesco’s objective is to create ict literate teachers from the level of knowledge acquisition, knowledge deepening to knowledge creation (unesco, 2018). as a result, ict must be integrated into learning activities and the teaching process. in short, in the technology literacy approach, pedagogical practice involves the use of various ict tools and digital content as part of the whole class, group and individual students’ activities. teacher practice sulistyaningrum & pusparani: the incorporation of information … 77 involves knowing where and when (as well as when not) to use technology for classroom activities and presentations. in the meantime, altam (2020) investigated the impact and benefit of ict tools and social media on listening. he found that students spend more time using social media to learn the english language, and listening is the most improved skill when using social media to learn the english language. the findings also showed that using social media encourages students to learn and practice new vocabulary and reduces their spelling errors. finally, youtube is the most popular social media tool for english language learners. to conclude, the research explored how social media such as zoom, youtube, facebook, twitter, whatsapp, blogs, etc, influence efl learners. furthermore, ghouali & benmoussat (2019) investigated the effect of social media on efl students’ writing production. they revealed that students have been addicted to social media, particularly facebook, for a long time.. this habit led to a deficiency in their writing abilities. mubarak (2016) also conducted a study to inspect the role of social media in learning english as a second language among saudi arabian students and he discovered that the vast majority of the participants utilize social media to develop their communication abilities. in brief, this review of studies explored the use of ict tools and social media in language skills (listening, speaking, writing, and reading) in learning activities. as proposed by harris et al. (2010), the types of ict-based learning activities are integrated for the study of languages around the world. these types of learning activities are systematic, pedagogically meaningful scaffold that guides teachers’ instructional thinking, decision-making, and technology integration. furthermore, in the american council on the teaching of foreign languages (actfl) standards for foreign language learning, which state the target language communication can be understood as a process that includes three basic modes, namely (a) interpersonal mode which delivers two-way written or verbal communication with an active negotiation meaning, (b) interpretive mode which points on the proper interpretation of meaning, and (c) presentational mode which communicates in only one-way and thus gives no potentials for negotiation of meaning among the audience and the presenter. because of those three basic modes, students have to work on different skills as they foster their competence in communication. harris et al. (2010) concepts have structuralized these activities of learning into five types that cover the following abilities: (a) listening, (b) speaking, (c) reading, (d) writing, and (e) viewing. in summary, this study suggests the theory of harris et al., (2010) and unesco (2011, 2018) to investigate the types and the incorporation of ict tools in the learning activities in the lesson plans which are designed by pre-service teachers. 2. pre-service teachers at english language education study programme at universitas negeri jakarta according to yaoyuneyong, thornton, & lieu (2013), pre-service teachers’ confident in quality and familiarity with the latest technology have presented to be an indicator which can affect the design of learning and teaching materials. in short, the pre-service teachers for digital native students play an important role, both in integrating ict into their classrooms and in guiding students in the future to value and optimally utilize the available resources through technology. therefore, these ict tools can be investigated in a lesson plan. eltin journal, volume 9/no 2, october 2021 78 the implementation of ict in language learning and teaching, the english language education study program of universitas negeri jakarta modified its curriculum by incorporating information and communication technologies (ict) in english language teaching (elt) as one of their disciplines. pre-service teachers in the semester of 113 are obliged to follow the curriculum when they partake in the internship programs. the focus of this study is the pre-service teachers as they are namely described as tech-savvy diffused by the technology and english. they are also required to have technological literacy and english and to be able to the latest social interaction form. c. research methodology this study used content analysis to answer the research questions. this study used a classroom observation check list and a protocol interview adopted from harris et al. (2011) framework to collect the data. an interview with pre-service teachers was also conducted to get additional data in order to meet the objective of this research. the objective was to find out the types and the incorporation of ict tools in the learning activities in the pre-service teachers’ lesson plans. table 2. ict tools at learning activity in the lesson plan (harris et al, 2010). the source of data used in this study is made of 10 lesson plans designed by pre-service teachers who joined the information and communication technology in english language teaching (ict in elt) class in semester 113 in the english language education study program, faculty of language and arts, universitas negeri jakarta as well as interview transcriptions. the data comprises the learning activities in the lesson plans that use ict tools. and the 10 lesson plans are codified in reference to the five types of learning activities proposed by harris et al. (2010) criteria. as suggested by cohen, manion, & morrison (2020), the data analysis procedures are carried out in the following orders: 1. data tabulation of frequencies to identify ict tools incorporated in the pre-service learning activities were performed. in order to clearly draw the significance of those ict tools, the researcher also explained the types of activities in the lesson plans designed by the pre-service teachers as it is also described by harris et al. (2010). 2. the table consists of four parts. first, the code is entered in order to simplify the numbering and for the lesson plan. second, the ict tools that are found in the learning activities are stated. third, there is a breakdown of the learning activities (speaking, writing, reading, listening and viewing) checklist and the fourth part is a brief description that states the lesson plan. code ict tools learning activity types mentioned in the lesson plan speaking writing reading listening viewing lp01 n=0 n=0 n=0 n=0 n=0 sulistyaningrum & pusparani: the incorporation of information … 79 3. calculate the total number of all ict tools in the lesson plan for each activity type as shown in the following table 1. 4. table 1. the coding of ict-based learning activities identification stated in preservice teachers’ lesson plan code in table 1: ‘lp’ stands for lesson plan. ’01’ is the number of the data source, thus it can be analyzed easily. 5. code in table 1: ‘lp’ stands for lesson plan. ’01’ is the number of the data source, thus it can be analyzed easily. 6. the interview sessions carried out the following steps: 1st step: arrange appointment from interviewer with the interviewee. 2nd step: begin the researcher’s introductory and present the purposes to the interviewee. 3rd step: encourage the interviewees to request any questions or further explanation before the recording session of the interview. 4th step: create a quality description regarding the findings found on table 3,4,5, and 6 and the interview documentary of the ict tools incorporated in the types of learning activities in the lesson plans designed by the pre-service teachers. d. findings and discussion this part discusses in general about the overall findings orderly according to each section in learning activities in the classroom observation check list and then the result of the interview to support the main data. 1. observational check list result a. general result fig. 1. ict tools used in pre-service learning activities figure 1 shows that there are eleven types of ict tools. they were utilized mostly in the pre-service learning activities of 10 lesson plans, such as ‘youtube’, ‘powerpoint’, ‘powtoon’, ‘proprofs’, ‘seesaw’, ‘instagram’, ‘movie audio’, ‘vizia’, ‘audio book’, ‘winamp’, and ‘google form’. the numbers of each tool incorporated are also drawn in the figure 1. this findings verified with altam (2020); ghouli & benmoussat (2019); unesco (2011); harris et al. (2010). 0 1 2 3 4 the incorporation of ict tools in the pre-service learning activities youtube powerpoint powtoon proprofs seesaw movie audio vizia audio book winamp google form eltin journal, volume 9/no 2, october 2021 80 table 2 ict-based learning activities identification code ict tools pre-service learning activities types mentioned in lesson plan speaking writing reading listening viewing lp01 media player & youtube √ √ lp02 youtube √ √ √ √ √ lp03 youtube √ √ √ lp04 proprofs √ √ lp05 powerpoint & instagram √ √ √ lp06 movie audio & powerpoint √ √ √ lp07 powerpoint, youtube, vizia √ √ √ √ lp08 powtoon, audiobook, winamp, proprofs and google form √ √ √ √ lp09 powerpoint, audio of daily routine √ √ √ lp10 powtoon and seesaw √ √ n= 3 n= 9 n= 3 n= 10 n= 6 table 3. the pre-service teachers’ lesson plans for speaking, reading, writing, listening and viewing activity from table 3, it can be seen that the pre-service teachers’ lesson plans for listening activity is the most incorporated with ict-based learning activity, followed by other activities such as writing, viewing, speaking and reading. b. listening activities in listening activities, there are two types of ict tools incorporated such as youtube and vizia. brief description of listening activities and type of activities are described in the following table: table 4. ict tools used in listening activity ict tools brief description of listening activities type of activities youtube the students are asked to listen to the song in the video and to mentions the expression of greetings types. listen and speak the expression of greetings types. vizia students listen to a presentation in ‘vizia’ about garbage, creative recycle industry, campaign of zero waste, and garbage division industry. listen and points out the issues such as garbage, creative recycle industry, zero waste campaign, and garbage division industry. sulistyaningrum & pusparani: the incorporation of information … 81 as being transmitters of content, presentational devices, and also tools for directly engaging the pre-service teachers and students incorporated ‘youtube’ and ‘vizia’. table 3 reveals that ‘youtube’ and ‘vizia’ are the content transmitters that guide teachers and students engage in instructional thinking, decision-making, and technology integration. comprehension and message interpretation are involved in the listening activities, including authentic observation and interaction among native speakers and dialects, accents, registers, and body language differences without leaving the classroom’s boundaries. this is actually in line with the explanation of altam (2020), unesco (2011), harris et al. (2010). thus, the findings of this study confirm to the framework of harris et al. (2010). c. speaking activity in speaking activity, youtube and powtoon were incorporated as the ict tools. a brief description of speaking activities and type of activities are described as follows: table 5. ict tools used in speaking activity ict tools brief description of speaking activities type of activities youtube the teacher plays video from youtube while students observe and imitate the expressions of congratulations . perform the dialogue/monologue record about greetings from ‘youtube’ powtoon students read and observe the video from ‘powtoon’. they then repeat the appropriate intonation and stress of congratulating expressions in the dialogue. pronounce the stress and intonation found in congratulating expressions dialogue. table 4 explains speaking activities incorporating the ict tools and also the type of activities. as an illustration, you tube and powtoon as the presentational devices, as a content transmitter, and as communication tools that guide teachers and students engage in instructional thinking, decision-making, and technology integration. speaking is the activity of producing variants of vocal sounds to converse one’s ideas and feelings through spoken language. the ability to communicate effectively and transmit meaning in an enthusiastic, insightful, and convincing way are includes speaking ability. having a discussion, participating in an oral question-and-answer exercise, and conducting roleplays are all examples of speaking learning activities in language acquisition. on the whole, the findings are in line and replace with to the framework of harris et al. (2010) and mubarak (2016). d. writing activity proprofs, google form and instagram were incorporated as the ict tools in writing activity. a brief description of writing activities and type of activities are described as follows: eltin journal, volume 9/no 2, october 2021 82 table 6. ict tools used in speaking activity ict tools brief description of writing activities type of activities proprofs & google form the teacher provides ‘proprofs’ as a template for writing in certain modes of communication: interpersonal, interpretive, and presentational. distinguish word boundaries, recognize a core of words, and interpret words which is based on audio recording. instagram from ‘instagram’ the teacher facilitates reading activities to create a journal of short selfreflection. students are asked to create a journal of short self-reflection. table 5 describes writing activities incorporating with the ict tools and also the type of activities. as an illustration, proprofs & google form and instagram as a content transmitter and as communication tools that guide teachers and students engage in instructional thinking, decision-making, and technology integration. writing in l2 focuses on both the process and the product. when working with writing skills, students can engage in all three modes of communication, namely interpersonal, interpretive, and presentational. in addition, the writing abilities involve the same four competencies mentioned above (grammatical, sociolinguistic, discursive, and strategic) that enable learners to convey meanings with accuracy across cultures. in conclusion, the result is in line and confirms to the framework of harris et al. (2010); unesco, 2011; ghouali & benmoussat, 2019). e. reading activity audio visual book, proprofs, powtoon and google form were incorporated as the ict tools in reading activity. a brief description of reading activities and type of activities are described as follows: table 6. ict tools used in reading activity ict tools brief description of reading activities type of activities audio visual book & proprofs a teacher provides students the ‘audio visual book’ collaborated with ‘proprofs’ as a tool for students to do the reading learning activities by three four-question types such as answering multiple-choice questions, truefalse questions, matching information, and writing an essay. students read aloud from ‘audio visual book’ and they fill out the worksheet existing the www.proprofs.com website powtoon, google form students read a narrative text derived from ‘powtoon’ and answer questions through ‘google form’. students comprehend narrative text by answering the questions (worksheet from ‘google form’) table 6 shows that the kind of ict tools incorporated with the writing activities, and types of activities. as an illustration, audio visual book collaborated with proprofs, powtoon, and google form as a presentational device, a content transmitter and as communication tool that guides teachers and students to engage in instructional sulistyaningrum & pusparani: the incorporation of information … 83 thinking, decision-making, and technology integration. the cognitive processes involved in reading in a foreign language are similar to those described for the listening skills. students bring into play grammatical, discursive, sociolinguistic, and strategic competences when attempting to comprehend and interpret a written message. the activities listed in table 6 can be done either aloud or silent. in brief, the findings are in line and confirmed with the framework of (unesco, 2011&harris et al., 2010). f. viewing activity youtube was incorporated as the ict tools in viewing activity. a brief description of viewing activities and type of activities are described as follows: table 7. ict tools used in viewing activity ict tools brief description of viewing activities types of activities youtube students pay attention, listen, and observe what is given in a ‘youtube’ video. watching a video of performance. table 7 describes viewing activities incorporated with the ict tools and also the type of activities. as an illustration, a you tube as a presentational device, a content transmitter and as a communication tool that guides teachers and student to engage in instructional thinking, decision-making, and technology integration. through viewing activities, students observe authentic interactions among native speakers, learn about differences between dialects, accents, registers, and body language. just like with the reading and listening activities, students learning an l2 bring into play the same four competencies to comprehend and interpret a message. in short, the viewing activity types shown in table 7 vary in the degree of challenge offered to students in terms of comprehension and interpretation of meanings. in short, the findings are in line and confirmed with altam (2020); unesco (2011); harris et al. (2010). 2. interview result this part discusses the interview section to support the main data. all of the interviewees are pre-service teachers who created the lesson plans and participated in the ict in english language teaching (ict in elt) class, and enrolled the semester of 113 in the english language education study program at the faculty of language and arts, universitas negeri jakarta. table 8 contains a description of interviews with pre-service teachers about the usage of lesson plans. the interviewees are labelled or coded with the letters a, b, c, and d. table 8. interview summary themes formulated meaning clusters the incorporation of ict tools for information exchange, ‘blogs' and ‘wikipedia' are utilized. padlet is employed for online conversation, task submission, and providing feedback on our tasks. educational raise students' awareness of technology. eltin journal, volume 9/no 2, october 2021 84 impact it can assist pupils to improve their writing and technological skills. using ict tools makes the subject easier to understand and takes less time. social networking bridges physical gaps between people. collaborative learning using technology allows students to work on projects. potential advantage it reduces costs and allows teachers and students to communicate more quickly. increases interpersonal interaction. increases educational opportunities through exchanging information. limitation some tools are not available for free. we can't opt out if we don't have access to mobile data or wi-fi. students can become perplexed when it comes to implementing new technologies. students are less likely to adopt new technologies when finding software bugs. extra work in developing an interactive website could increase user participation and enthusiasm. according to the interview document, the following important points were noted. a. the incorporation of ict tools types of ict tools have been use for various purposes. some people use social networking sites to maintain a social connection and to share things with others. it is confirmed with the altam (2020) and harris et al. (2010). furthermore, unesco (2011) framework found that the integration of ict into the classroom will depend on the ability of teachers to structure the learning environment in innovative things, to create socially active classrooms, build cooperative interaction, collaborative learning and group work. the following presents the results of the interview. one of the respondents stated, “…i used [social media] a lot some for chatting or discussing something in whatsapp groups and instagram for sharing my daily life….” (interview a). the findings are in line and confirmed with altam (2020). instagram and whatsapp are commonly used in their daily lives. among those interviewed, a number of users preferably pick one or two specific tools. another one said, “…i usually used applications like whatsapp to chat with my group, and then instagram to post videos or photos, and then line also like whatsapp…” (interview b) the findings are in line and proved with altam (2020) sulistyaningrum & pusparani: the incorporation of information … 85 one responder stated that she primarily used “youtube” and “powerpoint” for learning purposes. these tools assist her in accessing resources, locating sources, and submitting the work. she uttered, “…i use google drive in the assessment class and then i also use padlet in the ict class and so far they helped us a lot to access the materials and the sources …” (interview c) the findings are in line and confirmed with unesco (2011) in knowledge creation approach. the usability and also the functionality of “youtube” and “powtoon” are seems comfortable with some students. the other respondent preferably said, “…i usually use google drive, for submission. and then padlet and google mail…” (interview d) it is in line and proved with altam (2020) and unesco (2011). b. ict tools incorporated in pre-service learning activities because pre-service instructors are incorporating ict tools into their teaching and learning activities, ict tools have the potential to support education. the following findings is confirmed that in technology literacy approach, pedagogical practice include the use of various ict tools and digital content as part of the whole class, group and individual students activities (unesco, 2011). according to one interviewee, “…i use youtube to download the videos because in my teaching activity i always use video. it can get students’ attention more. and padlet i am using it for students to submit their tasks. it’s really helpful…” (interview d). it is in line and confirmed with altam (2020); unesco (2011); harris et al. (2010). practically, learning with technology effortlessly captures students' attention and inspires them to engage in projects. this is supported by the other respondent's statement, “…i came up with a task about the british council and i think the british council has made the learning activities more interesting. because the student can choose from a lot of videos available, topics, and because the web also provides the answers and also the transcript of the videos, it’s also easier for the students…” (interview b) it is in line and confirmed with unesco (2011) and harris et al. (2010). c. limitations using ict the researcher also received some obligation about few drawbacks of using ict tools in the interview, but only dwell in one problem, mentioned by the respondent, “…the only problem is the limited access to the internet in our public places…” (interview a) the limitation of the internet seems to be a big concern when it comes to the implementation of ict tools. this issue was also mentioned by the other respondent, eltin journal, volume 9/no 2, october 2021 86 “…i think the big problem is mobile data. we cannot use the internet if things like mobile data or wi-fi don’t exist…” (interview b) thus, more effort in the development of ict tools is needed for the convenience of both pre-service teachers and students. e. conclusion this study concludes that the incorporation of information and communication technology in the pre-service learning activities in a teacher’s lesson plan activities addresses five topics that address different abilities, namely (a) listening, (b) speaking, (c) reading, (d) writing, and (e) viewing, as described below. youtube, powtoon, proprofs, seesaw, movie audio, vizia, audiobook, and winamp are prevalently used to facilitate listening and viewing activities. these are used to transfer materials, including such videos, audio, and photographs. powtoon, proprofs, seesaw, instagram, vizia, and google forms were found in the lesson plans as ict tools used in writing activities, and those tools open up a wider range of ict tools in the lesson plan, allowing both pre-service teachers and their students to actively use them. they can assist preservice teachers in developing quizzes or other assessments, and students can use them as worksheets that are directly connected to the pre-service teachers and students. students are expected to be able to speak in character in l2 in a simulated situation as part of the speaking activities. the pre-service teachers incorporated ict tools such as seesaw, youtube, and powerpoint into their lesson plans to accomplish this. youtube, powerpoint, powtoon, proprofs, and google forms, vizia, powtoon, and see saw are the ict tools used in the reading activity. this finding suggests that pre-service teachers incorporate information and communication technology in their lesson plans as content transmitters, presentational devices, and, more pertinently, as tools for directly engaging pre-service teachers and students on a platform. f. references abbitt, j. t. (2011). measuring technological pedagogical content knowledge in preservice teacher education: a review of current methods and instruments. journal of research on technology in education, 43(4), 281–300. altam, s. (2020). influence of social media on efl yemeni learners in indian universities during covid-19 pandemic. linguistics and culture review 4(1), 3547. cohen, l., manion, l., & morrison, k. (2020). experiments, quasi-experiments, singlecase research and meta-analysis. research methods in education. https://doi.org/10.4324/9780203029053-23 drivoka sulistyaningrum, s., & herawati, a. (n.d.). the 2 nd international conference on informatics for development 2018 ict-based learning in english language education study programme. fadhilah hamid, s., & drivoka sulistyaningrum, s. 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(2016). supporting pre-service teachers in designing technology-infused lesson plans. journal of computer assisted learning, 32(5), 456–467. janssen, noortje, knoef, m., & lazonder, a. w. (2019). technological and pedagogical support for pre-service teachers’ lesson planning. technology, pedagogy and education, 28(1), 115–128. https://doi.org/10.1080/1475939x.2019.1569554 mclean, r., richards, b. h., & wardman, j. i. (2007). it a n d h e a l th — v i ew p o i n t it a n d h e a l th — v i ew p o i n t, 187(3), 0–3. meredyth, d., russell, n., blackwood, l., thomas, j., & wise, p. (1999). real time: computers, change and schooling. department of education, training and youth affairs, commonwealth of australia. mubarak, a. a. al. (2016). learning english as a second language through social media: saudi arabian tertiary context. international journal of linguistics, 8(6), 112-127. unesco. (2011). unesco ict competency framework for teachers. unesco. (2018). unesco ict competency framework for teachers version 3. united nations educational, scientific and cultural organization. retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000265721 yaoyuneyong, g., thornton, a., & lieu, j. (2013). innovation and web 2 . 0 in business education : student usage , experiences with , and interest in adopting web 2 . 0 tools. international journal of technology in teaching and learning, 9(1), 37– 63. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 23 students’ emotional responses toward teacher’s direct written corrective feedback cindy fatika sari*1, maman suryaman2, elih sutisna yanto3 11710631060046@student.unsika.ac.id, 2maman.suryaman@fkip.unsika.ac.id, 3elih.sutisna@fkip.unsika.ac.id 1,2,3universitas singaperbangsa karawang abstract this study aims to find out what emotional responses students after receiving to direct written corrective feedback (dwcf) from the teacher in their writing assignments. the research design used in this research is a narrative case study design. the respondents of this study were the students of senior high school in karawang. to collect students’ emotional response data, semi-structured interviews and students' reflective journals are used. then, collected data were analyzed by using thematic analysis. the results revealed that students’ emotional responses toward teacher’s direct written corrective feedback include positive and negative responses. the positive responses were happy (6), satisfaction (5), motivated (3). while, negative responses were surprised (1), disappointed (2), dissatisfaction (1). based on these findings, it can be concluded that most of students responded the teacher’s feedback positively. the reason why most of students gave the positive responses was revealed by the result of interview that students feel happy because the feedback that the teacher provides is very useful. keywords: direct written corrective feedback, students’ emotional responses, narrative text a. introduction corrective feedback (hereafter cf) is a language correction or error correction that has been much debated for the last 15 years. corrective feedback is feedback that is negative and contains student error correction (ellis, 2009). despite research on corrective feedback being undertaken, there remains no broad agreement on what errors should be corrected and how to correct them (banaruee & askari, 2016). since the 1970s much researchers have been doing about corrective feedback to function and have cf on written learning. although research on corrective feedback has been done a lot of time, there is still a lot of difference information about corrective feedback. truscott (2007) claims that written corrective feedback to failures is clear and dramatic. in 1996 he also published an article on "the case against language correction in class written l2" and he also said that grammar corrections should be eliminated in written courses. a research conducted by semke (1984) reports that there is no evidence that language errors can help students' writing accuracy. however, evidence stating that written corrective feedback (wcf) is effective in increasing the accuracy of students’ writing (bitchener & storch,2016; rummel, & bitchener, 2015; ellis, 2009). mailto:1nita.seraphine@unpar.ac.id mailto:1nita.seraphine@unpar.ac.id mailto:maman.suryaman@fkip.unsika.ac.id mailto:elih.sutisna@fkip.unsika.ac.id sari, suryaman & yanto: students’ emotional responses toward … 24 research on written corrective feedback both direct and indirect has been conducted and some of these studies address students' responses to written corrective feedback. student responses in receiving feedback can affect the effectiveness of the feedback given. one of the results of research conducted by mahfoods (2017) found eight components of students' emotional response to written corrective feedback, including acceptance of written feedback, rejection of feedback, surprise, happiness, dissatisfaction, disappointment, statements, and satisfaction. in helping and improving language accuracy, students must respond to wcf given by their teacher. there is research that shows the possibility of a mismatch between the feedback given by the teacher and the feedback that students expect (ping, pin, wee, & hwee nah, 2003). this is because students play an important role in their learning achievement and become active recipients of wcf. even in teaching writing in language classes, many teachers recommend giving focused wcf to reduce negative student responses. discussions about the effectiveness of direct written corrective feedback (hereafter dwcf) have been carried out. but there are differences in results shown by previous research. a study conducted by banaruee, et al. (2018) that direct corrective feedback has a significant impact on written language learning and it is effective at encouraging students to understand and correct their writing errors. in contrast to shintani and ellis (2009), direct written corrective feedback is not sufficient to enable low proficiency students to help them understand and correct their writing errors. although much-supporting evidence has emerged, this has made teachers confused to distinguish specific ways to help students correct their writing errors. in a previous study conducted by mahfoods (2017) entitled "i feel disappointed": the emotional response of efl university students to teacher-written feedback was carried out using grounded theory. student written texts, hard thinking protocols, and semi-structured interviews involving eight students and two teachers indicated that the students felt surprised, happy and disappointed. therefore, research on student responsibility after receiving feedback on their writing is important to be studied more deeply. based on some of these considerations, the authors were interested in conducting research that reviews the "students’ emotional responses toward teacher’s direct written corrective feedback in senior high school.” this study was conducted to find out what emotional responses students felt when their assignments were given comments and feedback directly by the teacher. the results of this study can assist teachers in finding their various emotional responses after receiving dwcf, choosing what types of writing errors need to be corrected, and knowing the importance of giving dwcf to students. 1. conceptualizing corrective feedback corrective feedback (cf) is a language correction or error correction that has been much debated since the last 15 years. corrective feedback is the feedback that is negative and contains student error correction (ellis, 2009). despite research on corrective feedback being undertaken, there remains no broad agreement on what errors should be corrected and how to correct them (banaruee & askari, 2016). the research is conducted on the reasons why corrective feedback is necessary, when to do it, what mistakes need to be defended, how to correct, and who should make or provide corrections. the study of corrective feedback has been carried out since the beginning of sla research, or it can be said that it was centuries ago. however, there is still much debate about the effectiveness of corrective feedback. one researcher who rejects corrective feedback is truscott. truscott (2016) claims that cf may eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 25 be able to give students intellectual ability but cf cannot help students to improve their use of language. in contrast, banaruee, et al. (2018) said that direct corrective feedback has a significant impact on written for language learning and is effective at encouraging students to understand and correct their writing errors. 2. focused direct written corrective feedback in foreign languange writing written corrective feedback (wcf) has two characteristics, namely focused and unfocused, focused written corrective feedback (focused wcf) can be called selective feedback because error correction is carried out on several types of errors that have been previously selected. while unfocused written corrective feedback (unfocused wcf) error correction carried out on all parts of the structure (ellis, 2009). direct written corrective feedback is the feedback given by the teacher on students' linguistic errors, namely in the form of correct linguistic structures or forms (daneshvar & rahimi, 2014). according to ferris (2010), direct written corrective feedback (dwcf) is a correction of linguistic forms or structures made by teachers over students' linguistic errors. this includes crossing out unnecessary words/morphemes/phrases, or incorrect structures. written or spoken meta-linguistic explanations are usually added to the revision. thus, it can be concluded that dwcf is a linguistic error that teachers give to students in the form of crossing out unnecessary words/morphemes/phrases, or wrong structures. dwcf also usually provides written metalinguistic descriptions. many teachers focus on providing focused wcf to reduce student negative responses. this is supported by a statement made by farrokhi (2011), which proves that focused wcf is more effective than unfocused wcf in improving students’ grammar accuracy. 3. conceptualizing students’ emotions goleman, et.al (2002) asserts that emotion is a feeling or thought that arises as a result of an urge or reaction to external stimuli or the individual himself. some stimuli that can cause emotions such as social interactions, saying or thinking about emotional events in the past, remembering an event and various physical events. during the 1970s, paul ekman identified six basic emotions theory that are universal in nature namely, surprise, happiness, disgust, sadness and anger. later, he added pride, shame, embarrassment, and excitement. the emotional response of students in the classroom can be observed when there is a stimulus from the teacher such as actions or words. students' emotions in learning activities are an important component that can help the effectiveness in learning. shumman & scherer (2014) contend that emotional includes affective, expressive, motivational, cognitive, and physiological processes. b. method this research used narrative case studies, a qualitative study in which the researcher collects data from an individual or individuals about a specific life event or events that occurred in order to share and retell the story. narrative case study is a research instrument that is used to research more deeply about various social and clinical problems, various phenomena in environmental contexts, and understand the stages in a process (gilgun, 1994). this method was chosen in order to understand more deeply students’ emotional response to the teacher’s feedback and how this feedback could help them overcome their writing mistakes and motivate them to improve their writing skills. the duration of the research lasted from june 21 to june 23, 2021 at one of the senior high schools in indonesia. five of 34 eleventh-grade students were recruited to participate in this study. in this study, the authors used semi-structured interviews and student reflective sari, suryaman & yanto: students’ emotional responses toward … 26 journals to investigate students' emotional responses to written corrective feedback directly from the teacher. after collecting the data, the authors conducted interview transcripts and journal reflections and then classified them according to the category of each response. this research was conducted during the covid-19 pandemic. therefore the learning process and data collection were carried out via the internet. electronic feedback (efeedback) is used by the teachers to collect data during pandemic situations. the electronic feedback used in this study is e-feedback. e-feedback is feedback that is facilitated by a computer or other electronic device. in this study, the type of asynchronous e-feedback was used by the teacher to provide feedback to the students. this feedback is given through comments in microsoft word, email, blogs and others after completing their writing assignments (chapelle & sauro, 2017). in this research, e-feedback was given in microsoft word. then, student responses were examined using semi-structured interviews and students’ reflective journals, then the results were analyzed using thematic analysis as proposed by braun and clarke (2006). due to the pandemic conditions, this research was carried out using the telegram and whatsapp platforms. c. findings and discussion the frequency occurrence of based on the findings selective data analysis and drawing on the thematic analyses of the students’ reflective journals, and semi-structured transcript, two main themes were identified namely students’ positive responses and students’ negative responses as follows in table 1: table 1. students’ emotional responses emotional response frequency percentage students’ positive responses 1 happy 6 33% 2 satisfaction 5 28% 3 motivated 3 17% students’ negative responses 1 surprised 1 6% 2 dissapointed 2 11% 3 dissatisfaction 1 6% total 18 100% the explanation of each finding are described as follows: 1. students' positive emotional responses a. happy the positive emotional response obtained from the semi-structured interview is that students say the feedback given by the teacher is easy to understand and makes them happy. after receiving the feedback and reading it, they feel happy because the feedback given by the teacher on their assignment is very useful in helping them correct the mistakes they made. this makes them feel enthusiastic about correcting their writing mistakes and improving their writing skills. they feel that sometimes they complete tasks without knowing what spelling mistakes they made. therefore, the feedback given by the teacher is very helpful for them. here's one of the data that shows their happy feelings: eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 27 “pokoknya kayak misalnya kalo kita dikasih tau benernya seperti apa tuh kayak yang ada rasa tersendiri gitu kak kayak rasa senengnya beda aja gitu hehehe, maaf ya kak kalo misal kurang jelas”. – student 2, 11th-grader this study shows that students feel various emotional feelings after receiving teacher feedback in their narrative text assignments. some of them were surprised, sad, and worried about the writing mistakes they made after they saw the many red marks given by the teacher on their writing, but after they saw the feedback given by the teacher and read it carefully, they were happy because they could find where are the errors and their feedback. b. satisfaction some of the positive emotional responses obtained from students' reflective journals are that students find dwcf very useful to improve their writing skills. the following is one of the data that shows their positive emotions: “setelah diberi komentar, saya merasa komentar itu bermanfaat, saya berharap setiap pembelajaran menulis bahasa inggris guru memberikan komentar agar kita tahu kesalahan dalam menulis, saya sangat termotivasi dan semangat untuk terus berlatih keterampilan menulis.” – student 3, 11th-grader c. motivated “iya, bagi diri saya sendiri itu sangat sangatlah berguna. iya, karena dengan seperti itu kemungkinan kita untuk mengulangi kesalahan yang sama lebih sedikit karena sudah tau dan paham letak kesalahan dan pembetulan nya seperti apa. iyaa, sangat-sangat termotivasi dan menumbuhkan rasa ingin bisa, belajar, serta rasa untuk terus berlatih.” – student 4, 11th-grader the data shows that feedback is very useful for students because it can help them avoid repeating the same mistakes. besides being useful, the feedback given by the teacher is also very motivating for them to develop their writing skills to be better. 2. students' negative emotional responses a. surprised from the results of interviews conducted with five students in one high school in indonesia through the whatsapp application, the authors found that students showed various emotional responses, namely positive emotions and negative emotions. one of negative emotional responses shown by students is surprised by the number of corrections marked in red. it can be seen from the following excerpt: “kalo dari aku kan waktu pertama kali dikasih file yang dikoreksi sama kakaknya itu tuh awalnya kaget kak pas dibuka udah ada tanda merah gitu trus langsung berpikir duh aku banyak banget salahnya ternyata ga dicek satu-satu sih, aku mikirnya gitu kan”. – student 1, 11th-grader the student said that he was surprised when the teacher corrected and provided feedback on his writing. he felt that his writing was not optimal. students' surprises like this can be found if the teacher corrects their assignment by putting a red mark on each wrong word. although the focus on dwcf is given to students, emotional responses such as surprise can be found. besides being surprised by the number of corrections they got, they were also surprised by the teacher's response to their writing. in this case, many teachers only give grades without sari, suryaman & yanto: students’ emotional responses toward … 28 correcting or correcting without telling how to correct the writing errors they make. in addition to being surprised, one of the students also felt that the feedback given was difficult to understand in terms of the singular-plural and unclear messages. she thought that she couldn't remember some of the lessons she had learned earlier. b. disappointed the data from students' reflective journal revealed that some students felt disappointment. it can be seen from the following excerpt: “setelah saya mencoba buat dan di koreksi oleh kak cindy. awalnya, saya merasa kecewa dan tidak senang kepada diri saya sendiri karena lumayan banyak yang salah.” – student 4, 11th-grader in this data the students said that they were disappointed and unhappy because they made a lot of mistakes, and were worried about their own abilities. in addition, this type of emotion cannot be determined through the type of feedback given such as unfocused or focused because almost every student feels the same way when they see the error correction that has been given by the teacher. c. dissatisfaction “iya kak sama-sama kalo misalnya dari nur sendiri ini yang kurang dimengerti kayak yang plural or singular sama yang unclear message itu yang kurang dimengerti kayak yang kayaknya kalo misalnya plural sama singular itu kayaknya dulu udah pernah di apa yah, dikerjain? diajarin cuman lupa jadi ini apa udah gak gak kepake lagi tapi kalo yang uncleaar message itu kurang paham, jadi udah disitu aja kak”. – student 2, 11th-grader the data obtained from the interviews showed that students found it difficult to understand the feedback that the teacher gave because it was difficult to remember learning materials that had been studied for a long time. the reason for this happening will be explained below. this study shows that students felt various emotional feelings after receiving teacher’s feedback in their narrative text assignments.some of them were surprised and dissapointed about the writing mistakes they made after they saw the many red marks given by the teacher on their writing, but after they saw the feedback given by the teacher and read it carefully, they were happy because they could find where their mistakes and feedback feedback was also very useful and motivates them to improve their writing skills. the results of these diverse emotional responses have previously also been found in research conducted by mahfoodh (2017), the results of research conducted by mahfoodh show that rejection of feedback is 9.1%, surprised is 4%, feels happiness is 3.4%, dissatisfaction of 2.9. %, disappointment 2.2%, frustration 1.7% and satisfaction 1.5%. this study indicates that the dwcf given by the teacher to the students is very useful and plays an important role in improving their writing skills. the interviews proves that the students did not really expect to get the teacher’s feedback though they were surprised and very happy. the students thought that the teacher usually only gave them gifts without giving or giving feedback. the benefits of dwcf have also been discussed in previous research conducted by banaruee, et al. (2018) that dwcf has a significant impact on learning to write and it is effective in helping students find where they went wrong and correct it. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 29 however, one of the students said that they felt difficulties in understanding the feedback given by the teacher in terms of the singular or plural and unclear messages. this happens because the students have not fully mastered the lessons that have been studied previously. this is in line with a study conducted by shintani and ellis (2013), which reported that dwcf was not effective enough to help low-ability students correct the writing errors they made. d. conclusion this study aims to find out how the students' emotional response after their assignment was given direct written corrective feedback by the teacher. this research was conducted at one of the senior high schools in indonesia by involving five students in 11th grade. the first finding discuss students' expectations of the feedback that the teacher would give. the students were surprised and worried that they made a lot of writing errors and got low scores. the second finding discusses the students' responses the teacher’s feedback. in the third finding, the authors found that the students felt enthusiastic and motivated to improve their writing skills thanks to the feedback given by the teacher. they feel that the feedback given by the teacher can help them avoid repeating the same writing mistakes. from all the data that has been found, it can be seen that positive emotional responses dominate all students' emotional responses to dwcf. the data showing that students feel happy is 33% and has been said six times. the emotional responses that are least widely felt by students are surprised and dissatisfaction, which is only 6%. to conclude, the authors found the benefits of dwcf that the teacher’s feedback is very useful. with this in mind, the students want the teacher to continue to provide feedback on each of their assignments. although giving feedback is quite a time-consuming if it is done for each student, this method is considered to be useful for improving their writing skills. if the teacher wants to improve students' writing skills, this research is expected to help teachers in choosing the types of students' writing errors that students should know and correct. in this study, there are still many limitations in terms of time, number of participants, and the media used. for future research, the authors hope that many other researchers are interested in researching this topic with a variety of different research methods, various learning media and a large number of participants so that the debate about the effectiveness of dwcf can be answered. references banaruee, h., & askari, a. (2016). typology of corrective feedback and error analysis. isfahan: sana gostar publications. isbn: 978-600-8061-88-5. banaruee, h., khatin-zadeh, o., & ruegg, r. (2018). recasts vs. direct corrective feedback on writing performance of high school efl learners. cogent education, 5(1), 1455333 bitchener, j., & storch, n. (2016). written corrective feedback for l2 development. multilingual matters. braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77-101. chapelle, c. a., & sauro, s. (2017). introduction to the handbook of technology and second language teaching and learning. the handbook of technology and second language teaching and learning, 1-9. daneshvar, e., & rahimi, a. (2014). written corrective feedback and teaching grammar. procedia social and behavioral sciences, 136, 217–221. sari, suryaman & yanto: students’ emotional responses toward … 30 ellis, r. (2009). corrective feedback and teacher development. l2 journal, 1(1). farrokhi, et al. (2011). the effects of focused and unfocused written corrective feedback on grammatical accuracy of iranian efl learners. theory and practice in language studies, 1(12), 1797-1803 ferris, d. r. (2010). second language writing research and written corrective feedback in sla: intersections and practical applications. studies in second language acquisition, 32(2), 181-201. gilgun, j. f. (1994). a case for case studies in social work research. social work, 39(4), 371380. goleman, d., boyatzis, r., & mckee, a. (2002). the emotional reality of teams. journal of organizational excellence, 21(2), 55-65. li, f., & curdt-chriatiansen, x. l. (2020). teacher feedback in uk higher education: affective and cognitive perceptions of chinese postgraduate students. international journal of educational research, 104, 1-12, doi: https://doi.org/10.1016/j.ijer.2020.101674 mahfoodh, oha. (2017). “i feel disappointed”: efl university students’ emotional responses towards teacher written feedback. assessing writing, 31, 53–72. doi: https://doi.org/10.1016/j.asw.2016.07.001 ping, a. l., pin, v. t. p., wee, s., & nah, h. h. (2003). teacher feedback: a singaporean perspective. itl-international journal of applied linguistics, 139(1), 47-75. rummel, s., & bitchener, j. (2015). the effectiveness of written corrective feedback and the impact lao learners’ beliefs have on uptake. australian review of applied linguistics, 38 (1), 66-84. doi: https://doi.org/10.1075/aral.38.1.04rum semke, h. d. (1984). effects of the red pen. foreign language annals, 17(3), 195-202. shintani, n., & ellis, r. (2013). the comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the english indefinite article. journal of second language writing, 22(3), 286–306. shuman, v., & scherer, k. r. (2014). concepts and structures of emotions. international handbook of emotions in education, 23-45. truscott, j. (2007). the effect of error correction on learners’ ability to write accurately. journal of second language writing, 16(4), 255-272. truscott, j. (2016). the effectiveness of error correction: why do meta-analytic reviews produce such different answers. epoch making in english teaching and learning: a special monograph for celebration of eta-roc’s 25th anniversary, 129-141. https://doi.org/10.1016/j.ijer.2020.101674 https://doi.org/10.1016/j.asw.2016.07.001 https://doi.org/10.1075/aral.38.1.04rum eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 45 the use of podcast to improve students’ listening comprehension hania fadhilatun nisa*1, lidyatul izzah2, muhamad sofian hadi3 1 haniiafadhilla@gmail.com, 2 izzahlidyatul@yahoo.com, 3 m_sofianhadi@yahoo.com 1,2,3universitas muhamadiyah jakarta abstract this study aims to investigate the effectiveness of podcast in improving students’ listening skill. the method used in this research is quantitative method with pre-experimental as a research design. both the pre-test and post-test were used as instruments in collecting data. the writer used one class in the seventh grade of smp muhammadiyah 35 jakarta as the sample. the data were analyzed statistically using t-test. the results of the analysis show that the mean score of students is 89.4, statistical calculations show the result to (tobservation) > t (t-table) obtained are 17.986 while the tt value is 1.721 with a significant level of 5% (0.05), because to is higher than tt, then the alternative hypothesis (ha) was accepted while the null hypothesis was rejected. from the result of this analysis this study concludes that using podcast was an effective media to improve students’ listening skills. keywords: comprehension, podcast, teaching listening a. introduction english is an international language spoken worldwide. more that one billion people worldwide speak english and use it as a second or foreign language. they speak english in order to communicate and understand what information that is being delivered between two or more foreign speakers. this process needs at least one speaker and one listener to communicate and to get the information as well. this process requires english skills and one of them is listening. listening is defined as the act of listening attentively. hamouda ( 2012) stated that listening as active listening, which is essential for effective communication. listening can also be defined as, more that just listening and understanding and interpreting the meaning of a conversation. thus, the first skill that english learners must be owned is listening. listening is an important language skill used to develop english students in learning a second language. listening is the ability to recognize and understanding it’s meaning. it builds learners’ compatibility in their understanding of the language. in other words, the power of listening leads us to catch the pure meaning of the information. it can be concluded that listening skill is important for the learners to be mastered. however, although important, listening is considered the most difficult language skills to learn. the importance of listening in language learning should not be overstated. through acceptance, we internalize linguistic information without which we cannot produce language. because the role of listening mailto:1 nisa, izzah & hadi: the use of podcast to improve … 46 comprehension in language teaching has been emphasized over and over again, many english students do not play enough attention to its importance in their classrooms. in general, there are several factors that influence students’ hearing comprehension. first, students face many difficulties in mastering vocabulary. second, students have limited time to learn english, the problem also stems from the quality of the cassette or diskette. the tape may be recorded when there is sound, so the quality is outdated. inadequate equipment is somehow an obstacle for students in listening. so, this is the place for students to listening in the lab room. this willgive better results as outside noise cannot enter the laboratory room. the good cassette recorder or cd player may provide it better than the old one. listening is tought by the teacher only once a month. third, students feel bored and not motivated to learn. they tend not to pay attention when the teacher explains the material. in this modern era, practicing english listening skill can be done anytime, anywhere and anyhow. one of the reasons is the existence of spotify, digital music, podcast, and video streaming songs and other content from artist around the world. english while practicing their listening skill. they can choose one english learning podcast and listen to it while developing their knowladge. however, not all the learners will understand the content the same as other learners. one can understand whole content for one time playing the podcast, one can understand half of the contant, or not at all. the problem that is discussed by the researcher in this thesis is the “effectiveness of using podcast in teaching listenig comprehension” based on the background above, researchers limit the study about “the effectiveness of using podcast in teaching listening comprehension”. thus, this research focused to analyze about the effectiveness of the podcast on spotify apply in teaching learnning activity to build up students’ listening comprehension. 1. listening in indonesia, classes are taught in english as a foreign language from elementary school to university. students are expected to have basic skill in reading, speaking, and listening in english. listening is the hardest one of all. thus, listening is an important aspect of communicating with others. vasiljevic (2010) stated that listening is used by more than 45%in communication, which clearly demonstrates the importance of these skills in overall language skill. in recent years, when listening is not only related to comprehension but also to language learning, listening has been considered from another perspective. listening teaching requires more teachers than students. what of the main principles of listening teaching is that language materials must be used to practice listening comprehension, and they must not be presented visually first. therefore, listening to audio is a good tool to achieve this goal. therefore, listening comprehension convers the various processes involved in understanding and understanding spoken english. this includes recognizing speech, understanding the meaning of individual words, and / or understanding the grammar of the sentences that convey them. listening comprehension may also involve prosody with verbal expression (for example, the expected meaning of the statement can be turned into a question), and draw relevant conclusions based on the speaker's background, real-world knowledge, and specific attributes (for example, the speaker can obtain what information and what he or she may discuss. for long-term language or discourse, listening comprehension also involves a large amount of memory requirements to detect the causality expressed in the discourse. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 47 in addition, antony et al., (2012) stated that whether asleep or waking up, humans continue to process sound; i.e. vibrations pass through our ears and are processed in our brain continuously. according to hamouda (2013), listening skills are an important element in obtaining understandable input. learning will not happen if there is no input. jafari & hashim (2015) emphasize that listening is a channel for understandable input and more than 50 percent of the time spent by students to learn a foreign language is devoted to listening. according to gilakjani & ahmadi (2011), listening plays an important role in the communication process. ferris (1998), murphy (1991), vogely (1998) and hamouda, (2013) revealed that listening is the most commonly sed skill in the language classroom. therefore, it is clear that listening is very important to students’ lives because listening is used as a learning tool at all teaching levels. although interested in foreign language learning, the teaching of listening comprehension is ignored in many efl classrooms. pourhossein (cited in gilakjani & ahmadi, 2011) that listening includes listening to thoughts, feelings and intentions and this requires active involvement, effort and training. listening comprehension is useful for student speech. this means that as students are more exposed to spoken english, they can better understand and understand tone, intonation, stress, redundancy, and group. furthermore, from what mentioned above, the researcher concluded listening skills are very important in foreign language learning because the key to language learning is to accept language input. thus, the process of listening comprehension provides useful intuition in listening instruction. it helps student understand the context of school material in a form of audio and even better to other skill such as reading and speaking. because the development of listening comprehension can help students succeed in language learning, thereby enhancing understandable input. 2. components of listening the term ‘hearing’ is mostly confused with ‘hearing’, although hearing may or may not be conscious of hearing in general. the listening process begins with conscious listening and is an important step in the listening process. thus, because hearing is complicated then it needs various components that will lead to understanding. according to goh (2000) identify this component as follows: a. distinguish sounds. b. criticize the word. c. identify grammatical word groups. d. identify the "pragmatic unit". e. associate linguistic signals with paralinguistic signals (intonation and stress) and non-linguistic signals (signals and objects relevant to the situation) to construct meaning. f. use knowledge of background and context to predict and confirm meaning g. remember important words and ideas. in addition, according to hermawan (2012), the influencing factors can be divided into two, namely internal factors and external factors: a. internal factors effects the listening process are: hearing problems and physical condition. if someone has a hearing impairment or a damaged hearing device, a cairtain amount of waves can be prevented from entering, and the hearing process will be interrupted. nisa, izzah & hadi: the use of podcast to improve … 48 b. external factors includes environmental factors, material factors, speakers, style and oral skills. the subjects will affect the listening process. listeners will be more interested in new material than in known or experienced materials. the speaker factor can also disturb the audience’s attention. for example, an experience and calm speakers will be more persuasive than a nervous speaker. in addition, the presentation, appearance, and technology the material may also be one of the factors that affect the listening process such the visualization and technology used. constantine (2007) mentions that a podcast is the name of a digital recording of a radio broadcast or similar program. podcast are published on the internet as mp3 and mp4 files. the advent of podcast on the internet has provided language teachers with a gold mine for teaching listening skills. podcast can be two to three minutes and an hour long. english teachers can subscribe to podcasts by subscription when there is a new episode available, it will be downloaded to the computer automatically. moreover, it is not charged to the customer. because podcast content is free, teachers now have a way to build a large listening library for their students based on contemporary and relevant topics. english teachers can also encourage students to download their own podcasts so they have more listening input. in addition, kavaliauskienė (2008) claims that there is an opportunity to increase language awareness by using podcasting that allows students to do homework, and assignments, at their own pace and in non-threatening conditions. b. method this study is categorized as a quantitative method using a pre-experimental study. quantitative research methods are methods in which numbers are used to explain findings (kowalczyk, 2016). the pre-experimental design is chosen because this design aims to understand the effect of the effectiveness of using podcast in teaching listening comprehension. in this study, quantitative research was conducted in a pre-test and post-test design group. this study selected the grade-7th in junior high school at smp 35 muhammadiyah jakarta as the sample of this research. according to creswell (2012), samples are target population groups that researchers have chosen to collect target population data. the population of this study is 75 students at first junior high school students in jakarta, indonesia. the data sample consists of one class, namely 25 students of class vii smp muhammdiyah 35 jakarta in the school year 2020/2021. in collecting data, the researcher used the students’ listening test as an instrument of the study. students were given a pre-test in the first meeting. they listened to a learning material podcast and given some test. then, the result were noted as the development of their listening skill until the end of the test. data were collected from the instrument in the form of 30 multiple choice items for pre-test. then, in analyzing the data, statistical data formulas are required in relation to the methods used. in analyzing the data, the t-test was used to test the significance. c. findings and discussion this section reports the findings of the research. these findings are based on the data which were analysed in this research was the result of the test. the participants of this research, those are the eleven grades in smp muhammadiyah 35 jakarta in academic year 2020/2021 were answered the test completely. the data shown in this section is collected from students’ scores before and after the listening test. the analysis results are as follows: eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 49 1. the result of students’ pre-test score pre-test scores data for students of listening comprehension is shown in table 1. table 1. the score of students’ pre-test students score an 50 adh 50 ao 65 az 70 an 65 adp 60 azs 75 aa 75 bhr 50 bz 55 dpp 70 dha 65 drg 60 dkg 55 dag 45 fks 80 fsp 60 fep 75 gr 70 je 45 knp 55 mdaf 75 ml 75 mni 70 msep 50 n=25 total: 1565 mean: 62.6 from the table 1, it can be shown that 2 students get 45 for their listening score, 4 students get 50 for their listening score, 3 students get 55 for their listening score, 3 students get 60 for their listening score, 3 students get 65 for their listening score, 4 students get 70 for their listening score, 5 students get 75 for their listening score, 1 students get 80 for their listening score. the mean of student’s pre-test result was 93.18 the highest score in pre-test is 80 and the lowest score in pre-test is 45. table 2. criteria of students’ pre-test score criteria score excellent 5 (90-100) good 4 (76-89) enough 3 (66-75) poor 2 (40-65) very poor 1 (00-39) nisa, izzah & hadi: the use of podcast to improve … 50 based on the criteria written in table 2, the data can be categorized as follows: table 3. criteria of students’ pre-test result criteria of students total number of students total number of students in percentage excellent 0 0% good 1 4% enough 9 36% poor 15 60% very poor 0 0% total 25 100% the table 3 reveals that 1 student (4%) was good, 9 students (36%) were enough, 15 students(60%) were poor and no one student were excellent and very poor . 2. the result of students’ post-test score the data of students’ post-test scores of listening which is obtained into tables as follow: table 4. the score of students’ post-test students score an 90 adh 90 ao 85 az 95 an 90 adp 80 azs 100 aa 95 bhr 80 bz 80 dpp 100 dha 80 drg 85 dkg 95 dag 80 fks 100 fsp 85 fep 95 gr 95 je 80 knp 85 mdaf 90 ml 95 mni 95 msep 90 n=25 total: 2235 mean: 89.4 eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 51 from the table 4, it can be shown that 6 students get 80 for their listening score, 4 students get 85 for their listening score, 5 students get 90 for listening score, 7 students get 95 for their listening score, 3 students get 100 for their listening score, the mean of student’s post-test result was 93.18 the highest score in post-test is 100 and the lowest score in posttest is 80. table 5. criteria of student post-test result criteria of students total number of students total number of students in percentage excellent 15 60% good 10 40% enough 0 0% poor 0 0% very poor 0 0% total 25 100% the table 5 shows that 15 students (60% ) were excellent 10 students (40% ) were good, and no one student were enough, poor, and very poor. 3. the analysis of the data the data was analyzed by using t-test to determine whether there was a significant between student writing skills in pre and post-test. the pre-test was given before the treatment begins and the post-test is given after the treatment finish. table 6 presents the student’s listening comprehension in the experimental class before the researcher does her experiment (pre-test). in addition, also present the students’ listening comprehension after the researcher does her experiment (post-test) in the experimental class. table 6. statistical table of students’ pre-test and post-test no. students pretest xi posttest xj (xjxi) �̅� ((𝑿𝒋 − 𝑿𝒊 − 𝑫 ̅) ((xjxi) �̅�)2 1 an 50 90 40 26.8 13.2 174.24 2 adh 50 90 40 26.8 13.2 174.24 3 ao 65 85 20 26.8 -6.8 46.24 4 az 70 95 25 26.8 -1.8 3.24 5 an 65 90 25 26.8 -1.8 3.24 6 adp 60 80 20 26.8 -6.8 46.24 7 azs 75 100 25 26.8 -1.8 3.24 8 aa 75 95 20 26.8 -6.8 46.24 9 bhr 50 80 30 26.8 3.2 10.24 10 bz 55 80 25 26.8 -1.8 3.24 11 dpp 70 100 30 26.8 3.2 10.24 12 dha 65 80 15 26.8 -11.8 139.24 13 drg 60 85 25 26.8 -1.8 3.24 14 dkg 55 95 40 26.8 13.2 174.24 15 dag 45 80 35 26.8 8.2 67.24 nisa, izzah & hadi: the use of podcast to improve … 52 based on the table above, it can be seen that the mean score of pre-test is 62.5 and the mean score of post-test is 83.46 from 26.8. based on the result, it can be concluded that the use of podcast gave greater contribution in teaching listening comprehension. after the results of the above-mentioned students’ pre-test and post-test, the author analyzed the results to determine the effectiveness of using podcast for listening comprehension on spotify. the author made the following calculations according to the steps of the t-test formula: based on the calculation above, the t calculation 17.986 and t table with degree of freedom (df) 24 obtained obtained 1.721. the significance value of less than 0.05 and t calculation > t table and the significance of using podcast as an effective in teaching listening comprehension. since to was higher than tt score obtained from the result of the calculation, the positive hypothesis (h1) can be accepted while the negative hypothesis (h0) was rejected. it can be seen from the students’ post test scores (89.4) which is higher than their pretest (62.5). the significance score of students’ listening test result, which was higher than 0,05 showed that using podcast gives significant effect to influence students’ listening of 7th grade students’ of smp muhammadiyah 35 jakata in academic year of 2020/2021. students pretest xi posttest xj (xjxi) �̅� ((𝑿𝒋 − 𝑿𝒊 − 𝑫 ̅) ((xjxi) �̅�)2 16 fks 80 100 20 26.8 -6.8 46.24 17 fsp 60 85 25 26.8 -1.8 3.24 18 fep 75 95 20 26.8 -6.8 46.24 19 gr 70 95 25 26.8 -1.8 3.24 20 je 45 80 35 26.8 8.2 67.24 21 knp 55 85 30 26.8 3.2 10.24 22 mdaf 75 90 15 26.8 -11.8 139.24 23 ml 75 95 20 26.8 -6.8 46.24 24 mni 70 95 25 26.8 -1.8 3.24 25 msep 50 90 40 26.8 13.2 174.24 total 1565 2235 670 0 1444 mean 62.5 89.4 26.8 t-test one group = 𝑡 = �̅� 𝑆𝐷 √𝑛 𝑆𝐷 = √𝑉𝑎𝑟 𝑉𝑎𝑟 (𝑆 2) = 1 𝑛 − 1 ∑ 𝑛 𝑖=1 (𝑥1 − �̅�) 2 eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 53 d. conclusion after analyzing the data, several conclusions can be inferred. first, the result shows that the avarage of pre-test was 62.5 and post-test was 89.4. it can be seen from the students’ progress between pre-test and post-test.the value of tcalculation (17.986) was higher than the value of ttable (1.721) at the significance level of 5%. it can be concluded that null hypothesis (h0) was rejected and alternative hypothesis (h1) was accepted. it means the use of podcast gives a significant effect on students’ listening skill of seventh grade students in smp muhammadiyah 35 jakarta. therefore, it is recommended that the teachers use podcast in teaching listening in the classroom. references antony, j. w., gobel, e. w., o’hare, j. k., reber, p. j., & paller, k. a. (2012). cued memory reactivation during sleep influences skill learning. nature neuroscience, 15(8), 1114– 1116. constantine, p. (2007). podcasts: another source for listening input. the internet tesl journal, 13(1), 143–156. creswell, j. w. (2012). educational research: planning conducting and evaluating quantitative and qualitative research (4th ad.). boston, ma. ferris, d. (1998). students’ views of academic audio/spoken abilities: a relative needs analysis. journal of tesol quarterly, 32, 289–318. gilakjani, a. p., & ahmadi, m. r. (2011). a study of factors affecting efl learners’ english listening comprehension and the strategies for improvement. goh, c. c. m. (2000). a cognitive perspective on language learners’ listening comprehension problems. system, 28(1), 55–75. hamouda, a. (2012). listening comprehension problems-voices from the classroom. language in india, 12(8). hamouda, a. (2013). an investigation of listening comprehension problems encountered by saudi students in the el listening classroom. international journal of academic research in progressive education and development, 2(2), 113–155. hermawan, h. (2012). menyimak: ketrampilan berkomunikasi yang terabaikan. graha ilmu. jafari, k., & hashim, f. (2015). comparison of normal and moderately slow speech rates: listening to students’ voices in listening comprehension classes in efl context. international journal of foreign language teaching in the islamic world, 3(3), 5–11. kavaliauskienė, g. (2008). podcasting: a tool for improving listening skills. teaching english with technology, 8(4). kowalczyk, d. (2016). research methodologies: quantitative, qualitative, and mixed methods [video file]. murphy, j. m. (1991). oral communication in tesol: integrating speaking, listening, and pronunciation. tesol quarterly, 25(1), 51–75. vasiljevic, z. (2010). dictogloss as an interactive method of teaching listening comprehension to l2 learners. english language teaching, 3(1), 41–52. vogely, a. j. (1998). listening comprehension anxiety: students’ reported sources and solutions. foreign language annals, 31(1), 67–80. nisa, izzah & hadi: the use of podcast to improve … 54 gunawan, ahmad & utami: indonesian university students’s….. 109 indonesian university student’s emotional experiences of learning vocabulary through english learning accounts on instagram iwan gunawan1, yousef bani ahmad2, praditya putri utami3 iwang2022@gmail.com, yousef.baniahmad@fkip.unsika.ac.id, praditya.putri@fkip.unsika.ac.id universitas singaperbangsa karawang abstract emotions are indicated as central heart in the term of vocabulary learning context. these are being students’ evaluation toward foreign language learning process that provide worthwhile and important information related to cognition, behaviour and even motivation. in this case, the investigation of emotions which personally experienced by university students has not existed in the forefront, still gets a little bit scientific attention, quite limited in the research agenda of vocabulary learning. keeping that in mind, this research is aimed to investigate university student’s emotional experiences of learning vocabulary through english learning accounts on instagram. the respondent of this research was a university student from non-english department in sixth semester who studying in one of universities in lampung province, indonesia. in order to occupy this research goal, a narrative inquiry is involved to excavate the experiences of a multifaceted kinds of positive and negative emotions. a semi structure interview through zoom application is employed to collect the data of this research. all of data are analysed by using braun and clarke’s thematic analysis theory with several steps comprised of reading, coding, theming and interpreting. the result of this research reveals that emotions like happiness, satisfaction, inclination, and security may influence his willingness, feeling, motivation, and learning strategy. meanwhile, emotions of unhappiness, insecurity and dissatisfaction are signified as the source of the obstacles in learning vocabulary through these accounts. as a matter of this fact, it can be said that emotions play a significant role during the process of learning vocabulary since there is no language learning process without the existence of emotions. keywords: emotions, english learning accounts, vocabulary learning a. introduction emotions play a pivotal role in foreign language learning invariably in vocabulary learning. they provide a beneficial information that leads to human cognition, behaviour and motivation. in line to above explanation, in principle, students have a variety pattern of emotional experiences both positive and negative emotions such as hope, relief, enjoyment, pride, anxiety, anger, shame, boredom, hopelessness etc (pekrun, goetz, & perry, 2002a). these emotions are academic emotions which directly influence students’ learning process, performance, motivation, identity development, and even health (schutz mailto:iwang2022@gmail.com mailto:yousef.baniahmad@fkip.unsika.ac.id mailto:praditya.putri@fkip.unsika.ac.id eltin journal, volume 9/no 2, october 2021 110 & pekrun, 2007; as cited in pishghadam et al., 2016). that being the case, emotions are being the result of students’ evaluation in leaning process. accordingly, emotions are pointed out as human experience which considered as essential as the learning process. in the term of foreign language learning, the role of vocabulary learning is also indivertible. as argued by thanh huyen & thi thu nga (2003, as cited in rohani & pourghaib, 2013) explains that vocabulary is language element which indirectly correlates to four language skills such as speaking, reading, listening and writing. even though vocabulary is denoted as a vital part in acquiring new languages. in fact, vocabulary learning may be very difficult if it is applied with most conventional learning model (saldana et al, 2019). assuming this, the emergence of new means that able to simplify the learning process is needed to prompt the students in learning vocabulary. considering to the matter above, the presence of instagram is indicated as a novel approach of alternative educational device which provides a various contextualized audio-visual information for language learning including vocabulary learning (yadegarfar & simin, 2016). due to a swift development and the most popularity of this platform, many creators of english learning accounts on instagram compete to put on all kinds of language materials related to vocabulary. that being the case, students may learn vocabulary through this platform by their own way and determine learning goal to support their learning process. therefore, the utilization of instagram can be signified as valuable language learning tool that helps the learning process and intensify the quality of learning (salomon, 2013). in line to above statements, a number review of literatures which explain about how instagram facilitates and supports students in learning the entire of english skills such as reading, speaking, writing, listening, etc have been conducted before (al-ali, 2014; aloraini, 2018; anggraeni, 2010; handayani, 2017; khalitova & gimaletdinova, 2016; kurniawan & kastuhandani, 2016; listiani, 2016; mansor & rahim, 2017; rinda, novawan, & miqawati, 2018; soviyah & etikaningsih, 2018; vianty & palmi, 2014 as cited in pujiati et al., 2019). however, until right now there is no a comprehensive research which accentuate about university student’s emotional experiences of learning vocabulary through english learning accounts on instagram. as recorded (mansor & rahim, 2017) by the investigation toward the use of instagram as digital education platform for language learning purposes is still scarce and accepted a slight attention. in additional, a study which focused to emotions experienced personally by english language learners is also quite limited in language learning context (imai, 2010; pishghadam, 2009). at this point, it is such an important thing to deal with a multeity pattern of emotions which experienced by university’s student while learning vocabulary through english learning accounts on instagram. as stated by pekrun, goetz, titz, et al., (2002) that students accepted a full range of emotions in language learning process since basically students will never learn without emotions. with this in mind, it should be recognized that when educators fizzle out to appreciate the significance of students’ emotions, simultaneously they will also fizzle out a critical force of students’ learning (yang & damasio, 2007). gunawan, ahmad & utami: indonesian university students’s….. 111 to put it briefly, the researcher aims to take on a research about university student’s emotional experiences of learning vocabulary through english learning accounts on instagram by using narrative inquiry. a proper understanding about the complexities of emotions which personally experienced by university’s students will provide a complete explanation toward a variety forms both positive and negative emotions. a more important, the researcher is also expected that this study may stimulate all university students outside to highlight the significance of learning vocabulary through english learning accounts on instagram and motivate them to surmount their troubles by following suggested strategy. as a consequence, the availability of this study will offer new insights on how vocabulary learning is created and shaped by emotions so that indirectly can extend the literature of qualitative research. b. literature review 1. emotions emotions are defined as subjective responses to object, person and definite situation in educational context (hascher, 2008). additionally, emotions which directly experienced by students are indicated as crucial thoughts to comprehend students’ motivation, effective teaching and even learning process (pekrun, goetz, titz, et al., 2002; meyer & turner, 2006). for the reason, emotions have a pivotal role as a part of human experience where should be assumed just as significant as the learning process. in terms of language learning, emotions are manifested as central heart of foreign language learning process. in foreign language learning process, students may have a full range of positive and negative emotions that facilitate or preclude the way of understanding and learning vocabulary. in this case, positive emotions such as hope and enjoyment can encourage students’ performances in processing information (febrilia et al., 2011), even also arouse students’ motivation and interest (pekrun et al., 2007). meanwhile, negative emotions like boredom, hopelessness, and anxiety pertain negatively to interest and effort (pekrun, goetz, & perry, 2002b) so that let students have trouble to conceive what they have learnt during the process of learning. to sum up, it is pivotal to well understand about emotional experiences which personally experienced by university during the process of vocabulary learning. as argued by ismail (2015), both of positive and negative emotions can influence students’ learning. 2. vocabulary learning vocabulary learning is designated as one of the most challenging items in foreign language learning process. it is thought as the most vital element of a foreign language that focused to study about a group of words. that being a case, any languages including english certainly have a wide array of words, language will never abide without cope with adequate vocabulary (mohammed, 2019). regarding this, it is necessary to enrich vocabulary knowledge which help students to learn how to speak, write, comprehend the spoken language and even distinguish the meaning from the various text types that simultaneously enable them to master the whole of english language skills. given these points, vocabulary learning can be portrayed as crucial tool of foreign language learning. to put it briefly, vocabulary learning may be considered as an integral part of language pedagogy that inseparable to language learning (alqahtani, 2015). eltin journal, volume 9/no 2, october 2021 112 3. instagram instagram is signified as a free social network platform service that allow the users to capture a series of pictures, videos, and a variety of information or knowledge including language learning materials for unbounded period of time. on the authority of al-ali (2014), instagram has a variety kind of functions like creating account, post any contents through pictures or videos, add locations, add caption, apply filters, tag users, add hashtags, add comments, browse and even follow other accounts. in view of the fact, a plethora amount of contextualized visual data derived from instagram can be suggested as additional media for students in learning vocabulary. therefore, instagram is assumed as authentic and effective educational tool which propose vocabulary learning beyond classroom. 4. english learning accounts the space of english learning accounts nowadays is rife emerged in instagram. (jaka, 2019), the existence of english learning accounts provides various contents for language learning. through this platform, the students can access several images or videos and follow many english learning accounts to acquire vocabulary materials. that being the case, english learning accounts may be assumed as appropriate source of authentic, up to date english materials and alternative way for students to remember a new vocabulary effectively and learn more the meanings of words instantly. as a matter of fact, there are several english learning accounts that have selected directly by researchers to this research. those accounts are comprised of @kampunginggrislc, @gurukumrd, and @survival_kampunginggris. principally the majority of these accounts have operated more than 3 years and uploaded english materials almost every day. for the reason, the entire of these accounts can be suggested to all students from various learning levels and backgrounds because the main visual contents of these accounts are close to indonesian context. c. research methodology this research was involved a qualitative method and pervaded narrative design (clandinin & conelly, 2000) to explore indonesian university student’s emotional experiences of learning vocabulary through english learning accounts on instagram. the stories of emotional experiences are personally experienced by participant of this research to reveal background of decision, feelings, motivation, the strategies and obstacles of learning vocabulary through this platform. the participant of this research is a university student from non-english department in sixth semester who studying in one of universities in lampung province, indonesia. even though between participant and researcher have long distance, this research was undertaken virtually to support indonesian government policy in handling the covid-19 pandemic. the recruitment participant of this research was carried out by considering the reason that researcher has emotional proximity to the participant as old friend since junior high school. given these points, the participant has quite a while experiences of learning vocabulary through english learning accounts on instagram. accordingly, the participant is willing to construct his experiences to the researcher. gunawan, ahmad & utami: indonesian university students’s….. 113 in collecting the data, the researchers conducted data collection in may 2021 by embroiling semi-structure interview with aimed to gain complete overviews of participant’s experiences. as emphasized by clandinin & huber (2010; connelly & clandinin, 1990; as cited in (hastowohadi et al., 2020), it is possible for the researchers to acquire complete information by listening to the stories derived from participants. before interviewing the participant, the researchers tried to contact the participant via direct message on instagram by asking his willingness to participate in this study. after that, when the participant had agreed to take part in this study, this talk was continued via whatsapp chat to discuss about a proper time of conducting interview process which adjusted to participant’s spare time. as one of attempts related to safety assurance during the pandemic, the researcher involves zoom application as media support for interviewing process with purposed to perceive participant’s emotional expressions clearly. this interview process was established by researchers with warranty of anonymity, confidentiality and emotional comfort. a more important, the participant has discretion and a strong right to step down from interview process whenever without any consequences (harvey, robinson & welch, 2017; widodo, 2014 as cited in fridani et al., 2020). thus, the advantage of using digital technology within interview process is that the researcher has the opportunity to encounter participants’ emotional expressions directly (harvey, 2015). in this case, the interview questions were not directly pertained to participant’s emotional experiences in learning vocabulary through english learning accounts on instagram. conversely, these were more generally related to how was participant’s feeling, how was participant’s impression, and how was participant’s strategy in learning vocabulary through this platform. regarding this point, the responses of these questions would indirectly signify participant’s emotional experiences. this interview process would be implemented two times during 60 90 minutes with indonesian so that the participant had a flexibility to provide a relevant information to research data necessity. after the interview process was completed, the next step refers to transcribe the interview data and analyse it based on the themes that often appear. in analysing the data, emerging patterns and themes were identified through (braun & clarke, 2006). this approach tends to identify the issues and emotional experiences in accordance to predetermined themes than concerned what participant had been told based on its story structure. that being the case, the interview data result with participant through zoom application were recorded and organized into a written data which aimed to find out the relationship between each lexis compiles the sentence as crucial information. the analysis focused to read the interview transcript repeatedly to conceive the meaning and discourse of the story. after the data had been read thoroughly several times, the lexis, phrase, clause and even sentence which relevant to research question would be coded with different colour. to put it briefly, the coded data was classified into several themes would facilitate the process of reviewing, correlating and summarizing the data (spencer, richtie, ormston, o’conner & barnard, 2014; as cited in (fridani et al., 2020). to minimalize misinterpretation toward emotional experiences of learning vocabulary through english learning accounts on instagram data which personally experienced by participant of this study, the researcher involved language evaluation parameters (martin & white, 2005) in which these are comprised of inclination-disclination, eltin journal, volume 9/no 2, october 2021 114 satisfaction-dissatisfaction, security-insecurity, happiness-unhappiness to reveal feeling, believe, thought, and even experience that accepted by participant in the terms of learning vocabulary. thus, both positive and negative emotions indirectly would be found to answer the research problem. d. finding and discussion this research was conducted with the purpose to find out overall overviews about university’s student emotional of learning vocabulary through english learning accounts on instagram. it means that we identified a wide array of emotions which personally experienced by university student. as attested by (pekrun, goetz, & perry, 2002), substantially students experience a rich diversity of emotions in academic settings. these emotions are being students’ evaluation toward definite situation especially learning (pekrun 2000; as cited in méndez lópez, 2011). in line to the fact, it was vitally relevant to the participant of this narrative research where emphatically stated that he experienced a variety of both positive and negative emotions during the process of learning vocabulary through these accounts. in accordance with thematic analysis, we identified several main themes related positive and negative emotions of learning vocabulary through english learning accounts on instagram namely, (1) a powerful willingness to grasp new vocabulary; (2) drive away abroad with enough vocabulary knowledge; (3) learning vocabulary through these accounts is gladden; (4) the consistency to learn vocabulary through english quiz and instagram’s posts are significant; (5) bad mood, stress and less mobile data plans are the obstacles in learning vocabulary. therefore, a more detailed of finding and discussion of this research are as follow 1. a powerful willingness to grasp new vocabulary during the process of learning vocabulary, basically there was a background of decision why the participant of this research had consideration to learn vocabulary through english learning accounts on instagram. in conformity with the ideas of what the participant said related to this issue would be explained below: interview excerpt 1 in principle, the main reason of me to learn vocabulary through these accounts because i intend to augment a number of vocabulary knowledge (inclination). additionally, the flexibility of instagram’s story provided me the convenience (security) to answer the questions directly. in the dictionary, i must to look up the words one by one in which it took a lot of time. in contrast, when i learn vocabulary through these accounts, everything would be summarized (satisfaction) and it was made easy to memorize it (happiness). (bee, online interview, 09 may 2021) acquired from the statement above, the participant of this research revealed about the background of decision why he determined to learn vocabulary through english learning accounts on instagram. fundamentally, he stated that he expected to upgrade a number of vocabularies understanding. the flexibility of instagram’s story and posts can be summarized the materials as well as a reminder for him to signify what kind of vocabulary materials that should be learnt and noticed. regarding to the response above, it can be underlined that the participant of this research experienced positive emotion. it could be proven that he expressed his desire to learn vocabulary in these accounts. as emphasized gunawan, ahmad & utami: indonesian university students’s….. 115 by (febrilia et al., 2011), pleasant emotion like “hope” might encourage flexible thought to outline the ideas. for the reason, it is clear that this positive emotion could affect university student’s performance in processing information related to vocabulary materials. 2. drive away abroad with enough vocabulary knowledge in this case, the participant of this research also emphasized his motivation to learn vocabulary through this platform. regarding this, a more detailed explanation related participant’s motivation as follow: interview excerpt 2 pertain to motivation, i really wanted (inclination) to go abroad and know properly how to acquaint with overseas friends. keeping this in mind, i also needed (inclination) to explore more frequently these accounts by seeing their posts. further than this, it was important for me to learn vocabulary intensely thru english learning accounts on instagram so that i can make a deeper topic of discussion to overseas friends (happiness) and talk to them fluently (satisfaction) with sufficient of vocabulary knowledge. (bee, online interview, 09 may 2021) gleaned from the interview excerpt above, the participant of this research delivered his motivation during the process of learning vocabulary through english learning accounts on instagram. unexpectedly, the participant asserted that he motivates himself to go abroad and come upon to foreigners. to reach these motivations, he confessed that it was pivotal to learn more vocabulary through these accounts. by practicing ceaselessly, he could have a great opportunity to talk with foreigners fluently. in line to above statement, it was clear that the participant of this research experienced positive emotion since he was happy to motivate himself to learn more vocabulary through this platform so that he had a chance to go overseas and have a talk fluently with foreigners. as elaborated by (méndez lópez, 2011), positive emotions had important impacts on foreign language learners’ motivation. in consequence, it means that positive emotions might trigger students’ volitional and sustain academic motivation within the process of learning vocabulary. 3. learning vocabulary through these accounts is gladden by the same token, the participant of this research conveyed his feeling in the term of vocabulary learning thru these accounts. absolute feeling which personally experienced by the participant of this research namely: interview excerpt 3 specifically, i was really happy (happiness) because these accounts might help me to practice my vocabulary understanding. moreover, the consistency of these accounts to upload english materials could be regarded as reminder that made me exited (inclination) to learn vocabulary continuously. when they posted something new, everything was amazing (satisfaction). i was considerably happy (happiness) because the presence of these accounts was helpful (security) to me to have well organized vocabulary learning (satisfaction). (bee, online interview, 09 may 2021) eltin journal, volume 9/no 2, october 2021 116 in conformity with the ideas of interview excerpt 3, the participant of this research also explained about the feeling of learning vocabulary through english learning accounts on instagram. in this case, he delivered his feeling that he was very happy to learn vocabulary through these accounts. additionally, he was amazed to the consistency of these accounts to provide vocabulary materials, he considered that these accounts can be a direct reminder that made him excited to have well-organized vocabulary learning process. regarding that circumstance, it was clear that he expressed his enjoyment during the process of learning vocabulary. the experiences of positive emotion such as enjoyment might propel higher level of engagement in learning process (fredricks et al., 2004; fredrickson, 2001; as cited in simonton et al., 2017). as a final point, a good environment that was available in english learning accounts on instagram could drive language learners to have a higher level of arousal in learning vocabulary. 4. the consistency to learn vocabulary through english quiz and instagram’s posts are significant besides that, the participant of this research also had particular strategies which usually implemented when he learnt vocabulary through these accounts. a further explanation related to this matter that was: interview excerpt 4 for the strategies, i used to reply the questions as much as possible through english quiz in instagram’s story (happiness) and view vocabulary materials through a few slides of instagram’s posts (happiness). i believed that these ways provided easiness (security) to look after my memorization toward vocabulary materials. in other word, i accustomed to check others’ user comment (happiness) in order to acquire new vocabulary so that allowed me to capture all of new vocabularies and save these into my phone (satisfaction). in managing the time for learning vocabulary through these accounts, i utilized my first 30 minutes for scrolling anything which unrelated to vocabulary learning (happiness). afterward, i employed my second 30 minutes just for learning vocabulary (happiness). to my mind, this way was beneficial for me to apply two phases at the same time because there would be relevance between those phases that allowed me to understand new vocabulary (satisfaction). (bee, online interview, 09 may 2021) pertaining to the contention above, there are several strategies which generally used by participant in learning vocabulary through english learning accounts on instagram. this clarification indirectly notified about the technique to memorize vocabulary and how to manage the time in learning vocabulary through these accounts. as concerned to the finding of this research, the proper strategies to learn vocabulary could be undertaken by accomplishing english quiz, viewing the other people’s comment in instagram’s posts and capturing new vocabulary to be saved in the gallery’s phone. according to him, these ways were helpful to learn vocabulary. additionally, the existence of english quiz and a few slides integrated in one post were indicated as faithful ways in memorizing english vocabulary. for managing the time, he used to employ first 30 minutes for scrolling anything and continuing last 30 minutes for learning vocabulary. he considered that there would be precise coherency of these ways in which allowed him to find any kinds of unanticipated vocabulary. in relation to previous explanation, it was clear that the participant of this research expressed his positive emotions like happiness, security and gunawan, ahmad & utami: indonesian university students’s….. 117 even satisfaction during the process of learning vocabulary through these accounts. (pekrun, goetz, titz, et al., 2002), the experiences of positive emotions might facilitate the use of creative strategies such as critical evaluation, elaboration, organization and metacognitive mentoring. consequently, it could be said that the positive emotions of learning vocabulary through english learning accounts on instagram provided the chance for language learners to have creative learning system and creative modes of thinking. 5. bad mood, stress, and less mobile data plans are the obstacles in learning vocabulary in view of the fact, the participant of this research clarified the obstacles of learning vocabulary through these accounts. a number of obstacles which directly faced by the participant were consist of: interview excerpt 5 based on my experiences during vocabulary learning through english learning accounts on instagram, getting bad mood (unhappiness) and having stress (unhappiness) were main obstacles which experienced by me. these conditions of course made me got trouble (insecurity) to understand easily the vocabulary materials that were discussed. additionally, the inadequacy of mobile data plans was also being the obstacles for me to learn vocabulary because basically to access the entire of these accounts, it was needed mobile data plans (dissatisfaction). (bee, online interview, 19 may 2021) the last explication of interview excerpt 5 attributed to the obstacle factors of learning vocabulary through english learning accounts on instagram. with this in mind, the participant of this research emphasized that bad mood (angry), stress (frustration) and less mobile data plans were being predominant obstacle factors in learning vocabulary through these accounts. in virtue of prior obstacle factors, it was clear that the participant of this research had negative emotions like unhappiness and dissatisfaction. (macintyre & gregersen, 2012), negative emotions could narrow the focus and restrict the range of language input. hence, with negative emotions, students could have less attention and low spirit to learn vocabulary. having stable of positive emotions are necessary and pivotal so that able to grasp the vocabulary materials with no bother. e. conclusion in accordance with the finding of this research, we concluded that university student experienced both of positive and negative emotions during the process of learning vocabulary through english learning accounts on instagram. in this case, the expression of happiness, satisfaction, inclination and security were signified as positive emotions. in contrast, the feeling of unhappiness, dissatisfaction and insecurity were classified as negative emotions. experiencing a multifaceted kind of emotions was considered significant in language learning since these emotions play important role to support university student’s motivation, desire, feeling, learning obstacles and proper strategy for the development of optimal vocabulary learning. to sum up, it was pivotal thing to keep up and maintain positive emotions in vocabulary learning process. positive emotions could present invaluable support for learning whereas negative emotions might eltin journal, volume 9/no 2, october 2021 118 cap off the mind and prevent learning from occurring altogether (arnold, 2011). for future research, increasing a wider number of participants was truly expected in order to have a wealthy information related to emotional experiences of learning vocabulary through english learning accounts on instagram. in consequence, utilizing additional method for collecting the data like reflective journal was also required and essential to gain deeper perspectives, a potential and meaningful knowledge pertained to university students’ emotions in the terms of vocabulary learning. f. references al-ali, s. 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(2007). we feel, therefore we learn: the relevance of affective and social neuroscience to education. international mind, brain, and education society and blackwell publishing. inc, 1(1), 3–10. https://doi.org/10.1111/j.1751-228x.2007.00004.x eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 65 designing authentic assessment for writing skill at the tenth grade of sman unggul dharmasraya riyadi saputra1, lidiah marfuah2 1 riyadisaputra732@ymail.com, 2lidiamarfuah23@gmail.com universitas dharmas indonesia abstract the assessment in curriculum 2013 is more emphasized on authentic assessment. authentic assessment is needed in assessing the students' performance. since the english teacher has a limited understanding of authentic assessment and has not scored rubric therefore, it is necessary to develop an authentic assessment for writing skill. this research aims at finding out the students' needs and to develop authentic assessments for writing skills. this research was a research and development method (r&d) through addie (analyze, design, develop, implement, and evaluate) model. this research only focuses and discusses on the design stage. the design stage consists of designing models and scoring rubrics for writing skill. the results of this research show that there are 4 types of models and scoring rubrics, namely: 1) essay question, 2) short answer and sentence completion task, 3) fill the blank, and 4) picture cued task. these models were valid and practice categories to be used in assessing or improving students' writing skills. the models of authentic assessment that have been designed effectively can be applied to assess students' writing process because they are based on practical theories that have been developed. keywords: developing, authentic assessment, writing skill a. introduction one of the characteristics of assessment in curriculum 2013 is authentic assessment. the assessment in curriculum 2013 is more emphasized on authentic assessment. authentic assessment is designed to see deeply students’ understanding relating to attitude, knowledge, and skill got by the lesson. the standard for assessment in curriculum 2013 as cited by (sunarti and selly, 2014) through permendikbud no. 66 and no. 23 of 2013 that assessment is the process of collecting students' information and to evaluate students' outcomes which involve the authentic assessment, self-assessment, examination, portfolio-based assessment, mid-term examination, competence level examination, and national examination to achieve students' competencies of attitudes, knowledge, and skills in the learning process. as stated by sunarti and rahmawati (2014) that authentic assessment is a comprehensive assessment conducted to assess input, process and output of learning. authentic assessment does not only measure what students' knowledge and skill that have been acquired but more emphasized on how they acquired. natalia, et all (2018) also states that authentic assessment is gathering information about students' progress and achievement. the authentic mailto:1 mailto:riyadisaputra732@ymail.com mailto:1 mailto:lidiamarfuah23@gmail.com saputra & marfuah: designing authentic assessment for writing … 66 assessment allows students to show their real ability and skills in a subject continuously which does not only focus on learning outcomes but also focuses on progress in the learning process. in assessments, teachers should state-specific criteria. meanwhile, (sahyoni, 2016) states that every model of authentic assessment has own different criteria which can cover students' ability. the teachers are suggested to apply the authentic assessment to assess the students’ language skill that is writing based on curriculum 2013. writing is one of the subjects that should be learned by students. according to ham-lyons and kroll as cited by (weigle, 2009), writing is a personal act in which writers take ideas and transform them into started topics. on the whole, writing activities allows the students to deliver their ideas or imagination in writing. in any case, the teacher needs to develop an assessment task that allows the students to demonstrate real-world writing skills that will be useful in their interaction outside of the classroom. so, the authentic assessment is appropriately used in learning english, especially to assess students writing skills. however, the implementation of the authentic assessment becomes challenging for the teachers in indonesia. based on the preliminary research, several problems have been found such as 1) teachers had limited understanding of curriculum 2013, 2) the implementation of the authentic assessment did not run effectively because of the complex procedure and in the class condition, 3) authentic assessment is difficult to be applied in the learning process. 4) the authentic assessment is complex because it includes much assessment during the learning process. in addition, based on the interview with an english teacher at sman unggul on tuesday, 12nd february 2019, the researcher found that the english teachers had a limited understanding of designing authentic assessments for writing. the teacher already used the authentic assessment that it was a portfolio for writing, but it was not fully cover students' needs. the english teacher said that the assessment of writing used to fill in the blank as what the teacher had done for descriptive text test in sman unggul. then, the students were asked by the teacher to write the descriptive text based on their needs that related to their real-world in the classroom. in there, the teacher used an unclear scoring rubric to assess the authentic assessment of writing appropriately. so, it makes it difficult for the students to know the goals of the writing. based on the description above, it can be concluded that the teacher has several problems in implementing authentic assessment in writing skills. in this case, the teacher does not know what the authentic assessment appropriate. the problems can be used as a reference for developing authentic assessment based on the performance-based assessment model. therefore, the researcher is interested in developing an authentic assessment based on the performance-based assessment model conducted under the title "developing authentic assessment for writing skill at tenth grade of sman unggul dharmasraya". in this case, authentic assessments have some types for assessing students' writing skills such as writing samples, project/exhibition, experiment or demonstration, constructed-response items, portfolio, performance-based assessment, journal, self-and peerassessment, and process writing. those types of assessments can be selected by the teachers based on their needs and also the students' needs. in this research, the researcher only chooses the performance-based assessment. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 67 1. authentic assessment authentic assessment is comprehensive assessment conducted to assess process and product of learning. according to sahyoni (2016), authentic assessment assess real students’ ability as closely as their real life experience in subject. darling and snyder (2000) state that authentic assessment can be informed ongoing instructional well, by revealing what students understand well enough to apply. furthermore, frey, schmit, et all (2012) also state that authentic assessment works when the students has found the tasks relates with their realworld that to be rewarding because it will be more interesting and being creative for cognitive activity. then, o’malley and pierce (1995) also define that authentic assessment is an evaluation process that involves multiple forms of performance assessment reflecting students’ learning , achievement, motivation, and attitudes on instructional-relevant classroom activities. it can be summed up that authentic assessment is an assessment based on students activities for doing their task which students use their cognitive process beside showing them what they have learnt and what they have done. the assessment has criteria that have to be evaluated by the teacher for knowing students’ strengths and weaknesses . moreover, authenticity is an important element of assessment. according to gulikers (2006), there are five dimensional framework for designing authentic assessment. their frameworks include: a. the task. an authentic task is a task that challenges to students and requires students to integrate and use knowledge requires students to integrate and use knowledge, skills and attitudes as professionals do. even though, authentic problems are complex that have multiple possible solutions, but real life problems can also be simple while has well structured with one correct answer based on what we have to do from the tasks. b. physical context. a physical context is a real place of work are different from institutional learning environments, so the assessment should mirror the way knowledge, skills and attitudes are used in real context. in real life, professional activities often involve more time spread over days or on the contrary. so, it is crucial controlled period of time in tests. c. a social context. model for authenticity should consider social processes that are present in real‐life contexts. the most important in an authentic assessment is that the social processes of the assessment such as social processes in an equivalent situation in reality. these may or may not include teamwork and collaboration depending on whether these characteristics are required in the real context. d. the assessment result/ form. the assessment result requires students to demonstrate their learning or competencies by creating a quality product or performance that they can be asked to produce in real life. students have to be able to present to others that their results reflect seriously mastery of the required competencies. e. criteria and standards. criteria are those characteristics of the assessment result that are valued and standards are the level of performance expected from various grades and ages of students. saputra & marfuah: designing authentic assessment for writing … 68 moreover, some criteria should be explaining characteristics or requirement of the product, process, performance or solutions that students need to create. meanwhile, johnson as cited by (surya and aman, 2016) explain that there are five framework for designing authentic assessment, as follow: 1) characteristic of the examines (e.g., grade level, profession, primary language spoken), 2) subject matter (content), 3) skills (process), 4) distributor of items by subject and skill in a table of specifications, 5) requirement of parallel form. 2. concept of writing assessment writing is the most complex people activities that express their ideas on the paper. therefore, they need to assess their product that to know their ability of writing. then, assessment is used in different ways in different situations which can make things confusing. assessment seems to be something that most teachers spend a lot of time doing. so, it is important to consider what it is, what kinds of information and the decisions that might be taken based on that information. as stated by graham et al. (2016) that writing assessment has always been at the center of work in writing. in line with graham, alshakhi (2018) states that writing assessment is rarely a topic of agreement among theorists, practitioners, students, and stakeholders. it is always curious about how should assess students’ writing, and how we can come to a consensus in that regard. according to weigle (2002), writing assessment is to make conclusions about writing ability. it needs to be clearly specify about how writing is. on the whole explanation above, it can be concluded that writing assessment is aware about writing ability. it means that there are tests will be used for evaluating the writing ability based on the criteria. there are 3 types of writing skills as stated by (brown, 2003), namely: academic writing, job-related writing, and personal writing. each of these skills can be seen as follows: table 1. types of english writing skills english writing skills academic writing job-related writing personal writing a. paper and general subject report b. essay, composistion c. academically focused journals d. short-answer test responses e. technical reports f. theses, dissertation a. message (e.g., phone message) b. letter/emails c. memos d. reports e. schedules, labels, signs f. advertisements, announcements g. manuals a. letters, emails, greeting cards, invitation b. messages, notes c. calender entries, shopping lists, reminder d. financial documents e. form questionnaire, medical reports f. diaries, personal journals g. fiction (short stories, poetry) based on nitko (1983), there are 2 kinds of rubric assessments, namely: 1) holistic rubric, where teachers give scores as a whole on students’ writing without locking and checking for each item. 2) analytic rubric, where the teachers evaluate the students’ scores separately. examples of assessment for writing skill based on analytic rubric can be seen on table below: eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 69 table 2. assessing rubric for writing skill (rukmini, 2017) no criteria score assessment task 1 content 30% • developing the topic sentence 4 focus on elaborating content 3 elaborated but unclear content 2 have not elaborated and content confused 1 dominated by errors 2 organization 20% • logical sequencing • clearly supporting sentence 4 has logical sequencing and clearly supporting sentence 3 has logical but incomplete sequencing, and limited supporting sentences 2 lack logical sequencing, and content confused or disconnected 1 does not communication, no organization and not enough to evaluate 3 vocabulary 15% 4 use effective a word choice and usage 3 occasionally use errors of word, choice, usage but meaning unclear 2 frequent errors of word and meaning confused 1 little knowledge of english vocabulary and not enough to evaluate 4 grammar 20% • subject-verb agreement 4 few errors of agreement tense, number, word order, pronouns and preposition 3 several errors of agreement tense, number, word order, 2 frequent errors of agreement tense, number, word order, pronouns and preposition 1 dominated errors and not communicate 5 mechanic 15% • spelling • punctuation • capitalization • formatting (paragraph noted by indenting) 4 use effective of spelling, punctuation, capitalization and paragraphing 3 use mostly effective of mechanics but errors do not reduce meaning 2 make errors spelling and punctuation that reduce meaning 1 dominated errors of spelling, punctuation, capitalization, and paragraphing 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 3𝐶 + 2𝑂 + 2𝐺 + 1,5𝑉 + 1,5 𝑀 40 × 10 saputra & marfuah: designing authentic assessment for writing … 70 b. method this research is a part of research and development through addie model. according gustafson and branch as cited by (zulkifli, et all, 2018), the addie model is started with the analytic phase, which often included the assessment of needs, clarification of problems and establishment of goals. this research only focuses on need analysis towards model and rubric scoring of writing skill at the tenth grade of sman unggul dharmasraya. sman unggul dharmasraya is the best senior high school in dharmasraya that can be assumed all students were able to write english tasks. subjects of this research were selected through purposive sampling where data got based on particular consideration. subjects of this research were 17 students. intruments used in this research were questionnaire and interview. questionaire was given to students, meanwhile interview was conducted to english teacher at the tenth grade. interview was used to know more about authentic assessment such as the important of authentic assessment, who the learners, where and when authentic assessment take place. these activities done in order to know the information on model and rubric assessment of writing skill at the tenth grade based on authentic assessment. c. findings and discussion designing of authentic assessment began from the need analysis as primary information to design the model of authentic assessment. the need analysis involved the result of questionnaire and an interview guide. however, the data from questionnaire and an interview guide were analyzed carefully to consider the model of authentic assessment based on perfomance-based assessment appropriately. the researcher created prototype of product presented as follows: figure 1 prototype of authentic assessment model based on pba based on the prototype above, it was going to discuss more detail about the designing of authentic assessment model based on performance-based assessment. the models of assessment were consisting of topic, description, task, how to assess and scoring rubric. firstly, it was topic based on the students’ need. the students’ need of the model of assessment must accordance with the material at the tenth grade of sman unggul dharmasraya, to be simple and familiar with the students’ daily life, and to make the students’ being active in the learning process. secondly, it was description that to explain the purpose each of the tasks based on the model of authentic assessment. description was referred to the indicator of the reason why the model of assessment needs to be assessed. thirdly, it was the task. the tasks also were called the model of assessment. the models of revision revision revision authentic assessment model based on pba need analysis designing of the model developing of the model implimenting of the model topic description task how to assess scoring rubric expert’s judgment eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 71 assessment were referred to the indicator the sources, material for supporting the model of assessment and the students’ objectives in the learning process. the students’ need toward the models of assessment based on the indicator were accordance with the students’ material, related with the students’ daily life, to make the students’ being active in the learning process and to involve interaction between each of the students doing the task. lastly, the designing of the model of assessment was how to assess the students’ performance. the researcher created the models of assessment based on the students’ need. how to assess was related with the indicator the sources for supporting aam based on pba that the english teacher has to has professional competence in english and can assess the students’ performance. also, the models of assessment have scoring rubric appropriately to evaluate the students’ performance and have time conducted assessment during in the learning process. however, the models of assessment have the tasks only essay question, fill the blank, picture cued and short answer and sentence. the researcher believed that these tasks were appropriately for the students’ performance because these tasks have been considered by the experts to assess the students’ writing ability. after that, researcher presented the developing model of authentic assessment as follows: 1. essay question essay question is type of writing assessment that it is helpful to develop writing task. this assessment can be used by the individually or group of the students. the teacher gives the essay question for the students that related with the students’ daily life or their real world. however, the essay question purpose the students be able to organize their answering toward the essay questions. the essay question is an assignment test that more than about knowledge about the subject, but it can be the analytical situation, place, argumentative, or communicative etc. type of the essay question requires students to write students’ everyday routine or close to their life. it is supported by o’malley and pierce as cited by (rukmini & saputri, 2017), in writing tasks, teachers should provide some topics that are suitable for the students. next, essay question is assessed with several crucial aspect namely; content, organization, vocabulary, grammar, and mechanic. these are element used by the teacher to assess the students’ performance. the scoring rubric for essay question can be seen as follow: table 4. scoring rubric for essay question no criteria score assessment task 1 content 30%  developing the topic sentence 4 focus on elaborating content 3 elaborated but unclear content 2 have not elaborated and content confused 1 dominated by errors. 2 organization 20%  logical sequencing  clearly supporting sentence 4 has logical sequencing and clearly supporting sentence 3 has logical but incomplete sequencing, and limited supporting sentences 2 lack logical sequencing, and content confused or disconnected 1 does not communication, no organization and not enough to evaluate saputra & marfuah: designing authentic assessment for writing … 72 3 vocabulary 15% 4 use effective word choice and usage 3 occasionally use errors of word, choice, usage but meaning unclear 2 frequent errors of word and meaning confused 1 little knowledge of english vocabulary and not enough to evaluate 4 grammar 20%  use past tense  subject-verb agreement 4 few errors of agreement tense, number, word order, pronouns and preposition 3 several errors of agreement tense, number, word order, pronouns and preposition 2 frequent errors of agreement tense, number, word order, pronouns and preposition 1 dominated errors and not communicate 5 mechanic 15%  spelling  punctuation  capitalization  formatting (paragraph noted by indenting) 4 use effective of spelling, punctuation, capitalization and paragraphing 3 use mostly effective of mechanics but errors do not reduce meaning 2 make errors spelling and punctuation that reduce meaning 1 dominated errors of spelling, punctuation, capitalization, and paragraphing for counting the final score from each aspect that use the formula below. the formula can be explained as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 3𝐶 + 2𝑂 + 2𝐺 + 1,5𝑉 + 1,5 𝑀 40 × 10 for example, the students a gets score content 4, organization 4, vocabulary 3, grammar 4, mechanic 4. then, each of score will be multiplied with formula above ((3c3) +(2o4) +(2g4) +(1,5v3) +(1,5m4)). then, it will be divided with 40 and multiplied 10. the result of assessment can be seen as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = (3c4) + (2o4) + (2g4) + (1,5v3) + (1,5m4) 40 × 10 = 12 + 8 + 8 + 4,5 + 6 40 × 10 = 38,5 40 × 10 = 9,62 so that, the students get qualitative score a that can be seen the categories of the range and qualitative score as follows: eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 73 table 4. scoring classification for essay question no range qualitative score 1 85-100 a = excellent 2 75-84 b = very good 3 55-74 c = fair 4 0-54 d = poor 2. short answer and sentence completion task short answer and sentence completion task are designed to assess the students’ ability to find specific information. short answer requires the students to write no more than three or two words. students will write the short answer based on instruction was been given, if the students write more words than the instruction given exactly the students answer was incorrect. the most important, the short answer only need the keywords of the question. keywords will help students to find the information the students’ need. sentence completion task is activity that asked students to choose the right words or keyword from a text or phrase to complete sentence. the words will be a complete sentence or text and when students write, they must be grammatically correct. there are three aspects to assess short answer and sentence completion task namely: content, vocabulary, mechanic, and grammar. these elements can be seen as follows: table 5. scoring rubric for short answer and sentence completion task no criteria score assessment task 1 content 35%  main idea  developing the topic sentence 4 focus on main idea with an organizing and elaborating content 3 focus on main idea, but not elaborated and unclear content 2 have not focused on idea or have more one idea 1 have no clear idea, have no elaboration, and unclear content 2 vocabulary 20% 4 use effective word choice and usage 3 occasionally use errors of word, choice, usage but meaning unclear 2 frequent errors of word and meaning confused 1 little knowledge of english vocabulary and not enough to evaluate 3 grammar 30%  use present tense  subject-verb agreement 4 few errors of agreement tense, number, word order, pronouns and preposition 3 several errors of agreement tense, number, word order, pronouns and preposition 2 frequent errors of agreement tense, number, word order, pronouns and preposition 1 dominated errors and not communicate saputra & marfuah: designing authentic assessment for writing … 74 4 mechanic 15%  spelling  punctuation  capitalization 4 use effective of spelling, punctuation, and capitalization 3 use mostly effective of mechanics but errors do not reduce meaning 2 make errors spelling and punctuation that reduce meaning 1 dominated errors of spelling, punctuation, and capitalization then, teacher counted the final score based on each aspect using the formula below: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 3,5𝐶 + 3𝐺 + 2𝑉 + 1,5 𝑀 40 × 10 based on the formula above that each of aspect has specific score. for example, the content criteria 35%, grammar criteria 30%, vocabulary criteria 20% and mechanic criteria 15% that the highest score into each of criteria is 4 and the lowest score into each of criteria is 1. each of criteria will be formulated as follow: 3,5c+3g+2v+1,5m then for counting maximum score that each of criteria score will be multiplied with the highest score 4. the result of maximum score is 40. here, it will be explained more detailed that the students a gets score content 3, vocabulary 3, grammar 2, and mechanic 1. then, each of score will be multiplied with the formula above and total score is 24, this score will be divided by maximum score 40, then it is multiple with 10 points. the final score can be seen as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = ((3,5𝐶3)+(3𝐺2)+(2𝑉3)+(1,5 𝑀1) 40 × 10 = 10,5 + 6 + 6 + 1,5 40 × 10 = 24 40 × 10 = 60 therefore, the students a get qualitative score c that can be seen the categories of the range as follows: table 6. scoring classification for short answer and sentence completion task no range qualitative score 1 85-100 a = excellent 2 75-84 b = very good 3 55-74 c = fair 4 0-54 d = poor this scoring can be one of alternatives for students to know the effective way to accomplish the writing task. as stated by rukmini & saputri (2017) that selecting rubrics and sharing the rubrics to students are steps in assessing students writing by using authentic assessment. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 75 3. fill the blank fill in the blank is an activity that asked students to complete the missing words in the sentences or paragraphs. usually, fill the blank has types of questions that related with the grammatical transformation or make list of missing words form. therefore, the students have to understand what the information about the sentences or paragraph to provide the missing words. the teacher will help the student with giving the direction or clue on the task. in this case, the teacher asks students to learn about how to write the spelling form from the blank space and what the information from the sentences or paragraph is gotten. the keys in this model are the students applied their grammatical or language use to be more actively in writing skill. to assess fill the blank, the teacher can be used the formula below: f𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑠𝑐𝑜𝑟𝑒 × 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 based on the formula above, the possibility of the formula can be explained as follows: a. the first possibility, if there are 25 questions of the fill the blank so it gets 1 point while it is true and zero while it is false. but the obtained score will be multipled with 4 because it will get value 100. for example, students get 25 questions into fill the blank. finally, they get 21 correct answer which it will be multiplied with 4. the final score can be seen as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑠𝑐𝑜𝑟𝑒 × 4 = 20 × 4 =80 b. the second possibility, if there are 5 questions of the fill the blank so it gets 1 point while it is true and zero while it is false. but the obtained score will be multipled with 2 because it will get value 10. for example, students get 5 questions into fill the blank. finally, they get 4 correct answer which it will be multpled with 2. the final score can be seen as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑠𝑐𝑜𝑟𝑒 × 2 = 3,5 × 2 = 7 c. the third possibility, if there are 10 questions of the fill the blank so the questions will get point 1 is true and zero is false. then the obtained score will be multipled with maximum score that is 10. for example, students get 10 questions into fill the blank. they get 7 correct answer which it will be multipled with 10. the final score can be seen as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑠𝑐𝑜𝑟𝑒 × 10 = 8,5 × 10 = 85 d. the fourth possibility, if there are 20 questions of fill the blank so it has 100 maximum value. therefore, maximum value (100) will be devided with twenty (20) questions. the result is five (5) point. for example, students have 20 questions of fill the blank which they only answer 15 questions correctly. then, the correct answer 17 will be multipled with 5. the final score can be seen as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑠𝑐𝑜𝑟𝑒 × 5 = 15 × 5 = 75 so that, the teacher can be seen the categories of the range and qualitative score as follows: saputra & marfuah: designing authentic assessment for writing … 76 table 7. scoring classification for fill the blank no range qualitative score 1 85-100 a = excellent 2 75-84 b = very good 3 55-74 c = fair 4 0-54 d = poor 4. picture cued task the teacher can be used the picture cued task to facilitate the students’ writing performance. the teacher should be choosing appropriate picture that is accordance with the students and it can be using single picture or series picture. the picture cued task has several types task that are describing picture with short sentence (single picture), picture description (analyse picture), and picture sequence description (series picture). the picture should be familiar with the students’ daily life. so that the students have motivation to do the task. the advantages in this task are controlling writing while the students perform the task. for the students, the teachers give the picture, then asked the student to describe in written what the information they get based on the picture as can as possible. afterward, if the teacher finds out the students confused to understanding the picture. the teacher can help with giving open-ended question about the picture. picture cued task is assessed with several crucial aspect as follows; content, organization, vocabulary, grammar, and mechanic. these are element used by the teacher to assess the students’ performance. the scoring rubric for essay question can be seen as follow: table 8. scoring rubric for picture cued task no criteria score assessment task 1 content 30%  developing the topic sentence 4 focus on elaborating content 3 elaborated but unclear content 2 have not elaborated and content confused 1 dominated by errors 2 organization 20%  logical sequencing  clearly supporting sentence 4 has logical sequencing and clearly supporting sentence 3 has logical but incomplete sequencing, and limited supporting sentences 2 lack logical sequencing, and content confused or disconnected 1 does not communication, no organization and not enough to evaluate 3 vocabulary 15% 4 use effective word choice and usage 3 occasionally use errors of word, choice, usage but meaning unclear 2 frequent errors of word and meaning confused 1 little knowledge of english vocabulary and not enough to evaluate eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 77 4 grammar 20%  use present tense  subject-verb agreement 4 few errors of agreement tense, number, word order, pronouns and preposition 3 several errors of agreement tense, number, word order, pronouns and preposition 2 frequent errors of agreement tense, number, word order, pronouns and preposition 1 dominated errors and not communicate 5 mechanic 15%  spelling  punctuation  capitalization 4 use effective of spelling, punctuation, capitalization and paragraphing 3 use mostly effective of mechanics but errors do not reduce meaning 2 make errors spelling and punctuation that reduce meaning 1 dominated errors of spelling, punctuation, capitalization, and paragraphing then, the teacher will count the final score from each aspect using the formula below. the formula can be explained as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = 3𝐶 + 2𝑂 + 2𝐺 + 1,5𝑉 + 1,5 𝑀 40 × 10 for example the students a gets score content 3, organization 4, vocabulary 3, grammar 4, mechanic4. then, each of score will be multiplied with formula above ((3c3)+(2o4)+(2g4)+(1,5v3)+(1,5m4)). then, it will be divided with 40 and multiplied 10. the result of assessment can be seen as follows: 𝐹𝑖𝑛𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 = (3c3) + (2o4) + (2g4) + (1,5v3) + (1,5m4) 40 × 10 = 9 + 8 + 8 + 4,5 + 6 40 × 10 = 35,5 40 × 10 = 8,87 so that, the students get qualitative score a that can be seen the categories of the range and qualitative score as follows: table 9. scoring classification for picture cued task no range qualitative score 1 85-100 a = excellent 2 75-84 b = very good 3 55-74 c = fair 4 0-54 d = poor saputra & marfuah: designing authentic assessment for writing … 78 referring to the designing authentic assessment for the tenth grade of senior high school above, the four types of authentic assessments (essay question, short answer and sentence completion task, fill the blank, and pictured cued task) provide all students’ writing tasks because they can show students’ writing ability and competencies. it is supported by (putri et al., 2019), authentic assessment materials can manage to offer several activities to demonstrate students‟ competencies. meanwhile, scoring rubrics for assessment of writing skills are also supported by (rukmini & saputri, 2017). they found that there are 7 criteria of rubrics for assessment of writing skills; 1) writing authenticity, 2) content accordance with the title, 3) text harmony, 4) vocabulary selection, 5) grammar options, 6) vocabulary writing, 7) writing tidiness. then, each of these criteria are evaluated scoring interval 1-5. the classification based on each criterion, such as 1 is for not original, less, fairly, original for 2,3, and 4, and 5 is for very original. referring to the scoring rubrics above, commonly each criteria assesses every component of writing task such as content, organization, vocabulary, grammar and mechanic. this scoring rubric leads to assess students’ writing based on each criteria to produce a final score, or called holistic rubric. natalia et al., (2018) report that holistic rubric utilizes many criteria to get a single score thus the total quality of written text reflects than the sum of its criteria. . d. conclusion based on the model of the research and discussion of the developing the model of authentic assessment for writing skill, it can be concluded that the model of authentic assessment is based on performance-based assessment designed accordance with the english teachers and the students’ need that the tasks related with the students’ real-world. then the model of this assessment has scoring rubric for measuring the students’ performance. the results of this research also show that there are 4 types of models and scoring rubrics, namely: 1) essay question, 2) short answer and sentence completion task, 3) fill the blank, and 4) picture cued task. these models are valid and practice categories to be used in assessing or improving students' writing skills. the models of authentic assessment that have been designed effectively can be applied to assess students' writing process because they are based on practical theories that have been developed. references alshakhi, a. (2018). revisiting the writing assessment process saudi english language institute: problem and solution. canadian center of science and education, 12(1). brown, h. d. (2003). language assessment: principle and classroom practice. longman. cushing. (2002). assessing writing. cambridge university press. darling, s. ., & snyder. (1999). authentic assessment of teachingin context. teaching and teacher educator journal, 16(5–6). frey, schmit, & all, e. (2012). defining authentic assessment for students. a peerreview eletronic journal, 17(4). graham, s., hebert, m., harris, k. r., & harris, k. r. (2016). assessing the writing achievement of young struggling writers : application of generalizability theory. special education and communication disorders. https://doi.org/10.1177/0731948714555019 gulikers. (2006). authentic is in the eyes of the beholder. wageningen university. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 79 natalia, d. e., asib, a., & kristina, d. (2018). the application of authentic assessment for students writing skill. journal of education and human development, 7(2), 49– 53. https://doi.org/10.15640/jehd.v7n2a5 nitko, a. . (1983). educational test and measurement: an introduction. harcourt base jovanovich. o’malley, & pierce. (1995). authentic assessment for english language leraners. addisan-wesley publishing company. putri, i. k., zaim, m., & refnaldi, r. (2019). developing instruments for evaluating the implementation of authentic assessment for speaking skill at junior high school. 301(icla 2018), 205–212. https://doi.org/10.2991/icoelt-18.2019.17 rukmini, d, & saputri, l. a. d. e. (2017). the authentic assessment to measure students’ english productive skill based on 2013 curriculum. journal of applied linguistics, 7(2). rukmini, dwi, & saputri, l. a. d. e. (2017). the authentic assessment to measure students’ english productive skills based on 2013 curriculum. 7(2), 263–273. sahyoni. (2016). developing authentic assessment for speaking skill at tenth grade i mtsn. sunarti dan rahmawati, s. (2014). penilaian dalam kurikulum 2013, membantu guru dan calon guru mengetahui langkah-langkah penilaian pembelajaran (maya (ed.)). andi. sunarti, & selly. (2014). penilaian dalam kurikulum 2013. c.v andi. surya, a., & aman. (2016). developing formative authentic assessment instruments based on learning trajectory for elementary school. 2(1), 13–24. weigle, s. c. (2009). assessing writing (j. charles alderson and lyle f. bachman (ed.)). cambridge university press. zulkifli, h., razak, k. a., & mahmood, m. r. (2018). the usage of addie model in the development of a philosophical inquiry approach in moral education module for secondary school students. scientific reserach publishing, 2111–2124. https://doi.org/10.4236/ce.2018.914153 sebuah kajian pustaka: khorunnisa, suryaman & yanto: moral education in elt….. 88 moral education in elt: a critical discourse analysis of tolerance values represented in indonesian efl textbook filzah khoirunnisa1, maman suryaman2, elih sutisna yanto3 filzahkhn@gmail.com, maman.suryaman@fkip.unsika.ac.id, elih.sutisna@staff.unsika.ac.id universitas singaperbangsa karawang abstract this present study investigates the representation of tolerance values in cultural and religious difference in efl textbook approved by ministry of education and culture (monec). the study used critical discourse analysis to investigate both visually and verbally text that represent tolerance values in the elt textbook for junior high school grade vii entitled “bahasa inggris: when english rings a bell”. the data was analyzed by using the miles, huberman, & saldana’s (2016) model that consisted of data identification, data reduction, data display, conclusion drawing, and verification. the finding shows that textbook contains the tolerance values in cultural and religious difference. the other finding indicates that tolerance values are mostly predominantly depicted in the textbook through activity with fellow students or peers such as behaving politely to elder, caring to peers and respect to others habitual action without distinguish between religion and ethnic culture. it was suggested that language textbook designers need to be fully aware of tolerance values and tolerance sensitivity when writing language textbook. this is because language textbook teach not merely linguistics and communicative competence/skills but also knowledge and deliver the moral messages. keywords: critical discourse analysis, english textbook, moral education, tolerance values a. introduction in recent years, efl textbook has become an effective instructional guide that is most frequently used to help students and teachers in the english language teaching (elt) process. guided by textbook, teacher can manage teaching materials and use it in in-class and out-of class activities. inasmuch as, textbook consist of material that always brings many values that represent real-life activities, cultural content (abdul rahim and daghigh, 2019; lee and li, 2020), moral content (feng, 2019), and gender equality (curaming and curaming, 2020). furthermore, textbook not only serves as source of learning and teaching but it should also be viewed as sociocultural artifacts that feature particular moral values (widodo, 2018). in fact, textbook plays an important role in mailto:filzahkhn@gmail.com mailto:maman.suryaman@fkip.unsika.ac.id mailto:elih.sutisna@staff.unsika.ac.id khorunnisa, suryaman & yanto: moral education in elt….. 89 promoting aspects to develop student cognitive and knowledge which influencing students to think critically. however, as moral and ideological messages are very often disguised in textbooks and curriculum materials, referred to as ‘covert grammar’. teachers should guide students to analyze moral issues in textbooks and teaching materials functionally and critically. meanwhile, based on one of the writer’s experience when becoming a pre-service english teacher in public junior high school, the challenge was that they have no an overall picture of moral values, especially the tolerance concept. at the end, some teachers just teach english material such as vocabulary, reading, and writing without explaining the moral messages in the text, even encouraging them to analyze critically. since efl textbook is the main source in elt in indonesia, many previous studies on elt textbook and related themes have been an interesting topic researched in recent years. these studies covering a broad range of topics, for instance, representation of multicultural values in efl textbook (setyono & widodo, 2019), gender bias and gender stereotypes in efl textbook, female representation (lestariyana et al., (2020), among others. nevertheless, relatively little evidence reports the concept of tolerance in moral education presented in the monec english textbook, such as tolerance to different religious groups and tolerance in cultural differences. except for studied by sulistyo et al., (2020), they investigate moral content in three series of primary english textbooks. the study using critical discourse analysis and adopt hallidayan systemic functional linguistics (sfl) theory. the finding shows that the values of helping each other, being polite and caring are represented in the textbooks. therefore, the present study attempts to fill this gap. addressing this issue, the present study focuses on to examine the representation of tolerance values in cultural and religious difference in indonesian government-mandate english textbook. thus, the contribution of the study is expected to give a better understanding of moral education especially tolerance values in cultural and religious difference in efl textbook. furthermore, another contribution of the study is to give students and teachers understanding that learning english not only mastering on linguistics and communicative competence but also values in every text even task which the values wish to help students to critical thinking, how to solve the problem and how to act in public politely. therefore, this study is to investigate what tolerance values in cultural and religious difference represented in efl textbook approved by monec. b. literature review 1. the role of textbook in the elt classroom textbook is seen as resource in achieving aims and objectives that have already been in terms of learner needs. richards (2001) reveals several advantages of using textbook in the classroom. they are: a. textbooks provide structure and a syllabus for a program. b. textbooks help standardize instruction. c. textbooks maintain quality. d. textbooks provide a variety of learning resources. e. textbooks are efficient. f. textbooks can provide effective language models and input. eltin journal, volume 9/no 2, october 2021 90 g. textbooks can provide support for teachers whose first language is not english and who may not be able to generate accurate language input on their own. h. textbooks can train teachers. i. textbooks are visually appealing. according to setyono & widodo (2019), textbook have to support values depicted in the five pillars of indonesian ideology: (1) religiosity, (2) humanism, (3) pluralism, (4) democracy and (5) social justice. georgescu and bernard (2007) argue that focusing on commonalities of human beings; diffusing peace notions; upholding interactive methodologies; and presenting content related to learners’ experiences and physical environment are the potential advantages of textbooks. 2. moral education in elt context moral education is very often integrated into national curricula and taught in every subject at all formal educational levels (doan, 2005). moral education provides students with knowledge about morally wrong and ethically right according to particular moral norms and standards. besides, moral values is communally accepted behavior in different social contexts, such as interacting with other ethnic groups, participating in communal events and communicating with parents or other people with different socio-economic and cultural background (sulistiyo et al., 2020). moral values as social norms may shape someone’s thinking feeling and behavior (widodo, 2018). these values are formed or modulated through socio-historical and sociocultural interactions (gu, 2016). one of the educational goals in the educational landscape is to cultivate those moral values (lovat, 2017). this moral education also can be found in secondary school curricula. along that, all schools have to integrate moral education into all school subjects. liu (2005) indicates diligence, respect for authority, modesty, tolerance and honestly as moral values. this indicates that tolerance as the part of moral values. the first step in tolerance education is to teach students what their shared rights and freedoms are so that they can be respected and promote a desire to protect others. the united nations educational, scientific and cultural organization (1995) states that tolerance is respect, acceptance and appreciation of the rich diversity of our world’s cultures, our forms of expression and ways of being human. it is fostered by knowledge, openness, communication, and freedom of thought, conscience and belief. in another word, tolerance is harmony in difference. the tolerance values can be seen in several aspect such as tolerance in different culture and tolerance in different religious groups. tolerance in different culture stem from the concept of pluralistic ideology, which appreciates and accepts the existence of cultural differences of people from different ethnic, socio-economic, geographic backgrounds and habitual action. while, religious tolerance is expressed by the acceptance of religious pluralism, which gives legitimacy to the existence of religious differences in society. muhibbu-din (2004) defines religious tolerance as a prerequisite and an essential condition for the peaceful coexistence for all faith groups in any community. in indonesian school contexts, indonesian citizens have equal rights and opportunities to participate as teachers, staff and students who are capable of meeting standard requirements regardless of their ethnic origin, religious adherence and gender. mostly, in khorunnisa, suryaman & yanto: moral education in elt….. 91 public school, teachers, administrative staff and students came from diverse religious and ethnic backgrounds, as illustrated in the textbook. however, in some places of public school, students and teachers in junior and senior high school who are muslim required to wear hijab. semiotically, wearing a hijab is prevalent among muslim girls and adult women as an institutional dress code or as halal fashion (setyono & widodo, 2019), this also becomes the point of female muslim’s religious identity (benham &mozabeb, 2013). 3. previous studies on moral education and values in elt textbook in the last decades, a number of researchers have shown the moral values that portrayed in elt textbook. feng (2019) adopt a social semiotic framework to know what values are selected and how the values are constructed in 19 textbooks on primary and secondary levels in hong kong. the finding shows that the social values change from the personal domain, through the interpersonal domain, to the altruistic concern for all mankind. widodo (2018) studied critical discourse analysis to examine how values are portrayed in senior high school english textbook. the analysis expresses that visual artifacts and verbal texts with different genres in the textbook represent a numerous values which both students and teachers need to become aware. for the future study he suggest investigation other textbook include students’ and teachers’ perception on the use of english textbook. setyono and widodo (2019) investigates multicultural values in the monec senior high school english textbook using critical discourse analysis. the finding shows that there are four themes multicultural values in the textbook. at the end, for the next research, the researchers suggest to analyze moral values, religious values and gender-related values represented in other textbook. sulistyo et al., (2020) examines how particular moral values are represented in three english young learners (eyl) textbooks. the study used critical discourse analysis and adopted sfl-informed system of appraisal by martin and white (2005). the findings show that the value of helping others, being polite and caring are fundamentally represented in the textbooks. c. research methodology the present study adopted critical discourse analysis (cda) and specifically fairclough’s approach to looks at moral values presented in the monec textbook. cda is a qualitative analytical approach for critically describing, interpreting, and explaining the ways in which discourses construct, maintain, and legitimize social inequalities (wodak & meyer, 2001). cda relies on a collection of techniques for the study of language use as social practice (fairclough, 2001). cda selected as analytical tool because textbook is viewed as an educational text which contains a few of discursive meanings though verbal and non-verbal languages (widodo, 2018). the data of this research is elt textbook for junior high school grade vii entitled “bahasa inggris: when english rings a bell”. the textbook chosen based on following judgment: 1. the textbook is nationally used in the country because endorsed by indonesian ministry of national education and freely downloaded from monec’ electronic library. 2. the author of the textbook is indonesian efl practitioners and professional writer from indonesia which understand the context of elt in indonesian. eltin journal, volume 9/no 2, october 2021 92 3. the textbook was written based on 2013 curriculum guidelines. the current curriculum aims to prepare indonesians for becoming citizens who are religious, productive, innovative and passionate, they expected to be citizens who respect religious, social and cultural values (widodo, 2018, 2019). to obtain adequate data, for addressing the study, the writers did a number of steps to collect visual and textual artefact depicted the present of moral education of tolerance in the form of dialogs and informational bubbles, instruction statement, and other text in the textbook. first, the writers selected the text in some chapter on the textbook. second, the selected text categorized by using corpora analysis. the corpus data adopted lestariyana et al., (2020)’s table of corpus. last, the writers investigated and interpret using critical discourse analysis. d. findings and discussion in this analysis, the writers focus on tolerance values represented in the english textbook. in this section, findings were organized into two main themes: tolerance values in cultural different and tolerance values in different religious groups. however, this research was focused on some relevant visual and textual presentations selected in the corpus for indepth analysis. table 1. the representation of tolerance values in the english textbook entitled “bahasa inggris: when english rings a bell” grade vii chapter theme description page tolerance values in the textbook 1 good morning. how are you? a picture shows interaction between mother and son, both have curly short hair and dark skin 11 tolerance in different culture a picture shows moslem family interaction. two female characters wear long dress with hijab. tolerance in different religious groups two female students greet each other. one student wears long uniform with hijab, and one has long and straight hair and with short uniform tolerance in different religious groups 1 good morning. how are you? a female teacher character wears semi-formal dress with straight hair without a hijab. 14 tolerance in different religious groups 4 this is my world a family doing pray together by raised their hand before eat. 91 tolerance in different religious group khorunnisa, suryaman & yanto: moral education in elt….. 93 5 it’s a beautiful day! a picture with dialogue of students in the park. 100 tolerance in different religious group tolerance in different culture 6 it’s a beautiful day! a picture with dialogue between two male students. 104 tolerance in different culture 7 i’m proud of indonesia! a picture with 6 students with different color skin, different hair, and one student wears long uniform with hijab. 176 tolerance in different religious group 1. the portrait of tolerance values in different culture the teaching of culture in language textbook is facing new challenges associatedwith the globalization of linguistics and cultural across the world. this is because culture is diverse; every ethnic group, religion even a different region must have a different culture. thus, tolerance values in cultural different stem from the concept of pluralistic ideology, which appreciates and accepts the existence of cultural differences of people from different ethnic, socio-economic, geographic backgrounds and habitual action. the representation of this value in the textbooks’ discourse was shown through the following figure: figure 1 p. 104 to begin with, sample text in figure 1 p. 104, illustrated between two male students who have different appearance a student on the left side who has curly hair and dark skin and other have bright skin with straight hair. both student are learning together portrayed the situation commonly occurs in the school or study place. however, it can be seen from the conversations between the two students that they have differences that can be proven when the student on the left complains that the music played by his friend is too loud and he cannot focus on studying. hearing him say that, finally his friend take the initiative and without coercion turn down the volume of the music. eltin journal, volume 9/no 2, october 2021 94 the figure 1 p. 104 shows the tolerance messages to students that there are some different learning style such as visual, audio and kinesthetic learning styles (dornyei, 2005; oxford, 2001). the discourse “i can’t study with this loud music” shows that the student have different learning style which cannot focus if there is noise. at the time, the students on the right position might be ignore and keep the volume up, but the student show his respect by saying “sorry, i’ll turn down the volume” which the expression indicates that the student should not selfish and appreciate the different of other habit or culture. figure 2 p. 11 as presented in figure 2 p. 11, the conversation between edo and his mother. the picture shows two actors, edo is going to somewhere and his mother asking edo to take care of his self. they have some characteristic or appearance. they have dark skin and curly hair which represents they are papuans. it is also evidence in page 31 when he introduces himself. indonesian students are expected to show good attitude and respect when interacting with other. therefore, the textbook portrayed the example of respect when interacting with other (see figure 2 p. 11). the picture illustrated the act of handshaking between son and mother, this ritual is habitually performed when a child leaves home or when back home. the act that younger people should lower their hand when shaking older people hand is to show respect. the habit of handshaking is not particularly predominated by indonesians (parlindungan et al., 2018). in another context, rachmadiana (2012) argues that handshaking and bowing are two ways of communicating and interacting between groups of different ages (younger to the elderly) that uniquely become the cultural habits of madurese, javanese, sundanese and other ethnic groups of indonesian. for many of us, it is carried out as means of showing respect and love of the young ones to the elder. a value, which due to cultural globalization, has changed into “high-five” or other forms of greeting. therefore, the tolerance values that may be delivered by the textbook writer is we have to respect other, because there are many ways to appreciate someone. khorunnisa, suryaman & yanto: moral education in elt….. 95 2. the portrait of religious tolerance in the textbook the representation of this value in the textbooks’ discourse was shown through the following figure: as seen in figure 3 p. 11, a picture shows two female students with different physical characteristics or appearance; a girl who is on the left side wears long uniform with hijab, and the girl on the right side wears short uniform with hair accessories. the picture shows the dialogue between two students greet and care to each other. along with a dialogue shows the portrayal of two school girls with different uniform style which conclude they have different religion. the text provides a model for students to show religious tolerance that can be proven by “see you letter, take care”. although the students does not greet as polite as greet the teacher like saying good morning and so forth, but the textbook writers may think that every students have to show care and attention to their peers despite the differences in religion and culture. in short, the textbook’s writers would possibly like to strengthen that respect to others regardless of age, religion and culture become an ethical norm in any social contexts. furthermore, the textbook not only consist of characters of female muslim teacher and student, but also represent teacher who does not wear hijab which categorized in the characters of teacher on the textbook not only muslim but also there are other religion. in the figure 4 p. 15, the picture shows the student named lina who has long hair with accessories wear short uniform, say greeting and asking teacher’s condition who wears semi-formal dress with ponytail hair without a hijab. based on the text, the textbook writers may aim to show students how to respect the older. as seen in the picture, lina as student initiates starting the dialogue by greeting their teacher. in the indonesian context, when the younger meet the older, they have to initiate greet the older (sulistyo et al., 2020). thus, it is the younger’s obligation to show social respect to the elder. unfortunately, in this textbook there is no character depiction such as the interaction between teacher with hijab and students without hijab, and vice versa. so that, the religious tolerance can be seen and can be conveyed right on target. figure 3 p. 11 figure 4 p. 15 eltin journal, volume 9/no 2, october 2021 96 figure 5 p. 100 the next analysis focuses on figure 5 p. 100, the picture illustrated six students’ characters named beni, lina, udin, dayu, siti, and edo are represented they get together in the park. those characters are claimed to be representing indonesian diversity from cultural, geographical, religious and gender differences. as can be seen in figure 5 p. 100, starting on the left side there is beni who represents christian boys from eastern parts of indonesia as well as chinese descendants. beni has straight hair and light skin. the second is udin who has straight hair and tanned skin with eyeglass. a male character like udin is said to represent muslim boys from sumatera, java, kalimantan and sulawesi. another male character is edo who has dark brown skin, and curly hair and he is a representation of papuans where the majority people with those characteristics are christian. move to the female character, there is dayu who has a pale-yellow skin and long straight hair with headband. dayu is represents hindu girl from bali. the next is lina who has bright skin especially white skin with a bow ribbon in her hair. lina represents the chinese descendant from medan. the last character is siti who represents muslim girl from over indonesia who dress in an islamic way. however, the writers argue that these depictions might not be appropriate to better represent cultural diversity of indonesia because it might lead to possible stereotypes of either majority or minority groups. as seen in figure 5 p. 100, the conversation of the picture shows that they are enjoy and respect each other’s opinion, it can be seen they did not deny the discussion about the opinions expressed by each student. therefore, the textbook writers would like to deliver to the readers, especially to students in junior high school, despite having background differences but still respecting each other. we cannot divisive culture or only interact with people who have the same belief/religion. furthermore, the picture also gives moral massages that we have to love each other and should not mock and insult people who have different religious beliefs. in short, figure 5 p. 100 has tolerance values that we have to accept the existence of religious differences and have to respect each other’s differences. khorunnisa, suryaman & yanto: moral education in elt….. 97 conversely, an unexpected picture is seen on page 176 in the textbook, which in this picture shows male and female students who have different appearances or characteristics as described in figure 5 p. 100. as presented in figure 6 p. 176, six student characters with different appearances are gather together. however, there is an oddity in this picture, which five students who wear short uniform without hijab gathered together, while one female student who has long uniform with hijab stands alone. critically, the picture can misunderstand junior high school students that it is right to distinguish friendship if someone has different appearance or characteristic like us. in last, for the female student character with long uniform and hijab, it should be combined with the other five student characters in order to give readers especially junior high school students a message of religious tolerance. nevertheless, even though there are six religions which recognized by indonesian government such as muslim, christian, catholic, buddha, hindu and konghucu, the writers found that the textbook writer represents identity of muslim is dominant than other religion. many muslim characters can be found in the textbook, but due to a limitation figure 7 p. 11 figure 8 p. 91 figure 6 p. 176 eltin journal, volume 9/no 2, october 2021 98 space, the writers just choose figure 7 p. 11 and figure 8 p. 11 as evidenced. the pictures demonstrate that muslim families with hijab fashion, as seen in the first picture (on the left), illustrated parents with daughters caring for each other by saying “good night”. in the next picture, there is muslim family performing prayers before having a meal together; it can be seen that they raised their hand, which signifies the activity that muslims do when praying. however, although muslim is majority religion group in indonesia, the textbook writers must also provide other religions activities in the textbook like the writers gave examples of islamic activities in the textbook. as the majority of the pictures in the textbook are real in social event and activity contexts, non-fiction or authentic information are needed to supuport learners in learning language in real-life situation (rindawati et al., 2014). moreover, appreciating and accepting many differences of culture and religions in indonesia have been found in the textbook. it showed by the textbook writers give the characters with various ethnicities through their appearance. the aim of textbook writers may be to guide learners to learn activities through a myriad of texts and bring them to the actual situations. the ideological content of the textbook emphasize three dominant values, such as behaving politely to elder, caring to peers, and respect to others habitual action. those all are presents to carry out still the concept of tolerance, such as not being able to distinguish between religion and ethnic culture. as presented earlier, the textbook writer may be trying to meet social expectations that most of indonesian communities’ values. e. conclusion the goal of the present critical discourse study is to examine tolerance values in the indonesian efl textbook for junior high school students. it is important to note that only verbal and visual texts representing tolerance values were analyzed. findings show that tolerance values are mostly predominantly depicted in the textbook through activity with fellow students or peers. this study attempts to provide a better understanding of value representations in tolerance contexts, such as tolerance in culture differences and tolerance in religious difference. it was found that the textbook writers put greater emphasis on three tolerance values: behaving politely to elder, caring to peers and respect to others habitual action without distinguishing between religion and ethnic culture. another empirical evidence shows that one picture illustrated six characters students with different appearance who plays together but one student does not seem to be invited. there are many muslim identities represented in the textbook, but slightly represents the minority religion group. thus, although the textbook writers demonstrate their awareness of religious tolerance, religious intolerance in the textbook still persist. drawing on empirical evidence, both curriculum and textbook designers need to be fully aware of tolerance values and tolerance sensitivity so that they can present balance tolerance values in elt textbook. it is undeniable that learning english not only teach linguistics and communicative competence/skills but also knowledge and deliver the moral messages, because the moral issue is part of a social phenomenon across the globe (sulistyo et al., 2020). however, the writers realize that there is limitation in the present study, such only using one book so that the analysis is not solid enough. thus, to extend the present study, more future studies may focus on compare the representation of tolerance values in two types of english textbooks. khorunnisa, suryaman & yanto: moral education in elt….. 99 f. references abdul rahim, h., & jalalian daghigh, a. 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(2019). infusing moral education into english language teaching: an ontogenetic analysis of social values in efl textbooks in hong kong. discourse: studies in the cultural politics of education, 40(4), 458-473. gu, x. (2016). evaluation in us and japanese history textbooks. text & talk, 36(2), 221243. lee, j. f., & li, x. (2020). cultural representation in english language textbooks: a comparison of textbooks used in mainland china and hong kong. pedagogy, culture & society, 28(4), 605-623. lestariyana, r. p. d., widodo, h. p., & sulistiyo, u. (2020). female representation in government-mandated english language textbooks used in indonesian junior high schools. sexuality & culture, 24, 1150-1166. liu, y. (2005). discourse, cultural knowledge and ideology: a critical analysis of chinese language textbooks. pedagogy, culture & society, 13(2), 233-264. lovat, t. 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(2001). what cda is about: a summary of its history, important concept and its development. in r. wodak & m. meyer (eds.), methods of critical discourse analysis (p. 1-13). london: sage http://jurnal.untan.ac.id/index.php/jpdpb/article%20/view/6871/7082 http://jurnal.untan.ac.id/index.php/jpdpb/article%20/view/6871/7082 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 103 english teachers’ and students’ readiness in utilizing mall in english distance learning context pande putu justiana1*, made hery santosa2, gede mahendrayana3 1pandeputujustiana@gmail.com, 2mhsantosa@ac.id, 3mahendrayana@undiksha.ac.id universitas pendidikan ganesha abstract this current study aims to identify teachers’ and students’ readiness in utilizing mall during distance teaching and to investigate factors affect the readiness in using mall in the context of online teaching. in conducting the study, a mix method with a survey was conducted. the data were collected through questionnaire and interview. this study involved the english teachers and students in sma negeri 1 mengwi. the result of data analysis found that teachers are ready but requires some improvement to use mall in the context of online teaching. it can be seen from the overall mean score of teachers’ readiness (3.91) (technology=4.50, ability to adapt=4.06 openness=4.06, people=3.81, budget=3.50, and believe=3.25). meanwhile, the students were categorized as not ready with 3.25 mean score. mean score from all indicators are also lower than teacher (technology=3.57, ability to adapt=3.45 openness=3.45, people=3.16, budget=2.87, and believe=3.03). there are several factors that support the readiness of teachers and students in implementing mall. mainly in terms of technology and budget readiness. keywords: mall, mobile assisted language learning, readiness, distance learning a. introduction the world currently is experiencing a global pandemic. the pandemic is caused by coronavirus disease 2019 (covid-19), which first detected in wuhan, china. covid-19 is known very dangerous (wilson, 2020). to border the spread of the disease, every country developed policies that change face to face interaction in education into online setting (wilson, 2020). the indonesian government has taken many actions to reduce the spread of covid-19, such as issuing a policy to study from home. this policy has been carried out since march 2020. all learning activities are conducted through online platform (agung et al, 2020). this condition forces the society to conduct distance learning. ideas emerged about distance education appears in the beginning of the 20thcentury (kiryakova, 2009). harper et al., (2004) clearly provides a timeline for the development of distance teaching since 1700 where courses were given by mail until late 1990 and developed into web-based. distance learning has become increasingly demanded with the turn of the 21stcentury and the emergence of new technology such as internet (saykılı, 2018). it can be seen that distance teaching has experienced significant changes in line with technological developments and currently more and more universities or colleges offer distance teaching programs. in principle, distance learning is a teaching and learning justiana, santosa & mahendrayana: english teachers’ and students’ readiness … 104 process carried out remotely through the use of various communication media (yaumi, 2007). it emphasizes individual learning and provides education access to people who lived in remote area (sharples et al., 2016). according to dwiharyadi et al., (2020), the philosophy of distance learning is to reduce interaction with learners and allow students to learn as desired anytime and anywhere. distance learning makes it easier for students and teachers to conduct the teaching and learning process. before implementing distance learning, the application of distance learning and its supporting technology requires careful planning (rahiem, 2020). it must introduce selfcreated, personalized, customized education policies, development guidelines, and education management systems that should lead to radical changes in the institution's entire information system (buselic, 2012). this means that today's online learning certainly requires supporting technology such as mobile devices. mobile technology has become a necessary tool to help the implementation of teaching and learning (yudhiantara & sugilar, 2018). miangah and nezarat (2012) furthermore stressed that mobile technology brings new opportunity to enhance the learning process both for teacher and students. besides that, in this pandemic outbreak, using mobile technology helps teacher and students to find learning sources, doing online interaction and assignment. the development of technology provides a paradigm change in learning. technology provides teachers with great opportunities to change the way learning and teaching in the classroom (mobinizad, 2018). with this technology, students and teachers make it possible to carry out the teaching and learning process not in the classroom. teachers are also no longer the main source of information for students because with technology, they are able to access learning content that is widely available on the internet (lister, 2014). in learning and teaching english, new technology-based approaches emerge. mall and call are currently a trend in learning approaches (onyema, 2020). mall is part of mobile learning (m-learning) and computer-assisted language learning (call) (hashim et al, 2017). however, in its current implementation, mall is more preferable than call (yaman & ekmekçi, 2016). new trends in educational technology have provided many innovations with the emergence of mobile learning, mobile-assisted language learning (mall) sub-disciplines refer to the implementation of learning with smartphone support and access to the internet. smartphones provide many opportunities to optimize in support of the learning process. mobile-assisted language learning (mall) discusses the use of technology in the learning process. according to hsu (2016) mall is related to using mobile technology in language learning where students do not need to sit in the class or in front of their computer to learn languages. the use of mall in the classroom provides several benefits. mall facilitates active communication between teachers and students so that learning becomes an active process (palalas, 2011). in addition, teachers can monitor the development of student abilities directly and also build communication networks with parents of students (lizamuddin et al., 2019). the use of mall makes the learning process not only happen in the classroom, students can study anywhere and anytime (saidouni & bahloul, 2016). besides that, there are also several challenges in implementing mall. the first challenge is the availability of resources such as devices and the internet (suputra et al., 2020). device and internet are the most crucial things in implementing mall. if students are in an area without stable internet coverage, it will be difficult for students to access e-learning eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 105 services (sajida & ranjani, 2020). according to buselic (2012), the cost of mobile devices and services is another consideration. the price of internet data usage is still considered quite expensive for some indonesians, so the ability to take advantage of e-learning is still considered a privilege. the second challenge is the readiness and ability of teachers and students to use mall (kuama & intharaksa, 2016). without this readiness and ability, of course mall will not run optimally. to support the success of learning that utilizes mobile technology, there are several factors that need to be considered. aydin and tasci (2005) mention the four factors of successful technology integration in classroom are technology (hardware and software), innovation, people, and self-development. this is certainly a problem for teachers and students who are less able to operate technology, are less able to purchase the necessary equipment, and lack experience in bringing technology into the classroom. the similar problem was also found in sma negeri mengwi, bali. the teachers realized that they faced difficulties and problems on using technology in classroom. they admitted that they did not have experiences in teaching online and needed time to adapt with the current situation. based on the result of observation, this study aims to explore the readiness of teachers and students in utilizing mall during the distance teaching as well as to investigate factors affect the readiness in using mall in the context of online teaching. b. method the study employed a mix method with a survey to selected participants. the survey was conducted through questionnaire and interview. the development of questionnaire and interview were based on the theory of readiness model by aydin and tasci (2005). this model provides a score of the level of readiness for implementing mall in the context of distance learning. this model can be applied either before or after the implementation of mall in the context of distance learning. in the study, the survey was conducted after the application of mall in the context of distance learning. the current study used questionnaire and interview to collect the data of the readiness of teachers and students in using mobile assisted language learning (mall) in the context of distance learning. questionnaire was delivered through google form and the interview was conducted by phone. after all data were collected, analysis was carried out using the elr model of aydin & tasci (2005) the scores used in the assessment sheet are 5, 4, 3, 2, and 1 for each statement. after the assessment sheet is filled in by the respondent, the total score was obtained through descriptive statistics. the descriptive analysis (mean score) was conducted by using spss program. table 1 presents the scale of readiness based on aydin and tasci (2005). meanwhile, to analyze the interview, this study used a interactive model analysis developed by miles et al., (2014). the results of the analysis from questionnaires provide an overview of the readiness of teachers and students to use mall in the context of distance teaching. in addition, the data from interview used to investigate the factors that affect the readiness of teachers and students which will then become material for reflection in improving the quality of mall in the context of distance teaching. the range of values and categories of the elr aydin and tasci model can be seen in table 1. justiana, santosa & mahendrayana: english teachers’ and students’ readiness … 106 table 1. the range of values and categories of the elr aydin and tasci model no range score category 1 1.0 ≤ x̅ ≤ 2.6 not ready, needs a lot of work, is the lowest level of readiness, so that more effort is needed to increase this level of readiness. 2 2.6 < x̅ ≤ 3.4 not ready, needs some work, is a level of readiness that is one level below ready. at this level the teachers or students need a little more effort to be at the ready level. 3 3.4 < x̅ ≤ 4.2 ready, but needs a few improvements, is a level of readiness that is already classified as ready, but still needs a little improvement. basically, teachers or students has been able to use mall in distance teaching and learning context, but it can be disrupted if unexpected problems occur. 4 4.2 < x̅ ≤ 5.0 ready, go ahead, is a level of readiness that is already classified as ready and should hasten to keep using mall in distance teaching and learning context c. findings and discussion this section provides the teachers’ and students readiness in using mall and factors affecting the readiness in using mall. the data were taken from questionnaires and interview which will be examined in further detail in the discussion section. 1. teachers’ and students readiness in using mall after collecting and analyzing the data, teachers’ readiness was identified as shown in table 2 table 2. teachers’ readiness technology innovation people (human resource) selfdevelopment overall ability to adapt openness to innovation budget believe 4.50 4.06 4.06 3.81 3.50 3.25 3.91 from table 2, it can be seen the mean score of indicators of teachers’ readiness in using mall. the technology (4.50), ability to adapt, and openness to innovation (4.06) indicators are above 4.00. meanwhile mean score of the people (3.81), budget (3.50), and believe (3.25) are below 4.00. overall, the mean score of teachers’ readiness in using mall is 3.91. this indicates that the teachers are ready to use mall but still requires some improvements. furthermore, the data from questionnaires also show the students’ readiness in using mall. it can be seen in table 3. table 3. students’ readiness in using mall technology innovation people (human resource) selfdevelopment overall ability to adapt openness to innovation budget believe eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 107 3.57 3.46 3.46 3.16 2.87 3.03 3.25 from table 3, it can be seen the mean score of indicators of students’ readiness in using mall. all indicators are below 4.00. the technology (3.57), ability to adapt, and openness to innovation (3.46), people (3.16), budget (2.87), and believe (3.03). overall, the mean score of students’ readiness in using mall is 3.25. this indicates that the students are not ready to use mall. the comparison between teachers and students’ readiness can be seen in table 4. table 4. comparison between teachers and students indicators teachers’ mean score students’ mean score technology 4.50 3.57 ability to adapt 4.06 3.45 openness 4.06 3.45 people (human resource) 3.81 3.16 budget 3.50 2.87 believe 3.25 3.03 overall 3.91 3.25 looking at the comparison results in table 4, it can be seen that the teacher is superior in all indicators of readiness to use mall. this indicates that the teachers are readier to use mall rather than students. from teachers, the lowest mean score is appeared in ability to adapt and openness. meanwhile from the students, the lowest mean score is appeared in budget. 2. factors affecting the readiness in using mall the causes of the differences are identified from interview data. in general, in terms of technology, teachers have the tools to support the mall and have only a few problems in operating them. on the contrary, the students have limited devices that make them often absent from online classes. in terms of innovation and people, teachers conveyed the difficulty of adjusting learning due to a lack of experience. students also expressed the same thing because this was the first time that they learned to use mall and it was online-based. in addition, the data also revealed that teachers in implementing mall always consult with experts about how to operate mall and choose the right way of teaching. meanwhile, students depend on their parents' assistance. the last importance point was noticed from self-development especially in budget. even though teachers do not experience problems in terms of budget, students are very constrained by this. many students have small budgets because their parents lost their jobs due to the covid-19 pandemic factors that need to be improved are the ability to integrate technology and the availability of online learning support facilities such as the internet and gadgets. eze et al., (2018) adds justiana, santosa & mahendrayana: english teachers’ and students’ readiness … 108 that the necessary facilities are required to support e learning. in the interview teacher mentioned: i have a cellphone for teaching, but i have difficulty adjusting the use of cellphones for teaching online. (teacher 1) i have no problem operating the cellphone for teaching, but it difficult to find the right material so that students don't get bored (teacher 2) from the results of the interview, it can be said that the teacher has the tools to carry out mall. however, teachers experience difficulties in its implementation both from the development of learning designs and learning materials. this was in line with what had been found by (scherer et al., 2021). teachers were not all ready because lack of competencies in designing the instructions. besides being able to operate technology, teachers are also required to be able to integrate it into the teaching and learning process. having technology that supports mall-based learning is not enough if the teacher is unable to use it to design the online teaching and learning (taopan et al., 2020). koehler et al., (2013) supports that teacher must also be able to find and develop learning content with that is appropriate to the context of online learning. thus, it can be said that in addition to having the tools to support mall, teachers must also have the ability to design and integrate learning content into the online learning process. the lowest mean score of teachers’ readiness was believe. teachers have insufficient confidence in using mall to improve the quality of the teaching and learning process. this could indicate that teachers prefer the use of conventional teaching to technologybased teaching. tallvid (2016) also found that some teachers were reluctant to integrate technology in their classroom. their reluctant because of lack of technical skill, willingness to improve the quality of teaching, and insufficient time. even though teachers are able to operate tools such as smartphones and laptops, they may not necessarily be able to use them to integrate the available features to support the online teaching and learning process with the mall approach (metruk, 2020). in the interview, the teachers said until now, i am still trying to make the online classroom through mall atmosphere the same as face-to-face learning because i realize that students are not fully ready to carry out the new routine, namely distance learning (teacher 1) from teacher’s response, online learning situations with mall are different from face to face. students have difficulty learning because this is their first time studying online. they faced difficulties in learning because they get used to learn with the teachers. they showed unreadiness to learn independently. these results are also in line with research conducted by lin, (2018), which found that students' unreadiness in online learning made them less motivated to learn. agormedah et al., (2020) who found that students were not ready to learn online because of lack of training. besides that, one of the focuses of online learning is self-regulated learning. dwiyanti et al., (2020) found that students required some improvement especially in the self-directed learning. this becomes an obstacle in implementing online learning because students are used to learning with teachers (kuama & intharaksa, 2016). without the presence of a teacher, students feel less motivated and eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 109 have no enthusiasm for learning. the findings indicate that the students even though had no technical issue, they still were unable to learn independently during online learning. from several indicators of student readiness, the budget indicator has the lowest average value. this characterizes that the student economy has not been able to support the online learning process. indeed, in the process students need to buy an internet quota to carry out learning activities. moreover, those who have a low budget and do not have a cellphone or laptop to study will find it difficult to follow the learning process. benson et al., (2012) found that students from low economic category were burden by the implementation of online learning. meladina and zaswita (2020) also identify the students’ budget is an influencing factor to determine the success of online learning. sometimes i missed the class because i have no internet quota (student 1) since corona, financial conditions at home have been difficult so that my parents have not been able to buy internet quota for me to study (student 4) sometimes i have to borrow a neighbor's cellphone to collect assignments and follow the zoom (student 2) from the students' admission, they said that they often did not attend lessons because they did not have internet quota. they also explained that their parents sometimes found it difficult to buy internet quotas due to the weak economic conditions. according to wardhani and krisnani (2020) this, during this pandemic, many parents lost their jobs so that it had a direct impact on their children because they do not have sufficient budget to support students' online learning. the development and implementation of online learning requires a large budget (casement, 2013). students need to buy supporting tools such as gadgets, laptops and internet quotas to be able to take part in online learning. this budget is used to build internet facilities mainly in remote areas. the indonesian government has also provided internet quota subsidies for students during this pandemic (sajida & ranjani, 2020). however, students still have to have gadgets or laptops to be able to take part in learning. this is what feels hard for students whose economies are still in the underprivileged category. the readiness gap between teachers and students will certainly cause problems in the online teaching and learning process. teachers who have been able to take advantage of the use of technology in developing teaching materials into the learning process are an important asset for the implementation of online learning. however, when students are not able to follow it, the learning objectives will certainly not be achieved. this was also identified in a study conducted by (ozturk et al., 2018) who found that readiness becomes influencing factors to determine the success of online teaching. teachers who are technology and methodological ready will be able to design meaningful online learning. d. conclusion this study aims to identify the readiness of teachers in implementing mall in the context of distance teaching. by using a survey as a method to answer research questions, it was found that the teacher was in the ready category to carry out mall in the context of distance teaching while the students were not ready. there are several factors that support justiana, santosa & mahendrayana: english teachers’ and students’ readiness … 110 the readiness of teachers and students in implementing mall. mainly in terms of technology and budget readiness. from the research results obtained, it can be concluded that there are differences in the readiness between teachers and students in 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(2018). menuju implementasi mobile assisted laguage learning ( mall ): penggunaan smart phone untuk. jurnal prespektif, 02, 68–78. eltin journal, volume 4/i, april 2016 40 students’ motivation in choosing a job (a study of english department students’ of stkip siliwangi bandung) sudiyono sudiyono32@yahoo.com stkip siliwangi bandung abstract this research is aimed to know the motivation of students‟ to choose a job. in this research the subjects of the research are the students of english department of stkip siliwangi bandung, academic year 2013-2013.besides motivation, this research also wants to deep and to describe what are the reasons of the respondents to choose each motivation.in this research the writer used a descriptive qualitative method, a research which is used in the case study, documents analysis, and corelation research. as the result of data process analysis showed, there are 18 students of 80 respondents chose good working relationship as their choice to get a job. it means 22.5% of respondents chose „good working relationship‟ as motivation of work. as the result of data process analysis showed, there are 18 students of 80 respondents chose good working relationship as their choice to get a job. it means 22.5% of respondents chose „good working relationship‟ as motivation of work. as the result of data process analysis showed, there are 15 students of 80 respondents chose responsibility as their choice to get a job. it means 18.75% of respondents chose „responsibility‟ as motivation of work. keywords: motivation, remuneration, working relationship, responsibility. a. introduction there are many reasons/motivations for people to have a job, such reasons usually depend on the needs of each person. to have a job, at least, aimed to fulfill the basic need of a human to earn and to survive his life.although basic needs of every human being is almost the same (mc. groge, 2000; ---), but to choose a job they have different motivators. the motivation in choosing a job usually depend on many factors: i.e. background of education, environment, class of society, and many others. this research is aimed to know the three highest motivations of students‟ to choose a job. in this research the subjects of the research are the students of english department of stkip siliwangi bandung, academic year 2013-2013. b. literature review according to mccleland (2000) in sudiyono (2009: 15), there are at least three factors to influence the job performance, they are; motivation, competency, and compensation. motivation is as the willingness to exert high level of effort toward organizational goals, conditioned by the effort‟s ability to satisfy some individual need. (robin, 1998: 168).as david mailto:sudiyono32@yahoo.com sudiyono: students‟ motivation in choosing… 41 mcclelland said (1961) in anwar prabumangkunegara (2005), that power, affiliation, and achievement are as a strong motivation in every individual. competencies are the knowledge, skills and attributes you can develop in every aspect of your life. as more and more supervisors focus on competencies in the hiring process, successful candidates will be those who can develop strong competencies, fill gaps with relevant experience and communicate their competencies effectively in résumés and interviews. the resources in this kit will help you do just that! competencies are the knowledge, skills and attributes that you use at work, school and in other environments—in every aspect of your life. they can include skills that you already have but perhaps don‟t know how to describe. for example, let‟s say you‟re an expert with your smartphone and use it to keep track of appointments, social activities and academic work. this everyday activity has likely helped you develop your competencies in communication and project, task and organizational skills—not bad! (www://uvic.ca/ coopandcareer/index.php). hendry simamora (1999: 541) stated: „compensation is as a large understanding concerning with financial rewards that was received by people via their connection of works with an organization.‟milkovich (1997: 5) in sudiyono (2012: 33) stated that “…compensation refers to all form of financial and tangible service and benefits employee receive as part of employment relationship.” those three factors that influence job performance can‟t be run separately, they must be related one to others in the reality of practice. otherwise, motivation is the only one strongest reason that leads someone in choosing a job. c. research methodology 1. research design design of the research is to prepare some questioners of job motivations (twelve items) were taken from ‘english for business studies – a course for business studies and economics students.’ then, the respondents must fill three proper answers for the questioners as their reasons in choosing a job. the answers of the respondents will be made as data for this research. after the respondents choose their proper answers (three proper answers) of choosing job motivations, soon they are requested to give the reasons why they chose such motivations in choosing a job. refer to motivations guidance book as mentioned above, here are the list of motivations that‟s usually taken by average job seekers. table 1 list of motivationts in choosing a job no motivation of choosing a job 1 good remuneration 2 good working relation 3 good working condition 4 job security 5 possibility of promotion 6 challenging job 7 responsibility 8 contact with people 9 a belief in what the organization does eltin journal, volume 4/i, april 2016 42 no motivation of choosing a job 10 job in which you can make a differ. 11 opportunities to travel 12 long holidays/vacations source : english for business studies the students were given choice to choose three proper motivations of twelve ones (as mentioned) above andgiving the reasons why they choose them. 2. research method research, referred to mcmillan & schumacher (2001: 26), is a systematic process of collecting data and logically analyzing data for some purposes. while thomas crowl (1996: 5) stated „research is a way of knowing is its emphasis on systematic investigation.‟ in this research the writer used a descriptive qualitative method, a research which is used in the case study, documents analysis, and co-relation research. according to wiliamwiersma (1991: 14), „qualitative research is context-specific with the writer‟s role being one of inclusionin the situation.‟ the other scientist stated, „a qualitative method is used to examine question that can be best answered by verbally describing how participants in a study perceive and interpret various aspect of their environment.‟ (crowl, 1996: 10). 3. instrument of the research instrument of the research can be formed as a survey, questionnaire, test, scale, rating or tool designed to measure the variable, characteristic, or information of interest, often behavioral or psychological characteristic. instrument on this research is a set of questionnaires that should be answered by respondents. respondents must answer the same question with several possibility answers based on each respondent‟s opinion. 4. research site and subjects research site of this paper is perception of the respondents to the motivation that made themto decide a job. subjects of this research are students of english department, stkip siliwangi bandung. these subjects are known as populations; due to thomas crowl stated, „populations are groups consisting all people to whom a writer wishes to apply the findings of a study.‟besides, he also stated that „samples are subsets of people used to represent populations.‟ (crowl, 1996: 8). 5. data collection to collect the data, writer did some steps as follow: a. setting a questionnaire with the same alternative to answer. b. to collect each answer of every respondent. c. to collect the same group of the answers. d. to rank the big three group of answers were chosen by the respondents. e. to count the respondents‟ choice of the answers. sudiyono: students‟ motivation in choosing… 43 6. data analysis data analysis is meant to be a rigorous process, using data that has been carefully produced and managed. (blaxter, 1996: 186). according to maxwell (1996: 78) „data analysis is probably the aspect of qualitative research that most clearly distinguished it from experimental and survey research.‟ data analysis in this research was done to know what motivators that can motivate the respondents in choosing a job. the motivators, then ranked from the first, second, and third. for each rank, the respondents are ought to give the reasons why they chose such answers. 7. research procedure procedure of this reseat was set by the researcher simply and following the natural steps as follow; a. preparing instruments (questionnaires) to be distributed to the respondents. b. explaining the aim of the research to the respondents. c. explaining the respondents how to choose the answers that must be really suitable with each own interest. d. grouping the respondents‟ answers suitable with their choices. e. ranking the respondents‟ answers to be three major choices. d. findings and discussion 1. findings a. first motivation as the result of data process analysis showed, there are 32 students of 80 respondentschose good remuneration as their choice to get a job. it means 40% of respondents chose „good remuneration‟ as motivation of work. b. second motivation as the result of data process analysis showed, there are 18 students of 80 respondents chose good working relationship as their choice to get a job. it means 22.5% of respondents chose „good working relationship‟ as motivation of work. c. third motivation as the result of data process analysis showed, there are 15 students of 80 respondents chose responsibility as their choice to get a job. it means 18.75% of respondents chose „responsibility‟ as motivation of work. such above findings can be described on the following figure eltin journal, volume 4/i, april 2016 44 0 10 20 30 40 50 respondents column2 column1 figure 1 : students’ motivation (in %) 2. discussion a. the reasons of the respondents to choose good remuneration as their first choice are as follow: 1) everyone needs money, 2) money can make/give motivation to work, 3) money is the most important thing, 4) everything needs money. b. the reasons of the respondents to choose working relation as their second choice are: 1) making job done well, 2) making funny and enjoy, 3) making harmonic atmosphere to work. c. the reasons of the respondents to choose responsibility as their first choice are: 1) responsibility is first step, 2) responsibility as the most important thing in work. 3) responsibility could motivate to work. 4) responsibility makes work accountable. e. conclusion and suggestion 1. conclusion perception of the students of english department stkip siliwangi bandung, academic year 2012-2013 in choosing a job is based on: good remuneration, good working relationship, and responsibility. 2. suggestion this finding of the research should be description for stkip siliwangi bandung to know what motivation of his students in choosing a job. f. references crowl, k. thomas., 1996. fundamentals of educational research – second edition.usa: brown & benchmark publisher. maxwell, joseph a., 1996. qualitative research design: an interactive approach.london: sage publication. mcmillan james h. & schumacher sally., 2001.research in education: a conceptual introduction.new york: longman. sudiyono: students‟ motivation in choosing… 45 robbin steven p., 2011.organizational behavior. prentice hall international inc.. new jersey : upper saddle river. sudiyono. 2012. pengaruh motivasi kerja, kompetensi guru, dan kompensasi terhadap kinerja guru non-pns (thesis). bandung: stie pasundan. simamora, henry., 1999. manajemensumberdayamanusia – edisi ke-2. yogyakarta: bagian penerbitan sekolahtinggi ilmu ekonomi ykpn. wiersma, williams., 1991. research method in education: an introduction – fifth edition. allyn and bacon: the university of toledo. university of victoria .co-operative education program and career service.[online], access at http:/uvic.ca/coopandcareer (11 february 2016). eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 55 the utilization of quizizz application in online learning diah widya ningrum diahwidyaningrum@uinsu.ac.id universitas islam negeri sumatera utara abstract one of learning applications that is commonly used in learning english is quizizz. the purpose of this research was to determine the students’ perceptions of the effectiveness of using the quizizz application in english courses. this research used a mixed method, namely quantitative method and qualitative method. the data collection method used was a questionnaire. quantitative data collection was obtained with closed questions and qualitative data was collected with open questions. based on the students’ perceptions, the quizizz application is a learning application that is fun, effective, not boring, varied, challenging, simple, and can be used anywhere. however, the weakness of this quizizz application is that it must have stable internet usage. there were also comments from students who hoped that more teachers would use the quizizz application in the learning process on a regular basis. the conclusion of this research was that the utilization of the quizizz application, in general, has a positive impact on the process of learning english. keywords: english learning, game-based learning, online learning, students’ perceptions, and quizizz a. introduction during the covid-19 pandemic, many sectors stopped operating. one of the vital sectors experiencing disruption during a pandemic like today is the education sector. in a pandemic situation, the government has issued various policies to support education by changing the previous paradigm. all teaching and learning processes in the education sector must switch, namely from face to face to on line or in the network. all teaching and learning processes can be done by utilizing the media on line. this means that the development of information and communication technology also has an impact on the world of education, especially in the field of learning. the impact of these developments includes changes in student learning processes and method. so, it takes academics who are also ready to adapt information technology in carrying out one of the tasks in teaching and learning process. on the other hand, for students themselves, various conveniences will also be obtained by using information technology in learning (damara, 2016). in addition, learning methods will also be easier to develop to be more flexible and efficient (anwar et al., 2019; fies & marshall, 2006). ningrum: the utilization of quizziz application … 56 in order to meet the needs of the education world in the millennial era and protect themselves from covid-19 as it is today, integration between information technology and the world of education is needed. one method that can be taken is to use application-based learning media on line (ratnasari, et. al, 2019) and or by using game-based learning methods. the material provided by the teacher will be more easily understood by students with the help of appropriate learning media. such as several applications used by teachers in carrying out the learning process, namely; google classroom, e-mail, youtube, zoom, jitsi, google meet, quizizz, school, kahoot, etc. these learning approaches using games can provide a new learning experience for students (bicen & kocakoyun, 2018). students becoming more active, a more dynamic learning atmosphere and additional learning experiences in general are some of the benefits that can be obtained from the use of game-based applications. this is also supported by the literature on previous research which states that the use of technology-based learning media is generally considered better than the traditional system (fies & marshall, 2006). in addition, lestari (2018) also reveals that the use of media is in the form of games on line in running teaching and learning activities can encourage students’ motivation to be more enthusiastic in learning. one example of digital media that can be used by teachers during the learning process in class is the use of quizizz. quizziz is one of the learning media in the form of an application-based quiz game. this learning application is different from other applications. in this application, students can answer quizzes or questions with a simple display interesting. with the limitation of time, it will be more challenging for students to complete it. some of the advantages possessed by the quizizz application compared to other applications including the existence of a leaderboard which makes it possible for quiz participants to know the scores and rankings of quiz participants compared to other participants (zhao, 2019). puspitarini (2019) mentions that teachers should not only master conventional media but also digital media to the maximum, it is hoped that the use of these two media can arise and motivate students to learn english. furthermore, quizizz application can create an interactive and fun atmosphere for the learning process. from this description it can be concluded quizizz is an application in the form of a quiz game that can be used in class and the process of playing it by using smartphone which is connected to the internet. in previous studies, the benefits and the utilizations of the quizizz application have been studied in the process of teaching and learning activities. application quizizz gives a better impact on classes that use it regularly compared to classes that only use the quizizz application once (zhao, 2019). in addition, rusmana (2019:3) reveals the advantages of quizizz are that this application has an attractive appearance and the process of making questions and answers is very easy. besides the advantages, there are also weaknesses in this media. dewi et al. (2020) mentions that this media has weaknesses because it relies heavily on an internet connection to play it and the time to do quizzes is limited. students as users of this application have different opinions about this learning application. opinions expressed by students varied. students’ opinions are needed to determine the effectiveness of this application in the learning process. the purpose of this study was to determine the students’ perceptions of the effectiveness of using the application quizizz in english courses. based on the explanation above, the researcher is interested in analyzing the effectiveness of using the quizizz application in learning english. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 57 b. method this study used a mixed method namely quantitative methods and qualitative methods (sugiyono, 2017). this study involved 20 students of junior high school in one of private schools in north sumatra as the participants of this study; 12 females and 8 males. there are two criteria of the participants. they are; first, the students should be familiar with the quizizz application, at least they have used it for 5 to 10 times. second, the students must be taking english subject when they use quizizz application. in the questionnaire, there are several closed ended questions and open ended questions to find out and explore the students’ perceptions about the effectiveness of using the quizizz application. the data collection method used is a questionnaire. quantitative data collection by distributing questionnaires in the form of questionnaires with closed-ended questions. meanwhile, qualitative data collection was collected by distributing questionnaires with open-ended questions. the indonesian language is also used to make the participants easy to answer. in the quantitative questionnaire instrument there are 15 closed questions which are measured using a likert scale. the questions measured by strongly disagree had a score of 1, disagreed had a score of 2, neutral had a score of 3, agreed had a score of 4, and strongly agreed had a score of 5. while on the open-ended question instrument, the data were analyzed using descriptive methods. the results of this study were presented with formal and informal presentation methods. then, the results of the questionnaire were analyzed descriptively by looking at the average value (mean) of each indicator to determine student perceptions of the effectiveness of using the quizizz application in english courses based on aspects of easiness, mastery of the material, satisfaction, motivation, and activity. the results of the average score are then matched with the classification of respondents' perceptions according to the following table: table. 1 classification of respondents' perceptions average answer score attitude classification > 4.2 to 5.0 > > 3.4 to 4.2 > 2.6 to 3.4 > 1.8 to 2.6 > 1.0 to 1.8 strongly agree agree neutral disagree strongly disagree c. findings and discussion there are several indicators analyzed in this study to find the effectiveness of using the application quizizz in english courses for students. the indicators are: indicators of convenience, indicators of the material mastery, indicators of satisfaction, indicators of motivation, and indicators of activity. based on the analysis, the following results can be found: 1. convenience indicator there are several questions posed to students to get responses regarding the ease of use of the quizizz application. ningrum: the utilization of quizziz application … 58 table. 2 the questions of quizizz convenience questions mean quizizz is easy to use in the english learning process i find that it is easier to do quizzes with apps quizizz on a smartphone instead of a paper quiz 4.38 4.22 based on the table above, questions related to ease of using quizizz have an average of 4.38. this shows that the student’s response is in the category of strongly agree. according to the students, quizizz application is very easy to be used in the learning process. related to questions regarding the use of the quizizz application or using paper in quizzes, student responses show an average of 4.22. in other words, students strongly agree to use the quizizz application in the implementation of the quiz rather than using paper. to support the closed questions above, open questions were given to students about their opinions on the ease of using the quizizz application. here are some of the students’ responses: table. 3 answers to ease of use questions in my opinion, the quizizz application is very effective because it is easy to operate and the features are also attractive, easy and not stressful. it's actually very easy, but there will still be pluses and minuses, such as network problems & internet quota using the quizizz application is more practical than using paper it's really worth it for students. it’s very simple, no need to write too long and short enough time. based on the table above, it can be concluded that according to students the quizizz application is very easy, simple, and effective to use in the learning process, especially in the implementation of quizzes. 2. material mastery indicator the next indicator analyzed is the mastery of the material in the learning process. the student’s responses to these indicators can be seen in the following table. table. 4 material mastery questions of quizizz question mean quizizz helps me to recall the material i have learned in class quizizz helps me to find out the material that i don't understand quizizz improves my understanding of the material i am studying 4.32 4.22 4.32 based on the table above, the statements related to students can recall the material that has been discussed or studied in class when using the quizizz application, in this case, the average obtained is 4.32. therefore, it can be said that students strongly agree with this statement. regarding the following statement, that by using quizizz students can find out the material they have not studied, the average was found to be 4.22. because of this average, eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 59 it can be stated that students feel very helpful with the quizizz application. it's in knowing material they have not studied. in the last statement, it can be concluded that the application of quizizz can improve students' understanding of the material they are studying. this is because an average of 4.32 was found in student responses regarding the statement. in addition to the closed questions above, students were also given open ended questions to support their responses to the previous closed questions. here are some students’ responses to the open-ended questions: table. 5 answers regarding material mastery mastery of material in quizizz can't be perfect because there are still bad networks that cause errors to occur when receiving lessons improve my understanding of the material i have studied very helpful in the learning process in understanding the material being studied and explained quizizz is very useful to help students remember learning material because of its unique and easy-to-understand features. i can't understand the material on quizizz because the time limit is very fast in the table above, there are several answers related to open questions regarding indicators of material mastery on quizizz application. therefore, it can be concluded that most students find it is helpful in terms of mastering the material they are studying. 3. satisfaction indicator in addition to indicators of ease and indicators of material mastery, it is also analyzed the answers regarding indicators of satisfaction with quizizz application usage on students. the following are the results of the analysis of the questionnaire data obtained based on closed questions given to students. table. 6 satisfaction questions of quizizz question mean quizizz i think is a fun and challenging application quizizz make learning english more fun quizizz reduces my fear of english courses quizizz makes quizzes not boring 4.45 4.45 4.29 2.83 based on the table above, there are four closed questions. regarding questions about quizizz is a fun and challenging application, the average is 4.45 which belongs to the category of strongly agree. therefore, it can be said that quizizz is a fun and challenging application. next, there is a question about learning english to be more fun with the presence of quizizz. in this question, the average obtained is 4.45. based on this average, the student’s responses are included in the category of strongly agree. regarding questions about the quizizz application which can reduce students' fear of english, it is obtained an average of 4.29. the average is also included in the category of strongly agree. in other words, students can freely express themselves when taking quizzes on the quizizz application without fear and worry. the last question regarding the satisfaction of using the quizizz application that is about quizizz is boring quizzes. in this ningrum: the utilization of quizziz application … 60 question there is an average of 2.83 which can be categorized as disagree. it can be concluded that the quizizz application makes quizzes fun, challenging and not boring. there are also open questions to support the results of the responses to the closed questions above based on the usage satisfaction indicators. some of the students’ answers can be seen in the following table: table. 7 answers regarding user satisfaction doing the questions is not complicated quizizz application is actually fun, if we have mastered the material, ability, and speed of answering from a scale of 1-10 i take 9.5. practical and easy very interesting and varied based on the table above, there are several students’ answers related to open questions regarding the users’ satisfaction. it can be concluded, that according to students' opinions regarding the satisfaction of using the quizizz application namely uncomplicated, fun, practical, easy, interesting, and varied. 4. motivation indicator regarding motivation indicators, there were several closed questions submitted to students. the following are the results of students’ questionnaire responses. table. 8 motivation indicator question mean quizizz increases my interest in learning english my motivation to study in english courses has increased because there is a leaderboard score from other participants i am motivated to get the highest rank and score when using quizizz quizizz increases my curiosity about english materials 4.34 4.40 4.93 4.21 in the following table, there are four closed questions related to learning motivation given to students. the first question related to increasing interest in learning english has an average of 4.34. the average is in the category of strongly agree. in other words, the quizizz application increases the students’ interest in learning english. the next question is related to indicators of learning motivation, namely about learning motivation which increases due to the display of ratings (leaderboard). on these questions, it can be concluded that the average student response is 4.40 which can be categorized as strongly agree. students strongly agree with the ranking display (leaderboard) can increase student learning motivation. regarding the motivation to get the highest rank and score when using quizizz, obtained an average of 4.93. based on this average, almost all students who filled out the questionnaires wanted to get the highest rank and score when doing a quiz using quizizz application. the last question on the motivation indicator is about curiosity about english materials. in this question, the average of the students’ responses is 4.21 which means that the students strongly agree that the quizizz application can increase curiosity about english materials. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 61 the indicators of learning motivation are not only closed questions given to students, but also open questions. some of the answers to the open questions presented below can support student responses to the closed questions that have been presented above. table. 9 answers related to learning motivation quizizz application is very challenging for me to get rank 1 with the highest score, very disappointed if the answer is correct but the speed of answering is so long that it reduces the score and vice versa. i am always motivated to master the material if there is any quizizz to get the highest score. because there we can see the results or rankings, we will be very motivated to study english more actively. every time there is a quiz using quizizz, i am motivated to be the first rank. more excited it makes my curiosity about english materials increase. in the table above, we can see some answers to open-ended questions given to students. from these answers it can be concluded that the quizizz application encourages the students to get the highest rank and score when taking quizzes. by encouraging the students automatically it will give the impression of being more enthusiastic in doing quizzes and when working on it feels more challenging. thus, before taking the quiz on the quizizz application, the students will better prepare themselves in order to be able to answer quickly and accurately. 5. activity indicator the last indicator that has been analyzed in this study is the indicator of activity. in this indicator, there are two closed questions to students related to their active learning. these questions can be seen in the following table: table. 10 activity indicator questions question mean quizizz makes me more active in learning working quizizz as a quiz, makes me want to study before taking it 4.25 4.25 regarding closed questions regarding the quizizz application, it makes the students more active in learning, obtained an average of 4.25 which is categorized as strongly agree. therefore, students strongly agree that the quizizz application makes them more active in learning. the next question about the students will study before taking the quiz on the quizizz application got an average of 4.25. the average is included in the category of strongly agree as well. so it can be concluded that students will certainly prepare themselves by studying the material that will be quizzed before the quiz on the quizizz application started. to support the students’ responses to the closed questions above, open questions were also given to students. here are some answers from students related to open questions regarding indicators of student learning activity. ningrum: the utilization of quizziz application … 62 table. 11 answers related to learning activities the quizizz application makes me more active in learning because i want to get first rank when taking the quiz the quizizz application is interesting and can motivate us to study harder i highly recommended because this application can be done anywhere and can be more active and careful quizizz sometimes makes students inactive because not all of them have a smooth internet network very effective based on the table above, it can be concluded that when taking the quiz on the quizizz application, students have a desire to get first rank. therefore, before taking the quiz, students try to prepare themselves well by studying the material to be quizzed. the quizizz application is also recommended by students because it is easy and effective to use anywhere. conclusions from several indicators that have closed and open questions are to explore the student s’ opinions about the effectiveness of the quizizz application in the process of learning english. the open questions are also given regarding the students' opinions on the use of the quizizz application which they have followed. the following are some of the students’ responses to these questions: table. 12 answers regarding the utilization of quizizz quizizz is very fun, i hope many teachers use quizizz in the learning system, because not only questions, the quiz display is also interesting. that's very fun because that way we can get a score that maybe we can learn from the wrong and look for the right. that's why, with quizzes we can make it easier to learn and understand english. clear app quizizz different from others because we can know the limits of our abilities, and we are enthusiastic to learn continuously it's quite easy to use, and easy to understand, but the signal must be good. the learning process is not boring quite fun but sometimes there are problems in the network such as errors very helpful and very fun in answering questions and remembering what has been learned in the table above, it can be seen that students’ opinions on the quizzes they take on the application quizizz very good. from the answers above, it can be concluded that according to students the quizizz application is very fun, effective, interesting and not boring. students suggest that more teachers can use the quizizz application in the learning process. lack of application quizizz is simply a signal that must be stable in order to quickly answer each question on the quiz. students can also measure their respective abilities by looking at the score results after completing the quiz. the findings of this research have proven that quizizz really brings fun in the class. this current research finding was also similar with the research conducted by lestari (2019) in which they also found that quizizz really has a good impact on increasing students’ engagement. in addition, the students also have a positive response toward the use of quizizz eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 63 such as a feeling of excitement, and the feeling to repeat the test again and again and it is related to the explanation from basuki & hidayati (2019) who said that quizizz bring extraordinary progress, quizizz is interesting, addictive, and motivates for students to learn and achieve the learning goals, also using quizizz feels like playing a game because it is interesting and fun (amalia, 2020). this is due to the interesting characteristics of its features. in correlation with that, zhao (2019) stated that quizizz is very helpful because it is easy to use, making doing-in class exercise is more fun and the features on quizizz encourage their interest in learning. d. conclusion based on the explanation above, it can be concluded that the use of the quizizz application generally has a positive impact on the process of english learning. english courses are initially scary for students because there are a lot of difficult words they don't understand and a lot of grammar that is difficult to understand. however, it becomes fun with the quizizz application. in addition, according to students, with the quizizz application they become more active as they strive to get the highest rank and score on quizzes in their class. students are also more active in studying the material before taking the quiz. thus, the students’ learning motivation also increases. based on the student’s perceptions, the quizizz application is a learning application that is fun, effective, not boring, varied, challenging, simple, and can be used anywhere. however, there are also shortcomings in the quizizz application. this means that the use of the internet must be stable, while not all students have a good internet network. this causes lag in students who have network or signal difficulties. there are also comments from students who hope that there will be more teachers who are using the quizizz application in the learning process on a regular basis. this is good for avoiding boredom in student learning. references amalia, d. f. (2020). quizizz website as an online assessment for english teaching and learning: students’ perspectives. jo-elt (journal of english language teaching) fakultas pendidikan bahasa & seni prodi pendidikan bahasa inggris ikip, 7(1), 1-8. anwar, m. s., choirudin, c., ningsih, e. f., dewi, t., & maseleno, a. (2019). developing an interactive mathematics multimedia learning based on ispring presenter in increasing students’ interest in learning mathematics. al-jabar: jurnal pendidikan matematika, 10(1), 135-150. basuki, y., & hidayati, y. n. (2019). kahoot! or quizizz: the students' perspective. elic. semarang. bicen, h., & kocakoyun, s. (2018). perceptions of students for gamification approach: kahoot as a case study. international journal of emerging technologies in learning, 13(2), 72–93. https://doi.org/10.3991/ijet.v13i02.7467 dewi, k. s., myartawan, i. p. n. w., swari, n. k. t. a., & sugihartini, n. (2020). quizizz effect on students’grammar mastery in higher efl classroom based mobile assisted language learning (mall). language and education journal undiksha, 3(1), 15-24. damara, g. (2016). students' perception on the use of kahoot! as an ice breaker in movie interpretation class (doctoral dissertation, doctoral dissertation, sanata dharma university). ningrum: the utilization of quizziz application … 64 fies, c., & marshall, j. (2006). classroom response systems: a review of the literature. journal of science education and technology, 15(1), 101–109. https://doi.org/10.1007/s10956-006-0360-1 lestari, t. w. (2019). kahoot! and quizizz: a comparative study on the implementation of elearning application toward students' motivation. journal of english language teaching learning and literature, 2(2), 13-22. puspitarini, y. d., & hanif, m. (2019). using learning media to increase learning motivation in elementary school. anatolian journal of education, 53-60. ratnasari, e., hikmawati, r., & ghifari, r. n. (2019). quizizz application as gamification platform to bridge students in teaching reading comprehension. 1333-1337. sugiyono, p. d. (2017). metode penelitian bisnis: pendekatan kuantitatif, kualitatif, kombinasi, dan r&d. penerbit cv. alfabeta: bandung, 225. zhao, f. (2019). using quizizz to integrate fun multiplayer activity in the accounting classroom. international journal of higher education, 8(1), 37–43. zuhriyah, s., & pratolo, b. w. (2020). exploring students' views in the use of quizizz as an assessment tool in english as a foreign language (efl) class. universal journal pf educational research. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 167 students’ introductory paragraph in writing academic essay eka dyah puspita sari1*, mia fitria agustina2 1eka.dyah@unsoed.ac.id, 2mia.agustina@unsoed.ac.id universitas jendral sudirman abstract there are three structures of academic essay: introductory, body, and concluding paragraphs. this research puts its focus on the introductory paragraph. the objective of this research is to analyze students’ introductory paragraph in writing academic essay in forms of the analysis of the general statements and thesis statement. this research was qualitative research and the data was collected from students’ writing. the respondents of this research were third semester students of english literature study program. the result of the analysis shows that most of the students’ essay (90,7%) put general statements on introductory paragraph. it shows good result in practice because students already know the importance of general statements in introductory paragraph. students comprehend and implement the main function of general statements, i.e. to attract the reader’s attention. in addition, it was also revealed that there were 68,5% of the students’ essay put thesis statement on introductory paragraph. the result is quite satisfying, although there are some of the essays not contain thesis statement. indeed, thesis statement is important in writing introductory paragraph because it functions to state the specific subdivisions of the topic and/or the “plan” of the paper. keywords: academic writing, essay, writing skill a. introduction writing as the reproductive skill in learning english is highly needed for someone who wants to be successful in his academic and job world. effective writing is a skill that is grounded in the cognitive domain. it involves learning, comprehension, application and synthesis of new knowledge (defazio et al., 2010). someone needs to master components in writing english to boost his academic and job world. as stated by al mubarak (2017) that writing skills are the most important part of academic life for students because writing skills require students to be able to think critically and develop the contents of their academic writing. thus, students are introduced to write since they were in elementary school. in university, types of writing written by students are increasing. they not only write a summary, but also a research, book review, journal, synthesis, and even essay. academic writing is different from procedural, descriptive, or non-fiction writing, such as novels and short stories called creative writing, and personal writing is categorized as informal writing (bailey, 2011). thus, students find writing an academic essay challenging. sari & agustina: students’ introductory paragraph… 168 it is supported by fared et al. (2016) that students find difficulties accomplishing writing tasks. it may happen because they are not used to writing academic essay nor they are lack of experience in writing it. another difficulties are revealed by richards and renandya (2002) that students get difficulties not only in expressing and arranging the ideas but also in writing these ideas into readable text. thus, it can be concluded that writing essay is not an easy thing to conduct, but it merely takes some effort to make it coherence and meaningful. based on these problems, students in english literature study program at jenderal soedirman university get some subjects that are arranged to help them write better. basic writing, genre-based writing, and academic writing classes are designed to help students learn writing better. academic writing class focuses to help students write more in academic writing, moreover in writing essay. academic essay is a document that has a defined structure – an introduction, a body and a conclusion (babaei & id, 2013). academic essay aims to persuade readers of an idea based on evidence and it should answer a question or task. it should have a thesis statement (answer to the question) and an argument. it should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence. an academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources. in addition, an academic essay has different function. its function is to state a case objectively because it should attach some evidences and theories in the writing, not only exposing argument of the writer. there are three types of academic essay, i.e. descriptive essay, expository essay, and argumentative essay. among those three types of essay, each of which should consist of three components of an essay. they are introduction, body, and conclusion (oshima & hogue, 2006). the first part in writing essay is introduction. introductory paragraph functions to introduce the topic of the essay and give general background of the topic, body paragraph, consisting of one or more paragraphs, works like the main supporting of an essay, and concluding paragraph indicates the readers that the essay is completed. according to schwalm (2007) in arranging introduction, the students should give detail background information about the topic of the argumentative essay by giving a clear explanation or definition of the problem. thus, it plays important role in introducing the essay to the readers. when someone writes his introductory paragraph well, the readers are eager to read next paragraphs. in addition, body and concluding paragraphs describe and explain about the topic more after being introduced by introductory paragraph. body paragraph includes the evidence and support of the essay in addition to the writer’s ideas and it must include a topic sentence which relates the discussion back to the thesis statement. in arranging body paragraphs, the students should have at least three main points and the students should be able to develop those main points with supporting details (schwalm, 2007). last, concluding paragraph should wrap all of the arguments and points and should relate the main arguments in a simplified manner. in another words, in arranging conclusion the students should summarize the main points without repeating previous sentences. in writing, the first thing that a writer does is to write the introductory paragraph, which introduces the subject to be dealt with the readers. the introductory paragraph is broken down into two parts, i.e. general statements and thesis statement (oshima & hogue, 2006). according to mills (2002), a general statement is sentences that give background eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 169 information on the subject and gradually lead to the readers in the specific topic. it means that general statements should introduce the topic of the essay and give background information on the topic. while, thesis statement is a sentence (or sentences) claim in the end of the form of a clear statement at the beginning of the essay. according to fournier (2004, cited in anita, 2016), thesis statement is a deliberate affirmation expressing an opinion, an attitude or original idea on the topic or a piece of literature. there are also some previous researches dealing with similar issue. fatsah et al. (2020). which explored the difficulty faced by students in writing essay. the result of the paper showed that students find difficulty in pre-writing and pre-drafting which may happen in getting the topic and organizing the essay. another study was conducted by setyaningsih & larassati (2021) found that some students still do some errors in writing. students make some errors in forms of contraction, addressing the reader directly, direct question, adverb in initial or final position, interjection and hesitation filler, short form of the word or slang, inappropriate negative form, and figures at the beginning of the sentence. in addition, weston-sementelli et al. (2018) revealead that students in the blended strategy training condition produce higher quality source-based essays than students in the reading comprehension-only, writing-only, or control condition, with no differences observed between the latter three conditions. it can be implied that learning to write needs stimulus to make it work. among those three previous papers, the focus of all papers are in the writing product, such as essay. indeed, none of the paper analyzes each part of essay. the gap among those papers lead the researchers to conduct analysis on part of essay. in this case, this research puts its focus on the introductory paragraph. thus, this study is intended to analyze students’ introductory paragraph in writing academic essay in forms of the analysis of the general statements and thesis statement. b. method this research was qualitative research. as stated by arikunto (2010) that descriptive research is a research that explain about the situation based on the real condition of research subject. third semester students of english literature study program at jenderal soedirman university were chosen as the subject in this research because they already had academic writing class and they already exposed to basic writing and genre-based writing classes previously which made them ready to write academic writing. there were 54 students worked as the respondents of this research. students as the subject of the research were asked to write an academic essay on their own. thus, this research uses content analysis design. the researchers analyzed the students’ composition after they wrote opinion essays as instructed by the lecturer a simple academic essay in academic writing class. the essay used in this research was argumentative essay, in which the students wrote about covid-19 condition as the main topic. it has three sub-topics, i.e. condition after pandemic, regret when the pandemic was over, and hope in online class during pandemic condition. the writings were not limited to number of words, nor other specific requirement. it was done to make the respondents develop their essay more. sari & agustina: students’ introductory paragraph… 170 c. findings and discussion students’ argumentative essay was used as the data for this research. the essay focused on covid-19 condition as its main topic. the topic was narrowed down into three sub-topics, i.e. condition after pandemic, regret when the pandemic was over, and hope in online class during pandemic condition. this research focused more on the introductory paragraph of the essay. the purposes of introductory paragraph are (1) introduces the topic of the essay, (2) often indicates the overall “plan” of the essay, (3) gives a general background of the topic, and (4) should arouse the reader’s interest in the topic (oshima & hogue, 2006). in analyzing the introductory paragraph, it was broken down into two parts, i.e. general statements and thesis statement. general statements function to attract the reader’s attention, while thesis statement functions to state the specific subdivisions of your topic and/or the “plan” of the paper and it can be said a topic sentence for a paragraph. (oshima & hogue, 2006). the two parts of introductory found in students writing can be seen in table 1. table 1. the parts of introductory paragraph general statement thesis statement students’ writing 49 (90.7%) 37 (68. 5) table 1 showed that there were 49 (90,7%) of the introductory paragraph already put general statements, while there were only 5 (9,3%) of it did not put the general statements. and there were 37 (68,5%) of the introductory paragraph put thesis statement and 17 (31,5%) did not. the detailed description from the two parts of introductory paragraphs are elaborated in the next session. 1. general statements there were 49 introductory paragraphs that put general statements in them. general statements function to introduce the topic of the essay and give background information on the topic. the general statements written by students mostly introduced the topic of the essay. it could be seen from the word choice chosen by students. most of the general statements started with elaborating the definition of the topic. some samples of general statements were stated in the table 2. table 2. students’ general statements essay no general statements 1 we are currently dealing with a covid-19 pandemic that has lasted more than a year. as a result, the vaccination is a safe and clever technique of inducing an immune response in the body without producing illness. vaccines minimize the risk of contracting a disease by enhancing your body's natural defenses. 2 covid-19 virus has come from wuhan since 2020. it causes many disadvantages to all aspects of life. the government makes many attempts to protect their country. 3 you must be familiar with these words, "in a healthy body there is a strong spirit". that's right. the human spirit is important for one's identity. if our body is not healthy, then our soul will also weaken. 4 a pandemic is an epidemic of a disease that spreads over a large area, for example several continents, or across the globe. since the end of 2019 there has been a corona pandemic which has caused changes to the existing system eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 171 in the world. the education system is no exception, almost all over the world the education and learning system has been changed to an online system for a while. 8 a pandemic is an epidemic of a disease that spreads over a large area, for example several continents, or across the globe. since the end of 2019 there has been a corona pandemic which has caused changes to the existing system in the world. the education system is no exception, almost all over the world the education and learning system has been changed to an online system for a while. 9 a pandemic is an epidemic of a disease that spreads over a large area, for example several continents, or across the globe. since the end of 2019 there has been a corona pandemic which has caused changes to the existing system in the world. the education system is no exception, almost all over the world the education and learning system has been changed to an online system for a while. 10 in the current situation, every student must bring themselves to accept the presence of the new classroom model. the transition from offline school to a virtual class in the pandemic can be a tricky change. some of them can adapt quickly to the virtual class, while others may have difficulty with it. we need to enjoy even if it is hard in the virtual class. 11 everyone very bored with the covid-19 pandemic that never be ended until right now. many students also complaining because learning activities with online system then it make results in a less than optimal understanding of the material, so many students want learning activities by face-to-face in real life. 13 have you ever imagine when the world is finally recovered from the corona virus, things might get back to be normal? well, that sounds pretty amazing and dreamy, right? some people might happy to finally get back to school and reunite with their friends. but, is there anything that you will regret when the pandemic is over? because i do have a thing i regret when everything finally get back to normal . looking back, the corona virus has been blocking us to do our normal life and it pressed us to make a huge change in the way we socialize, survive, etc. furthermore, the corona virus has taken away many lives and left a big wound in the hearts of the bereaved family. fortunately, we slowly able to overcome the corona virus that has been rampant in the world for this past 2 years by vaccine. the world seems to recovered from this pandemic and we can slowly live our normal life again step by step. the school and the shopping center one by one finally open. the theatre, zoo, and park finally open for everyone, even though we have to do the covid-19 protocol. it is so happy to see the world slowly heal from this virus. 14 in response to the covid-19 pandemic, many countries around the world have closed schools to help reduce the spread of the virus. the impact on schools was a generational disaster. according to data from the un sdgs quality education, “before the pandemic, progress was slow and insufficient to achieve the education targets in the goals. an estimated 101 million additional children and youth (from grades 1 to 8) fall below the minimum reading proficiency level by 2020 due to the consequences of the pandemic, which erased educational attainment over the past 20 years” (2020). with this uncertain background, it is important to identify policies that can maximize effectiveness, namely through online learning during the covid-19 pandemic. sari & agustina: students’ introductory paragraph… 172 from table 2, it could be seen that most of students write the general statement in academic essay clearly defined the topic and background information on why the topic was put up in the essay. elaborating definition of the key word in the topic was one of useful ways to start and introduce the essay. it is in line with mills (2002), a general statement is sentences that give background information on the subject and gradually lead to the readers in the specific topic. 2. thesis statement next analysis was analysis on the thesis statement. thesis statement functions to state the main topic, list the subdivisions of the topic, may indicate the method of organization of the entire essay, and is usually the last sentence in the introductory paragraph. some samples of thesis statement were stated in the table 3. table 3. students’ thesis statement essay no thesis statement 29 this essay aims to present several personal longings that i would want to obtain after getting vaccinated twice. 30 this new study habit at home than in school are certainly very different. 31 the second dose of the vaccine gives a person better immunity than just getting one dose. 32 we have to use new strategies in order to survive during online classes and this pandemic. 34 if the procedure of the vaccination for the most part successful, it could be a matter of time until we are back into face to face education, the curing of our economic structure and a somewhat normality with us freely going anywhere without restriction what so ever. 35 this is why vaccination is needed to prevent the virus from spreading. 36 after being vaccinated twice i hope i can travel safely and when i was exposed to covid 19 the symptoms i experienced were not severe. 39 there are several things that i will do when i must attend the class. 40 there are so many people who hoped that by being vaccinated could make this virus will be soon go away little by little and it would be the biggest lie ever if i say i’m not wishing it too. 46 doing online classes made it difficult for me at first because there were some problems that i experienced and things i had to do when taking online classes. the data above showed that most of the students (68,5%) comprehended the importance of thesis statement in essay. they wrote thesis statement in their essay in good way. almost all the essays put the thesis statement in the last sentence of introductory paragraph. it showed good practice because good components of essay always put thesis statement in the last sentence of introductory paragraph. referring to the findings, most of the students had built good introductory paragraph in their essay. most of their general statements exposed more of the definition or elaboration of the topic, but some of them started with individual argument. this practice could be said good because in writing argumentative essay, someone needed to give arguments that could support the topic. it was in line with the nature of eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 173 argumentative writing, i.e. to get reader to acknowledge that your side is valid and deserves consideration as another point of view. meanwhile, most of students’ thesis statement were written in affirmative sentences, while others were written as an announcement. they were regarded as an announcement because students’ thesis statement did not clearly and directly reveal the attitude towards the essay topic. it could also be seen that the focus of students’ thesis statement was mostly too broad. it could lead to unclear discussion for the next paragraph. regarding the analysis of students’ introductory paragraph as a whole, it could be said that students’ knowledge influenced students’ writing and essay development. this result was quite different with previous studies done by wijaya (2017) that the analysis deal with students’ thesis statement using chesla’s aspects, namely assertion, focus, and idea. the result of his research showed that students’ thesis statement could be categorized into good thesis statement, good thesis statement with some focus, good thesis statement with too broad focus, quite good thesis statement, and not good thesis statement. the possible causes that emerged and influenced students’ thesis statement were students’ grammatical mastery level and their topical knowledge (wijaya, 2017) d. conclusion based on the finding and discussion, it can be concluded that most of the students’ writing already put general statements and thesis statement in their essay. it shows good practice and comprehension for students in learning writing essay. they know what details should be put in their introductory paragraph and to make it coherence. more practice given to the students makes their writing better. it is suggested for lecturers to be aware in teaching academic essay. they need to teach it in more interesting way to make students feel eager and interested in writing more. e. references al mubarak, a. a. (2017). an investigation of academic writing problems level faced by undergraduate students at al imam al mahdi universitysudan. english review: journal of english education, 5(2), 175–188. https://doi.org/10.25134/erjee.v5i2.533 anita, r. (2016). students’ability in writing an introductory paragraph of argumentative essay. ta'dib, 15(2). babaei, m., & id, s. (2013). academic essay. academic tip sheet. 2. https://intranet.ecu.edu.au/__data/assets/pdf_file/0017/20609/essay.pdf bailey, s. (2011). academic writing: a handbook for international students (3rd ed.). new york: routledge. defazio, j., jones, j., tennant, f., & hook, s. a. (2010). academic literacy: the importance and impact of writing across the curriculum‐a case study. journal of the scholarship of teaching and learning, 10(2), 34–47. evansville, university of. (n.d.). components of a good essay. fatsah, h., ashrafiany, n. a., & basalama, n. (2020). the students' writing difficulties in writing an essay based on cognitive process. lingua, 16(1), 61-69. farred, m., ashraf, a & bilal, m. (2016). esl learners’ writing skill: problems, factors, and suggestions. journal of education and social science, 4(2), 81-92. sari & agustina: students’ introductory paragraph… 174 mills. 2000. writing academic english. addison wesley publishing company oshima, a., & hogue, a. (2006). writing academic english (4th ed.). longman. schwalm, keren. (2007). rubric for the assessment of the argumentative essay. retrieved from http://web.gccaz.edu setyaningsih, n., & larassati, a. (2021). “umm you know…” speaking or writing?: examining efl students’ writing style in argumentative essays. elsya : journal of english language studies, 3(1), 17–22. https://doi.org/10.31849/elsya.v3i1.5818 weston-sementelli, j. l., allen, l. k., & mcnamara, d. s. (2018). comprehension and writing strategy training improves performance on content-specific source-based writing tasks. international journal of artificial intelligence in education, 28(1), 106–137. https://doi.org/10.1007/s40593-016-0127-7 wijaya, m. s. (2017). students’ thesis statement in essay writing class. english education: jurnal tadris bahasa inggris, 10(2), 274-290. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 31 a need analysis of task activity identified for tourism students in listening and speaking integrated skill salzu clarisa*1, fauzi miftakh2, maya rahmawati3 1 salzu.clarisa17151@student.unsika.ac.id, 2fauzi.miftakh@fkip.unsika.ac.id, 3maya.rahmawati@fkip.unsika.ac.id 1,2,3universitas singaperbangsa karawang abstract task activity is part of learning to enhance the improvement students’ skill, especially integration skills of listening and speaking. however, many researchers have identified task activity and integration skill separately. this descriptive research focuses on identifying three aspects of need analysis such as target situation analysis (tsa), present situation analysis (psa), and learning situation analysis (lsa). the aim of this research is to find out appropriate task activity and materials based on students’ experiences learning in listening and speaking integrated skills. data collection used interview from four tourism students, and analyzed english and major specific syllabus. the result of this study indicates that english lesson should adapt materials in major specific lesson, because materials affected to find suitable listening and speaking integrated task activity. the underlined result of this research is task activity can increase with new strategy and instruction which consider to previous learning, students’ lack, and students’ necessities. implication need analysis showed listening and speaking integrated task activity is important to apply in english vocational school to achieve learners’ target skill. keywords: integrated skill, listening and speaking, need analysis, task activity, tourism a. introduction in the 21st century, english is the most important global language; thus, the requirement to teach english to tourism students (lee, et.al, 2017) is crucial. in other words, mastering foreign language skills is essential for people working in the tourism sector as it is the means for communicating with tourists and understanding cultural differences, and for increasing employees’ job opportunities in this international industry (ghany, 2012). this foreign language refers to the english as international language. that is, it deals with teaching the language needed for communication and interaction between people of different cultures in airports, tourism and travel firms, markets and hospitality. english is needed to teach for gaining and developing communication skill in hospitality industry for tourism students. teaching english is more effective if teaching process has task activities that apply authentic materials, and having task activities is needed by tourism students can be gained in conducting need analysis. as described in detail by long (2014), a fully task-based course mailto:1nita.seraphine@unpar.ac.id mailto:maman.suryaman@fkip.unsika.ac.id mailto:maya.rahmawati@fkip.unsika.ac.id clarisa, miftakh & rahmawati: a need analysis of task activity … 32 must first begin with a needs analysis (na) in order to identify learners’ authentic needs with the language. need analysis is consistent with this practical goal in that the instruction is centered around the real-life tasks students need (or will need) to accomplish outside the classroom. a task-based na sees tasks as goal-oriented processes, with a number of steps, which draw on a series of cognitive and communicative procedures, and that have a defined outcome. one way to identify those needs is to conduct a task-based needs analysis (na) (long, 2014), which is a comprehensive, in-depth inquiry into the kinds of tasks learners need to be able to do, typically outside the classroom, as well as the language associated with them. developing task activity with listening-speaking integrated skills is perhaps can enhance tourism students’ communication ability in real world. as prove of toeic test is one of international recognized test which defines assessing speaking and listening skill. the test can be requirement that explain how professional learners’ english communication ability is needed in hospitality industry. integrated of listening and speaking skill need to use in task based course for survive of the coming test. from previous study, lapele (2019) about need analysis material development for teaching esp speaking, they interviewed students and also read the related books focusing on the students’ major. not only focusing on materials needs analysis, the teachers tried to look for the information related to the tasks and activities that the students would do in their future profession. however, need analysis for looking information task was not clearly yet. furthermore, this present study is focused on conducting need analysis task activity for tourism students in vocational school. specifically, this research is intended to investigate listening and speaking integrated skill task activities which are needed by students of english for tourism. 1. need analysis task activity for english tourism in the literature on second language (l2) needs analysis, a broad range of information is discussed as a basis for determining what and how learners need to learn (see, for example, brown, 1995; long, 2014: lambert, 2010). need analysis (na) is methodology to help teachers building materials, task, activity, or evaluation program in esp course related to the authentic learning for several significance real-world situations can achieve in students’ field of tourism. brown (1995) defines needs analysis as “systematic collection and analysis of all subjective and objective information necessary to define and validate defensible curriculum purposes that satisfy the language learning requirements of students within the context of particular institutions that influence the learning and teaching situation”. need analysis typically collects information about the general focus and goals of the task, the frequency of their performance, the task features (participants, channel, topic, spatial setting, psychosocial environment, rules of interaction, non-verbal aspects, etc.), the competencies, skills, and language needed to perform the task, the steps and sequences of procedures of the tasks, the variables contributing to task complexity (e.g. available planning time, degree of reasoning required) and the sources of difficulty (e.g. lack of material or linguistic resources), and the performance standards that can be used for the assessment of the task outcome. the information collected from need analysis task activity is also refers to tourism students real conditions. tourism students as known need english communicative competence. english communicative competence is target needs that would be analyzed. moreover, adapting from hutchinson and waters (1987), the target needs divided into three groups of needs as necessities, lacks, and wants. the specific detail groups of needs are; (1) necessities eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 33 is related what english tourism need to learn by learners, (2) lack is some aspect that learner need to improve or fix, (3) want is something that learner personal want about what learning like students wants. 2. purpose of need analysis the purposes of na could be divided into three categorizations: a target situation analysis (tsa), a learning situation analysis (lsa), and a present situation analysis (psa), underlying the frameworks of na and serving as the basis for the conduction of na, and a tsa was further sub-categorized into objective, perceived and product-oriented needs; an lsa was sub-divided into subjective, felt and process-oriented needs; a psa was subclassified as strengths and weaknesses in language, skills, learning experiences (dudleyevans & st john, 1998). such a classification of na purpose may help researchers interpret the data appropriately, and finally establish an efficient task activity. as dudley-evans and st john (1998) suggested that these purposes might somehow be classified into psa, lsa, and tsa. although this classification seemed to be controversial to some extent, it could provide researchers and readers with another perspective on how na was conducted and how na was used to inform syllabus design. in the process of na, once the purposes of na are settled in research, sources of na should be selected and examined. the sources of information in a na mean who can provide useful information and when it would be appropriate for them to do that, and the sources may include eight major types: learners, people working or studying in the field, ex-students, documents relevant to the field, clients, employers, colleagues and esp research in the field. as long (2014) pointed out, however, the sources of information may contain five main options: published and unpublished literature, learners, teachers and applied linguists, domain experts, and triangulated sources. although they listed rather different types of na sources, they still shared two types in common: learners and instructors. 3. task activity of listeningspeaking integrated skill tasks can be classified in a number of ways but two are of particular importance and clearly distinguish different approaches. first, following nunan (1989), tasks can be “real-world” or “pedagogic”. real-world tasks aim at both situational and interactional authenticity in that they mirror the actual tasks that learners may have to perform in real life (e.g., ordering a meal in a restaurant). pedagogic-tasks aim only at interactional authenticity (i.e., they do not correspond to real life events but still generate natural language use). spot-the-difference is a classic example of a pedagogic task. long (2014) sees conducting needs-analysis as an essential preliminary step for developing a task-based syllabus. conducting need analysis for identifying task activity that focus on integrated listening and speaking to enhance english communication skill is more efficient strategy of teaching. as nation & newton (2009) argued the use of particular language teaching techniques is justified to the extent that they achieve learning goals. identifying task activities help teacher for selecting what activities of learning can occur in learning process. it is possible to distinguish kinds of group work according to the way the information needed in the activity is distributed among the learners. one of them is split information arrangement of task. split information tasks can be used with learners at any level, from beginners to advanced students, if appropriate materials are employed. nation & newton (2009) explained a wellbalanced early listening and speaking lesson or series of lessons could contain the following parts. clarisa, miftakh & rahmawati: a need analysis of task activity … 34 table 1. part of lessons integrated listening and speaking task activity lesson detail activities meaningfocused input the learners engage in dialogue with the teacher, do activities like listen and do, grids, interview activities and listening to simple stories. meaningfocused output the learners engage in dialogue with the teacher, do activities like descriptions, a variety of questioning activities like asking by numbers and hints, and guided activities like what is it?, picture stories and the same or different. languagefocused learning the teacher helps the learners with pronunciation, memorizing useful phrases and sentences, and substitution tables. fluency development memorized phrases and sentences are given repeated practice with an emphasis on reaching a normal speed of production. the learners listen to the same story several times over several days with the deliveries getting faster. the learners do simple repeated role plays which use the sentences and phrases they memorized and the sentences which they have already practiced in substitution tables. they also get very fluent listening to numbers. b. method the research design used qualitative and descriptive research. according to nassaji (2015) that the goal of descriptive research is to describe a phenomenon and its characteristics which is more concerned with what rather than how or why something has happened. the participant of this study came from five tourism students. selected students involved in this research based on teacher recommendation and required students who passed work industry practiced. teacher recommendation can help researcher for collecting appropriate information with researcher’s need effectively. the research conducts in vocational high school 2 subang, indonesia. vocational high school 2 subang has tour and travel major which part of tourism industry. this site of research chose based on the research need on esp field of tourism major. collecting data of this descriptive research was through open-ended interview, and document (syllabus) analysis. there are two type of data display in this research, from interview data and syllabus data analysis. the first one, interview data display is presented descriptive analysis from authentic participant’s responses. coding for participant is symbolized p (participant) and r (researcher), then four participant is form continue to be p1 (first participant), p2 (second participant), p3 (third participant), and p4 (fourth participant). meanwhile, data display for syllabus analysis is presented using table description and paragraph detail description that follows with figure and authentic picture. type of thematic analysis was used by researcher in this research. thematic analysis as documented by braun and clarke (2006) will be presented here as a linear, six-phased method, it is actually an iterative and reflective process that develops over time and involves a constant moving back and forward between phases. it is a method for identifying, analyzing, organizing, describing, and reporting themes found within a data set (braun & clarke, 2006). eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 35 c. findings and discussion 1. target situation analysis task activity for tour and travel students in listening and speaking to find out target situation analysis of task activity for students, researcher asked tour and travel students about students’ previous experiences in work practice industry. based on the data from four students interview showed three from four students mentioned the activity that they did more involves communication skill in listening and speaking. “my practice work industry in domestic travel. the activity is like guiding tourist for explaining schedule of tour.” (p1) “i have experiences at dusun bambu as entrance staff of ticketing. i have used my english for guiding tourist to give direction place.” (p2) “english is useful. when i training in sariater, there is foreigner in the gate. he wants to ask but look confused. finally he used translate to ask me. if i can speak english well, maybe i can help and talk with him.” (p3) the finding from students’ experiences of interview, they did authentic activities namely speak to tourist for explaining schedule tour, or giving explaining direction, and giving information for helping tourist. these activities showed that in tour and travel major, students need able to communicate with tourist, it’s the target skill as tour guide. to clarify more detail that target skill of tour and travel student is listening and speaking skill, the finding of syllabus analysis is involved. the analysis syllabus for target situation analysis is attention to standard competencies from english syllabus and major specific lesson syllabus. table 2. english and major specific syllabus target situation analysis english syllabus major specific syllabus standard competencies target of skill standard competencies target of skill analyzing and making spoken texts according to social functions, text structures, and linguistic elements in expressions of offering services reading and writing skill conducting and practicing cross-city tour guides, land tour guide, individual tour guide, explanation of group tour guide (git tour leader) listening and speaking skill analyzing and making spoken texts according to social functions, text structures, and linguistic elements in the expressions that initiate the delivery of surprising news or information reading and writing skill practicing to provide flight ticket booking information to consumers, advice on booking tickets in detail to customers, information on special international flight fares to customers listening and speaking skill analyzing the social function, text structure, reading and writing skill making transfers in from the place of arrival of the station/airport to the hotel, listening and speaking skill clarisa, miftakh & rahmawati: a need analysis of task activity … 36 and linguistic elements of procedure texts and transfers out of the hotel to the airport/station/port. analyzing the social function, text structure, and linguistic elements of analytical exposition texts reading and writing skill implementation of scouting at tourist attractions, scouting city tours, and presenting general and specific information to tourists listening and speaking skill based on table 2, target between english syllabus and major specific syllabus have different target skill where english syllabus target is reading and writing skill but major specific syllabus target is listening and speaking. however, according to students’ experience, students more need to enhance communication skill that means for enhancing listening and speaking skills. in others side english syllabus is match yet for students’ needs of task activity based on students’ previous experiences. it seems from differences standard competencies both of syllabus. english syllabus more take role in reading and writing skill, and major specific syllabus take role in listening and speaking skill. 2. present situation analysis (psa) task activity for tour and travel students in listening and speaking present situation analysis focus on learning that students did during current semester. based on the data of interview from four students in english subject and major specific subject, there are different situation in listening and speaking learning. it showed from students responses as follow: “there was an activity in morning ceremony becoming instructor of ceremony used and spoke english (speech). although it didn’t include activity in english lesson but it helped for practicing public speaking.” (p1) “english lesson that we learnt just vocabulary and sentence. for speaking practice didn’t do yet, only writing, except in major specific lesson which provide speaking practices.” (p2) “when morning ceremony, we should give speech in english. it delivered with indonesian translation also. but the material was arranged individually.” (p3) “material in english lesson is not yet appropriate for our field as tour guide.” (p4) two students showed direct response that present situation in english lesson didn’t provide listening and speaking task activities. two students also mentioned there is regular activity in morning ceremony to give speech. however, the activity is out of the english class. one student also mentioned in present of material english lesson is not appropriate yet for students’ field as tour guide. respondents also showed that speech activity needs to enhance their speaking skill when it regularly conducted. otherwise from data of interview, for present analysis researcher analyze the english and major specific lesson syllabus to find out another purpose of this research, for knowing authentic material that appropriate with students’ need. both syllabuses compared what previous learning activity that teacher applied in the whole semester. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 37 table 3. elaboration of english syllabus and major specific lesson english syllabus major specific syllabus exploration of learning material exploration of learning material students call attention to english in the context of simulations, role-plays, and other structured activities. spoken and written texts to request attention (extended) and their responses. struktur teks may i have your attention, please. everybody, excuse me! 1. identify tourist arrival procedures and information 2. perform selfintroduction techniques 3. carry out baggage handling 4. carry out welcoming and introduction procedures 5. disseminate and convey arrival information transfer in based on table 3 elaborates the comparison of both syllabuses with the point of exploration of learning and materials. researcher reviewed further a sample material of exploration learning in both syllabuses. english syllabus shows the material about request attention in spoken and written text which is explored in simulation and role play activities with practicing structure of texts and linguistic form also. while in major specific lesson, the content of transfer in is explored with practicing every procedures of transfer in. english syllabus seem related material with exploration in major specific syllabus, when doing transfer in, students do self-introducing that before it might be should have attention from tourist. without removing the original english syllabus, material transfer in and request attention have connection each other. comparing with previous students’ experiences learning and syllabus analysis shows possibility to enhance english material. english material can be analyzed and fixing by reviewing further major specific lesson to find out what best activity based on students’ needs. 3. learning situation analysis (lsa) task activity for tour and travel students in listening and speaking this research is to find out task activity of students’ need through learning situation analysis (lsa) based on students’ lack and students’ want from students’ previous learning experiences in data of interview and syllabus. learning situation analysis (lsa) also analyzed from some aspects of syllabus namely previous activities of learning, media of learning, and strategy of learning. researchers started to analyze learning situation from previous activity that students received for one semester. based on data of interview found there were some activities of listening and speaking is done by students. the data analysis interview is elaborated as follow bellow. “if major specific lesson which used english activity like guiding when do transfer in and transfer out from bus until hotel. the practice is asking key of room and booking room in receptionist.” (p1) clarisa, miftakh & rahmawati: a need analysis of task activity … 38 “i am easy to understand if teacher used video as media than text. usually teacher only gave materials and gave question of quiz for the materials. the quiz is reading only, not about speaking.” (p1) “speaking practice usually we did in major specific lesson such as handling telephone, booking plane ticket, ticketing area practice, and mice area practice. speaking practice usually used text to remember and practice the text. we practice to speak with our teacher”.(p2) “there was practice when we went to yogyakarta, we played role as tour guide to explain the tourism place that we visited at that time in english.” (p3) “during learning process, if there is conversation between two people, it would be remember the text of conversation. like in practicing handling costumer calling for booking ticket, we choose random content, we remember the text then we practice it in front of class. those activities were usually in major specific lesson.” (p4) “usually teacher used video for us to watch it. sometimes teacher also used powerpoint to show in projector.” (p4) “for practice speaking, i think it is depend on the material of lesson which is appropriate for our skill.” (p4) according to data, learning situation from situation analysis about listening and speaking integrated activity has been applied in major specific class, not english class. listening and speaking integrated is conducted in tour agent students field context namely practicing as tour guide about transfer in and transfer out, explaining tourism place, handling telephone, booking plane ticket, ticketing, and mice area. data of interview shows that some kind of activities listening and speaking integrated is conducted in major specific class such as monologue, conversation, and role play. teacher mostly used strategy of memorizing dialogue practice. beside it, teacher used video and powerpoint media of learning in the class. students also mention that content material of learning is followed what job-desk that students’ need in their field. supporting data of interview, researcher looks forward into syllabus analysis. researcher analyzed and compared english and major specific syllabuses. the point of analyze is similar with element analysis of interview data such as kind of activity exploration, strategy of task activity learning, and media of learning. english syllabus and major specific syllabus showed different of learning strategy significantly, also opposite data with interview. table 4. comparison english and major specific syllabus task activity english syllabus major specific syllabus content of learning expressing opinion guiding tourism place strategy learning activity observing: students listen/watch interactions expressing opinions and thoughts, students identify the characteristics of interactions expressing opinions and thoughts (social function, text structure, and linguistic elements). observing: observing observing electronic media and print media about individual tour scouting eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 39 asking: students question the differences in various expressions of expressing opinions and thoughts in english asking: frequently asked questions about individual tour guides experiment: students express their opinions and thoughts in english in the context of simulations, role-plays, and other structured activities experiment: exploration to find individual tour guides associating: 1. students compare the expressions of expressing opinions and thoughts that have been studied with those in various other sources. 2. students compare expressions in english and in the student's language. associating: summarizing the findings on individual tour guides communicating: 1. students express their thoughts and opinions in english, inside and outside the classroom. 2. students write down problems in using english to express opinions and thoughts in a learning journal. communicating: group discussion on individual tour guide, and make a report on the results of group discussions task of evaluation role-play in the form of interaction with accuracy and suitability of using linguistic structures and elements 1. observation; checklist discussion sheet 2. portfolio; presentation results of speaking practice 3. test; written test in the form of description and/or multiple choice media and sources of learning 1. cd/ audio/ video 2. english newspapers/magazines 3. internet movies/pictures, ujp, book volume 2, magazine, brochure/booklet, internet syllabus analysis in table 4 which is a sample part of each syllabus are interpreted and found both of syllabus point has involved listening and speaking integrated task activity. summary analysis from english syllabus and major specific syllabus have presented and arranged listening activity like role play or presentation, it used strategy active learning which is encouraged students to practice better with observing and discussing before practicing. the using media of learning are various such as using movie/picture, audio/video, magazine, book, brochure, and internet. furthermore, not only identify previous task activity, researcher find out students’ lacks to identify what element of linguistic that needs to improve. researcher present students’ lack analysis as follow below: ‘when i practice using english, i have difficulties in vocabulary. although before practice, i got text for remembering. without text, it’s difficult and sometimes i’m confused what should i say.” (p1) clarisa, miftakh & rahmawati: a need analysis of task activity … 40 “difficulties in learning english based on my opinion is about vocabulary even in spelling or pronunciation. sometimes if getting wrong in one letter of spelling or different pronunciation it makes different meaning, it makes me feel difficult. however, in the class we didn’t learn how to pronounce the vocabulary, when online learning was started. there is no any practice for speaking or listening.” (p2) “i feel difficult in how to pronounce, like in written for “but” pronounce “bat”. if general word, i can still handle it. for specific or unfamiliar word, i don’t know how to pronounce it. i feel enjoy when i thought by mr. afgan, that always correct my english.” (p3) “for me, the most difficult is pronunciation, how to pronounce the right one. if i’m wrong with pronouncing a word, it will have different meaning. it also can affect how the intonation when we speak for asking or something.” (p4) finding students’ lacks, students mentioned pronunciation and vocabulary are difficult for them when practicing listening and speaking integrated task activity, as seen in data interview above. there are some effects from students’ lacks which is influenced meaning input and output. as students felt, having vocabulary lack can impact output meaning like stuck when speak up the idea which is involved possibility wrong diction, also input meaning that students does not understand specific or unfamiliar words, causes of vocabulary limit. same as situation with having pronunciation lack that influence meaning input, when speaker said wrong pronunciation, listener got wrong input of meaning. not only identifying students’ lack in task activity need analysis, this research also find out students’ want about listening and speaking activity in english class. the finding is seen from interview data of students’ responses. “i want to recommend, sometimes speaking activity spontaneously in the class is also needed to practice.” (p1) “i got very less practicing speaking or listening. i hope there is english specific lesson for us that involve more listening and speaking practice, like two or three times meeting in a week.” (p3) “…i want to learn listening and speaking from the basic until specific, with some repetition of practice.” (p3) “when learning process, teacher usually more gave attention to active students and understand the lesson, sometimes teacher is less attention for silent students. i just want teacher to attract each student become actively practice when learning process.” (p4) finding students’ wants shows that need improvement of implementation listening and speaking integrated. it seen from that p1 said who recommend spontaneous speaking activity for the upcoming activity. following by p3 is about to improve english specific lesson that focus on listening and speaking practice regularly in two or three time meeting in a week. beside it, students’ wants show about strategy of learning when learning listening and speaking. students show behavior of learning about drilling practice, and bottom-up style of learning. in addition, student wants to teacher apply active learning approach for all students. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 41 this present need analysis research conducted for knowing what appropriate task activity that collecting data from students’ side and document supporting data. following the purpose and research questions, researcher focuses on students’ needs integration skills of listening and speaking task activity. ellis (2018) stated that integrating language skills facilitates the development of linguistic (including grammatical competence) and communicative abilities. it related with the first question of research and find out that students have experiences which involved communication activities in real world. finding of target situation analysis pointed out listening and speaking skills as tour guide target skill in communication. achieving target skill needs to enhance task activities of listening and speaking in english class. however, there is contradiction fact of finding present situation analysis that english lesson did not provide any listening and speaking practice. vice versa, listening and speaking task activity more involved in major specific lesson. another important finding from students experiences that english lesson material is not appropriate yet to support students’ field as tour guide. this research discusses about task activity and material. see table 5 below. table 5. finding learning situation analysis in major specific lesson based on table 5, english lesson has different previous learning from the data of interview with major specific lesson. in other side, both of syllabus lesson involved similar activities. researcher argued this case causes of implementing and planning of syllabus is not optimally conducted. as prove table 2 elaborates the material both of syllabus has interconnection, it showed that english material can adapt and combine major specific material without reducing any linguistics form or content. adapting and incorporating content is way to find authentic material to enhance authentic activity. results of learning situation analysis in table 5 indicates each elements of learning can be influenced each other to get appropriate task activity with efficient strategy. researcher draws the process of arrangement task activity following result of need analysis. the process start with deciding content of learning continues to consider what activity is relevant with the content then utilize media and strategy which indicate to enhance students’ lacks. previous learning students' wants students' lack task activity 1. speech 2. monologue 3. conversation 4. role play 5. simulation suggested spontaneously speaking vocabulary limit; stuck choosing diction (output), lost meaning (input) pronunciation; lack of pronouncing words materials 1. kinds of guiding 2. transfer in/transfer out 3. explaining information 4. handling telephone 5. ticketing 6. explaining tourism place english lesson material adapted with students’ job desk field as tour guide strategy memorizing 1. drilling practice 2. bottom up learning 3. active learning media video and powerpoint clarisa, miftakh & rahmawati: a need analysis of task activity … 42 significant finding interview and syllabus data raise arrangement of task activity. see figure 1 bellow. figure 1. task activity arrangement sample based on students’ needs further to discuss figure 1, the arrangement of task activity is as outcome of this research. result of need analysis contributes to arrange suitable task activity based on students’ needs. adapting theory from nation and newton (2009), balancing of task activity should consider part of lesson integrated listening and speaking activity such as meaning focus output, meaning focus input, language focused learning, and fluency development. the consistent result of this research, conducting need analysis is one of ways to improve task activity in future learning process. figure 1 as prove arrangement task activity based on the finding this need analysis, is to enhance previous learning with consideration of students’ lacks and wants, and also focus to apply part lesson of integrated listening and speaking. in previous learning, memorizing strategy is involved in some activities such as conversation and speech in major specific. based on literature review mentioned memorizing is strategy to enhance fluency development in speaking, and focus to increase vocabulary. this strategy probably can be increased with students’ want using bottom-up approach learning. see figure 2 figure 2 fluency development of task activity arrangement finding of interview students’ lacks and wants also contribute deciding appropriate strategy, learning approach, material, and media to enhance implementation of task activity integration skills. in addition arranging task activity can follow based what activity that students’ suggested. as draw in figure 2 below based on the data table 5 above. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 43 figure 3 students’ suggested activity in meaning focused output d. conclusion the aim of need analysis in this research was to find out task activity of listening and speaking integrated based on the result of this study. this study shown that english lesson in vocational school 2 subang did not contain balance listening and speaking integrated task activities. the finding contradiction was found several english task activity was conducted in major specific lesson. based on the data interview and syllabus, the significant of result has proven that find out appropriate task activity through three classification analysis about result of target situation analysis, present situation analysis, and learning situation. result of target situation analysis has shown the important target skill which needed by tourism students are listening and speaking skill to support students’ communication skill. following the target result, research found result of previous learning listening and speaking present situation analysis in major specific. situation data showed that the implementation of english syllabus was not optimal in part of choosing task activity for students’ field and suitable material that should enhance target skill. however, some of part english syllabus indicates appropriate task activity of listening and speaking. the lack of syllabus did not provide specific material of tourism students’ field. based on discussion this research, english material lesson can be incorporated and adapted with major specific material lesson to get appropriate task activity. references braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77-101. brown, j. d. (1995). the elements of language curriculum: a systematic approach to program development. cambridge: cambridge university press. dudley-evans, t., & st john, m. j. (1998). developments in esp: a multi-disciplinary approach (no. 428.007 d849). cambridge university press. ellis, r. (2018). 2. taking the critics to task: the case for task-based teaching. in new perspectives on the development of communicative and related competence in foreign language education (pp. 23-40). de gruyter mouton. ghany, s. y. a., & latif, m. m. a. (2012). english language preparation of tourism and hospitality undergraduates in egypt: does it meet their future workplace requirements?. journal of hospitality, leisure, sport & tourism education, 11(2), 93-100. hutchinson, t. &. (1987). english for specific purposes. cambridge: cambridge university press. clarisa, miftakh & rahmawati: a need analysis of task activity … 44 lambert, c. (2010). a task-based needs analysis: putting principles into practice. language teaching research, 14(1), 99-112. lapele, f. (2019). need analysis on the material development of teaching esp speaking. eternal (english, teaching, learning, and research journal), 5(2), 336-349. lee, p. c., sun, s., lee, a., & law, r. (2017). educational technology in hospitality management programmes: experience and expectation. international journal of tourism sciences, 17(3), 153-164. long, m. (2014). second language acquisition and task-based language teaching. john wiley & sons. nation, i. s. p., & newton, j. (2009). teaching esl/efl listening and speaking. newyork: routladge. nassaji, h. (2015). qualitative and descriptive research: data type versus data analysis. language teaching research, 19(2), 129-132. nunan, d. (1989). designing tasks for the communicative classroom. cambridge university press. tavil, z. m. (2010). integrating listening and speaking skills to facilitate english language learners’ communicative competence. procedia-social and behavioral sciences, 9, 765-770. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 80 english language learning motivation of thai students of lantaratprachautit school fuji puspita damayanti1, dina rachmawati*2 1fujypuspita25@gmail.com, 2dina@untirta.ac.id universitas sultan ageng tirtayasa abstract various factors influence students' motivation to learn a foreign language. as a country that has never been invaded by other countries and in which thai is the official language and english is the only foreign language taught in schools, the study of students' motivation to learn english is worthwhile researching. the goal of this study was to find out what motivated students to learn english and how that desire manifested in classroom activities. qualitative case study was employed in this study. three data gathering procedures were used to acquire data i.e. questionnaire, observation, and semi-structured interview. to determine their motivation, 17 fifth-grade pupils at lantaratprachautit school in thailand were recruited to fill out a closed-ended questionnaire which was adapted from gardner's attitude/motivation test battery (amtb). three students with varying levels of motivation were observed in order to determine how motivation was reflected in the english classroom. in addition, to triangulate the data in this study, a semi-structured interview was undertaken. the majority of the participants were assessed as having poor motivation, which was consistent with their classroom engagement. finally, students' interest and participation in classroom activities in the english teaching-learning process represented their motivation in english language learning. keywords: english as a foreign language, language learning motivations, students’ motivation a. introduction the role of motivation in learning is evident. considerable research indicated its significant roles of motivation in students’ learning (chen & huang, 2020; chen, 2020; sugita, 2012; wong 2013; ruesch 2012; xiao, 2012). additionally, in the context of language learning students’ motivation is also one of the fundamental elements of their learning success. its existence on the students’ selves makes the students more encouraged to communicate and participate in the teaching-learning process (wong, 2013 & xuejun, 2020). it occurred because language learning is not only affected by the instructional variables but also influenced heavily by students’ personality factors. as supported by reusch, 2012 & xuejun, 2020 that one of the influential factors in learning english is known as motivation. it was in line with gardner (1985) who stated that motivation has long been identified as one of the main factors affecting english language learning. it is considered a significant role in language learning success. mailto:1 mailto:fujypuspita25@gmail.com mailto:1 mailto:dina@untirta.ac.id eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 81 significant research in english as a foreign language revealed that some students had low motivation in learning the language. as indicated by research done by gocke and dislen (2013); junzhang (2006); wragg 2019). the reasons for lack of motivation in an efl classroom were related to the student's age, a habit of solving multiple-choice questions, syllabus density, health problems, shortage of learning materials, traditional teaching methods like expository teaching, boring and colorless lessons, attention distracters like too much noise in the classroom, lack of comprehension and boredom, too many similar type exercises, teachers’ teaching strategies, and the student's perception of the functionality of the language. however, the need to learn and master the language keeps raising since the ability to speak english is one of the fundamental competencies in the 21 century (madiano, 2001; shin, 2011; wesche, 2016). in a non-english speaking country, in particular, english language learning is offered for the future occupational career of the students which enables the students to communicate in english and prepare them to socialize with the global community or international environment (shin, eslami, & chen, 2011). in the context of foreign language learning, it has been recommended that exposure to a target foreign language environment is one of the important factors since foreign language learning represents a complex, varied process influenced by both learners and environmentrelated aspects (moeller & catalano, 2015). it is essential to ensure that students are given significant language training tasks and a chance to exercise in an authentic environment (golonka, bowles, frank, richardson, & freynik, 2014). as a consequence, language learning requires a contextual environment in which the students are encouraged to communicate and actively engaged in the process. nonetheless, conventional classroom learning activities are rarely tied to real-world contexts which are not well equipped to respond to situated language learning (lan, 2015; lei et al., 2019; li, lee, wong, yau, & wong, 2019). considering the social historical factor of the thailand as a country in southe east asian which has never been colonized by foreign countries in the past. therefore, this research is interested to investigate the portray of thailand students’ lantratpra cha-u-titschool motivation and how is the students’ motivation in english learning reflected in english learning activity at lantratpra cha-u-tit-school. 1. the concept of motivation the importance of motivation in the english language learning process cannot be overstated. it is an important aspect of foreign language learning that gained traction when gardner and lamber's (1972) motivational work was released (xuejun, 2020). experts define motivation in a variety of ways. motivation has long been recognized as one of the key elements determining english language learning, according to gardner (1985). furthermore, gardner (1985, p.11) claims that the way motivation is described within the socio-educational paradigm demonstrates that motivation must be evaluated in terms of three components: (1) individuals' desire to learn a language; (2) individuals' attitudes towards learning a language and (3) the level of motivation or willingness to put forth effort in learning the language. it implies that motivation is regarded as crucial to language learning success. furthermore, gardner et al. (1985) stated that there are two types of motivation: instrumental motivation occurs when the only reason for learning a foreign language is to gain something outside of the activity itself, such as passing an exam, obtaining financial rewards, getting a job, or pleasing another person(s). the instegrative type is the other. as the name implies, one of the motivations for learning a language is to be able to communicate with a linguistic community. damayanti & rachmawati: english language learning motivation … 82 2. the concept of language, learning, and motivation in order to understand why kids are motivated to study english, we must first understand the concept of language. according to morris (1946), language is an organization of arbitrary symbols with a shared meaning within a society; additionally, these symbols may be employed and understood independently of their immediate context, and they are then related in predictable ways. to begin with, language is a system, which implies order and regularity. second, this system is arbitrary in the sense that the meaning of its individual units or elements is determined solely by the users' agreement and convention. the third element is language, which is utilized to define the speech or linguistic community. language is a communication system made up of arbitrary elements, as can be deduced. furthermore, learning is a crucial activity that humans engage in throughout their lives. brown (2007: 7) defined learning as the process of obtaining or gaining knowledge about a subject or a skill through study, experience, or instruction. learning can be defined as a process and practice for gaining knowledge and creating experiences under the guidance of internal and external factors. apart from the concept of language and learning, and the type of motivation which has been explained previously, considerable research revealed that learners’ motivation. csize´r and do¨rnyei (2005) affirm that motivation is one of the key elements that control the degree and achievement of l2 attainment which is preponderant the learners’ innate abilities for language learning. the statement indicates that motivation can be an internal and external factor influencing language learners’ success. students. additionally, according to xiao (2012) & wragg, raby, menard, and plante (2019) motivation is regarded as a determinant variable of students’ academic perseverance and achievement. regarding this, in the context of classroom interaction, motivations is considered as a dynamic process which resulted from classroom interaction of a teacher and her/his students (mcheown & takeuchi, 2014). thus, a teacher’s motivational strategies are required to prompt and stimulate students’ language learning, and accelerate low motivated learners. b. method this study used a qualitative method, namely a case study design, to address the challenges. qualitative research, according to creswell (1998, p. 14), is an understanding inquiry process built on diverse methodological traditions of inquiry that investigates a social or human problem. furthermore, when the focus is on a current phenomenon in a real-life situation, a case study is the ideal technique (yin, 2002, p. 1). closed-ended questionnaires and non-participant observation were used to obtain data for this study. to triangulate the data, the data from the semi-structured interviews were employed. the study took place at lantaratprachautit school in krabi, thailand. the participants in this study were seven fifthgrade kids who were chosen through a purposive sampling method. data was gathered in both quantitative and qualitative formats. the students' closed-ended questionnaire was quantitatively examined. while qualitative analysis of students' participation in classroom activities was done through observation and interviews. in qualitative data analysis, there are three parallel flows of activity: (1) data condensing, (2) data presentation, and (3) drawing/verification of conclusions miles, huberman, and salda (miles, huberman, & salda). eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 83 c. findings and discussion data analysis of the close-ended questionnaires revealed that lantaratprachautit school students lacked motivation. the results of eight aspects in the students' closed-ended surveys indicated this. attitude toward studying english, desire to learn english, intensity to learn english, encountered difficult language skills, instrumental orientation, integrative orientation are some of the factors to consider. as illustrated in the following figure 1. figure 1. students' motivation furthermore, analysis of the data of the observation, it showed that in the english classroom, there was a match between the students' motivation and their learning behavior. students with high motivation were found to have higher levels of participation in english classes. on the observational sheet, the first student received a 3.7, indicating positive engagement. the second student received a score of 3.0, indicating moderate motivation and moderate participation in the english classroom. the third student, on the other hand, was deemed to have little motivation and received a score of 2.1. for the classroom participation student 3 was categorized into negative participation in the english classroom. the finding indicates the students had different level of motivations, and the teacher motivational strategies are needed to encourage the students to be more motivated in learning. as supported by mcheown & takeuchi (2014) that motivations are considered as a dynamic process which resulted from classroom interaction of a teacher and her/his students. additionally, guilloteaux and do¨rnyei (2008) stated that motivational strategies are as a teacher’s instructional interventions applied by the teacher to provoke and encourage students’ motivation and also considered as self-regulating strategies that are employed on purpose by individual students to cope with their own level of motivation. thus, the teacher’s motivational strategies are needed to improve the students’ learning participation. the acquired data about students’ classroom engagement can be found in the following table.1. table 1. students' participation in english classroom students code average score participation s1 3.7 high s2 3 moderate s3 2.1 low the students' levels of participation in english teaching and learning were also revealed during the observation. students' readiness to accept or attend the lesson, willingness to participate in the learning process, interest, and capacity to urge classmates to work diligently were all in line with their motivation level, according to the data. this finding implies that in order to promote students' motivated learning behavior in classroom activities, a well-designed teacher's motivating methods are required. as supported by mceown & 0 5 s 1 s 2 s 3 s 4 s 5 s 6 s 7 s 8 s 9 s 1 0 s 1 1 s 1 2 s 1 3 s 1 4 s 1 5 s 1 6 s 1 7 students' motivation high moderate low damayanti & rachmawati: english language learning motivation … 84 takeuchi (2012) that teachers’ motivational strategies are interconnected with students’ motivated learning behavior. semi structured interview was used as data triangulation. data analysis of the interviews revealed that in english class exercises, the students used direct overview. based on the interview, student one did not seem to consider english to be a challenging topic. she claimed that she could enjoy the process of learning english. it is supported by data from closes-ended questionnaire which showed strong agreement: " learning a foreign language is a pleasurable experience”. when questioned about the most difficult language skills she encountered when learning english, she revealed that speaking was the most difficult. the data was in line with the data from the questionnaire “when i have to speak english in front of others, i get nervous”. the feeling contributed to her anxious feeling less motivated in doing oral activities in the classroom. the fundamental factor of the problem was her limited repertoire of english vocabulary. as supported by liu (2012) that students’ low language proficiency contributed to students’ low motivation and learning autonomy. in addition, to cope with the problem she consulted a digital dictionary to look up the meaning of the unknown vocabulary. sometimes, she also consulted her english teacher about vocabulary or anything about english. she also suggested that additional time be set aside in the classroom for students to practice speaking english. this finding indicates that the students’ motivated feeling in learning english speaking which she considered a difficult language skill to learn, has helped her in persistently strive to face the difficulty by finding solution to compensate her vocabulary problem. the finding was in line with xiao (2012)’s & wragg, raby, menard, and plante (2019)’s statement that motivation is regarded as a determinant variable of students’ academic perseverance and achievement. it can be inferred that the analysis of data from that close-ended questionnaire and interview has revealed her integrative motivation in language learning. the integrative orientation motivation is type of motivation in which one learns a language is to relate to a community of a language which was a consistent predictor of grades in english (gardner, 2012). these findings were in line with her statement in the questionnaire: “studying english was beneficial since it made it easier for me to communicate with others who spoke english.” in terms of instrumental orientation in english language learning, data analysis revealed that she was motivated to acquire the language for practical purposes. she believed that studying english made it easier for her to communicate with individuals from other countries. she also mentioned that learning english and understanding its importance inspired her to pursue a career as an english teacher in the future. it was in keeping with her questionnaire result, which significantly backed up her claim. “studying english was beneficial because it allowed me to communicate more effectively and easily with those who spoke english.”, “it is critical that i study english since it will assist me in obtaining a better job.” it has a link to instrumental motivation as stated by gardner (1987) that an example of instrumental motivation is when students assume that mastering the target language will lead to a better job, position, or status. finally, the student is strongly driven to learn english for practical purposes and expects to have more possibilities to do so in the future. according to the interview, student two considers english to be a challenging topic. when questioned about the difficulties she encountered while learning english, she answered that there are plenty of them. unknown vocabulary, grammar, and proper english pronunciation are among the challenges. she explained that learning english was different from studying bahasa thai because of the structure of the language, which includes not only the writing system but also the pronunciation of each word. this discovery backs up her significant eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 85 agreement on the questionnaire.; “when i have to speak english in front of others, i get nervous.” and “i'm attempting to learn english, which is proving to be really challenging.” in conclusion, her motivation about the nature of her language learning and its difficulty was successfully exposed by the closed-ended questionnaire and interview. moreover, she stated that rather than learning alone, she found it easier to learn english by conversing with her friends. she also claimed that practicing with her friends had helped her realize when she wasn't sure. despite this, she indicated that she lacked the confidence to speak english in front of the teacher. her agreement to the statement was reflected in this statement “when i have to answer a question in english class, i become nervous.” as a result, her worry was linked to her sense of the difficulty she had learning english. as stated by scovel (1978) anxiety is defined as a state of tension, apprehension, nervousness, and worry brought on by an arousal of the autonomic nervous system. her anxiety kept her from progressing farther in her english studies. regarding this, ruesch, brown & dewey (2012) stated that learner’s rapport her/his learning community is constructed socially and historically. moreover, other aspects, such as fear of being marginalized, can clash with her/his individual’s desire to speak the target language. thus, a learner’s investment in the target language is in a constant state of flux. thus, building positive rapport with peers in the classroom context can be dialectically encouraging and affecting the feeling of being included which at the end result in student’ positive learning behavior. by being socially engage with peers in the language classroom learning activities are dialectically influential to students’ motivation and positive learning behaviours. pertaining about students’ integrative orientation in english language learning, the student was driven to learn english for practical purposes, according to the data analysis. she believed that studying english made it easier for her to access information and learn about technology, such as how to use a computer and decipher the meaning of movie translations written in english. she also claimed that learning english is enjoyable because it allows her to learn about other countries' languages, and that english will enable her to have a decent profession in the future. it was in keeping with his questionnaire response, which indicated that he highly agreed with the statement; “studying english is vital because it has made it easier for me to communicate with those who speak english.”, “it is critical that i study english since it will assist me in obtaining a better job.” it correlates with instrumental motivation. as stated by gardner (1987) instrumental motivation is defined as a circumstance in which pupils believe that understanding the target language has helped them obtain a better employment, position, or status. as an example, the student was driven to study english since he or she expected to have more possibilities to utilize it in the future. in line with this, csize´r and do¨rnyei (2005) affirm that motivation is one of the key elements that control the degree and achievement of l2 attainment which is preponderant the learners’ innate abilities for language learning. in terms of her desire to study english, the student indicated that she was not motivated by the possibility of having a remarkable talent to learn english. she didn't think people could learn a language. this statement backs up her motivation as mentioned in the questionnaire. she strongly disagreed with the remark "i would like to learn english as much as possible." it is clear that she lacks integrative motivation in terms of language learning ability. penny (1996) defines global desire to learn english as "the generalized desire to invest effort in learning for the sake of learning." this desire is largely rooted in the learners' previous attitudes: whether they see learning as worthwhile, whether they like the language and its cultural, political, and ethical associations. damayanti & rachmawati: english language learning motivation … 86 student three thought english was a challenging topic based on the interview. he indicated that he disliked learning english and that he would rather study a subject other than english. it's backed up by his vehement opposition to the closed-ended questionnaire item one, "i like english." when asked what the most challenging aspect of learning english was, he said it was unfamiliar vocabularies, speaking, and grammar. he went on to say that the challenges stemmed from the fact that english has a different structure than thai. this conclusion backs up what he said in the survey: "i am attempting to study english, but it is really tough," and "i would rather spend my time on other things than english." the statement indicates his anxiety. as mentioned by horwitz et al (1986); liu (2012) that anxiety is commonly experienced by foreign language learners. it can be deduced that the closed-ended questionnaire and interview revealed his low motivation to learn english and trouble with the language. to cope with this challenge, the english teacher is recommended to increase his/her teaching practice by crafting a more motivating classroom atmosphere (mceown & takeuchi, 2012; weger, 2013; wong, 2013). in line with this, do¨rnyei (2001) suggested four phases of motivational strategies: (1) generating elementary motivational components; (2) generating initial motivation; (3) upholding and protecting motivation; and (4) initiating positive reflective self-evaluation. in short, teacher’s motivational strategies would be an alternative solution for low motivated students to keep motivated in learning english. referring to the integrative orientation, data analysis indicates that the student was a firm believer in the value of practice. he believes that learning english in a group setting is preferable since students may assist one another. this conclusion backs up his statement in the survey that "studying english is vital since it makes it easier for me to communicate in english." it was also reinforced by data analysis, which revealed that he was motivated to learn english in order to put it to practical use. he believed that studying english made it easier for him to communicate with individuals from other countries. he also claimed that he hoped to have a better career in the future by learning english. it was consistent with his survey response, in which he highly agreed with the statement: "studying english is vital since it helped me acquire a job." this findings indicates the self-regulation of peers in learning (uztosun, 2017). it is a factor which concerns the individual’s efforts to practice with people and devote more time with friend to use the spoken language (uztosun, 2017). in short, the student was strongly driven to study english in order to put it to practical use, and he expects to have more opportunities to do so in the future. d. conclusion according to this study, most students in lantrataprachautit school's fifth grade had low motivation for english language learning. this study also discovered that students' participation in the teaching and learning activity mirrored their motivation to learn english. students with high motivation were more likely to participate positively or behave more actively in the teaching-learning process than students with low motivation. students with neutral motivation tended to have moderate engagement, whereas students with low motivation tended to have negative participation or were less active in english teaching and learning activities. these findings indicate that students' motivation for studying english leads to their participation in english classroom activities. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 87 references chen, j.-c. 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(2012,). student and teacher perceptions of motivational strategies in the foreign language classroom. innovation in language learning and teaching, 6(1), 15-27. doi:http://dx.doi.org/10.1080/17501229.2011.562510 uztosun, m. s. (2017). the development of a scale for measuring the self-regulated motivation for improving speaking english as a foreign language. the language learning journal, 1-13. doi:doi: 10.1080/09571736.2017.1335766 weger, h. d. (2013). examining english language learning motivation of adult international learners studying abroad in the us. relc journal, 44(1), 87-101. doi:doi: 10.1177/0033688212473272 wong, r. m. (2013). an investigation of strategies for student motivation in the chinese efl context. innovation in language learning and, 8(12), 132-154. doi:doi:10.1080/17501229.2013.777449 zhang, l. j., & xiao, y. (2014). language learning strategies, motivation and efl proficiency: a study of chinese tertiary-level non english majors. asian englishes, 9(2), 20-47. doi:http://dx.doi.org/10.1080/13488678.2006.10801187 hunussalam: the analysis of efl… 21 the analysis of efl students’ errors in writing skripsi hendra husnussalam hendraempoy@gmail.com stkip siliwangi, bandung abstract this study aims at analyzing efl students’ errors in writing skripsi as the requirement to leave academy. the subjects of this study were thirty three skripsi-s written by the students who majored english language education in stkip siliwangi. the analysis of this study is based on the checklist of research articles elements in skripsi as proposed by paltridge and starfield (2007) who state that there are six moves to analyze the elements of skripsi. the results show that, based on each move of the checklist, there are only less than 50% of the students who can fulfill the requirements of each move item. based on the facts, further research and development to resolve the problems are necessarily needed. we also need to reformulate a good standard of academic writing agreed by the institution through a book containing guidelines of how to make an appropriate skripsi-s. key terms: analysis, students’ errors, skripsi a. introduction the urgency of academic writing as evidence of intellectuality of academician is apparent nowadays (alwasilah, 2010). moreover, most exams that assess one education achievement often rely on writing proficiency for measurement of knowledge (harmer, 2004). besides, weisser (2002) identifies public assumption that the writers of any kind of text types are public intellectuals. this shows how writing is adhered to intellectuality. in academic context, writing is an important part of university study (zemach and rumisek, 2005). there are many writing assignments that administered to students in many taken courses. furthermore, writing becomes requisite for graduation from most of higher education level institutions, such as, paper, journal, thesis, or dissertation. in this context, academic writing terminology emerges. hooks (1999; in murray, 2009) defines academic writing as the desire to think and write more, to fill these gaps that informs the desire to leave academy. in academic writing, one thinks and writes of subject chosen, in the manner that s/he wishes to write in whatever voice s/he chooses. the convened set of academic writing rules are fixed in terms of systematic of writing, punctuation, format, and other features of writing. skripsi is one of academic writing forms that demand different expectation of writing features of writing in discourse community point of view. skripsi in this study refers to scientific composition/writing that has to be written by students as requisite for completing academic education (kamus bahasa indonesia, 2008), usually for undergraduate degree. regarding the convention about research papers (skripsi-s, theses or dissertations), this study seeks to present thick description of efl students’ skripsi-s. this study is really important in order to lead the students to international acknowledgement of students’ research paper writing. this study will also show the common construction of the efl students’ research papers mailto:hendraempoy@gmail.com eltin journal, volume 4/i, april 2016 22 compared to those of research papers acknowledged by academic writing experts. therefore this study takes an analysis of efl students’ error in writing skripsi as title of this study. the questions for this study are: (1) how is the portrait of common writing construction of the students’ skripsi-s in efl context? and (2) what are the common errors made by the students in writing skripsi-s? b. literature review skripsi, thesis and dissertation are similar as some forms of academic writing which is written as requisite to leave academy. as research, skripsi and thesis have to be presented in systematic way. the followings are typical main body parts of skripsi and thesis in conventional writing style (alwasilah, 2008 & emilia, 2008). first is title page, all academic writing begins with title. title includes key words that represent the whole body of a text. although title is put in the first place, it does not mean that it is fixed and unchangeable. during the process of writing, this title can change according to the better ways of conveying what the writing is about have come to mind (hartley, 2008). second is declaration page: to state that the work is original (emilia, 2008). third is approval page: providing signature for supervisor approval (emilia, 2008). fourth is abstract. although abstract is usually finished lastly, abstract is what reader can read first (emilia, 2008; paltridge & starfield, 2007; hartley, 2008). it is a representation of whole body of text so that reader can understand a work at glance. in other words, it is condensed body of thesis or dissertation as a signpost for reader. as summary, abstract has to represent the whole body of skripsi or thesis. the following is typical structure of abstract (paltridge & starfield, 2007; and hartley, 2008): (1) overview of the study/background; (2) aim of the study; (3) reason for the study; (4) methodology used in the study; (5) findings of the study; and (6) conclusions. this structure has to be done in very condensed paragraph/paragraphs, some time in as few as 150 words (hartley, 2008). whether the abstract is structured in paragraphs or a paragraph is optional. however, emilia (2008) suggests that abstract is written in paragraphs in accordance with the parts within in order to make reading easier. fifth is acknowledgement. the main purpose of acknowledgement is thanking (emilia, 2008). thanking is obligatory in acknowledgement if it is compared to reflecting move, accepting responsibility or flows and errors, and thesis dedication as moves in writing acknowledgment (paltridge and starfield, 2007). sixth is table of contents/contents. it contains headings and subheadings to show the organization of writing. in short, it functions as the map of writing that helps the reader find what they want to read (paltridge and starfield, 2007; emilia, 2008). seventh is list of figures, tables. this section is the lists of tables and figures in the main body parts of the writing. the list usually includes the name of the tables and the figures as well as their pages. eighth is dedication page. this is optional. hunussalam: the analysis of efl… 23 ninth is chapter one: introduction. this is one of main body parts of academic writing. moreover, this can be the beginning of readers’ decision whether they want to continue reading the writing or not (emilia, 2008: 171). this part can guide the reader to the orientation and problems of research; arouse the reader interest; establish a research territory; and show the relationship between the writing and the field (mauch and park, 2003: 108; emilia, 2008: 172; paltridge and starf, 2007: 86; and creswell, 2012: 50). tenth is chapter two: review of the literature. literature review is kind of window to a thesis or skripsi (emilia, 2008). it tells the summary and synthesis of relevant literature on a research problem as a critique of the status of knowledge of defined topic (mcmillan and schumacher, 2001). the source could be professional journals, reports, scholarly books and monographs, government documents, dissertations, film, audio tape, presentation files, lectures, diary, artifac, cd, dvd, and electronic resources. in composing a literature review, the researcher may cite articles that are both quantitative and qualitative studies as the sources of information to construct a literature review as a step in the research process (creswell, 2012: 82). eleventh is chapter three: methodology. this section of thesis demonstrates how the research is conducted by using certain theoretical paradigm and framework so that it can be a justification to construct the credibility of research (paltridge and starfield, 2007; emilia, 2008). this section reveals in details the methodology employed, research materials, and the research procedure. there are at least three subdivisions of this section: 1) division that describes participants; 2) division that describes measures; and 3) division that describes procedures (hartley, 2008: 45). twelfth is chapter four: results or findings and discussions. the main purpose of this section is to explain presents the data clearly and comprehensively (paltridge and starfield, 2007; hartley, 2008; and emilia, 2008). the way the results and findings presented varies depending on the research methodology employed (creswell, 2012). the data presented in this section can be the experiment results in numerical description or any information from observation and any other techniques (emilia, 2008). by considering the data collection and methodology employed, this section is not only presentation of the data, but also argumentation and evaluation. the involvement of selecting and ordering the data in results section leads to subjective effort of a writer (paltridge and starfield, 2007: 135). thirteenth is chapter five: conclusions. in this section includes limitations of the skripsi-s or theses and implication for further research, namely, in suggestion and implication. therefore, in conclusion section what is presented is not merely the summary of the skripsi-s or theses. that’s why emilia (2008) emphasizes that conclusion section highlights what are important to show in skripsi-s and theses. it is like discussion but in condensed form (paltridge and starfield, 2007). fourteenth is bibliography or references. it is the list of any references from which material and information are gained. this bibliography and references must correspond to the citation that has been done in all body parts of the skripsi-s or theses. fifteenth is appendices. appendices include all raw materials that can be attached to skripsi-s or theses so that they can be employed as evidence of the research. this can, in some respects, increase the credibility of research (emilia, 2008). eltin journal, volume 4/i, april 2016 24 c. research methodology 1. participants this research tries to describe the skripsi-s of students’ majoring english language education. they live in efl environment where english is not used in daily life except in certain condition, such as, in conversation club or in english days. accordingly, this study is the inquiry of students’ academic writing skill, especially it concerns abstract of research paper. to what extent the students meet the requirements of writing abstract is what this study is about. 2. data collection this study deals with qualitative research. for qualitative data, there is one instrument employed, namely, document analysis, in this case, checklist designed based on paltridge & starfield (2007) theory. that instrument is able to answer research question for qualitative research (alwasilah, 2008; moleong, 2007). the instrument that is employed as the main qualitative research instrument in this study is document in the forms of students’ skripsi-s. checklist developed to help the execution of document analysis is the following checklist: introduction section move 1: establishing a research territory yes no a. by showing that the general research area is important, central, interesting, problematic, or relevant in some way (optional) b. by providing background information about the topic (optional) c. by introducing and reviewing items of previous research in the area (obligatory) d. by defining terms (optional) move 2: establishing a niche yes no a. by indicating a gap in the previous research, raising a question about it, or extending previous knowledge in some way (obligatory) b. by identifying a problem/need (optional) move 3: occupying the niche yes no a. by outlining purposes/aims, or stating the nature of the present research or research questions/hypotheses (obligatory) b. by announcing principal findings/stating value of research (optional) c. by indicating the structure of the thesis and providing mini-synopses (previews) of each subsequent chapter (obligatory) d. by outlining the theoretical position (optional) e. by describing the methods used in the study (optional) literature review section yes no a. the key issues which underlie the research project; b. the major findings on the research topic, by whom and when; c. the main points of view and controversies that surround the issue being investigated; d. a critical evaluation of these views, indicating strengths and weaknesses of previous studies on the topic; e. general conclusions about the state of the art at the time of writing, including what research still needs to be done; that is, the gap that remains in the research that the study will aim to fill. methodology yes no a. reseach design, for example, planning to conduct research including steps to do in order to show hardwork. b. the participants and how is it selected. ethics approval (optional) c. the detail of data, how is data collected. hunussalam: the analysis of efl… 25 d. how is data proceeded, analyzed and structured. elaboration should be comprehensive. results and discussions yes no a. presenting metatextual information b. presenting results c. commenting data 3. data analysis research question of this study becomes initial guide of how the data will be analyzed. after qualitative data are collected along with experimental treatment, grounded theory design will be employed to explain the result of quantitative analysis. therefore in this research there will be always connection between statistical facts and collected qualitative data this grounded theory design focuses on theoretical sampling that this study set in the research questions (creswell, 2012). to analyze qualitative data, alwasilah (2008) set three general phases: coding, categorizing and theorizing or generalizing. in coding process, this study will present description of setting, give meaning to situation in the classroom, interpreting students’ perspectives, identify processes, activities, or events in the classroom, and investigate strategies and relationships in the teachinglearning process. those data will be collected by three instruments as mentioned. second phase, after data are identified, is constructing matrix to make sensible categorization to answer the two research questions. and the last phase is building two interpretations from the two research questions based on the categorization. d. research findings there are thirty three papers that have been analyzed. this analysis is based on the checklist of research articles elements in skripsi. according to paltridge (2007), there are six moves to analyze the elements in skripsi. each move has its own sub-elements. we would like to count how many sub-elements found in these papers and there are two scales for choosing each subelement, namely yes or no. the following is the result of complete checklist of research elements found in skripsi: move 1 a. 30 (y) = 90.9% 3 (n) = 9.1% b. 30 (y) = 90.9% 3 (n) = 9.1% c. 10 (y) = 30.3% 23 (n) = 69.7% d. 27 (y) = 81.8% 6 (n) = 18.2% move 2 a. 3 (y) = 9.1% 30 (n) = 90.9% b. 31 (y) = 94% 2 (n) = 6% move 3 a. 32 (y) = 97% 1 (n) = 3% b. 18 (y) = 54.5% 15 (n) = 45.5% c. 28 (y) = 84.8% 5 (n) = 15.2% d. 31 (y) = 94% 2 (n) = 6% e. 29 (y) = 88% 4 (n) = 12% eltin journal, volume 4/i, april 2016 26 literature review section a. 33 (y) = 100% 0 (n) = 0% b. 29 (y) = 88% 4 (n) = 12% c. 20 (y) = 61% 13 (n) = 39% d. 1 (y) = 3% 32 (n) = 97% e. 3 (y) = 9.1% 30 (n) = 90.9% methodology a. 28 (y) = 84.8% 5 (n) = 15.2% b. 24 (y) = 72.7% 9 (n) = 27.3% c. 30 (y) = 90.9% 3 (n) = 9.1% d. 30 (y) = 90.9% 3 (n) = 9.1% result and discussions a. 12 (y) = 36.4% 21 (n) = 63.6% b. 32 (y) = 97% 1 (n) = 3% c. 19 (y) = 57.6% 14 (n) = 42.4% based on the research findings, it can be stated that in move 1, establishing a research territory, students tend to lose obligatory parts of the writing, namely, by providing background information about the topic by only 30.3% who can fulfill the requirement of this move item. in move 2, establishing a niche, students tend to find difficulties in indicating a gap in the previous research, raising a question about it, or extending previous knowledge in some way with 90.9% of them who cannot fulfill this requirement. in move 3, occupying the niche, the students seem to find difficulties in announcing principal findings or stating value of the research. this can be proven by the fact that there are 45.5% of the students who cannot fulfill this requirement. in move 4, literature review section, the students appears to have difficulties in reading the previous research in very detail. consequently, they do not make a critical evaluation of the previous research, namely the strength and the weaknesses of previous research. it can be proven that there are only 3% of the students who fulfill this requirement. in move 5, research methodology, there are 27.3% of the students who seem to have difficulties in describing the way how to select the participants. in move 6, results and discussions, the students tend to ignore the additional information of their skripsi-s. it means, most of them do not present meta-textual information item. this item needs adding in skripsi-s because it can support the research findings and the validity of research. there are only 36.4% of the students who fulfill this item requirement. e. conclusions based on the facts above, it can be stated that for the sake of skripsi-s improvement, further research and development to resolve the problems are necessarily needed. so, we can find what kinds of errors the students made in their skripsi-s. additionally, we need to formulate a good standard of academic writing agreed by the institution through a book containing guidelines of how to make an appropriate skripsi-s. hunussalam: the analysis of efl… 27 f. references alwasilah, a. chaedar. 2008. pokoknya kualitatif. bandung: pustaka jaya. __________________. 2010. language, culture and education: a portrait of contemporary indonesia. bandung: andira. creswell, john, w. 2012. educational research: planning, conducting and evaluating quantitative and qualitative research, fourth edition, pearson. emilia, emi. 2008. menulis tesis dan disertasi. bandung: alfabeta. harmer, jeremy. 2004. how to teach writing. edinburgh: pearson education limited. hartley, james. 2008. academic writing and publishing: a practical handbook. new york: routledge. mauch, james, e., & park, namgi. 2003. guide to the successful thesis and dissertation: a handbook for student and faculty fifth edition. marcel dekker inc. new york – basel. mcmillan, james, h. & schumacher, sally. 2001. research in education. longman moleong, lexy j. 2007. metodologi penelitian kualitatif. bandung: rosda karya. murray, rowena. 2009. writing for academic journals. 2 nd edition. new york: open university press-mcgraw-hill education. paltridge, brian., starfield, sue. 2007. thesis and dissertation writing in a second language: a handbook for supervisors. routledge taylor & francis group, london and new york. sugono, dendy, et al. 2008. kamus bahasa indonesia. jakarta: pusat bahasa. weisser, c. r. 2002. moving beyond academic discourse: composition studies and the public sphere. illinois: southern illinois university press. zemach, dorothy e., and rumisek, lisa a. 2005. academic writing from essay to paragraph. macmillan: oxford. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 1 cultural adjustment problems in academic life experienced by indonesian postgraduate students in london erizal lugman erizal.lugman@pgr.aru.ac.uk anglia ruskin university abstract the number of indonesian students studying in the united kingdom is steadily rising. previous studies have shown that adjusting to a new culture is an essential factor in the academic success of international students. this research examines the academic challenges faced by indonesian postgraduate students because of the significant cultural disparities between western and indonesian. semi-structured interviews and thematic analysis were applied in this study to investigate the students' challenges in the academic context. this study discovered essential themes from the interview data, including difficulty using academic english, cultural differences in the classroom and students' inability to think critically. moreover, most students said they struggled to write essays throughout the cultural transition period. this study suggests that indonesian students planning to study abroad should prepare themselves to adjust to cultural differences to achieve excellent academic performance successfully. keywords: study abroad, cultural adjustment, culture-shock, indonesian students, academic english a. introduction people may travel to different nations with relative ease in this modern era of globalization. moreover, society may quickly obtain the information they want, especially in this day and age of the internet and social media. as a result, the number of overseas students enrolling in universities around the country is expanding due to this trend. a notable expansion of international students has also been observed in developed countries. for example, in the anglophone countries, international students seek tuition in english and where the education system is widely regarded as high quality, with degrees that are internationally recognised as having earned their degrees there (harrison, 2012). in the us, for example, the number of international students attending us colleges and universities has risen sharply in recent years, and this trend is expected to continue (zhang et al., 2016). more countries with developed economies are encouraging their citizens to pursue higher education in other countries, including australia, canada, the united kingdom, france, germany, and the united states (zhang et al., 2016). lugman: cultural adjustment problems in academic … 2 furthermore, the period of globalisation has offered a chance for income growth in developed nations. according to harrison (2012), the trend toward a rise in international students has created chances for higher education institutions to profit more. therefore, a global university has evolved into the most diversified environment, with many students and faculty members from a broad range of cultural backgrounds. eldaba (2016) believes that because of the globalisation of economies and societies, there are currently many benefits for educational institutions found in the increasing number of international students. moreover, the increasing number of international students is potentially significant for higher education institutions because of their "diversity, status, and revenue "(palacios et al., 2015, p. 5). many students from many countries aspire to pursue their education abroad in this global era. they desire to get new experiences that will be valuable in the future and obtain a higher education. students from china, india, and korea, for example, make up the large majority of overseas students at the institution (zhang et al., 2016). international students are reportedly increasing in number in the united kingdom. the united kingdom has become the second most popular foreign student destination, with over 300,000 non-eu students in 2017/18 (higher education statistics authority, 2019, cited in lomer and mittelmeier, 2021). students from indonesia who pursued their education abroad contributed to the increase in international students in the uk. for example, a rising number of indonesian students are choosing to study in the united kingdom. indonesian students' most popular study abroad locations are the united kingdom, netherlands, germany, and france. according to eu figures, 3,210 indonesian students studied in germany in 2016, while 2,950 studied in the united kingdom, 1,300 in france, and 1,113 in the netherlands (jakarta post 2016). intercultural encounters may occur during international students' studies when they come into interaction with various cultures in their host country, which may impact their academic performance. several prior studies have been performed to investigate the experiences of foreign students living abroad (e.g., coles & swami, 2012; wang and hannes, 2014). swami et al. (2010) conducted a quantitative study on sociocultural adjustment among malaysian and chinese students in the united kingdom. they discovered that malay students had a more difficult time adjusting to their new social environment. another conclusion revealed that sociocultural adjustment is also affected by family income, interaction with indigenous people, language competency, perceived cultural differences, and prejudice. additionally, students with a greater level of english proficiency adapt more rapidly and have better sociocultural adjustment, which may result in an improved health state. furthermore, wang and hannes (2014) analyse the experiences of asian overseas students, with a particular emphasis on their academic and social transitions. the researchers discovered that participants had encountered difficulties with academic adjustment in four domains: (1) academic activities, (2) academic resources, (3) languages, and (4) time management. previous research has also been discovered in the context of indonesian students studying abroad. novera (2004) conducted qualitative research on the academic, social, and cultural experiences of indonesian students studying at universities in victoria, australia. she noticed that students struggled with academic english and other academic standards and that there was a lack of suitable facilities for muslim students. this study appears to be out of date; thus, the purpose of this study is to analyse the most recent findings in terms of eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 3 indonesians' problems in london during the intercultural adjustment phase, particularly in the academic context. b. method as stated in the preceding section, because the current study intends to analyse the challenges faced by indonesian students throughout the intercultural adjustment phase in the setting of academics, the following research question was developed to lead the study: what challenges in academic and social life do indonesian postgraduate students studying in london face throughout their cultural adjustment period? in order to answer the research question, a qualitative approach based on semi-structured interviews was used in this study. a qualitative methodology is a technique that serves as a tool for the researcher, allowing him or her to plan the study, gather the data, and analyse the results (vaismoradi et al., 2013). the current study used a semi-structured interview. this type of interview elicits information about the participants' "perceptions and opinions" and enables the researcher to obtain more information as needed (barriball and while, 1994, p. 330). the participants were questioned about their experiences or any issues they encountered during the cultural adjustment process. one of the primary benefits of semistructured interviews is probing, which comes after gathering broad information. probing aims to uncover additional information about the participants' responses to the interview's key question (keats, 2000). another purpose of probing is to clarify and collect thorough information about relevant and essential subjects addressed by participants (barriball and while, 1994). purposive sampling was also applied in this study to choose participants for the interviews. purposive sampling is a method of selecting participants based on the qualities of the targeted participants who are thought to have the qualities to answer the interview's questions comprehensively (bernard 2002, lewis & shepard 2006, referenced in tongco, 2007). additionally, all participants were volunteers approached via ppi london's instagram (indonesian student association of london). following the release of information on this study, eleven postgraduate students (8 males and 3 females) participated in interviews to gather information about their experiences with intercultural adjustment in their academic lives. the researcher scheduled interviews at locations and times convenient for the participants and met with the majority of them during the college's lecture periods. the majority of the interviews lasted between 5 and 10 minutes and were recorded using a smartphone. thematic analysis was used to analyse all of the data collected. thematic analysis is a selfcontained descriptive technique for data analysis that may be used as a strategy for detecting, analysing, and reporting (themes) inside data (braun & clarke, cited in vaismoradi et al., 2013, p. 3). additionally, it is claimed that thematic analysis is a flexible and beneficial study tool that provides a variety of comprehensive ways of analysing the data (braun & clarke, cited in vaismoradi et al., 2013, p. 3). the findings and discussion of this study will be discussed in further detail in the next section. lugman: cultural adjustment problems in academic … 4 c. findings and discussion the following findings from the participants' data indicate their perspectives on the cultural adjustment challenges in the academic context faced by indonesian postgraduate students. the resultant data is organized by subject and sub-theme areas explored, with direct quotations utilized to allow the data to speak for itself at this point with minimum intervention from the researcher. the data will show shared and split knowledge areas in this area, which will be examined in further detail in the discussion section. 1. academic adjustment difficulties all participants were questioned about the problems they have encountered in academic contexts. the academic adjustment experiences of participants can be summarized into four broad themes: the use of academic english, a lack of confidence to participate in classroom discussion, a hierarchical teacher-student relationship, and a lack of critical thinking in essay writing, questioning, analysing, and evaluating. a. using academic english during the cultural adjustment phase, six of the participants struggled with academic english. in terms of academic activity, i noticed a subtheme relating to essay writing. furthermore, a participant acknowledges that they were experiencing difficulty in academic english since they did not receive much english instruction, particularly in academic english, during their prior study in indonesia. a master of laws student at middlesex university stated: "because we basically learn english in indonesia, but just general english, but when we join a class here, especially in writing, we use different english, i mean different style of english because we express our ideas in academic english style, so we learn more while we study in uk, so this is challenging for me." another student pursuing a course in biological science at imperial college, london, stated that he feels the uk's conversational language is considerably distinct from academic english: "because in my prior degree in indonesia, this is pretty different from the usage of english that i know or study in my country, especially when we talk or write something in academic english, it is quite different." b. the absence of critical thinking skills in essay writing, questioning, analysing, and evaluating the second issue most participants perceived as an impediment was their lack of critical thinking. all individuals who struggled with a lack of critical thinking had issues with critical thinking, particularly in writing activities. a student at the goldsmiths college university of london studying digital journalism stated that she found it difficult to think critically about stories or reports when she was forced to be more critical in crafting headlines or lead articles. a participant, who is enrolled in the tesol programme at ucl, stated that he had difficulty writing and discussing in an academic setting, which expects students to be more critical: eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 5 "i need to prepare myself for critical thinking, especially because i didn't just speak my opinion, but i also had to have strong arguments and it had to be critical, so when i spoke to my friend discussing something, i needed to make sure that i also had some background knowledge about it and some evidence to support my arguments." a student at university college london pursuing a master's degree in urban planning claimed that he needed to adapt his critical thinking methods. when it comes to critical thinking, he claims that students express themselves in various ways. in indonesia, students do not frequently ask questions during lectures; but, in the united kingdom, he observed that students continue to query even when the topic itself does not need critical examination. c. lack of confidence in participating in class discussions a participant studying islamic studies at the school of oriental and african studies (soas), university of london, was pleased with his english academic abilities, despite previous difficulties, because the classroom was mostly made up of international students, and he felt that his level was relatively high. however, he struggled more with a lack of confidence in expressing his thoughts in class discussions. he added that students in indonesia's education system are not used to expressing their ideas or asking questions in university courses. another student at imperial college earning a master's degree concurred with this viewpoint, commenting: "four years learning in indonesia, in undergraduate study, talking in a classroom is not something usual, so we actually don't debate that much, and now it has been challenging for me." d. the teacher-student relationship is hierarchical one student at the university college london school of pharmacy has firsthand knowledge of the differences in the teacher-student interaction between indonesia and the united kingdom. she stated: "here the hierarchy with the teacher and student connection being the most important, is totally different, because in indonesia, where i came from, i discovered teacher and student is like the gap between student and instructor is so far away, so when we ask questions we have some like regulations." we couldn't be like a we had to contain ourselves if we had a question but here i really when we are not holding our question they would regard us as if we lack interest in studies itself thus it is sometimes tough for me to separate whether i have to query item or not." although just one participant thought this was the most critical issue during the academic adjustment stage, she indicated that it had an impact on her grade in one of her courses because she did not tell the truth when asked to offer comments on the programme. she mentioned the following: "because they will assess us based on what you told them, so like they perform well or not, so if you said if they not performed the course well, so it is not your fault to gel fully understand about the study or like for example when you are not fully understand about the study or like get unsatisfactory mark or something like that so it is not your fully responsibilities because they not performing the course well so likely this is really important" lugman: cultural adjustment problems in academic … 6 e. disadvantages of writing an essay most of the participants stated that the most challenging component of cultural adjustment in the classroom was writing essays. there are, however, several reasons behind this. writing essays may be particularly challenging for two reasons: first, since many students are unfamiliar with the conventions of english academic composition, and second, because their preferred method of communication is oral rather than written. six participants said that writing academic english in the uk throughout the research was their first time doing so. "i didn't write much before, like in my undergraduate, i didn't write like a lengthy paper, like thesis, and it is, in here you have to write a lot of reports and then literature review and for my thesis itself near the conclusion of my master degree," said participant #7. another participant also said during the interview as follows: "because i never wrote english before in academic style, when i went to my uni for the first time and had my first essay, it was really tough, i mean i had to study a lot and then it takes more than one month to understand how to write an essay," said a participant.. writing academic english has shown to be a challenge for three participants compared to speaking in english. to put it another way, they can speak and write english in a conversational or informal manner. as a result, when they had to write academically, they found it challenging since they hadn't done any writing in english before. in the opinion of another participant, "the regular english and academic english are somewhat different in, normal english you can communicate as usual and make some few faults, but in academic discussion fall mistake like grammatical mistake might affect a significant mark or viewpoint from the people." in addition to the previously listed elements, another participant asserted that he felt more comfortable with american english throughout his college studies in indonesia. when he was making the transition, he had no idea that his instructor wanted him to write in british english in his essays for class. his essay grades suffered after he made several spelling errors while studying for his master's degree in london. most participants said they had difficulty understanding the lecturer's instructions. according to the participant, the standards did not accurately represent her grade while pursuing a master's degree in mental health at kings college london. #6 participant also reported that he had difficulty connecting his ideas and a variety of scholarly sources, including journal articles. f. difficulty in comprehending because of the differences in curriculum between indonesia and the united kingdom, one of the students at university college london's school of pharmacy is experiencing difficulties with comprehension throughout her studies. she stated that she lacked expertise in what she had learned in the uk. she uses an example from her internship during the study. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 7 she had difficulty interacting with other professionals who had previously been living here for a while. she stated, " "they know a lot about here, and of course we have to offer therapy based on what is applied here, but when they asked me what should i do and about all that i know, it was extremely tough for me to reply since i don't really know what is going on here." due to the significant cultural disparities between western and indonesian cultures, the current study tried to investigate the problems encountered by indonesian students in the academic context. this section will go through the data collected from the study's participants and highlight the significant results and themes from the data analysis. the findings will be examined in connection to the research questions given at the start of this study and in the context of the previous literature, which includes novera (2004) and robertson et al. (2000). this is done to assess the relevance and significance of the results to the topic under examination, which leads to overall conclusions and recommendations for further research. the two significant challenges highlighted in academic transition were difficulty using academic english and a lack of critical thinking in essay writing, questioning, analysing, and assessing. 2. academic adjustment the study discovered two key themes arising from the interview data, including difficulty in using academic english and cultural differences in the classroom a. using academic english six of the 11 participants in this research had difficulty using english in academic settings. this is consistent with the findings of novera's (2004) study, which discovered that practically all of her participants struggled with academic english use. one of the reasons for this was the first time english was used in an academic setting. several participants said that they did not write in english very regularly during their prior degrees. this is consistent with novera (2004)'s observation that english is learned as a foreign language and only becomes a compulsory subject at the secondary and higher levels. furthermore, it is never taught for academic purposes; instead, it is taught for informal language use or daily conversation. two students reported having difficulty distinguishing between british and american spelling, while several students were unfamiliar with british english. one student remarked that he had difficulty comprehending or hearing the professors' speaking correctly due to their british accent; the english he was used to hearing or understanding was american english utilized in films or games. however, the most crucial feature is that english is taught using american english instead of british english in the indonesian education system. b. cultural differences in the classroom asian cultures, like that of indonesia, are defined by a high power distance, collectivism, and a low level of uncertainty avoidance. in contrast, the uk is defined by a low power distance, individualism, and a low level of uncertainty avoidance. a number of issues were discovered in this study as a result of cultural differences in academic settings, including difficulties surrounding the lack of confidence to participate in classroom discussion, the lugman: cultural adjustment problems in academic … 8 hierarchical teacher-student relationship, and a lack of critical thinking in essay writing, questioning, analysing, and evaluating. indonesia, according to hofstede (1997), is a country with a high level of power distance. according to novera (2004), large degrees of power distance might influence how indonesian students act when changing to different cultures, including issues regulating the teacher-student relationship. according to the findings of this study, one participant was hesitant or unwilling to speak honestly when requested to reply with criticism after the class, which was detrimental to her. another issue connected to high power distance was the typical quiet maintained by indonesians, as mentioned by participant #11: "because in indonesia, where i am from, i noticed that the distance between student and instructor is so great that when we ask questions, we have some similar regulations." we couldn't be like a we had to hold ourselves if we had a question but here i really when we are not holding our question they would regard us as if we lack interest in studies itself so it is like sometimes it is like tough for me to separate whether i have to query item or not." another cultural variation in learning discovered in this study was in the example of two individuals who were hesitant to participate in a classroom discussion. they were not used to talking much in class since, in indonesian tradition, students are not allowed to speak in class without the teacher's permission. hua (2014) discovers that students who have trouble efficiently participating in a conversation have more classroom involvement overall, which is a prevalent concern for asian students. furthermore, overseas students from high-power distant cultures are less likely to participate in classes and lack the critical abilities necessary in western academic contexts (biggs cited in novera 2004). another component of schooling that differs between asian and western cultures is the technique of critical thinking. rhetoric and critical reasoning are anticipated in western higher education, which is frequently unfamiliar to asian students who are used to a more "...transmission form of teaching and learning" (hampden-turner & trompenaars cited in durkin 2008). this study also discovered that a number of individuals had similar issues adapting to new modes of critical thinking. as another participant added: "i need to prepare myself for critical thinking, especially because i didn't just speak my opinion, but i also had to have strong arguments and it had to be critical, so when i spoke to my friend about something, i needed to make sure that i also had some background knowledge about it and some evidence to support my arguments." d. conclusion studies abroad, especially in western countries, might be interesting for indonesian students and provide them with fresh experiences. on the other hand, students must be aware of the cultural differences between western countries and indonesia and the need for cultural adjustment. students had to deal with both academic transitions throughout the cultural adjustment period. using semi-structured interviews and thematic content analysis, this study examined the difficulties experienced by indonesian postgraduate students in london. most challenging for students to adapt to academic culture was using academic english; next was developing the critical thinking skills required in a western university setting. in light of the difficulties connected with learning styles, students should plan by taking english courses that focus on academic english writing, mainly if english is their second language. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 9 many students have no previous knowledge of academic writing in the english language. to meet the requirements of uk universities, students must be familiar with western critical thinking methods. in addition, the university may give extra information regarding academic requirements such as essay writing, critical thinking, and participation in class debates during orientation activities. the findings of this study imply that indonesian students in the united kingdom must adjust to and prepare for cultural differences to obtain positive results in their academic performance. due to budget and limited time, the present study is limited to a few participants. to overcome these limits, additional research with more participants is required to cover all regions of the world with students studying in the uk. the generalizability of the findings of this study may be limited, as with any other qualitative study with a small and unrepresentative sample. larger-scale research conducted by or in collaboration with an organisation such as the indonesian student association, which currently has access to a significant number of students studying abroad, might address this study's limitation by merging qualitative and quantitative approaches. acknowledgments this research was conducted during my study in the uk funded by ldpd scholarship. references barriball, k & while, a. 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'managing student diversity in business education: incorporating campus diversity into the curriculum to foster inclusion and academic success of international students' academy of management learning & education, vol. 15, no. 2, pp. 366-380. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 11 conceptualizations and schematizations of head methapors: a conceptual metaphor theory asnita sirait*1, lia maulia indrayani2, rosaria mita amalia3, thomson radesman lingga 4 1nita.seraphine@unpar.ac.id, 2lia.maulia@unpad.ac.id, 3rosaria.mita.amalia@unpad.ac.id, 4thomaslingga18@gmail.com 1universitas katolik parahyangan 2,3universitas padjajaran 4universitas kebangsaan republik indonesia abstract human’s head takes the most important part in human’s part of body which leads to the frequent use of head in language uses. this study therefore aims to investigate how head is conceptualized through the use of metaphor in corpus of contemporary american english (coca) and how the conceptual metaphors are projected through image schemas. the data were obtained from corpus of contemporary american english (coca) as a rich data sources relevant to the study. this study applied qualitative descriptive study through the framework of the conceptual metaphor theory (cmt) proposed by lakoff and johnson (2008). sentences which contain head metaphors were selected, analyzed, and categorized to relevant conceptual metaphors through the bridge of mappings to characterize the relationship between two concepts (source and target domains) in the metaphorical process and image schemas. the findings of the study showed that head is mostly metaphorically used as a container which is conceptualized as a head is a container.the most image schemas used are containment schemas which show in-out, full-empty, and surface schemas. the image-schemas have indeed been shown to likely become the basis of numerous metaphorical constructions and have been helpful to understand how people cognize their world. keywords: conceptual metaphors, head, image schemas, coca, cognitive semantics a. introduction ‘my head is spinning’, ‘my head seems to explode’. these two expressions are often heard in everyday languages. but, is that lexically true that one’s head is spinning or exploding? of course not. the first expression means that someone feels dizzy (about something) and the latter means that someone is forced to think of something beyond his/her ability. these two expressions belong to metaphor which is used to expressed something in different way. a metaphor is one of interesting topics to study for its large use in languages from daily to academic language. lakoff and johnson (2008) stated that metaphor is pervasive in every day life, not just in language but in thought and action. this shows that metaphor is not only used in some imaginative stories, poems and other literature works. metaphor is also used in our daily life. metaphor is a figurative language which is used to concretize an abstract mailto:1nita.seraphine@unpar.ac.id mailto:lia.maulia@unpad.ac.id mailto:rosaria.mita.amalia@unpad.ac.id sirait, indrayani, amalia & lingga: conceptualizations and schematizations of head … 12 thing in order that the abstract concept is more understable and realistic. when somebody said, “my head is spinning.”, it doesn’t mean that his head is really spinning like how it is imagined to be done by machine. however, it is metaphorically conveyed to realize or to concretize the abstraction someone’s dizziness which happens in one’s head to what is done by a machine or wheel which is more concrete and easy to understand. there are two things to see in the statement of ‘my head is spinning’. one is the the use of metaphor of head and the second is the use of metaphorical concept. the metaphor of head use is how the head is metaphorically applied to express a feeling which is a dizziness. the second part is the concept of head metaphor. conceptual metaphor according to kovecses (2010) is a concept consisting two conceptual domains, in which one domain is understood in term of another. in this case, the feeling of head’s moving is conceptualized to something more abstract which can move or spin to make the feeling more comprehensive. then, its conceptual metaphor is head is a moving object. metaphor is again largely used in many forms of situation, objects and fields. therefore, the writers would like to investigate the types of head metahors, its conceptual metaphors, and the image shemas in coca. owing to metaphor pervasive applications, the writers would only focus on the use of head metaphor but in large contexts through coca data supplier. 1. cognitive semantics what comes to mind when talking about cognitive linguistics is ‘mind and meaning’. evans and green (2018) stated that cognitive inguistics is a modern school of linguistic thought that originally emerged in the early 1970s out of dissatisfaction with formal approach to language. research about language from cognitive perspective is to study patterns of conceptualization of an abstract concept to more concrete one. lakoff and johnson (2008) supported that the human cognitive system is an abstract concept which is sytematically structured in terms of conceptual domains deriving from our experience of the behaviour of physical objects, involving properties like motion, vertical elevation and physical proximity. johnson (1992) stated that cognitive semantics helps to provide human deep insight of how our mind works and build the understanding of our experience and environment. so, what is the correlation of cognitive semantic to cognitive semantics? cognitive semantics is a movement or approach of cognitive linguistics describing how people conceive their world. evans and green (2018) stated that cognitive semantics is an embodiment of conceptual structure. then scope of cognitive semantics would focus on the how people get the meaning of a concept based on what they have experience which is depicted through language. 2. metaphors and conceptual metaphor theory metaphors are expressions which are used by people to figuratively convey their intention in different words. in merriam webster online dictionary, a metaphor is defined as a figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them. lakoff and johnson (2008) stated, “metaphor is pervasive in everyday life, not just in language but in thought and action.”. this statement means that the use of metaphors is common in daily life not only in literature or narrative story. conceptual metaphors are the concept used to comprehend the abstract concept by mapping it onto more concrete domain. kovecses (2010) stated that a conceptual metaphor consists of two conceptual domains, in which one domain is understood in term of another. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 13 conceptual metaphorical theory (cmt) aims at settling crucial cognitive problems. in this theory, it is discussed about how people understand abstract domains is mapped onto concrete domain which makes the abstract concept more understable. the concepts are known as source domain (concrete domain) and target domain (abstract domain). the source domain is applied to understand the abstract concept in the target domain. the relationship between the objects create an understanding of the meaning of a particular object through the understanding of the meaning of the other objects is organized by metaphor (lakoff and johnson, 2008). 3. mappings cognitive linguistics concerns on using one domain to understand another domain. this works by mapping one abstract domain to more concrete domain. so, mapping is a way of how to understand source domain and to depict the element in the target domain. besides metaphor, metonymy also used mapping to understand two domains, the vehicle and the target domain (kovecses and radden, 1998). evans and green (2018) stated that one of prominent themes in cognitive semantics is the idea of conceptual mappings. furthermore, kovecses (2010) to comprehend the relationship between two concepts (source → a and target b) in metaphorical expression, mapping is the way. sirait, lingga, seva, (2020) gave one example of how mapping is working in metaphorical expression in the tabulation of corona virus is an enemy. table 1 mapping for corona virus is an enemy source: enemy mapping target: corona virus invisible enemy → corona virus work against/protect against → the process of defeating corona hand sanitizer/vitamin d → tools to defeat the enemy this mapping shows that to understand corona virus as the target domain, we use enemy as someone or something to defeat or something/someone that might harm. so, corona virus is conceptualized as an enemy to show the threat it gives to human being. 4. image schemas image schema emerges from human’s bodily reaction based on human physical experiences and cultural background. lakoff and johnson (2008) in evans and green (2018) stated that image schemas could function as source domains for metaphorical mapping. (subiyanto, 2015) showed that image schemas are useful in building and discovering the meaning of metaphorical expressions. dodge and lakoff (2005) conveyed that image schema can be depicted through preposition, postpositions, verbs, cases, body-part metaphors, or morphemes. in the following table, several image schemas are provided which is taken from evans and green (2018). sirait, indrayani, amalia & lingga: conceptualizations and schematizations of head … 14 table 2. image schemas space up-down, front-back, left-right, near-far, centre-periphery, contact, straight, verticality containment container, in-out, surface, full-empty, content locomotion momentum, source-path-goal balance axis balance, twin-pan balance, point balance, equilibrium force compulsion, blockage, counterforce, diversion, removal of restraint, enablement, attraction, resistance unity/multiplicity merging, collection, splitting, iteration, part-whole, count-mass, link (age) identity matching, superimposition existence removal, bounded space, cycle, object, process b. method a qualitative descriptive methodology is applied to this study. the data about metaphorical expressions of head were taken from corpus of contemporary american english (coca) by selecting, downloading and then categorizing the data based on the conceptual metaphor theory (cmt). the data can be downloaded from https://www.english-corpora.org/coca/. corpus linguistics becomes the data consideration due to its abundance data and convenience searching that assisted to obtain the data effectively and efficiently. campoy, m. c., et.al. (2010:3) stated that corpus linguistics has enabled the expansion of better-quality learner’s input and manage to provide researchers with a wider, finer perspective into language in use. the procedures of gaining and analyzing the data were started by selected several representative data with the keyword ‘head’. the frequency occurrence of ‘head’ and its variations is 348,664 in which ‘head’ (305,041), heads (43,616), heading (7). in advance to the selection, the data were then analyzed and categorized them in accordance with their conceptual metaphors. in addition, the concepts, image schemas are shown using using lakoff and johnson theory, supported by saeed (2003), who divided schemas into three, containment schemas, path schemas, and force schemas. c. findings and discussion the frequency occurrence of ‘head’ and its variations is 348,664 in which ‘head’ (305,041), ‘heads’ (43,616), ‘heading’ (7). the whole frequency does not all belong to metaphorical expressions. head is also used lexically and medically. from the occurrence, the writers selected 22 representative data comprised metaphorical expressions of head. those metaphorical expressions are then classified according to three kinds of conceptual metaphors: structural, orientational, and ontological metaphors. 1. classification of conceptual metaphors of head as the most important part of human body, head is often used in many ways to describe and analogize something. the head contains brain as the center of movement and head indicates the life of beings. it is not surprising then that there will be found many different uses of our head in language, including figurative languages like metaphor, referring to its size, shape, function, position, and significance for human. this shows that one of interesting reasons to eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 15 examine the use of word head metaphorically to find out how people conceptualize this part of human body. a. structural metaphors of head in the parts of human body, our structural knowledge about human body is mapped onto another concept which is called structural metaphors. structural metaphors have more structural or functional correspondences between the source domain and the target domain. in other words, people can understand the target and domain through the rich structural mappings from the source domain. structural metaphors can be an analogy or comparison one entity to the other thing which resembles to the functions or shapes. a head could be then mapped onto another thing where the target domains can be part of plant, organization, institution, mountain or earth. a.1 the company’s leader is the head 1. mosteller said. mark bell, head of the new order human rights organization, also came to the family's aid …. (news: atlanta journal constitution) the head here is used as a source domain to understand the organizational structure in one company. the position of a company’s leader is described by the position of head on the top of human’s part of body. the part ‘head of the new order human rights organization’ is an abstract thing understood to be similar with the role and the position of the head in the human body. “head’ in the common word functions to govern all human body activities by the brain inside it and the position is on the top part of human body and ‘head’ in the organizational structure is responsible to govern all the members inside the organization and he takes the top position of the company. the structural correspondence between a head and company’s leader can be seen in the following. table 3. the company’s leader is the head source: head mapping target: an organization the role of head → the role of the company’s leader the position of head → the position of the company’s leader a.2 the top part of a plant is the head in this datum, a top part of a plant is mapped onto the image of head in its shape. 2. the communists! " whack! she splits a fresh head of cabbage in half, revealing the intricate folds inside. (fic: new moon) the source domain is the head of human being which is used to understand the shape and the position of part of plant in ‘the head of cabbage’. the structural correspondence between a plant and a human body is shown in the following mapping. table 4. the top part of a plant is the head source: head mapping target: plant the top position of the body → the top position in the plant the shape of the head → the shape of the plant sirait, indrayani, amalia & lingga: conceptualizations and schematizations of head … 16 b. ontological metaphors of head ontological metaphor takes the source domain of an object as a container or a substance. the container image schema including the word in and out is commonly closely related to the ontological where the target is understood as a container (johnson 1987:32). b.1 the head is a container head expressions are frequently used "to refer to the head's presumed content, that is the brain, the mind, human ratio, intelligence" (niemeier 2008: 358). the head can be said to be conceptualized as a container which can be filled with certain containment. 3. i was memorizing long verses, learning to write in my head without using pen and paper. to this day i write music in my head, then transcribe it after its completion. (acad: poetry) the head is here is regarded as a container. the head is metaphorically comprehended as ‘a three-dimensional entity which can hold things inside’. the phrase ‘learning to write in my head’ is not a literal meaning because it is impossible to write something inside one’s head. so, this is called metaphorical expression. then by using prepositional phrase ‘in my head’, it is understable that ‘head’ is conceptualized to a container which may be filled with certain content. therefore, the concept ‘the head as a container’ is acceptable to this example. other concepts that use ‘the head is container’ can be seen in the following. 4. but i think that someone put into his head that this was a way to go to paradise (acad: middleeastq ) another way to clearly understand that the head is referred to a containment is the use of the preposition as the element of image schema. the preposition ‘into’ shows we store something in the head. in the above datum, the head is referred to a container because the head can be understood to be a place to pour something to someone’s head. 5. i think it has gone through my head quite a few times. (acad: studies in the education of adults) from the clause ‘it has gone through my head quite a few times’, preposition ‘through’ shows that something has previously been stored in the head and then forced to be emptied by something else. this is in line with what niemer (2008:358) stated that in fact, the head is conceptualized as a container which, similar to any other container, may be filled with certain content, which focuses either on its fullness vs. emptiness or on the dynamic process of filling or emptying it.” b.2 the head is a container of emotions in this concept, the head is regarded as a container for emotion where human’s head is mapped onto more specific to be a place for feeling. 6. … flavor that will make any asian food lover's head explode with joy. (news: atlanta journal constitution) different from previous example, in this datum, the head is referred to a container of emotion where head contains an emotion which can be seen in the statement ‘that will make any asian food lover's head explode with joy’. as it has been stated that a head as a container can be http://corpus.byu.edu/coca/x4.asp?t=4159273&id=750097914 eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 17 filled or emptied. in this case, ‘the head’ as a container is emptied because of explosion which is understood to have been filled by emotion before. b.4 the head is a container of ideas or thoughts the other use of head as a container can be seen in the use of head as a container of ideas or thought. see the following datum. 7. … who, even unintentionally, might have put the idea in his head, … (news: washington post) it is known that a container is utilized to keep or store things. similarly, the head is perceived as a container to ‘store’ ideas or thoughts. the expression ‘might have put the idea in his head’ shows an image of a head containing ideas. thus, in this example, head is used to understand as a container to store ideas. b. 5 the head is an object in ontological metaphor, we can see an abstraction, such as an activity, emotion, or idea, is represented as something concrete, such as an object, substance, container, or person. in the previous data, it has been discussed how the head is conceptualized as a container of an entity or something. in this part, the head is regarded as an entity or object. an entity metaphor is an ontological metaphor in which an abstraction is represented as a concrete physical object. in this analysis, the metaphoric conceptualizations, the head is an object, is proven to be a rich source of metaphorical expressions in both languages. they can be grouped into several sub-metaphors. b.6 the head is a solid object to see how human’s head is conceptually used as a solid object, consider the following example. 8. " boy's got a hard head, just like his old man did. (fic: birthright) in this example, the head is conceptualized as a solid object which is construed out of certain hard materials so that the content which is supposed to reside on someone’s head cannot enter the container that the content supposed to remain outside. b.7 the head is a moving object in this concept, our head is metaphorically regarded as an object which can move. take a look at the following example. 9. bobo's head has been spinning since arriving in fort collins for his introductory news conference dec. 23. (news: denver post) in this example, a head is referred to an object which can move from one point to another point. this can be drawn from the image schema of ‘up-down schema’ which represent spatial orientations or relations. the word ‘spinning’ shows that the head is conceptualized to something that can rotate and move. the expression ‘bobo's head has been spinning’ means causes someone to feel dizzy. therefore, to put a more concrete meaning, the head is used to give clearer image. therefore, head is a moving object is a suitable concept to this expression. there are still several examples showing that a head can be conceptualized to something moving. sirait, indrayani, amalia & lingga: conceptualizations and schematizations of head … 18 10. it was hard for me when i took my children... even with my head swimming in this data. (news: denver post) 11. holmes was sent to the hospital to get a cat scan after he ran his head into the jail wall, king said. (news: denver post) in normal sense, head is impossible to swim as seen in data ‘even with head swimming’ or in data ‘after he ran hi head in to the jail wall’. the examples given are used to show the conceptual metaphor of the head is a moving object. c. orientational metaphors of head an orientational metaphor is a metaphor in which concepts are spatially related to each other that involves spatial relationships (such as up-down, in-out, on-off, and front-back). here are some examples to show how the head is used in the orientational metaphors. c1. happy is up, sad is down our feeling can be conceptualized to metaphorical expression in spatial relationship of up and down where ‘up’ refers to happiness and ‘down’ shows sadness. consider the following data. 12. what she had to be was someone who put her head down and looked at the nuts and bolts of emily's list. (news: new york times) through physical basis, we can understand that dropping posture typically goes along wiht sadness and depression, erect posture with a positive emotional state. (george and lakoff, 2008:12) c2. the more options is the betterer conceptually, our head can be used to show that the more head available, the better result achieved. see the following example. 13. and i hope that you will put your head together ... (spok: cnn_chung) when we ‘put head together’, it means that we are trying to discuss something head-to-head to find the right solution. this metaphorical expression ‘put your head together’ means that the more people discuss, the better the solution will be got. then conceptual metaphor of ‘the more options is the betterer’ can be drawn from this sentence or something ‘better’ is understood by putting ‘more’ head. c.4 proud is up; disappointed is down almost similar to the previous data (data 22 and 23), our feeling of pride can be understood through orientational movement, positive is up and negative is down. 14. and wear it proudly with my head held high (news: austin american statesman) in this expression, orientational metaphor is used by showing the up and down orientation. we know that when we are proud, our physical movement tends to show something up or high or when we are disappointed our posture will be down. having analyzed the data, the writer summarizes all the standpoints of the conceptual metaphors of head as follows. eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 19 2. image schemas used in the conceptual metaphor of head one of image schemas used in conceptualizing head metaphors is the containment schema. in the container schema, the head is metaphorically comprehended as "a three-dimensional entity that can hold things inside (velasco, 2001) meaning that the head is conceptualized as a bounded space with its inside and outside, where a content is stored. (1) i write music in my head, then transcribe it after its completion. (acad: poetry) the image schema applied to this metaphorical expression is containment schema which can be seen in the following figure: figure 1. containment schemas “english in is made up of a container schema (a bound region in space), a profile that highlights the interior as the landmark (lm) and the object overlapping with the interior as a trajectory (tr)” (lakoff & johnson 1993:31). in this example, the head is the landmark (lm) for ‘the written music’ as the trajectory (tr) which is located in the head. this metaphor is derived from the concept of ‘the head is a container’ where we human can store something in or get out something from the container. (2) i think it has gone through my head quite a few times. (acad: studies in the education of adults) in this data, an image schema of container still works where it can be said to be full-empty. ‘it has gone through my head’ is understood that something that has been stored in the head becomes empty of something else. (3) the blue strands arising out of her head show neural pathways. figure 2. containment schemas the image schema here is different from the previous image scheme in figure 1 in which figure 2 involves motion and containment. the lm is ‘the head’ while tr is ‘the blue strands’ which belongs to the entity that undergoes motion or move from a position inside the lm to occupy a location outside the lm. lm tr lm sirait, indrayani, amalia & lingga: conceptualizations and schematizations of head … 20 path schemas are also used in conceptualizing head metaphors as can be seen below. (4)… that teachings need to travel from head to heart, (acad: journal of ecumenical studies) in data 4, the head is metaphorically regarded as the source of the teachings which need to travel from the source to the target. this is conceptualized as a journey path from the source ‘head’ to the target ‘heart’. in other word, the concept of image schema is depicted as a starting point, the ‘head’ doing a movement from one place to another place or to the end point, the ‘heart’. (5)… a new support surface contact by actively moving their head toward their midline. (acad: clinical rehabilitation) this image schema is derived from the head is a moving object where the head is conceptualized as an object which is moved from a place to another place. the image schema here we perceive that the head is moving from one starting point to the end point by showing a straight path. (6) fadia shakes her head. (news: new york times) the image schema of head here is left-right where head is imagined to be moved from the left to the right to show disagreement. this is derived from the orientational metaphor of disagreement is shaking one’s head. (7) what she had to be was someone who put her head down and looked at the nuts and bolts of emily's list. (news: new york times) the expression of ‘what she had to be was someone who put her head down’ is derived from the conceptual metaphor of ‘happy is up and sad is down’ in which through physical basis, we can understand that dropping posture typically goes along with sadness and depression, erect posture with a positive emotional state. thus, the image schema is up-down schema where head is depicted to be up in the state of happiness and to be down in the state of sadness. the other schema is force schema. in the following datum, it can be seen the force schemas which is understood through the use of head. (8) i think has gone through my head quite a few times. (news: atlanta journal constitution) f (something in the head) figure 3. force schemas eltin journal: journal of english language teaching in indonesia, volume 10/no 1, april 2022 21 the image schema applied to the above metaphorical expression is compulsion schema which emerges from the experience of being moved by external force like can be seen in the above figure. the entity or something in one’s head moves along a trajectory because of an external force; and the dashed line represents the fact that the force may be blocked or may continue to another trajectory. d. conclusion having analyzed several data, the study can be concluded that mapping is beneficial to understand the abstract domain by depicting it to more concrete object like seen in the mapping of a head is an object. from the study, it is chosen 22 representative data to show how head is conceptualized. the three kinds of metaphors (structural, ontological, and orientational) are described through the representative data. structural metaphors of head can be seen in the company’s leader is the head, the top part of a plant is the head. the ontological metaphors can be seen in the concept of the head is a container (for dreams, ideas, and emotions). head is also conceptualized as an object (the head is a solid object and moving objects). orientational metaphors can be seen in the concept of happy is up, sad is down, the more option is the betterer, and proud is up; disappointed is down. schematizations of head are shown in the image schemas of containment schemas, path schemas, and force schemas. the concepts and the image schemas are helpful in building and comprehending the abstract concepts that metaphorical expressions bring. acknowledgements i wish to express my gratitude to my honorable advisors, dr. lia maulia indrayani and dr. rosaria mita amalia to their support in finishing the thesis with important theoretical discussion throughout the research work. references campoy, m.c., cubillo, m.c.c., belles-fortuno, b., gea-valor, m.l. 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(2003). semantics. 2th edition. blackwell publishing. australia sirait, asnita, seva, k., & lingga, t. r. (2020). conceptualizing corona virus metaphor in media headlines: a cognitive semantic approach. english journal literacy utama, 5(1), 278–286. https://doi.org/10.33197/ejlutama.vol5.iss1.2020.477 https://doi.org/10.33197/ejlutama.vol5.iss1.2020.477 sirait, indrayani, amalia & lingga: conceptualizations and schematizations of head … 22 subiyanto, p., et.al. (2015). image schema analysis on psalm 23: a study of metaphor based on cognitive theory. e-journal of linguistics, vol 13. no. 1(86-92). https://ojs.unud.ac.id/index.php/eol/ velasco, o. i. (2001). metaphor, metonimy, and image schema: an analysis of conceptual interaction patterns. journal of english studies. vol 3,47-63 https://ojs.unud.ac.id/index.php/eol/ rostiana & kaswan: the influence… 1 the influence of gender and language learning strategy preferences towards students’ reading comprehension wiwit rosyanawati & kaswan w.rosyanawati@gmail.com & kaswan_dewi@yahoo.com stkip siliwangi bandung abstract identified as the core skill, the importance of reading is deniable for some reasons. first, reading is a receptive skill in that people get a lot of information and knowledge through reading. second, reading is the fundamental for more advanced skill writing. however, the performance of reading comprehension differs from one learner to others. this study investigated the influence of gender and language learning strategy (lls) preferences towards students’ reading comprehension. the participants of this study are 155 students in 9 th grade of smp n 9 cimahi who are divided into 68 males and 87 females. strategy inventory for language learning (sill) proposed by oxford (1990) and reading comprehension tests were used as the instruments. employing causal comparative method, two way anova was used in exploring 1) the differences between male and female in reading comprehension, 2) the difference between all of type lls in reading comprehension, and 3) the interaction between gender and lls towards reading comprehension. this study also examines what lls most frequently used. to sum up, social strategy is the most one preferred by both male and female students. statistically significant difference is not found both in gender (p= 0.133 > 0.05) and lls (p=0.450 > 0.05). in addition, there is no significant difference in their interaction with regard to reading comprehension (p=0.103 > 0.05). keywords: gender, language learning strategies (lls), reading comprehension a. introduction reading is one of the language skills considered very important for a number of reasons. first, reading is a receptive skill in that through reading people can receive a lot of information and knowledge. second, reading is a foundation for more advanced skill that is writing. however, sometimes the students find some difficulties in reading. as people learn to read, comprehension is the prominent aim has to achieve. nation (1997) stated because of the complex nature of reading comprehension, it is not surprising that some individuals have difficulties in this area. johan (2006) in his research entitled typical reading comprehension problems among indonesian advanced learners found that learners face some problems when they have to comprehend a written text. the problems include grammatical and lexical difficulties. it is also caused by difficulties of comprehending implicit meaning, understanding discourse markers, and knowing punctuation. munro (1995) added that inadequacy in understanding the key idea will affect student’s reading ability. students who have a difficulty in identifying the topic of the text will have underachieving reading. another cause is proposed by stahl and fairbanks (1986) who stated that limited vocabulary influenced student’s reading comprehension. they conclude that in developing comprehension, vocabulary instruction is the most important element. mailto:w.rosyanawati@gmail.com eltin journal, volume 4/i, april 2016 2 furthermore, the difficulty in reading comprehension achievement is different based on gender (asher, 1977). gender refers to the social, cultural, and psychological differentiation of an individual that are imposed on the biological distinction (bucholtz, 2002; .coates, 2004; saphiro, 1981 in coates, 2008). asher (1977) suggested that male in american elementary school have more serious reading problem than their counterparts. based on result’s survey by blom (1971 in asher, 1977) presented that 90% of remedial students are males. the finding about gender difference in reading comprehension is strengthened by lynn & mikk (2009) revealed that female get better result in reading comprehension test than male. in line with it, a research by arellano (2013) found same result that males are behind females in achieving reading score. however, learners have their own language learning strategies to help them developed their ability. strategies are especially important for language learning because they are tools for active, self directed involvement, which is essential for developing communicative competence (oxford, 1990). later, wenden (1987) explained that language learning behaviors actually engage and regulate the learning of a language; these language learning behaviors have been called strategies. studies on reading comprehension and its strategies have been conducted in indonesia context as well. syafrizal (in fazri 2000) found that the students reading comprehension achievement have connected with the appropriate language learning strategies that they employ. then, afdaleni (2013) held a research for college students and found that in order to comprehend texts the students used some strategies such as making schedule well to learn language, conducting self – evaluation to assess how far their progress is, and so on. meanwhile, yusuf & amanda (n.d) conducted a research for junior high school and their finding revealed that most of their participants are used cognitive strategies as their most appropriate strategy. the present study aims at finding most frequently reading strategies used by third grade students of junior high school and discovering the significant difference between gender and language learning strategies preferences towards students reading comprehension. it also aims at examining the interaction between gender and language learning strategies preferences in terms to reading comprehension. b. literature review 1. gender gender is considered as a variable that can influence achievement in reading comprehension. but its terminology often interchanges with sex. sex refers to the biological differentiation of individual (bucholtz, 2002; .coates, 2004; saphiro, 1981 in meyerhof, 2008). while gender refers to social, cultural, and psychological differentiation of an individual that are imposed on the biological distinction (bucholtz, 2002; .coates, 2004; saphiro, 1981 in coates, 2008). 2. language learning strategies in the field of language learning, various definitions of learning strategies can be found. a learning strategy is a method of perceiving and storing particular items for later recall (brown, 1980). in 1987, rubin proposed, “language learning strategies are strategies which contribute to the development of the language system which the learner constructs and affect learning directly.” rubin also suggested that learning strategies includes any set of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use of information. chamot (1987) wrote that learning strategies are “techniques, approaches, or rostiana & kaswan: the influence… 3 deliberate actions that students take in order to facilitate the learning and recalls of both linguistic and content are information.” o’ malley and chamot (1990:1) revealed that learning strategy is “the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. oxford and croockall (1989) identified learning strategies as operations employed by the learner to aid the acquisition, storage, retrieval, and use of information. then oxford (1990:8) expanded the definition by saying that learning strategies are specific actions taken by the learners to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable to new situation. though many various definition given by experts, they draw commonly thing. the broad accepted use of the term learning strategies refers to particular techniques, approaches, thoughts, and / or behaviors which used by the learners to gain their aims in learning a language both with their awareness or not. the learning strategies are hoped can help them easier and more effective. that’s why, the use of learning strategies is important in learning language. 3. classification in language learning strategies oxford (1990) on her book language learning strategies: what every teacher should know divided language learning strategies into two main classes: direct and indirect. these two classes then classified into six groups as follows a. memory strategies they are techniques that facilitate the process of recalling new input. these strategies help the learners store new information and skills in memory so as to retrieve them later whenever they are needed. memory strategies comprise four sets of learning strategies; creating mental linkages (covering grouping, associating / elaborating; and placing new words into a context); applying images and sounds (including using imagery; semantic mapping; using keywords; and representing sounds in memory); reviewing well (structured reviewing ); and employing action (involving using physical response or sensation and using mechanical techniques). b. cognitive strategies they involve manipulation and transformation of the language in some direct ways for processing language input and preparing for language output. cognitive strategies are built up of four sets of learning strategies; practicing (including repeating; formally practicing with sounds and writing systems; recognizing and using formulas and patterns; recombining; and practicing naturalistically); receiving and sending messages (involving getting the idea quickly and using resources for receiving and sending messages); analyzing and reasoning (implicating reasoning deductively; analyzing expressions; analyzing contrastively across languages; translating; and transferring); and creating structure for input and output (covering taking notes; summarizing; and highlighting). c. compensation strategies they are behaviors that help learners overcome any gaps in knowledge of the target language. compensation strategies are classified into the strategies of guessing intelligently depending on different types of clues like the linguistic ones and overcoming limitations in speaking and writing (including switching to the mother tongue; getting help from others; using mime or eltin journal, volume 4/i, april 2016 4 gestures; avoiding communication partially or wholly; selecting the topic; adjusting or approximating the message; coining words; and using a circumlocution or synonym). these strategies are commonly manipulated for the skills of listening comprehension, reading comprehension, speaking and writing activities and vocabulary learning. d. metacognitive strategies they are described as the " beyond – the – cognitive " strategies since they are used to provide " executive control " over the learning process. by possessing these strategies, the learners would be able to determine their learning objectives and monitor their understanding about materials being learned and evaluate what they have learned and how well they have done it (wenden, 1999 : 436 ). metacognitive strategies are divided into centering the learning, arranging and planning the learning and evaluating the learning. centering strategies comprise three subsets of strategie s that deal with behaviors which focus the learners' attention on the materials that they are going to learn and the ones they have learned. arranging and planning strategies guide the learners to set their learning goals, organize and plan their learning activities in an efficient and effective ways, and seek the opportunities to practice the target language especially in genuine situations. finally, evaluation strategies facilitate the learners to monitor the ongoing learning process and to evaluate the progress of learning the target language. oxford's evaluation learning strategies cover the meanings of self – monitoring and self – evaluation. e. affective strategies they are those employed for controlling emotions, attitudes and motivation that influence the success or failure of language learning process. three groups of learning strategies are included under the label affective language learning strategies. they are; lowering anxiety strategies, which implicate following certain ways for making the learning process to be in a relaxed situation and conditions such as practicing relaxation exercises, taking deep breath, listening t o music, … etc.; encouraging strategies, which lead the learners to have more confident and risks in language learning so that they would not be afraid of making mistakes; and taking emotional temperature strategies that help the learners discern negatives attitudes and emotions f. social strategies these strategies implicate engaging in interactions the learner with other people in the language learning process. social strategies cover three sets of learning strategies: asking question, cooperating and empathizing with others. asking question strategies are very useful to learners to clarify the materials that hey do not understand or to verify the materials for checking their correctness. cooperative strategies, on their part, facilitate language learning process in peers or groups cooperatively through which each learners is held accountable for his / her own learning and is motivated to reinforce the principle of learning with others. lastly, empathizing strategies aid learners to increase their ability to empathize by developing cultural understanding and becoming aware of the others' thoughts and feelings. 2. reading comprehension dorothy rubin (1982:207) in hendriana (2015:201) stated that reading comprehension is a complex intellectual process involving a number of abilities. he added that the two major abilities concern word meanings and reasoning with verbal concepts. further definition is given by pordo (2004) who stated that comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, rostiana & kaswan: the influence… 5 information in the text, and the stance the reader takes in relationship to the text. then pordo added that the reader brings many things to the literacy event, the text has certain features, and yet meaning emerges only from the engagement of that reader with that text at that particular moment in time. generally, reading comprehension can be said as the essential of reading that is needed the learners to gain understanding of message in text by decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message. c. research methodology this study involved 155 students in 9 th grade of smp n 9 cimahi who consisted of 68 males and 87 females. using causal comparative method, this study employed strategy inventory for language learning (sill) and reading comprehension tests. the sill was proposed by oxford (1990) consist of 50 questions which divided into six parts where each part for each strategy. it was used to examine what language learning strategies preferred by the students. to help the participants answered those questions, it was rendered into bahasa indonesia. this questionnaire used scale of 5 –always, frequently, occasionally, rarely, and never related in strategies employed in reading. on the other hand, reading tests are given to know students’ comprehension. the tests are conducted three times with different questions for each test to get more valid and reliable result. from those tests, the average score are used. each test comprised of 40 multiple choice questions. later, for analyzing the result, two way anova was used. d. results and discussion 1. reading comprehension score and sill (strategy inventory for language learning) results after checking the student’s answers for three reading comprehension test and computing the sill questionnaire, the results were given in the table below: table 1 language learning strategies used by male and female students no language learning strategy gender (in number) (in percentage) male female male female 1. memory 6 8 3.87 5.16 2. cognitive 4 2 2.58 1.29 3. compensation 7 10 4.52 6.45 4. metacognitive 4 17 2.58 10.97 5. affective 4 5 2.58 3.23 6. social 43 45 27.74 29.03 total 68 87 43.87 56.13 from the table above, it could be concluded that both male and female students were used social strategy as their main strategy in which n male = 43 (27.74%) and n female = 45 (29.03%). it also revealed that language learning strategy which the most frequently used by overall students was social strategy (n = 88 (56.77%)). whereas the least frequently used by overall students was cognitive strategy in which only six students (3.87%) who chose this strategy in language learning. the table also indicate that female students were less prefer in cognitive strategy (1.29%). indeed, male students were less prefer in cognitive, metacognitive, and affective (n = 4 (2.58%)). eltin journal, volume 4/i, april 2016 6 2. descriptive statistics “the major advantage of descriptive statistics is that they permit researchers to describe the information contained in many, many scores with just a few indices, such as the mean and median (more about these in a moment)” (fraenkel and wallen, 2008:185). the results were presented in table below: table 2 descriptive statistics dependent variable: reading test score gender language learning strategies mean std. deviation n female memory 5.5125 1.17448 8 cognitive 5.1250 1.70413 2 compensation 6.4420 1.57086 10 metacognitive 6.2265 1.24080 17 affective 5.7320 .89951 5 social 6.2267 1.22930 45 total 6.1320 1.26005 87 male memory 6.6100 1.55486 6 cognitive 7.0625 1.20964 4 compensation 6.3800 1.10377 7 metacognitive 6.8100 1.19649 4 affective 5.3325 1.01562 4 social 5.7928 1.21793 43 total 6.0328 1.26619 68 total memory 5.9829 1.41077 14 cognitive 6.4167 1.56837 6 compensation 6.4165 1.35863 17 metacognitive 6.3376 1.22537 21 affective 5.5544 .91417 9 social 6.0147 1.23610 88 total 6.0885 1.25960 155 table 2 illustrated about the data set for which descriptive statistics had been calculated. this table showed the mean, standard deviation, and total number for each factor. the highest mean was gained by female students (6.4420) with compensation as their language learning strategy. on the other hand, the lowest one was 5.1250 which was obtained by cognitive strategy. in the contrary, cognitive strategy which was employed by male students get the highest mean (7.0625). while the lowest mean for male students was acquired by affective strategy (5.5325). ignoring language learning strategies which were used by students, the total means for females was 6.1320, meanwhile their counterparts got 6.0328. whereas, by ignoring male or female students, the grand mean was obtained by cognitive strategy (m= 6.4167, sd= 1.56837) and the least mean was found at affective strategy (m= 5.5544, sd= 0.91417). 3. test of normality before conducting two-way anova, it should be tested whether the data have normal distribution or not. it can be seen from the result below: rostiana & kaswan: the influence… 7 table 3 tests of normality gender kolmogorov-smirnov a shapiro-wilk stat. df sig. stat. df sig. reading test scores females .047 87 .200 * .990 87 .734 males .075 68 .200 * .978 68 .264 a. lilliefors significance correction *. this is a lower bound of the true significance. based on the table 3 above, it could be concluded that both females and males were normal due to sig. k-s and s-w exceeds 0.05. besides that, test of normality also conduct for the other variables that is language learning strategies. the result is as follow: table 4 tests of normality language learning strategies kolmogorov-smirnov a shapiro-wilk stat. df sig. stat. df sig. readi ng test scores memory .114 14 .200 * .965 14 .802 cognitive .209 6 .200 * .957 6 .796 compensat ion .104 17 .200 * .958 17 .597 metacognit ive .155 21 .200 * .966 21 .644 affective .172 9 .200 * .946 9 .642 social .070 88 .200 * .984 88 .360 a. lilliefors significance correction *. this is a lower bound of the true significance. according to table 4, the six variables (memory, cognitive, compensation, metacognitive, affective, and social) were normal, it was shown by the sig value of k-s and s-w that were greater than 0.05. to analyze the data further, it needs analyzing through test of homogeneity of variances. 4. test of homogeneity of variances table 5 levene's test of equality of error variances a dependent variable: reading test scores f df1 df2 sig. .321 11 143 .980 tests the null hypothesis that the error variance of the ependent variable is equal across groups. a. design: intercept + gender + lls + gender * lls levene’s test of equality of error variances provides a test of one of the assumption underlying analysis of variances (pallant, 2010). from the table above, it could be said that the data were equal because the significant value (0.980) was greater than 0.05. as the homogeneity of variance assumption is met, the result of the two way anova could be examined. eltin journal, volume 4/i, april 2016 8 5. two way anova table 6 tests of between-subjects effects dependent variable: reading test scores source type iii sum of squares df mean square f sig. partial eta squared corrected model 21.728 a 11 1.975 1.269 .248 .089 intercept 2568.869 1 2568.869 1650.208 .000 .920 gender 3.550 1 3.550 2.281 .133 .016 lls 7.399 5 1.480 .951 .450 .032 gender * lls 14.582 5 2.916 1.874 .103 .061 error 222.607 143 1.557 total 5990.068 155 corrected total 244.336 154 a. r squared = .089 (adjusted r squared = .019) before examining the first and the second null hypotheses, test for assessing interaction of the two independent variables is performed first. in evaluating the last null hypothesis, that is, there is no significant difference in the interaction between gender and language learning strategies towards students’ reading comprehension, it can be examined by the row labeled “gender*lls”. table 6 revealed that α value (0.05) was less than the significant value (0.103). it showed that there was insufficient evidence to conclude that there was statistically significant difference of the interaction between gender and language learning strategies in term to reading comprehension. it means that the last null hypothesis is accepted. indeed, the colomn “partial eta squared” showed about the effect size, that is, the strength of the difference between group, or the influence of independent variable (pallant, 2012: 207). cohen’s guidelines were taken in interpreting the result: small (0.01), medium (0.06), and large (0.138). the table presents that the influence of interaction between gender and language learning strategies towards reading comprehension score was categorized as moderate influence due to the effect size is 0.061. then, to examine the first null hypothesis that is there is no significant difference between gender towards students’ reading comprehension, it can be tested by looking at sig. value of the row labeled “gender”. the table above revealed that sig. (0.133) was greater than 0.05, so the null hypothesis was accepted. that was, there was no statistically significant difference between females and males in their reading comprehension. in addition, the effect size of gender is 0.16 in which it involved in small influence. later, to assess the second null hypothesis, the row labeled “lls” must be paid attention. the table did not confirm any significant differences between memory, cognitive, compensation, metacognitive, affective and social strategy with regard to reading comprehension, because sig. (0.450) exceeds 0.05. it indicates that the second null hypothesis, that is there is no significant difference between language learning strategies towards reading comprehension, is accepted. according to the table, language learning strategies had small effect (0.032) in regard with reading comprehension score. rostiana & kaswan: the influence… 9 due to the results show that there was no significant difference in interaction of gender and language learning strategies towards students’ reading comprehension, no further analysis of the factors was needed (mendenhall, 2011: 660) e. conclusions and suggestions 1. conclusions in sum, there are some conclusions which can be drawn: a. the most frequently used strategy is social strategy. it was preferred both by male and female students (56.77%). oin the contrary, the less frequently used strategies are cognitive, metacognitive, and affective strategies (2.58%) for males while their counterparts are less preferred to cognitive strategy (1.29%) b. there is no statistically significant difference between males and females in achieving reading comprehension. the two way anova shows that sig value (0.133) is greater than 0.05 c. in addition, statistically significant difference is not found between all type of language learning strategies towards reading comprehension (sig > α; 0.450 > 0.05). d. this study also reveals that the difference of gender and language learning strategies in regard with reading comprehension is not significant (sig > α; 0.103 > 0.05). 2. suggestions in spite of there are no significant results, the findings have several implications. firstly, using the appropriate learning strategies is considerable matter for learners in which they choose learning strategies cappropriate for them to learn. learners should also develop their comprehension by considering another factor such as enriching vocabulary, reviewing their learning style, or employing new reading strategies. secondly, in line with learners, teacher should also be aware of another factor that can affect their learners’ comprehension beyond gender and language learning strategies in order to get better attainment. finally, the further researchers should consider conducting research in different grade for instance in senior high school or vocational high school. yet, each grade has its own characteristics in learning english. f. references borg, w. r., & gall, m. d. (1963). educational research: an introduction. new york: david mckay company, inc. brown, h. d. (1980). principles of language learning and teaching. new jersey: prentice hall, inc. c. weinstein, r. m. (1986). the teaching of learning strategies. new york: macmillan creswell, j. w. (2009). research design third edition. california: sage publicatons, inc. j. michael o'malley, a. u. (1990). learning strategies in second language acquisition. cambridge: cambridge university press. johan, a. g. (2006). typical reading comprehension problems among indonesia advanced learners. diksi , 156-164. kaswan, & suprijadi, d. (2013). research in english language education. bandung: putra praktisi. kaswan, et al. (2015). metode dan teknik penulisan karya ilmiah. bandung: stkip siliwangi bandung. kerr, a. w., hall, h. k., & kozub, s. a. (2002). doing statistics with spss. london: sage publication ltd. eltin journal, volume 4/i, april 2016 10 mendenhall, w., & sincich, t. (2011). a second course in statistics: regression analysis. boston: prentice hall. oxford, r. l. (1990). language learning strategies what every teacher should know. massachucets: heinle elt. pallant, j. (2010). spss survival manual 4th edition. new york: mc graw hill. tavakoli, h. (2012). a dictionary of research methodology and statistic in applied linguistics. tehran: rahmana press. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 166 english learning grammar strategies : achievement, obstacles, and solution syafryadin1*, iis sujarwati2, dedy sofyan3 1syafryadin@unib.ac.id, 2iissujarwati@unib.ac.id, 3dedisofyan@unib.ac.id universitas bengkulu abstract english learning grammar strategies can be an issue that students and lecturers face in the university. this study aimed to find out the students’ achievement, obstacles and solution in learning grammar by using english grammar strategies. mixed method was employed to gain the research objectives. thirty three students were selected as the respondents of this research. the intruments were grammar test and interview. the data were analyzed by using descriptive statistics for quantitative data and qualitative data were analyzed by using qualitative analysis with several steps, such as data reduction, display and conclusion for qualitative data. the results showed that students got enhancement in terms of their grammar ability. it can be proved by looking at their pretest and postest. moreover, students faced obstacles in implementing grammar strategies namely poor understanding about grammar, difficult to memorize the rules, grammar anxiety, seldom to work in group, and time limitation. the possible solution can be extra lesson from the lecturer or discussing with their friends, more practice in grammar, giving reinforcement and motivation, working in group, and be smart in managing time for learning grammar. keywords: english grammar strategies, achievement, obstacles, solution a. introduction grammar in english is one part of language skills that is considered difficult for students (iqbal, akbar & ahmad, 2017; renandya, 2020). some students face problems in learning grammar such as tenses, auxiliary modal, pronouns and other problems. the problem must be solved by the lecturer or educator concerned because grammar is one part of english language skills that supports other english skills, such as listening, speaking, reading and writing. this is in line with debata (2013) who stated that grammar is an important skill in learning english because grammar is able to help students master other language skills. dalil (2013) added that grammar has a role in implementing language in life. in addition, he explained that there are three important roles of grammar in teaching or learning english, namely, grammar allows language users to process and produce correct sentences both orally and in writing and supports four other language skills. grammar also conveys meaning to the reader or audience, and grammar also builds sentences based on the structures and rules that apply in english. based on initial observations of english education students at bengkulu university in semester 3 conducted at the end of 2021, students feel that grammar is one of the subjects that requires high analysis to be studied. in addition, they feel that eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 167 grammar is very important to learn even if they have difficulty or have problems in learning english grammar. therefore, they think they need strategies and tricks to support learning. in learning grammar, students need learning strategies to improve their understanding of english grammar material. english learning strategies are needed as one of the strategies that can help students or learners in learning english. oxford (1990) suggests several strategies in learning english such as cognitive, affective, socio, and metacognitive strategies. these strategies can be applied to english language skills. many studies related to grammar learning strategies from 2015 to 2019. rohmatin (2015) found that students applied direct and indirect learning strategies in learning grammar, but he did not mention which strategy was more dominantly used in helping university students to learn grammar. furthermore, stavre & pashko (2016) and chen (2016) conducted research on grammar learning strategies. the result is that they only use literature studies or literature studies. they write all kinds of learning strategies that can be applied by teachers or lecturers. then, zuhairi & suhartoyo (2020) found that students used social strategies more often than other strategies. however, another study by zhou (2017) suggests that cognitive strategy is the most dominant strategy, followed by meta-cognitive strategy and social-affective strategy. in addition, he stated that learning strategies have no relationship with students' learning outcomes of english grammar. putri & damayanti (2017) and abri, et.al. (2017) found that students used social and metacognitive strategies. in addition, supakorn, feng & limmun (2008) showed that thai students tend to use social and affective strategies, while chinese students tend to apply memory, cognitive, and metacognitive strategies. while, alsied et al. (2018) studied libyan students and found that most students used memory strategies in learning grammar. another study by pawlak (2018) developed an instrument to assess grammar learning strategies. in 2019, there was a study which found that the compensation strategy was the dominant strategy used by students, while the affective strategy was the one that was less used by students in learning grammar (mulugeta & bayaou, 2019). furthermore, juniar & carissa (2020) found that social strategy was the most dominant strategy used by students while memory strategy was the least strategy for the intermediate class. in addition, go, zhang, & rahardjanti (2019) found that the language learning strategies used by most students were metacognitive strategies and the test results showed that there was no relationship between students' language learning strategies and learning outcomes. in contrast to zekrati (2017) who found that there was a positive relationship between language learning outcomes and the use of grammar strategies. referring to previous research, the proposed research is slightly different from previous research because the current research uses the new grammar learning strategy inventory (glsi) which was pioneered by pawlak, while most previous studies use oxford theory. in addition, the current research does not only identify students' english grammar learning strategies, but also the challenges faced by students and lecturers in implementing these english grammar learning strategies. this research is expected to be useful for several parties. first, for students because this strategy can be a way to improve students' abilities in learning english grammar. second, it is also useful for lecturers or teachers because the english grammar learning strategy is one of the teaching strategies that can be used to teach english grammar. third, this research is also useful for future researchers because future researchers can make references to carry out further research with almost the same focus but different scopes. therefore, this study aims to find out the results of learning grammar after syafriadin, sujarwati & sofyan: english learning grammar strategies… 168 the grammar learning strategy is applied, to find out the problems and solutions to these problems. b. method the mixed method design with sequential explanatory design is a research design that will be used by the researcher to carry out this research related to the analysis of english grammar learning strategies by students and the challenges faced in implementing these strategies in learning english grammar. this method is a combination of qualitative and quantitative (creswell, 2014; ary, et al., 2010; fraenkel, et.al., 2012). in this case, the first research question was measured quantitatively through a survey, while the second research question was measured qualitatively through interviews. research subjects were selected based on purposeful sampling in accordance with the research objectives. in this case, fourth semester students who were taking structure 2 selected as the respondents of this research. the research instrument used was a grammar test and an interview guide. the test was used to measure the students' ability in grammar after using the grammar learning strategy. furthermore, interviews were used to find out the problems faced by students in learning grammar and their solutions. the procedure of this research was (1) to ask permission from the head of the english education study program; (2) prepare the instrument; (3) validate the instrument; (4) perform a grammar test; (5) interviewed several students and lecturers about the challenges and solutions in learning english grammar for students in teaching for lecturers. the data analysis technique in this research was using quantitative and qualitative analysis. spss was used for quantitative analysis, while qualitative data analysis was using the theory of miles, huberman & saldana (2018) namely data reduction, data presentation, conclusion drawing and verification. the first stage is reduction. in this case, the reduction is obtained from the collection of existing data. at this stage, the researcher reduced the data from the instrument by summarizing the results of the interviews. next, the researcher coded the summarized data to find things that were considered important. the second stage is data presentation or data analysis after data collection. at this stage, the presentation of data can be in the form of a diagram or matrix, or a clear description of the data regarding interviews or questionnaires or the results of teaching materials tests that have been carried out. the next stage is the stage of drawing conclusions. at this stage, the researcher must be able to draw conclusions based on the data analysis that has been made or presented. c. findings and discussion student grammar learning outcomes on the implementation of grammar learning strategies the results of students' learning grammar were obtained from the results of the grammar tests conducted by the lecturers. the learning results can be seen in table 1. table 1. grammar learning outcomes n=30 pre test posttest total score 2006 2321 mean score 66.86667 77.36667 eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 169 table 1 shows that the results of the pre-test and post-test of english education students who took grammar courses were 66.86 and 77.36. these results indicate that there is an increase in scores from before being given grammar learning strategies and after being given various learning strategies. this increase is an achievement for the student. the result of the study were based on the first objective, namely that students experienced increased learning outcomes of grammar. this result was proved by the increase in the results of the pre test to the post test. the result was an increase of 10 points. this study is in line with harmer (2007) who said that the application of learning strategies can improve students' abilities in all skills including grammar. the increase in learning outcomes of grammar is certainly caused by learning strategies that are able to motivate students in learning grammar. in addition, with this strategy, students feel enthusiastic because of the effect of implementing cognitive, metacognitive, social, and affective strategies. this finding is in line with ismail and dedi (2021) who found that grammar learning strategies had positive impact on students’ grammar achievement. challenges in the implementation of grammar learning strategies the challenges faced by students were obtained by conducting interviews with several students. the number of students who were interviewed were six people. the first and second students had almost the same answers regarding the challenges faced during the implementation of grammar learning strategies. they said that they rarely repeat the grammar material at home, so it is difficult for them to understand the rules in english grammar. they think that it is rather difficult to do that. as students 1 and 2 said, “i don't often repeat study materials at home and i always don't understand grammar and i always forget.” in addition, student 3 thinks that he is hesitant in applying affective strategies in learning grammar because he feels it is rare to express his feelings when learning grammar by himself. he may be afraid of being known by others that he does not understand some parts of english grammar. for example, when the material is type 3 (conditional sentence type 3), he is wrong in using the past perfect and modal perfect. this is supported by student 3 who said, “to be honest, sir, i don't really understand how to implement affective strategies because i'm embarrassed with friends or other people who know that i don't understand the material because sometimes my friends laugh at me when i'm wrong.” furthermore, the fourth student argued that the challenge in applying grammatical strategies was when he worked in small or large groups to find the rules or grammatical formulas because he thought that he was not used to working in groups and finding grammatical formulas, as he said, “i'm not used to it, sir, working with other people to find formulas or grammatical patterns because i realized i couldn't do it, i had a hard time doing it.” this is different from the fifth student who has problems in asking the lecturer because he rarely asks when he doesn't understand grammar. as a result, he did not understand the material and was unable to apply it in speaking and writing. in addition, he is also embarrassed to ask students or friends who are smarter than him, as he said, “i can't ask the lecturer about grammar or i never ask a friend who is smarter, sir, because sometimes my friends ignore me and didn't know it.” the sixth student had a different statement from the previous student. he argues that the challenge he faces in implementing grammar learning strategies is the commitment to apply these strategies in learning grammar because he thinks that his time to study is limited because he has to do side work. in addition, he rarely works in a team or group with his friends to discuss the problems he faces in learning grammar, even during the pandemic, he syafriadin, sujarwati & sofyan: english learning grammar strategies… 170 finds it difficult to study together in one place with his friends. as he said, “the challenge is commitment, sir. sometimes i have a strong commitment to applying grammar learning strategies, but sometimes i break it because i'm busy at work. during the pandemic, i never met my classmates because we were from different districts” in short, although most students implement these strategies in learning grammar, students still have problems or challenges in implementing them. some of the challenges faced by students are difficulty in understanding the material, lack of time management and not optimal for independent study. in terms of understanding grammar, some students are not optimal in getting an understanding of grammar material because they are lazy to repeat it at home. furthermore, time management becomes one of the problems for students in learning grammar and implementing these strategies because some students have part-time jobs. in addition, some students cannot work independently. they need discussions with friends, but they are difficult to meet because of the covid 19 pandemic. some students are still embarrassed to ask their lecturers and friends if they have problems. this finding is almost the same as widianingsih & gulo (2016) and effendi et al., (2017) who found that there were several problems in learning grammar such as student aspects, time, lack of knowledge, and grammar material. in short, student problems can be categorized as cognitive and social problems because they are related to understanding the material and social life of students themselves. solution of students’ challenges in implementing learning grammar strategies based on the results of interviews with lecturers and students, some possible solutions to the challenges faced by students in implementing grammar strategies can be seen in table 2. table. 2 possible solutions to student challenges in using grammar learning strategies no. problem solution 1 low understanding of english grammar students get additional lessons from lecturers or students learn from smarter students 2 difficulty in remembering english grammar rules students can practice more often and take notes on english grammar rules 3 fear and shame to get negative evaluation from friends and lecturers lecturers must provide reinforcement to students and build their confidence in learning grammar by motivating. 4 rarely work in groups during the pandemic the lecturer instructs the students to have a zoom meeting in groups and the lecturer supervises the group's study virtually 5 students have odd jobs and have limited time to study grammar. students should know how to manage time by making an english grammar study schedule. then, students must have a strong commitment. the solution to the problems faced by students in implementing grammar learning strategies can be done in several ways. first, if what is being faced is the problem of low knowledge of grammar, then what can be done is to provide additional lessons regarding which parts of grammar are not mastered because by providing additional lessons, the lecturer will focus on the students being taught. in this case, the number of students being taught is not as much as the number of ordinary or regular students. in addition, lecturers can also provide motivation by providing an overview of the benefits of studying grammar and mastering it. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 171 by mastering grammar, this will support other english skills such as speaking, writing, reading and listening. this is in line with harmer (2007) who said that learning grammar is one of the important things to help students in supporting other english skills. second, if there is a problem regarding difficulties in remembering the rules of english, then the solution that can be given is for students to take notes and practice as often as possible in order to be able to remember the rules. another thing that can be done is with case studies, where students analyze text in which there is text that contains grammatical rules, so that students are able to analyze grammar and it becomes a learning experience that they can remember. third, if the problem faced is related to anxiety in getting negative evaluations from friends or teachers, this can be overcome by providing reinforcement and building selfconfidence by not feeling ashamed to make mistakes in doing grammar. in addition, the lecturer gives an understanding that wrong is one of the processes leading to the right thing in learning. however, it should be informed that the fear experienced regarding the negative response from friends must be anticipated by studying hard and not giving up. fourth, if group discussions are rarely carried out during a pandemic, the lecturer is able to instruct students to study in groups during zoom because at the zoom cloud meeting there is a breakout room and the lecturer can monitor students in group discussions regarding grammar. with sharing between individuals or groups, students are able to share knowledge with one another. in this case, students who have more knowledge are able to provide information or teach students with less abilities. fifth, if a student has a side job and limited time to study, then the student must be able to divide his time. in a sense, students must be committed to making a schedule for work and study. with a strong will and commitment, students will be able to maximize their time to study. findings regarding solutions to problems faced by students in implementing grammar learning strategies are in line with harmer (2007) and brown (2007) which stated that the solution to lack of grammar knowledge, learning anxiety and time problems is to be able to read theories about grammar, practice, and able to manage time well. lecturers must also motivate students in learning. d. conclusion based on the results of the research, the existence of strategies that are known by students in learning grammar can improve their ability in learning english grammar. this is proved by the increase in grammar scores from pre-test to post-test. although student learning outcomes have increased, there are still problems faced by students in implementing strategies in learning grammar. for example, time problems, lack of knowledge, difficulty studying in groups, embarrassment if incorrectly answered grammar and difficulty remembering grammar rules. these problems can be overcome by always practicing, being able to manage time well and having high motivation and commitment to learning. this study has limitations in terms of the research subject which is only limited to one university in bengkulu and the number of samples only uses one class of 30 people. in addition, there is only 1 lecturer who teaches. furthermore, there is a need for a high level of depth to strategies in grammar because the data is taken only based on a questionnaire. to support it, other instruments such as observation should be needed. as a suggestion, the next researchers are able to develop research on the same topic based on the shortcomings. lecturers must also be able to use strategies optimally in teaching grammar. syafriadin, sujarwati & sofyan: english learning grammar strategies… 172 references abri, a.a., seyabi, f.a., humaidi, s.a., hasan, h.a. 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(2013). the importance of grammar in second language teaching. published thesis. department of english studies. universite hassan mohammedia, casablanca. debata, p.k. (2013). the importance of grammar in english language teaching: a reassessment. language in india, 13 (5), 482-485. effendi, m.s., rokhyati, u., rachman, u.a.m., rakhmawati, d.a., peritwi, d. (2017). a study on grammar teaching at an english education department in an efl context. international journal on studies in english language and literature (ijsell). 5(1), 42-46. fraenkel, j., r., wallen, n. e., and hyun, h. h. (2012). how to design and evaluate research in education 8th edition. new york: mcgrow-hill companiens inc. go, y., zhang, s., & rahardjanti, t. (2019). grammar learning strategies applied at the chinese department of bina nusantara university. humaniora, 10(1), 13-18. https://doi.org/10.21512/humaniora.v10i1.5163 harmer, j. (2007). the practice of english language teaching, fourth. edition. pearson longman iqbal, m. k., akbar, m., & ahmad, m. (2017). problems in teaching grammar to english learners at secondary level. asian innovative journal of social sciences & humanities (aijssh). 1(1), 55-65. ismail, i., & dedi, d. (2021). grammar learning strategies practice: an investigation of strategies-based instruction effect on grammatical competence. els journal on interdisciplinary studies in humanities, 4(3), 260-265. juniar, r., & carissa, d. (2020). a survey of grammar learning strategies used by efl learners in indonesia. international journal of education and pedagogy, 2(1), 160171. miles, m. b., huberman, a. m., & saldaña, j. (2018). qualitative data analysis: a methods sourcebook. sage publications. mulugeta, f., & bayaou y. (2019). grammar learning strategies use of preparatory school students: gender in focus. the ethiopian journal of education. xxxix (2), 115-143. oxford, r.l. 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(2020). the study of learning strategies used by indonesian efl learners in learning english grammar. jurnal penelitian, pendidikan, dan pembelajaran, 15(28). https://doi.org/10.12955/cbup.v4.795 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 31 pictionary game: its effect to upgrade esp students' vocabulary mastery at smk negeri 2 pangkep rifdah qurratul ain1, aulia ramanda nawir2, andi muh. utama putra3, ardiana4*, suwarni5 ¹rifdahqurratulain190202@gmail.com, ²auliaramanda612@gmail.com, ³autamaputra@unismuhmakasar.ac.id, ⁴ardiana@unismuh.ac.id, ⁵arni.dharman@gmail.com ¹²³⁴univesitas muhammadiyah makassar, ⁵smk negeri 2 pangkep abstract games have been proven to be a classic yet effective technique in teaching english vocabulary. in the english for specific purposes (esp) classroom, games can be employed to introduce both common and specific words enjoyably. this study aims to increase the vocabulary mastery of esp students by using pictionary game in the fashion study program at smk negeri 2 pangkep. the research method applied in this research is qualitative: classroom action research (car). conducted in smk negeri 2 pangkep in the academic year 2021/2022, this research involved 26 second-grade fashion students as the sample. the treatment consisted of two cycles with three meetings each cycle. to collect the data, tests were used. the results showed that the implementation of the pictionary game technique improved students' vocabulary achievement. it can be seen from the results of students’ scores which improved in the post-tests. this implies that the pictionary game technique helps students to learn vocabulary more easily. keywords: classroom action research, esp, pictionary game, vocabulary mastery a. introduction in indonesia, english has grown in importance. from primary school to college, it is a required subject. students must master english skills such as writing, listening, reading, and speaking when studying this subject (rao, 2019). however, it is highly unlikely that students will be able to master these four aspects with limited vocabularies as vocabulary is a fundamental component of language proficiency and serves as the foundation for how well students speak, listen, read, and write (mandasari & aminatun, 2020). thus, a fundamental problem is a lack of vocabulary mastery (fitri, 2018). even though vocabulary is the most important thing for students to master when learning english, many people underestimate its importance. it is not uncommon for teachers to only teach english material without teaching the vocabulary used in the material, causing students to be confused by the subject taught by the teacher. english is often a scary subject for most students in fashion class. english seems difficult for them because of the lack of vocabulary they have, even basic vocabulary according to their majors such as sewing machine, sewing and thread is not known to them at all. this is very unfortunate because vocabulary is the primary component of learning a language. with limited vocabulary, it is very difficult for them to understand english learning materials in class. as a result, many students just ain, nawir, putra, ardiana & suwarni: pictionary game: its effect … 32 daydream while learning is taking place because they do not understand what the teacher means. in addition, the lecture method that is often used by teachers at smk negeri 2 pangkep makes the students bored and sleepy during the learning process, as a result, the students do not understand the lessons that have been given by the teacher at all. from the explanation above, it can be assumed that vocabulary and old learning methods need to be improved in the fashion class. one of the solutions to solve this problem is by using the pictionary game because the pictionary game was more effective than conventional teaching in improving students’ vocabulary mastery (iswandari, 2017). pictionary games, according to hinebaugh (2009), can be used as excellent teaching tools to develop communication skills and creative thinking; it is suitable for reinforcing ideas in other subjects for students who are visual learners; they can develop and reinforce several facts, figures, or concepts; the pictionary rule will focus on developing creativity and rational thinking. players must not only be creative but also select a sketch that will effectively communicate associations to the rest of the team, and it is ideal for developing certain grammar and vocabulary skills. moreover, a pictionary game involves students guessing words or phrases from drawings. the students work in groups, with each team member taking turns as the artist, drawing a picture of a vocabulary word given by the teacher. the first team to correctly guess a word earns a point, and the new artists or students take turns with another word (thornbury, 2002). according to the definitions above, a pictionary game is a word-guessing game played in groups to make the words more memorable. a number of studies have described the effectiveness of the pictionary game in improving english vocabulary. pictionary games can be used to help students learn english vocabulary (aminah & mayasari, 2022; intan, 202; rianti, 2018). this is because by using pictionary games, students can learn vocabulary in a fun way (harahap & hidayanti, 2021). furthermore, the pictionary game can improve students’ vocabulary mastery individually and in a team (fatmawati et al., 2022). another study which was conducted using experimental design revealed that the results of the data analysis of students' vocabulary taught without using the pictionary game technique were of inadequate level. the average post-test score was 75.26. it means that the students in the control class who were taught without using the pictionary game technique could not fully improve their vocabulary. meanwhile, the results of the data analysis of the vocabulary of students who were taught using the pictionary game technique were quite good. the average value of the post-test is 77 or in the sufficient category. this means that the student’s vocabulary mastery can be developed by using the pictionary technique (wijianto, 2021). although many studies have proven the effectiveness of pictionary games in improving english vocabulary, there are still few studies that examine the application of pictionary games to esp students in vocational high schools. in fact, pictionary games can be used to teach vocabulary in different levels of education as it is more focused on practice than theory. pictionary game requires students to participate directly while learning is taking place, so it encourages the students to focus on the words they are learning. thus, the focus of this research study leads to efforts to answer research questions, namely "how does the use of the pictionary game learning method improve the vocabulary of esp students in the fashion study program of the smk negeri 2 pangkep?" eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 33 b. method this research is a classroom action research (car). according to elliott (1991), classroom action research is the study of a social situation to improve the quality of action within it. it seeks to inform practical judgment in real-world situations, and the validity of the 'theories' or hypotheses it generates is determined not so much by scientific tests of truth as by their usefulness in assisting people to act more intelligently and skillfully. 'theories' are not validated independently and then applied to practice in action research. they are validated by experience. this is a simple research center and class that is attempting to investigate what occurred in the classroom. in classroom action research, activity investigation is carried out in four stages in a cyclical way (wulandari et al., 2019). this research begins with a plan of action. the plan is then put into action as an internal action class and monitored. when analyzing data obtained during operation, reflection occurs. this study was conducted in the second grade at smk negeri 2 pangkep, with 25 students from the fashion class participating. the quantitative data for the study were derived from the results of a vocabulary test. the test used consisted of 30 multiple-choice questions, with choices a, b, c, and d. the selected vocabulary was adjusted to the level of the students. the score for the correct answer was 1 point, while for the wrong answer, the score was 0. after doing the research, a post-test was carried out to review the increase in knowledge. the data was then analyzed using five criteria to assess students' abilities before and after treatment: excellent, very good, good, fair, poor, and very poor. after collecting the data, the total score was divided by the number of students in the fashion class to obtain the mean score from pre-test, post-test 1, and post-test 2. c. findings and discussion this study was conducted in two cycles. in cycles 1 and 2, actions were taken in three meetings per cycle. every cycle was made up of three parts: planning, acting and reflecting. before beginning treatment, students were given a pretest to determine their abilities. students were given a post-test after the researcher administered the treatment. a post-test was used to determine the score of students' vocabulary after treatment. in this study, there were two cycles, the researcher administered two post-tests to students to determine whether or not their vocabulary improved after treatment. 1. pretest the pretest was held on wednesday, august 24th, 2022, from 07.30 09.30 am for approximately 120 minutes. the test consisted of 40 items that can be completed in 60 minutes and included the mentioned vocabulary as well as the meaning of nouns, verbs, adjectives, and adverbs. the pretest results are shown in the table below. table 1. the vocabulary score of student’s pre-test grade criteria of assessment frequency percentage 91 100 excellent 81-90 very good 1 4% 71-80 good 8 32% 61-70 fair 10 40% 51-60 poor 4 16% less than 50 very poor 2 8% total 25 100% ain, nawir, putra, ardiana & suwarni: pictionary game: its effect … 34 according to the data presented above, only 36% of students scored 71-90, and only six students exceeded the grade standard. 2. planning in this stage, there were several activities as follows: a. conducting a need analysis to determine the basic competencies to be achieved during learning b. making lesson plans using the pictionary game method c. preparing observation sheets for observers d. making instruments that will be used in cycles i and ii e. developing learning evaluation tools. 3. action execution the action was carried out in 4 meetings with the following details: the first meeting was the implementation of a need analysis to determine the needs of students, the second meeting was the implementation of the pretest, the third meeting was the implementation of the pictionary game and the taking of the test results from the first cycle and the last was the fourth meeting the implementation of the pictionary game and the taking test results from cycle ii. the implementation of the pictionary games in the first meeting was held on august 24, 2022, from 07.30 to 08.30. in this case, the researcher conducted a need analysis using the interview method to find out the special needed by students. from the need analysis, it was revealed that the students needed to increase their vocabulary related to their major. this was done to support students' careers as designers in the future. after that a lesson plan was made according to the needs of the students, in this case, the researcher chose the pictionary game as it is a fun method to increase vocabulary in english. in the second meeting, the researcher (as a teacher) opened greetings, asked the class leader to lead the prayer, then motivated students by explaining the importance of vocabulary related to their major and explaining the competencies that must be achieved in the pictionary game. after that, the teacher explained the steps and rules for playing the pictionary game. in this case, the researcher used several materials in the pictionary game such as vocabulary lists, blackboards, and markers. this study used vocabulary related to fashion. before playing the game, students were divided into several groups. after that, each group had to assign one member to describe the picture on the card, and the other members tried to guess what it was. when students were ready, the researcher gave a signal to start, and each group could start the game. after hearing the signal, each group needed to send one member came forward to select the card that had provided, where the cards contained vocabulary pictures. the cards given contained different pictures from cycle 1. then the students representing their group members drew the pictures on the cards and then group members guessed the vocabulary that matched the vocabulary available in the vocabulary list. and this pattern would be repeated until the card was depleted. the winner of the game was the group that guessed the most words in the shortest amount of time. after giving treatment, it was continued by giving post-test 1. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 35 cycle i. in cycle i, in general, teaching and learning activities using the pictionary game learning model had implemented well, although the teacher's role was still dominant enough to provide explanations and directions because the model was still perceived as new by students. table 2. the vocabulary score of student’s post-test 1 grade criteria of assessment frequency percentage 91 100 excellent 1 4% 81-90 very good 3 12% 71-80 good 9 36% 61-70 fair 11 44% 51-60 poor less than 50 very poor 1 4% total 25 100% nine students met the minimum standards on the cycle i post-test. in terms of the post-test, result, the subject matter did not go well, and some students did not understand the material. some were dissatisfied because students were still unfamiliar with the pictionary game method and were occasionally perplexed. as a result, some students failed the cycle i exam. therefore, the researcher had to go through cycle ii, which included planning and action. cycle ii the teaching and learning process referred to the lesson plan by paying attention to the revisions in the first cycle, so that mistakes or deficiencies in the first cycle did not occur again in the second cycle. observation (observation) was carried out simultaneously with the implementation of teaching and learning. the research data in cycle ii are shown in the following table. table 3. the vocabulary score of student’s post-test 2 grade criteria of assessment frequency percentage 91 100 excellent 3 12% 81-90 very good 5 20% 71-80 good 17 68% 61-70 fair 51-60 poor less than 50 very poor total 25 100% in post-test ii, the researcher provided an additional and more detailed treatment. the total score of 25 students were 1992, which was higher than the post-test i score, which could be improved. the minimum passing grade was 75, and the kkm was passed by 100% of students. ain, nawir, putra, ardiana & suwarni: pictionary game: its effect … 36 4. reflection reflection was used to see the whole process of implementing the first and second cycles. reflection was intended as an activity to analyze, understand and draw conclusions. the researcher analyzed the results of the first cycle of action as a consideration of whether the second cycle achieved the success criteria based on the results of the first action test. table 4. vocabulary score pretest post-test 1 post-test ii total score 1665 1803 1992 mean 66,6 72,12 79,68 percentage 24% 36% 100% according to table 4, only 24% of all students passed the kkm in the pretest. following the treatment, the writer administered a post-test to the students. cycle 1 post-test results improved, with 36% of students meeting the minimum standards. however, twelve students failed to meet the minimum standard. as a result, the researcher must administer one more treatment for cycle 2. the researcher gave one more treatment and in greater detail, in posttest ii, the total score of 25 students was 1992, with 100% of students passing the minimum score, and it was now better than post-test i, where student scores could be improved. the table above shows that students' scores improve from the pretest to the post-test ii. this suggest that playing the pictionary game may help students improve their vocabulary, particularly esp students. the mean of esp students' vocabulary test scores in each test revealed an improvement in students' vocabulary test scores. many studies discussed the use of pictionary games to increase vocabulary, but no research has applied this game to esp students. therefore, researchers are interested in using pictionary games for esp students. the researcher noticed a significant improvement in the vocabulary of the esp students. their post-test outperformed their pretest. the students had no trouble drawing the figure because they enjoyed playing games. they look interested and enthusiastic while playing and learning at the same time. according to darmawan & fatmawati (2019), the pictionary game is a word game used to improve students' vocabulary by guessing words from drawings. pictionary is a simple game that requires little preparation. the materials used in pictionary games includes as a deck of vocabulary cards, whiteboards, chalkboards, or smart-boards, and markers or chalk. furthermore, pictionary games boosted the students’ creativity and team work skills. through this game, they can work together as they have to discuss the picture being explained by their friends. they incorporate their ideas and experience to find the correct answer. by using the pictionary game, students get a lot of vocabulary and improve their creative critical thinking and communication (hamer & lely, 2019; purba et al., 2022). another study states that pictionary games are very effective for teaching vocabulary because they encourage students to actively participate in class (tahmit et al., 2019). furthermore, the pictionary game increases students' enthusiasm, so they do not feel obligated to answer the teacher's questions (ayu et al., 2018; pranata et al., 2022). d. conclusion the pictionary game is an effective way of teaching vocabulary to esp students. this was supported by their test results, in which many students did not meet the average score in the eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 37 pretest, but after the treatment, the students were able to pass the average score limit that had been applied. in short, the pictionary game is an effective technique for learning vocabulary, particularly for esp students, because it is a fun method that requires students to participate directly during learning and enthusiasm. hence, this method can help students to improve their creativity and critical thinking skills. references aminah, s., & mayasari, w. j. (2022). the effect of using pictionary game to increase the students’ vocabulary mastery of the seventh grade at smpn 4 bantan. inovish journal, 7(1), 50–55. https://doi.org/10.35314/inovish.v7i1.2531 ayu, r. r., sofian, s., & bunau, e. (2018). the effect of using pictionary games on students’ english vocabulary. jurnal pendidikan dan pembelajaran khatulistiwa, 7(9), 4–8. https://doi.org/10.26418/jppk.v7i9.28105 darmawan, s. l., & fatmawati, g. n. (2019). the comparison of using chain word and pictionary games toward vocabulary mastery. intensive journal, 2(1), 1–8. https://doi.org/10.31602/intensive.v1i1.1865 elliott, j. (1991). action research for educational change. open university press. fatmawati, a. y., miranty, d., & hamer, w. (2022). the implementation of pictionary games to improve vocabulary comprehension. journal of linguistics, literacy, and pedagogy, 1(1), 35–39. https://doi.org/10.30870/jllp.v1i1.15553 fitri, n. (2018). improving students’ vocabulary mastery by using short english movie at the eleventh grade of sma n 8 kota jambi. jelt: journal of english language teaching, 2(2), 73–80. hamer, w., & lely, l. n. (2019). using pictionary game to increase learners’ vocabulary mastery in english language instruction. jees: journal of english education studies, 2(1), 43–51. https://doi.org/10.30653/005.201921.30 harahap, s. d., & hidayanti, s. (2021). flash (fun learning english) with pictionary for vocabulary enhancing on rural students. journal of english education and linguistics, 2(2), 50–59. https://doi.org/10.56874/jeel.v2i2.568 hinebaugh, j. p. (2009). a board game education. r & l education. intan, i. (2021). peningkatan penguasaan kosa kata bahasa inggris siswa kelas viii melalui pictionary game pada smp negeri 2 lasolo kepulauan kabupaten konawe utara. pemerintahbadan pengembangan sumber daya manusia . iswandari, r. d. (2017). the effectiveness of pictionary game in improving students’ vocabulary mastery a quasi-experimental research of fifth grade students of sdn 2 ukir rembang. unpublished undergraduate thesis. faculty of languages and arts. semarang state university. mandasari, b., & aminatun, d. (2020). improving students’ speaking performance through vlog. english education: journal of english teaching and research, 5(2), 136–142. https://doi.org/10.29407/jetar.v5i2.14772 pranata, a., sada, c., & surmiyati, s. the effect of pictionary game on the student's vocabulary mastery. jurnal pendidikan dan pembelajaran khatulistiwa (jppk), 11(9), 1161-1169. purba, u. w., sipayung, k., lumbantoruan, f., & simanjuntak, r. v. (2022). the use of pictionary game in teaching vocabulary to second grade students of smpn 1 raya. pioneer: journal of language and literature, 14(1), 156–166. https://doi.org/10.36841/pioneer.v14i1.1672 rao, p. s. (2019). the importance of speaking skills in english classrooms. alford council of internatiomal english & literature journal (acielj), 2(2), 6–18. ain, nawir, putra, ardiana & suwarni: pictionary game: its effect … 38 rianti, wida. (2018). improving students’ english vocabulary mastery through pictionary game of sd negeri 22 rumbio. journal of english language and education, 3(1), 37–55. https://doi.org/10.31004/jele.v3i1.37 tahmit, m., nastiti, n. d., & rahim, a. r. (2019). improving student vocabulary mastery through the pictionary words game in fifth grade of madrasah ibtidaiyah tarbiyatul athfal sumurber. kontribusia (research dissemination for community development), 2(2), 34–38. https://doi.org/10.30587/kontribusia.v2i2.1007 thornbury, s. (2002). how to teach vocabulary. harlow: longman. wijianto, t. m. (2021). the effect of pictionary game in teaching vocabulary at mts ma'arif klego ponorogo. (doctoral dissertation, iain). wulandari, d., narmaditya, b. s., utomo, s. h., & prayitno, p. h. (2019). teachers’ perception on classroom action research. kne social sciences, 3(11), 313–320. https://doi.org/10.18502/kss.v3i11.4015 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 157 gender representation in the english textbook entitled “pathway to english for sma/ma grade x” alvia nurrahma ekasiwi1*, ouda teda ena2 1lvnurrahma@gmail.com, 2ouda@usd.ac.id universitas sanata dharma abstract understanding gender equality is crucial in education to reduce sexual bias and sexual violence. as the textbook is one of the most important teaching tools in elt, it is important to represent the issues of gender equality. the representation of gender, however, needs to be planned carefully in order to avoid gender bias. this present study aims to analyze whether gender was represented equally or not in one of the indonesian english textbooks. this research applied content analysis and critical discourse analysis. the data source of this research was taken from “pathway to english for sma/ma grade x’. the data then was analyzed based on the eight-factors procedures as proposed by amerian and esmaili (2015). it was revealed that the textbook did not fairly present both genders. the representations of men in the contents of the textbook were found to be higher in numbers than the representations of women. based on the findings, it is suggested that english book writers need to be more careful in using any content related to gender. they need to present both genders equally in order to promote awareness of gender equality. keywords: equality, gender, gender bias, representation, textbook a. introduction nowadays, the public is becoming increasingly aware of the subject of gender equality. gender is described by mengistie and worku (2021) as the responsibilities and roles of women and men established in ethnic backgrounds, communities, and civilizations. understanding the awareness of equality in gender can help people to avoid sexual bias and sexual violence (banyard, edwards, rizzo, theodores, tardiff, lee, and greenberg, 2019). looking at the importance of gender equality, the portrayal of gender used in english language teaching needs to be carefully planned. one of the most important tools in english language teaching is textbooks. textbooks serve as the core source of knowledge (rinekso, 2021). it is an influential aid that can assist the students in building their attitude towards life (yonata and mujiyanto, 2017). however, gender bias in english textbooks is not something new. the gender bias that usually occurs in education can be seen through several aspects, such as opportunities, learning and teaching materials, access, retention, and successful career choice (yonata and mujiyanto, 2017). gender inequality or gender bias happens because it is already ekasiwi & ena: gender representation in english textbook … 158 deeply rooted in our society, culture, and education (sharma and parika, 2020). reflecting on that, it is important for elt book writers to consider some factors in designing a textbook, like age, ethnicity, gender, class/levels, purpose, mental level, and so on (ahmad and shah, 2019). remembering that textbooks play such a vital role in english language teaching, it is undeniable that the sensitive impact of textbooks can affect the students’ understanding of equality and national unity (fahriani, alek, and wekke, 2019). textbooks that are biased to one gender only might have damaging consequences on the learners (gharbavi and mousavi, 2012). the learning materials that represent one gender more than the others can unintentionally make the students insensitive to gender justice (zarina, 2018). it is completely the book writer’s responsibility to create textbooks that equally represent both genders (goyal and rose, 2020). according to amerian and esmaili (2015), there were five categories of social roles by gender. the first one is male-monopolized. male-stereotype refers to the role performed completely by men. the second category is male-dominated. it refers to the role which is dominantly performed by men. the third category is female-monopolized. this category refers to the role performed only by women. the fourth category is female-dominated. female-dominated refers to the role which dominantly performed by women. the last category is gender-shared. it refers to the role which evenly performed by both genders. there were several previous studies about representation used in english textbooks. first, yonata and mujiyanto (2017) conducted research about the representation of gender in two english textbooks that were regularly used in senior high schools in semarang. they aimed to describe the similarities and differences of gender representation from the two english textbooks. their study used content analysis as the research method. the research findings revealed that the two english textbooks had a similar dominance of males over females in the exercises and images sections. however, there were some differences between the two english textbooks. the first textbook did not have equal representation in all portions of the book, whereas the second textbook had female as the greatest frequency that dominated the course materials, as well as identical shares of dominance in the reading passages and dialogues sections. furthermore, ena (2013) in his study about visual analysis on e-textbooks used in indonesian senior high school revealed that melanesian ethnic groups were less represented rather than the austronesian and other groups. the english e-textbooks being analyzed also represented islam and christianity through the human images. other religions such as christianity, buddhism, and hinduism were only represented through images of objects. based on his findings, it was also revealed that bias in gender and stereotype in gender were depicted in the images which serve as the illustrations of the english e-textbooks. next, the study showed that most visual images were portrayed in the mid-ses group. lastly, the findings also indicated that the english e-textbooks’ writer used english as the international language standard. ena’s study used qualitative visual content analysis as his research methodology. in addition, ahmad and shah (2019) also did a study on critical discourse analysis of gender representations in several english textbooks used in pakistan. their study aimed to explore the gender representations in a pakistani english textbook used for grade-5 eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 159 students in private and public schools. they used content and critical discourse analysis as the methodology of the study. the findings of their research revealed that the textbook was heavily prejudiced towards one gender, namely males. the male representation was far more prominent than the female representation. the textbook was also written to maintain male domination, both implicitly and explicitly. moreover, ena (2016) through his research about religion representation in indonesian etextbooks aimed to assess whether the e-textbooks visual images put up students’ religious diversity. qualitative visual content analysis was used as the methodology of the research. the findings showed that several religions were not represented as much as the other religions. their roles were also underrepresented in the e-textbooks being analyzed. in addition, fahriany, alek, and weke (2019) conducted a study about gender representation in various english textbooks used in junior high school level in indonesia. gender bias, gender position, author's perspective, male and female roles, and explicit and implicit gender representation in english textbooks for mts students were all covered in the study. critical multimodal analysis and content analysis were used as the methodology of their study. the findings of the study showed that the representations of gender in the textbook were unequal. the book writers were having a lack of understanding about gender bias and gender stereotypes. moreover, ena, yulia, and prabandari (2016) conducted research about gender role and representations in indonesian english e-textbooks for junior high school. their research aimed to explore whether english e-textbooks for junior high school in indonesia which were published by the ministry of education conveyed gender roles and representations fairly. to investigate the visual images which serve as the illustrations of the e-textbooks, the researchers used document analysis as the research methodology. the findings of their study showed that women were less represented than men in the e-textbooks examined. men were dominantly portrayed as a more advantageous gender. biased in representations and several conventionalizing women’s role were also portrayed in the e-textbooks. thus, based on the description above the objective of this research is to analyze whether both genders are equally represented or not in one of the english textbooks used in indonesia. one research question is proposed in this research, namely “do men and women are represented equally in the textbook entitled “pathway to english for sma/ma grade x”? b. method this study used content analysis as the research method. according to neuendorf (2019), an organized reading of a set of documents, imagery, and metaphorical matter that is not necessary to be perceived from the author's or user's perspective is known as content analysis. content analysis is a technique for deciphering the meaning of words, dialogues, images, themes, and documents. critical discourse analysis was also used in this research. mullet (2018) has described cda as a qualitative approach to describe, interpret, and explain how discourse constructs, carry on and validates social gaps. this framework will be useful to assess the ideologies of gender used in textbooks (aljuaythin, 2018). this research implemented a three-dimensional model proposed by fairclough (2015). according to him, there are three different stages of discourse analysis. the first one is description. description stage talks about the analysis of the texts. the second one is ekasiwi & ena: gender representation in english textbook … 160 interpretation. in the interpretation stage, the writer focused more on investigating the connection between the productive and interpretative discursive processes and the text. the investigation also refers to the situational context of the text. the last stage is explanation. this last stage is linked with social practice. it inspects the correlation between the discursive and social processes. visual and textual data in the forms of pictorial, reading passages, and exercises were the types of data sources in this research. the source of data was taken from an english textbook used for senior high school students grade x, namely “pathway to english for sma/ma grade x”. the textbook was written by th. m. sudarwati and eudia grace. published by penerbit erlangga in 2017, this english textbook was purposely designed based on the revision version of the 2013 curriculum. the textbook contains 10 chapters with 203 pages in total. to collect the data, the writer used several steps. first, the writer read each chapter. then, the data were identified based on the kind of activities, social role, semantic role, titles, generic construction, appearance, and pictorial representation. lastly, the data were classified based on the eight-factor procedures proposed by amerian and esmaili (2015), namely gender bias in inclusion or exclusion, gender bias in the stereotypical role, gender bias in the semantic role, gender bias in titles, gender bias in order of appearance, gender bias in male generic construction, gender bias in types of activities, and gender bias in pictures representation. after gathering the data, the writer analyzed the data and divided it into the appropriate categories. several descriptive tables were used to categorize the data based on the eight-factors procedures. some other data were explained in writing form. c. findings and discussions 1. gender bias in inclusion/exclusion inclusion happens when one gender is depicted more than the other gender, while exclusion happens when one gender is depicted less or even none than the other one (amerian and esmaili, 2015). in pathway to english for sma/ma grade x, the representation of men was more dominant rather than the representation of women. it is in line with the findings of ahmad and shah (2019) that the male representation was far more prominent than the female representation. this indicates that there were huge differences in numbers between men’s portrayal and women’s portrayal in several categories. men were commonly mentioned with a more proper noun rather than women. meanwhile, women have been shown to be addressed with common nouns and pronouns. however, there were also some categories in the textbook that tried to balance the representation of gender. the frequency of men’s portrayal and women’s portrayal in those categories did not differ significantly in numbers. according to amerian and esmaili (2015), this phenomenon indicated that there was an inclusion in one of the genders, which was women. 2. gender bias in stereotypical representation stereotypical here means a sex role. according to amerian and esmaili (2015), sex stereotype refers to the definite concept of an appropriate role for gender in society. the gender bias found in the analyzed english text book are categorized into five categories as proposed by amerian and esmaili (2015). the frequency of social role based on gender can be seen on table 1. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 161 table 1. frequency of social role based on gender categories of social role frequency male-monopolized 17% male-dominated 38% female-monopolized 8% female-dominated 0% gender-shared 37% the social roles were dominantly covered by men. the social roles that were thought to be acceptable for men have also had higher status than the roles assigned for women. based on amerian and esmaili (2015), these results could be categorized as a bias to one of the genders. from the table, it could be seen that male-monopolized in pathway to english for sma/ma grade x amounted to 17%, while female-monopolized only reached 8%. moreover, there were significant differences in numbers between male-dominated and female-dominated, which were 38% and 0%. however, there was a quite high frequency in gender-shared roles, which was amounted to 37%. these findings showed that although there was a lack of social roles assigned to women, the writers of the textbook still tried to balance the representation of men and women by creating social roles that could be assigned to both genders. 3. gender bias in semantic role in some chapters of pathway to english for sma/ma grade x, men were usually illustrated as someone who has prestigious roles such as ceo, vice president, lawyer, engineer, doctor, professor, politician, scientist, teacher, athlete, or office worker. meanwhile, women were illustrated as someone with a minor position, such as homemaker, housewife, or maid. however, sometimes they were also depicted as someone who had a prestigious position like men, such as dentist, architect, office worker, and teacher. these portrayals, however, bear little resemblance to those of men and they were rarely mentioned in the textbook. based on amerian and esmaili (2015), these findings could be categorized as a bias in the semantic role. 4. gender bias in title amerian and esmaili (2015) had mentioned that title was one of the elements which could portray gender bias. furthermore, english is one of the languages which has different pronunciations for men and women and has also had a different pronunciation for married women (ahmad and shah, 2019). this phenomenon could lead to bias in gender representation (ahmad & shah, 2019). in pathway to english for sma/ma grade x, there were significant differences in number between the representation of men’s titles and women’s titles. the representation of men’s title, which was mr. has amounted to 77%. meanwhile, the representation of women’s title was only 5% for ms, 18% for mrs, and 0% for miss. for the rest, women were usually called without using any titles. this is in line with the findings of ena, yulia, and prabandari (2016) that women were less represented than men in the e-textbooks examined. 5. gender bias in order of appearance based on amerian and esmaili (2015), order of appearance refers to the chronological order in which each gender is portrayed, whether it comes first or later. the results of the ekasiwi & ena: gender representation in english textbook … 162 analysis showed that men were more often to be called first rather than women in pathway to english for sma/ma grade x. there were 56% occurrences where men were portrayed in the first position. meanwhile, there were 44% occurrences where women were portrayed first than men. the results showed that bias in order of appearance was depicted in the textbook (amerian and esmaili, 2015). 6. gender bias in male generic construction amerian and esmaili (2015, p.8) explained that male generic construction means “using the masculine nouns or pronouns in addressing both genders”. ahmad and shah (2019) also mentioned that using or expressing practices that favor the masculine point of view over the feminine point of view is referred to as male generic construction. based on the results of analysis on pathway to english for sma/ma grade x, it could be seen that the masculine point of view was more prevalent in the textbook than the feminine point of view. name, appropriate nouns, and titles such as ceo, mr., sir, prince, king, him, and he have all been used to address men. in the meantime, women were referred to as wives, wives, women, widowers, old women, and mothers. based on amerian and esmaili (2015), these results indicated that there was sex bias in the contents of the textbook. 7. gender bias in activities there were numerous activities done by men and women in the textbook. various contents used in the textbook showed that men were usually incorporated in outdoor activities rather than women. the types of activities that women did were also appeared to be lesser in position as shown in table 2. table 2. frequency of activities activities female male doing sports 5 25 working in office 7 10 playing music 0 7 driving 1 2 cooking 6 3 personal activities 6 7 shopping 1 0 wearing expensive dress 1 0 housework 9 1 traveling 4 2 total 41% 59% table 2 shows that there was gender domination in the activities portrayed in the english textbook. furthermore, women were usually depicted in indoor activities or activities that took place inside the house or building, such as cooking, washing dishes, cleaning the house, reading, watching stage plays, going shopping, sweeping the floor, and writing. however, in some chapters, several women were portrayed as someone who like to travel or did some sports, but still, the representations of women with those kinds of activities were limited. meanwhile, men were depicted in outdoor activities such as playing tennis, playing volleyball, cycling, skiing, gardening, playing golf, playing basketball, playing football, playing hockey, swimming, snorkeling, and driving. nevertheless, men were still depicted in some indoor activities such as working in the office, playing musical eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 163 instruments, painting, cooking, watching movies, and playing computer games but in limited frequencies. based on amerian and esmaili (2015), these results showed that men were mostly assigned to positive activities and active roles, whereas women were assigned to passive activities and negative roles. it is in line with yonata and mujiyanto (2017) that the two english textbooks had a similar dominance of males over females in the exercises and images sections. 8. gender bias in picture representation amerian and esmaili (2015) have developed several categories of pictorial representation found in an english textbook. the categories were men only, more men, women only, more women, and equal share. from many of the pictures used in the textbook, all the pictorial categories were present as shown in table 3. table 3. frequency of pictorial representation categories of pictorial representation frequency men only 63 (41%) more men 6 (4%) women only 52 (34%) more women 4 (3%) equal share 27 (18%) total 152 100% table 3 shows that most of the pictures were commonly depicted men’s pictures, with 63 pictures from the category of men only and 6 pictures from the category of more men. meanwhile, there were 52 pictures from the category of women only and 4 pictures from the category of more women. furthermore, there were 27 pictures that depicted equal share between men and women. although the representation of men in the pictures used in the textbook was still frequently occurred than women’s pictures, it could be seen that the writers also tried to balance the representation of men and women by creating slight differences in numbers between men’s pictures and women’s pictures. the amount of frequency of the equal share pictures also showed that the writers of the english textbooks tried to balance the pictorial representation. but still, the frequency table clearly showed that there was gender bias in the pictorial representation. it is in line with amerian and esmaili (2015), these results showed there was an imbalance between men’s pictorial representation and women’s pictorial representation in pathway to english for sma/ma grade x. it is in line with fahriany, alek, and weke's findings (2019) that the representations of gender in the textbook were unequal. d. conclusion the present research was an attempt to analyze the equality of gender in an indonesian english textbook entitled “pathway to english for sma/ma grade x”. all the categories of eight-factor procedures namely gender bias in inclusion or exclusion, gender bias in the stereotypical role, gender bias in the semantic role, gender bias in titles, gender bias in order of appearance, gender bias in male generic construction, gender bias in types of activities, and gender bias in pictures representation were depicted in the said textbook. based on the findings, it was clearly shown that almost all of the contents in the english textbook were dominantly covered by men. the representations of men in the contents of ekasiwi & ena: gender representation in english textbook … 164 the textbook were found to be higher in numbers than the representations of women. those representations could be seen through the pictures, exercises, or reading passages contained in the textbook. however, there were some contents that tried to balance the representation of both genders by depicting equal share. references ahmad, m., & shah, s. k. (2019). a critical discourse analysis of gender representations in the content of 5th grade english language textbook. international and multidisciplinary journal of social sciences, 8(1), 1–24. https://doi.org/10.17583/rimcis.2019.3989 aljuaythin, w. (2018). gender representation in efl textbooks in saudi arabia: a critical discourse analysis approach. international journal of applied linguistics and english literature, 7(5), 151. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.151 amerian, m., & esmaili, f. (2015). language and gender: a critical discourse analysis on gender representation in a series of international elt textbooks. international journal of research studies in education, 4(2). https://doi.org/10.5861/ijrse.2014.963 banyard, v. l., edwards, k. m., rizzo, a. j., theodores, m., tardiff, r., lee, k., & greenberg, p. (2019). evaluating a gender transformative violence prevention program for middle school boys: a pilot study. children and youth services review, 101(november 2018), 165–173. https://doi.org/10.1016/j.childyouth.2019.03.052 ena, o. t. (2013). visual analysis of e-textbooks for senior high school in indonesia. proquest dissertations and theses, may, 128. https://search.proquest.com/docview/1415874836?accountid=17242 ena, o. t. (2016). religion representation in indonesian e-textbooks: a visual content analysis. in language literature & society. ena, o. t., yulia, m. f., & prabandari, c. s. (2016). gender roles and representations in the english e-textbooks for junior high school in indonesia. the asian efl journal professional teaching articles, 96. fahriany, f., alek, a., & wekke, i. s. (2019). gender representation in english textbooks for islamic junior high school students. kafa`ah: journal of gender studies, 8(2), 149. https://doi.org/10.15548/jk.v8i2.221 fairclough, n. (2020). language and power 2000. in language and power (issue 2003). https://doi.org/10.4324/9781315838250-15 gharbavi, a., & mousavi, s. a. (2012). a content analysis of textbooks: investigating gender bias as a social prominence in iranian high school english textbooks. english linguistics research, 1(1), 42–49. https://doi.org/10.5430/elr.v1n1p42 goyal, r., & rose, h. (2020). stilettoed damsels in distress: the (un)changing depictions of gender in a business english textbook. linguistics and education, 58, 100820. https://doi.org/10.1016/j.linged.2020.100820 mengistie, s. m., & worku, m. y. (2021). gender representation in educational materials: a focus on ethiopian english textbooks. april 2022, 599–611. https://doi.org/10.1007/978-3-319-95687-9_137 mullet, d. r. (2018). a general critical discourse analysis framework for educational research. journal of advanced academics, 29(2), 116–142. https://doi.org/10.1177/1932202x18758260 neuendorf, a. k. (2019). polarization and partisan bias (second edi). sage publications. rinekso, a. b. (2021). the representation of 21st century skills in an indonesian efl textbook. llt journal: a journal on language and eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 165 language teaching, 24(1), 191–211. https://doi.org/10.24071/llt.v24i1.2655 sharma, m., & parika. (2020). gender bias in education. european journal of molecular & clinical medicine, 07(07), 6145–6151. https://doi.org/10.1007/s40953-016-0038-3 yonata, f., & mujiyanto, y. (2017). the representation of gender in english textbooks in indonesia. journal lof language and literature, 12(1), 91–102. https://doi.org/10.1080/14681366.2012.669394 zarina, q. (2018). gender representation in english textbooks: a quantitative and qualitative content analysis. journal of educational sciences & research, 5(2), 1– 19. https://jesar.su.edu.pk/uploads/journals/volume_no__5,_issue_no_2,_article_no_1. pdf kemala: an analysis of factors influencing… 11 an analysis of factors influencing the autonomous learners in learning english zia kemala septy_indrianty@yahoo.com stiepar yapari-aktripa abstract this study investigated the factors influencing the autonomous learners in learning english. this study was conducted in second grade of one senior high school in bandung. this study employed a qualitative case study. case study was deemed to be relevant for this study since it deals with specific phenomenon of autonomous learner as a single case which was analyzed and described. the data were obtained from the students which were collected through observation, questionnaire, and interview. after collecting the data, it was analyzed inductively based on qualitative data analysis and interpreted to answer the research question. the study revealed a finding related to the research question. it was found that the autonomous learners were influenced by five factors which are (1) motivation, (2) social environment, (3) task, (4) teacher and (5) material. these finding suggest that the teacher must encourage and promote students to become autonomous learner because students will get more benefit from becoming autonomous learners. key words: autonomous learner, influencing factors. a. introduction nowadays, autonomy in language learning has been a topic of widespread discussion among experts in learning. learner autonomy is fast becoming one of the strategies of choice in efl teaching in the 1990s (broady and kenning, 1996; little, 1990).a great progress has been made in the exploration and implementation of the concept of autonomous learner. autonomous learner is a learner who has responsibility for his own learning in an independent manner (higs, 1988). the point of autonomous learner is also emphasized by geddes and strurtridge (1997) that autonomous learner decides what he wants to learn of why he needs to learn, and then decides how is going to tackle the problems. it means they are an independent learner who knows what they want to learn and they decide what they want to do. therefore, teacher who understands the effect of the autonomous learning will promote learners to become an autonomous learner. based on the aforementioned explanation, it can be assumed that most teachers would agree that autonomous learners are much more likely to succeed with their studies than those learners who are heavily dependent on the teacher. as a result, most of the students are then expected to be autonomous learners. however a successful autonomous learner tends to be influenced by several factors. but there have been insufficient studies investigating about these factors. therefore, it will be interesting to investigate autonomous learning more deeply with the focus on autonomous learner since research concerning influencing factors that influence the autonomous learners still receives little attention in indonesia efl context. the result of the study is expected to contribute and to support the dependent learners to enhance their english mailto:septy_indrianty@yahoo.com eltin journal, volume 4/i, april 2016 12 skills. this research attempts to address the following research question: “what factors influence the autonomous learners in learning english?” b. review of the literature 1. the definition of autonomy autonomy was considered as a natural product of the practice of self-directed learning which the objectives progress and evaluation of learning are determined by learners themselves (benson, 2001:8) the concept of autonomy is also explained by littlewood (1996:97) that autonomy is defined as “learners‟ ability and willingness to make choices independently”. willingness depends on having both the motivation and confidence to take responsibility for the choices required. it is purposed to create students not to be depended totally on their teachers. it means they are supposed to decide everything by themselves; here the teacher‟s role is only as a motivator and a guide. therefore, autonomy will assist learners to play an important role in the process of learning which concern on „learner-centered stage‟ (geddes and strurtridge, 1997). hopefully, they would be active and initiate learners who plan their learning activity, find additional learning resources and evaluate their learning. 2. autonomous learning to be an interdependent learner, the students will face a process called an autonomous learning process as explained by boud (1988:1). in this process, learners will not become autonomous immediately. they will pass some stages. first, they are still dependent learners who depend totally on their teacher. they seem to do what teacher asks them to do. then, step by step, they realize that they are expected to be independent of their teacher forever. however, they are aware that they cannot learn alone. they still need teachers or peers for collaborative learning. in this stage, learners are interdependent learners which learners need to pass in any given context to reach more mature from of relationship which places them in the world and interrelating to it rather than being apart from it (boud, 1988: 2). 3. some factors influencing the autonomous learners the types of strategies used by different learners may vary due to different factors. higgs (1988) said that there are four factors which influence the autonomous learner; the role of learners themselves, teacher, the task, the environment. a. the role of learner themselves there are some factors may influence learners to be autonomous learners. one of them is the past experience of the learners. higgs (1998) states that past educational experiences influences the autonomous learners. additionally, candy (1988) says that their past experience will lead them to be better in learning, because they can learn from the past. another factor is the psychological variable. as stated by benson that the autonomous learners learn languages and the outcome of their learning are influenced by a variety of individual psychological variable. he also says that learners tend to exercise control over psychological factors that influence their learning, especially those which concern on motivation, affective state and beliefs or preferences. kemala: an analysis of factors influencing… 13 additionally, yoen pan (1997) in her research defines that there are three psychological factors influence learners to be autonomous, those are (1) desire, it is an innate tendency, and left to themselves, people pursue learning; (2) ability, to be an autonomous, they need to develop an inquiry and that will prompt them to question and search which enable them to adapt and apply the knowledge they require; (3) needs. b. the role of teachers in developing learner autonomy, the teacher-student relationship is crucial. the trust and cooperation between the teacher and the students makes the students feel comfortable and secure in the classroom. the distance between the teacher and the students is shortened through face-toface talks. during the intervals, the teacher and the students chat freely just as good friends do. teachers play an important role in helping students to learn about the process involved in learning. this process creates supportive and simulating learning achievements which helps students to be a discipline. the most important thing in language teaching is to help students become more autonomous in learning (benson, 2001:1). therefore, teachers should raise the students‟ awareness of ways of identifying goals, specifying objectives and identifying resources which will help them to realize these goals (harmer, 395). next, the course task should be explicitly linked to a simplified model of the language learning process. when students are encouraged to be autonomous, teachers need to try to ensure that both, students and teachers are hearing the same thing. furthermore, teachers will need to offer them a choice of learning strategies, for example; memory strategies by using flash cards to remember words, cognitive strategies by reading for pleasure, affective strategies by giving themselves a prize if they did well, and so on. c. type of tasks in this case, students will get a lot of tasks to be done. most of them are from their teacher. the attractive and challenging task will greatly influence to the autonomous learner. therefore, students are encouraged to be interdependent and to work collaboratively. collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. together with those activities, students are encouraged or even sometimes forced to take responsibility for what they are doing. d. the role of environment environment can influence the students to learn independently and effectively therefore teacher is also responsible for creating and managing the learning environment (higgs, 1988). the environment is the place where learner contributes himself as an individual to the interactive process. it is also supported by yuen pan (1997) a conductive learning environment is needed to facilitate learning. it means that environment is important aspects in learning activities. additionally, environmental factors which influence learning strategies are situational aspect and social aspect (benson, 2001:49). 1) social aspects (social environmental aspects) parents, brother, sisters, relatives, friends, and teachers are some examples of social aspects. they are greatly influenced the autonomous learners, as little (1991) mentions that autonomous eltin journal, volume 4/i, april 2016 14 learner is interdependence because they require interaction. they will interact with social supports which can care and motivate learners (aoki, 1999). this interaction shows also that the autonomous learners do not learn alone. (boud, 1988).then, the autonomous learners are being responsible for one‟s own conduct in the social context; being able to cooperate with others (kohonen cited in benson 2001:14). in line with, little (1991:5) has argued that "the developmental learning that unimpaired small children undergo takes place in interaction with parents, brothers and sisters, grandparents, family friends, neighbors and so on”. vygotsky's approach, then, emphasizes that social interaction and collaboration are essential to the learning process. this involves the extensive use of alternative learning environments. when this is facilitated, students are able to collaborate and interact in pairs or larger groups as well as experience new environments that have not been shaped by teacher-centered, non-collaborative classrooms. there is a direct relationship between an individual‟s cognitive system and his or her interaction in social groups. in other words, an individual is not separable from social life (vygotsky 1987). 2) situational aspects these aspects can support or help learners to plan and carry out their learning and to acquire the skills and knowledge needed to plan and implement their learning (aoki, 1999). the kinds of situational aspects are resources or materials for learning. it can be in the form of printed materials such as newspaper, novels, magazines, english textbooks, etc. visual materials such as film, video can be categorized as situational aspects. c. research methodology a. research design the aim of the study is to figure out the factors influencing the autonomous learners in learning english. hence, this kind of topic for investigation requires specific research which should be a qualitative research design rather than quantitative design because the aims of the study relates to a specific phenomenon which tries to describe and analyze. therefore, qualitative research design was employed as the research design which is appropriate in understanding process by which events and action take place (maxwell, 1996:19). b. research site and participants the study was conducted at one senior high school in bandung. the school was chosen as the setting of the study because this particular school is one of the best schools in east bandung. the students in this school were active whether inside school activities or outside school activities voluntarily. the participants in this study were second grade students which consist of 63 students. here, the participants were categorized into high and low autonomous learners. the primary data of the study was only students from two classes which were categorized since this study focused on the investigation of autonomous learners. hence, the choice of autonomous learner would be more effective in the investigation than the non-autonomous learners (l. dam and lagenhausen, 1996). in other words, the study used kemala: an analysis of factors influencing… 15 purposeful sampling to gain the important information from research participants (alwasilah, 2009:146). c. data collection generally, the data was taken from the class. the data collected were in the form of learners‟ action and activities related to learning process. then, due to the use qualitative case study, the data collections were in the form of words. in collecting the data, some instruments were applied. the instruments used by the researcher were data triangulation which was a powerful technique that facilitates validation of data through cross verification from more than two resources. alwasilah (2010) argues that dealing with the validity of the data, it is important to use several methods of data collection, such as observation, interview, questionnaire and document analysis. thus, the techniques of data collection used were: questionnaire, observation, and interview. d. findings 1. affecting factors in becoming autonomous learner the question of this study was about the factors influencing the students becomes an autonomous learners. therefore the interview asks about the students‟ companions with whom they practice or learn english and about the motivation behind their learning activities. the results of the interviewed showed that there were two affecting factors in becoming autonomous learner, there were psychological and environmental factors. having analyzed the data, it is identified that there are five factors influenced all of the autonomous learners in learning english; learner themselves, environment, task, teacher, and material. here are the explanations: chart 1 influential factors a. learners themselves (psvychological factors) related to this study, all of the autonomous learners were influenced by psychological factors to be an autonomous learner. the psychological factors that influenced the participants were desire, interest, and need. all of the autonomous learners are influenced by their desire, ability, and need to be autonomous. one of motivational orientation was related to career field (benson, 2001). they think nowadays in every career field need english proficiency. for example: “sangat besar gunanya soalnya dipakai dalam lapangan pekerjaan nantinya. al 3 “it is great value because it will be applied in the future jobs” (al 3) eltin journal, volume 4/i, april 2016 16 “pengen jadi guru bahasa inggris” (al 9) “want to be an english teacher” (al 9) “bahasa inggris perlu buat kerja jugakan, pastikan kalo pengen jadi dokter harus bisa bahasa inggris, solanya aku pengen jadi dokter. teruskan bahasa inggriskan bahasa internasional.” (al 10) “english is needed for work, if we want to be a doctor then we need to be able in english, because i want to be a doctor. then english is an international language.” (al 10) the examples show motivation has significant role in helping students to learn better. the learners have a high motivation to learning english. they gave different opinion to express their motivation in learning english. motivation is one of the most important factors in promoting students‟ success in learning. it is because motivation can increase the possibility for the students to commit their time and efforts to achieve their learning objectives (bong & clark, 1999). the findings imply, when learners entered the class with highly motivation, they had more positive experience in the class, higher interest and enjoyment. so, the effects could be directly attributed to the autonomy. furthered, the data confirmed motivation would influence the performance of the autonomous learner. those students who became more autonomous received better grades in the english subject. autonomy has been shown to lead to greater autonomous motivation in students (gronick& ryan, 1989, williams &deci, 1996). b. environment the result showed that all of the autonomous learners were also influenced by environmental factors; social factors. the social factors are some people who can motivate and influence them to learn and to be autonomous. parents, brother, sisters, relatives, friends, and teachers are some examples of social aspects. they are greatly influenced the autonomous learners, as little (1991) mentions that autonomous learner is interdependence because they require interaction. they will interact with social supports which can care and motivate learners (aoki, 1999). this interaction shows also that the autonomous learners do not learn alone. (boud, 1988). they need to cooperate with others. here is the evidence. “…kakak kelas sma, kan aku tinggal di asrama, jadi kalau lagi nonton film bahasa inggris the dia tau. jadi terinspirasi, jadi pengen bisa gitu. kayanya gampang gitu. suka bantuin ngerjain pr juga, ngeartiin cerita-cerita inggris.” (al 2) “…high school senior, i live in a dormitory, so if i am watching english, he always knows. it inspires me to be like that. it seems easy. he also helps to do homew ork, translate english stories.” al 2 was taught english by her friend. her friend also motivated her to learn english. it means friend played an important role in her learning process and was able to create supportive environment. her friend is also as a resource person. so, the autonomous learners are interdependence learners (boud, 1988). then, the autonomous learners are being responsible for one‟s own conduct in the social context; being able to cooperate with others (benson 2001:14). to sum up, students will be motivated when they feel related. establishing learning groups is able to make learners feel related about sharing their ideas and teaching and learning each other. they have favorite place to learn english with different reasons. they learn english at home, at school, at dormitory and other places which is comfortable place to learn. kemala: an analysis of factors influencing… 17 c. task in this case, students will get a lot of tasks to be done. most of them are from their teacher. the attractive and challenging task will greatly influence to the autonomous learner. therefore, students are encouraged to be interdependent and to work collaboratively. together with those activities, students are encouraged or even sometimes forced to take responsibility for what they are doing. “kalau ada pr, tugas-tugas jadi termotivasi belajar” (al 3) “if there is homework, tasks, then i will be motivated to learn. (al 3) “kalau besok ada pelajarannya, kalau ada tugas, terus kalau ada-ulangan.” (al 4) “if tomorrow is the schedule for the study, if there is task, then if there is a test” “kalau ada pr udah pasti belajar.”(al 5) “if there is homework, i will learn certainly” from the example above it is clear that task greatly influenced the autonomous learner to learn. the nature of the task helped determine the motivation naturally required in learning process (boud, 1988). the more task that the teacher provide, the more they will learn. additionaly, dickinson (1987) states that the autonomous learners will allocate time to task. some of the autonomous learners allocated their time to learn because there are task which is given by the teacher. they spent time to learn as much as the task that they get. it is undeniable that the attractive and challenging task will greatly influence to the autonomous learner. the autonomous learners are encouraged or even sometimes forced to take responsibility for their tasks. d. teacher the success of attempts to empower learners to become actively involved in their learning depends to a large extent on the teacher‟s ability to redefine roles (hill 1994: 214). additionally, wright (1987: 45) summarizes teacher-student roles as a complex set of interacting factors, both interpersonal (social role, status and power, attitudes, beliefs, personality, motivation) and taskrelated. this redefined role requires professional knowledge and skills in every aspect of learning. however, teachers struggle with the ways to promote learner autonomy or at least to encourage the idea of autonomy in language classrooms (dickinson, 1992; nunan, 1997). in this case teacher needs to provide teaching-learning situation which is comfortable for the learners. thus it will arouse learners‟ motivation. for example: “tergantung gurunya bu. kalau gurunya seru jadi enak belajarnya gitu bu.” (al 7) “it depends on the teacher, mrs. if the teacher is pleased thus the learning activity will be comfortable” “tergantung gurunya. sd ga terlalu suka, tapi sekarang suka soalnya enjoy gurunya. jadi termotivasi buat belajar.”(al 10) “it depends on the teacher, when i was in the elementary school i do not like english, but now i like it because the teacher is enjoyable. thus it is motivated to learn.” (al 10) dickinson (1987: 90) notes that the teacher as manager function include determining learning goals, making decisions about materials, deciding how the materials will be used, keeping records, evaluating progress, allocating time to tasks, deciding on what tasks will be done, and who should do them, what groupings the learners will work in is “daunting” and suggests that the responsibility for at least some of these might be shared with the learners. eltin journal, volume 4/i, april 2016 18 in this view, the teacher becomes a skilled manager of human beings with access to a body of language and learning knowledge (hunt, gow& barnes 1989: 211). it could be assumed that the ideal helper is warm and loving. teacher accepts and cares about the learner and about his problems, and takes them seriously who is willing to spend time helping. the statement shows that as a good teacher should have good characteristic and varied activities over period of time. an interesting and good activity will be motivating the learner to learn more. as stated by dickinson (1987: 122) that teacher is approving, supportive, encouraging and friendly; and he regards the learner as an equal. e. material promotion of autonomy in the language classroom requires appropriate learning materials, plus a rigorous examination of available materials. interest in learning depends to a large extent on whether learners find the materials they use interesting and useful (frankel 1982; hughes 1982). as stated by the autonomous learner 3: “tergantung materi yang diajarin. kalau materinya suka, jadi ber-semangat.” (al3) “depend on the learning material. if i like the material, it will be enthusiastic.” (al 3) from the above statement it can be seen that the materials influence learners‟ enthusiasm. as stated by harmer (2007: 29) that students will learn more successfully if they enjoy the activities they are involved in and are interested or stimulated by the topics. therefore, teacher should think carefully about matching activities and material because material is one of important aspect to increase learners‟ autonomy. e. discussion based on the findings mentioned above, there are two aspect emerged in accordance with the autonomous learner. 1. positive influences of autonomous learners considering the third finding, one important conclusion that could be described from this study is that the concepts of learner autonomy along with various factors which influence them. in this study, all of the autonomous learners get positive influence from their motivation, environment, task, teacher and material. it is undeniable that those factors play an important role in learners‟ autonomy. the first factor is psychological factor. yuen pan (1997) defines that desire; need and ability are psychological factors that influence learners to be autonomous. from this point of view, several factors considered relevant to develop learners‟ autonomy. they had desire to have better future career. thus, guidance will be needed by the learners to set higher goals or dreams in term of leaning english. the second factor is environmental factors. related to the environmental factors, all of the autonomous learners were influenced by the social factors. in this case, the autonomous learners got positive influence from their parents, brother, sibling, and friends. as a resource person, they motivate the autonomous learners to learn english. this support is needed to develop their autonomy. it means that social factors were significantly influenced to the learners‟ autonomy. kemala: an analysis of factors influencing… 19 the third factor is task. dickinson (1987) states that the autonomous learners will allocate time to task. some of the autonomous learners allocated their time to learn because there are task which is given by the teacher. they spent time to learn as much as the task that they get. it is undeniable that the attractive and challenging task will greatly influence to the autonomous learner. the autonomous learners are encouraged or even sometimes forced to take responsibility for their tasks. the forth factor is teacher. teacher is one of factors who can motivate and influence the autonomous learner to learn. some of the autonomous learners learn english enthusiastically because of their teacher. they thought teacher played important role in their learning process for help and create a supportive environment. and the last factor is material. this factor influences the learner to learn english. richard-amato (2003:83) said that the autonomous learners will use language materials effectively to improve them. a rich collection of second language materials would offer learners the best opportunity for their learning (benson, 2001). a good material may help the learners to arouse their motivation to learn. as a result it could improve their english. to summarize, the positive influences was beneficial in raising learners‟ autonomy. f. conclusions the results of the analysis showed that autonomous learners were influenced by positive exposures in becoming autonomous learner; there were five factors: motivation, environment, task, teacher, and material. these exposures can be influenced by their motivation such as future career, social aspect such as their parents, brother, siblings and friends which improve their knowledge, vocabulary and ability in english, challenging task which encouraged or even sometimes forced the autonomous learner to take responsibility for their tasks, good teacher who can create comfortable environment, and vary material which can arouse learners enthusiasm. the finding implies that knowing the factors influencing the autonomous learner in learning english helps to foster the students‟ learner autonomy in the classroom that might help improve the students‟ english proficiency. it also infers that the more autonomous a learner becomes, the more likely he achieves high language proficiency. g. references alwasilah, a., c.. 2000. pokoknya kualitatif. dasar-dasar merancang dan melakukanpenelitiankualitatif. jakarta: duniapustaka jaya. amato, r. 1988. making it happen: interaction in the second language classroom.london: macmillan publish ltd. aoki, n. 1999.affect and the role of teachers in the development of learner autonomy in affect in language learning ed by jane arnold. cambridge: cambridge university. benson, p. 2001. teaching and researching autonomy in language learning. essex: pearson education. benson, p., &voller, p. 1997. autonomy and independence in language learning. london: longman. broady, e., & kenning, m. 1996.learner autonomy: an introduction to the issues. in promoting learner autonomy in university language teaching. the association for french language studies (afsc) with the center for information in language teaching research. london: middlesex university printing. boud, d. 1988. developing student autonomy in learning. new york: kogan press. eltin journal, volume 4/i, april 2016 20 candy, p. 1988. on the attachment of subject-matter autonomy.in boud.newyork: nichols publishing company. dam, l. 1990. learner autonomy in practice.in gathercole, i. 1990. cilt. great britain: bourne press. dickinson, l. 1987 self-instruction in language learning. cambridge: cambridge universitypress. dickinson, l. (1978) "autonomy, self-directed learning and individualization" elt documents 103. london: the british council. fraenkel, j.r. &wallen, n.e. 2007. how to design and evaluate research in education.6 th edition. new york: mcgrwaw-hill companies, inc. geddes, marion & gill strurtridge. 1997. individualization. london: modern english publilcations. grolnick, w. s., ryan, r. m., &deci, e. l. 1991.the inner resources for school achievement: motivational mediators of children’s perceptions of their parents. journal of educational psychology harmer, j. 2002.the practice of english language teaching. pearson higgs, j. 1988. planning learning experiences to promote autonomous learning. new york: nichols publishing company. hill, b. 1994.self-managed learning: state of the art. language teaching hunt, j., gow, l. & barnes, p. 1989. learner self-evaluation and assessment a tool for autonomy in the language learning classroom, in v. bickley (ed.). language teaching and learning styles within and across cultures. hong kong: institute of language in education, education department, little, d. 1991.learner autonomy 1: definition, issues and problems. dublin: authentik. littlewood, w. 1996.autonomy: an anatomy and a framework. maxwell, joseph a. 1996. qualitative research design: an introduction approach.london: sage nunan, d. 1996. towards autonomous learning: some theoretical, empirical and practical issues. in r. pemberton, s.l. edward, w.w.f. or, and h.d. pierson. taking control: autonomy in language learning. hong kong: hong kong university press. vygotsky. l. 1987. collected works.r. w. rieber& a. s. carton (eds.), n. minick. washington, dc: department of education, international research and studies program. new york: plenum. yuen pan, d. 1997. lifelong learning: the whole damn cycle-a singapore perspective in lofelong learning, ed by michael j. hatton. toronto. the school of media studies sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 127 metadiscourse markers in english essays written by indonesian students in efl setting rosyida ekawati1*, afiifah al rosyiidah2 1rosyida.ekawati@trunojoyo.ac.id, 2afiifah.rosyiidah@trunojoyo.ac.id universitas trunojoyo madura abstract english essays commonly use metadiscourse markers to assist and direct readers in understanding the essays. this study aims at identifying and explaining interactive and interactional metadiscourse markers used by male and female students and their roles in the essays. there are 10 essays written by english department students of second semester at the university of trunojoyo madura. the essays were written by male and female students with one of the assigned topics about diet for female and music for male students. this research was conducted as descriptive qualitative research methods, while to show the frequency of metadiscourse markers used by male and female students in the essays, simple quantification was done manually. results show that both male and female use interactive metadiscourse markers in the essays that consist of transitions, frame markers, and code glosses, while interactional metadiscourse markers consist of hedges, boosters, attitude markers, self-mention, and engagement markers. male students tend to use metadiscourse markers lower than female students but they use similar pattern of the markers. only for self-mention items that is used higher by male students. the uses of metadiscourse markers have a significant role in organizing and producing of written essays to achieve certain communicative purposes. keywords: metadiscourse, interactive, interactional essays a. introduction students’ essay writing is a kind of academic writing where it is not only oriented toward the content but also comprises numerous rhetorical strategies that assist the project of the writers on the text so that the content and also the writers’ attitudes could be easily understood (musa et al, 2019). in writing an essay, they deal with their social relations with the readers. the orientation to the reader is an important matter in assuring their rhetorical goals in writing because writers should also anticipate and respond to the possible repudiation of their reasons and arguments. the use of metadiscourse could be one of the ways to ease the writers to organize the propositional content of the texts (asadi, 2018), ease readers understand the text, and convince readers to agree with and accept their arguments. an essay addresses a certain problem from the author’s personal perspectives. in writing an essay, the writers put their point of view in order the ideas that are being conveyed are ekawati & rosyiidah: metadiscourse markers in english essays … 128 easily understood by the readers. in putting ideas into words, the organizations of the ideas which are manifested into texts are intended to be able to offer the knowledge with proper skills of thinking, interpreting, and presenting ideas (irvin, 2010). metadiscourse is considered to be an attempt to guide receivers’/readers’ perception of a text using a kind of devices which explicitly organize texts, engage readers, and signal the writer’s attitudes to both their material and their audience (hyland, 2005). in writing an essay, the writers are not simply presenting information by merely elaborating on the idea, but taking it from the perspective of the readers. therefore, the use of metadiscourse could be an integral part of a writer‘s rhetorical devices.the functions expose the writer’s understanding towards the readers’s need, either for explanation, clarification, or guidance (nasiri, 2013). there are two main categories for the popular taxonomy of metadiscourse. they are interactive and interactional metadiscourse (hyland, 2005). the interactive metadiscourse markers comprise transitions markers, frame markers, endophoric markers, evidentials markers, and code glosses. meanwhile, the interactional metadiscourse comprises markers for hedges, boosters, attitude markers, self-mentions, and engagement markers. any elements in the interactive metadiscourse category are utilized to make organized and coherent text, while the interactional metadiscourse category is utilized to build interaction between the writers and readers. metadiscourse is about the developing text or the author's explicit commentary on the author's ongoing discourse. it is used to convey information and show the author's opinion based on the content (adel, 2006). furthermore, there are five sub-categories for interactive metadiscourse markers. they are transition markers, frame markers, endophoric markers, evidentials, and code glosses. transition markers are mostly in the form of conjunctions and adverbial phrases which utilize readers to interpret the pragmatic relations between stages in an argument. they indicate additive, causative and contrastive connections in the writer's thinking, expressing relationships between stretches of discourse. frame markers are employed to sequence sections of the text or to arrange an argument internally, often acting as more explicit additive connections. endophoric markers are expressions that refer to other sections of the text. evidentials are metalinguistic representations of an idea from another source. code glosses supply additional information, by rearranging, explaining, or elaborating what has been said, to ensure the reader can rediscover the intended meaning. in interactional metadiscourse, there are also five sub-categories. the first is hedges such as possible, might and perhaps, that indicate the writer's decision to identify other possible voices and viewpoints and thereby withhold complete commitment to a proposition. secondly, boosters comprise words such as clearly, obviously and demonstrate, that facilitate the writers to avoid alternatives, avoid conflicting views and express their certainty in what they say. another marker is attitude markers that show the writer’s affective, rather than epistemic, or attitude to propositions. instead of commenting on the status of information, attitude markers express surprise, agreement, importance, obligation, frustration, and so on. self-mention refers to the author's explicit presence in the text as measured by the frequent use of pronouns, either first person pronouns or possessive adjectives. the last is engagement markers that explicitly guide the readers to focus their attention and to include them as participants in the discourse. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 129 studies on metadiscource on texts were done by fuertes-olivera et.al (2001) who studied on slogans and headlines. meanwhile, davoodi (2016), mohamed & rashid (2017), alotaibi (2018) conducted studies on the use of metadiscourse in different kind of academic texts. in particular, some studies of metadiscourse in academic writings in indonesian settings was done by rustipa (2014) with their different data and focus. rustipa studied metadiscourse on seven persuasive writings of efl learners.these previous studies above are different from the proposed current study in which this study is intended to investigate more on the use of interpersonal metadiscourse, both interactive and interactional metadiscourse markers used in the essays written by male and female freshmen of university students at english department, university of trunojoyo madura. this study is intended to identify metadiscourse markers, both interactive and interactional metadiscourse markers of students’ essays at english study program, university of trunojoyo madura, explain the differences of metadiscourse markers in relation to gender, and explain the roles of metadiscourse markers used in the essays. b. method to deal with the complexity of meaning in the context of social language, this research was conducted as descriptive qualitative research methods. qualitative research methods are naturalistic, uncontrolled, and focus more on the problem of validation than on reliability and generalization (patton, 2002). to support the qualitative analysis, it is also provided the frequency of metadiscourse used by male and female students in the essays by using simple quantification that was done using frequency formula. source of data for this research are essays written by english department students of second semester, academic year 2018/2019 at the university of trunojoyo madura. there are 10 essays from male and female students with one of the assigned topics for male and female. female students discuss about diet and male students discuss about music. by consideration that they have equal level of proficiency in which they passed writing subject in semester i and took writing subject in semester ii, the essays are purposively chosen. the data of this study are words or phrases that have functions as the markers of interactive and interactional metadiscourse. this study uses content analysis. the writers are the ones who collected, analyzed and interpreted the data. during the study, the writers carefully read the students’ essays word by word from beginning to the end with particular attention to the functions and meaning of the words. in identifying and categorizing the metadiscourse, this study uses the most recent category of metadiscourse markers proposed by hyland (2005). the interpretation depends on the human judgement to specify the functions of the expressions in the contexts of use. to assess the quality of the result, it also used various viewpoints and approaches derived from the theory and literature to describe the phenomena and context in using the language. the data were categorized using a coding scheme based on hyland’s (2005) potential metadiscourse markers list. this model is utilized because this category is clear and comprehensive category. to have a record of the specified interpersonal metadiscourse in the essays, then the manual frequency count is employed. after determining the type of interactive and interactional metadiscourse used in the essays, the collected data are categorized based on gender and counted their frequency then analyze using frequency formula. the data is coded by using f/m (female/male), d (data), and p (paragraph). for example, if it is coded by (f, d2, p2), it means that the data is female student, d2 = data no ekawati & rosyiidah: metadiscourse markers in english essays … 130 2, and p2 = paragraph 2. then, the word or phrase that has function as interactive and interactional metadiscourse is elaborated qualitatively to explain the variations and functions of the words or phrases of each category. c. findings and discussion metadiscourse markers that are found in students’ essays in interactive category are transitions, frame markers, and code glosses, while in interactional category are hedges, boosters, attitude markers, self-mention, and engagement markers. both endoporic markers and evidentials are absent as metadiscourse markers in the students’ essays. it can be seen in table 1. table 1. metadiscoursemarkers in students’ essays category male % female % total interactive transitions 16 34% 31 66% 47 frame markers 6 20% 24 80% 30 code glosses 3 25% 9 75% 12 interactional hedges 1 11% 8 89% 9 boosters 2 15% 11 85% 13 attitude markers 3 33% 6 67% 9 self-mention 23 72% 9 28% 32 engagement markers 18 28% 47 72% 65 total 72 33% 145 67% 217 table 1 below details each category of discourse markers in the essays comprises the number of each category and also percentage of each based on gender category, male and female students. there are 219 metadiscourse markers,72 (33%) markers used by male students and 145 (67%) discourse markers used by female students. transitions in students’ essays transitions that are used in the essays primarily conjunctions which help readers to define the logical relationships between propositions. transition has a function to express relation between clauses or sentences. transition markers in students’ essays can be seen in table 2. there are 47 transitions used in the essays which consist of 16 transitions used by male students and 31 transitions used by female students. table 2. transition markers in students’ essays transition markers male female total after that 0 1 1 eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 131 and 1 1 2 because 8 7 15 beside 0 1 1 besides 0 1 1 but 4 5 9 even though 1 1 2 however 0 1 1 in addition 0 2 2 moreover 0 1 1 nevertheless 0 1 1 so 2 8 10 therefore 0 1 1 total 16 31 47 based on table 2, for both male and female categories, the most prominent and frequently transition used is because which appeared 15 times in the essays. transition marker so appears 10 times, but appears 9 times, the rest are only once or twice in the essays. three prominent transition markers are elaborated in the following. transition because shows the logical relationship between clause to introduce cause or reason. (1) don't forget to avoid sugary drinks and instant fruit juice because it contains too much sugar. (f, d3, p2) (2) because from tone of music, your brain can easily remember. (m, d6, p3) (3) drinking mineral water helps you lose weight because it flushes down ….(f, d10, p2) from examples no (1) – (3) above, as one of the interactive metadiscourse markers, transition because connects one clause to another clause in a sentence which function to show the cause. in example (1), the writer wanted to remind readers who are in diet to avoid instant fruit juice because it contains too much sugar which is not good for diet. in example (2), concerning with the music which is claimed as one of the ways to memorize vocabulary, the writer provide evidence how the music works for it. in example (3), in relation with diet program, it is shown how mineral water is good to lose weight. the second transition marker frequently used is so. this transition introduces an effect or result. (4) you can choose what you like the most so you enjoy and make it effectively. (f,d3,f5) (5) the calories expended aren't comparable to those that enter, so the calories accumulate and turn into fat. (f, d4, p1) (6) so this article is made to give information about some of music that have a function for mind therapy. (m, d9, p1) the examples (4) – (5) above provide clearer understanding of so as transition marker to connect clause in a sentence, while example no (6) shows connection between sentence. both have function as connector showing result. ekawati & rosyiidah: metadiscourse markers in english essays … 132 transition marker but is used to contrast. the following examples are transition marker but used in the essays. (7) but dieting also have positive effects. (f, d, p1) (8) all food is still needed for the body, but you have to arrange the portion well. (f, d4, p2) (9) but something that make this music different is people must love this music first. (m, d9, p4) transition markers but in examples (7) – (9) above are used to contrast between clauses in a sentence or between sentences. the other transition markers used in the essays are after that, and, beside, besides, even though, however, in addition, moreover, nevertheless, therefore. they also connect clauses in a sentence or between sentences. all of the transitions used are intended to make logical connection between propositions in the essays. frame markers in students’ essays frame markers are commonly used to sequence parts of the text. they can also show the order arguments in the text. they have four specific purposes i.e. to sequence, to label stage, to announce goal, to shift topic. in the essays, there are 30 frame markers used by male and female students which comprise only one type of frame marker i.e. to sequence that use first, second, third, fourth, fifth, the last, and then. table 3. frame markers in students’ essays frame markers male female total fifth 0 1 1 first 1 6 7 fourth 0 1 1 last 1 1 2 second 2 6 8 the first 1 0 1 the last 1 4 5 then 0 2 2 third 0 3 3 total 6 24 30 the following examples are frame markers in the essays. the choice of frame marker is intended to show the sequence between sentences. (10) first, choose the right food intake… (f, d4, p2) (11) second benefit is music can help learning process. (m,d6,p3) (12) the last is folk music. (m,d9,p4) code glosses in students’ essays code glosses give additional information, by explaining or elaborating what has been mentioned, to make sure the readers are able to understand the writer’s intended meaning. there are 12 code glosses used both by male and female students in their essays. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 133 table 4. code glosses in students’ essays code glosses male female total especially 2 2 4 for example 0 4 4 some examples 0 1 1 such as 0 2 2 the examples 1 0 1 total 3 9 12 code glosses in the essays are in the following examples (13) and (14). they provide additional information on what have been explained in order to give clearer understanding of the proposition. (13) some negative of diet are … for example typhus (f, d1, p2) (14) the examples of classic music like beethoven (love story piano), mozart (sonata abc), etc. (m,d9,p2) hedges in students’ essays hedges are used by the writer to express the decision about his/her opinion and commitment to a proposition. they can reveal commitment and open dialogue. there are 9 hedge markers in students’ essays. male students use only once, while female students use 8 times. they are generally, maybe, and usually. the details frequency of the use of hedges can be seen in table 5. table 5. hedges in students’ essays hedges male female total generally 0 1 1 maybe 0 1 1 usually 1 6 7 total 1 8 9 the examples of hedges used in the essays are as follow. (15) generally, fast food contains of higher calories and fat. (f,d2,p3) (16) usually, the indigestion experienced by a person on a diet is diarrhea, nausea and constipation (f,d5,p2) in example (15), generally shows the writer’s point of view about fast food. in example (16), usually also provides the writer’s point of view related to diet. both hedges express open dialogue because both are not the fixed propositions and there can be some possibilities. they show the writer‘s decision to recognize other viewpoints or possibilities and be open to negotiate with the readers. boosters in students’ essays boosters allow the writer to close any alternatives, avoid any different views, and express his/her certainty in what he/she said. they are used to show certainty or close dialogue. in the essays, there are 13 boosters used. two boosters used by male and 11 boosters used by ekawati & rosyiidah: metadiscourse markers in english essays … 134 female students. must is the highest frequency of use showing certainty. others are actually, basically, of course, and really that are presented in table 6. table 6. boosters in students’ essays boosters male female total actually 0 1 1 basically 0 1 1 must 1 7 8 of course 1 1 2 really 0 1 1 total 2 11 13 the following is the examples of using boosters in the essays. (17) so, your food and your activity must be balanced. (f,d2,p1) (18) they already know that if they are stress, they will … and of course the cost is pretty expensive. (m,d9,p1) in example (17), the writer provides a certain statement showing close dialogue. it expresses the obligation of balancing food intake and activity regarding to diet. the example (18) also gives idea of certainty of the writer’s proposition. both statements using boosters show no alternatives and express certainty instead of doubt. attitude markers in students’ essays attitude markers are used to express opinion or evaluation of a proposition. they can be indicated by the presence of attitude verbs, sentence adverbs, and adjectives. attitude markers are used 9 times both by male and female students in the essays as shown in table 7. each has three items of attitude markers. table 7. attitude markers in students’ essays attitude markers male female total have to 0 3 3 i think 1 0 1 it is important 0 1 1 should 1 2 3 unfortunately 1 0 1 total 3 6 9 the followings (19) and (20) are the examples of the use of attitude markers in the essays. (19) so i suggest you who want to try diet, you should try some ways of diet but still as you need. (f,d3,p7) (20) and i think islamic music has several benefits for our life. (m,d7,p1) both propositions in (19) and (20) show the writer’s affective, rather than epistemic, attitude to propositions. those statements using should and i think are based on the writer’s assessment. self-mention in students’ essays eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 135 self-mention indicates the explicit authorial presence in the text and gives information about the writer. there are 32 self-mention markers in the essays dominated by male students which consist of 23 items of self-mention markers, while female students use 8 times in their essays. the details are in table 8 below. table 8. self-mention in students’ essays self-mention male female total i 0 2 2 my 1 0 1 our 14 6 20 ourselves 1 0 1 us 2 0 2 we 5 1 6 total 23 9 32 the information about the writer is shown by the use of personal pronouns projecting the author into the text in a powerful way. the examples are the following. (21) moreover, the extreme diet is not a great way to get ideal body, because it will harm our body.(f,d5,p1) (22) music has several benefits for our mind, especially for teenager. (m,d6,p5) the use of possessive adjective our in both examples (21) and (22) indicate the existence of the writer in the texts. engagement markers in students’ essays engagement markers are tools that address readers, either to focus their attention or include them as discourse participants. they explicitly build relationship with reader. in the essays, there are 65 engagement markers both used by male and female students. they are only the address for second person you, your, and yourself as shown in table 9. table 9. engagement markers in students’ essays engagement markers male female total you 13 32 45 your 5 14 19 yourself 0 1 1 total 18 47 65 the examples of the use of engagement markers in the essays are shown below in examples (23) – (25). (23) a good choice of menu holds an important thing for the success of your diet.(f,d2,p2) (24) nowadays, you can choose which one is the best way for dieting.(f,d3,p1) (25) while you listen to your favorite song, you will be easier to remove your stress. (m,d6,p2) ekawati & rosyiidah: metadiscourse markers in english essays … 136 from the examples above, they can be understood that engagement markers you or your are the devices to address readers and used to meet the readers as discourse participants. the english essays written by indonesian students in efl setting are used metadiscourse markers to achieve certain communicative purposes. from discussion of the data examples (1) – (25) above, the interactive metadiscourse markers consist of transitions, frame markers, code glosess, while interactional metadiscourse markers are hedges, boosters, attitude markers, self-mention, and engagement markers. interaction metadiscourse occurs 89 times or 41% of the overall metadiscourse markers. the writer used those markers to interact with their texts. they are the markers used by writers to assist and guide readers to understand the messages of the text. for both male and female students, they use transitions as the numerous markers among interaction metadiscourse. these occurrences are similar to those at standard proficient writing exposed in heng and tan’s study (2010) that transitions dominate the occurrences. with the absent of the use of evidentials and endophoric markers, frame markers are used only to direct the sequence in the texts, and code glosses to elaborate or to give additional information. they are to ease readers to follow the flow of the writers’ propositions. from the total interactive metadiscourse markers, male students use lower metadiscourse markers (25 times) than female students (64 times). they have the same patterns of metadiscourse used, which is in accordance with pasaribu’s findings (2017), essays that are written by both male and female students have similar patterns. for interactional metadiscourse markers, between male and female students also use the same pattern. total occurrences are 128 times (59 %) which are used by male students (47 times) and female students (81 times). female students have a tendency to utilize more interactional metadiscourse than male students. in general, interactive metadiscourse markers used are lower than interactional metadiscourse markers in the essays. it is different from several other metadiscourse studies, such as studies conducted by intraprawat & steffensen (1995), jalilifar & alipour (2007), firoozian et al,. (2012) and rustipa (2014). all those studies found that the use of interactive metadiscourse is higher than interactional metadiscourse. but, these findings are in accordance with the study conducted by heng& tan (2010) that found the interactional metadiscourse is higher than interactive metadiscourse. interactional metadiscourse strategies can have a significant role in academic writing because of the dialogic characteristics of the academic genre. it is in accordance with hyland’s (2005) remarks that interactional metadiscourse elements play a crucial role in contributing new knowledge and making academic claims. they were found to carry out an essential rhetorical role in attaining effective interactions with readers in which it also has similar finding from the study conducted by khedri el al (2013) in which they stated that interactional metadiscourse features pave the way for writers to interact with readers and get access to them. in the essays, the writers built persuasion, knowledge, and successful academic arguments so that the use of interactional metadiscourse is more dominant than the use of interactive metadiscourse. meanwhile, interactive metadiscourse tends to indicate the ways the writers project themselves into their arguments to declare their attitudes and commitments to the readers. d. conclusion eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 137 metadiscourse markers have a prominent role in the way to organize and produce written essays. interactive metadiscourse is utilized throughout the text that guides the readers to the level of comprehension with the existence of transition markers, frame markers, and code glosses. interactional metadiscourse markers are utilized to pursue interaction by intruding and commenting on their message and to include he himself/she herself in the text. in total, male students use lower metadiscourse markers than females. there is only one kind of metadiscourse markers that is used higher than females, i.e. self-mention to announce their presences in the essays which can be used to promote themselves and their personal contributions. both male and female students use similar variation for both interaction and interactional metadiscourse markers. interpersonal metadiscourse, both interactive and interactional metadiscourse markers, as the linguistic tools are used to make the texts clearer. it is considered as a concept of interaction among the writer with their texts from one side and between them and the readers from the other. references adel, a. 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(2014). metadiscourse in indonesian efl learners' persuasive texts: a case study at english department, unisbank. international journal of english linguistics, 4(1), 44. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 1 defense of sundanese in children using a bilingual picture storybook: a psycholinguistic approach triyanto1*, nina2 1triyanto@umbogorraya.ac.id, 2bila83810@gmail.com universitas muhamadiyah bogor abstract language as an embodiment of the human mind has a relationship with the field of psychology. the phenomenon of families who speak sundanese but prefer to teach indonesian and foreign languages to their children is what inspired this research. if left unchecked, there will be a shift and the potential to cause the extinction of the sundanese language. this study aims to describe the phenomenon of sundanese-speaking families who choose to teach indonesian and other languages to their children, resulting in widespread adoption of indonesian and foreign languages in the family. this research method is qualitative with interview and observation approach. there are five children from five different schools. each child was treated by giving readings in the form of bilingual picture story books. researchers also interviewed each child. the test was carried out for three times, namely pre-test, cycle 1, and cycle 2. the test results showed that giving readings with bilingual picture story books could increase the mastery of sundanese vocabulary in the five children as respondents. according to the findings of this study, treatment with bilingual picture story books can preserve sundanese in children and lead to an increase in sundanese speakers from an early age. keywords: language defense, sundanese, children, picture story books, bilingualism a. introduction humans cannot avoid the changes of globalization. this problem has been developing for a while. on the plus side, globalization results in improvements. on the other hand, globalization has brought undesirable ideals, particularly in the sphere of social humanities and, particularly, in the areas of culture and language. especially given that indonesia has the face of local wisdom and a wealth of cultural and linguistic diversity, the degeneration of culture and language sets a negative example for how they should be preserved in the future. language decadence is shown by the paradigm shift of people who are more proud of indonesian, especially foreign languages. on the other hand, the regional tongue is progressively being lost because of the negative perception of it as an old-fashioned tradition. as a result, native-speaking groups are using their indigenous languages less and less. the truth is that families who speak regional languages are more proud to teach their triyanto & nina: defense of sundanese in children… 2 kids foreign and indonesian languages. regional languages, which are on the verge of extinction, are threatened by this if it is not stopped. the group of sundanese users also experiences this tendency. according to mulatsih (2014) and selvia (2019), sundanese people tend to prefer using a new language (foreign or indonesian) when speaking with children, especially in young households. because they participate in activities outside the home, parents who are, on average, young and attached to a world full of globalization values take pleasure in indonesian and other languages, notably english (work and so on). as a result, even though they both speak sundanese as their mother tongue, their kids are also exposed to indonesian, the country's official language, and a foreign language (english). although both parents speak sundanese, the kids no longer understand or can even speak it well. this phenomenon has led to the worst potential, namely the extinction of the sundanese. efforts must be made to preserve it. researchers have documented numerous defense initiatives to address the phenomenon of language and prepare for the possibility of extinction. widianto (2018) discusses how school-based instruction and activities help to preserve the sundanese. according to sobarna et al. (2019), toponyms have helped to preserve the sundanese. in contrast to the two studies mentioned above and comparative studies, this study defends the sundanese by focusing on children. from an early age, the kids learned to speak sundanese with pride. it is thus because, according to psycholinguistics, childhood is a prime time for learning and storing positive information. the preservation of sundanese in children is not only through formal sundanese teaching but also through the use of media, namely bilingual picture story books. both the sundanese, the defense object, and the widely recognized indonesian language are used. traditional sundanese games are included with the stories in this multilingual illustrated storybook. there is a lot importance because children enjoy stories and the gaming industry. the last accomplishment is that kids are familiar with the sundanese and culture. the method used in this investigation is psycholinguistic. the three stages of language are absorbing, storing, and creating in the study of psycholinguistics. both short-term and long-term memory function as storage. in the near term, the study's subject children can comprehend and speak sundanese. children will temporarily preserve and retrieve their memories in the long run. defense efforts were effectively carried out in this manner. 1. psycholinguistic psycholinguistics is a macro-linguistic discipline that connects the field of language with psychology. according to steinberg & sciarini (2006), language and thinking have a solid relationship. language with feelings, culture and a variety of other things characterize the psychological aspect of people, in addition to language with thought. this phenomenon suggests that language encompasses more than just spoken or written communication. contrary to what one's ideas and deeds might suggest, language is more meaningful. an activity involving intellect, intelligence, and feelings is language. even language and human conduct are two processes that come from instructions sent to the brain's command system. antonius (2018) later confirmed that language is learning, comprehending, and generating. there are neurological and mental components to it. every person's subconscious will be permanently imprinted with their linguistic encounters. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 3 2. second language acquisition humans naturally experience second language acquisition during childhood. people then began to develop distinct linguistic symptoms in their immediate and early contexts. a youngster recognizes the language of his first environment as his first language during the early stages of development. a youngster can recognize syntax, morphology, and phonology. children may recognize their first language grammatically even as they are still developing. that occurs unintentionally and is fundamental to learning a first language (meisel, 2011). humans will gain experience in the subsequent stages of life to recognize the second language (b2), the third language, and so on, after learning the first language (b1), also known as the mother tongue. bilingual or fluent in two languages results from acquiring a second language (second language acquisition, or sla). adding a third language, for example, will make a person multilingual. brain distinctions that control the recording process while learning a second language exist. the ability to master a second language is still present in second language learners, whether they are native speakers or speakers of the second language. it means that someone with a first language already has the same potential for a second language (arabski & wojtaszek, 2010). 3. language preservation language is a manifestation of the human mind. a language expression is a concrete representation of what people think. a human's mental state is represented by the utterance they make. the brain catalogs linguistics outside, such as vocabulary, grammar, sound systems, etc., in a hierarchical and systematic sequence. these linguistic signs turn into models that are retained in both shortand long-term memory. the brain system summons the memory when a person has a concept or an idea that he wants to present to turn the notion into a series of organized and systematic utterances, giving rise to utterances in language activities (traxler, 2012). a language's defense is an endeavor to keep it alive so it can continue to be used in society. one of the requirements for a language's existence is that it be used in society. language defense can be accomplished through various strategies that align with the target language and learning the target language (ibda, 2017). language defense must be implemented early to ensure children can fend off early attacks from foreign languages (ibda, 2017). mother tongue maintenance is done to preserve the mother tongue across the archipelago, particularly in the surroundings of its users. early maintenance of the mother language is required, specifically beginning in preschool. children should receive a variety of positive intakes between the ages of 0 to 6 years old is another factor strengthening defense that must be done in childhood. children will manage information rapidly and well at this time (hidayat & nur, 2018). the statements from some of these experts are limited to providing some descriptions of the condition of the language and its defense. in addition, a statement is also presented that language defense must be carried out from an early age, namely at the age of children. there is also a study of mother tongue which is still being discussed in general. in addition, of course, research has been carried out on the preservation of the sundanese language by various experts. the results of the expert's study show that sundanese language defense is carried out with various approaches in each case. however, there has been no specific research on the preservation of sundanese language that has been carried out on children using the media in the form of bilingual picture books. this point then becomes a novelty in this research. triyanto & nina: defense of sundanese in children… 4 based on the description above, there is a gap between existing research and this research. likewise, this study was conducted with the aim of describing families who use sundanese, but prefer to teach indonesian and foreign languages to their children. the children were given treatment by giving them readings in the form of bilingual illustrated story books as an effort to maintain the sundanese language for them. b. method the method used in this research is the qualitative method. the qualitative research method was picked because it does not rely on the quantity and is in line with the qualities of the study object, which is a human. according to moleong (2017), qualitative methods are research that aims to comprehend phenomena about what research subjects experience, such as behavior, perceptions, motivations, actions, and so on, holistically and descriptively in the form of words and language, in a specific setting that is natural by utilizing various natural methods. the sources of information with thorough descriptions of the research object from parents and teachers. students from tk/paud/bimba/sd schools whose parents are both native sundanese speakers but who choose to speak indonesian or english at home are the study subjects. with the aid of teachers, specific data sources are used to increase children's vocabulary mastery of sundanese. techniques for gathering data included exams, interviews, observation, and literature reviews. an oral test is the primary method of data collection. interviewing parents and teachers is another method of data collection to measure the pupils' vocabulary proficiency. secondary data were discovered via a literature study. method of data analysis the psycholinguistic theory was used to analyze the data. the theory of mother tongue acquisition (l1) and second language acquisition (l2) theory is used to conduct a more thorough analysis. the language defense theory is another theory used for data analysis. the data analysis outcomes are described using qualitative techniques based on applying these ideas in descriptive terms. table 1. research cycle no research activities detail research activities 1 pre-test the teacher gives twenty questions to the children to find out the children's basic ability to master the sundanese 2 cycle 1 teachers accompany children to read bilingual story books only once 3 cycle 2 the teacher accompanies the children with three bilingual picture story books 4 output the teacher retests by asking two questions and observing whether there is an increase in sundanese vocabulary mastery after treatment, and the child can retell the story's core. c. findings and discussion 1. language defense and language attitude towards sundanese language maintenance is carried out in early childhood because the age of 0 to 6 years is a golden age for children to get various positive intakes. children will manage information rapidly and well at this time (hidayat & nur, 2018). five educational institutions, namely paud, tk, bimba, and elementary schools, provided data for this study. the study aimed to understand the trend of sundanese users raising their children to be fluent in indonesian and other languages. with changes, decreases, and the potential for the extinction of the sundanese, there is a strong causal association between teaching children eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 5 indonesian and other foreign languages in the home setting. to test their research hypothesis, the researchers spoke with the relatives of the children in-depth and made observations on them. additionally, to summarize the family backgrounds of the data sources to determine what prevents children from learning and using sundanese. coding was implemented during data collection to make it simpler for researchers to interpret the data. tabel 2. data source information data source code data source age school origin family background r1 7 years paud insan cemerlang both parents are from the sundanese tribe but chose to teach indonesian because they thought indonesian was easier to teach. parents also teach english to get used to the preparation for entering sd it (integrated islam) r2 4 years tk bunda gemilang due to the majority use of sundanese in the village, both parents, who are of the sundanese ethnic group, teach both indonesian and sundanese. however, the sundanese taught is not eloquent but relatively commonplace. r3 6 years paud annisa rumpaka sundanese has never previously been taught to kids. despite being from the same sundanese tribe, both parents decided to teach indonesian because they thought it was simpler to do so and there was no social hierarchy like there was with regional tongues. to raise their children's intelligence, both parents instruct them in english. r4 7 years sd it bina dakwah both parents are of the sundanese tribe and regularly and at home instruct their children in both indonesian and sundanese (bilingual). the child is also enrolled in an english tutoring institution to achieve the it sd requirement, which uses three languages as the medium of instruction at school (indonesian, english & arabic) (indonesian, english & arabic). r5 5 years bimba aiueo both parents are from the sundanese tribe, but they teach indonesian (b1) as their first language daily. for children to get used to and proficient in foreign languages, parents of children who are english instructors also teach english (b2) as a second language. to establish sundanese as a third language, it is occasionally necessary to teach sundanese, particularly the mild language, to recognize and distinguish between smooth and rough sundanese (b3). according to the findings of interviews with parents of children, it can be said that: (1) sundanese preservation in the family sphere exhibits a weakening or decline in the triyanto & nina: defense of sundanese in children… 6 transmission of cultural values, especially sundanese. the younger generation (parents of children) awareness of maintaining and teaching sundanese has decreases, and (3) sundanese maintenance in children has decreased due to the pressure placed on indonesian as the language of instruction in social interactions in the environment. (2) the process of globalization and modernization cannot be avoided, so the existence of sundanese is displaced by indonesian and english in communication in daily interactions. home, social contact, and school (4) sundanese is only taught for two hours per week, making it a minority language in the curriculum. as a result, pupils do not comprehend sundanese grammar in the classroom. one respondent, out of the five, continues to speak and teach sundanese to uphold linguistic fidelity. according to aslinda & syafyahya (2010), language loyalty encourages others to fight for one's language to be designated as the official language in a language community. 2. language defense in children through bilingual storybook media the sundanese preservation approach uses a picture book as a media compiled by the researcher using a bilingual (indonesian-sundanese) entitled liburan tanpa layar by triyanto and nina published by lindan bestari isbn 978-623-5986-15-9. the cover of the book can be seen in figure 1. as children still have optimal absorption of various positive information, the researchers implemented a bilingual picture story book containing game stories to defend the sundanese. the researcher took three cycles of data, namely: (1) pretest, (2) cycle 1, and (3) cycle 3. additionally, along with the results of the children's exam, the researchers administered a straightforward test of 20 vocabularies drawn from bilingual storybooks to determine whether children could retain the sundanese. table 3. sundanese vocabulary pre-test result no vocabulary r1 r2 r3 r4 r5 number of vocabulary 1 lembur √ 1 2 kolecer √ √ √ 3 3 jajangkungan √ 1 4 ngadu kaleci √ √ √ √ 4 5 ucing sumput √ √ √ 3 6 papanggalan √ 1 7 mikawanoh 8 rerencangan 9 anjeunna 10 murangkalih 11 ngadamel √ 1 12 nyintreuk √ √ √ 3 13 dipilarian √ 1 14 kandel √ 1 15 gancang √ √ 2 16 ngalegaan √ √ √ √ 4 17 bandring √ 1 18 ngalungkeun √ √ 2 19 dimimitian √ 1 20 ngahurungkeun √ √ √ 3 total 9 2 1 14 6 eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 7 tabel 4. sundanese vocabulary test result in cycle 1 and 2 to facilitate the test results, the researcher made a recap of the test results. pay attention to the following table: tabel. 5 children's test result recap respondent pre-test cycle 1 cycle 2 r1 9 10 12 r2 2 9 10 r3 1 4 14 r4 14 17 19 r5 6 10 16 after efforts to maintain the sundanese through the media of bilingual storybooks for children, there has been an increase in language acquisition. the following is an explanation: 1. children r1 at the pre-test stage were only able to answer 9 words, namely: kolecer, ngadu kaleci, ucing sumput, papanggalan, nyintreuk, kandel, ngalegaan, ngalungkeun and ngahurungkeun. the children can then correctly answer 10 questions in cycle 1, or there is just a 1-word increase in the word design. in contrast, the youngster expanded to 12 words in cycle 2, or the r1 child learned and responded to the terms mikawanoh and gancang. no vocabulary cycle 1 number of vocabulary cycle 2 number of vocabulary r1 r2 r3 r4 r5 r1 r2 r3 r4 r5 1 lembur √ √ 2 √ √ √ √ 4 2 kolecer √ √ √ √ 4 √ √ √ √ √ 5 3 jajangkungan √ √ 2 √ √ 2 4 ngadu kaleci √ √ √ √ √ 5 √ √ √ √ √ 5 5 ucing sumput √ √ √ √ 4 √ √ √ √ √ 5 6 papanggalan √ √ 2 √ √ √ √ 4 7 mikawanoh √ 1 √ √ √ √ 4 8 rerencangan √ √ 2 √ √ √ √ 4 9 anjeunna √ √ √ 3 10 murangkalih √ 1 √ √ 2 11 ngadamel √ 1 √ √ 2 12 nyintreuk √ √ √ √ √ 5 √ √ √ √ √ 5 13 dipilarian √ 1 √ √ 2 14 kandel √ √ √ 3 √ √ √ √ 4 15 gancang √ √ 3 √ √ √ 3 16 ngalegaan √ √ √ 3 √ √ √ 3 17 bandring √ √ 2 √ √ √ 3 18 ngalungkeun √ √ √ √ 3 √ √ √ √ √ 5 19 dimimitian √ √ 2 √ √ 2 20 ngahurungke un √ √ √ √ 4 √ √ √ √ 4 total 10 9 4 17 10 12 10 14 19 16 triyanto & nina: defense of sundanese in children… 8 2. children r2 at the pre-test stage could only answer 2 words, namely the word kolecer and ngadu kaleci. after the teacher read the novel in cycle 1, the kids improved because they could respond to 9 terms. these words included lembur, kolecer, ngadu kaleci, ucing sumput, murangkalih, nyintreuk, kandel, gancang, and ngalungkeun. there was only one word that increased from cycle 1 to cycle 2 for the children in cycle 2, and that word was mikawanoh. 3. in children, r3 only knows one sundanese vocabulary, namely the word ngalegaan. this happens because they weren't introduced and educated in a family setting. still, after reading the bilingual storybook in cycle 1, their vocabulary expanded to 4 terms, including ngadu kaleci, nyintreuk, ngalegaan, and ngahurungkeun. lembur, kolecer, ucing sumput, papanggalan, rereancang, anjeuna, ngadamel, dipilarian, bandring, and ngalungkeun are some of the words the child understood and responded to in cycle 2. the teacher intensely reads the story to the child up to five times in cycle 2, resulting in a significant increase to 14 words. 4. children r4 have been taught sundanese since they were young, without any difficulties during the pre-test, and 14 words were understood, namely: overtime, kolecer, jajangungan, ngadu kaleci, ucing sumput, ngadamel, nyintreuk, dipilarian, gancang, ngalegaan , bandring, ngalungkeun, dimimitian and ngahurungkeun. after the teacher reads the bilingual storybook in cycle 1, the child has increased by acquiring 17 words or 3 new words that are understood by the child, additional words in this cycle include: mikawanoh, rereancang, and papanggalan. furthermore, in cycle 2 the child could answer 19 questions or only 1 word that could not be answered, namely the murangkalih. 5. children of r5 teach indonesian (b1) and english (b2) daily but sometimes teach sundanese, especially the refined language (b3). children could only correctly answer six vocabulary words in the pre-test: ngadu kaleci, ucing sumput, nyintreuk, gancang, ngalegaan, and ngahurungkeun. 10 words that might be replied with new words increased in children's vocabularies during cycle 1: kolecer, jajangungan, kandel, bandring, ngalungkeun, and dimimitian. additionally, cycle 2 had a notable rise in vocabulary to 16 words, including lembur, papanggalan, mikawanoh, rereancang, anjeuna, and murangkalih. language defense must be carried out from an early age so that children resist attacks from foreign languages from an early age (ibda, 2017). in contrast, mother tongue maintenance must be done early from preschool age. it can be concluded that, during the pre-test of the 20 vocabularies given to five children, there were still many sundanese vocabularies that children did not understand due to lack of introduction by their parents or environmental factors, the majority of which used indonesian. however, in cycle 1 and cycle 2 there was a significant change in children, where children got a lot of sundanese vocabulary from story books that the teacher had read. the children were able to retell the core of the story even though there was code mixing between sundanese and indonesian. a child who is assisted by parents or adults in his environment in language will master and process language so that listeners or readers can understand the ideas or ideas conveyed by the child. it agrees with suyadi (2010), who says that when a child learns language through interaction with adults, children learn the redaction of words and sentences and the structure of words and sentences themselves. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 9 3. the relevance between bilingual storybooks and sundanese retention in children children acquire language abilities (listening, speaking, reading, and writing). children enjoy playing entertaining games. therefore, learning to preserve the language, particularly the mother tongue, can be connected to kids' activities. a picture storybook is a book that tells a tale and includes images to help readers visualize it. children's memories can be bolstered, and the plot of a narrative can be more easily comprehended by them thanks to images in the media. according to afrida & fakhriah (2016: 53), some texts can convey the picture's story in illustrated storybooks and graphics. children can be drawn to and enjoy picture media because the images have distinct shapes and colors that make it simple for them to visualize the real people and places they are reading. it helps to ensure that every child is shown in the same way. additionally, image media is crucial for comprehending the story's content. responding to the shift that has the potential to threaten the extinction of regional languages, especially sundanese, there must be a concrete solution to maintain the sundanese. even though the government has implemented a local content learning policy (mulok) in schools, it is not considered effective. the selection of bilingual picture storybook media is considered suitable and appropriate in efforts to maintain the sundanese because the storyline in this book has been attached to the social life of children so that children easily understand the storyline and get the mandate contained in the book, and can improve regional language skills. as a result, children can better their regional language skills while understanding the storyline and the book's message. the findings of the studies, which show that children acquire sundanese more readily, support this opinion. this multilingual illustrated storybook can increase the number of sundanese speakers at a young age and serve as a tool for learning the language. because processing, acquisition, understanding, and production have quick mental and neurological components in a child's brain. every person's subconscious will be permanently imprinted with their linguistic encounters. d. conclusion language as an embodiment of human mentality has a relationship between language and psychology. families that know regional languages but prefer to teach their kids indonesian and other languages are phenomena that cannot be avoided due to globalization. regional languages, especially sundanese, will be at increased risk of extinction if this trend continues. using a bilingual picture tale book with game stories will preserve the sundanese. children still have a golden opportunity to absorb and retain good learning principles, making efforts to preserve sundanese with them useful. according to the findings of this study, bilingual picture books can help children learn sundanese faster so they can start speaking the language at a young age and teach cultural values. references antonius, porat. (2018). psikolinguistik: memahami aspek mental dan neurologis berbahasa. jakarta: gramedia pustaka utama. arabski, j. & wojtaszek, a. (2010). neurolinguistic and psycholinguistic perspectives on sla. bristol: multilingual matters. aslinda dan syafyahya, l. (2010). pengantar sosiolinguistik. bandung: refika aditama. hidayat, s., & nur, l. (2018). nilai karakter, berpikir kritis dan psikomotorik anak usia dini. jurnal ilmiah visi, 13(1), 29-35. triyanto & nina: defense of sundanese in children… 10 ibda, h. (2017). urgensi pemertahanan bahasa ibu di sekolah dasar. shahih: journal of islamicate multidisciplinary, 2(2). meisel, j.m. (2011). first and second language acquisition: parallels and differences. cambridge: cambridge university press. moleong, l.j. (2017). metodelogi penelitian kualitatif: edisi revisi. bandung: pt remaja rosdakarya. mulatsih, d. 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(2012). introduction to psycholinguistics: understanding language science. chicester: wiley-blackwell. widianto, e. (2018). pemertahanan bahasa daerah melalui pembelajaran dan kegiatan di sekolah. kredo: jurnal ilmiah bahasa dan sastra, 1(2), 1-13. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 151 the analysis of code mixing used by agnes mo on deddy corbuzier’s podcast youtube channel karta atmaja mr.atmaja06@gmail.com sekolah tinggi bahasa asing cipto hadi pranoto abstract the objectives of the study are to find out the type of code mixing, the level of code mixing, and the dominant type of code mixing. this study employed content analysis which focused on the type of code mixing based on hoffman’s theory and level of code mixing based on suwito’s theory. the researcher found seventy-six data using intersentential code mixing and six data intra-lexical code mixing. the data was taken from deddy corbuzier’s podcast youtube channel. the data were divided into podcast part i and part ii and were analyzed and documented for each part using hoffman’s and suwito’s theory. the result showed that there were three forms of code mixings that found in the podcast, namely intra-sentential of code mixing, intra-lexical of code mixing and involving a change of pronunciation. in addition, it was also revealed that there are twenty-three data in word level, twenty-four data in phrase level, seven data in baster level, one data in idiom level and twenty-seven data in clause level based on suwito’s theory. as the result, the most dominant type of code mixing is inter-sentential code mixing type and the most dominant level of code mixing is code mixing in phrase level. keywords: type, level, code mixing, podcast a. introduction language is already ingrained in human life we need to interact to get information or to express our feeling with other people. we as human need a tool to communicate in order to get a successful point of view from the people we communicate with. the intended tool is language. we use language both oral and written to communicate with other language user. language can be anchored as a sound-dispensing process and grasp the meaning of what people say in a certain way. in principle, language is related to understanding what the other person is saying and producing a signal with an intended semantic interpretation (chomsky, 1995). this indicates that language has always played an important role in the information and expression of identity. the role of language in identity construction is becoming even more central in the postmodern era (warschauer et al., 2002). therefore, language is one of identity from a certain nation or even race. they have their own characteristic to express their feeling, idea or thought. there are so many different languages spoken in all entire world but english itself according to babbel magazine english is in the first rank the most spoken language based atmaja: the analysis of code mixing… 152 on the total number of speaker with 1.132 billion total speaker and english in the third rank based on number of native speaker with 397million native speaker. those are a huge number and the speakers either native or non-native are spread all around the world. in our society, it is very common a person can speak more than one language due to the facts above. it is also studied in sociolinguistic that every community in society have probability become bilingual or multilingual. there is phenomenon in sociolinguistic study that people can be a bilingual or even multilingual. bilingual is an individual’s use of two languages supposes the existence or two different communities (mackey, 1962) while multilingual is more than 2 language spoken (it can be trilingual or quadrilingual). moreover, indonesian bilingual speaker is also beyond expectation in top five bilingual speaker indonesia is in third place with 57.3 % after israel with 74.7% and egypt with 68% bilingual speakers. from the data, we can conclude that more than half population in indonesia speak more than one language and we can assume that in daily conversation it is very common in indonesia to use more than one language as well. language diversity in indonesia is one of important role that lead indonesia become the most trilingual speaker in the world. according to wardhaugh & fuller (2015), bilingual society results in code mixing. at least, the phenomenon of bilingualism results in the occurrence of code-mixing. these days, people mix and switch their main language with other language in their communication on social media such as instagram, twitter, facebooks or even in direct face-to-face communication. on youtube for example there are many content creators that switch and mix bahasa indonesia and english on their video. this phenomenon is not only hits young people but also old people. mix and switch bahasa indonesia and english in our daily activity switch and mix language is very common nowadays. this is natural because english is a foreign language that indonesians learn academically from elementary school to college. various information stream from other country due to sophistication of technology makes easier for many people to get information in english or even other language. switch and mix language is now becoming a lifestyle. nowadays, people use code-mixing during their communication process not without a reason. code-mixing generally happens when speakers employ both languages at the same time or switch between two languages to the point where they switch from one tongue to the other within a single phrase. languages collide and mingle, resulting in a plethora of dialects. this phenomenon is also studied in sociolinguistics. sociolinguistics is concerned with investigating the relationship between language and society with the goal being a better understanding of the structure of language and how languages function in communication; equivalent goal in the sociology of the language is trying to discover how social structure can be understood through the study of language, e.g., how certain linguistic features serve to characterize particular social arrangements (wardhaugh & fuller, 2015). the majority of people mix their own language with other languages by borrowing words from others. according to emmorey et al., (2008), code mixing is the employment of one or more languages for the consistent transfer of linguistic units from one language to another, and the development of a new restricted or non-restricted code of linguistic interaction as a result of such a language mixture. in addition, myers-scotton & jake (2009) state that code switching is a transfer of using one code to another language code. when someone at the beginning of then conversation used a code, then transfer or switch to b code, then the switching itself can be said as code switching. according to hoffman eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 153 (2014) there are three types of code mixing based in syntactical patterns such as intrasentential code mixing, intra-lexical code mixing, and involving a change of pronunciation. furthermore, suwito (1996) proposes there are levels of code mixing such as word, phrase, baster, repetition, idiom and clause. therefore, based on above explanation codemixing occur when a person has ability to speak two or more language and certain situation during their interaction with the interlocutor. there are some relevant researches which have been investigated previously. the first researcher is rianda (2017) entitled “code switching and code mixing used by boy william in breakout music program on net tv”. it was intended for identifying codeswitching and code-mixing that used by boy william in breakout music program. the results showed that 40 utterance that contain code-switching and codemixing. code-mixing with insertion type is used dominantly by boy william and talking about particular topic, quoting somebody else, being emphatic about something, interjection, repetition, intention of clarifying the speech content of interlocutor, expressing group identity, because of lexical need those are the reason why boy william use code-switching and codemixing. the second researcher is kartini (2019) entitled “code mixing used by sheryl sheinafia’s followers (case study of anak jaksel language trend)”. this study aimed at identifying the forms of code-mixing used by sheryl sheinafia’s followers on her twitter account and reasons why they used code-mixing. the analysis used bhatia and ritchie theory. the results found 17 sentences that contain code-mixing. the results were classified the data based on its form 11 data of noun, 4 data of verb, and 2 data of adjective and the rest is data of phrase. the reason why they use code-mixing is (a) dominance attitude and (b) language attitude. the last research was conducted by sukrisna (2019) entitled “an analysis of using code mixing on atta halilintar’s video youtube channel”. he looked for the types and levels of code-mixing used by atta halilintar’s video youtube channel. he found 32 data that contain code-mixing. 93.75% is dominated with intra-sentential code-mixing type and 56.25% is dominated with word level of code-mixing. in this research, researcher have interest to find out the type and level code-mixing that used by agnez mo on deddy corbuzier’s podcast youtube channel part i (corbuzier deddy, feb 20, 2021 .) and part ii (corbuzier deddy, feb 21). on that podcast, agnez mo used a lot of code-mixing in bahasa indonesia and english. agnez mo is indonesian inspiring singer with her song is already go international and many of them has featured with famous american singer such as khalid and chris brown. due to her involvement with international artist as well, she often mix bahasa indonesia with english and vice versa not only on podcast but also during interview in other platform. it seems like her code-mixing has already become her style of speaking and in researcher point of view it is very interesting. agnez mo on deddy corbuzier’s podcast got public’s attention. it was proven by the total view of the video hit 8.7 million. the aim of the study is to find out the type and level of code-mixing and the dominant level of code mixing in agness mo on deddy corbuzer’s podcast part i (corbuzier deddy, february 20, 2021) and part ii (corbuzier deddy, february 21, 2021). atmaja: the analysis of code mixing… 154 b. method this research employed qualitative descriptive research because in this research the observer collected the data, made an analysis, and made a conclusion. moleong (2010) stated that qualitative research is a research procedure that produces descriptive data where the available data is obtained through written or oral words from people and their behavior, then from the results of the data collected will be exaimined. in other words, qualitative analysis and careful knowledge are gotten, the higher standard of the analysis which conducted by researcher. according to corbin & strauss (2008), qualitative approaches, the data for a grounded theory can come from various sources. this research also used content analysis in the technique of data analysis because the researcher analyzed the video and read the transcript that researcher had written. according to leedy & ormrod (2019), a content analysis could be and elaborated and systematic examination of the contents of a specific body of fabric for the aim of distinguishing patterns, themes, or biases. the data source which was taken from deddy corbuzier’s podcast youtube channel. the video was used to take agnez mo’s utterance and the other people on the video which contains as code mixing. the researcher analyzed the types of code mixing using hoffman’s theory, levels and reasons of code mixing, and then made a table to be classified every type. c. findings and discussion this section presents the data that has been analyzed and classified the types and the levels of code mixing that collected from deddy corbuzier’s podcast youtube channel with agnez mo on part i and part ii. the researcher found code mixing in its various types and levels. regarding the types of code mixing that found on the podcasts, the researcher analyzed by using hoffman’s theory such as intra-sentential of code mixing, intra-lexical of code mixing and involving a change of pronunciation. table 1. type of code mixing no types of code mixing findings part i part ii % 1 intra-sentential of code mixing 63 13 92.9% 2 intra-lexical of code mixing 05 01 7.1% 3 involving a change of pronunciation 0 0 0.0% total 82 100.0% table 1 shows that the types of code mixing in the first part and the second part are classified into intra-sentential of code mixing is 76 data, intra-lexical of code mixing are 6 data, and the results shown in table 1 indicate intra-sentential of code mixing (92.9%) is dominantly used in the podcast, followed by intra-lexical of code mixing (7.1%) from the total number 82 data. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 155 table 2. level of code mixing no level of code mixing findings part i part ii % 1 word level 18 5 27.4% 2 phrase level 21 3 28.6% 3 baster level 6 1 8.3% 4 repetition level 0 0 0.0% 5 idiom level 1 0 1.2% 6 clause level 21 6 34.5% total 82 100.0% table 2 shows that the levels of code mixing in the first part and the second part podcast are classified into 23 words, 24 phrase, 7 baster, 1 idiom, and 27 clause level. the results shown in table 2 indicate clause level (34.5%) is dominantly used in the podcast, followed by phrase level (28.6%), word level (27.4%), baster level (8.3%) and idiom level (1.2%) data. the following will illustrate more clearly how the types and levels of code mixing taken from deddy corbuzier’s podcast youtube channel with agnez mo on part i and part ii. part i datum 1. kita pernah pacaran, right? (00.02) the the type of code mixing is intra-sentential code mixing and the level of code mixing is word datum 2. karena kita udah ngobrol dari tadi udah kelamaan, no no no actually how are you? (00.32) the type of code mixing is inter-sentential code mixing and the level of code mixing is clause level. datum 3. tapi tap beneran loh, when we first met itu kan di rcti kan? (00.56) the type of code mixing “when we first met” is considered into inter-sentential code mixing. this level of code mixing is considered into clause level. datum 4. kan awalnya kan gara-gara gua tralala trilili kan? imagine how young i was. (01.26) the type of code mixing “imagine how young i was” is considered into intra-sentential code mixing. the code mixing here is considered into clause level datum 5. and then, lu waktu itu baru di impresario (01.29) the utterance “and then” the code mixing is considered into inter-sentential code mixing according to hoffman’s theory. the utterance “and then” in phrase level. datum 6. tapi actually when people didn’t realize is you were actually young too (01.32) the utterance “actually, when people didn’t relealize you were actually young too” is considered as inters-sentential code mixing type. the english code “actually, when people didn’t relize is you were actually young too” is considered into clause level. atmaja: the analysis of code mixing… 156 datum 7. pada waktu itu yak arena memang secara umur, i was young (01.47) the english code “i was young” is considered into intersentential code mixing and “i was young” is considered into clause datum 8. engga cuman sebenarnya gara-gara the way you want people to see you makanya lu terlihat tua (02.05) the utterance “the way you want people to see you” is considered into inter-sentential code mixing. this level of code mixing is considered as clause level datum 9. lu juga sebenarnya masih 20, 21, right? (02.11) this type of code mixing is considered into inter-sentential code mixing because it uttered in the clause boundary. the level of code mixing is considered into word level. datum 10. cuman kan orang ngeliatnya kaya “you already 27-28” (02.12) the code in english “you already 27-28” is considered into inter-sentential code mixing and this code mixing is considered into phrase level. datum 11. jadinya makanya yang sebenernya aslinya cuma beda berapa tahun yakan 5-6 tahun, and then people think that “oh ya ini 15 tahun ni bedanya” gitu. (02.16) “and then people think that” this utterance of code mixing according to hoffman’s theory is considered into inter-sentential code mixing because it is inserted inside the sentence boundary. this utterance of code mixing is in a clause level because there is subject and verb. datum 12. bukan “you’re stupid” tapi yo stupid! gitu (02.52) this code mixing utterance is considered into inter-sentential code mixing. there are two utterances code mixing “you’re stupid” and “yo stupid”. both of them is considered into clause and phrase level of code mixing datum 13. tapi tapi seru sih, i was felt like, apa yaa misalkan (02.55) “i was felt like” according to hoffman theory the code mixing utterance in this data is considered into code mixing inter-sentential type the code mixing level is considered as clause level datum 14. engga, and then you are imagining it (03.10) “and then you are imagining it” according to hoffman’s theory this code mixing type is considered into inter-sentential code mixing and is considered into clause level code mixing. datum 15. ok tapi gini, if you want to go there kamu aja bisa pake mobil atau apapun itu. (03:17) “if you want to go there” according to hoffman’s theory this code mixing is categorized as inter-sentential code mixing because it is inserted in the middle of sentence boundary. this code mixing is considered into clause level according to suwito’s theory because there is subject and verb on it. this clause is categorized as dependent clause. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 157 datum 16. ini sebenarnya cuma disini doang nih, disini doang and i consider you a friend lah! (03:43) “and i consider you a friend” according to hoffman’s theory this code mixing is categorized as inter-sentential code mixing this code mixing is considered into clause level according to suwito’s theory because there is subject and verb on it. datum 17. emm, waktu it lu sebenernya inget ga sih the very first time akhirnya kita jadi man kita connect (05:58) this code mixing is categorized as intersentential code mixing because it is inserted in the middle of sentence boundary. the utterance is categorized as phrase level. datum 18. waktu itu ada gue dan beberapa orang lain and then you wanna to of course, (04:10) according to hoffman’s theory this code mixing is categorized as intersentential code mixing because it is inserted in the end of clause boundary. this code mixing is considered into clause level. datum 19. maybe that time lu udah haha bercanda (04:12) the utterance in english “maybe that time” is categorized as inter-sentential code mixing this code mixing is considered into phrase level according to suwito’s. datum 20. waktu itu lo nyuruh kita untuk nulis something (04:15) according to hoffman’s theory this type of code mixing is considered into inter-sentential code mixing because the code mixing utterance is inside the sentence boundary. the code mixing in the word level in english according to suwito’s theory. datum 21. waktu itu kita break kan? (04:18) according to hoffman’s theory this code mixing is considered into intersentential code mixing because the code mixing utterance is inside sentence boundary. according to suwito’s theory this code mixing level is on word level datum 22. karena waktu itu, imagine reheasalnya lama banget kan? (04:19) “imagine rehearsal” according to hoffman’s theory, this code mixing is considered into intra-lexical code mixing because the code mixing is inserted inside the lexical form of indonesian code. according to suwito’s theory this code mixing is considered into baster level because there is affixation from the original language of the speaker combine with the code from the foreign language that the speaker use. datum 23. jadi waktu itu udah jam 2 jam 3 pagi if i’m not mistaken (04:25) the english code “if i’m not mistaken” hoffman’s theory intrasentential code mixing is a mixing code. this code mixing in the data is considered into clause level. datum 24. trus lu bilang “nulis satu nama” ingat ga? exactly! (04:31) according to hoffman’s theory this type of code mixing is considered into inter-sentential code mixing because the code mixing utterance is inside the sentence boundary. this code mixing is categorized as word level becuause agnez mo inserted the english code in word form into indonesian sentence code. atmaja: the analysis of code mixing… 158 datum 25. terus lu bilang “tulis satu nama yang lu suka tapi, someone break your heart or something” gitu (04:36) this code mixing is categorized as inter-sentential code mixing because it is inserted in the middle of sentence boundary. this code mixing is considered into clause level according to suwito’s theory because there is subject and verb on it. datum 26. back to your question, gue waktu itu belum pernah pacaran sebelum gue pacaran sama lo. (04:48) this code mixing is categorized as intersentential code mixing because it is inserted in the front of sentence boundary. this code mixing is considered into phrase level. datum 27. jadi gue waktu itu dideketin oleh seseorang penyanyi, tapi waktu itu i was too young. (04:50) the code mixing utterance in english “i was too young” is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary and is considered into clause level datum 28. and then, tiba-tiba gue ketahuan bahwa ini cowo ada sama cewe lain (05:11) the utterance is categorized as inter-sentential code mixing because it is inserted in the front of sentence boundary. this code mixing is considered into phrase level datum 29. and then it was like my first kaya heart break lah gitu (05:17) “and then it was like my first” this code mixing is categorized as inter-sentential code mixing because it is inserted in the middle of clause boundary. this code mixing is considered into clause level datum 30. and then it was like my first kaya heartbreak lah gitu (05:17) this code mixing is categorized as inter-sentential code mixing because it is inserted in the middle of clause boundary. this code mixing is considered into word level. datum 31. kalo gasalah waktu itu gue kasih nama lo “initial” ya “initial”! (05:32) this code mixing is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary. this code mixing is considered into word level. datum 32. waktu itu akhirnya kita connect karena kita ngobrolin hal it’s about life (05:43) this code mixing is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary. this code mixing is considered into clause level datum 33. kita ngomongin soal life, “life tuh mustinya gini gini gini? (05:53) the code mixing utterance in english “life” in the middle of the indonesian code sentence. she uttered the code in english followed by indonesian code slang “tuh”. this code mixing is categorized as intersentential code mixing. this code mixing is considered into word level datum 34. akhirnya kenalin sama mami, kenalin ke your mom (05:58) this code mixing is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary. this code mixing is considered into phrase level eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 159 datum 35. tapi waktu itu inget ngga, this is one thing that yang eee, mungkin beda ya kali sekarang ya (06:20) this code mixing is categorized as inter-sentential code mixing this code mixing is considered into clause level datum 36. tapi different seat kan? (06:51) this code mixing is categorized as intersentential code mixing. this code mixing is considered into phrase level datum 37. cuman menurut gue justru i think ya, yang akhirnya kita jadi lebih cherrised the relationship itu karena ada strugglenya. (07:40) this code mixing is inter-sentential code mixing. the code mixing utterance in english “cherished the relationship” is considered into inter-sentential code mixing because it appears within the sentence boundary. “strugglenya” the code mixing utterance in english “struggle” with indoensian affixes “nya”. this code mixing is considered into intra-lexical code mixing because the code mixing appears within the word boundary. “i think ya…” in this code mixing utterance the level is considered into clause level. “cherished the relationship” in this code mixing utterance the level is considered into phrase level. this code “strugglenya” this code mixing is considered into baster level. datum 38. kalo jaman sekarang itukan, oo ya lu berkenalan dan getting to know each other itu lebih mudah diterima. (08:34) this code mixing is categorized as intersentential code mixing because it is inserted in the middle of sentence boundary. this code mixing is considered into phrase level. datum 39. inget ga dulu karena belum ada social media, wartawan itu bener-bener kaya paparazzi. (08:51) this code mixing is classified into inter-sentential code mixing. this code mixing paparazzi is considered into intra-sentential code mixing. “social media” and “paparazzi” are considered into phrase code mixing. they are considered into word level. datum 40. inget ga lo waktu dulu ga salah kita nonton di plaza senayan, tiba-tiba pas lagi kita keluar wartawan udah ada di depan semua, dan kita mesti jalan split. (09:06) this code mixing is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary. this code mixing is considered into word level. datum 41. nyokap kan mikirnya gini satu gua waktu itu mesti focus ke like my school, my career. (09:31) this code mixing is categorized as intersentential code mixing because it is inserted in the end of sentence boundary. this code mixing is considered into phrase level according to suwito’s theory because there is no subject and verb on it. datum 42. biar gimana kan namanya keluarga ya, karena everybody could be as open minded as my mom, ya ngga? (09:41) this code mixing is categorized as inter sentential code mixing because it is inserted in the middle of sentence boundary. this code mixing is considered into clause level. atmaja: the analysis of code mixing… 160 datum 43. kalo kita ngomongin masalah perjuangan kalo sekarang kan gue udah ada tim like the whole team, kan? (10:32) this code mixing is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary. this code mixing is considered into phrase level. datum 44. tapi sekarang karena kita udah lebih tau ya, kaya valuesnya kan beda. (11:06) this code mixing is considered into intra-lexical mcode mixing because the code mixing is inserted inside the lexical form of indonesian code. this code mixing is considered into baster level because there is affixation from the original language of the speaker. datum 45. dimana kan when we were 16-17 years old dibandingkan dengan kita sekarang gitu. (11:11) this code mixing is categorized as inter-sentential code mixing because it is inserted in the middle of sentence boundary. this code mixing is considered into clause level. datum 48. the way we see life kan beda dibandingkan dengan waktu kita yang dulu. (11:14) this code mixing is categorized as inter-sentential code mixing because it is inserted in beginning of sentence boundary. this code mixing is considered into clause level datum 49. waktu itu si seweknya yang berusaha untuk flirted with you! (11:52) this code mixing is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary. this code mixing is considered into phrase level. datum 50. lu mau show atau lu mau atau give this woman chance deket-deket sama lu tapi mengatasnamakan show? (12:05) the code mixing utterance in english “show” in the end of the indonesian sentence, this code mixing is categorized as inter-sentential code mixing because it is inserted in the middle of sentence boundary. this code mixing is considered into phrase level. datum 51. gue kan orangnya very kaya, apasi kaya romantic gitu (12:40) the code mixing utterance in english “very” and “romantic” in the middle of the indonesian code sentence. this code mixing is categorized as intersentential code mixing because it is inserted within the middle of sentence boundary. this code mixing is considered into word level datum 52. gue suka i love the passion in love (12:45) the code mixing utterance in english “i love the passion in love” in the end of the indonesian code sentence, this code mixing is categorized as intersentential code mixing because it is inserted within the end of sentence boundary this code mixing is considered into clause level datum 53. jadi gue juga waktu itu masih sangat muda the passion of love pada akhirnya susah dicontain kan? (12:52) his english code mixing is considered intra-lexical code mixing because the code mixing is inserted inside the lexical form of indonesian code. this english code mixing is considered baster level because there is affixation from the original. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 161 datum 54. agnes bisa jadi kaya gini yaa, you know karena the life was so perfect. (14:37) the code mixing utterance in english “the life was so perfect” in the end of the indonesian code sentence, this code mixing is categorized as intersentential code mixing because it is inserted within the end of sentence boundary. this code mixing is considered into clause level. datum 55. oh my goodness, i found that ini cowo sama cewe lain. (15:19) the code mixing utterance in english “oh my goodness” and “i found that” in the middle of the indonesian code sentence, this code mixing is categorized as inter-sentential code mixing because it is inserted within the middle of sentence boundary. this code mixing is considered into clause level because it consists more than two words but here is subject and predicate on it. datum 56. pada akhirnya disaat kita makin deket sayang and your families are really nice (15:53) this code mixing is categorized as intersentential code mixing because it is inserted within the end of sentence boundary. this code mixing is considered into clause level. datum 57. and you are the first man yang “ok gue nga perlu pasang guard gue nih” (16:02) this code mixing is categorized as inter-sentential code mixing because it is inserted within the end of sentence boundary. this code mixing level is considered into clause level. datum 58. “gw ga perlu jadi agnez yang selalu tough, kuat, i can handle everything” (16:10) the code mixing utterance in english “tough” and “i can handle everything” in the middle and end of the indonesian code sentence. the code mixing is categorized as inter-sentential code mixing because it is inserted within the middle and end of sentence boundary. “tough”. this code mixing is considered into word level. “i can handle everything” this code mixing is considered into clause level. datum 59. orang kadang ngga tau se priviledgenya seberuntungnya orang-orang yang ngga selalu under the microscope. (16:26) the two code mixing utterances in english “privilegenya” and “under the microscope” in the middle and end of the indonesian code sentence. “privilegenya” the english code “privilege” with the indonesian code suffix “nya” at the end of the english code. this code mixing is considered into intra-lexical code mixing because the code mixing is inserted inside the lexical form of indonesian code. “under the microscope code mixing is categorized as intersentential code mixing because it is inserted within the middle and end of sentence boundary. “priviledgenya” this code mixing is considered into baster level because there is affixation. “under the microscope” this code mixing is categorized into idiom level. datum 60. you know that i don’t really believe in coincidence sama kaya tuhan ga pernah kasih cobaan lebih berat dari apa yang bisa kita handle. (17:02). the code mixing utterances in english “i don’t really believe in coincidence” and “handle” in the middle and end of the indonesian code sentence. this code mixing is considered into inter-sentential code mixing because the code mixing is inserted within the atmaja: the analysis of code mixing… 162 indonesian code sentence boundary. “i don’t really believe in coincidence” this code mixing is considered into clause level. “handle” this code mixing is considered into word level. datum 61. emm, menurut gue seperti itu karena he knows i can handle it. (17:07) the code mixing utterance in english “he knows i can handle it” in the end of the indonesian code sentence. this code mixing is categorized as intersentential code mixing because it is inserted within the end of sentence boundary. this code mixing is considered into clause level. datum 62. kalo scenenya mesti ketawa gue mesti ketawa walaupun gue lagi ngga enak banget atau sebaliknya. (17:23). the code “scene” with the indonesian code suffix “nya” at the middle of the phrase english code is considered into intra-lexical code mixing because the code mixing is inserted inside the lexical form of indonesian code and is considered into baster level because there is affixation. datum 63. sementara gue acting nangis di sinetron ga pake tetes mata kan? (17:34) this code mixing is categorized as inter-sentential code mixing because it is inserted within the middle and end of sentence boundary and is considered into word level. datum 64. mungkin bukan toxic, ya we were just too young to handle that kind of passionate of love. (18:19) this code mixing is categorized as inter-sentential code mixing because it is inserted within the middle and end of sentence boundary. there are two code mixing utterances in english “toxic” and “we were just too young to handle that kind of passion of love”. the level of the code mixing “toxic” is categorized as word. “we were just too young to handle that kind of passion of love”. this code mixing is considered into clause level. datum 65. gue waktu itu i had really had big problem with your ex. (18:29) the code mixing utterance in english “i had really had big problem with your ex” in the end of the indonesian code sentence this code mixing is categorized as inter-sentential code mixing because it is inserted within the end of sentence boundary and this code mixing is considered into clause level. datum 66. no, bukan your ex with you were married to, bukan? (18:59) this code mixing is categorized as inter-sentential code mixing because it is inserted within sentence boundary. “no” is categorized as word level. “your ex with you were married to” is considered into clause level. datum 67. kalo kita sih yang penting fair aja. (20:10) this code mixing is categorized as inter-sentential code mixing because it is inserted within the end of sentence boundary, and is considered into word level. datum 68. kalo itu kejadian sekarang, it will be different, bisa di compromise. (22:14) “it will be different” this code mixing is considered into inter-sentential code mixing because the code mixing was inserted in the sentence boundary. “dicompromize” this code mixing is considered into inter-lexical code mixing because there is indonesian code preffix “di” at the middle of the phrase english code. “it will be different” this code eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 163 mixing is considered into clause level because there is subject and predicate on it. “dicompromize” is considered into baster level because there is affixation. part ii datum 69. sometimes lu harus ngeliat orang as who he is (04:32) this code mixing is categorized as inter-sentential code mixing because it is inserted within sentence boundary. “sometimes” this code mixing is considered into word level. “as who he is” this code mixing is considered into clause level. datum 70. ya tapi at that time i felt like ngga mungkin dia kaya gitu. (04:42) this code mixing is categorized as inter-sentential code mixing because it is inserted within the middle of sentence boundary, and is considered into clause level. datum 71. yang bikin malunya kenapa, sebenernya my friends and my family udah ngomong dari awal. (05:06) the utterance “my friends and my family” is categorized as inter-sentential code mixing because it is inserted within the middle of sentence boundary and is considered into phrase level. datum 72. kalo orang yang ga tau kita dan mereka berusaha untuk judge, gue ga terlalu dengerin. (05:18) the utterance “judge” is categorized as inter-sentential code mixing because it is inserted within the middle of sentence boundary and is considered into word level. datum 73. karena i was too afraid to lose that safe space. (06:16) the utterance “i was too afraid to lose that safe space” is categorized as inter-sentential code mixing because it is inserted within the end of clause boundary and is considered into clause level. datum 74. you know what i mean. dan ya waktu itu pada saat gue main sinetron pun sibuk banget. (06:24) the utterance “you know what i mean” is categorized as inter-sentential code mixing because it is inserted in the beginning of sentence boundary and is considered into clause level datum 75. nah makanya pada saat itu the pressure karena banyak orang yang ngga suka karena pemeran utamanya anak kecil. (07:26) the utterance “the pressure” is categorized as inter-sentential code mixing because it is inserted within the middle of sentence boundary and categorized as word level. datum 76. i’ve been here before masa lu tiba-tiba dating langsung jadi pemeran utama. (08:05) the utterance “i’ve been here before” is categorized as intersentential code mixing and is considered into clause level. datum 77. even like the way mereka becanda kan pasti beda. (08:51) the utterance “even like the way” is categorized as intersentential code mixing because it is inserted in the beginning of sentence boundary and is considered into clause level. atmaja: the analysis of code mixing… 164 datum 78. karena dulu gatau how i communicate my feelings kan? (10:00) the utterance “how i communicate my feelings” is categorized as inter-sentential code mixing because it is inserted in the middle of sentence boundary and is considered into clause level. datum 79. yang nginjek-nginjek kita bukan orang yang ga kenal sama kita malah bahkan orang-orang yang the closest people. (11:58) the utterance “the closest people” is categorized as intersentential code mixing because it is inserted in the middle of sentence boundary and is categorized as phrase level. datum 80. pada saat dia kasih, first page dedicationnya bukan ke gue, bukan ke nyokapnya tapi ke mantan pacarnya. (15:36) the code “first page dedication” with the indonesian code suffix “nya” at the middle of the sentence english is considered into intra-lexical code mixing because the code mixing is inserted inside the lexical form of indonesian code and is considered into baster level because there is affixation from the original language of the speaker. datum 81. ini ya kisi-kisi untuk para lelaki ya, sometimes perempuan cuma mau melihat effort. (17:47) the utterance “effort” at the end of the indonesian sentence is considered into intrasentential code mixing and is considered into word level. datum 82. gue tau seberapa how worried you were yang itu yang bikin hati gue jadi luluh. (18:32) the utterance “how worried you were” is categorized as inter-sentential code mixing because it is inserted in the end of sentence boundary and is considered into clause level. d. conclusion after observing and analyzing the code mixing that has been found on deddy corbuzier’s youtube channel, the researcher concluded that there are 82 code mixing found in those two parts podcast video. regarding the type of the code mixing in the part one podcast video the researcher found 63 data inter-sentential code mixing and 5 data intra-lexical code mixing. then, in podcast video part ii the researcher found 13 inter-sentential code mixing and one data intra-lexical code mixing. in the other hand, the researcher did not find the data which considered into involving a change of pronunciation from both podcast. from here the researcher conclude that the most dominant type of code mixing said by agnez mo on deddy corbuzier’s youtube channel is inter-sentetial code mixing type. in addition, it was also revealed that the level of code mixing from 82 data, the researcher found that in part i there are 23 data in word level, 24 data in phrase level, seven data in baster level, one data in idiom level and 27 data in clause level. this indicates that the most dominant level of code mixing said by agnez mo on deddy corbuzier’s youtube channel is code mixing in phrase level. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 165 references chomsky, n. 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(2002). language choice online: globalization and identity in egypt. journal of computer-mediated communication, 7(4), jcmc744. atmaja: the analysis of code mixing… 166 sebuah kajian pustaka: haniva, nurhapitudin & fauzi: politeness principle of assertive … 130 politeness principle of assertive act in debate between donald trump and joe biden denisa rizkia haniva1, irman nurhapitudin2, erfan muhamad fauzi*3 denisarizkia98@gmail.com, irmannurhapitudin@uinsgd.ac.id, erfanfauzi@uinsgd.ac.id uin sunan gunung djati bandung abstract in presidential elections, debates are often held between presidential candidates to find out the arguments, vision and mission, as well as policies that will be carried out by presidential candidates in their country. in expressing statements in their debates, speakers often do not realize the important aspects of language that affect the image of presidential candidates in public, namely the aspect of politeness. therefore, this research aims at identifying types of politeness principle’s maxim and knowing the function of the assertive act in politeness utterances are used in the presidential debate between donald j trump and joe biden. this research used descriptive qualitative method which emphasizes the description of the data. in this study, each data was analyzed by the politeness maxims contained in the speech, as well as the assertive function contained in the politeness speech. there are five politeness maxims and there are speeches that violate the politeness maxims contained in the speeches of presidential candidate debates, and there are five speech functions of speeches that contain politeness and violate politeness maxims. each politeness utterances and violates politeness has a different assertive function. keywords: politeness principle, assertive act, politeness maxim, presidential debate a. introduction in 2020 ago, the united states was holding a general election to elect a president and vice president who would lead the country. to create the vision and mission of the presidential candidate is known to the public, this debate was held as the opportunity to express the vision and mission, plans and perspectives on state problems, and arguments that can affect the strength of the presidential candidate to be able to lead his people. the united states presidential debate in 2020 between donald j trump and joe biden which is an object of the research, is an interesting thing to analyze. as reported by kaplan & shear (2020) in new york times, the debate participants will debate on six main issues including, corona virus, economic problems, the supreme court, race and violance in american cities, trump and biden's record, and the integrity of the election. in linguistics, when a speaker in a debate gives speech in a certain context and acts through his speech, it is called as speech act (nurhantoro et al., 2020). pragmatics studies the meaning of the speaker’s utterance in a context so that the analysis is not about the words or phrases used, but about what the speaker said (yule, 1996). the utterance that used in the eltin journal, volume 9/no 2, october 2021 131 first presidential debate of america in 2020 as an object of the research, use illocutionary act, especially assertive act that expressed the proposition of truth in the utterance's speaker. illocutionary act is speech acts that act and say something. every illocutionary acts contain purposes and functions related to social goals, such as the maintenance of polite and respectful behavior. in the assertive act spoken by the debate participants, it contains politeness principles and the function of each utterance based on the assertive act that used. this is the writer’s concern regarding problems that people hope to be more aware of language problems. politeness affects the image of the debate participants in public. politeness shows ethics how well the person complies with existing cultural norms. every politeness in assertive act has its own communication function. knowing the function of speech can help to understand the intent and purpose of the speech in the form of refuting, suggesting, guessing, explaining, and so on. the first presidential debate of america 2020 as the object of the research containing the vision and mission that important to be known by the public in order to provide benefits and take lessons from the debate. the use of language in the debate is included in pragmatic such as speech act and politeness principle. basically, debate is give opinion which give a truth statement to the listener, it is called as assertive act, one of speech act’s type. in giving their arguments, the speaker often do not realize the use of politeness principle which is to avoid misunderstand between the speaker and listener. therefore, this research has a problem formulation as follows: 1.) what types of politeness principle’s maxim in the utterance of assertive act are used in the presidential debate between donald j trump and joe biden? 2.) how to know the function of the assertive act in politeness utterances are used in the presidential debate between donald j trump and joe biden? b. literature review the understanding of pragmatics is growing. at this time there are four pragmatic scopes as expressed by yule (1996) in sulistyo (2013), (1) pragmatics is study of meaning said by the speaker, (2) pragmatics discussed the contextual meaning, (3) pragmatics studies speech that is more communicated than is said, (4) pragmatics is the study of the expression of relative distance. the four scopes have their respective explanations. first, pragmatics studies the speaker's intention, so it requires interpretation of a specific context, and how that context affects what is said, and it is necessary to evaluate what the speaker said to the interlocutor regarding where, when, and how the situation was when the conversation is taking place. second, pragmatics discussed the meaning according to its context. in pragmatics it is necessary to interpret the meaning in speaker’s speech by the listener, then listener makes conclusions about a meaning conveyed by the speaker. third, pragmatics transmits the meaning which is communicated and not only through what is said. fourth, pragmatics is the study of expressions that depend on the distance of a relationship. this means that the interpretation of speech partners is based on familiarity distances such as physical, social, conceptual intimacy, and implies the same experience. speech act is the language ability of a person to convey the message and purpose of the speaker to the speech partner. in communication, people do not only use grammatical and words to deliver the message, but performs actions in those utterance. speech act is the actions that used in producing an utterance (yule, 1996). in english, some of specific actions like apology, complaint, promise, request, suggest, compliment, and invitation are included into speech act. haniva, nurhapitudin & fauzi: politeness principle of assertive … 132 in studying speech acts we need to recognize the famous distinction austin makes, there are three types of speech acts: locutionary act (the act perform of saying something), illocutionary act (the act perform in saying something), and perlocutionary act (by saying something the act performed). there is a simple idea of the locution, illocution, and perlocution. according to austin (1962): 1) locutionary he said “shoot him!” which have the meaning of words ‘shoot’ as shoot and referring ‘him’ as him. 2) illocutionary he demand (advised, ordered, etc) me to shoot him. 3) perlocutionary he convinces me to shoot him. he got me (or made me) to shoot him. 1. categories of illocutionary act several researchers have classified the speech act as starting with austin's theory. oluremi (2016) in basra & thoyyibah (2017) said that speech act by austin classification includes verdictives, exercises, commissives, behabitives, and expositives. a popular american philosopher, john r. searle, expanded on austin's ideas, making his taxonomy a reference to speech acts which currently used by many researchers researching speech act classification. an american philosopher, searle (1979) separate classification of illocutionary acts into several categories, they are: assertive, directive, commissive, expressive, and declarative. first is assertives. this speech involves the speaker on the truth of the proposition that is spoken. to find out the assertive act is just characterized it as true or false. this illocution tends to be neutral in politeness (leech, 1983). the acts of this type are stating, suggesting, complaining, claiming, and reporting. in assertive act, the speaker makes statements, conclusions, and descriptions that conform to reality universally. therefore, the speaker makes words fit to the world. it means that the speaker do statements, assertions, description, and explanation (searle, 1979). the intent and purpose of assertive speech acts is for the speaker to reveal the truth and something that has happened. second is directives. in this illocution, the speaker makes an effort to get the listener to do something. directives described by leech (1983) that the speaker make the listener to do something, for example, the speaker invites the listener to attend an event, or the speaker gives suggestions to the listener to do it. this speech is intended to the listener as the speech partner takes actions according to the speech said by the speaker, such as: order, command, request, advised, and recommend. in this speech act, the speaker makes the other person do something by expressing what the speaker wants by giving orders, requests, and suggestions. it can be positive or negative. in a directive speech act, the speaker will try to make the world fit the words (through the listener). third is commissives. this speech act make the speaker take some future actions (leech, 1983). this speech act encourages speakers to make commitments in the future. examples are: promising, vowing, and offering. these actions executed by the speaker or by the speaker as a group component. in commisive speech acts, the speaker embodies the world according to his words (through the speaker). fourth is expressives. this speech serves to reveal the speaker's psychological aspects towards a situation (leech, 1983). examples are: express gratitude, express congratulation, forgiveness, expressing blame to others, praising, condoling, etc. in expressive speech acts, speakers make words or what has been saying fit to the world (feelings). eltin journal, volume 9/no 2, october 2021 133 fifth is declaration. this speech act requires speakers to have a special institutional role in a certain context, so that they can give the right statement. the declaration provides the speaker to change the world with words. hence, declaration type of speech act replaces the world with its speech. this illocution causes a change or conformity between proposition and reality, such as: resigning, dismissing, christening, naming, excommunicating, appointing, sentencing, etc. 2. the assertive illocutionary act function according to searle's theory in leech (1983) about classification of illocutionary acts, assertive acts have the following functions: to state, to suggest, to boast, to complain, to claim, and to report. the various functions of assertive illocutionary act in speech will be explained in the following: a. expressive. according to hornby (2016), expressive is showing thoughts and feelings also showing an expression with words and gestures. the function of expressive sentences is the speaker provides information in the form of truth or states a statement about something to the interlocutor. b. suggesting. a sentence containing a suggestion is a sentence that is put forward for consideration. in the suggestion sentence, the speaker gives suggestions or advices to the interlocutor about the actions that should be taken. c. complaining. the complaining sentence is a sentence whose context contains dissatisfaction about something that is spoken by the speaker to the interlocutor. d. claiming. in a sentence that contains claim, the speaker demands the interlocutor to do something. in claiming sentence, there is a context about what to do. claiming is marked with words that seem compelling such as must, should, and others. e. reporting. the reporting sentence has the function of reporting or informing the information that known by the speaker to the interlocutor. 3. politeness principle according to yule (1996), the speaker uses politeness to convey his wishes in a special way that is rarely used in everyday language. according to leech (1983), politeness principle in a general way can be formulated as reduce by minimizing the expression of impolite beliefs, and maximize the expression of polite beliefs. the purpose of politeness principle is to maintain the social relations that enable us to assume that the interlocutors are being cooperative. politeness is asymmetrical, politeness is based on what is said by the speaker. some illocutionary acts with regard to the politeness. it means that there is the violatioin or flouting to the maxim might indicate different or additional meaning to the ordinary use of the language. lestari and firdaus (2021) exemplifies how the flouting of even one maxim of cooperative principles happened and generated implicature in the communication. in terms of politeness principle, leech (1983) divides the principle of politeness into six maxims. maxim is a linguistic rule that regulates actions, use of language, and interpretation of the actions and speech of the interlocutor. according to leech (1983), if one violated the maxim, it does not mean that one fail in english language use. thereby, the rules of language included as part of the definition of language, but maxims do not. it can be meant that maxims are not the same as grammar. the application of maxim is varied in the context of haniva, nurhapitudin & fauzi: politeness principle of assertive … 134 using different languages. maxims can be violated regardless of the type of activity they control (leech, 1983). here are maxims which created by geoffrey leech. first is tact of maxim. according to searle in leech (1983), the tact maxim applied in directive and commissive categories of illocution. this maxim extended to minimize cost to others and maximize benefit to others. leech describes two sides of tact maxim, a negative side and positive side. the negative side is diminished the cost to other, and increase the benefit to other as the positive side. this means that the listener should get benefit from the way the speaker deflects the illocution in a positive direction by limiting the listener from saying no. so this is a positive and polite (in an informal context) way of making offers, such as help yourself, have another sandwich, etc. second is generosity maxim. this maxim has almost the same criteria as the tact maxim. however, this difference needs to be looked at more closely in order to avoid misunderstanding. tact maxim has characterized as 'other-centered', whereas in generosity maxims is characterized by 'self-centered'. this maxim extended to reduce benefit to self by minimizing it and increase cost to self by maximizing it. third is approbation maxim. this maxim has another name, which is 'the flattery maxim'. this has important meaning of 'avoid saying unpleasant things to others'. this maxim extended to reduce dispraise to other by minimizing it and increase praise to other by maximizing it. there are compliments that are appreciated in the maxim approbation, and some are not. what a marvelous meal you cook is more appreciated than what an awful meal you. in the maxims of approbation, the less praise is expressed, that implicates dispraise. fourth is modesty maxim. this maxim extended to reduce praise to self and increase dispraise to self. in this maxim, it is polite to say how clever of you! than how stupid of you! another example of this maxim, it is polite to say how stupid of me! and it is impolite to say how clever of me. fifth is agreement maxim. this maxim extended to diminish disagreement between self and other by minimizing it and increase agreement between self and other by maximizing it. sixth is sympathy maxim. this maxim extended to reduce antipathy between self and other by minimizing it and increase sympathy between self and other by maximizing it. congratulating, and expressing condolences is a speech act to express sympathy. in this maxim, it is polite to say i am terribly sorry to hear that your dog died, and it is impolite to say i am terribly pleased to hear that your dog died. c. research methodology this research used qualitative descriptive method. according to cresswell (2014) the qualitative approach makes the researcher test the theory by establishing a hypothesis and collecting data or refuting the hypothesis. this research uses descriptive analysis which emphasizes description on the data to get general conclusion. this method helps the researcher to describe the data being studied qualitatively. denzin and lincoln (2005) in merriam (2009) put forward qualitative research in their book, namely: qualitative research study things in natural settings, trying to make sense of, or interpret, phenomena in terms of the meanings people bring to them eltin journal, volume 9/no 2, october 2021 135 it can be described that a researcher who uses qualitative research methods requires the ability to interpret things or phenomena in the world by gaining understanding from the experiences of people who undergo these phenomena. qualitative research is a method used to understand human social problems, based on a complex picture, formed with words, reported in detail from the views of informants, and carried out in natural settings through descriptions using words and language in specific contexts (cresswell, 2014). according to strauss and corbin (1990: 249-58) in bryman (1994) concludes briefly that qualitative analysis should demonstrate optimal use of data for all cases, incidents and occurrences, and fully explain the hypotheses chosen to achieve plausibility and consistency. d. findings and discussions in this section, the writer presents the results of the discussion based on data sourced from the first america 2020 presidential debate between donald trump and joe biden. the results of the discussion based on the research questions are: (1) what types of politeness principle’s maxim in the utterance of assertive act are used in the debate between donald j trump and joe biden?, and (2) how to know the function of the assertive act in politeness utterances used in the debate between donald j trump and joe biden? to answer the first question, the writer uses leech's theory regarding the maxims in the politeness principle. then to answer the second question, the writer uses searle's theory written in leech regarding the types of speech acts. 1. the politeness principles maxim’s types in the utterance of assertive act in the debate between donald trump and joe biden a. tact maxim this maxim of politeness principle means to the listener that should get benefit in a way by speaker maximizing benefit to other and minimizing cost to others. according to (leech, 1983), this maxim has other people centered to polite. in this maxim the indirect illocutions in the utterance shows more politeness. utterance: biden (3:56): i – the american people have a right to have a say to who the supreme court nominee is, and that say occurs when they vote for united states senators and when they vote for the president of the united states. they're not going to get that chance now because we're in the middle of an election already -the election has already started. (2020) the statement made by joe biden is included in the politeness principle, the type of tact maxim. the characteristic of the tact maxim is minimizes cost to others, and maximizes benefits to others (leech, 1983), as seen in the statement: the american people have a right to have a say to who the supreme court nominee is, and that say occurs when they vote for united states senators and when they vote for the president of the united states. haniva, nurhapitudin & fauzi: politeness principle of assertive … 136 the sentence represents all americans and reminds all americans of their right to vote in an election so biden maximizes the benefits to others or the americans. this sentence also contains indirect speech, for example in they're not going to get that chance now because we're in the middle of an election already -the election has already started, what biden meant refers to the american people who have no time left and will soon have the opportunity to elect the president of the united states as the election begins. according to leech (1983), tact maxim commits speaker to increase the benefit to other and reduce cost to other. in this statement, joe biden maximized the benefit for the american by giving choice to vote in the president at the time of the election later. utterance: trump (28:26): we want to -he wants to shut down the country. we just went through it. we had to because we didn't know anything about the disease. now, we’ve found that elderly people with heart problems and diabetes and different problems are very, very vulnerable. we learned a lot -young children aren't, even younger people aren't. we've learned a lot. but he wants to shut it down. more people will be hurt by continuing -if you look at pennsylvania, if you look at certain states that have been shut down -they have democrat governors all. one of the reasons they’re shut down is because they want to keep it shut down until after the election. this is political (2020). the utterance given by trump above obeys the tact maxim. according to (leech, 1983), tact maxim maximizes benefits to others and minimizes cost to others. politeness can be increase by using the indirect illocution, because it creates the level of optionality. trump's speech in the section we learned a lot -young children aren't, even younger people aren't. we've learned a lot. but he wants to shut it down. more people will be hurt by continuing contains indirect speech acts with the intention of not closing the economy and schools because it considers children who need education at school. therefore, the speech contains politeness and obeys the tact maxim by maximizing benefit to american children. b. generosity maxim this maxim has principle to maximize cost to self and minimize benefit to self. generosity maxim has self-centered (leech, 1983). it means that this maxim has the speaker point of view. politeness occurs if the cost is in the speaker. utterance biden (1:15:46): he's absolutely wrong, number one. number two, if in fact, when -during our administration recovery act i was able to bring down the cost of renewable energy to cheaper than, or as cheap as coal, and gas, and oil. nobody's going to build another coal fire plant in america. no one's going to build another oil fire in america. they're going to move to renewable energy, number one (2020). biden's statement falls within the principle of politeness. the choice of words in the biden's statement shows polite words with consideration for others. biden's statement is included in the generosity maxim. according to widyaningsih & hastuti (2020), the generosity maxim gives high value to the wishes of others. this maxim has action characteristics, namely offers, invitations, and promises. in biden's speech above, it is included in the generosity eltin journal, volume 9/no 2, october 2021 137 maxim by saying i was able to bring down... which means that biden promised to reduce the cost of renewable energy to be cheaper. according to (leech, 1983), this maxim giving high cost to self and giving low benefit to self. from biden's words, biden is maximizing the cost to himself by promising to reduce the cost of renewable energy. c. approbation maxim the purpose of this maxim is to avoid unpleasant things to others. this maxim has othercentered by giving high praise to others. the principle in this maxim is to maximize praise to others and minimizing praise to other. utterance trump (2:29): we won the election, elections have consequences. we have the senate, we have the white house, and we have a phenomenal nominee, respected by all top, top academic -good in every way, good in every way. in fact, some of her biggest endorsers are very liberal people from notre dame and other places so i think she's going to be fantastic. we have plenty of time. even if we did it after the election itself, i have a lot of time after the election, as you know. so i think that she will be outstanding, she's going to be as good as anybody that has served on that court (2020). regarding the appointment of amy coney barrett as chief justice of the supreme court, amy was replacing the late ruth bader ginsburg. trump stated that winning the election would face several consequences. trump gave the reason for appointing amy as chief justice because she is extraordinary and will be as good as people with experience in the field. trump's speech contains politeness, namely the maxim of approbation because it maximizes praise to others by saying that amy will have good work in the court. utterance biden (3:56): the president’s made it clear, he wants to get rid of the affordable care act. he's been running on that. he ran on that and he’s been governing on that. he's in the supreme court right now trying to get rid of the affordable care act, which will strip 20 million people from having insurance, health insurance, now, if they -if it goes into court and, and the justice and i have nothing -i'm not opposed to the justice, she seems like a very fine person (2020). the first subject of the debate was about the supreme court. the issue of the supreme court has become a controversial issue because of its 'regal' position and is the final reference in making decisions such as enacting or canceling controversial laws, as well as efforts to appeal death row convicts. trump nominated amy coney barrett, who is known for her conservative views over her late predecessor ruth bader ginsburg, who has served for 27 years (andriyanto, 2020). after trump gave an argument on the issue, it was biden's turn to respond to trump's statement. biden said trump was already pursuing his policy of getting rid of the affordable care act that would strip people of health insurance. regarding trump's policies, biden said he's not against justice and amy coney barret looks like a nice person. haniva, nurhapitudin & fauzi: politeness principle of assertive … 138 biden's remarks contained politeness, as he said when responding to the policies that had been made by trump by saying he ran on that and he's been governing on that that biden had given praise to the work of trump who had governed the policy. biden also said that amy is nice person. biden adheres to the principle of the maxim of approbation which maximizes praise to others. violate approbation maxim utterance trump (7:25): not what you said. that is not what you said. your party wants to go socialist. they're gonna dominate you, joe, you know that (2020). socialist is an ideology that emerged as a reaction to the development of industrialism and capitalism to better address the problems in society. the hallmark of the ideology of socialism is the management of property and production and wealth managed by groups (wikandaru & cahyo, 2016). the words that trump said were after biden made a statement that he would expand obama-care and allow private insurance then trump said that biden's party would make him a socialist. trump's speech violates the principle of politeness, namely the approbation maxim. the approbation maxim, the speaker demands to give the praise of others. in this context, trump does not give praise to the party that oversees biden by saying they're gonna dominate you joe, instead of give praise to biden and his party. utterance biden (15:12): he has no plan for healthcare. he sends out wishful thinking, he has executive orders that have no power, he hasn't lowered drug costs for anybody, he’s been promising a health care plan since he got elected. he has none. like almost everything else he talks about, he does not have a plan. he doesn't have a plan. and the fact is, this man doesn't know what he's talking about (2020). biden gave a dispraise to trump by saying that trump did not know what he was saying by bringing up the vision and mission that trump would do when he was elected as the previous president. according to biden, the vision, mission and policies that trump will carry out, such as improving health facilities and infrastructure, have not been realized. so that biden's speech does not contain praise, so that the speech is included in the violation of the approbation maxim by maximize dispraise to other. d. modesty maxim the polite side in this maxim is give low praise to self. modesty maxim made self as centered. in this maxim the criteria is to give high dispraise to self and give low praise to self. eltin journal, volume 9/no 2, october 2021 139 utterance trump (19:54): we're doing therapeutics already, fewer people are dying when they get sick, far fewer people are dying. we've done a great job. the only thing i haven't done a good job, and that's because of the fake news, no matter what you say to them, they give you a bad press on, it's just fake news. they give you good press, they give me bad press, because that's the way it is, unfortunately. i don't care. i've gotten used to it. but i'll tell you, joe, you could never have done the job that we did, you don't have it in your blood. you could have never done that yet (2020). trump makes a statement regarding the handling of the covid-19 problem. trump said he and his staff had tried to save lives by getting masks, and also making ventilators. trump admits that there is a job he hasn't done well, namely dealing with fake news because the media is reporting bad things about trump. trump said, “the only thing i haven't done a good job, and that's because of the fake news, no matter what you say to them, they give you a bad press on, it's just fake news. they give you good press, they give me bad press", containing politeness by complying with the modesty maxim which minimizes self-praise, and maximizes dispraise to self. as well as leech (1983) explained about modesty maxim that give high dispraise to self, and give low praise to self. violate modesty maxim utterance trump (14:22): obamacare is no good. we made it better and i had a choice to make very early on. we took away the individual mandate. we guaranteed pre existing conditions but took away the individual mandate. listen, this is the way it is. and that destroyed, that they shouldn't even call it obamacare. but i had a choice to make. do i let my people run it really well, or badly. if i run it badly they'll probably blame him, but they'll blame me, but more importantly i want to help people (2020). trump in the speech above gives excessive praise to self. trump's statement was in response to biden's response to the handling of healthcare, that people get good health insurance through obama-care. trump said that obama-care was not good and trump made a better treatment of health care. trump's speech does not contain the politeness of modesty by giving self-praise. this statement violates the maxim of modesty by saying trump made health care better than obama care. according to leech (1983), the speaker tends to minimize self-praise and maximize dispraise to self to get politeness. utterance biden (27:30): because he doesn’t have a plan. if i were running, i’d know what the plan is. you've got to provide these businesses the ability to have the money to be able to reopen with a ppe, as well as with sanitation they need. you have to provide –(2020) haniva, nurhapitudin & fauzi: politeness principle of assertive … 140 the debate moderators asked why biden's plans were more reluctant to open schools and the economy during the pandemic than trump who wanted to open schools and economy. biden said that trump has no plan in dealing with covid-19 problem. he praised himself by saying if i were running, i'd know what the plan is, it would be more polite if biden's sentence were my plan going forward is to maintain the existing economy to be able to provide more ppe1 and sanitation. so, biden's speech lacks politeness and violates the maxim of modesty by giving high praise to self, which it should to maximize dispraise to self (leech, 1983). e. sympathy maxim give more sympathy between self and others by maximizing it and give low antipathy between self and others by minimizing it are the criteria of sympathy maxim (leech, 1983). this maxim occurs in the utterance to express congratulating, condolences, etc. utterance trump (37:02): excuse me. he made a statement. people want their schools, no, people want their schools open. they don't want to be shut down. they don't want their state shut down. they want their restaurants. i look at new york. it's so sad what's happening in new york, it's almost like a ghost town. and i'm not sure i can ever recover what they've done in new york. people want their places open. they want to get back to their lives (2020). trump has shown his sympathy for what has happened in new york and the current state of america because of the pandemic. the government's policy at that time was to temporarily close schools, restaurants, and several other public places so that other activities were carried out online or work from home. trump said he regretted what was happening to the whole world and america. trump said "they don't want their state shut down. they want their restaurants. i look at new york. it's so sad what's happening in new york, it's almost like a ghost town. and i'm not sure i can ever recover what they've done in new york", the speech shows politeness by giving sympathy which is the principle of the maxim of sympathy. maxim of sympathy requires the speaker to maximize sympathy for self and others (leech, 1983). 2. the assertive function of politeness utterance in the debate between donald trump and joe biden speech acts have a function, one of which is to convey information. this speech act belongs to the purpose of assertive speech acts. according to searle in levinson (1983), assertive actions make speakers believe in the truth in some propositions. the speaker believes in a situation and conveys it to the listener. assertive action intends to persuade, attract attention, make someone believe and think about something. eltin journal, volume 9/no 2, october 2021 141 a. expressive in expressive function, the speaker intended to deliver the thoughts and feelings. according to hornby (2016), expressive is express an existing expression, it can be from gestures and word, also expressive is to be able to show thoughts and feelings. speaker provides information in the form of truth to the interlocutor. utterance: trump (28:26): we want to -he wants to shut down the country. we just went through it. we had to because we didn't know anything about the disease. now, we’ve found that elderly people with heart problems and diabetes and different problems are very, very vulnerable. we learned a lot -young children aren't, even younger people aren't. we've learned a lot. but he wants to shut it down. more people will be hurt by continuing -if you look at pennsylvania, if you look at certain states that have been shut down -they have democrat governors all. one of the reasons they’re shut down is because they want to keep it shut down until after the election. this is political (2020). the statement given by trump is included in the assertive speech act. in assertive speech acts the speaker says the truth or something that had happened (searle, 1979). the trump’s statement observed the politeness principle, namely tact maxim. the speech function of trump's statement based on the assertive function is included in the expressive function. expressive is conveying information related to thoughts and feelings to the listener (hornby, 2016). in this case, trump showed his concern for the elderly who are vulnerable to the virus. utterance biden: schools -why aren't schools open? because it costs a lot of money to open them safely. you know, they were going to give his administration was going to give the teachers and school students masks. then they decided, no, couldn't do that, because it's not a national emergency, not a national emergency. they've done nothing to help small businesses, nothing. they're closing. one is six is now gone. he ought to get on the job, and take care of the needs of the american people, so we can open safely (2020). biden's statement is included in the assertive speech act. in assertive speech acts, the speaker conveys information about the truth and events that have occurred to the listener (searle, 1979). biden provided information in the form of reasons for closing schools. the statements given by biden included in observing politeness maxim, namely the tact maxim. in assertive speech acts, an utterance has a function. based on biden's statement, the speech is included in the expressive function. expressing is expressing information based on the speaker's thoughts and feelings to the listener (hornby, 2016). in this case, biden gave his thoughts on the lockdown and gave his sad feelings by saying they're closing. one is six is now gone. he ought to get on the job, and take care of the needs of the american people, so we can open safely. haniva, nurhapitudin & fauzi: politeness principle of assertive … 142 b. suggesting according to (hornby, 2016), suggest is give any idea or plan to be considered by people. speaker communicates idea or feeling to the hearer, then the hearer will consider the idea or feeling spoken by the speaker. utterance: biden (16:16): whatever position i take on that, that'll become the issue -the issue is, the american people should speak. you should go out and vote. we're in voting now, vote and let your senators know how strongly you feel. vote now, in fact let people know it is your senators. i'm not going to answer the question (2020). the statement given by the biden contains elements of truth and information (leech, 1983). according to leech, assertiveness is the speaker's commitment to telling the truth. assertive speech acts have a speech function. based on biden's statement, the statement observed politeness principle, namely tact maxim. in biden’s statement, biden called on the american people to vote and inform senators of the people's feelings. the statement contains the biden's ideas and plans to keep the election going. so, the biden statement has a suggesting function, where suggesting is to give an idea or plan for something so that it can be considered by others (hornby, 2016). utterance trump (1:12:57): i believe that we have to do everything we can to have immaculate air, immaculate water and do whatever else we can that's good. you know we're planting a billion trees, the billion tree project, and it's very exciting (2020). this statement given by trump observed the maxim of politeness, namely the tact maxim. trump's speech is included in the assertive speech act because trump as the speaker expresses the truth proposition and something that had happened (searle, 1979). the utterance has a function, namely a suggesting function because in trump's statement, trump gives ideas and suggestions for managing forests to be considered in the future. c. complaining according to hornby (2016), complain is an expression of annoyed, unhappy, or not satisfied about something. the common case of complain is about complaining a bad service. in this function, the utterance said by the speaker with expressing such feelings such as, annoyed and dissatisfied. utterance biden (15:12): he has no plan for healthcare. he sends out wishful thinking, he has executive orders that have no power, he hasn't lowered drug costs for anybody, he’s been promising a health care plan since he got elected. he has none. like almost everything else he talks about, he does not have a plan. he doesn't have a plan. and the fact is, this man doesn't know what he's talking about (2020). eltin journal, volume 9/no 2, october 2021 143 the 2020 american presidential debate, debated a lot about health care, health insurance, health laws, and how to handle health during this pandemic. as a leader and future leader for america, it's good if health problems are completely resolved. biden stated that trump as president has no plans to improve health care. by giving low praise to other, then it violated the approbation maxim of politeness. biden's utterances are included in assertive speech acts because biden says a truth proposition that he believes so that other people can believe and think about his statement. in assertive speech acts, an utterance has a function. the assertive function of biden's speech is complaining. complaining is an expression that show dissatisfaction with something (hornby, 2016). biden complained trump had no plan for health care. utterance trump (19:54): the country would have been left wide open, millions of people would have died, not 200,000. and one person is too much -it's china's fault, it should have never happened. they stopped it from going in, but it was china's fault, by the way when you talk about numbers you know how many people died in japan. how many people died in russia. how many people died in india. they don’t exactly give you a straight count, just so you understand. but if you look at what we've done. i closed it and you said he's xenophobic, he's a racist and xenophobic because you didn't close in our country (2020). the speech spoken by trump is an assertive speech act because trump gives a truth proposition that he believes in and makes other people pay attention to, and believe in that statement. assertive utterances have functions, one of which is complaining. based on the definition of complaining (hornby, 2016), that complaining is an expression that shows dissatisfaction with something, then the speech uttered by trump above has a complaining function because trump shows dissatisfaction with the current state of the pandemic and says that the source was originally from china. d. claiming claiming is a statement that true although it has not been proved (hornby, 2016). in complaining, someone demands a fact or condition that the person has the right to that fact or condition. in this function, the speaker states a statement that demanding something true, even it has not proved. utterance trump (42:48): they had the slowest recovery. since 19 -economic recovery, since 1929. it was the slowest recovery. also, they took over something that was down here. all you have to do is turn on the lights and you pick up a lot, but they had the slowest economic recovery since 1929. let me tell you about the stock market. when the stock market goes up, that means jobs. it also means 401k's. if you got in, if you ever haniva, nurhapitudin & fauzi: politeness principle of assertive … 144 became president with your ideas -you want to terminate my taxes? i'll tell you what, you’ll lose half of the companies that have poured in here will leave. and plenty of companies that are already here they'll leave for other places. they will leave, and you will have a depression, the likes of which you've never seen (2020). the statement given by trump is included in the assertive speech act. in assertive speech acts, the speaker gives a statement regarding the truth or something that had happened in the speaker's life (searle, 1979). an assertive utterance has a function. based on the statement provided by trump, trump demands that the obama administration has a slow economic recovery and is the worst recovery ever. according to hornby (2016), claiming is demanding a fact even though it has not been proven. therefore, the function of speech in trump's statement is claiming. utterance biden (44:48): and so, you take a look at what he's actually done. he's done very little. his trade deals are the same way. he talks about these great trade deals. you know, he talks about the art of the deal. china's made, perfected the art of the steel. we have a higher deficit with china now than we did before. we have the highest trade deficit with mexico – (2020) biden's statement is an assertive speech act. assertive speech act commits the speaker to tell the truth he knows to the listener (leech, 1983). the actions taken in this type of speech act are such as describing, explaining, and so on. an assertive speech has a speech function. based on the content of biden's statement that biden claims a fact even though it has not been proven, then the function of speech in biden's statement is claiming. as according to hornby (2016) that claiming is demanding or stating a fact even though it has not been proven. e. reporting according to hornby (2016), reporting is give an information about the event that speaker have heard, seen, and done to the interlocutor. in this function, the speaker describes a statement that including information, or particular situation or problem. utterance: biden (3:56): women's rights are fundamentally changed. once again, a woman could be held -make more money because she has a pre-existing condition of pregnancy. we're able to, they're able to charge women more for the same exact procedure a man gets, and that ended when we, in fact, passed the affordable care act. and there's 100 million people who have pre-existing conditions, and they'll be taken away as well. those preexisting conditions, insurance companies are going to love this. and so it's just not appropriate to do this before this election (2020). eltin journal, volume 9/no 2, october 2021 145 biden's statement about the impact of the abolition of the affordable care law is included in the assertive speech act. in assertive act, a speaker expresses truth and information to his listeners (leech, 1983). assertive speech acts have a speech function. based on biden's explanation, the statements observed the maxim of politeness, namely tact maxim which has assertive function as reporting. reporting is stating information from the speaker to the listener (hornby, 2016). utterance biden (58:13): law and order with justice where people get treated fairly. and the fact of the matter is violent crime went down 17%, 15% percent in our administration. it’s gone up on his watch (2020). the statement made by biden is classified as an assertive speech act because biden makes a statement regarding the truth proposition he believes in. in assertive act, the speaker make a statements or explanation (searle, 1979). assertive speech acts have a speech function. based on biden's statement, information and facts that are known by speakers and conveyed to listeners are an assertive function of reporting. in the speech, biden reported information related to law and order matters. e. conclusion based on the first question in this study, the writer found five maxims of politeness from the six maxims that were stated by leech (1983). the five maxims include tact maxim, generosity maxim, approbation maxim, modesty maxim, and sympathy maxim. from these maxims, there are utterances that observe the maxim of politeness, and some utterances violate the maxim of politeness. based on the second research question in this study, the writer classifies the functions in polite speech to find out the functions in politeness utterances. the writer uses searle's theory in (leech, 1983), that assertive functions are such as expressive, suggesting, complaining, claiming, and reporting. in utterances that have expressive, suggesting, and reporting functions, the most politeness maxim used is the tact maxim. in the utterances that have a complaining function, the most politeness maxim used is the violate approbation maxim. in the utterances that have a claiming function, the most politeness maxim used is the violated modesty maxim. therefore, in utterances that observe and violates the maxim of politeness, has a different assertive function. f. references andriyanto, h. (2020, september 30). kenapa mahkamah agung as bisa sangat politis? [news]. berita satu. https://www.beritasatu.com/dunia/682013/kenapa-mahkamahagung-as-bisa-sangat-politis austin, j. l. (1962). how to do things with words. oxford university press. basra, s., & thoyyibah, l. (2017). a speech act analysis of teacher talk in an efl classroom. international journal of education, 10(1), 73-81. bryman, a. (1994). analyzing qualitative data. routledge. cresswell, j. w. (2014). research design: qualitative, quantitative, and mixed methods approaches. sage. haniva, nurhapitudin & fauzi: politeness principle of assertive … 146 hornby, a. s. (2016). oxford advanced learner’s dictionary. oxford university press. kaplan, t., & shear, m. d. (2020). biden and trump will debate six main issues. here’s where they stand (the new york times). https://www.nytimes.com/2020/09/29/us/politics/biden-on-the-issues-trump-on-theissues-debate.html leech, g. n. (1983). principles of pragmatics. longman linguistics library. lestari, d. and firdaus, d. (2021). flouting maxim of quantity in the characters’ dialogues in “detective pikachu” movie. call, 3(1), 93-104 https://doi.org/:10.15575/call.v3i1.12838 levinson, s. c. (1983). pragmatics. merriam, s. b. (2009). qualitative research: a guide to design and implementation. jossey-bass. nurhantoro, t. s., hapsari, a., & rozak, f. (2020). kajian pragmatik debat pemilihan presiden amerika serikat putaran pertama tahun 2016. 117. searle, j. r. (1979). expression and meaning: studies in the theory of speech act. cambridge university press. sulistyo, e. t. (2013). pragmatics: suatu kajian awal. uns (sebelas maret university). usa today staff. (2020, september 30). read the full transcript from the first presidential debate between joe biden and donald trump. https://www.usatoday.com/story/news/politics/elections/2020/09/30/presidentialdebate-read-full-transcript-first-debate/3587462001/ widyaningsih, m., & hastuti, e. (2020). maxims of politeness on alice in wonderland movie (pragmatic analysis). journal of language and literature, 6(2), 64-71. wikandaru, r., & cahyo, b. (2016). landasan ontologis sosialisme. jurnal filsafat, 26(1), 112-135. yule, g. (1996). pragmatics. oxford university press. https://www.usatoday.com/story/news/politics/elections/2020/09/30/presidential-debate-read-full-transcript-first-debate/3587462001/ https://www.usatoday.com/story/news/politics/elections/2020/09/30/presidential-debate-read-full-transcript-first-debate/3587462001/ eltin journal p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 139 reap (read, encode, annotate and ponder) strategy combined with mind mapping to facilitate students’ reading comprehension paula eka ramdhani1*, ririn pusparini2 1 paulaeramdhani@gmail.com, 2ririnpusparini@unesa.ac.id universitas negeri surabaya abstract reap (read, encode, annotate, ponder) strategy is a well-designed learning strategy for teaching students to comprehend a reading text. the aim of this study is not only to present how the reap strategy is implemented in reading, especially in narrative texts but also it describes how the mind mapping emerged in the reap strategy to boost students’ interest and makes the reading activity more enjoyable. this study was carried out in the eleventh grade at one of sidoarjo's private senior high schools which were consisting of thirteen students. furthermore, the interpretive descriptive qualitative research design through observation and document analysis was used as the base of this study. this study also showed that there are several stages in the implementation of reap strategy combined with mind mapping for facilitating students’ reading comprehension such as preparing the classroom environment, brainstorming, making group discussion, reading the story, encoding the difficult vocabulary, annotating the important point, pondering the moral value, and presenting students’ mind mapping. the results discovered that in the teaching and learning process, the students were able to comprehend the narrative text successfully. it also made reading activity more alive, activates background knowledge among students, and encourages them to think creatively. keywords: reap strategy, mind mapping, reading comprehension, narrative text a. introduction reading is one of the four language skills that students must acquire in order to learn english besides listening, speaking, and writing (roehling et al., 20s17). most of the students are required to read various kinds of books and texts written in english. weaver (2009) claims that reading has positive impacts on students’ vocabulary knowledge, spelling and writing skills. by reading, students can develop their abilities through text in learning some vocabularies because the more text that the students read, the more vocabulary they will get. moreover, it needs comprehension to catch the idea and information in reading the text. according to grabe & stoller (2012), reading is also a decision-making process that involves the reader's brain and beliefs in reading. in other words, the reader's way of comprehending the printed words is called reading so that reading is not only seeing or reading what is written but also comprehending the content of the text. mailto:paulaeramdhani@gmail.com mailto:ririnpusparini@unesa.ac.id ramdhani & pusparini: reap (read, encode, annotate & ponder) strategy … 140 however, students learning english as a foreign language still find it difficult to read reading comprehensively while understanding the indicators of reading comprehension. there are lots of students who are still less interested in reading activity because they meet some obstacles in reading. lópez & pintó (2017) shows that most of the students have limited vocabulary and have difficulty relating the text to their prior knowledge. another factor contributing to students' reading difficulties is the teacher's monotonous reading activity, which reduces students' interest and motivation to read the text with the same strategy. according to manalu (2014), there are some teachers barely implementing any special strategy for teaching reading. those statements demonstrate that students require learning strategies in order to comprehend the text more easily. in line with the problems explained previously, the teacher requires a great strategy to help students comprehend and enjoy what they read during the teaching and learning process. the teacher should apply a variety of approaches, methods, techniques, and strategies when teaching english in the classroom, such as jigsaw, think pair share, note-taking, storytelling, reap, and so on. however, according to powell et al., (2012), one of the best strategies that can be implemented in teaching reading is called reap strategy. the reap stands for read (r), encode (e), annotate (a), and ponder (p) in which it focuses on students’ useful organization of information. the reap strategy was firstly designed by eanet and manzo to emphasize the use of writing as a technique for enhancing thinking and reading in early 1976 (ya’acob et al., 2020). four stages need to be taken to do this strategy. the first stage is to read as well as allows students to read through the passage by finding the author’s theme or the title of the text. after that, allows students to comprehend the text on their own words in the encode stage by finding the main idea and difficult words that they found. then, the students are asked to write down the important point or main events of the text in each paragraph (orientation, evaluation, complication, resolution, and coda) using their own words in the annotate stage. finally, the last stage of teaching and learning activities is ponder. the pondering activities can be implemented by talking and discussing with the group members to identify the story’s message. then, the students present to another group about what they just made by using their own words. therefore, it can be concluded that the benefits of applying reap strategy cannot be achieved completely unless the teacher apply its stages in order. in addition, related to this present study, there are number of research for investigating reap strategy and reading comprehension. amalia et al., (2018) conducted a research about the significant differences in reading comprehension achievement between junior high school students who were taught using the reap strategy and those who were not. pratiwi & ardian, (2021) did similar research with the previous study which was about the reap strategy which was successfully implemented in reading comprehension for senior high school students. however, based on several investigations which are done by some researchers about implementing reap strategy, most of them did not choose innovative methods to be applied so that the strategies which they used seem less challenging and interesting for the students because they only follow the theory of wegmann et al., (1990) about reading indicators such as identify general information, the meaning of words, and language features. thereby, teachers are also required to be able to innovate and be creative in choosing learning methods for implementing reap strategy so that the students can readily comprehend the material. one of them is by using the mind mapping method in order to create a pleasant learning atmosphere. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 141 hence, this research does not only aim to present how the reap strategy is implemented in reading, especially in narrative texts but also it shows how the mind mapping method emerged in the reap strategy to boost students’ interest and makes reading activity more enjoyable (siriphanich et al., 2010). moreover, buzan, (2006) defines that mind mapping is a fun and an easy way of taking notes by bringing out new information and ideas in the brain. he also states that there are several steps to create mind mapping which allows students to generate a visual representation to help them learn more easily. the first step is to begin by putting the title or picture at the center of the paper so that it may be used horizontally. second, linking the primary idea with the central title or picture by creating curved lines like branches. after that, using color and symbols to give the mind map more alive and encourages students to think creatively. the last step is using only a keyword in every single line. it means that in this method, the students can apply it in the reap strategy at the each stage. thereby, this study will use mind mapping method in order to assist students for taking their notes in reap strategy. according to the 2013 curriculum of english literature at senior high school, narrative text and hortatory exposition text are among the types of text taught in the eleventh. in this study, the researcher focuses mainly on narrative text in several aspects of social function, generic structure, and language features that senior high school eleventh graders are expected to understand. there are several research that the researcher found that most of the students got difficulties in understanding and interpreting the english narrative text due to some reasons such as lack of vocabulary mastery, and uninteresting techniques used by teacher in teaching reading (anderson, 2003; barkhuizen, 2015). thus, the researcher chose this text based on the preliminary study in order to assist students in comprehending what they read using a great strategy that can be applied by the teacher. regarding the fact that the researcher gets, this study intends to use reap strategy combined with mind mapping in order to not only assist students to promote their reading comprehension but also to hone their skills and creativity. therefore, it can prompt the researcher to investigate the implementation of reap strategy combined with mind mapping to improve students' reading comprehension of narrative texts in senior high school. it shows that future research will be different from the previous ones. as a result, this study also attempted to investigate the implementation of reap strategy combined with mind mapping to help students in comprehending narrative reading text. b. method this study was carried out using an interpretive qualitative research method because the researcher needed to describe the study's findings in the form of words and descriptions. the data was acquired through observation and document analysis. the researchers noted that read, encode, annotate, and ponder (reap) strategy combined with mind mapping was implemented by the teacher for teaching reading narrative text in three meetings over two weeks, on wednesday march 9th 2022, friday march 11th 2022, and wednesday march 16th 2022. in those three meetings, the teacher acted as a teacher and the researcher acted as an observer. starting at the beginning until the end of the class, the researcher observed the teacher and students' verbal and nonverbal activities, interactions, expressions, and statements. thus, the researcher did not take part in the teaching and learning process. the researcher only sat in the back row of the classroom and observed the classroom activities while teaching narrative text using the reap strategy combined with mind mapping. ramdhani & pusparini: reap (read, encode, annotate & ponder) strategy … 142 furthermore, while implementing the reap strategy combined with mind mapping, field notes were employed to collect information about the class's teaching and learning process. moreover, the data was acquired from the students' presenting mind maps to determine their reading comprehension. this study was carried out in the eleventh grade at one of sidoarjo's private senior high schools. there were consisting of thirteen students which were three males and ten females. following the data collection, the researcher examined the data using the method from ary et.al (2010). there are three stages for analyzing the data in qualitative research. the first stage is familiarizing and organizing through rereading notes or transcribing audio to get familiar with the data and then organizing them by naming the files into one folder. the second stage is coding and reducing by putting some codes to indicate the essential points of each data. finally, the researcher will represent the data in the form of tables, diagrams, and graphics but it must be followed by a detailed description which is in the interpreting and representing stage. therefore, the three stages were used to find out the answers to the research questions. c. findings and discussion the class was eleventh graders in one of the private senior high schools in sidoarjo. there were consisting of thirteen students which were three males and ten females. the class was on the second floor and it was only one whiteboard, two air conditioners, two windows, lcd projector, speakers, as well as some desks and chairs. pre-activities the first observation was conducted on wednesday 9th, 2022. in the first observation of teaching and learning activities, the teacher began the lesson by greeting the students and asking the students' conditions on that day. moreover, after asking conditions, the teacher explored the students’ background knowledge by asking several questions about narrative text. these can see from the verbal interaction between the teacher and students during the teaching and learning process. t : alright guys, i want to ask something. do any of you like to read fairy tales, legends, or fables? s : yes, sir. t : good, what stories of legends, fables, and fairy tales do you know? can you give me some examples? s2 : sangkuriang, beauty and the beast. s8 : cinderella, snow white. t : good answer! what else? how about fables? s5 : the ant and the grasshopper. s7 : the mouse deer and crocodile, sir. t : ok, good job class. so do you still remember our topic in the second semester of the tenth grade? s2 : is it narrative text, sir? t : excellent, diva. today, we’re going to discuss about narrative text. as you mentioned before such as cinderella, sangkuriang, beauty and the beast are included in the narrative text. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 143 then, in order to ensure that the students had sufficient knowledge of the material, the teacher also enhanced the students' understanding of narrative text by asking about the kind of narrative text they have read. this activity was also known as brainstorming before they further learn about the main topic. t : alright, students. there are many types of narrative text that you should know such as fable, legend, fairy tale, history, and also personal experience. mostly, narrative text is a kind of fictional event but it's not impossible if we say about the real experience in the narrative text. t : ok, so let's try to find the example of narrative text based on the types. for example, the crying stone, what kind of narrative text is that? s : legend. t : yes, that’s the legend of west kalimantan. number two, what about three little pigs? s4 : fable. t : good. next, little red riding hood? s12 : fairy tale, sir. t : great. what about the greedy monkey? s5 : fable t : good. next, hansel and gretel? what kind is it? s : fairy tale. t : yes, that’s true. so, because in the tenth grade you have learned about legend in narrative text, now in english literature at the eleventh grade, we will just learn the kind of short stories such as fairy tales and fables. do you get the point? s : yes, sir. in the pre-activities, the teacher spent around twenty minutes. from the researcher’s observation, it can be seen that most of the students participated in this brainstorming activity. the students were also able to answer some questions about narrative text delivered by the teacher. for instance, the students could guess the name of several legends, fairy tales, and fables correctly. it is in line with the theory from lópez & pintó, (2017) who said that giving brainstorming before starting the class can provide opportunities for students to make connections between the topic they have already known and what they are currently learning. therefore, it can be said that the students’ background knowledge in this eleventh grade english language art classroom was terribly good. whilst-activities after the teacher explored the students’ background knowledge, then he opened her laptop and showed the definition, social function, generic structure, and language features of narrative text through a lcd projector. the teacher explained again those important points in order to strengthen the students’ understanding about narrative text. thus, this section described how the teacher implemented the reap strategy in the teaching and learning process, particularly while teaching narrative reading text. it will provide an answer to the first research question of this study. furthermore, there were four stages that the teacher implemented to read, encode, annotate, and ponder. here is the result of each stage. ramdhani & pusparini: reap (read, encode, annotate & ponder) strategy … 144 the extent of read stage of helping students in comprehending narrative reading text after explaining the stages of the reap strategy combined with mind mapping on the first observation, the teacher continued to the first stage, which is read stage on the same day. in the form of observation according to the researcher, the teacher applied the read stage to write the author's theme and title of the narrative text in mind mapping. it indicates that throughout the read stage, students should obtain a general understanding of the author's point of view. it can be identified by the teacher's verbal during the teaching and learning process. the activity began. the teacher started this read stage by telling the students to form groups of four, with each group including three to four students. then, the teacher provided some papers about the short story as the teaching tools. he gave them different titles of short stories to get them interested in learning narrative text and to help them understand the material better. there were one student who volunteer to help the teacher in distributing the text. after all of the groups have got their text, then the teacher instructed the students to read the text immediately and write down the author's theme which they found on their mind map. the teacher required the students to read the text by applying a top-down strategy which focuses on their prior knowledge. t : now please read your text carefully and try to find the theme of your story. read the text according to your understanding and if you have found the theme, then you can write it in your mind map. do you understand what i mean? s : yes, sir. t : ok, don’t forget to prepare your paper and your color markers. s : finish, sir. t : good, i’ll give you 10 minutes to read. from the observation, it can be seen that all of the students worked with their groups. since the students were paying close attention to the text they were holding, the atmosphere in the classroom became more serious. then, the students tried to find the author’s theme after reading the whole text by discussing with their groups. furthermore, they also write it down the title and the theme of their each story which they got on the piece of paper in order to create a mind mapping. in other words, they were trying to find the ideas and information what they want to get from the reading stage. it is in line with the theory that comes from grabe & stoller (2012) who said that to get the point in the reading activity, students should extract the meaning of the text. thus, the students can read the material one or two times, up to three times depending on their capacity to grasp the idea from the text (mukhroji 2011). the extent of encode stage of helping students in comprehending narrative reading text for the second stage is still on the same day, which is encode stage. the teacher continued to the second stage by spending less than twenty minutes. in the form of the next stage which the researcher found, the teacher implemented encode stage in order to find the main idea and difficult or new vocabularies in the text by writing it on the mind map. after 10 minutes the students read the text, the teacher immediately started this stage by asking students' difficulties regarding the new vocabulary about the text they have read. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 145 t : ok well, after you have finished to read, do you get the point about the story? or have you ever read it? s5 : not yet sir, this is the first time i read it. t : alright, so do you find any unfamiliar words or new vocabulary in your story? s3 : yes, sir. i think quite a lot. t : really? but i think that’s very simple short story. t : ok, now please find the main idea of the text and highlight the difficult vocabularies that you have found, then, find the meaning of them. don’t forget to write them down on your mind map. do you get the point? based on the observation, it is clear that most of the students seemed enthusiastic looking for the main idea and difficult words of the text during this encode stage while highlighting the words. for finding the main idea of the text, the students discussed it with their own group. every reader may have interpreted the text in a different way and in a different language. it is in line with the theory from tiruneh (2014) who said that it is demanded the critical thinking of the reader in order to conceptualize the text's idea into their own understanding. for finding the unfamiliar words, this activity is carried out by asking each member's student to write down the difficult vocabulary on the mind map. after that, the students discussed the meaning or the synonym of it. if it is necessary the students also checked the unfamiliar words in the dictionary and internet. the extent of annotate stage of helping students in comprehending narrative reading text the second observation was conducted on friday 11th, 2022. in the form of the second observation which the researcher found, the teacher implemented the annotate stage to find the detailed information collected from the reading text. it can be identified by the teacher's verbal during the teaching and learning process. this stage began with the teacher asking the students to take notes on their ideas about the important point or main events of the text in each paragraph. this is the key process of reap strategy because students should write their notes in mind mapping using their own words. in this activity, the students were also required to write notes based on the character, setting, problem, and solution of the narrative text. here, the students were given 50 minutes to finish their annotate task. t : now, we move to the next stage of reap strategy that is annotate stage. here, i want you to take notes about the important point of the story on your mind map. do you know what the important points are? s8 : character and the problem of the story, sir. t : great! but actually, it must consist of 4 important points that are character, setting, problem, and solution. s5 : how many paragraphs of each point, sir? t : it is up to you, but it will be better if you write it in one short paragraph using your own words. don’t forget to put the language features too. s : yes, sir. t : after that you can decorate your mind map as creatively as possible with the colored markers and colored pencils that you have prepared. do you get it, students? s : alright, sir. t : ok, you can start now. ramdhani & pusparini: reap (read, encode, annotate & ponder) strategy … 146 from the observation, the students were directed by the teacher well by walking around the class from one group to another group to make sure that the students do their work. however, there was one group in the class who was still confused about the instruction, therefore the teacher immediately approached them and he explained again in detail about the task. in short, the students felt relaxed and enjoyed during the discussion in annotate stage. they also seemed enthusiastic during the teaching and learning process. it can be seen from the creativity of each group when decorating their mind maps. it is in line with the theory from siriphanich et al., (2010) who said that by mind mapping, one can develop their ability in memorizing, brainstorming, learning, as well as creativity. moreover, it means that the teacher was successful while applying this stage. it is in line with the theory from powell et al., (2012), who said that during annotate stage, students not only take notes but also comprehend the information of the text by taking important points using their own words. this will require students to recall information from the reading text in great detail. the extent of ponder stage of helping students in comprehending narrative reading text the third observation was conducted on wednesday, march 16th 2022. in the form of the third observation which the researcher found, the teacher implemented the ponder stage to determine the students' comprehension of the short story they had read. it is clear from how they use mind mapping to present the information collected from the reading text in detail. it can be identified by the teacher's verbal during the teaching and learning process. the teacher then asked the students to find the moral value by talking and discussing it with the group members. the teacher gave the students 10 minutes to find the moral value of their story by writing it on the mind map. then, they should present to another group about what they just made in mind mapping using their own words alternately. each group of three to four members had the option of presenting one generic structure. for instance, group one consisted of students’ numbers one, two, three, and four. the orientation was presented by student number one, the complication by student number two, and so on. however, while another group presented their mind map, all of the students had to pay attention since the teacher would ask the students several questions. the result of observation shows that the teacher helped the students by providing clear instructions and ensuring their comfort when discussing with their friends and presenting their mind maps. in discussing the moral of the story, the students seemed serious for finding the message of their narrative text. they give their opinion to each other about what they get from the story. besides that, when presenting their mind map, the students appeared to be excited and enthusiastic. most of them use their own words instead of relying on the note while presenting their mind map. it seems that mind mapping can help students in presenting the story well during this ponder stage. in line with the statement of buzan (2006) that the use of mind mapping makes it simple for the students to organize, plan, discuss, and express their ideas quickly when they want to collaborate with others. indeed, the students were able to recall information from the reading text in detail during the ponder stage by presenting their mind map using their own words. tiruneh (2014) stated that in ponder stage, the students can encourage the sharing of knowledge, information, and personal experiences with each other. it means the strategy gives students the ability to think about the purpose of the text, what the text meant to them, and how they can relate their eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 147 personal experiences and previous reading to it with the group members .therefore, based on this observation, students' comprehension of the narrative text is pretty excellent, as seen by their ability to explain the story from the text that they have read. post-activities after implementing the reap strategy combined with mind mapping in the teaching and learning process, the teacher conducted post-teaching activities on the same day at the third observation to confirm that the students understood the material. since the final result of this study is presenting students' mind mapping, the researcher used narrative story presenting rubric adapted from douglas fisher, nancy frey, and john hattie in 2017 to analyze the students' reading task. furthermore, character, setting, problem, solution, and moral value were the components which are analyzed by the researcher. each component has three categories; proficient as excellent category, adequate as fair category, and needs attention as very poor category. here, the students' presenting performance by group one, which consists of s13, s2, s7, and s5, was chosen as the representation by the researcher. s13: once upon a time, there was an eagle that landed on the front door of an old woman's house. because the old woman never seen an eagle, she thought that the eagle was a pigeon. the old woman showed her stubbornness and mrs. know-it-all by convincing the eagle that he was a pigeon. it makes the eagle not confident with himself so he was easy to believe that he was not an eagle but a pigeon. s2: after that, the old woman decided to change everything that already settled. first of all, she trimmed the eagle's claws until they were quite short. then, she pulled his beak until it was perfectly straight. and she brushed the beautiful tuft of feathers on top of his head until it was completely flat. she changed everything until it suited her own mind of what a bird should look like. this makes the eagle sad because he doesn't know who he really is. s7: when the sad eagle flies away to a nearby tree, he meets a new eagle that helps him with explaining something that is true. the new eagle said, "there are a lot of silly people in the world who think that pigeons are eagles or the opposite so we should stay away from people like that". finally, the eagle already understands that not everyone can accept and respect others. s5: from the story with the theme of imperfection, we can learn that we don't have to change ourselves to be what someone expects to make us acceptable. so, don't change what people have and what they should have. try to accept the new things in our lives as they should be. because in this life, we should be more tolerant and respectful of the differences that other people have. thank you. firstly, related to the explaining characters and settings of the story by s13, the narrative story presentation result above was included in the proficient category since characters and settings develop from the description, speech, and actions. it is in line with the theory from fisher et al., (2017) who said that students can be categorized as proficient if the main and supporting characters and their characteristics of the story are identified. they also stated that the setting is identified and described in detail using clear vocabulary. it means s13 can meet the proficient category in presenting his mind map. moreover, he was also can develop his ideas concerning the orientation of the old woman and the eagle story in detail although he still looked at the notes in the mind map which he presented several times. it can be seen when he explained the character of the old woman and the eagle, as well as the place where they meet each other. ramdhani & pusparini: reap (read, encode, annotate & ponder) strategy … 148 secondly, the complication of the story that was explained by s2 was proficient since the story's main problem was identified, and she stated all of the problems that the main characters did one by one in the story. fisher et al., (2017) stated that students can be categorized as proficient if the main problem of the story is identified in the correct order. it means that s2 can meet the proficient category in presenting her mind map. it can be seen from s2's presentation that "first of all, she trimmed the eagle's claws until they were quite short. then, she pulled on his beak until it was quite straight. and she brushed down the lovely tuft of feathers on top of his head until it was quite flat". she explained that the central problem was when the old woman start to change everything that has already settled on the eagle. moreover, she explained the story in her own words briefly, clearly, and rarely looked at the note in the mind map. then, since it included the last part of the story, the resolution of the story that was explained by s7 was categorized as proficient. she can explain the solution of the problem in the story so that the story became connected to each other. it is in line with the theory from fisher et al., (2017) who said that students can be categorized as proficient if the motivations of the characters, as well as potential solutions of the story, are included. it means that s7 can meet the proficient category since she can present how the problems in the story are solved. it can be seen from her explanation when she said, "the new eagle said that there are a lot of silly people in the world who think that pigeons are eagles or the opposite so we should stay away from people like that”. she also explained how the eagle met the new eagle that helped him restore his original appearance by making him aware of one thing. furthermore, s2 explained the story using her own words, however, she often looked at the note so that it made like reading instead of presenting the mind map. finally, related to the coda, s5 was categorized as proficient since she correctly identified the coda and incorporated the moral and theme of the story. according to fisher et al., (2017), students can be categorized as proficient if they can relate the content of the story to the message that the reader gathers into the story’s moral or theme. it can be seen when she said that the moral value of the story is we should be more tolerant and respectful of the differences that other people have. she also stated that the theme of this story is imperfection. it means that s5 can meet the proficient category since she can deliver the author's purpose in the story. moreover, rather than depending on the note, she explained the story fluently using her own words when presenting the mind map. furthermore, both the teacher and students also reviewed the material before the teaching and learning activities ended. the teacher began by asking several questions regarding the material in order to determine the students' comprehension. the teacher also inquired about the difficulties which they faced during the teaching and learning activities earlier, and they said that they still have difficulties in understanding the story because there were still some unfamiliar words. then, the teacher gave some suggestions and motivation to them. the teacher also gave students assignments based on their short stories with open-ended questions. lastly, the teacher greeted them and asked them to pray together. during this activity, most of the students were very enthusiastic in delivering their understanding of the learning activities. they were able to share their ideas correctly. every time the students answered the teacher’s question, the teacher also often appreciated them eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 149 with plus score so that the students feel motivated and learned how to be more engaged in the teaching and learning process. in sum, from the observation results, it can be concluded that the implementation of the reap strategy combined with mind mapping was successful in the teaching narrative reading text. moreover, the classroom environment also helps the teaching and learning process by implementing this strategy. according to powell et al., (2012) reap strategy could help students understand, concentrate, and retain information more effectively. it can be seen from the students’ ability to memorize the text using a visual representation until they were able to write it down on the mind mapping and present it in their own words. it also made reading activity more alive, activates background knowledge among students, and encourages them to think creatively. d. conclusion based on the results and discussion that have been presented in the previous section, it can be concluded that the implementation of the reap strategy combined with mind mapping to promote students in comprehending narrative reading was successful. the teacher followed the stages of reap strategy sequentially. the stages were read (r), encode (e), annotate (a), and ponder (p). the teacher implemented this strategy in order to make a product at the end of teaching and make them the learning center of the study. therefore, when the teacher implemented reap strategy combined with mind mapping, he let the students develop their thinking ability using mind mapping by reading text in read stage, finding the difficult words in encode stage, taking the important point in annotate stage, discussing the moral of the story in ponder stage, and presenting the mind map. moreover, looking at the results of the students’ mind mapping, the researcher can conclude that the implementation of reap strategy combined with mind mapping was really meaningful. here, the students did not only take important point notes in the mind map, but they also developed ideas during presenting their mind maps using their own words. it can be observed in the findings of the researcher's analysis of the students' presenting performance using the narrative presenting rubric that reap strategy combined with mind mapping can help students in understanding the narrative reading text. references amalia, f., inderawati, r., & erlina. (2018). reading comprehension achievement on narrative text by using reap strategy. 3(1), 1–7. https://doi.org/10.30599/channing.v3i1.264 anderson, m. (2003). text types in english. south yarra, australia: macmillan education australia. ary, d., jacobs, l. c., sorenson, c., & walker, d. a. (2010). introduction to research in education: wadsworth. cengage learning. barkhuizen, g. (2015). narrative knowledging in second language teaching and learning contexts. the handbook of narrative analysis, 97-115. buzan, t., & abbott, s. (2006). the ultimate book of mind maps: unlock your creativity, boost your memory, change your life. harpercollins uk. day, r. r. (2018). extensive reading. in the tesol encyclopedia of english language teaching (pp. 1–7). john wiley & sons, inc. https://doi.org/10.1002/9781118784235.eelt0472 https://doi.org/10.1002/9781118784235.eelt0472 ramdhani & pusparini: reap (read, encode, annotate & ponder) strategy … 150 fisher, d., frey, n., & hattie, j. (2017). teaching literacy in the visible learning classroom, grades k-5. corwin press. grabe, w., & stoller, f. l. (2012). teaching reading: foundations and practices. the encyclopedia of applied linguistics, 1-9. lópez, v., & pintó, r. (2017). identifying secondary-school students’ difficulties when reading visual representations displayed in physics simulations. international journal of science education, 39(10), 1353–1380. manalu, s. a. (2014). the relationship among motivation, attitudes, and learning achievement of english as a foreign language at del institute of technology. proceedings of iselt fbs universitas negeri padang, 2, 379-385. powell, n. w., cleveland, r., thompson, s., & forde, t. (2012). using multi-instructional teaching and technology-supported active learning strategies to enhance student engagement. journal of technological integration in the classroom, 4 (2), 41-50 pratiwi, r. s., & ardian, f. (2021, august). implementing “reap” technique in reading comprehension for senior high school. in the 3rd annual international conferences on language, literature, and media (no. 1, pp. 46-59). roehling, j. v., hebert, m., nelson, j. r., & bohaty, j. j. (2017). text structure strategies for improving expository reading comprehension. the reading teacher, 71(1), 71-82. siriphanich, p., & laohawiriyanon, c. (2010, april). using mind mapping technique to improve reading comprehension ability of thai efl university students. in the 2nd international conference on humanities and social sciences (pp. 1-13). tiruneh, d. t. (2014). the effect of explicit reading strategy instruction on reading comprehension of upper primary grade students. international journal of education, 6(3), 81. https://doi.org/10.5296/ije.v6i3.5989 ya’acob, a., latiff, r. a., rashid, t., othman, s., & mushahar, r. h. r. (2020). r.e.a.p strategy: developing esl learners as critical readers. international journal of scientific and technology research, 9(3), 1227–1233. wegmann, b., knezevic, m. p., & bernstein, m. (1990). mosaic ii: a reading skills book (vol. 2). mcgraw-hill companies. weaver, c. (2009). reading process: brief edition of reading process and practice. portsmouth, nh: heinemann. https://doi.org/10.5296/ije.v6i3.5989 eltin journal, volume 4/i, april 2016 28 students’ anxiety in speaking english (a case study in one hotel and tourism college in bandung) septy indrianty septy_indrianty@yahoo.com stiepar yapari-aktripa abstract this study investigated students‟ anxiety in speaking english in one hotel and tourism college in bandung. this study examined types of anxiety, and source anxiety. this study was implementing characteristic of a case study. the data were obtained through observation of class interaction and interview. the data were analyzed descriptively and interpreted to answer the research question. the study revealed two findings related to research questions. first, two types of anxiety were evidenced, i.e. trait anxiety and state/situational anxiety. second, the students‟ anxiety in english speaking class was derived from three main sources of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. moreover, as the interview data revealed, lack of vocabularies and lack of preparation have also contributed to students‟ anxiety in speaking. these findings suggest that the teacher should be more aware of students‟ anxiety in order to arouse students‟ motivation to speak up confidently and fluently in an english speaking class. as such, teachers are urged to be fairly creative in devising better technique that could encourage the students to speak more. keywords: anxiety, speaking english, factor of anxiety a. introduction since the late 19th century english has been referred as a global lingua franca. moreover, english is the most widely used foreign language on the internet (80%) and for book publication with over 60 countries publish titles in english. books, magazines, and newspapers written in english are available in many countries around the world (graddol, 2000: 4 9). in addition, as stated by crystal (2000: 86)the importance of english is without doubt very prominent to professional industry as the language continues to grow. it is, by international treaty, the official language for aerial and maritime communications. english is an official language of the united nations and many other international organizations, including the international olympic committee. in fact, english is by far the most widely spoken language in the hospitality industry. that is why english is currently the language most often taught as a foreign language. today, speaking can be a challenging task for many students because it needs interactions. the other four skills can be practiced alone, but for speaking, the students cannot really speak alone, that is why students should make every effort possible to find somebody to speak with. in line with this point, nunan (2000:39) states that speaking is one of a key aspect of learning a second or foreign language. moreover, he further notes that the success of learning the language is measured in terms of the ability to carry out a conversation in the target language. it can be said that being able to speak fluently is essential in students‟ language learning to communicate both in inside or outside the classroom. mailto:septy_indrianty@yahoo.com http://en.wikipedia.org/wiki/united_nations http://en.wikipedia.org/wiki/united_nations http://en.wikipedia.org/wiki/international_olympic_committee http://en.wikipedia.org/wiki/international_olympic_committee indrianty: students‟ anxiety… 29 in the context of speaking english,being able to speak to friends and even speak with foreigners, in their language which both of them understand is surely the goal of many learners of english. however, the biggest problem students of english face are to speak in it. consequently, many reasons to take into consideration might be lack of confidence in terms of anxiety about making errors as stated by boonkit (2010). it can be stressful when they are expected to speak in the second/foreign language before the fluency is achieved. in line with the issue of anxiety, thornburry (2005: 28) states that lack of vocabularies, improper grammatical, fears of mistakes are some factors that can contribute to speaking failure and causing an acute sense of anxiety when it comes to speaking. moreover, the problem of language anxiety not only happens to beginner but also the university students who usually deal with english. in addition, cebreros (1998) added that they have to cope with the demands of being able to sustain communication by means of an instrument they are not completely familiar with. this study would like both to aim at investigating the students‟ types of anxiety in english speaking class and to find out the factors that cause the students‟ anxiety in a hospitality college. additionally, investigating the students‟ anxiety might contribute to enticing and motivating the students to have more chances to use the target language in daily life and for academic purposes obtaining the data of students‟ anxiety would give valuable input for teachers so that they are able to give the appropriate solution to overcome the anxiety and they could improve their teaching and encourage the students to be able to speak without having feeling anxious in speaking english inside or outside the classroom. this study intends to investigate the students‟ anxiety in english speaking class. particularly, the study tries to find answers to the following two questions: 1. what kinds of anxiety do the students experience in speaking english? 2. what are the sources of students‟ anxiety in speaking english? b. literature review naturally, to speak means to produce some words representing one‟s idea. subconsciously we have produced thousand words a day or even more than that. no wonder speaking represents a real challenge to most language learner to have the ability to speak in the target language. thornbury (2006: iv) argues that the nature of speaking process means that grammar of spoken language differs in a number of significant ways from the grammar of written language. in the teaching of foreign language context, the definition of speaking above indicates that speaking is a skill and as such, it needs to be developed and practiced independently. regarding speak in a foreign language, most of the students experienced a feeling of anxiety in the process of learning a foreign language. as argued by many theorists about the phenomena of anxiety. maclntyre and garden (1989) view that anxiety as feeling of worry and emotional reaction that arises while learning and using a second language. however, the anxiety experienced is related to language anxiety. language anxiety is viewed as one of the hindrances for language learners from their successful achievement in a high level of proficiency in a foreign language. (horwitz, (2010) cited in kondo, 2007:130). furthermore, he also stated that language anxiety is restricted only to speaking and listening in the situation where learners communicate spontaneously in their second language. according to worde (2003), more than half a foreign language learners experienced some degree of anxiety. it is also argued that language learning anxiety may pose potential problems for language learners, kondo (2009). in other words, learners who feel anxious in their foreign language may find their study less enjoyable. moreover, he also added that the learners who feel eltin journal, volume 4/i, april 2016 30 anxious may have problems such as reduced words production and difficulty in understanding spoken instruction. in addition, tanver (2007: 5) says that learners of english language often express a feeling of stress, nervousness or anxiety while learning to speak english and claim to have a „mental block‟ against learning english.. the fact that anxiety plays an important in learners‟ learning a foreign language, yet, paying attention to the factors of learning should be taken into consideration. horwitz (1991, cited in juhana 2010: 46), believes that anxiety about speaking a certain language can affect students‟ performance. it can influence the quality of oral language production and makes individual appear less fluent than they really are. this explanation suggests that teacher may consciously create a communal and friendly atmosphere, and may also suggest the students take a proactive role in creating such an environment. 1. categories of anxiety broadly speaking, anxiety can be divided into three types, elis (1994: 479-480) namely: trait anxiety, state anxiety and situation-specific anxiety. drawing on work in general psychology defines; a. trait anxiety isas „a more permanent predisposition to be anxious‟. it is best viewed as an aspect of personality. in addition, pappamihiel (2002, cited in riasati, 2011: 908) states that trait anxiety is the tendency of a person to be nervous or feel anxious irrespective of the situation he/she is exposed to. indeed, such anxiety is a part of a person‟s character and hence is permanent and difficult, if not impossible, to get rid of. a person who is trait anxious is likely to feel anxious in a variety of situation. once the anxiety becomes a trait one, it will hinder language learning. furthermore, this idea is likely to be relevant with what (spielberger, 1983 cited in kondo, 2009: 130) states that trait anxiety is defined as an individual tendency to be anxious in any situation. b. state anxiety is as apprehension that is experience at the particular moment in time as a response to a definite situation (spielberger, 1983). it is a combination of trait and situationspecific anxiety. to follow horwitz (1986) state anxiety is referred to a situational anxiety. as the name implies, this type of anxiety arises in a particular situation and hence is not permanent. it is nervousness or tension at the particular moment in response to some outside stimulus. it occurs because learners are exposed to a particular situation or event that is stressful to them. c. specific-situation anxiety,refers to the persistent and multi-facetednature of some anxieties (macintyre & gardner, 1991a: cited in 2001: 113). it isaroused by a specific type of situation or event such as public speaking, examinations,or class participation (ellis, 1994: 480). on the other hand, (spielberger, 1983) says that situation specific anxiety is defined as an individual tendency to be anxious in a particular time and situation. situation specific anxiety can be seen as a subcategory of trait anxiety experienced at a given context. thus, language anxiety can be included in situation specific anxiety. 2. factors of anxiety learning anxiety can be attributed into several factors. (horwitz, 1986) argues that in the context of foreign language learning, learner may feel anxious due to problem related to three dimension of anxiety. firstly, communication apprehension secondly, fear of negative evaluation thirdly, a general feeling of anxiety the description of these components will lay the foundation for the indrianty: students‟ anxiety… 31 concept of foreign language anxiety, providing an insight to comprehend the source of anxiety. as the focus in this study is on speaking skill, those components will be explained below: a. communication apprehension communication apprehension is a fear or anxiety about actual or anticipated communication with other individuals, and is a behavioral trait related to the psychological constructs of sh yness and reticence (mccroskey, 1984). on the other hand, horwitz et al (1986:128, cited in tanver, 2007: 11) define communication apprehension as “a type of shyness characterized by fear or anxiety about communication with other people”. relevant to the statement mention above, tanver (2007:13) argues that communication apprehension may exist in most everyday communication situations, or may even be part of a general anxiety trait that arises in many facets of an individual‟s life and learners‟ personality traits such as shyness, quietness, and reticence are considered tofrequently precipitate communication apprehension. b. fear of negative evaluation fear of negative evaluation is an extension of the second component of foreign language anxiety because it is not limited to test-taking situations; rather, it may occur in any social, evaluative situation, such as interviewing for a job or speaking in foreign language class (horwitz et al., 1986: 127). it is also boarder in the sense that it pertains not only to the teachers‟ evaluation of the students but also to the perceived reaction of other students as well (tanveer, 2007: 14). c. test anxiety an understanding test anxiety is also related to the discussion of foreign language anxiety. test anxiety, as explain by horwitz at al. (cited in tanveer, 2007: 12) refers to a type of performance anxiety stemming from a fear of failure. test anxiety is quite pervasive in language classroom because of its continuous performance evaluative nature. as test anxiety is treated differently when dealing with oral communication, the other two components can be focused on in examining the attitudes in english oral communication classroom. furthermore, other researchers, huyen (2003), boonkit (2010), liu (2011), and others mention other common factors causing students‟ anxiety includes lack of vocabulary, lack of confidence, fear of making mistakes and being laughed at, lack of preparation and shyness. lack of vocabulary knowledge could lead to the students‟ difficulties in language reception and productions and becomes an obstacle that hinders them to express themselves in english, (smith 2001, cited in juhana, 2010: 35). it can be said that lack of vocabulary was identified as a main cause for students‟ anxiety in oral english classroom. “i always nervous when i have to speak english spontaneously because i don‟t know the words to say” statement like this clearly shows that the students often become nervous in oral class. this occurred because they only have limited words inability to express the idea because of lack of confidence is one of another cause of anxiety in oral english classroom. students‟ lack of confidence usually occurs when they realize that his/ her partner do not understand while they are having a conversation. in this case, they tend to keep silence rather than keep speaking english. regarding to this, han (2010) argues that the students‟ lack of confidence in speaking english will influence their speaking ability and aural comprehension. students‟ fear of making mistakes in speaking english has been a common issue, especially in efl context like in indonesia. the students feared making mistakes and being laugh at , which made them (very) anxious when speaking english to other in class, like previous study eltin journal, volume 4/i, april 2016 32 (kurihara, 2006; liu, 2007; risati, 2011). in line with this, (tsui in nunan, 1999) argues that fear of making mistakes become becomes of one of the main factor for the students‟ reluctance to speak english in the classroom. moreover, aftat (2008, in junaha 2010) adds that this fear is linked to the issue of correction and negative evaluation. this influenced by the students‟ fear of being laughed at by other students. in addition, he and chen (2010, as cited in juhana, 2010) states that the students feel frightened at the idea of making mistakes as they are worried that their friends will laugh at them and receive negative evaluation from their peers if they make mistakes in speaking. as result, they worry about how they will sound, and they stop participating in the speaking activity. likewise, lack of preparation also caused many students to become anxious when speaking english in class, liu (2007: 130). in his research found that more students attributed their anxiety to lack of preparation and expressed that they would feel less anxious and more confident to speak english with preparation. thus, it is clear that preparation could enhance students‟ confidence in speaking english though it might not be able to get rid of anxiety. shyness is another source of anxiety experienced by the students. this is supported by gebhard, (2000) states that shyness is one of difficulties that every student faces while learning a new language and a factor that cause students reluctant to speak in english class. this indicates that shyness could be a source of problem in students‟ activities especially in speaking class. further explanation, baldwin (2011, as cited in juhana, 2010: 20) argues that speaking in front of people is one of the more common phobias that the students encounter and feeling of shyness makes their mind go “blank” forget what to say. in addition, ericson (2009; 36) says that shyness may be caused by the low self esteem and an accompanying fear of rejection. from the source above, paying attention to this aspect is also quite important in order to help the students do their best in their speaking performance in the classroom, juhana (2010: 40). c. research methodology in this study, the researcher only coped with investigating types of students‟ anxiety in english speaking class, and the sources of anxiety. therefore, this study was done in a small scale and would not try to make any generalization as general condition of the whole students in indonesia. 1. research setting and participant this study was undertaken at the undergraduate hospitality program in one college in bandung province, indonesia. this research site has been chosen for the reason of the accessibility of the researcher to carry out the research. the researcher is one of the teaching staff members in the department of hospitality in teaching english. thus, it helps the researcher to get easy access to the research site. the participants of the study are the first-year students who took conversation class which the students met twice in a week for the lesson, which lasted 90 minutes per week. there are 33 students involved in this study. twenty are male students while another are eleven female. from 33 students, only 6 (six) students were chosen as respondents for interview in term of level of achievement, i.e. high-middle and low achievement. 2. data analysis to answer the question of the research,data analysis in this study was conducted over the course of the study. on going data analysis and interpretation will be done based on the data from classroom observations and interviews. data from the observation were analyzed descriptively. the analysis process is begun by making a transcription of classroom interactions. then, the indrianty: students‟ anxiety… 33 transcriptions were read repeatedly. during the reading process, the researcher employed coding activity by matching the data with the research questions. this coding process is aimed at fracturing the data and rearranging them into categories that facilitate the comparison of data within and between these categories. (maxwell, 1996:78). data from observation were analyzed to validate the data from the interviews with the students. the analysis based on anxiety encountered by the students in speaking english which are the focus of this study. data from the interview were transcribed, categorized and interpreted to answer the research questions. in the following step, to follow cohen and manion, (1994) and kvale (1996) the transcripts were given back to the participants to make sure that it was exactly what the students said and meant. finally, the data were coded and categorized by using thematic data analysis. in this sense, the researcher categorized students‟ comments into themes that had become the focus of the study that is students‟ anxiety to speak english in the classroom. d. findings and discussion. 1. types of foreign language anxiety from the observations and interviews, it is found that there are two types of foreign language anxiety i.e. trait anxiety and state/situational anxiety. both types of anxieties occurred on the students when they had to perform speaking tasks. a. trait anxiety trait anxiety is regarded as a fixed stage of anxiety. this kind of anxiety is a part of a person's character and hence is permanent, and it may hinder the language learning. based on the observation, there is only one out of 33 students who experienced this type of anxiety. the student was unable to perform the presentation in english and tended to be very nervous in the interview. he also didn‟t participate actively in other school subjects, as acknowledge in the following excerpt of the interview. “every time i have to speak in front of many people i‟m always nervous. not only for english subject but also other subjects like management or accounting, because i feel that i cannot because i am incapable”. (respondent#6) the observation shows that when the student was asked to present his speaking task he could not produce a word at all. then, he was allowed to see his notes/outlines, but he spoke with poor articulations, perform many "uh", "euu", "um" delays in speaking and could not maintain eye contact with either the teacher or the other students. it can be seen from the excerpt of the transcription from the observation. “and start from me eeu..we want euuueuu.. we want to have hotel, hotel with international standard and euu..euu..(post 4sec) much interest by the tourism..especially tourism lokal. and for to make the hotel we want there are some element, the element of structure of organigram, eemm..structure organigram greatly effect the quality of the hitel because the structure organigram will fasilitai mean euu..eeeuuhh,,…. (post 10 sec)”. moreover, the student's facial expressions and gestures show that he was worried and nervous. finally, where there were the questions from the other students and teacher, he did not attend to answer then he decided to go back to his seat. from the observation, it is indicated that this anxiety only occur to a student. in line with this, lucas (2009: 9) explained that person with this type of anxiety is suffering a mental block known as gloss phobia. it can be caused by a number eltin journal, volume 4/i, april 2016 34 of experiences in life, such as a traumatic event in early life, the 'under-socialization' of a child, whereby the child doesn't build up confidence in his or her own ability, a low self-esteem, and the expectation of failure, sometimes due to being overly criticized in early life. he seemed has a bad or traumatic experience in english subject or speaking in front of people like a presentation. the above evidence, is further confirmed by the student himself in the following statement " i don't know ma'am , i just can't and i don't want to speak in front of everyone, no confidence." (respondent #2) the statement indicated that the student has a very negative attitude towards speaking in front of others, regardless of what he was assigned to present. moreover, it is also supported by mccrocskey (1986) asserted that individuals who are greeted with negative reaction from others in response to their attempt to communicate develop a sense that staying quite. thus, student with trait anxiety needs to be treated correctly in order to avoid worse effects. if trait anxiety remains untreated, the student may start to develop panic attacks and trying to avoid the subject. yet, paying attention to the factors of learning should be taken into consideration. it is supported by horwitz (1991) believes that anxiety about speaking a certain language could affect students‟ performance. thus, it suggests that teacher may consciously create a communal and friendly atmosphere. b. state/situational anxiety state anxiety is associated with a temporary change in a person's emotional state due to an outside factor. state anxiety is a normal physiological response; the feeling of anxiety eventually subsides, and the person will then feel "normal" again (see spielberger, 1983).observations and interviews were conducted to the students, and it is shown that the students tend to have this type of anxiety when they had to speak english. this type of anxiety is evidenced in the observation and attested in the interview. the observations show that the students experienced anxiety especially in certain situations. the first is anxiety in performing a presentation. students felt that giving presentation in english was not an easy task. the observations indicated that the students tend to do unimportant things such as always holding his hands, holding the pen, read the power points or their handouts, and “smiling”. most students preferred not to look at their classmates and stood very close to their chair. this evidence can be de demonstrated in the observation. student a : eeuuhh…(post 6sec) the hotel is a.. (post 5sec) non-verbal : (while smiling and finally he read the note). the second is anxiety in performing role plays. the role play was conducted in groups. however, the observations show that when they were asked to do the role play, each group kept pointing other groups to perform first. three out of five groups that performed on that day had similar problems. they performed the play without decent volume on their voices, stiff gesture, and tend to pause a lot or even suddenly laughed for no reason. the third is anxiety in performing impromptu speeches or answering questions. from 33 students in one class, only four students willingly responded to the teacher‟s question. most of them just stayed silent, and waited for the teacher to choose another student or answer it by himself. then, when it comes to impromptu speech, no one wanted to go voluntarily in front of the class until the teacher enforced the students to speak up. it was indicated based on some characteristics. for example, their voice was suddenly getting softer, their hands were trembling, indrianty: students‟ anxiety… 35 and they felt unsteady. it can be seen by their appearance when they have to speak english in front of the class. teacher : delis, what is freezer? student : eemm…..(post 10‟) bisapakebahasa indonesia ga pa? teacher : please try to say in english student : emmhh.. freezer is…refrigerator bukansihya? heheh non verbal :( while scratching her head) teacher : okey, maybe somebody can help? students : silence the evidence for observations above is further confirmed by the students revealed through the interview. the respondents delivered the following statements: " i am very uncomfortable if i have to answer a question or to deliver my idea. sometimes i know the answer, but if i have to share it in english, my lips are closed. i don't want my friends to laugh at me because of my english pronunciation. so i just smile, and wait until someone answer it or until the teacher give a clue" (respondent 5#) the statements above reflects that when students‟ opinions are asked, they indicate some concern about their ability to express their thoughts and others are anxious about being the center of the attention , most are engaged in self deprecation, reflecting one of the values of traditional culture, modesty or lack of confidence. then, learners feel more comfortable in pair work and personalized activities, but this is a relative concept; some activities judged as comfortable by some are also regarded as stressful by others (cubukcu, 7: 2007). moreover, fear of losing face and making mistakes are very common among students who think that the others might laugh at them and scorn them regarding their language proficiency. 2. source of foreign language anxiety there are three main sources of foreign language anxiety that the researcher detected from the study; communication apprehension, test anxiety, and fear of negative evaluation. a. communication apprehension communication apprehension is a type of shyness characterized by fear of and anxiety about communicating with other people (horwitz et al, 1986). meanwhile, cubukcu (2007) states that communication apprehension in foreign language learning derives from the personal knowledge that one will almost certainly have difficulty understanding others and making oneself understood; that is why many talkative people are silent in the class. in short, it can be said that communication apprehension is channeled through acts of avoiding and fear effect in both mental and physical.this source of anxiety is evidenced in the observation and is confirmed in the interview with the following statement: “to speak in english is definitely tough, especially if i have to speak in front of the teacher. that is why it is better for me to sit down and remain quiet in the class so that the teacher will not appoint me to speak”. (respondent3#) the statement above indicates that being passive and avoiding any conversation in different languages may result anxiety experienced by the students. looking more closely to eltin journal, volume 4/i, april 2016 36 communication apprehension in learning foreign language, a form of physical effect also occurs in foreign language learners. it is indicated by another student with the following response: “i am jittery whenever i have to speak in english. my feet always tremor, my heart is pounding hard and "aaeuu, aaeeu" are the only sounds out from my mouth. in the end i forget everything and just sweating a lot. it is totally uncomfortable”. (respondent3#) another similar symptom is identified in the other interview with a different student on a different time. he (respondent6#) admitted that he had sweaty palms and headache every time he has to speak english even for one sentence. reflecting into the findings above, the students' communication apprehension has created uncontrollable anxiety to the body and the inability of speaking clearly which then turned to do everything possible to avoid speaking in english. it is supported by (scott & rockwell, 1997, cited in campbell, 2006) stated that communication apprehensive individuals usually adopt avoidance and withdrawal behavior and are therefore less likely to engage in oral communication. (in a rather simpler way, the figure below describes how the apprehension occurs in the students reflecting into the findings above, the students' communication apprehension, or in other words the pressure of speaking in public has created uncontrollable anxiety to the body and the inability of speaking clearly which then turned to have an impact on the students. some of the students keep on trying in speaking english in spite of their limited skill and occasional errors, but the others do everything possible to avoid speaking in english. b. test anxiety test anxiety refers to a type of performance anxiety resulted from a fear of failure. test anxiety is believed to be one of the most important aspects of negative motivation. it can be defined as “unpleasant feeling or emotional state that has physiological and behavioral concomitants and that is experienced in formal testing or other evaluative situations” (dusek 1980, cited in cubukcu, 2007).a little nervousness can actually help students perform their best. this can be seen in one of the respondent‟s statement below. “when it comes to any english test, i'm just too anxious because of the pressure that my english results will determine my career. i really want to work abroad, but i always afraid that my english is not good enough to support me (5# respondent) the statement above indicates that the anxiousness is highly associated with the fear of doing badly or as horwitz (2007) explain that fear of failure can severely hampered one's performance. test anxiety is found to have a detrimental effect on students' ability and confidence (tanveer, 2007). the figure above shows how students' acceptance is influenced by two major concerns when they have to face test situations. the case above is in a row with what tanveer (2007) described this test anxiety is found to have a detrimental effect on students' ability and confidence. although the effect is temporal but still it gives the students constant fear when it comes to test situations in every school subject whatsoever. indrianty: students‟ anxiety… 37 c. fear of negative evaluation fear of negative evaluation, apprehension about others‟ evaluations, avoidance of evaluative situations and the expectation that others will evaluate them negatively is the third type of anxiety. it may occur in any situation.learners may be sensitive to the evaluations-real or imaginedof their peers.in case of foreign language learner, the fear occurs in a situation where students have to speak in front of familiar audience or examiner. students concern about opinion from important people such as teachers, friends, or parents. this can be clearly seen in a statement below “at first, i was confident enough. however when i saw my friends, i was discouraged cause i felt that they are better than me. i was worried about what they are going to think about me, and often when i made mispronunciations they were laughing because of the way i said it”. (respondent3#) “i am nervous and i am not confident with my thick accent. my classmates always laugh every time i say word in english, they think that i am creating a new language. i am sweating a lot because of that. so it is better for me to stay silent and play safe”. (respondent2#) liu (2007) explains that fear of negative evaluation is the anxiety associated with the learner‟s perception of how other onlookers; instructors, classmates or others; may negatively view their language ability. however students in this particular class are more concern about their social relationship. the classmates' opinion has sharp negative effects on students self esteem and participation. the findings above seem to support research done by tanveer (2007:39) that anxiety is intrinsic to language learning and it is to be related significantly higher than other class anxieties (e.g. mathematics, research methodology, etc). the general finding concerning sources of anxiety students experience revealed that most of the students tend to be nervous in speaking english. as the data from the observation revealed, students speaking english in the class looked anxious and there were three types of anxiety. the three types of anxiety have similar effect on the students. however they have differences in terms of initial or stimulating factor. in short those language anxieties happened on learning one of the productive skills of english and it caused selfdefeating effects on students' learning motivation and level of participation. e. conclusions and suggestions a. conclusions this study has been accomplished. this study investigates the students‟ anxiety in english speaking class. in addition, the study is also focused on finding out the types of anxiety, and the source of anxiety.the major findings of the study is that the first, results of type of anxiety were found that there occurred two types of anxiety, namely trait anxiety and state/situational anxiety. trait anxiety is regarded as a fixed stage of anxiety. this kind of anxiety is a part of a person's character and hence is permanent, and it may hinder the language learning. state anxiety is a normal physiological response; the feeling of anxiety eventually subsides, and the person will then feel "normal" again. the second, the students‟ anxiety in english speaking class was caused by three main sources of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. of communication apprehension, the students' communication apprehension, or in other words the pressure of speaking in public has created uncontrollable anxiety to the body and the inability of eltin journal, volume 4/i, april 2016 38 speaking clearly which then turned to do everything possible to avoid speaking in english. in the context of test eanxiety, test anxiety is found to have a detrimental effect on students' ability and confidence. in line with fear of negative evaluation, in case of foreign language learner, the fear occur in a situation where students have to speak in front of familiar audience or examiner.moreover, as the interview data revealed lack of vocabularies and lack of preparation also have been the other sources of students‟ anxiety in speaking. based on the findings, it can be concluded that the students experienced anxiety in speaking class because of lack of vocabularies, lack of preparation, being afraid of making mistakes, being afraid of being laughed at by his/her friends. b. suggestion it is suggested that teachers keep encouraging and motivating students to speak english in the class. in addition,teachers should also be more aware of their anxiety and reluctance to speak in english class. as mentioned above, the students‟ anxiety in english speaking class was caused by communication apprehension, test anxiety and fear of negative evaluation. therefore, paying attention to the factors in order to help students to speak is urgent to be done by the teachers. moreover, the teacher should be more aware of students‟ anxiety in order to arouse students‟ motivation to speak up confidently and fluently in english speaking class. this indicates that it is important for teacher to be more creative to find a better way of situations in teaching that could encourage to the students to be able to speak up. so, the students have a better performance of speaking english in the future. f. references boonkit, kamonpan. (2010). enhancing the development of speaking skill for non-native speaker of english. procedia social and behavioral sciences 2 (2010) 1305-1309 cebreros, a. m. o., (1998). measuring language anxiety perceived by spanish university students of english. crystal, david. (2003). english as a global language.cambridge university press. cubukcu, feryal. (2007). foreign language anxiety. ellis, rod. (1994). the study of second language acquisition. oxford university press. erikson. (2009). students’ obstacle in practicing speaking english.(a case study at batampolyhtecnic.thesis.unpublished. graddol, david. (2000). the future of english; a guide to forecasting the popularity of the english langauge in the 21 st century.the british council. horwitz, e. k., horwitz, m. b., & cope, j. (1986). foreign language classroom anxiety. themodern language journal, 70(2), 125‐132. kondo, yusuke. (2009). a study on relationship between language anxiety and proficiency: in a case study in a case of japanese learner of english. waseda university. kondo, ling (2004). strategies for coping with language anxiety: the case of students of english in japan. elt journal volume 58 liu, meihua. (2007). anxiety in oral english classroom: a case study in china. indonesian journal of english language teaching, 3: 119-134. macintyre, p.d. and gardner, r.c. (1989).anxiety and second language learning: toward a theoretical clarification.language learning, 39: 251-275 maxwell, joseph, a. (1996). qualitative approach design: an interactive approach. london: sage publication. nunan, d. (2000). language teaching methodology. pearson education limited. riasati, m. j., (2001). language learning anxiety from efl learners‟ perspective.middle-east journal of scientific research 7(6): 907-914 speilberger, c.d. (1983). anxiety.ny academic press. indrianty: students‟ anxiety… 39 tanveer, muhammad. (2007). investigation of the factors that causelanguage anxiety for esl/efllearners in learning speaking skills and the influence it casts oncommunication in the target language.unpublished doctoral dissertation.university of glasglow. united kingdom. thornbury, s. and slade, d. (2006).conversation: from description to pedagogy. cambridge university press. thornbury, scott. (2005). how to teach speaking.longman. worde, r.v. (2003). students’ perception on foreign language anxiety.virginia community college system. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 11 lexical richness in indonesian junior high school students’ writing production: a corpus-based study david geba abi anandi1, fransiskus xaverius mukarto2 1davidgebaabianandi@gmail.com, 2mukarto@usd.ac.id sanata dharma university abstract in the 2013 curriculum, english is not a compulsory subject in primary schools. students may still have relatively very limited productive vocabulary and they might use certain communicative strategy when they did not know the vocabulary to express themselves. therefore, this present study aims to examine the lexical richness of junior high school students’ writings on descriptive texts. the study focused on examining the lexical variation, lexical diversity, and lexical sophistication in the students’ writing production. the study was a corpus-based one. the corpus consists of 18 descriptive texts written by junior high school students in yogyakarta and analyzed using lextutor, a web concordance english v.9 available on the internet. the results of the analysis reveal that descriptive texts have low, but very likely proper, average ratio on lexical variation, lexical density, and lexical sophistication considering their english proficiency level. it should be noted that the students were those of grade 7. keywords: lexical richness, senior high school students, descriptive texts a. introduction in second language acquisition, vocabulary is considered as important aspect of language to be learned. according to ramos (2015), vocabulary is the aspect of language that serves as a building block for learners to begin acquiring a second language. therefore, second language learning highly depends on vocabulary. vocabulary takes part as an information carrier. therefore, it plays an indispensable role of language (zhai, 2016). moreover, zhai (2016) also states that vocabulary knowledge is viewed as an essential aspect for second language acquisition, as limited second language vocabulary would hinder successful communication. considering the importance of vocabulary in language learning, the idea of a vocabulary learning program is to bring learners’ vocabulary knowledge into communicative use (laufer and nation, 1995). learners are expected to use their language competence and knowledge into practical use. when learners are asked to make use of what they know, it is expected that the relationship between direct measures of vocabulary size of the learners and vocabulary richness in their language production are shown (laufer and nation, 1995). hence, this study aims at exploring students’ vocabulary knowledge by examining their vocabulary richness in their writing production. mailto:1davidgebaabianandi@gmail.com mailto:2mukarto@usd.ac.id anandi & mukarto: lexical richness in indonesian … 12 vocabulary learning is realized through productive tasks. before looking at the statistics and how the vocabulary is calculated, it is helpful to consider what assumptions they make about effective vocabulary use (read, 2000). zhai (2016) states that vocabulary use assessment can be measured by examining the lexical richness. lexical richness measures seek to quantify the extent to which writers use a diverse and broad vocabulary in their writings (real et al., 2020). according to read (2000), in measuring the lexical richness, there are several lexical features which need to be calculated, namely lexical variation or type-token ratio, lexical sophistication, lexical density, and numbers of errors. 1. lexical variation lexical variation refers to the type/token ratio, or the ratio between the different words in texts and the total number of consecutive words presented in percentage (laufer and nation, 1995). according to read (2000), lexical variation is defined as the extent to which writers have vocabulary knowledge which allows them to avoid using repeated similar words or synonyms, super-ordinates and other kinds of related words. furthermore, in writing assessment, this part is often called as range of expressions (read, 2000). 2. lexical sophistication according to laufer and nation (1995), lexical sophistication is the percentage of rare or advanced words in texts. lexical sophistication or lexical rareness is widely approved as a central component of various lexical richness evaluation schemes (azadnia, 2021). 3. lexical density including lexical density as a key component in evaluating lexical richness is based on the assumption that the use of more instances of content words facilitates the conveyance of a message denoting complex information through more sophisticated words (azadnia, 2021). density level is considered if it contains many vocabulary relative to the total number of words (signes and arroitia, 2015). 4. numbers of errors arnaud (1984), as cited in read (2000) provides a list of typical errors in his study. they are minor spelling mistakes, major spelling mistakes, derivation mistakes, faux-amis (deceptive cognates), interference from another language on the curriculum and the confusion between two lexemes. one way to assess students’ vocabulary knowledge is by examining their lexical richness. lexical richness is the quality of vocabulary used by someone in a language product (malvern and richards, 2013). corpus can be used as a way to draw the descriptive pattern of language features on various sub-registers (puspita, 2019). many corpora analysis studies have been undertaken by researchers. some studies focus on analysing lexical richness of essays written by students. for instance, a study written by ha (2019) focuses on identifying and explain how lexical richness manifest argumentative essays written by thirty-five undergraduates. similar studies also focus on identifying the lexical richness on students’ narratives, such as the study written by siskova (2012). the study focuses on comparing the different of lexical richness measurements written by czech efl learners. another example of related study is the study written by azodi et al. (2014). they focus on measuring l2 lexical richness of productive vocabulary in the written production of iranian efl university students. as an addition, several studies only focus eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 13 only on some lexical features of lexical richness. for instance, a study written by juanggo (2018) focuses on investigating the indonesian efl learners’ lexical diversity and lexical sophistication of productive vocabulary in their written discourse. the research question in this study is “what is the lexical richness level of junior high school students' written descriptive texts in terms of lexical variation, lexical density and lexical sophistication?”. this study applies corpus-based study. particularly, this present study aims at investigating the overall vocabulary profile of senior high school students’ writing proficiency by using existing vocab-profiler tools. in order to do so, the researcher explain the lexical diversity, lexical variation, and lexical sophistication quantitatively. b. method the present study focuses on examining the lexical richness of students’ descriptive text writings. hence, this study employed a corpus-based analysis. the corpus consists of 18 descriptive texts. the 18 students were from one of the junior high schools in yogyakarta. the students had various level of english proficiency. the selection of the participants was because the students were willing to be the participants. the writing task was done by students as one of the assignments in english subject. the students had to produce a descriptive text, describing their daily routine. the results were submitted to the teacher to be scored. the data were gathered from students’ works on descriptive texts. the works were in forms of images and word files. the texts were submitted as a writing assignment in the english subject. after the students submitted their works, the teacher gave the works to the researcher. the data analysis technique consists of several steps. firstly, since some texts were in forms of images, the researcher typed the texts. secondly, the researcher uploaded every file to one of the text-analyser webs via www.lextutor.ca. after accessing the website, the writer clicked vocabulary profile button, then vp-classic. furthermore, the writer input the texts into the column and clicked ‘submit_window’ button. below are the descriptions of the lexical richness measured in this study: table 1. lexical richness measured tool type measure lextutor.ca lexical variation the proportion the different words in the text and the total number of words found in texts density the proportion of content words to the total number of words found in texts sophistication the proportion of words found at different frequency levels, in terms of k1 words (11000), k2 words (1001-2000), and awl words as additional data, the researcher also analyzed the part of speech produced by the students via https://parts-of-speech.info/. the website helped the researcher to show the percentages of each of the parts of speech written by the students. it is done to see how variative their writings are. anandi & mukarto: lexical richness in indonesian … 14 c. findings and discussion this part discusses the findings of this study. the research question in this study is “what is the lexical richness level of junior high school students' written descriptive texts in terms of lexical variation, lexical density and lexical sophistication?”. this part, thus, focuses on categorizing the lexical richness found in the descriptive texts produced by the junior high school students. lexical richness refers to the vocabulary used by someone in a discourse. it reflects the ability and skills in manipulating the basic units of speech (failasofah and alkhrishes, 2018). the researcher input each of the texts into a text analyser website called lextutor.ca. the following table is the results of the findings: table 2. the descriptions of the students’ vocabulary production no. students total words types 1 text 1 134 73 2 text 2 44 35 3 text 3 100 56 4 text 4 130 79 5 text 5 127 61 6 text 6 143 52 7 text 7 114 68 8 text 8 146 75 9 text 9 75 43 10 text 10 90 38 11 text 11 66 37 12 text 12 100 60 13 text 13 235 102 14 text 14 241 87 15 text 15 73 44 16 text 16 115 63 17 text 17 121 67 18 text 18 135 67 total 2189 1107 average 121.61 350 figure 1. the depiction of the students’ vocabulary production the table and figure above show that the total words produced by the students are 2189 with average of 121.61. in terms of types of words, the number produced are 1107 with the 0 100 200 300 s tu d e n t 1 s tu d e n t 2 s tu d e n t 3 s tu d e n t 4 s tu d e n t 5 s tu d e n t 6 s tu d e n t 7 s tu d e n t 8 s tu d e n t 9 s tu d e n t 1 0 s tu d e n t 1 1 s tu d e n t 1 2 s tu d e n t 1 3 s tu d e n t 1 4 s tu d e n t 1 5 s tu d e n t 1 6 s tu d e n t 1 7 s tu d e n t 1 8 total words types (different words) eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 15 average of 350. it can be seen that student 14 produced the highest number of words with 241 words. however, student 14 has lower number of different words (types) than student 13. student 13 has the highest number of different words (types) with 102 types of words. 1. lexical variation lexical variation is defined as a variety of different words rather than a limited number of repeated words (read, 2000). the measures applied in this case are the type-token ratio. below is the result of the calculation of the ttr (type-token ratio) produced by the students: table 3. the descriptions of the students’ lexical density no. participants d (lexical variation) type-token ratio decimal percentage 1 text 1 0.54 54% 2 text 2 0.80 80% 3 text 3 0.56 56% 4 text 4 0.61 61% 5 text 5 0.48 48% 6 text 6 0.36 36% 7 text 7 0.60 60% 8 text 8 0.51 51% 9 text 9 0.57 57% 10 text 10 0.42 42% 11 text 11 0.56 56% 12 text 12 0.60 60% 13 text 13 0.43 43% 14 text 14 0.36 36% 15 text 15 0.60 60% 16 text 16 0.55 55% 17 text 17 0.55 55% 18 text 18 0.50 50% average 0.16 53% figure 2. the depiction of lexical variation in students’ writing production the table and figure above show that the average ratio of lexical variation is 53%. from the table and figure above, it can be seen that student 2 has the highest lexical variation with 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% s tu d e n t 1 s tu d e n t 2 s tu d e n t 3 s tu d e n t 4 s tu d e n t 5 s tu d e n t 6 s tu d e n t 7 s tu d e n t 8 s tu d e n t 9 s tu d e n t 1 0 s tu d e n t 1 1 s tu d e n t 1 2 s tu d e n t 1 3 s tu d e n t 1 4 s tu d e n t 1 5 s tu d e n t 1 6 s tu d e n t 1 7 s tu d e n t 1 8 anandi & mukarto: lexical richness in indonesian … 16 80%. on the other hand, students 6 and 14 have the lowest ratio of lexical variation with a score of 36%. 2. lexical density another criterion in measuring lexical richness is lexical density. lexical density refers to the proportion of lexical or content words. below is the result of the lexical density calculation: table 4. the descriptions of the students’ lexical density no. students lexical density decimal percentage 1 text 1 0.51 51% 2 text 2 0.32 32% 3 text 3 0.45 45% 4 text 4 0.43 43% 5 text 5 0.46 46% 6 text 6 0.53 53% 7 text 7 0.61 61% 8 text 8 0.48 48% 9 text 9 0.56 56% 10 text 10 0.51 51% 11 text 11 0.42 42% 12 text 12 0.45 45% 13 text 13 0.51 51% 14 text 14 0.46 46% 15 text 15 0.45 45% 16 text 16 0.44 44% 17 text 17 0.49 49% 18 text 18 0.39 39% average 0.48 47% figure 3. the depiction of the lexical density in students’ writing production based on the findings, it is shown the average lexical density is 47%. student 7 has the highest ratio of lexical density with 61%. the table and figure above also reveal that student 2, exceptionally, produced the least density value with 32%. it is also found that 6 students have a density production value of more than 50%, while the rest of the students have lower 0 5 10 15 20 25 8 5 .8 2 % 8 4 .0 9 % 8 6 .0 0 % 8 5 .3 8 % 8 1 .1 0 % 9 0 .9 1 % 8 2 .4 6 % 8 1 .5 1 % 7 8 .6 7 % 8 1 .1 1 % 8 6 .3 6 % 8 3 .0 0 % 8 3 .4 0 % 8 5 .8 9 % 8 2 .1 9 % 8 7 .8 3 % 8 6 .7 8 % 7 8 .5 2 % eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 17 than 50% value of lexical density. theoretically, the highest value of lexical density is 120 (range from 0-120) (failasofah & alkhrishes, 2018). it can be inferred that the lexical density production of the students is on average low as the average of lexical density is 47%. 3. lexical sophistication lexical sophistication is defined as the numbers and percentages of advanced words found in a discourse. the results are presented in the following table: table 5. the descriptions of the students’ lexical density no participants k1 words (1-1000) k2 words (10012000) awl words word percentage word percentage word percentage 1 text 1 115 85.82% 11 8.21% 2 1,49% 2 text 2 37 84.09% 5 11.36% 0 0% 3 text 3 86 86.00% 6 6.00% 4 4.00% 4 text 4 111 85.38% 7 5.38% 5 3.85% 5 text 5 103 81.10% 10 7.87% 1 0.79% 6 text 6 130 90.91% 6 4.20% 0 0% 7 text 7 94 82.46% 6 5.26% 0 0% 8 text 8 119 81.51% 10 6.85% 8 5.48% 9 text 9 59 78.67% 14 18.67% 0 0% 10 text 10 73 81.11% 9 10.00% 1 1.11% 11 text 11 57 86.36% 7 10.61% 0 0% 12 text 12 83 83.00% 7 7.00% 0 0% 13 text 13 196 83.40% 23 9.79% 4 1.70% 14 text 14 207 85.89% 20 8.30% 2 0.83% 15 text 15 60 82.19% 5 6.85% 0 0% 16 text 16 101 87.83% 6 5.22% 1 0.87% 17 text 17 105 86.78% 9 7.44% 2 1.65% 18 text 18 106 78.52% 14 10.37% 5 3.70% total 1841 175 35 average 102.33 84.10% 9.72 7.99% 1.94 1.60% figure 4. the depiction of the lexical sophistication in students’ writing production 0 50 100 150 200 250 s tu d e n t 1 s tu d e n t 2 s tu d e n t 3 s tu d e n t 4 s tu d e n t 5 s tu d e n t 6 s tu d e n t 7 s tu d e n t 8 s tu d e n t 9 s tu d e n t 1 0 s tu d e n t 1 1 s tu d e n t 1 2 s tu d e n t 1 3 s tu d e n t 1 4 s tu d e n t 1 5 s tu d e n t 1 6 s tu d e n t 1 7 s tu d e n t 1 8 k1 words (1-1000) k2 words (1001-2000) awl words anandi & mukarto: lexical richness in indonesian … 18 the table and figure above show the results of the vocabulary used in the descriptive texts produced by the students. it can be seen that the students rely on the first 1000 words in writing the descriptive texts as the highest percentage of the first 1.000 words list is 84.10%, followed by the second 1000 words list which is 7.99%, and the academic words list which is 1.60%. the academic words produced by the students include assignment, assignments, computer, energy, issues, link, monitor, overall, relax, schedule, schedules, submitted, task, tasks, transportation uniform, and via. the off-list words are the words that are not included in k1, k2, and awl words list. the words mostly include the names of the students. students 4 and 18 have the highest number of advanced word production with 5 words. the researcher also analyzed the parts of speech of the writings. the researcher compiled all of the texts into one single file before checking the parts of speech via https://parts-ofspeech.info/. the results show that the part of speech in the writings are dominated by nouns (23%) and verbs (19%), followed by prepositions (16%), and pronouns (16%). furthermore, the least found part of speech in the writings are adjectives (2%), conjunctions (3%), numbers (5%), adverbs, (8%) and determiners (8%). it surprising that the topic of the writings are about descriptive text. therefore, it can be concluded that the students had a limited vocabulary size. based on the findings, it was found that the students tend to use the first 1000 words in their writing production. there are several reasons why such phenomena occur. firstly, it is because of their limited productive vocabulary. therefore, the students tend to repeat the same or similar types of vocabulary in their writing production. this finding is based on the fact that the students are of grade 7. hence, they may have very limited vocabulary. it is also supported by the fact that the adjective found in the writings is only 2%, considering the texts were descriptive text. secondly, the students mainly used the first 1000 words list because they avoid using unknown, unfamiliar, and new words in their communicative production. thirdly, the task given by the teacher did not give the students the opportunity to use more advanced words. in relation to other similar studies, the results of this study show that the participants had a low vocabulary size. a study written by pertama and ekawati (2022) also has a similar result. the overall results show that the short stories written by the students have quite low lexical richness even though the participants are university students. d. conclusion this study examines the lexical richness of junior high school students’ writings on descriptive text. the data were calculated by using a website accessed via www.lextutor.ca. this study used students’ writings on descriptive text, which were collected from 18 junior high school students in one of the junior high schools in yogyakarta. the results show that the lexical variation of the students on average 53%, meaning that the students use repeated words in their writings. the lexical density of the students’ writing production is 47%. lastly, the findings show that the students rely on the first 1000 words list with 84.10% of the total words produced. in conclusion, based on the findings, the students exceptionally produced low lexical richness. it can be caused by the students’ limited vocabulary, the avoidance of using unknown and unfamiliar words, and the task which did not give the opportunity for the students to use various words. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 19 the findings of this present study can be useful in language learning and teaching field. teachers can take into consideration the utilization of lexical richness examination and investigation to examine students’ productive vocabulary. therefore, this present study might be helpful for teachers in reflecting their teaching as well as the teaching materials for the students. another study which is written by astridya (2018) also focused on analyzing lexical richness of students’ writings. the results show that grade 12 has the highest result compared to grade 10 and 11 because they master a little vocabulary and tend to use words repeatedly. references astridya, f. w. (2018). lexical richness of the expository writing in indonesian by senior high school students. lingual, 10 (1), 23-29. doi: https://doi.org/10.24843/ljlc.2018.v05.i01.p04. azadnia, m. (2021). a corpus-based analysis of lexical richness in eap texts written by iranian tefl students. teaching english as a second language quarterlya (formerly journal of teaching language skills), 40(4), 61-90. azodi n., karimi f., vaezi r. (2014). measuring the lexical richness of productive vocabulary in iranian efl university students’ writing performance. theory and practice in language studies, 4 (9), pp. 1837-1849. doi: 10.4304/tpls.4.9.18371849. failasofah & alkhrishes, h. t. d. (2018). measuring indonesian students’ lexical diversity and lexical sophistication. indonesian research journal in education, 2 (2), pp. 97107. gregori-signes, c., & clavel-arroitia, b. (2015). analysing lexical density and lexical diversity in university students’ written discourse. procedia-social and behavioral sciences, 198, 546-556. ha, h., s. (2019). lexical richness in efl undergraduate students’ academic writing. english teaching, 74 (3), pp. 3-28. doi: 10.15858/engtea.74.3.201909.3. juanggo, w. (2018). investigating lexical diversity and lexical sophistication of productive vocabulary in the written discourse of indonesian efl learners. indonesian journal of applied linguistics, 8 (1), 38-48. doi: 10.17509/ijal.v8i1.11462. laufer, b. and nation p. (1995). vocabulary size and use: lexical richness in l2 written production. applied linguistics (16) 3, 307-322. malvern, d., richards, b. (2012). the encyclopedia of applied linguistics. measures of lexical richness. 1-5. doi: 10.1002/9781405198431.wbeal0755. puspita, d. (2019). corpus based study: students’ lexical coverage through business plan report writing. proceeding: the 2nd international conference on english language teaching and learning (2nd icon-eltl), 25-38. ramos, f. d. r. incidental vocabulary learning in second language acquisition: a literature review. profile (17) 1, pp. 157-166. doi: http://dx.doi.org/10.15446/profile.v17n1.43957. read, j. (2010). assessing vocabulary. cambridge: cambridge university press. real, d.v.c., cuizon, p.c., necesito, r.d., tuppal, c.p., oducado, r.m.f., lee, m.d., javenes, k.j.c. (2020). lexical richness of l2 production using nation and laufer’s lexical frequency profile. sdca asia-pacific multidisciplinary research journal, 2, pp. 32-37. permata, n. (2022). lexical richness of short stories written by efl students. efl education journal, 9(1), 102-116. siskova, z. (2019). lexical richness in efl students’ narratives. language studies working papers, 4, pp. 26-36. https://doi.org/10.24843/ljlc.2018.v05.i01.p04 http://dx.doi.org/10.15446/profile.v17n1.43957 anandi & mukarto: lexical richness in indonesian … 20 zhai, l. (2016). a study on chinese efl learners’ vocabulary usage in writing. journal of language teaching and research, (7) 4, 752-759. doi: http://dx.doi.org/10.17507/jltr.0704.16. http://dx.doi.org/10.17507/jltr.0704.16 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 113 motivation and its relationship with essay writing achievement in the higher education level jeane theresia limeranto1*, concilianus laos mbato2 jeanelimeranto99@gmail.com, cons@usd.ac.id sanata dharma university abstract writing is usually considered the most challenging skill to be mastered for indonesian efl students. consequently, they may experience a lack of motivation in the writing process, which might influence their writing achievement. therefore, this study was conducted to investigate the level of students’ writing motivation, the relationship between their motivation, factors affecting students’ motivation in essay writing and achievement in writing, and the effective strategies they use to improve their writing motivation. this study utilized a mixed-method research design which involved 25 students who took essay writing class. the instruments employed were questionnaire and interviews. the result of quantitative data analysis showed that there was a positive correlation between students’ motivation and their achievement in essay writing (r (23) = .304 p <.05). it indicated that the students who had higher motivation in writing displayed a higher level of writing performance. while qualitative study revealed some factors that impeded students’ writing motivation and writing achievement, namely the lack of teachers’ effective teaching methods and attitudes and the lack of students’ linguistic competence. this study offers useful implications toward teaching and further research. keywords: motivation, essay writing achievement, correlation a. introduction writing skill plays an important role in business and education in the globalization era (klimova, 2013). it may be extensively used in the workplace and higher education, especially in english language teaching. graham and perin (2007) stated that writing is a useful skill that enables students to share their thought, feelings, and experiences. wijaya and mbato (2020) argue that students who cannot share their thoughts through writing may encounter difficulty in constructing their critical thinking. english foreign language (efl) learners acknowledged that writing is one of the hardest skills for students and english teachers (anh, 2019). klimova (2013) stated that efl students had practiced their skill of writing since elementary school. they were taught writing skills through mastering linguistic skills such as grammar, sentence structure, and spelling (klimova, 2013). however, when the efl learners are at the university level, they are required to master a more complex writing skill (fareed, ashraf, & bilal, 2016). they have to acquire the complex-linguistic skill to help them develop their academic writing skill. this statement is supported by madjid, emzir, and akhadiah (2017), who stated that the student's writing skills would limeranto & mbato: motivation and its relaionship with … 114 improve if they were engaged in continual training. in indonesia, many efl students experience some difficulties in writing, especially english education students who take essay writing classes (ariyanti & fitriana, 2017; hafrison, 2020; kakandee, 2017). experiencing writing problems can influence students’ motivation in writing. there are several studies attempting to investigate and identify efl students’ writing problems encountered during the process of essay writing (alisha, safitri, & santoso, 2019; ariyanti & fitriana, 2017; fareed et al., 2016). a study conducted by ariyanti and fitriana (2017) found that indonesian efl students felt difficulty in forming thesis statements and topic sentences effectively. they regarded that thesis statement and topic sentence were the main important parts in essay writing. their inability to express their major ideas in the thesis statement and the topic sentence would affect the content and the quality of the whole essay. besides having those problems, there were three minor problems encountered by the students, i.e., paragraph organization, summarizing, and word misspelling. facing these minor difficulties could lead them to poor progress in writing. once students produced a poor piece of writing, they would have low motivation to develop their essay critically. the result of ariyanti and fitriana's (2017) study is in parallel with the finding by alisha et al. (2019), which found there were other problems that indonesian efl learners encountered such as lack of organizing paragraphs vocabulary knowledge, and self-confidence. in order to help the readers understand the essay, it was important to organize ideas and paragraphs well. however, the efl students experienced difficulty in arranging and organizing their paragraphs to address their ideas well. this problem led them to having a poor quality of writing. moreover, the lack of vocabulary knowledge becomes the students’ main problem during the process of doing essay writing tasks. this made students feel hesitant and confused to share their thought or ideas in the essay written form. on the other side, it also influenced the students’ self-confidence in writing, especially when they felt less confident about what they were writing. students who experienced a lack of self-confidence tended to be demotivated (alisha et al., 2019). they suggested that teachers teach many vocabularies to help students write their essays confidently and effectively. likewise, fareed et al. (2016) further identified students’ writing problems from two factors: the teachers' side and the learners' side. the result of the analysis showed that teachers' insufficient competence and ability could impede the students' skill of writing and their motivation in writing. teachers' level of ability and teachers' positive feelings were also considered crucial in increasing students' motivation (johnson, 2017). nurdianingsih (2018) further stated that the primary role of language teachers was to help students to master the standard grammar rule to achieve the target language. on the other hand, students faced some serious problems in writing. they did not have any problems in relation to the criteria of essay writing paragraph rules such as organizing paragraphs, thesis statements, and topic sentences. however, they had some problems related to linguistic competence and motivation (refnita, 2014). they made some mistakes related to the use of grammatical features, spelling, prepositions, vocabulary, and syntax knowledge. fareed et al. (2016) claimed that to increase students’ ability of writing, it was important to foster their motivation and linguistic skill to help them keep their interest during the writing process. for this reason, this study suggested providing the teachers training to increase their writing skills. in addition, to increase students’ critical writing, integrating reading and writing skills was necessary. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 115 regarding the problems explained above, motivation becomes essential to help students develop their motivation to solve some difficulties in any complex writing task. wigfield and cambria (2010) claimed that motivation and achievement were emphatically associated with students’ performance on the writing task. the statement from al-hoorie and macintyre (2020) underscore the connection between that achievement in second language learning and motivational factors. they indicated students who had good motivation in writing tended to have a good performance in the writing assignments. this statement was supported by cahyono and rahayu (2020) who conducted a case study on 55 english foreign language (efl) students who were involved in their study. the result showed that the correlation between students' motivation and their achievement in writing was positive. it further indicated that 33 efl female students had higher motivation than the efl male students. the study also found that efl students were likely to be more comprehensive and successful in writing when they still kept growing and maintaining their motivation. students who had good ability in writing could achieve high proficiency in writing (alqadi & alqadi, 2013; habibi, salleh, & singh, 2015; melekoǧlu & wilkerson, 2013). furthermore, nasihah and cahyono's (2017) study also revealed that there was a positive significant correlation between students' motivation and writing achievement. it indicated that the more students felt motivated, the higher their writing achievement tended to be. in addition, pajares and valiante (2001) further found that the correlation between american students' motivation and their writing performance in gender differences was positive. they revealed that when the girls and the boys had high motivation, they tended to be more proficient in writing. upa and mbato (2020) pointed out that students who had high motivation tended to have a better academic performance than those who were demotivated. this means that highly motivated students are actively involved in gaining success in learning. without having sufficient motivation, subekti (2018) emphasized, learners had some difficulties accomplishing their long-term goals in writing. specifically, it has been discovered that motivation determines students' achievement in essay writing (aryanika, 2016; fareed et al., 2016; julian, simaibang, & mulyadi, 2021; lam & law, 2007). these studies show that informative and effective teachers can enhance students' motivation in writing. students will be motivated when the teachers can motivate students' literacy behavior. when students are motivated, they will have a better writing performance. moreover, the use of writing strategies can enhance students’ motivation and their writing ability. hence, motivation is seen as having an essential role in learning, and it can determine students' writing achievement. to enhance students’ motivation and to produce a good piece of writing, efl students need to choose the best writing strategies (fitzgerald & shanahan, 2000; wigati, 2016). besides that, yilmaz, şahin, and turgut (2017) and dang, le, and ha (2021) also emphasize the need for teachers to develop various teaching writing strategies to enhance students' motivation and optimize students' ability in writing. there are two writing strategies suggested. firstly, the implementation of the metacognitive writing strategy can solve students’ problems in writing. ambarita, kristiana, and dewi (2022) claimed that metacognitive strategies were the main part of students’ learning process which required critical thinking and problem-solving activities. secondly, students should have a great opportunity to practice their critical thinking, academic writing, and english language competency in collaborative learning (latifah & ulfa, 2020; refnita, 2014; rizki, nouvaldi, & apsari, 2020; soraya, 2016; veramuthu & shah, 2020; viera, 2017). these authors limeranto & mbato: motivation and its relaionship with … 116 indicate collaborative strategy as an effective strategy to use for teachers to teach writing. it is supported by ghufron and hawa (2015), who stressed that through using a collaborative writing strategy, teachers could help students to learn how to brainstorm an idea, organize information, and revise the writing. the literature reviews above show that students’ essay writing problems have influences on their performance in writing. the majority of studies have demonstrated the relationship between efl learners’ motivation and their achievement in essay writing. however, these studies had not explicitly investigated the factors contributing to learners’ motivation in essay writing and the effective strategies they used to improve their motivation in writing. to address the gap of the previous studies this study was undertaken aiming to investigate the students’ level of motivation in writing, the relationship between students’ motivation and their achievement in writing, and the factors affecting students’ writing motivation, and to propose effective strategies used by students to improve their motivation in writing. this study was worth investigating because of two reasons. first, correlational research investigating motivation and writing achievement at the tertiary education level is still sparse. second, an in-depthinvestigation of the factors affecting students’ writing achievement is still rare. hence, the researchers decided to investigate the level of students’ motivation and its correlation with their achievement in essay writing. to achieve these objectives, this study focused on findings the answers to four research questions as follows: (1) to what extent do l2 students feel motivated in doing their essay writing? (2) what is the relationship between l2 students’ motivation and l2 essay writing achievement? (3) what factors affect students’ motivation in writing? (4) what effective strategies do students use to improve their writing motivation? b. method numerous studies investigating the relationship between students’ motivation and achievement in writing used either quantitative methods or mixed methods. those utilizing quantitative methods generally conducted written questionnaires (aryanika, 2016b; cahyono & rahayu, 2020; hashemian & heidari, 2013; julian et al., 2021; nasihah & cahyono, 2017; wilson & trainin, 2007). this study used mixed-method study research to investigate efl students’ motivation and their writing achievement in essay writing class. it employed an explanatory design which allowed the researchers to investigate the problems more accurately and to provide data in-depth (akhtar, 2017). according to bowen et al. (2017), there are two distinct phases in conducting explanatory research design: conducting quantitative method and then qualitative data. this study conducted a quantitative study as a primary instrument to obtain comprehensive data about the students’ level of motivation and its relationship with their writing achievement. it was then followed by a qualitative study to explain how or why the phenomena happened (bowen et al., 2017). this study involved twenty-five indonesian efl undergraduate students of duta wacana christian university. the main criterion of choosing the participants was their willingness to participate, thus convenient and purposive sampling (see, cite an author about convenient sampling). the participants were sent the questionnaires utilizing google form. if they agreed to participate, then they could be filled in the questionnaires. moreover, the participants were chosen because of some reasons. first, the participants had previous exposure to learning writing skills when they were in senior high school. second, the participants were english education students which required them to master writing skills. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 117 in gathering quantitative data, the twenty-five students filled out the questionnaires of writing motivation which consists of 11 statements. the questionnaires were developed by ilahiyah et al. (2019) and cahyono and rahayu (2020). in order to answer the questionnaire, the participants were instructed to respond to the 4-point likert scale. the item of “strongly agree” represented 4, “agree” represented 3, “disagree” represented 2, and “strongly disagree” represented 1. the questionnaire was written in english because the participants were english education students. the participants’ responses on the questionnaire were entered and processed in spss 25. in order to answer the level of students’ motivation, this study used descriptive statistics. the result of descriptive statistical analysis showed the general picture of students’ level of motivation in writing. in addition, this study utilized pearson product-moment correlation to find the correlation between students’ level of motivation and their writing achievement. in the second phase of the data gathering technique, the researchers conducted qualitative methods using interviews with three selected interviewees in ‘one on one interview. one of the criteria of the selection of participants was done based on the result of the questionnaire that showed their motivation in the process of writing. the researchers chose two participants which had a high level of motivation in writing and the other two participants motivation was at the medium level. then, the participants were interviewed for approximately 20 to 30 minutes to focus on finding the main factors and themes in relation to 1) the factors that may contribute to the students’ writing motivation; 2) the effective strategies that students may use in writing. the whole interviews were conducted in indonesian using the zoom room and recorded. then, the interview results were transcribed in microsoft word and translated into english. moreover, coding analysis was used by the researchers to analyze the interview data results. it helped the researchers to identify themes and categories. in addition, all the participants’ names and information were made pseudonyms to protect their identities (akaranga & makau, 2016). c. findings and discussion in this section, the researchers discuss and describe the findings of this study to answers to the four research questions: 1) students’ level of motivation in writing; 2) the relationship between students’ motivation and their achievement in essay writing; 3) factors affecting students’ motivation in essay writing; 4) effective strategies to improve students’ motivation in writing. the discussion part is discussed together with the description of the findings. in order to find out the level of students' motivation in essay writing, the data obtained from questionnaires were entered and processed to spss 25. there were twenty-five essay writing students who participated by filling in the questionnaire and signing the informed consent form. the participants' minimum age was 18, whilst the maximum age was 24. the mean score was 19.53 (sd= ,743). moreover, the modified writing survey questionnaire had.91 cronbach's alpha coefficient, indicating that the questionnaire possesses high internal reliability because the alpha coefficient was close to one (1). the complete and detailed results are presented in table 1. limeranto & mbato: motivation and its relaionship with … 118 table 1. descriptive statistics of the participants’ age n minimum maximum mean std. deviation age 25 18 24 19,92 1.187 valid n 25 table 2 showed the participant’s gender frequency. there were 10 male participants (40%) and 15 students were female (60%). table 2. gender frequency of the participants frequency percent valid percent valid male 10 40.0 40.0 female 15 60.0 60.0 total 25 100,0 100,0 1. the level of students’ motivation in essay writing descriptive statistics data about the level of students’ motivation in essay writing class are presented in table 3. table 3. the means of participants’ responses item number mean score 1 2,84 2 3,24 3 3,24 4 2,84 5 3,36 6 3,24 7 3,32 8 3,40 9 3,28 10 3,16 11 2,80 as could be seen in table 3, the finding of 8 items of statements had a mean score above 3.00 and 3 items yielded a mean score lower than 3.00. this first group of mean scores indicated that the participants had a high motivation concerning their essay writing. the second group of mean scores, which were lower than 3.00, indicated the participants’ low motivation in relation to their l2 writing. as seen in table 3, the highest mean score was item 8, which was 3.40. item 8 asked the participants about their reading intensity in relation to their writing achievement by the expression “the more i read the better i write”. this indicated that students wrote better if they read a lot to stimulate their understanding of the specific topic before they wrote. it also showed that students had a high motivation if they could write better. paszylk (2009) supported that the integration of reading and writing skills brings some benefits for students' motivation in the target language learning process. in the writing process, students could eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 119 develop their critical thinking through reading more (paszylk, 2009). if they had good critical thinking in writing, they felt more motivated to write and could improve their writing styles. another advantage of integrating reading and writing skills was to enhance students' capability to process deep information (paszylk, 2009). it may help students select the relevant information from the passage that they read. it may also help them in the process of addressing good complex structures, lexical items, and a full range of vocabulary used in the writing form. the present study's result was in parallel with the findings by habibi et al. (2015) in malaysia. they found that students who have a good ability and knowledge in reading feel motivated in producing a gratifying piece of writing. in another study, alqadi and alqadi (2013) explored the good impact of integrating extensive reading on improving the efl freshmen’s grammatical accuracy. the result showed that utilizing extensive reading could increase students' ability and motivation in writing skills. it indicates that efl learners in the indonesian and malaysian context have high motivation when they integrate reading and writing skills to help them write better. furthermore, the second greatest mean score showed in item number 5 which yielded 3.40. item 5, with the expression "i always feel excited to improve my quality of essay writing", indicated that students had a high motivation to be better writers. in this item, 96% of the participants indicated their agreement with this statement. it showed that they tended to enhance their writing proficiency by improving the quality of their writing. this present study result is in parallel with the finding by pajares and valiante (2001), who found that gender differences could determine students' motivation and their writing achievement. it found that female students had a high writing achievement goal rather than male students. it may indicate that female students tend to have a high motivation to perform better in writing to avoid appearing inept. the result of the analysis also showed that the female students felt more motivated to improve their quality of writing because they wanted to avoid other people's bad perceptions about themselves. it may indicate that efl female students in indonesian and united states contexts tend to have a high motivation to achieve better writing performances than male students. to support efl students' writing process, a collaborative writing strategy needs to be implemented during the writing course. latifah and ulfa (2020) claim that a collaborative writing strategy is designed to provide students with many opportunities to practice writing among learners. it means that working in pairs or groups in collaborative writing may help students to increase their motivation to produce a satisfying piece of writing. moreover, item 7 "i think composing essay writing after reading on the selected topic is important", had the third greatest mean score of 3.32. this result showed one of the writing and reading processes that could help them to organize and adopt some ideas before putting the ideas into essay writing. this explains a cognitive process theory in writing. pablo and lasaten (2018) state that in the cognitive process of writing theory, students do not directly write but they must tackle a distinct process where the students have to read, organize, arrange, and brainstorm some ideas before composing. this is an example of the students' limeranto & mbato: motivation and its relaionship with … 120 process in developing their critical writing. through managing a set of distinct writing processes, it may increase students' writing motivation. the lowest mean score could be seen in item number 11 which yielded 2.80. item 11 asked about the use of feedback that could help them produce better essay writing. in this item, 73% of participants agreed with this statement. item 11 with the expression: "i am grateful that there is the teacher-student conference for checking students' progress in writing an essay", seemed to suggest that students’ belief if the teachers did a correction on their progress of writing regularly, it could increase their motivation. a study conducted by bahous et al. (2011) highlighted written feedback was one of the essential parts of the writing process. bruning and horn (2000) claimed that to achieve learners' writing goals, specific feedback on writing had to be given to enhance students' confidence and competence in writing. students tend to feel more motivated if the teachers make specific feedback or comments on their works about what went well and what needs to be improved. a study conducted by lam and law (2007) found that giving feedback led efl students to focusing on the ways they could improve their writing skills. it may help the students to boost their motivation to practice more on writing more. besides, another study conducted by johnson (2017) further found that providing useful feedback helped students to specifically participate in the writing process rather than creating good writing. however, there were 28% of participants disagreed with this statement. it may indicate that providing feedback does not help the students to produce good essay writing. johnson (2017) further stated that to encourage students to be motivated more in writing, teachers need to provide positive feedback. 2. the relationship between students’ motivation and their writing achievement to find the correlation between students' motivation and their writing achievement, the researchers presented the result of pearson product-moment correlation using spss 25 in table 4 below. table 4. correlation between students’ motivation and their writing achievement total score motivation pearson correlation 1 .304 sig. (2-tailed) .140 n 25 25 writing scores pearson correlation .304 1 sig. (2-tailed) .140 n 25 25 as could be seen in table 2, this present study found a significant positive correlation between efl undergraduate students' motivation and their achievement in writing (r (23) = .304, p <.05). it showed that there was a positive weak correlation with r = .304, while the significant level was notable with p .304. it can be concluded that students' motivation was positively correlated with the students' writing achievement. it means that if students had a high motivation in writing, the students also had high writing scores. it also means that students who had high motivation tend to be successful in writing. the present study result was in line with some previous studies. for instance, cahyono and rahayu's (2020) found that the correlation between students' writing motivation and their writing proficiency was positive. their study yielded (r (53) = .052, p >.05). another study (hashemian and heidari,2013) yielded (r (28) = .055, p <.05). eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 121 these two studies suggest that efl students tend to achieve a more advanced level of writing proficiency if they have good motivation in writing. the present study indicates that students need to continuously increase their motivation in writing to keep them engaged and motivated during the writing process. al-hoorie and macintyre (2020) argue that intrinsic motivation plays an essential role to help students to be more successful in the target language learning process. moreover, students' motivation is integrated into their achievement in the target language (al-hoorie & macintyre, 2020). this may indicate that students who have better motivation and writing proficiency tend to reach a higher level of achievement in l2. this result supported the previous finding by hashemian and heidari (2013), who found that students' positive attitude and their success in l2 writing were positively correlated (r (28) = .055, p <.05). this may indicate that if the students have a higher positive attitude in writing, the students also have a higher level of success in the target language of writing. li and pan (2009) agree that learners with a positive attitude toward second language learning tend to be more internally motivated to be successful in writing. in addition, the similar findings among the three studies in the different contexts could be affected by several factors. firstly, there is a similarity of the participants' attributes in these three studies. the participants may have rich exposures and experiences in writing, especially in essay writing. moreover, the participants may have previous experiences with effective essay writing strategies. 3. factors affecting students’ motivation in essay writing there were two themes emerging from the participants about major factors that they believed could contribute to their motivation in writing. it can be observed in the following table. table 5. the emerging theme of factors emerging themes theme 1 teachers’ method and attitudes can decrease students’ motivation in writing theme 2 students’ lack of english grammar knowledge and lexical resource impede their motivation in writing teachers' methods and attitudes and students' motivation in writing two participants commented that teachers' teaching methods could decrease their motivation in writing. s1 and s2, for example, admitted that the teacher's teaching methods were not interesting for them because the learning activities were monotonous. they further admitted that they felt demotivated because the teachers showed a negative attitude during the process of writing. as reported by s2: “i felt so bored when i joined essay writing class [....]. […] to keep myself motivated in the learning process. the main problem is on the teacher's teaching method [...]. it is not interesting for me. [….] the writing activities were so monotonous. i want the teacher to use attractive teaching methods to help me and my friends [....] using websites and technology. here are some examples of monotonous learning activities in the classroom. she always opens the class by explaining some writing limeranto & mbato: motivation and its relaionship with … 122 materials [...]. she is too busy explaining the materials without guidance on how to write. then, she asks us to write and consult our writing to her. i do not like these kinds of activity.” [s2] similarly, s1 commented that her motivation decreased because of her teacher’s negative behavior. based on s1 and s2’s perspectives, the teaching methods of the teacher played an essential role in the writing process. the teacher's monotonous methods could decrease their motivation to write and produce a good essay. the present study's result revealed that teachers' teaching methods had a great impact on the students' motivation. students tend to be successful when they enjoy every process of learning. yilmaz et al. (2017) further state teachers’ innovative and effective use of teaching techniques and methods can help the teachers to create a good atmosphere and effective classroom environment. by implementing various interesting teaching methods, it enables students to enhance their motivation in learning (dang et al., 2021). in this present study, however, their teacher lacks some experience in implementing effective teaching methods. moreover, related to teachers’ negative attitude in the classroom, dang et al. (2021) point out that teachers’ attitude has great effects on students’ motivation in learning. teachers who have a positive attitude can enhance students’ confidence in writing (yilmaz et al., 2017), which in turn will help students to feel more valuable and enjoy every process of learning. otherwise, students may feel undervalued and demotivated if the teachers compare one student’s ability with other students. students’ lack of linguistic competence and their motivation in writing all participants commented that they had problems related to their linguistic competence such as a lack of grammatical rules, vocabulary, and syntax during the process of writing. s2 and s3, for example, admitted that they felt difficulty in constructing some grammatical and syntax features into effective sentences. joni reported: “grammar is the most difficult thing in writing. i feel frustrated to construct and find the correct grammar while writing. [...] it can impede my motivation in delivering my developed ideas into writing. i keep finding some frequent errors including inaccurate use of singular/plural, tenses, and subject-verb agreement. […] find some problems in constructing some clauses and forming some effective sentences. […] these problems can lead me to poor of writing performance" [s3] based on this point of view, it showed that they kept making inappropriate grammatical errors. another issue arose from their incompetence in complex syntax. these problems led them to poor performance of writing. the results of the interview analysis are in parallel with the perspectives shared by refnita (2014), who stated that the most frequent problem that students faced during the writing process was linguistic competency including grammatical errors and complex-syntax knowledge. it seems that many students feel difficulty writing a grammatically correct essay and wording appropriate sentences. to help students have a better writing performance, efl indonesian students need to have sufficient linguistic competence in writing to develop their ideas. refnita (2014) pointed out that in order to support and enhance students' english skills, especially writing skills, grammar instruction is highly needed to overcome students’ grammatical difficulties and to facilitate the students to have better linguistic competency. eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 123 in contrast, s1 reported that, although she experienced some difficulties in grammar, it did not influence her performance in writing. she further reported that she was struggling to expand her vocabulary to help her keep improving her linguistic competence. as a result, she could deliver and express more developed ideas. she commented: “in my opinion, vocabulary is really important to help me express and address my ideas in writing. i admitted that grammar is also important but if i do not have a lot of vocabulary, it does not fully support my ability in grammar. my problem is i, sometimes, use inappropriate vocabulary, especially academic vocabulary. in essay writing class, i have to use academic vocabulary because i write a lot of expository essay paragraphs [….]” [s1] the data above indicated that vocabulary was necessary for forming english grammar. this indicates that if learners do not have sufficient vocabulary knowledge, they tend to feel difficulty communicating effectively either in spoken or written forms. the result of the interview is in parallel with the point of view of viera (2017), who highlighted the importance of vocabulary in helping students to express their ideas well in writing. it shows that students who have good vocabulary knowledge tend to succeed in writing skills. 4. effective strategies to improve students’ motivation in writing all participants commented that writing strategies were really helpful to improve their motivation in writing. joni and nana, for example, admitted that using writing strategies could help them to set their plans to achieve their goal in writing. they commented: “i always use writing strategies to guide me write the essay properly. there are some writing strategies that i always do such as collecting some journals (looking for some ideas), reading those journals, brainstorming, writing, reviewing, and rewriting. these strategies help me to improve my motivation in writing because i know what i have to do before and after writing” [s1 and s3] s1 also commented that she used another writing strategy, which is a collaborative writing strategy. she reported: "i prefer to work with my peers or groups. even though the teachers never ask me to work in a group, i make my groups share my ideas and help others. collaborative writing strategy is a good strategy to improve my ability in writing. [….] not only do teachers give me some feedback, but also my friends' feedback is an important one, i feel more motivated to work with my friends because they can help me whenever i need them" these findings are in line with a study conducted by chien (2012) about the use of writing strategies to improve taiwanese students' writing performance. its result showed that there were three major writing strategies that taiwan students used such as generating, arranging, and putting the ideas into writing. the result also showed that writing strategies could enhance students' motivation to become more proficient writers through collaborative writing strategies. in other words, it is important to keep students motivated. in collaborative writing strategies, students do not only develop their writing skills but also critical thinking in the process of writing (veramuthu & shah, 2020). limeranto & mbato: motivation and its relaionship with … 124 d. conclusion the result of this present study revealed the importance of the relationship between students’ motivation in writing and their writing achievement. it showed that there was a positive correlation between students’ motivation and their writing performance. it indicated that if students had high motivation, they would also have high writing performance. students tended to succeed in writing if they felt happy and motivated in every process of writing. moreover, this study also explored some factors that students believed to contribute to their motivation in writing. its result showed that teachers' monotonous teaching methods and teachers' negative attitudes could decrease students' writing motivation. students' lack of linguistic competence became the second factor that could decrease students' motivation in writing. some participants admitted that a lack of linguistic competence such as grammar, vocabulary, and syntax could inhibit their motivation and their ability in writing. these problems led them to poor writing performance. references akaranga, s. i., & makau, b. k. 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(2017). variables affecting student motivation based on academic publications. journal of education and practice, 8(12), 112–120. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 21 analyzing teacher talk during microteaching: a study in pre-service english teacher education in indonesia ika wahyuni lestari ikawahyuni_11@umy.ac.id universitas muhammadiyah yogyakarta abstract teacher talk used by pre-service teachers in their microteaching or practice teaching require investigations to identify whether the language pre-service teachers use in teaching is effective. this descriptive qualitative study was conducted to analyze the features of teacher talk uttered by a pre-service english teacher during a microteaching. the subject of the study was karen (pseudonym), a purposefully selected pre-service teacher who was conducting a 35-minute microteaching as a part of assessment on microteaching course in one teacher training institution in yogyakarta, indonesia in the academic year of 2021/2022. the data in the form of teacher talk’ utterances were collected through karen’s video-recorded microteaching. the data were analyzed deductively based on flint’s analysis model on features of teacher talk. the findings have shown that karen’s teacher talk aligned with direct and indirect influence. interestingly, of the features under flint system, karen’s talks did not indicate the use of teacher talk to make requests to students during the learning process. conclusions and implications are drawn for future directions on studies on classroom analysis and teacher talk. keywords: classroom analysis, microteaching, pre-service teacher, teacher talk a. introduction interactions in the classroom and the analysis of its language commonly called classroom interactions have gained attentions in plethora of past studies. classroom interaction is the interchange of ideas, emotions, and thoughts between teachers and students in a classroom context (afriadi & hamzah, 2021). as an instrument of classroom interaction, teacher talk is the language teachers uttered to interact with students during teaching and learning process (azhar et al., 2019). teachers’ language use during the learning process – teacher talk – is worth analyzing, particularly those used by trainee teachers who are in the process of becoming future teachers. studies on teacher talk used by trainee teachers in their teaching practice may lead to implications for betterment of teacher education in relation to how they make use of the content language as a medium of instruction. skinner (2021) highlighted that trainees who will eventually teach a second language have a responsibility to employ effective classroom language, also known as "teacher talk," lest the prospects for second language learning be diminished. however, trainees frequently lack an awareness of how lestari: assessing the use of teacher talk during microteaching… 22 the language used by their teachers affects the opportunities for language development that are presented in the classroom. prior studies have shown the benefits of teacher talk. azhar et al. (2019) stated that learner achievement in an english as a second language classroom is directly influenced by how well the teacher handles classroom talk time, which in turn dictates how much interaction occurs between the instructor and the students. topalov & radić-bojanić (2019) pointed out that a teacher's talk can be an effective means of providing intelligible input, and it also has the potential to foster a communicative atmosphere in the classroom and the use of authentic language. listening to a teacher talk has the potential to aid in the acquisition of vocabulary, both for individual words and for collocations (jin & webb, 2020) and is beneficial for students' thinking and learning, as well as their active participation in the classroom (handayani & umam, 2017). in addition, the students' ability to construct grammatically accurate sentences is facilitated by the use of teacher talk, which contributes to the students' advancement in their language skills (alkhazraji, 2018). these studies showed that teacher talk can be beneficial for students and are worth applying as classroom interaction. various aspects of teacher talk in english as a foreign language classroom can be analyzed through different aspects. because teacher talk makes up such a significant portion of classroom speech, its significance in ensuring successful acquisition of a second language should be rather evident. control, elicitation, modification, and repair have been identified by walsh as the four most important aspects of classroom discourse (skinner, 2021). control deals with the irf (initiation-response-feedback) pattern as a way to manage interaction during the learning process. elicitation has something to do with teachers' efforts to elicit learners' knowledge and understanding through the use of teacher's questions. modification relates to scaffolding teachers make in response to their learners' language, for instance, a teacher rephrases students' incomplete utterances. at last, repair is employed as a way teachers make correction on students' accuracy which may interrupt their fluency. reviewing on the classifications of teacher talk by brown (2001) cited in handayani & umam (2017) explained teacher talk classification into direct influence and indirect influence. the purpose of the direct influence is to increase student participation in the teaching and learning activity on a more direct level. the features which fall into this category are making correction to students’ mistakes, giving instructions/directions/commands/requests, and criticizing students’ behavior to manage misbehaviors and classroom discipline. the indirect influence, on the other hand, aims to create pleasant and non-threatening classroom atmosphere and environment. the features of teacher talk which belong to this indirect influence are dealing with feelings, giving praising and encouragement, rephrasing students’ ideas as a sign of recognition on their participations, and asking questions. many studies have been conducted to examine and analyze teacher talk. the studies varied from those on teacher talk in efl context (doqaruni & khodadady, 2016; wang, 2019) to those on teacher talk in non efl context such as sun & verspoor (2022) who analyzed teacher talk in mandarin language education. prior studies were also carried out in different countries (skinner, 2021 in uk; sun & verspoor, 2022 in singapore; wang, 2019 for australian and chinese english teachers; kostadinovska-stojchevska & popovikj, 2019 in macedonia). many of those prior studies focused on in-service teachers’ teacher talk eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 23 (doqaruni & khodadady, 2016; kostadinovska-stojchevska & popovikj, 2019; wang, 2019) including those conducted in indonesian context (handayani & umam, 2017; nurpahmi, 2017). as stated by skinner (2021) that pre-service teachers who will eventually teach a second language have a responsibility to employ effective classroom language, also known as "teacher talk,", it is imperative to explore how pre-service teachers use english as a medium to maintain interactions with their students in the classroom during english lessons. due to the discrepancy on studies focusing on the use of teacher talk among preservice teacher, the present study aims to fill the gap by examining teacher talk used by preservice english-as-a-foreign-language (efl) teachers in their microteaching practice. b. method this qualitative study seeks to analyze the features of teacher talk used by a pre-service efl teacher during her microteaching practice. the microteaching was a part of the assessment in a course offered to students of a private teacher training institutions in yogyakarta, indonesia during the academic year 2021/2022. the subject of the study was karen (pseudonym), a pre-service teacher in the institution who was purposefully selected based on some criteria: (1) her microteaching had complete stages and met the assessment requirement, (2) she used english in maintaining teacher talk quite consistently throughout her microteaching, (3) she had unique characteristics in making interactions with other people. the object of the present study was karen’s teacher talk she uttered during her microteaching practice which later were analyzed to answer the research question: “what are the features of teacher talk identified in karen’s microteaching?” in karen’s classroom interactions, her students also made responses (student talks) to her teacher talk; however, this study merely focuses on analyzing karen’s teacher talk. data of the study were collected through a video-recorded microteaching made by karen. the video-recorded microteaching lasted for 35 minutes. topalov & radić-bojanić (2019) argued that observations made in the classroom, as well as video recordings of the classes and interviews with the instructors, both have the potential to bring to light previously unknown information and offer invaluable insights. the role of the researcher was a nonparticipant observer which means that the researcher did not attend the microteaching and only watched the video recording after karen finished her microteaching. the collected data were then analyzed using conversation analysis. some steps were taken in the process of analyzing the data. first, the researcher watched the video-recorded microteaching. while watching, she transcribed the conversation karen and her students made during the microteaching. all names were directly changed in the transcribing phase to maintain confidentiality. after the transcribing step was done, the utterances in the transcript were coded based on flint analysis on the features of teacher talk which consisted of seven features of teacher talk. at last, final coding was carried out by putting all similar codes together c. findings and discussion the objective of the present study is to analyze the features of teacher talk uttered by karen, a pre-service english teacher in her microteaching practice. the findings have shown that the seven features were found in karen’s talks in her microteaching. those seven features were classified into two influences: direct influence and indirect influence. the detailed explanations on the features of teacher talk found in the study and the extracts of karen’s utterances as teacher talk during her microteaching are presented as follows. symbols of t and s are used in the extracts in which t refers to karen’s utterances representing teacher talk, while s refers to students’ utterances as responses to karen’s teacher talk. lestari: assessing the use of teacher talk during microteaching… 24 1. direct influence handayani & umam (2017) explained that the features which fall into direct influence are (1) making correction to students’ mistakes, (2) giving instructions/directions/commands/requests, and (3) criticizing students’ behavior to manage misbehaviors and classroom discipline. the results showed that karen’s teachers talk cover the three features based on the flint analysis model. making correction to students’ mistakes. in her microteaching, karen used english as a teacher talk to make correction to a student’s mistakes as shown in extract 1. extract 1: t: what is she doing? s: berbelanja t: eehmm… i am sorry, you’re wrong. she is buying a jar of jam. look at the picture. in the supermarket, you can pick the thing alone, and the woman is picking a jar of jam. so, the answer is a. extract 1 provides an overview on how karen’s teacher talk was uttered in response to a student’s mistake in answering karen’s question. karen explicitly pointed out the student’s mistake followed by the explanation on the correct answer. giving instructions/directions/commands. the result of the analysis on karen’s teacher talk showed that karen used english to give direction on what-is-so-called ‘today’s agenda’. through her teacher talk, karen explained what to be discussed, to which grade the lesson was addressed, and what the learning objectives were. karen’s teacher talk utterances which resonated the feature of giving direction are presented in extract 2. extract 2: t: today, miss will explain about the daily activity. this lesson material is for 4th grade. but do not worry, i will teach you confidently and in detail. the learning objectives of this lesson are students can identify, analyze, and compose about their daily activities in real life. also, they can implement the verbs in english. besides giving directions, karen’s teacher talk was also uttered when she was giving instructions to students as shown in extract 3. extract 3: t: now, it’s time to make a sentence based of these cards. miss akan membagikan beberapa flashcards untuk kalian, dan kalian..and then you should write a sentence based of the chosen flashcards. i will give you an example. me, miss as a student. miss will close the card like this [placing the cards upside down] then i choose the card, one like this [picking and showing a card] and i got ‘writing’ [the picture of the card shows a writing activity] so, miss should write a sentence use writing. i am writing the english notes. so, that is the example to do it. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 25 the extract 3 showed that karen was consistent in using english as teacher talk when she was giving instructions to students. she explained what the students would do and gave an example on how to do the exercise. criticizing students’ behaviour to manage misbehaviours and classroom discipline. the last feature found in karen’s teacher talk classified into direct influence was the use of teacher talk to criticize students’ misbehaviors and to maintain classroom discipline. karen’s utterances as teacher talk aligning with this feature are presented in extract 4. extract 4: t: hey, please don’t sleep. [reminding a student to behave as he is laying on the floor while the teacher is explaining] the extract 4 indicated that karen used english as a teacher talk to respond to a student’s misbehavior. when karen was explaining, a student was laying on the floor, so karen reminded him not to sleep while studying. 2. indirect influence handayani & umam (2017) pointed out the features of teacher talk which belong to indirect influence were (1) dealing with feelings, (2) giving praising and encouragement, (3) rephrasing students’ ideas as a sign of recognition on their participations, and (4) asking questions. the indirect influence aims to create pleasant and non-threatening classroom atmosphere and environment. the results of the present study have shown that karen’s teacher talk covered the four features of teacher talk. dealing with feelings. karen’s teacher talk showed that she used english to maintain emotional bonds to her students by asking how they felt at the moment the class was being held. karen was asking students’ feeling in the beginning of the lesson as shown in extract 5. extract 5: t: assalamu’alaikum warahmatullahi wabarakatuh s: wa’alaikumussalam warahmatullahi wabarakatuh t: good afternoon, everybody! s: good afternoon! t: okay… how are you today? s: i’m fine. t: okay. besides in the beginning of the lesson, karen also asked her students in english to show her expectations to her students’ well-being when she was ending her lesson as presented in extract 6. extract 6: t: okay, so…thank you for attending and joining this class, i hope you always stay healthy and stay positive. let’s pray together before we end this lesson. [praying] alright, thank you! wassalamu’alaikum warahmatullahi wabarakatuh lestari: assessing the use of teacher talk during microteaching… 26 not only dealing with students’ feelings, karen’s teacher talk also showed how she expressed her expectations and feeling using english. giving praising and encouragement one way of creating a non-threatening learning atmosphere is by giving praising and encouragement to students. based on the result of the analysis, it was found that karen used english as teacher talk when she was praising and encouraging students during her microteaching practice. karen’s teacher talk utterances when giving praising and encouragement are shown in extract 7. extract 7: t: okay, so.. we will ask you about the english and the indonesian related the daily activity. okay, kak al, what is playing kite? s: bermain layangan t: okay, good job! and yura, what is studying? s: [long pause] t: what is studying in indonesia? s: belajar t: okay, good job! asma, what is going to school? s: berangkat ke sekolah t: okay. zahwa, what is writing? s: menulis t: excellent! and lati, what is playing badminton? s: bermain badminton t: err… good job! but, but, eerr.. playing badminton in indonesia is called bermain bulutangkis. you’re really good! good job! the extract 7 showed that karen consistently used english when she praised students who answered correctly. utterances such as ‘excellent’ and ‘good job’ serve as the utterances which show praising and encouragement karen addressed to her students. rephrasing students' ideas as a sign of recognition on their participation. karen’s teacher talk showed that she used her teacher talk to recognize students’ responses and participation during the learning process by rephrasing or emphasizing students’ utterances. extract 8 shows an example on how karen rephrased her student’s utterance. extract 8: t: repeat after me again. playing kite s: playing kite s: playing kite… bermain layang-layang t: benar… that’s right. playing kite is bermain layangan or bermain layanglayang. as shown in extract 8, karen showed recognition to her student’s utterance by rephrasing the student’s utterance into a complete sentence. with karen’s rephrased utterances, the students might indicate that his teacher, karen noticed her contribution in responding to karen’s teacher talk. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 27 asking questions karen used english when she asked questions to her students as presented in extract 9. extract 9: t: so, we will learn six vocabulary related to the daily activity. alright, the first is [the teacher is showing a card to the student] what is it? s: kite, playing kite t: playing kite… what about the others? bagaimana dengan yang lain? s: layangan t: layangan.. okay, cara bacanya… this is should be pronounced ‘playing kite’. repeat after me. t&s: playing kite the extract 9 showed that karen asked her students questions in english. she asked the questions to the whole class which resulted in a non-threatening environment for the students, particularly those who did not know the answer. based on the extract 1-9, it can be concluded that karen’s teacher talk she uttered during her microteaching practice met the seven features of teacher talk as proposed by brown (in handayani & umam, 2017). three features fell into direct influence. the first feature which falls into direct influence was making correction to students’ mistakes. the response karen’s student made was incorrect; thus, karen pointed out the mistakes and explained the correct answer. karen’s action by showing the correct answer was appropriate and necessary by which students can know the correct term. it resonates jin & webb (2020) who asserted that by listening to a teacher talk, students can come to the acquisition of vocabulary, both for individual words and for collocations. the second feature was giving instructions, directions, or commands. in her teacher talk, karen used english to give directions on the agenda and the learning objective of the lesson she was about to give. by consistently using english, karen may introduce new words to her students. in addition, karen also gave instruction on the exercise that her students should do. again, she consistently used english in giving instruction although few indonesian words were identified. her teacher talk was accompanied by some gestures she made while explaining the exercise using english. these findings resonated handayani & umam (2017) that teacher talk can give direct influence by giving direction or commands to students. the last feature of karen’s teacher talk was managing students’ behavior. one extract in which karen reminded her student to behave was identified. she managed her student behavior by asking him not to sleep during the learning process. karen’s teacher talk was comprehensible and effective since the respective students made a prompt response to karen’s reminder by returning to sitting position. it indicated that karen’s talks was comprehensible and effective. handayani & umam (2017) asserted that teacher talk can be used to change students’ misbehavior through criticizing their misbehaviors or inappropriate responses. besides the three features which fall into indirect influence, the study also found four more features of karen’s teacher talk which belong to indirect influence. the first feature under indirect influence found in this study was dealing with feelings. karen tried to get emotional bond with her students by asking how they felt in english in the beginning of the lesson. her students made direct and correct response to karen’s question (how are you today?) by lestari: assessing the use of teacher talk during microteaching… 28 answering (i’m fine). this interaction indicated that karen’s teacher talk was comprehensible and effective, and in line with the notion of indirect influence, karen’s question may create a relaxing atmosphere to her students. this finding was in line with topalov & radić-bojanić (2019) which stated that teacher talk have the potential to foster a communicative atmosphere in the classroom. by simply answering “i’m fine”, effective communication between karen and her students were established. the feature of dealing with feelings was also found when karen was ending her session. she expressed her expectation on her students’ well-being and positive mindset. it can be concluded that karen used teacher talk to deal with feeling in the beginning and at the end of her teaching. the second feature of karen’s teacher talk under indirect influence found in this study was giving praising and encouragement. karen repeatedly used english to give compliments, such as ‘good job!’, ‘excellent!’, and ‘you’re really good.” to her students’ participations and responses. handayani & umam (2017) stated that teacher talk can create a nonthreatening atmosphere when teachers through their teacher talk can seek to understand feelings, be it the past, present, and future ones. regarding this finding, karen tried to understand her students present feeling in the beginning of the lesson as well as her students’ future feeling addressed at the end of the lesson. the third feature of karen’s teacher talk under indirect influence found in this study was rephrasing students’ ideas as a sign of recognition on students’ participation. karen’s idea to restate her student’s response was a good sign of effective communication as by restating her student’s utterance, it showed that she acknowledged the student’s contribution in responding to karen’s utterance. it is in line with the notion of classroom interaction that classroom interaction is used to exchange ideas, emotions, and thoughts between teachers and students in a classroom context (afriadi & hamzah, 2021). it also resonated real-life communication in which repetition may occur. topalov & radić-bojanić (2019) pointed out that a teacher's talk has the potential to foster a communicative atmosphere in the classroom and the use of authentic language. the last feature of karen’s teacher talk under indirect influence found in this study was asking questions. karen repeatedly asked questions using english to her students. it is a good way to maintain classroom interaction through the use of irf method (skinner, 2021). karen’s questions served as the initiation, her students’ answers served as the response, and karen’s response to her students’ response served as feedback. in extract 9, it was found that karen posed a comprehension question. it corroborated the findings of a prior study conducted by yanita et al. (2016) who reported that the most frequently used type of questions was comprehension check, followed by clarification checking questions, and confirmation checking questions. d. conclusion the present study sought to analyze the features of teacher talk uttered by karen, a preservice efl teacher in her microteaching practice. the findings showed that karen’s teacher talk were in line the seven features of teacher talk by brown as cited in handayani & umam (2017). considering that karen was still in the process of developing her professionalism as a future teacher, the variation of her teacher talk she used in her microteaching and her consistency in using english as a medium of instruction showed a positive indication that she exposed her students with english words and that her teacher talk may serve as a source of input for her students. some implications can be taken from the present findings. although eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 29 karen showed consistent use of english in her teacher talk, the findings of the present study cannot be generalized to a wider pre-service efl teacher context. further studies involving more participants and different classroom settings should be conducted to come to better understanding on teacher talk in efl setting in indonesian context. also, future studies on the use of teacher talk among pre-service teachers should also be conducted to examine the understanding and practices in pre-service efl teachers’ teaching. at last, future studies on teacher talk may include other methods of data collection to gain deeper insights on teacher talk use in efl classroom setting in indonesia. references afriadi, r., & hamzah. (2021). exploring translanguaging practice in efl classroom talk. 4rd english language and literature international conference (ellic), 4, 99–107. alkhazraji, a. m. (2018). analyzing the impact of teacher talk on english grammar learning: with correlation to the procedures in classroom interaction. journal of language teaching and research, 9(5), 1109–1115. https://doi.org/10.17507/jltr.0905.27 azhar, k. a., iqbal, n., & khan, m. s. (2019). do i talk too much in class? a quantitative analysis of esl classroom interaction. okara: jurnal bahasa dan sastra, 13(2), 193. https://doi.org/10.19105/ojbs.v13i2.2491 doqaruni, v. r., & khodadady, e. (2016). does “experience” bring about any significant difference in efl teacher talk? beyond words, 4(2), 125–144. handayani, a., & umam, a. (2017). teacher talk time in english classroom. english journal, 20(2), 54–61. jin, z., & webb, s. (2020). incidental vocabulary learning through listening to teacher talk. modern language journal, 104(3), 550–566. https://doi.org/10.1111/modl.12661 kostadinovska-stojchevska, b., & popovikj, i. (2019). teacher talking time vs. student talking time: moving from teacher-centered classroom to learner-centered classroom. the international journal of applied language studies and culture, 2(2), 25–31. https://doi.org/10.34301/alsc.v2i2.22 nurpahmi, s. (2017). teacher talk in classroom interaction. eternal (english, teaching, learning and research journal), 3(1), 34–43. https://doi.org/10.24252/eternal.v31.2017.a4 skinner, b. (2021). ‘let’s move on’: second language trainee teachers’ talk and its impact on learner interaction. language learning journal, 49(5), 513–526. https://doi.org/10.1080/09571736.2019.1642371 sun, h., & verspoor, m. (2022). mandarin vocabulary growth, teacher qualifications and teacher talk in child heritage language learners. international journal of bilingual education and bilingualism, 25(6), 1976–1991. https://doi.org/10.1080/13670050.2020.1835813 topalov, j., & radić-bojanić, b. (2019). teacher talk in a young learners’ english classroom. teme, 178002, 69–90. https://doi.org/10.22190/teme190107010t wang, j. (2019). a comparative study on teacher talk of australian and chinese english teachers in an academic english writing course in chinese efl classrooms. journal of language teaching and research, 10(4), 776–781. https://doi.org/10.17507/jltr.1004.12 lestari: assessing the use of teacher talk during microteaching… 30 yanita, f., yusuf, y. q., & gani, s. a. (2016). “oke, any questions?” the questioning interaction in an efl classroom. proceedings of aics social sciences, 6(0), 328– 333. http://www.jurnal.unsyiah.ac.id/aics-social/article/view/10788 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 88 junior high school students’ experiences in google classroom to promote autonomy in online english learning aulia putri yulistia1*, wiwiet eva savitri2 1aulya.18010@mhs.unesa.ac.id, 2wiwieteva@unesa.ac.id universitas negeri surabaya abstract online learning in education has been increasingly implemented since the pandemic happened. junior high schools use google classroom because it is the potential to enhance the teaching-learning activities, and the students also inevitably have to use it for learning, specifically english subjects. previous studies claimed that google classroom is a useful online learning platform for students and teachers. learning english online using google classroom for reading, writing, and grammar skills is possible. however, the previous studies mainly focused on upper secondary school students and teachers. hence, this study aims to explore junior high school students’ experiences and learning autonomy in learning english online through google classroom during the new regulation of limited face-toface classes. this study used a qualitative methodology and collected the data through questionnaires and semi-structured interviews. the findings indicated that 7th-grade students with a total of 82 students have positive as well as unpleasant experiences when learning english using google classroom. furthermore, the findings also indicated that junior high school students as reactive autonomous learners could enhance their english learning autonomy when using google classroom. keywords: autonomous learners, google classroom, learning autonomy, online english learning. a. introduction online learning has been well-spread these days, as well as technology in education. technology has played a significant part in enhancing the current education system at all stages of learning, whether in school, college, or university (gupta & pathania, 2021). how we educate in the classroom has been quickly changing and evolving due to technological advancements (kumar & bervell, 2019). since the pandemic, online learning in education, specifically in indonesia, has increasingly been used for teaching and learning activities. regarding task force circular letter no. 4 of 2020, published by the minister of education and culture, it decided to adopt a study from home or e-learning to complete all curriculum achievements (ambarwati & mandasari, 2021). online learning or e-learning is a way to do the teaching-learning process where use technology as the media of instruction. students can learn the subjects everywhere and every time, depending on yulistia & savitri: junior high school students’ experiences … 89 their willingness to study (bhat et al., 2018). although not all schools and teachers utilize technology, they need to utilize online learning platforms for teaching and learning activities, such as whatsapp groups, moodle, google classroom, zoom meetings, google meet, and so forth. google classroom is one of the most popular learning platforms used for online learning at every level of education. sinaga & pustika (2021) insisted that ruang guru, kahoot!, google classroom, and learning management systems (lms) such as moodle and socrative are the most popular digital education tools in online learning. a study held by mualim et al. (2019) explained that google classroom is a free web-basic learning tool added by google in 2014; it makes it easy to educate by generating the content, disseminating them, and evaluating outcomes. google classroom further has three features: classwork for posting the materials and assignments; grading for giving the students feedback and scores; stream for communicating with the students (melani, 2020). google classroom is a way to give students more space outside the classroom to gain autonomy (mualim et al., 2019). teachers could create a google classroom for all students in a given issue, include more teachers in the same area, and help students obtain more ideas and online maintenance resources from multiple teachers in the same subject (bhat et al., 2018). students have several experiences when using google classroom for teaching and learning activities. heggart and yoo stated that students understood how all the materials available for this course were easily accessible via google classroom (heggart & yoo, 2018). furthermore, mualim et al. claimed that learners get several positive experiences when using google classroom. first, learners can submit their assignments on due date even though many of them still offer it at the end of given time, and it makes the students have responsibility of submitting the assignments in given time. second, learners can access google classroom every time and everywhere. learners can quickly learn and access google classroom since it depends on their mood and leisure time. next, students can manage their to-do list based on the due date given, so they do not have to do it simultaneously. four, the students can enhance their learning autonomy since they can know their own needs and fulfill them in their ways (mualim et al., 2019). nevertheless, the essential thing students need to enhance when learning through online platforms during the new regulation of limited face-to-face classes is learning autonomy. one of the most significant goals in the learning process is autonomy (huda et al., 2019). during the covid-19 pandemic, autonomy in learning is particularly important in the teaching and learning process (banat & martiani, 2020). students' affective learning abilities, including the capacity to learn autonomously, are required for optimal learning throughout covid-19 outbreak (syelitiar & putra, 2021). education cannot exist without autonomy; consequently, learner autonomy is a vital ability for students these days (iryani et al., 2020; suphandee et al., 2018). learning autonomy requires a high level of responsibility on the part of the teaching participants, who must engage in a variety of activities to fulfill learning objectives (ashadi & suhaeb, 2020). further, suphandee et al (2018) insisted that learner autonomy empowers students to take responsibility for their own learning and to assess their own progress. when learners have learner autonomy, they enjoy studying without being forced. it also fosters insatiable curiosity, which leads to lifelong learners, a goal that today's educators anticipate and aspire to achieve for all students (suphandee et al., 2018). eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 90 learning autonomy is a learning method in which students take the initiative, are motivated, and accept responsibility for their learning. autonomy is defined as the ability to direct, manage, or control one's own learning (benson, 2007). holec (1981) defined learning autonomy as learner control. in other words, learner autonomy assists students in taking responsibility for their learning. further, dickinson (1987) explained that learning autonomy is when the student is entirely responsible for his learning decisions and implementation. in other words, learning autonomy is a self-awareness to learn without relying on others and feeling responsibility for achieving desired outcomes (hamka & vilmala, 2019). students can be called autonomous learners when they can fulfill several aspects or features of learning autonomy. self-esteem, discipline, initiative, responsibility, and motivation indicate learning autonomy (banat & martiani, 2020). furthermore, littlewood (1996) claimed that there are two primary components of learning autonomy: ability and willingness. ability relies on understanding the options from which decisions must be taken and the expertise required to make whatever choices sound most suitable. willingness relies on having the drive and courage to take responsibility for the necessary decisions. littlewood (1999) cited by adianingrum (2017) further distinguished two types of learner autonomy: proactive autonomy and reactive autonomy. learners with proactive autonomy might plan, monitor, and access their learning. learners set their learning agenda and learning direction in this way. meanwhile, reactive autonomy occurred when learners did not design their path but, once launched, allowed them to manage their resources independently to achieve their goal. for example, if a job was assigned, the learner would eagerly do it and might volunteer to join a group to deal with it. furthermore, benson (2013) defined three levels of regulating learners' autonomy: learning management control, cognitive process control, and learning context control. learning management control is when students use a variety of tactics to help them learn. the tactics are classified as metacognitive, cognitive, or socio-affective. following that, cognitive process control is where students regulate their psychology during the learning process. three more elements impact control: reflection, attention, and metacognitive knowledge. furthermore, learning context control is where students have the option to choose learning objectives and apply what they have learned to the language of communication and engagement. as students, they still have responsibilities to do learning activities from home. autonomy allows students to become self-aware and increase language learning effectiveness (orawiwatnakul & wichadee, 2017). they have to initiate and motivate themselves to do learning activities, especially when learning english. students must find their motivation to read, learn, understand the materials given, and collect the assignments in google classroom. however, during learning online in the limited face-to-face class, students need to enhance their learning autonomy. dalilan (2021) claimed that learning autonomy in the online delivery method refers to student-centered autonomous learning that is mediated through the internet. to operate learning plans and processes, students must deliberately govern their learning awareness, motivation, and accountability without being supervised and monitored by lecturers or professors. she further stated that students are not all selfdirected learners. they can, however, become self-sufficient by becoming used to their learning authority. thus, students should regard learning autonomy as a beneficial learning yulistia & savitri: junior high school students’ experiences … 91 habit. it can increase learners' self-esteem and motivation while also enhancing their understanding of their limitations and ability to deal with them (dalilan, 2021). it will be hard for junior high school students to learn by themselves, especially in english subjects. nartiningrum and nugroho (2021) explained that learning english is required in indonesian schools beginning in junior high school. english is a subject that is considered challenging to learn, especially for junior high school students, because it is the first time they get an english lesson. they still need teachers directly to teach and help them learn english. therefore, not all students can discover their motivations and fulfill their responsibilities while learning english online. some students are fine and doing well enough during the online learning activities. in contrast, some students find issues and concerns during the online learning activities. they cannot engage well with both subjects and teachers themselves, feel enthusiasm during the online learning process, and are good enough to hone their learning autonomy (nartiningrum & nugroho, 2021). many researchers have focused on learning online through google classroom (bhat et al., 2018; gupta & pathania, 2021; heggart & yoo, 2018). the researchers claimed that google classroom is a useful online learning platform for students and teachers (gupta & pathania, 2021; heggart & yoo, 2018). they further explained that both students and teachers like the features of google classroom since it is easy to use, helps them engage during learning activities, can make the students do the task every time and everywhere, and can improve teachers’ ideas to improve their learning practices: accessibility, application effectiveness for collaboration, and student voice/agency (gupta & pathania, 2021; heggart & yoo, 2018). further, bhat et al. claimed that google classroom is better than the manual one since it does not have handwriting or deadline difficulties. however, there is some concern about the originality of the students’ work, which may be resolved by using a plagiarism detection system (bhat et al., 2018). in line with learning through google classroom, other researchers also have focused on learning english online through google classroom (aini, 2019; albashtawi & al bataineh, 2020; ambarwati & mandasari, 2021; khalil, 2018). the researchers insisted that it is possible to learn english online using google classroom for reading, writing, and grammar skills (aini, 2019; albashtawi & al bataineh, 2020; khalil, 2018). they further explained that the instructor could uniquely create and develop the english class (aini, 2019). in terms of reading and writing skills, the students get beneficial impacts because of the effective execution of the google classroom intervention, the duration of the intervention program—12 weeks, and the simplicity of the google classroom features (albashtawi & al bataineh, 2020). further, in grammar terms (khalil, 2018), 50% of the students were primarily in favor of the positive impacts of utilizing google applications in grammar study. such programs provide features that allow the instructor to provide corrective feedback that shines a light on students’ flaws and gives choices for growth (khalil, 2018). hence, we know that students are very motivated by google classroom english. they want to learn english by accomplishing the teacher’s tasks and wishing to grasp the teacher’s english content. to sum up, students must learn and practice in their daily lives to master english (ambarwati & mandasari, 2021). likewise, researchers focused on students’ learning autonomy when using google classroom (banat & martiani, 2020; damayanti et al., 2022). furtehrmore, hamka & vilmala, 2019) claimed that the efficacy of learning tools for blended learning via the eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 92 google classroom application is good for autonomous study, according to responses. it is demonstrated by the fact that the majority of respondents agreed on the questionnaire item learning independence (hamka & vilmala, 2019). banat & martiani also claimed that during the covid-19 pandemic, the average level of student learning independence using google classroom media via hybrid learning in learning the educational profession is very strong at the average value of indicators: self-confidence (81.82), discipline (83.5), initiative (81.44), responsibility (85.94), and motivation (85.25) (banat & martiani, 2020). damayanti et al. further insisted that the utilization of google classroom has a 66.8 percent effect on student learning autonomy, with the remaining 33.2 percent influenced by unknown variables such as learning styles and learning motivation (damayanti et al., 2022). however, these previous studies mainly focused on high school and higher education levels regarding the implementation of google classroom (aini, 2019; albashtawi & al bataineh, 2020; ambarwati & mandasari, 2021; bhat et al., 2018; gupta & pathania, 2021; heggart & yoo, 2018; khalil, 2018) and students’ learning autonomy when using google classroom (banat & martiani, 2020; damayanti et al., 2022; hamka & vilmala, 2019). hence, this research aims to discuss junior high school students’ experiences and learning autonomy in learning english online through google classroom during the new regulation of limited face-to-face classes. therefore, this research is intended to investigate the junior high school students’ experiences in using google classroom for learning english and to find out kind of autonomy do the students perform in using google classroom for learning english. b. method the study used a qualitative approach since the study aims to explore junior high school students’ experiences and learning autonomy in learning english online through google classroom during the limited face-to-face class. the study involved junior high school students in grade 7th at one junior high school in sidoarjo, east java, indonesia who used google classroom as the learning medium during the limited face-to-face class. the researcher involved four classes with a total of 141 students. out of 141 students, only 82 students agreed to complete the questionnaire, and 14 students agreed to conduct interviews (through the consent form given by google form). the researcher chose the participants because they learned english by using google classroom, and they were still new in using google classroom for teaching-learning activities. the study used questionnaires and semi-structured interviews as the data instruments. questionnaires and semi-structured interview itself were used to response all research questions: students’ learning experiences and students’ english learning autonomy through google classroom. the instruments used bahasa to avoid misunderstanding the questions. the questionnaires were adapted and adopted from (mulya & aimah, 2020; qalbu, 2021) since the researchers used reputable questionnaires, and the items itself had similar points with this study. the questionnaire was created using google form. the researcher used a likert type 5-point scale (strongly agree, agree, neutral, disagree, and strongly disagree) for the questionnaires. the questionnaires, in addition, consisted of 31 statements (16 statements related to students’ experiences when using google classroom; 15 statements related to students’ learning autonomy), and consisted of a consent form for undertaking the interviews. the consent form itself was used as agreement between the interviewees yulistia & savitri: junior high school students’ experiences … 93 and interviewer to conduct interviews. the researcher sent the questionnaire’s link via whatsapp group, and the participants had to collect the questionnaire in one week. moreover, for getting deeper information, the researcher interviewed the interviewees. out of the 29 participants who agreed to be interviewed through the consent form in google form, only 14 participants were successfully interviewed by the researcher. this was because many participants did not respond to the chat that the researcher sent to them. the interview used a semi-structured interview which consisted of ten close-ended questions. the interview was conducted to get deeper information about the students’ questionnaire answers regarding their experiences when using google classroom and learning autonomy. the collected data from questionnaires and interviews were organized, analyzed, coded, and interpreted. first was questionnaires data. the researcher organized the data for each class—a until d in form of table. after that, the researcher analyzed the data through microsoft excel. the remain data were coded into the same initials and colors. the second data, furthermore, was interview data. the researcher first transcribed the interview data. next, the data were organized and coded into same initials and colors. after that, the researcher analyzed both data to get the exact information. last, the researcher interpreted the data in detail in explanation and description form regarding students’ learning experiences and autonomy in online english learning through google classroom. c. findings and discussion 1. students’ experiences when learning through google classroom this section used to answer the first research question regarding students’ experiences when learning through google classroom. the data was gained from the questionnaire and interviews. the results of questionnaire data recognized students’ experiences when utilizing google classroom as an online learning platform. it can be seen in the table. 1. table 1. students’ experiences when learning through google classroom no. students’ experiences percentage agree neutral disagree 1. students can access google classroom easily 73% 33% 5% 2. students can understand how to use google classroom 73% 23% 4% 3. students can access the learning materials very easy compared to other applications 65% 28% 7% 4. students can get information and materials more easily and flexibly 68% 19% 13% 5. students can collect assignments more easily and flexibly 71% 23% 6% 6. students can complete assignments on time 50% 38% 12% 7. students can be easier to understand the learning materials 40% 38% 22% 8. students are having fun when using google classroom for discussion 25% 37% 38% 9. students get feedback from teachers more quickly through google classroom 52% 35% 13% eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 94 the table above shows that almost all the students—73% of students agreed that they could easily access and understand how to use google classroom. the students, furthermore, experienced that google classroom could ease them regarding online teaching-learning activities. students experienced the easiness of google classroom’s features regarding given learning materials and assignments. in addition, the data also showed that most students felt that google classroom’s features helped them access the learning materials during learning online. table 1 shows that 65% of students agreed that they could easily access the learning materials. furthermore, the interview data explained more about their answers to the questionnaire. students stated that they could access the learning materials shared by the teacher in google classroom. the teacher shared the learning materials interestingly, such as videos, photos, or pdf in google classroom, and students could open it repeatedly every time and everywhere. as a result, they could study and learn the material by themselves every time, and they would not feel left behind when they did not know the learning materials. a respondent stated: "teacher shared such interesting learning materials when learning through google classroom,” and “if in google classroom, videos, pictures, or pdf was sent by the teacher, so we could open it anytime and anywhere. so, if we could not go to school, we would not miss the learning materials." in addition, regarding the learning materials understanding, most students claimed that google classroom could help them understand the learning materials. table 1 shows that 40% agreed that they could easily understand the learning materials given by the teacher through google classroom. furthermore, during the interview session, another student stated: "it was a bit difficult for me to learn english. but i could master english little by little when using gc”. another interviewee stated, “it was easy to summarize all the material given since i could open it repeatedly. even though i did not understand some of the materials, i could partially understand the material given”. moreover, other interviewees explained that “before using google classroom, i did not understand the meaning of the word for word in english, but after using google classroom, i started to understand some english words, for example: about hobbies, place names. i could be more relaxed when learning english using google classroom”, and “before using google classroom, i always looked for the meaning of the material on the internet, websites, and others. however, after using google classroom, it became better because i did not have to search on the internet anymore”. in contrast, table 1 shows that 22% of students felt that they had difficulty understanding learning materials. during the interview session, four interviewees stated that “before using google classroom, the teacher explained so that i understood more about the material being explained. however, i did not understand after using google classroom because the teacher only gave material without explaining it in detail”. they claimed that they understood the teacher’s explanation more than learning the materials themselves. using google classroom as a platform for learning english was not efficient since it did not help them enhance their english knowledge. they still needed the teacher’s existence to explain the material. yulistia & savitri: junior high school students’ experiences … 95 regarding the assignments and collecting the assignments, table 1 shows that 71% of students collected the assignments quickly and flexibly, and 50% of students could complete the assignments on time. students further explained their reason in the interview session. most interviewees stated that they experienced the easiness of knowing and collecting the assignments given. they utilized google classroom’s feature—to-do-list— so that they would know whether the assignments were done or not. it can be seen in the following excerpt: “before using google classroom, i was sometimes confused about which tasks had not been done. after using google classroom, i would not be confused anymore because i could see which assignments had been completed and which ones had not”. in line with it, other interviewees claimed that they collected the assignments faster before the given date when using google classroom. they stated: “before using google classroom for lessons, i procrastinated more for doing the assignments, so i was getting lazy. however, when i used google classroom, i felt more anxious or uncomfortable about procrastinating assignments. hence, i often thought about doing assignments as quickly as possible so that i could play longer”. however, although students had several advantageous experiences in utilizing google classroom as an online learning platform, they experienced unpleasant experiences when using google classroom. junior high school students had an unpleasant experience regarding the online discussion. students felt that they did not have a well online discussion through google classroom. see table 1. the table shows that 38% of students disagreed that they felt fun when having an online discussion through google classroom, and 37% of students neutrally agreed that they felt fun when having online discussions. students further insisted that they had other ways to discuss with their friends during the interview session. most interviewees explained that they preferred to have a direct or offline discussion. eight interviewees stated: “i prefer direct discussion. i usually discussed in person at school or went to a friend’s house to discuss assignments since it was easier for me to explain to my friends and discuss together”. the data show that the students met at school or friends’ houses to discuss, explain, and do the assignment together. they argued that a face-to-face discussion is more straightforward than an online discussion. in line with it, several students further chose to have an online discussion and both—online and face-to-face—discussions. students who chose online discussion had a group discussion through online platforms such as whatsapp group or call or zoom meeting. three interviewees further stated: “we usually divided tasks so that they can be completed quickly through whatsapp groups, whatsapp call, or use zoom meeting.” meanwhile, the remaining students chose to discuss online and offline to suit the current situation. so, if they were learning online, they would discuss via whatsapp or zoom eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 96 meeting. and, if they were learning offline, they would discuss it at school. two interviewees stated: “if it were face-to-face like now, i would meet my friends. if it was online, via an online application such as whatsapp”. hence, it can be concluded that they do not choose google classroom as a platform to have a discussion. 2. students’ learning autonomy in online english learning through google classroom this section covers students’ learning autonomy when learning english through google classroom. the data was gained from the questionnaire and interviews. the questionnaire data about students’ autonomy when learning english through google classroom can be seen in table 2. table 2. students’ learning autonomy when learning english through google classroom no. students’ learning autonomy percentage agree neutral disagree 1. students plan their own learning activities 54% 40% 6% 2. students do english assignments on their own 59% 34% 7% 3. students try to complete all english assignments given by the teacher 78% 18% 4% 4. students continue to study english that they do not understand until they understand it 70% 25% 5% 5. students do not give up when there are difficult english questions 63% 27% 10% 6. students can collect english assignments on time 29% 51% 10% 7. students believe in their own answers even though it is different from their friends’ answers 63% 32% 5% 8. students do not procrastinate doing the assignments 44% 53% 3% 9. students immediately do the english assignments 35% 48% 17% the table 2 shows that 54% of students planned their learning activities. 59% of students further agreed that they did their english assignments independently. moreover, students claimed that google classroom helped them enhance their responsibility when learning english independently. 78% of students agreed that they tried to complete the given assignments independently. however, 51% of students neutrally chose to complete the assignments on time, and 53% of students neutrally chose not to procrastinate doing the assignments. furthermore, regarding students’ autonomy in learning english, the interview data showed that ten out of fourteen interviewees agreed that google classroom could enhance their english learning autonomy. furthermore, regarding students’ autonomy in learning english, the interview data showed that ten out of fourteen interviewees agreed that google classroom could enhance their english learning autonomy. they further stated: yulistia & savitri: junior high school students’ experiences … 97 “so far, online learning has been fun. that was why i always did my english assignments independently. i could open google classroom repeatedly to check assignments since it was different from whatsapp. google classroom had a notification sound, so there was no need to go back and forth between google classroom. so, i felt like i had to be independent or really could not depend on waiting for assignments”. however, several students mentioned that google classroom is not efficient for learning english online since they felt hard to understand the material. two interviewees stated: “i do not agree, i did not understand the materials because there was no explanation from the teacher, so i had to look it up on the web”. the interview data insisted that lack of explanation from the teacher could make students hard to understand the materials. in line with students’ perception of google classroom for enhancing their learning autonomy, almost all interviewees agreed that they understood more when listening to the teacher’s explanation rather than studying the materials by themselves. nine interviewees stated: “i understood the teacher’s explanation better because i did not understand anything when i studied alone.” the students, additionally, experienced that google classroom could help them enhance their english knowledge. out of fourteen interviewees, only three interviewees answered neutrally. they stated that “neutral because it followed english as the language of instruction.” in contrast, most interviewees answered that google classroom could help them enhance their english knowledge. they further stated: “yes, because i found it difficult to understand english lessons. however, since using google classroom, i now understand english even though it is still a bit difficult to learn english”. the interviewees, however, insisted that they had obstacles when learning english by themselves. the interviewees still had difficulty in several aspects when learning english independently based on the interview data. related to the material understanding, two interviewees stated, “when studying alone, the difficulty when doing the assignments was not understanding the material.” further, four interviewees explained that they had difficulty understanding english. they stated, “when studying alone, it took a long time to memorize the materials, and when doing assignments, sometimes i had the wrong wording and misinterpreted the word.” table 3. students’ ways to overcome their obstacles when learning english independently students’ solutions percentage ask teacher 55% ask private tutor 34% ask friends 72% ask family members 47% look for relevant sources on the internet 75% eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 98 as a result, students still needed help from others when learning english online through google classroom. see table 3. table 3 shows that 75% of students looked for relevant sources. further, 72% of students chose to ask their friends, 55% chose to ask their teacher in school, 47% chose to ask their family members, and 34% chose to ask their private tutor. in addition, based on the interview session, interviewees stated: “i usually studied the materials repeatedly until i understood the video given, or read english books when i had free time so that i could have a better understanding of english,” “learn to understand the meaning of words in english,” “look for it on the website or ask a friend for help to explain what it means,” and “ask someone nearby or look at the dictionary”. this study discusses two findings: junior high school students’ experiences and their english learning autonomy in using google classroom. first, the research data indicated that most junior high school students had good experiences when learning english through google classroom. the findings confirm the previous studies that google classroom is a useful online learning platform for students (gupta & pathania, 2021; heggart & yoo, 2018). the findings further claimed that junior high school students could utilize google classroom in online learning activities. google classroom eased students in online learning activities since students could access the application through gadgets everywhere. further, they also could open and study the learning materials repeatedly. hence, by doing that, students could easily understand the materials when doing the assignments. not only that, they could submit the assignments before the given deadline. these research findings are the same as the previous studies’ findings that google classroom is easy to use, helps them engage during learning activities, and can make the students do the task every time and everywhere (gupta & pathania, 2021; heggart & yoo, 2018). teachers, moreover, utilized google classroom as an online learning platform. the teacher always sent the learning materials and assignments for the students through google classroom. however, the first research findings have differences from the previous studies’ findings. previous studies (gupta & pathania, 2021) focused on higher education levels, and the findings showed that the participants felt at ease working together with other classmates through google classroom. in contrast, this study found that junior high school students did not feel that google classroom was the right platform for online discussion. rather than using google classroom for having discussions, all students chose to use other online platforms such as whatsapp or zoom meeting or chose to meet their friends and have direct discussions. as stated (melani, 2020), google classroom has a stream feature for communicating with students. however, based on these findings, it can be inferred that teachers did not utilize google classroom features—stream—well for having a discussion or interaction. consequently, students have to discuss with their friends using other platforms. second, the research data indicated the students’ english learning autonomy in using google classroom. the utilization of google classroom has a substantial impact on learning autonomy since students become accustomed to carrying out learning using google classroom, and the simplicity of use of google classroom encourages students to be disciplined and responsible (damayanti et al., 2022). the findings can infer that junior high school students can be called reactive autonomous learners who still need teachers’ yulistia & savitri: junior high school students’ experiences … 99 instructions. in the previous study, littlewood (1999) cited (adianingrum, 2017), reactive autonomy occurred when learners did not design their path. however, once launched, it allowed them to manage their resources independently to achieve their goal. junior high school students managed their learning management after the teacher gave the materials and the assignments. they would plan their english learning activities independently at home. they further would open, read, and summarize the learning materials also would do and try their best to finish the assignments by themselves. furthermore, regarding benson (2013), junior high school students have gone through stages in learning autonomy: learning management control (learning behavior), cognitive process control (psychology of learning), and learning context control (learning situation). first is control over learning management which refers to self-management of learning in which learners are expected to plan, organize, and evaluate their learning using learning techniques. based on the findings, it can be insisted that almost all junior high school students could implement this stage. the data showed that most of the students had good self-management of learning. they further used to plan, organize, and evaluate their english learning activities when learning through google classroom. they felt the responsibility to plan when would be the right time to do, finish, and evaluate the assignments given. by having that kind of responsibility, students also indirectly trained their learning autonomy. furthermore, students had suitable cognitive process control regarding reflection, attention, and metacognitive knowledge. when they learned english independently through google classroom, they had good awareness and metacognitive of english. most students felt that they could enhance their english expertise by learning english through google classroom. they opened and studied the learning materials repeatedly, making them autonomously sweeten their english knowledge. although students still needed others to help them when having difficulty learning english alone, they still could enhance their english. students also had good reflection when learning english independently. they could find out the shortcomings, mistakes, and obstacles when learning english on their own through google classroom. hence, they could overcome it. last is socio-affective. the findings showed that although students did not interact with teachers or friends in google classroom, they still had interaction through other online platforms to discuss some things regarding english materials and assignments. they would look for related references and read books when they had difficulties learning english independently. in line with (banat & martiani, 2020), students who are willing and able to do, study, and collect english assignments through google classroom could be called autonomous learners. in contrast, students who could not fulfill this aspect could not be called independent learners. as a result, google classroom helps the students, specifically junior high school students, to promote their english learning autonomy. d. conclusion hence, from this research findings, it can be concluded that junior high school students experienced both good and unpleasant when learning english through google classroom. moreover, utilizing google classroom to learn english can promote students’ english learning autonomy. junior high school students become reactive autonomous learners because they can manage their learning in english when they have already received the teacher’s instruction. students can enhance their autonomy learning by managing their learning management, behaviors, motivation, and willingness to learn english eltin journal: journal of english language teaching in indonesia, volume 10/no 2, october 2022 100 autonomously. however, teachers still play an essential role in using google classroom for online english learning. students, specifically junior high school students, still need the teacher’s instruction and explanation regarding the english teaching-learning activities. no matter how sophisticated the technology, if the teachers cannot be used it optimally for teaching-learning activities through google classroom, the 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(2018). indicators of characteristics of learners autonomy in english language of primary 6 students in the northeast of thailand. educational research and reviews, 13(15), 590–597. https://doi.org/10.5897/err2018.3562 eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 39 plagiarism in the indonesian higher education: a study of non-english major undergraduates dang arif hartono1*, stefanus angga badara prima2 1dang.arif@podomorouniversity.ac.id, 2stefanus.angga@podomorouniversity.ac.id universitas agung podomoro abstract this study aims to investigate the prevalence of plagiarism among university students and identify the specific types of plagiarism that are most commonly committed in their written work. to examine the extent of plagiarism among university students, the present study employed a textual analysis approach and utilized the ithenticate, a professional and subscription-based plagiarism checker. a sample of 39 participants, all students from an intact class, were recruited for the study and they each independently composed argumentative essays. the essays were subjected to analysis using ithenticate to determine the prevalence of plagiarized content and manual analysis was subsequently performed to validate the results obtained from ithenticate and classify the types of plagiarism present in the essays. the results reveal that the students' essays contained a relatively low level of plagiarized content, comprising only 9.87% of the total text. the most prevalent form of plagiarism detected was mosaic plagiarism, with 39 cases identified. this was followed by verbatim plagiarism, with 16 cases identified. the findings of this research suggest that the students may have difficulty dealing with mosaic plagiarism and may require comprehensive training on proper paraphrasing techniques. keywords: plagiarism, plagiarism checker, ithenticate a. introduction higher education institutions place a great emphasis on students' ability to demonstrate their understanding and mastery of course material through various types of assignments. these assignments can include essays, research papers, lab reports, and other forms of written work that are designed to challenge students as they progress through their studies. in indonesia, the expectation for students to demonstrate their knowledge and understanding is even higher. in order to graduate from an undergraduate or postgraduate program, students are required to complete a thesis. this thesis is a significant and often complex piece of work that requires students to conduct independent research and demonstrate their ability to think critically and analytically about a particular subject. to help students prepare for this important assignment, universities and colleges in indonesia offer academic writing and research methodology courses as part of their curriculum. these courses are designed to teach students the skills and techniques they need to successfully complete their thesis. the focus and delivery of these courses can vary depending on various factors such as the hartono & prima: plagiarism in indonesian higher … 40 institution, the program of study, and the level of the students. however, typically at least one or two sessions are devoted to discussing academic misconduct, including plagiarism. despite efforts to prevent it, plagiarism remains prevalent in indonesian colleges and universities. patak et al. (2021) believe it is a widespread practice in these institutions. similarly, akbar and picard (2019) view plagiarism as a "critical issue that hinders development and innovation" in the indonesian academic community. previous research (gottardello et al., 2017; gullifer & tyson, 2014) has indicated that there exist varying definitions of plagiarism, even among academia, which can result in confusion. additionally, akbar and picard (2019) highlight that the definitions established by the ministry of education and culture of indonesia may still allow for varying interpretations. it is worth mentioning that perhaps the most comprehensive definition and categorization of plagiarism to date has been presented by harvard college (2023). the classification of plagiarism proposed by harvard college (2023) includes six types: verbatim plagiarism, mosaic plagiarism, inadequate paraphrasing, uncited paraphrasing, uncited quotation, and using material from another student’s work. verbatim plagiarism, also known as copy-and-paste plagiarism, is the act of reproducing the language of an original source, word for word, without proper acknowledgement through citation (harvard college, 2023). this form of plagiarism is a serious academic offense, as it involves the direct duplication of source material without giving credit to the original author. while, mosaic plagiarism refers to the act of using words, phrases, or sentences from multiple sources without proper citation (harvard college, 2023). this form of plagiarism occurs when an individual combines various sources, paraphrases them, and presents the work as their own. furthermore, inadequate paraphrasing is the act of using language from an original source, but changing only a few words or phrases without fundamentally altering the structure of the text (harvard college, 2023). this form of plagiarism is a serious academic offense as it involves the misrepresentation of authorship, failure to give credit to the original source and misleading the audience into thinking the paraphrase is original work. moreover, uncited paraphrasing and quotation refer to the use of language from an original source without proper acknowledgement through citation (harvard college, 2023). while the paraphrasing or quotation may be well done, the failure to give credit to the original source constitutes academic misconduct. these actions are often viewed as less severe because they may be a result of a lack of knowledge about academic writing conventions. the last, using materials form other people’s work can come in some ways. a student can copy other people’s work with or without their permission and submit it as his writing. collaboration on assignments that are intended to be completed individually, without proper acknowledgment, also constitutes a violation that falls into this category. research has also provided some insight into understanding the causes of plagiarism. according to jereb et al. (2018) the high incidence of plagiarism among university students is primarily due to greater access to information and technology. other researchers, such as bloch (2012), ehrich et al. (2016), and kayaoğlu et al. (2016), suggest that cultural norms and values may also play a role. ehrich et al. (2016) further argue that students from some asian countries may not view plagiarism as morally questionable, as rote memorization is often emphasized in education systems in those countries. additionally, doss et al. (2016) eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 41 point out that insufficient linguistic competence and inability to articulate ideas or concepts can also lead to plagiarism among students. while previous studies have helped understand the causes of plagiarism, research on the severity and types of plagiarism committed by university students is limited, particularly in the indonesian context. one study addressing this topic in the indonesian context was conducted by sulaiman and sulastri (2018). utilizing essays written by 44 english-major students, they found that verbatim plagiarism was the most common type. however, this study has a significant limitation. the study utilized a free version of an online plagiarism checker (duplichecker) with a 1,000-word limit for each check, which limits its ability to detect plagiarism. additionally, it is unclear whether duplichecker compares documents against an extensive database of scholarly articles and theses, raising questions about its rigor as a plagiarism checker service. this study is set to investigate and uncover the most prevalent forms of plagiarism among essays written by undergraduate students and assess the degree of their severity, thus addressing a gap in the literature. specifically, this study focuses on non-english-major students, as there is little research on this group in indonesia. b. method the present study was conducted with the aim of examining the prevalence of plagiarism among university students using text analysis approach and the ithenticate plagiarism detection tool as the instrument. ithenticate is a professional, subscription-based plagiarism checker specifically designed for researchers, scholars, publishers, and universities. ithenticate compares documents against scholarly databases (e.g., proquest, elsevier, etc.), theses, and open content found on the internet to detect instances of plagiarism. the software generates a report indicating the similarity percentage that a document shares with various sources on the internet. the higher the percentage, the greater the likelihood that the document contains plagiarized contents. the present study was conducted at a private university in jakarta, indonesia. many lecturers at this institution hold graduate degrees from overseas universities in australia, the united states, and taiwan. several of these lecturers have expressed concerns about instances of plagiarism that they have encountered within their classes. moreover, in total, 39 students participated in this study. of these, 22 were female, and 17 were male. they were drawn from two different academic programs: nine students were majoring in law, while thirty were majoring in product design. most of these students were in the fifth semester of their studies, as their curricula required them to take an academic writing course during their third year. over the course of a half-semester, students were expected to focus on the development of an argumentative essay, which was to be submitted for mid-semester evaluation. specifically, in the fourth week of the course, the class discussed famous cases of plagiarism, the various types of plagiarism, and the potential consequences of committing plagiarism. the students also learned how to paraphrase and cite properly, working on some exercises using authentic texts. subsequently, during the fifth and sixth weeks, students were provided with an opportunity to research their chosen topics, develop an outline for their essays, and begin drafting their essays. in the seventh week, the class conducted peer-review sessions, providing students with the opportunity to receive feedback and revise their essays hartono & prima: plagiarism in indonesian higher … 42 accordingly. finally, in the eighth week, the students submitted their final essays for evaluation. the implementation of this rigorous and well-structured process was intended to provide students with ample time to produce their best work, while also emphasizing the importance of proper citation and paraphrasing to avoid plagiarism. the essays were subsequently analyzed for plagiarism using ithenticate. quantitative data from ithenticate reports were analyzed statistically to measure the severity of plagiarism cases. to ensure accuracy, the reports generated by ithenticate were also manually reviewed to avoid false alarms or inaccurate detections. finally, confirmed cases of plagiarism were also categorized into types of plagiarism set by harvard college (2023). harvard’s classification was chosen as it eliminates room for multiple interpretations. c. findings and discussion the average word count for the essays was 794.44, with a standard deviation of 248.88. the maximum word count was 1751, while the minimum was 205. these results suggest that the students were given a sufficient amount of time and opportunity to produce original work. descriptive statistics for these findings can be found in table 1. table 1. descriptive statistics n min max m sd word count 39 205 1,751 794.44 248.88 percentage of plagiarized content 39 0 59 9.87 12.02 an examination of ithenticate reports revealed a range of plagiarism instances. the mean percentage of plagiarism identified was 9.87%, with a standard deviation of 12.02%. this data suggests that the submitted essays generally had a minimal amount of plagiarized content. however, it is important to note that a significant number of essays were found to have confirmed cases of severe plagiarism. one particular essay, for example, had a similarity index of 59% and upon further investigation, was determined to contain a substantial number of plagiarized materials. in addition to analyzing the essays as a whole, we also looked into any potential differences between the male and female students. the results showed that the female participants had an average word count of 851.55, with a standard deviation of 219.40, while the male participants had an average word count of 720.53, with a standard deviation of 271.38. in terms of plagiarism, the female participants had an average percentage of 9.36%, with a standard deviation of 10.04%, and the male students had an average percentage of 10.53%, with a standard deviation of 14.50%. moreover, an independent samples t-test was performed to compare the similarity index of essays written by the male and female students. there was no significant difference in similarity index (percentage of plagiarism) between male students (m = 10.52, sd = 14.50) and female students (m = 9.36, sd = 10.03); t(37) = -.297, p = .768. these results suggest that while female students tended to produce longer essays, there was no significant difference in the percentage of plagiarism between male and female participants. our analysis also revealed that the most prevalent form of plagiarism detected was mosaic plagiarism, with 39 cases identified. this was followed by verbatim plagiarism, with 16 cases identified. additionally, we identified 7 cases of inadequate paraphrase. however, it eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 43 should be noted that no instances of uncited paraphrasing, uncited quotation, or copying another student's work were identified in our sample. another important consideration that emerged from our comparison and categorization of ithenticate reports is that the percentages displayed on the reports should not be regarded as definitive. for instance, in one essay, ithenticate reported a similarity index of 13%, which is a relatively high percentage for an essay of 681 words. however, upon close examination, it was discovered that these detections were mostly false positives (e.g., short phrases consisting of fewer than five words, titles of articles, or names of academic journals). these findings underscore the importance of carefully interpreting and evaluating the results generated by plagiarism detection software. our analysis of ithenticate reports has led to the identification of a pattern. specifically, essays with a similarity index of 0-5% have been found to be free of plagiarized materials. however, essays with a similarity index of 6-10% may contain a limited degree of plagiarized materials, which in most instances are considered to be insignificant or false positives. conversely, essays with a similarity index of 11-20% have been found to contain plagiarized materials of varying degrees of severity. lastly, essays with a similarity index beyond 20% are likely to contain a substantial proportion of plagiarized materials, whether in the form of verbatim plagiarism or mosaic plagiarism. the data from which this analysis is drawn can be found in appendix a. our research examines two key issues: the prevalence of plagiarism among university students, and the specific types of plagiarism most commonly committed in their writing. our findings indicate that, overall, the students' essays contained a relatively low level of plagiarized content, comprising just 9.87% of the texts they produced. this is a positive outcome. we believe that this relatively low percentage may be attributed to a three-hour session we conducted with the students, which provided an in-depth discussion of plagiarism, paraphrasing, and quoting. this session was held during the fourth week of the semester, approximately one month prior to the deadline for submitting the essays. in other words, the issue of plagiarism was brought to the students' attention well before they began writing, which may have prompted them to make a conscious effort to avoid plagiarism. despite the low overall prevalence of plagiarism in the submitted essays, we did identify a number of instances of severe plagiarism, particularly in the form of mosaic plagiarism. this type of plagiarism, also known as patchwork plagiarism, can often be the result of a lack of understanding of how to properly paraphrase and integrate sources into one's own writing. the results of our study indicate that some students may still have difficulty understanding the idea of plagiarism and how to prevent it. this is supported by previous research by mustafa (2019) and gullifer and tyson (2014), who have found that students lack sufficient knowledge or understanding of what constitutes plagiarism. our study did not reveal any substantial disparities in the rates of plagiarism among male and female students, which is at odds with the results of the study conducted by jereb et al. (2018), who found that female students had a less tolerant attitude towards plagiarism in comparison to male students. our study, however, analyzed students' essays, rather than just measuring their attitudes towards plagiarism. this suggests that while individuals may have intentions to avoid plagiarism, their actions ultimately reveal the reality of their adherence to this ideal. hartono & prima: plagiarism in indonesian higher … 44 sulaiman and sulastri’s (2018) study with 44 english-major students discovered that verbatim plagiarism was the most common form found. however, our study revealed a different outcome, with more instances of mosaic plagiarism identified than verbatim plagiarism. the discrepancy in results may be due to the fact that the students in our study participated in a session specifically discussing plagiarism in depth, which may have made them more aware of the seriousness of verbatim plagiarism, leading to a greater effort to avoid it. however, we still identified sixteen instances of verbatim plagiarism, which varied in both length and severity. this discovery was particularly concerning, given that the students had previously participated in a dedicated 3-hour session on the topic of plagiarism and had been explicitly warned of the potential consequences. further examination revealed that in these sixteen cases, no attempt had been made to paraphrase the original sources. this suggests that the students likely engaged in intentional plagiarism. another significant finding of our study is that plagiarism detection software should be utilized with prudence. our examination revealed that the percentages reported by the software should not be considered as conclusive, as they may include instances of false positives. this aligns with prior research (manley, 2021; stapleton, 2012; warn, 2006), which also emphasizes the need for caution when interpreting the results of plagiarism detection software. manley (2021) stresses that although the quantitative data obtained from the software can be informative, a qualitative evaluation is also necessary, where academic staff evaluate whether the plagiarism found was intentional or not. finally, our analysis has led to the identification of a pattern in terms of similarity index and plagiarized content. in general, essays with a similarity index of 0-10% were found to be free of plagiarized materials or contained a limited and negligible degree of plagiarism. conversely, essays with a similarity index of 11-20% were found to contain plagiarized materials to varying degrees of severity. additionally, essays with a similarity index beyond 20% were found to likely contain a large proportion of plagiarized content. these findings call into question the current standards used by some colleges and universities in indonesia, which often set a maximum similarity index of 20-25%. based on our analysis, we suggest that a similarity index of 10-15% would be a more appropriate standard. however, it is important to note that manual evaluation by faculty members is still necessary to fully determine whether plagiarism is intentional or not. d. conclusion in conclusion, this study sheds light on the issues of plagiarism among university students in indonesia. while the overall prevalence of plagiarism in student essays was low, severe plagiarism was still identified, particularly in the form of mosaic plagiarism, indicating a need for continuous training and workshops. one of the key findings was the need for stricter standards for plagiarism detection and manual evaluations by faculty members. however, this study has several limitations, such as the small sample size and reliance on essay analysis and ithenticate reports. to gain a more complete understanding of students' attitudes and behaviors, future studies should consider incorporating additional methods such as interviews and surveys. addressing plagiarism among university students in indonesia requires a concerted effort from universities and colleges to provide training and stricter eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 45 standards for detection. further research is needed to identify the causes and effective strategies to reduce plagiarism. references akbar, a., & picard, m. 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(2018). gender differences and the awareness of plagiarism in higher education. social psychology of education, 21(2), 409–426. https://doi.org/10.1007/s11218-017-9421-y kayaoğlu, m. n., erbay, ş., flitner, c., & saltaş, d. (2016). examining students’ perceptions of plagiarism: a cross-cultural study at tertiary level. journal of further and higher education, 40(5), 682–705. https://doi.org/10.1080/0309877x.2015.1014320 manley, s. (2021). the use of text-matching software’s similarity scores. accountability in research, 1–27. https://doi.org/10.1080/08989621.2021.1986018 mustafa, f. (2019). “i think it is not plagiarism”: how little do indonesian undergraduate efl students understand plagiarism? asian efl journal, 21(2), 74–91. https://www.researchgate.net/publication/331547836 patak, a. a., wirawan, h., abduh, a., hidayat, r., iskandar, i., & dirawan, g. d. (2021). teaching english as a foreign language in indonesia: university lecturers’ views on plagiarism. journal of academic ethics, 19(4), 571–587. https://doi.org/10.1007/s10805-020-09385-y stapleton, p. (2012). gauging the effectiveness of anti-plagiarism software: an empirical study of second language graduate writers. journal of english for academic purposes, 11(2), 125–133. https://doi.org/10.1016/j.jeap.2011.10.003 sulaiman, r., & sulastri. (2018). types and factors causing plagiarism in papers of english education students. inspiring: english education journal, 1(1), 95–104. https://doi.org/10.1007/s40979-019-0044-2 hartono & prima: plagiarism in indonesian higher … 46 warn, j. (2006). plagiarism software: no magic bullet! higher education research & development, 25(2), 195–208. https://doi.org/10.1080/07294360600610438 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 99 video project assignment in english for specific purposes (esp): the students’ perception asep suhana1*, ricky ekaristy purwadi2 1asepscout9@gmail.com, 2ricky.purwadi@gmail.com 1stieb perdana mandiri 2politeknik perdana mandiri abstract the purpose of this study was to investigate students' perception on the use of video projects as english-speaking assignments in english for specific purpose (esp) at stieb perdana mandiri. this research implemented the case study of qualitative research methods. the third semester students of stieb perdana mandiri's business management study program were the subjects of research. the total number of students is 122, and the researchers decided 50 of them as the subjects for this study using purposive sampling. the survey method in this study was descriptive quantitative. data was gathered using questionnaires were distributed via online questionnaires. the interview includes 30 questions about the students' videocreating process and their perceptions of video projects for english speaking assignments in english for specific purposes (esp). according to the results of the questionnaires, most of the respondents had positive opinion of video project assignments in english for specific purposes (esp). in conclusion, the students are interested in learning english in english for specific purposes, and the video project can help them become more confident in speaking. smartphones can also be useful in learning english. keywords: assignment, esp, students’ perception, video project a. introduction english for specific purposes (esp) has become such a significant part of the english language in the learning process to reach the ability needed in the workplace because it provides more particular features of english toward certain purpose for students (indrasari, 2016). for university students, english for specific purposes (esp) is one of the most effective tools for learning english. because english teaching at the university and working must relate to the subject matter being studied by students, the english language must be context specific. at stieb perdana mandiri, management and accounting professionals often study english to prepare for careers in specialized fields. one of the soft skills that students will have acquired by the time they graduate and put to use in the workplace in accordance with their chosen professions is english language proficiency, and this proficiency must naturally lead to the fields of management and accounting. the english language will be easier to comprehend if it is directly practiced by students in the form of regular conversations with other students or with lecturers. mailto:2ricky.purwadi@gmail.com suhana & purwadi: video project assignment … 100 the students of non-english study program, teaching english can be varied purposes, depending on their major. it is commonly taught to complement the main major or discipline. the english resources are adapted to their specific requirements, especially when they begin working. as a result, the adapted material is known as esp (english for specific purposes), and it aims to prepare students to meet the requirements of the place of work (nuraeningsih, 2019). the subject may consist of an initiative for learners to use english related to their daily activities, promoting the product, future planning or presenting some report in speaking english. in addition, khairissa et al., (2018) find that speaking in actual situations requires students to speak english in an entertaining condition. as a result, they would just be capable of producing more spoken language in their experiences, for example face-to-face communication, video call, or future technologies that include video and audio, such as zoom meeting or google meet for learning, can be used to conduct speaking assessments, particularly in university-level english education. as we know that the development of technology nowadays facilitates the students to learn english easier. one of the technologies is a video that can be used as a teaching media. many factors must be considered in assessing students' english-speaking abilities. to assess students' speaking abilities, teachers must look at specific speech characteristics such as spelling correctness, facial expression, speaking skill fluency, expressions, and gestures. a video project assignment in english for specific purposes (esp) can reflect the communicative function of speaking. students typically write dialogues, monologues and speech about daily life then perform them in front of their classmates. the time needed to present the text they have created is quite time consuming, whereas english classes at university are only two hours per week. as a result, presentation time was limited. these activities, such as writing the text and then presenting it in front of the class, caused students to prepare it in a rush. previous studies focused on the use of video design in english lessons, such as youtube, the music video and other video resources in english subtitle. the concept for the video project was created by students in an effort to improve their public speaking skills (baron, 2021). however, the study only concentrated on the video project as students' suggestions and the video project help students improve their public speaking skills. the learning process in the classroom must be creative and innovative. language learning no longer must be centered on the lecturer in the classroom but must require students to learn actively. one of the language learning that makes students interesting is video-based learning. it is not only the lecturer who presents the video but starting from the making of the video by the students then presented also by the students. in the process of making videos students experience firsthand how to learn english, so that it will be a learning experience that can improve students' english skills. students looking for material for making the video and applying it when making videos is one of the learning processes that will indirectly increase students' english vocabulary. according to slamet in (prayudha, 2021), learning using videos are media that provide audiovisual information, methods, and implementation theory to facilitate comprehension of theories of learning. the video-based learning, students can practice english as part of their education. students rehearse their english conversations, have them recorded, and then review the outcomes of the recordings in front of the class, so they know precisely what to do if their video dialogue contain errors. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 101 there are many benefits of using video-based learning in the classroom. it will be particularly useful for teaching topics in the behavioral or psychomotor domain if students can repeat important parts to view a more concentrated picture. video-based learning is faster and more successful than text-based media at conveying information, and it can clearly demonstrate simulations or procedural stages or methods. according to yousef in (prayudha, 2021), video-based learning is an approach to the use of many types of video to help students comprehend the subject matter. videos can support students by allowing them to visualize how something occurs and by displaying details and information that are difficult to describe using text or static photographs. in addition, video can attract learners' interest, motivating and engaging them to collaborate more. thus, watching videos can lead to enhanced learning results. furthermore, video can help students who are 'visual learners' by supporting diverse learning styles. the use of video project in english for specific purposes (esp) for the business management program at stieb perdana mandiri is expected to develop students' communicative competence. using speaking assessment presentations, public speaking, and story-telling are examples of extensive verbal production tasks in which the chance for communicative activities from audiences is either severely limited (perhaps to verbal and non-verbal responses) or completely eliminated (brown & abeywickrama, 2019). thus, this study aims to investigate students' perception toward the use of video project in esp class by conducting a survey. because it is important, with this way can facilitate lecturers or teachers to evaluate the results of student perceptions after learning english in the class. according to ridho et al., (2019), perception is the method through which a person gives meaning to both his and her surroundings. perception can also be defined as a public response or decision regarding an object that is influenced by the knowledge and experiences of others (yunita & maisarah, 2020). perception is the acknowledgement and interpretation of incoming experiences. perception also contains how we respond to information. perception can be considered as a process. perception allows us to process visual and auditory information and turn it into something more meaningful. according to experts mentioned above, thus, it can be concluded that perception is a way of observing that includes the direct reality of the situation reactions, belief in that object, which in turn affects a person's proclivity to act happy or disappointed, which is the response to the question what is regarded about a thing. from previous explanations, this study aims at finding out about students' perceptions of video project assignments in english speaking of english for specific purposes (esp). as a result, this research examined students' perspectives of video project preparation, recording process, and then after they documented the video, as well as their perceptions of the video project assignment in english for specific purposes (esp). b. method this research was conducted using a qualitative study approach and a survey questionnaire. according to creswell (2012), there are three types of quantitative research designs: experimental, correlation, and survey. survey research approaches are quantitative research methodologies in which researchers conduct a questionnaire to a sample or the entire population of respondents in order to describe the attitudes, points of view, behaviour patterns, or characteristics of the general population. the third semester students of stieb perdana mandiri in the business management degree program were the participants of this research. the total number of participants is 122, and the researchers used purposive suhana & purwadi: video project assignment … 102 sampling to choose 50 of them to be the subjects of this study. data was gathered by using questionnaires and then the data was distributed through the use of google form and the researchers did interview to support the result. the questionnaire consists of 30 research questions about the students' process of creating videos and their perceptions of video project assignments in english for specific purposes (esp) used five-point likert-scale: strongly agree (sa), agree (a), neutral (n), disagree (d), and strongly disagree (sd) c. findings and discussion in this study, the researchers distributed questionnaire about the students’ perception on the process of making video and students’ perception on video project for english speaking assignment in english for specific purposes (esp) to 50 students business management of stieb perdana mandiri. 1. students’ perception on process of creating video the following was the data result of questionnaires about students’ perception on process of creating video table 1. students’ perception on the process of creating video project no statement percentage sa a n d sd 1 i learned english grammatical structure correctly 42% 50% 8% 0% 0% 2 i wrote the script before recording the video 50% 42% 8% 0% 0% 3 i learned how to speak english correctly before taking the video 36% 64% 0% 0% 0% 4 before assigning the creation of a video, the lecturer provided an example. 36% 64% 0% 0% 0% 5 the lecture was more interactive in discussion with students. 28% 58% 14% 0% 0% 6 i repeatedly read the script before recording the video 28% 72% 0% 0% 0% 7 i did it all by myself. 28% 72% 0% 0% 0% 8 i memorized the script before recording the video. 28% 72% 0% 0% 0% 9 my videos have been recorded once 28% 72% 0% 0% 0% 10 there were some difficulties during in making video 0% 28% 14% 50% 8% 11 i have recorded my videos on multiple occasions. 14% 78% 0% 8% 0% 12 i enlisted the assistance of others to record the video. 0% 0% 0% 72% 28% 13 i have examined the video to ensure there are no errors. 72% 28% 0% 0% 0% 14 after i recorded the video, i customize my video. 20% 14% 0% 58% 8% 15 the process of creating the movie enhanced my comprehension of the material covered in class. 8% 56% 0% 8% 28% eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 103 according to the results of the questionnaires, it was revealed that most of students understand everything required before recording their speech in english. it can be seen from the statement 1 to 15 that the students did several steps in creating the video such as they selected a topic related to their personal experiences, such as explaining daily activities, promoting a product, planning for the future, and describing their life experiences. it is supported by the data from interview that some students got difficulties in the process of creating video. the difficulties were caused by several reasons such as in determining what theme to discuss. the theme must also be chosen with an interesting theme. another difficulty is when having to memorize english conversations, sometimes forget and also making mistakes in pronunciation. it is in line with khairissa et al, (2018) that students have organized to design a speaking activity that will be recorded and managed to make into a video after opening the topic of studying. so, once the content explanation for the related subject has been accomplished, students create the design and script for the activity speech. the video is then created at the conclusion of the learning process as a result of the student's comprehension of the material that has been taught. after determining the topic, the next step that the students did was started by writing the script before recording the video. it is supported by the data from interview that s1 said as follows: “i compose the text in indonesia language and translate it into english and practice how to pronounce it by consulting to english dictionary application to find correct pronunciation” the data above indicates that most students prepared the text with a good english structure in script or text before making the video. in addition, some students consulted with their lecturers, learn in groups with their friends and some learn through social media such as youtube. after that, they checked for grammatical errors in the text and correct them, and the text is ready in good grammatical and structural condition. furthermore, students practice reading the text with correct pronunciation several times, and some memorizing the text before talking, while others talk directly in front of camera. the last, they recorded the video. moreover, the statement 11 showed that most of the students (14% strongly agree and 78% agreed) expressed that i have recorded my videos on multiple occasions. there were only 8% of the students responded disagreed. it indicates that most of students recorded the video by themselves without any help from the others. it is supported by the data from interview that s3 said as follow: “i recorded the video by myself. i waited until late at night for the quiet condition so there was not back sound in my video” the data indicates that most of students made the video from preparation, implementation to editing by themselves without help from their friends. they used some smartphone application for editing the video, such canva and capcut application. as stated by rahmi (2019) that the amount of videos produced by students can be modified according to the discussion or length of time of the process of learning and teaching. and the last step is checking the result of videos many times to make sure there was any error in pronunciation, expression in their english speech. it indicates that speaking includes an interactive role of meaning construction. the process of creating meaning entails the generation, reception, and processing of data. as a result, the goal of esp course design includes lecture understanding suhana & purwadi: video project assignment … 104 of the characteristics of the students, their requires, and how english must be learned in connection with specific curriculum contexts (nguyen & nguyen., 2017). table 2. the average of students’ perception on process of creating videos project questionnaires option average percentage students' perception on the process of creating video project assignment in speaking english assignment for english specific purposes (esp) (statement no. 1 15) sa 27,87% a 51,33% n 2,93% d 13,07% sd 4,80% total score 100% from table 2. the averages of videos recording process of and students’ perception on video project for english speaking assignment in english for specific purposes (esp). we are able to look at the table. the average percentage of students' perceptions of the process of making video project assignments ranged from statements number 1 to 15, with 27,87% of students answering strongly agree, 51.33% of students answering agree, 2.93% answering neutral, 13.07% answering disagree, and 4.80% answering strongly disagree. from these results it can be seen that average at most 51,33% of students answered that they agreed as many as 26 from 50 students and 27,87% answered that they strongly agreed as many as 14 students. this means that 40 students have understood the english language learning materials in english for specific purposes (esp) class in preparing for making video project. 2. students perception on the use of video project the data from questionnaire also revealed students’ perception toward the use of video project in speaking class. the data not only showed several benefits that the students obtained from creating the video project but also showed the obstacles in creating the video creating. it can be seen in table 3. table 3. students’ perception on the use of video project no statement percentage sa a n d sd 16 the use of video as an assessment enhances students' english language development. 14% 70% 8% 0% 8% 17 in my point of view, i discover incorrect language structure my videos. 28% 72% 0% 0% 0% 18 i was quite impressed. it was my first-time making english-language videos 8% 64% 14% 14% 0% 19 i am encouraged to improve my english through this video project 0% 14% 14% 72% 0% 20 i am convinced that i did not make a single error in my video, thus i will not recreate it. 64% 36% 0% 0% 0% 21 this video project has revealed a gap in my english language proficiency. 22% 70% 0% 8% 0% 22 i discover my strength in english especially in speaking on a video project, 22% 78% 0% 0% 0% eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 105 23 i discovered a new way to enhance my english proficiency through this video project, 14% 64% 22% 0% 0% 24 through this video project, i can significantly enhance my english-speaking ability. 14% 78% 8% 0% 0% 25 this video project allows me to utilize my smartphone for practical purposes. 28% 72% 0% 0% 0% 26 i have really enjoyed recording the video. 14% 50% 14% 22% 0% 27 i feel lacked the confidence to speak english in front of the camera 8% 64% 28% 0% 0% 28 the video project enhanced my confidence in speaking english. 28% 72% 0% 0% 0% 29 this video project, i do my best in the process to get the best result 8% 78% 14% 0% 0% 30 the video project helps me increase my english vocabulary mastery 8% 76% 16% 0% 0% table 3 showed that several benefits that the students obtained after creating the video project. the statement 16 revealed that most of the respondents (14% strongly agreed and 70% agreed) expressed that the use of video as an assessment enhances students' english language development. there were only 8% of the students responded neutral and 8% of the students responded strongly disagree with the statement. it indicates that the use of video can improve students’ ability in english. it is in line with the statement 23 that most of students (14% strongly agreed and 64% agreed) expressed that i discovered a new way to enhance my english proficiency through this video project. in addition, the statement 28 also showed that all students (28% strongly agreed and 72% agreed) expressed that the video project enhanced my confidence in speaking english. it is supported by the data from interview. as said by s4 that: “the video project assignment can improve my speaking skill, because i had to practice more time to get the perfect result” moreover, the data from interview also revealed that most students answered that there was an improvement in english, especially in adding more english vocabulary. it is in line with the data from questionnaire in statement 30 that most of the students (8% strongly agreed and 76% agreed) expressed that the video project helps me increase my english vocabulary mastery. this indicates that the students believe that the video project assignment is one of many ways to improve their speaking skills and make them more confident in front of the camera. thus, it can be concluded that the using mobile phones has a greater impact on students' english speaking ability than traditional methods of teaching. it is inline with the statement of suadi (2020) that the use of video is intended to improve students' speaking ability while trying to minimize speaking barriers such as shyness due to low selfconfidence, anxiety about making mistakes, the strong effect of genuine mother language accent, poor speaking practice, lack of vocabulary knowledge, poor listening practice, and lack of motivation resulting from a number of factors such as tiredness on understanding the material, rigid method, and old style of teaching. suhana & purwadi: video project assignment … 106 as stated by baron (2021) that english speaking in public required more than the ability to speak fluently; they also had to be able to give speeches. students in this study were able to become proficient english public speakers. the students then attempted to overcome their weaknesses in public speaking, avoided or reduced the frequency of their weaknesses, and learned to enhance their strengths when delivering public speeches (hammer, 2007). the data from questionnaire also revealed that students are interested in creating videos for their speaking assignments. it can be seen from the statement 8 that most of the students (8% strongly agreed and 64% agreed) expressed that i was quite impressed. it was my first-time making english-language videos. there were only 14 % of the students responded neutral and 14 % of students responded disagree with the statement. this means that most of students are excited in creating the video project in speaking class. the data supported by interview. as said by s2 as follows: “this the first time i recoded myself speaking english, so i could know my weakness in speaking english after i checked the result of video, so i had to recorded more than once.” the data above indicates that by using a video project assessment in class also makes students more engaging in learning. they can get feedback on their speeches, learn more about the main subject, and reflect on their own performances by watching their own documentary videos. according to (rahmi, 2019) the students must have a positive attitude toward whatever the lecturers perform in this case, the making video in english assessment. the video can be used as one of the methodologies for providing a communicative activity, public speaking, announcing some information for trying to speak. it can be applied because it encourages students to communicate in their individual style, commutative with person and within their own way. table 4. the averages of students’ perception on video project for english speaking questionnaires option average percentage students' perspectives on the video project assignment in speaking english assignment for english specific purposes (esp) (statement no. 16 30) sa 18,67% a 63,87% n 9,20% d 7,73% sd 0,53% total score 100% table 4 showed the average percentage of student responses for statements 16 to 30 regarding students' perception on the video project assignment for english speaking assignment in english for specific purposes (esp) was 18.67% of student answering strongly agree, 63,87% agree, 9,20% neutral, 737,% disagree, and 0,53% strongly disagree. from these results, it can be concluded that, from a sample of 50 students, that average at most 18.67% strongly agree, it means that strongly agree as many as 9 students and average at most 63,87% for 32 students agreed, equating to 41 students who have a positive perception of the video project assignment in english for specific purposes. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 107 d. conclusion according to the findings of this study, the majority of students have a strong positive attitude toward video project assignments. the results of the questionnaire show that students have positive attitudes. they can express their creativity while also reducing their anxiety. it can also provide opportunity for students to speak. students learn how to compose an english sentence using the correct english structure while creating english videos. learning english in class also does not make students bored because it is not monotonous with the lecture method but with smartphone media students are more active in being able to speak english. almost students record and edit videos using their smartphones. the lecture should always be active in motivating students' speaking activity when implementing a communicative speaking activity and should be aware of each student's weaknesses and how to improve them. the lecture also helps students decide on their speaking performance. furthermore, lecture should be able to encourage students to speak up when students use technology in the learning process, student can develop their creativity in making such a video, or presentation and the authors conclude that the project video assignment in english for specific purposes (esp) gives positive results for students' understanding and fluency, innovation in speaking english and can increase student creativity and activity in learning english. references baron, r. (2021). video project model for increasing english speaking skills in covid-19 pandemic. al-ishlah: jurnal pendidikan, 13(1), 590-596. brown, h. d., & abeywickrama, p. (2019). language assessment: principles and classroom practices. hoboken. creswell, j. w. (2012). educational research : planning, conducting, and evaluating quantitative and qualitative research (4th ed.). pearson education, inc. hammer, j. (2007). learning the language of practice. in pearson longman (vol. 4). indrasari, n. (2016). english for specific purposes: a need analysis at the second semester of physics education students of iain raden intan lampung in the academic year of 2015/2016. english education: jurnal tadris bahasa inggris iain raden intan, 9(1), 161–172. khairissa, s., & syafei, a. f. r. (2018). creating a video project for teaching speaking at senior high school. journal of english language teaching, 7(2), 374-378. luana sasabone, yuriatson jubhari, sukmawati, & sujarwo. (2021). the implementation of english for specific purposes (esp) in improving students speaking skill of uki paulus makassar. edulec : education, language and culture journal, 1(1), 1–8. https://doi.org/10.56314/edulec.v1i1.1 nguyen, h., & nguyen., t. (2017). english for specific purposes (esp): perceptions of students and teachers of learning needs at a vietnamese school. international journal of advanced research, 5(4), 793–803. https://doi.org/10.21474/ijar01/3877 nuraeningsih, n. (2019). students’ perspective on teaching materials of english for management business ii in management department, universitas muria kudus. vision: journal for language and foreign language learning, 8(1), 38-52. prayudha s., j. (2021). video based learning as a media for teaching english during pandemic covid-19. journal of language intelligence and culture, 3(1), 1–11. https://doi.org/10.35719/jlic.v3i1.53 rahmi, s. (2020). video recording assignment on english for daily conversation class: an investigation on students’affect. proceeding iain batusangkar, 1(3), 233-240. suhana & purwadi: video project assignment … 108 ridho, d. m., sawitri, i. d., & amatulloh, n. a. (2019, september). students’perception toward google classroom application in efl classroom. in prosiding seminar nasional pendidikan (vol. 1, pp. 1325-1332). suadi, s. s. (2020). improving students’ english speaking skill by using their speaking video recording. salee: study of applied linguistics and english education, 1(1), 1–10. https://doi.org/10.35961/salee.v1i01.74 yunita, w., & maisarah, i. (2020). students ’ perception on learning language at the graduate program of english education amids the covid 19 pandemic. linguists: journal of linguistics and language teaching, 6(2), 107–120. pandu buana : students’ opinion… 13 students’ opinion to the implementation of peer assesment gartika pandu b gartikapandu@gmail.com stkip siliwangi bandung abstract as alternative assessment, peer assessment offers some advantages for teaching and learning process. some experts believe that it can enhance students’ motivation, autonomy, and responsibility. this study aims to investigate students’ opinion to the implementation of peer assessment. this study was qualitative. the respondents of this study are second semester students at one of university in bandung. the collected data is obtained through questionnaire. the data gained is categorized and analyzed based on the some theories relating to peer assessment. regarding the result, it is found that basically the students have positive response to the implementation of peer assessment. this is because of the potential benefits offered from peer assessment. students perceive that it helps them to evaluate their ability in speaking english, enhance their intrinsic motivation, improve their critical thinking, and recognize the assessment criteria. this finding indicates that peer assessment is worthwhile to be conducted in assessing students’ oral skill. keywords: students' opinion, peer assessment, oral skill a.introduction according to marsh (2008: 292), assessment is a term typically used to describe the activities undertaken by teachers to obtain information about students’ knowledge skill and attitude. he also adds that assessment is used to predict students’ future achievement, motivate students, and diagnose of teaching (marsh, 2008; 292). in line with this statement, belk and calais (1998 cited in nasri, 2010) propose that assessment enables the teachers to gather information about the students’ progress, program goals and objective. in conclusion, assessment is the process of evaluating the extent to which the students have developed their knowledge, understanding, and abilities. a type of assessment that is commonly used in english language classroom is peer assessment. it is defined as the evaluation process in which the students assess their peer works by using applicable criteria (li, 2011). this is supported by peng (2010) who says that the process of peer assessment ought to involve students grading and/or giving feedback on their peer’ word and being judges for the quality of the appraisals they made. simply defined, peer assessment is the process whereby students grade their peer performance or assignment based on the benchmarks given by the teachers. mailto:gartikapandu@gmail.com eltin journal, vol 4/ii , oktober 2016 14 the benefits of peer assessment have been discussed in number of studies. one of them is that peer assessment is believed to enable students to develop abilities and skills denied to them in learning environment in which the teachers alone assess their work (cheng and warren, n.d). in other words, it provides students the opportunity to take responsibility for analyzing, monitoring, and evaluating aspect of both the learning process and product of their peer. in addition, peer assessment also helps the students to be more autonomous and involved (karra, 2009) concerning to the learning and teaching process, students’ opinion has a crucial role. as horwitz (1988 in park,2010) notes that teachers need to know students’ opinion about language learning in order to foster more effective learning strategies in their students. this is because severe disappointment caused by a mismatch between students’ expectations about language learning and the realities they encounter in the classroom can impede language acquisition. teachers, therefore, need to explore their students’ opinion and expectations to close the gap and maximize the effects of teaching (park,2010) based from the above explanation, this study aims to investigate students’ opinion toward the implementation of peer assessment in speaking. b.literature review hughes (2006) simply defines peer assessment as students assessing students. topping (1998) states that peer assessment is an arrangement in which individual consider the amount level, value, worth, quality of success of the product or outcomes of learning of peer in similar status. according to another definition, peer assessment is assessment of students by other students which provide formative review of both feedback and summative grading (karaca, 2009). this is supported by fachikov (in spiller, 2009) who asserts that peer assessment requires students to provide either feedback or grades (or both) to their peers on a product or a performance, based on criteria of excellent for that product or event which students may have been involved in determining. in short, peer assessment is a kind of assessment by which the students are asked to rate their friend performance by using some criteria. according to brown (2004:270), peer assessment is based on cooperative learning principle, and it is an arm of plethora of task and procedures within the domain learner centered and collaborative education. there are five types of peer assessment (brown, 2004). those are: 1) direct assessment performance, a types of assessment in which the students give evaluation immediately or very soon after the performance. thus, having made an oral presentation, the students fill out the checklist that rates performance on a defined scale. peer editing is also an excellent example of direct assessment of a specific performance. 2) indirect assessment, a type of assessment that is targeted to view general ability, and thus it is done after the students have completed the whole course. 3) metacognitive assessment, a type of assessment that is done to set a goal. 4) socio-affective assessment, an assessment that is done to examine the affective factor in learning. 5) students-generated assessment, a type of assessment that engages students pandu buana : students’ opinion… 15 in a process of constructing the test. this can be productive and intrinsically motivating for the students. besides, it builds autonomy process. peer assessment offers various advantages. peer assessment, for instance, can encourage collaborative learning through interchange about what constitutes a good work (race, 1998; bostock in majdoddin, 2010; spiller, 2009). it also helps to lessen the power imbalance between teacher and students (spiller, 2009). besides, it can be a part of students’ learning process (spiller, 2009 & bostock in majdoddin, 2010). in this assessment, the students will learn of how to receive and give feedback. they will also learn of how to clarify, review, and edit their ideas (spiller, 2009). thus, students engaged commentary on the work of other can heighten their own capacity for judgment and making intellectual choice. in the other sides, students receiving feedback from their peer can get a wider range of ideas about their work to promote development and improvement (spiller, 2009). they will recognize the strength and weaknesses point of their work (majdoddin, 2010 &karaca, 2009). this indirectly will improve their selfassessment capabilities. in addition, the students will be familiar with assessment criteria. they will know of how to assess well. meanwhile, for the teachers, peer assessment helps them to reduce their marking load. it also saves time as it can be conducted without teachers’ presence (karaca, 2009). apart from the positive impact of peer assessment, there are also some disadvantages and difficulties that should be taken into account. brown (2004) states that subjectivity becomes the main problem on peer assessment implementation. in this case, the students may not accurately assess themselves or other. besides, the students probably do not want to correct their peers’ error because it can threat the harmony of their relationship. this is in line with bostock (2000) and white (2009) in majdoddin (2010) who state that students may not like peers’ marking because of the possibility of being negatively or unfairly evaluated by their peers, or being misunderstood. another problem that may arise here is that since teachers are not involved in the evaluation process, students may provide each other with false information (majdoddin, 2010). to minimize the above drawbacks, brown (2004) offers some guideline that should be followed by the teacher in conducting peer assessment: 1. tell students the purpose of the assessment. peer assessment is the process that many students will initially find quite uncomfortable. they need to know the concept. therefore, it is essential for the teacher to carefully analyze the need that will be met in offering peer assessment, and then convey this information to the students. 2. define the task clearly. teacher should make sure that the students know exactly what they are supposed to do. if the teacher offering a rating scale or questionnaire, the task is not complex. guideline or model, in this case, will be of great help in clarifying the procedures. 3. encourage impartial evaluation of performance or ability. one of the greatest drawbacks of peer assessment is the threat of subjectivity. by showing students the advantage of honest, objective opinion, the teacher can maximize the beneficial washback of peer assessment. eltin journal, vol 4/ii , oktober 2016 16 4. ensuring beneficial washback through follow-up task. it is not enough to simply toss a self-checklist at students and then walks away. systematic follow up can be accomplished through further self-analysis, journal reflection, written feedback from the teacher, conferencing with the teacher, purposeful goal-setting by the students, or any combination of the above. c.research methodology this study employed qualitative research design. it was used since its ability to investigate the social phenomenon occurred in natural setting, such the implementation of peer assessment in the classroom setting. creswell (1994) states that qualitative study is an inquiry process of understanding a social or human problem based on building a complex, holistic picture, formed with words, reporting detailed view of informant, and conducted in natural setting. the study was conducted in one of faculties at a university in bandung. this faculty offered an english course as the obligatory subject. the aim was to enhance students’ ability to communicate in english. meanwhile, the respondents were second semester students. they were chosen since they had to do classroom presentation in which their performance was scored and judged by their peers. this was in line with the purpose of this study that was intended to investigate the implementation of peer assessment in oral skill. in collecting the data needed for this study, questionnaire was used. it was employed to investigate the students’ view toward the underpinning issues based on their knowledge and experience. eight questions developed from white (2009) questionnaire should be answered by the respondents. question number 1-7 concerned to their opinion toward the implementation of peer assessment, whilst question number 8 focused on students’ opinion of the advantages of peer assessment implementation. meanwhile, for data analysis, it was conducted into two steps. firstly, questionnaire data was categorized based on the problems mentioned on this study. then, all the data gained were analyzed based on the related theories. d.findings and discussions the following findings and discussions are provided to answer the problem of study mentioned in the background. this section is divided into two parts. the first discusses the students’ opinion to the implementation of peer assessment in general. lastly, it talks about the students' opinion of the advantages to peer assessment implementation. 1. students’ opinionto peer assessment implementation to gain the students’ response to peer assessment, the questionnaire was distributed to collect the data needed for the issues. as previously mentioned, the questionnaire is developed from white (2009) questionnaire format. the collected data is shown in the following chart: pandu buana : students’ opinion… 17 from the above chart, it can be seen that most of the students, exactly 15 (60%) students, are interested to the implementation of peer assessment as their classroom assessment. whilst, there is only 10 (40%) students who are disagree to its implementation. this finding is strengthen by the answer from the second question in which there are 17 (68%) students willing to be corrected by their peers. they (15 (60%) students) think that their peers have enough ability to judge and score their oral skill ability. it is proved by the fair and reasonable score that their peers gave to them. on the other hand, there are only 8 (32%) students who are not comfortable with their peers’ judgments. in this case, they (10 (40% students) believe that their peers will not be able to mark their presentation. at least 11 (44%) students realize that they get unfair and unreasonable score from their peers. the above statement indirectly indicates that students have positive response to the implementation of peer assessment. unfortunately, students’ ability in assessing their peers’ oral skill becomes an issue here. according to mown and pain (1995 cited from white, 2009), students are generally capable and conscientious selfand peer assessors as long as they are adequately prepared and reassured about the value of exercise. the fact that most students are satisfied to the score given by their peers indicates that this group of students may be more skillful or capable than other. in contrast, there are two things that may cause students dissatisfaction with the score given by their peer. first, their peers elevate the assessment criteria. thus, it leads to unfair score. as proposed by harlen (2006 quoted from white, 2009) that it is worth remembering the simple truth that because assessment involves making judgments, it will inevitably be subject to some error and bias. second, their peers are incapable to evaluate each other. 0 5 10 15 20 25 agree disagree eltin journal, vol 4/ii , oktober 2016 18 move to the fifth question, most of the students (19 or 76%) are afraid in giving a bad score to their peer presentation. twenty two (88%) students feel that the implementation of peer assessment has an impact on their relationship with other. on the contrary, there are only 6 (24%) students who are willing to give a bad score on their peer presentation. three (12%) of them believe that it will not influence their relationship. the fact that students are afraid of giving a bad score is also supported by the observation data that shows a small number of students participating in giving comments. the subjectivity issue is emerged here. as it has been known, the observed students have been together for almost a years. they have well known each other. they also definitely have a good relationship. thus, they may be reluctant to make judgments on their peers’ performance. another possibility is students who make a group. it is not possible that the students will offer a good comment on their group members and a bad comment on the other group members. teacher intervention should be included to handle this problem. at this point, teacher has to give additional comment or feedback on students’ performance since they still pretend it as the source of input. thus, the subjectivity can be avoided. the last question is related to the students’ difficulty on the implementation of peer assessment. it is found that most of the students (24 or 96% students) admit that an unclear criterion has become their main obstacle. it is strengthen by the observation data that show the absences of rating sheet or questionnaire. as mentioned before, the success of peer assessment stays on the simply rating sheet or questionnaire. it helps the students to determine what to access. thus, its absence can make the confusions on the students’ mind, which finally leads to subjectivity. 2. students’ opinion of the advantages of peer assessment implementation the information of students’ opinion of the advantages to peer assessment implementation is obtained from the open question. the result of their answer is provided in the chart below: the questionnaire data reveals that most of the students (16 or 64%) agree toward the benefit offered from peer assessment. various reasons underlie their statement. first, feedback or comment given by their peer provides the information about their ability in english, whether their strong or weak points. this is in line with majdoddin’s (2010) statement who says one of the peer assessment advantages is to help the students to identify the weak and strong points. this may occur because their peers are able to give an accurate score. hence, it helps them to evaluate their selves. the samples of their statement are given below: 64% 36% yes no pandu buana : students’ opinion… 19 r:membantu mengetahui kekurangan dan kelebihan di dalam berbicara bahasa inggris. r: masukan yang dikasih temen membuat kita tau kekurangan dalam bahasa inggris. secondly, they feel that peer assessment implementation motivate them to perform a good presentation. intrinsic motivation, motivation coming from inside, becomes the main point here. brown (2004) states that peer assessment can develop students’ intrinsic motivation. the students will do some efforts to do their best in delivering the presentation. they will make some preparations (such as reread and recheck their power point; reread the material they were presented, etc) in order to get a good comment from their peers. the following data presents their statements: r: memotivasi untuk nampilin yang terbaik r:memotivasi untuk mempersiapkan segalase suatunya dengan baik karena takut dapet komen jelek. thirdly, they feel that peer assessment has given new knowledge for them, especially in assessment process. at this point, they learn how to assess their peers accurately. they cannot assess their peers’ performance ineptly since some considerations should be taken into account. it indicates that peer assessment indirectly helps the students to be a part of learning process (spiller, 2009 &majdoddin, 2010). it also indicates that peer assessment can help the student to enhance their critical thinking ability in assessing their peer performance. below are their statements: r: menjadi tau proses penilaian seperti apa, ga bisa asal-asalan. r: belajar untuk bisa member ipenilaian yang objek f dan benar. on the other hand, nine (36%) students find this assessment techniques is useless. it does not give any advantages for them. the reason behind their dissatisfaction is that it is very subjective. friendship and solidarity become the main problem at this point. they do not want give a judgment to their peer performance because it can threat the harmony of their relationship. they are afraid if their peers will be offended. besides, they believe, as the source of knowledge, teacher assessment is more reliable than their peers. the following data shows their statements. r: kurang objektif. terkadang canggung memberi penilaian pada teman sendiri, takut tersinggung. r: saya rasa guru lebih bisa menilai kemampuan kita. selain memiliki ilmu yang lebih tinggi, penilaian pun lebih objektif dan lebih bisa dipercaya. e.conclusion the present study provides the information students' opinion toward the implementation of peer assessment. basically, students have positive response to its implementation as it offers various advantages for them.unfortunately, subjectivity still becomes the main problem in the implementation of peer assessment. it is caused by students’ inability to evaluate each other, unclear assessment criteria, and students’ relationship with their peer. to handle these problems, teacher’s feedback or comment should be provided. it eltin journal, vol 4/ii , oktober 2016 20 is needed as in indonesian context; teacher still has a crucial role in teaching and learning process. the knowledge they had is pretended as the source of input for the studnets. thus, feedback given by them is assumed to be more important and meaningful than their peer feedback or comment. besides, a clear and simply rank sheet or questionnaire also should be provided in order to be a guideline for them of how to access. hence, the confusion as well as the subjectivity can be avoided. f.references brown, h. d. (2004). language assessment: principles and classroom practices. new york: pearson education, inc. ceng, w & warren, m. n.d. peer assessment of language proficiency. retrieved from ira.lib.polyu.edu.hk. creswell, j. w. 1994. research design: qualitative & quantitative approaches. new delhi : sage publications. hughes, a. (2003). testing for language teacher. uk: cambridge university press. karaca, e. 2009. an evaluation of teacher trainees’ opinion of the peer assessment in terms of some variables. retrived from idosi.org. li, l. 2011. how do students of diverse achievement levels benefit from peer assessment? retrieved on december, 16, 2011 from http://www.georgiasouthern.edu/ijsotl majdoddin, k. 2010. peer assessment: an alternative to traditional testing. retrieved on december 17, 2011 from www.mjal.org/.../... marsh, c. 2008. becoming a teacher: knowledge, skill and issues. australia: pearson prentice hall. nasri, n. 2010. teachers’ perception on alternative assessment. retrieved on december, 17, 2011 from www.sciencedirect.com park, h,s. 2010. teachers’ and learners’ preferences for error correction. unpublished paper of california state university. retrieved from csusdspace.calstate.edu. peng, j. 2010. peer assessment in an efl context: attitudes and correlations. retrieved on december, 16, 2011, from www.lingref.com/cpp/slrf/.../paper2387.pd spiller, d. 2009. assessment matter: self-assessment and peer-assessment. retrieved on december 17, 2011, from wakaito.ac.nz. white, e. 2009. student perspectives of peer assessment for learning in a public speaking course. retrieved on december, 6, 2011 from www.asiantefl.com http://www.georgiasouthern.edu/ijsotl http://www.mjal.org/.../ http://www.sciencedirect.com/ http://www.lingref.com/cpp/slrf/.../paper2387.pd http://www.asiantefl.com/ sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 57 efl students’ anxiety factors in doing oral public examination: internal or external factor? syafryadin1*, ida yulianawati2 1syafryadin@unib.ac.id, 2ida.yulianawati@unwir.ac.id ¹universitas bengkulu, ² universitas wiralodra abstract anxiety is a psychological issue that must be noticed in learning english. students feel anxious about doing public speaking, like oral presentations. surely, it may be caused by internal and external factors. therefore, this study aimed to find out the factors that caused efl students’ anxiety in doing oral public examinations. a mixed method was employed to conduct this research. the sample of this research was twenty-four students of doctoral program who do oral public examinations in 2022. the instruments were questionnaire and interview guideline. the data were analyzed quantitatively and qualitatively. in quantitative data, simple calculation with mean score and percentage were used in this research, while in qualitative data, several steps were undertaken namely reducing, displaying and concluding the data. the result showed that students felt anxiety were caused by internal and external factor. however, it was dominated by internal factor. it can be proved by looking at the result of questionnaire namely mean scores of students who were affected by it is 40.6%, while 33.34% for external factor. besides, it was also supported by interview result. in short, these factors could be obstacles for students to do oral presentation. these must be noticed, known and anticipated by the students. keywords: anxiety, oral public examination, internal factor, external factor a. introduction anxiety in oral presentation is one of the issues that must be considered by students and educators. it can influence students’ ability in doing oral presentation. several researchers figured out that anxiety could affect on students’ speaking competence. they found that high anxiety students would have low ability in speaking and vice versa (saputra, 2018; susanto, palupi, mustikawati, 2017). students’ anxiety in doing oral presentation can be caused by several things, such as lack of preparation, getting negative evaluation from other participants and teacher, inadequate knowledge, afraid of making mistakes, communication apprehensions, lack of confidence (fadlan, 2020). furthermore, in doing oral presentation for public examination for doctoral program were something making students anxiety. based on the pre-observation and interviewed several candidates of doctor or philosophy doctor (ph.d), they said that they felt anxiety because they were shy if they could not answer the questions from examiners. besides, many family and their colleagues would come to their public examination. thus, it gave effects on their performance because many people see when he or she did oral public examination. the factors that can cause anxiety in doing oral mailto:syafryadin@unib.ac.id syafryadin & yulianawati: efl students’ anxiety … 58 presentation were important to be known by the students because it will lead them know the problems and try to anticipate those problems. the factors can be internal and external. internal factor can be from the participants itself, while the external factor is from the outside of participants (chen, 2015). many relevant studies were concerned about anxiety in oral presentation. they focused on anxiety factors, causes, strategies, types, and level. the first, several studies emphasized on anxiety factors that cause students’ oral presentation. chen (2015) investigated efl students’ anxiety in oral presentation class. they found that students’ anxiety forms mental blocks during presentations, but it has less influence on their presentation performance. based on this relationship, internal factors from participants and environmental factors from their physical contexts causing language anxiety are investigated with relevant possible coping strategies. in addition, huda (2018) and fadhlan (2020) found that factors that contribute to students’ speaking anxiety during presentation were overthinking, lack of preparation, bad experience, low proficiency, low self-confidence, afraid of making mistakes, and test. then, rahmat, othman, hasan, arepin (2018) showed that both trait and state apprehension have different influence on oral presentation among students. another researchers found that several factors of anxiety in oral presentations were perceived; language ability, personality traits, preparation and audience interest (razawi, zulkornain, razlan, 2019). then, hussein (2021) focused on factors causing anxiety and strategies to cope it in oral presentation. however, that was conceptual papers or review papers. the findings showed that the factors were communication apprehension, fear of negative evaluation, text anxiety, affective factors, personality factors, second or foreign language proficiency, audience familiarity, teacher’s influence, preparedness, topic familiarity, cultural factors. the strategies to cope it were peer assessment, good classroom atmosphere, avoidance, five cluster solution, role play and simulation. the second, some studies researched on overcoming speaking anxiety. kurniawan (2016) investigated students’ strategies to overcome anxiety in oral presentation. he found that practicing is a strategy that can be implemented by students to solve their problems in anxiety in oral presentation. fajri (2019) found that anxiety exist in the 6th semester of english department. it can be seen from the results of the factor that contribute to students’ anxiety in class presentation are lack of confidence, lack vocabulary, lack grammar, poor pronunciation, fear being laughed, fear of making mistake, fear of negative evaluation and lack preparation. the study also found ways students deal with their anxiety in presentation are preparation before presentation, relaxation, positive thinking, peer seeking and focus. nur, rosmini, sakkir (2022) added strategies of students’ anxiety in thesis examination during covid-19. those strategies were self-entertaining and praying, besides what has fajri already written in his research result. then, abdullah, hidayati, andriani, rosmala, nurvianti (2022) figured out causes and solution for english speaking anxiety to junior high school students. they found that the students suffered from flsa when they engaged in questions and answer session of the classroom english language learning activities and speaking performance activities. on the other hand, the solutions of such flsa encompassed focusing on the learning process and ignoring the disruptive behavior of their classmates. pedagogically, creating a less anxious atmosphere of learning english speaking practices enables students to successfully acquire english language skills (e.g., speaking) and adapt to appropriate social and academic. in the same year, mardiningrum & ramadhani (2022) emphasized the challenge eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 59 and solution of classroom oral presentation. the study found nervousness, group dynamics, audience, missing points, challenging content, language boundaries, and high selfexpectation as the challenges the participants faced in classroom oral presentations. in addition, the study also discovered that strategies used to overcome the challenges were selfassurance, better preparation, peer discussions, directed eye contact, direct communication, backups, self-isolation, and presentation aids use. furthermore, naser & isa (2021) researched on public speaking anxiety level in oral presentation class among undergraduates. they found that majority of respondents experienced a moderate level of anxiety. however, it is prevalent that despite having good academic results, most respondents had speaking anxiety during public speaking presentations. the findings of this study were consistent with prior studies conducted in the same area of language skill, and it is hoped that this may provide insights into developing speaking strategies to overcome speaking anxiety. in brief, the previous studies focused on, anxiety level, causes and strategies to overcome anxiety in oral presentation for undergraduate and master students. however, the current research is intended to find out the internal and external factor of anxiety in oral public examination for doctoral students. the significance of the research can be beneficial for the lecturer and students. for the lecturer, it can be as reference, thus, the lecturer could identify problems that cause anxiety and prepare how to face it. then, it is also useful for the students because by knowing it, students could also identify their problems and find the solution. b. method the research implemented a mixed method to achieve the research objective namely to identify internal and external factor that cause students’ anxiety in doing public examination for doctoral students. a mixed method was a method that intermingle quantitative and qualitative in a research. according to creswell (2017), mixed method is a method that can help the researcher to analyze the quantitative data and qualitative data. the participants of this research were fifteen ph.d candidates who want to do public examination from 2020 until 2022. those candidates were from doctoral program of education with english concentration in university of bengkulu, indonesia. the number of students were limited because the students with english education concentration or major were not as many as other majors. the sampling technique were purposive sampling because the researcher just took the students who want to do public examination. the instruments were questionnaire and interview guideline. the questionnaire was used to find out dominant factor that causes anxiety of the ph.d candidates. it comprises internal and external factor indicator based on the theory from asnur (2017). there were 13 items that used likert scale strongly agree, agree, disagree and strongly disagree. this questionnaire were distributed to fifteen ph.d candidates. to support the questionnaire, the researcher interviewed five students. it was because 10 percent from the total samples. the data collection technique of this research used those instruments to gather data. the procedures of data collection were (1) permitting to the doctoral program of faculty of teacher training and education, university of bengkulu; (2) consulting questionnaire and interview guideline to the two qualified english lecturers as experts; (3) giving consent form to the participants whether they want to be voluntarily participated in this research or not. then, the result showed that they were willing to fill the questionnaire and being interviewed syafryadin & yulianawati: efl students’ anxiety … 60 by the researcher; (4) distributing the questionnaire to fifteen students as ph.d candidates; (5) interviewing five ph.d candidates; (6) filing the data. the data were analyzed quantitatively and qualitatively. the questionnaire data were quantitatively analyzed by calculating mean score, percentage and frequency. while, the interview transcription were analyzed by using theory from miles, huberman, and saldana (2014). those steps were reducing, displaying and concluding. in reducing, the interview data were chosen and reduced based on the research objective. after that, the data would be displayed by the researcher in form of text. in this part, the piece of interview transcript was showed in the data finding. the last, the researcher conclude the data whether it answers the research question about internal and external factor of anxiety in oral public examination for doctoral program. c. findings and discussion the result of this study covers internal factor and external factor that caused anxiety when students did oral public examination. the internal and external factor can be seen in table 1 and 2. table 1. internal factor that causes anxiety no item scale strongly agree agree disagree strongly disagree internal factor 1 i am fear of making mistakes during oral public examination 5 20.8% 11 45.8% 7 29.2% 1 4.2% 2 i am fear of facing questions to examiners during oral public examination 6 25% 6 25% 11 45.8% 1 4.2% 3 i am fear of failing the oral public examination 6 25% 7 29.2% 11 45.8% 4 16.7% 4 i am lack of self confidence during oral public examination 2 8.3% 7 29.2% 11 45.8% 4 16.7% 5 i am lack of linguistic abilities (grammar, pronunciation, and vocabulary) in doing oral public examination 2 8.3% 8 33.3% 12 50% 2 8.3% 6 i have negative thinking before and during oral public examination 2 8.3% 2 8.3% 13 54.2% 7 29.2% 7 i have negative experience ragarding speaking in the public 0 4 16.7% 14 58.3% 6 25% 8 i am fear of being stopped during oral public examination 1 4.2% 9 37.5% 12 50% 2 8.3% mean scores 12.48% 28.12% 47.38% 14.07% table 1 shows that students chose 12.48% for strongly agree, 28.12% for agree. it means that around 31% of students showed positive reaction to the internal factor that made them anxious in doing oral public examination. however, majority students chose disagree and eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 61 strongly disagree that internal factor cause them anxiety in doing oral public examination. it can be seen that the percentage of the mean score namely 47.38% and 14.07% for strongly agree and disagree. this part is supported by the result of interview. several students had been interviewed by the researcher. it can be seen in example 1, 2, 3, 4. example 1 i am anxiety in doing public oral presentation because my friends and my family watched me when i do public examination. thus, i have a pressure and afraid, if i can not answer the questions from examiners (student 1). example 2 to be honest, i am afraid to be laughed by my friends if i can not answer the questions or can not explain well what examiners asked (student 6) example 1 and 2 showed that student was anxiety because there were important people who watched him during oral public examination. in this part, the audience will be family, close friends, colleagues and other person. perhaps, he will be shy if he cannot perform maximally and answer the questions from examiners. example 3 actually sir, i am anxious because i am not confident my speaking when it must be watched by many people (student 4 and 5) example 3 shows that student 4 and 5 did not have enough confident to speak in front of many people. it caused them anxiety because of it. example 4 i am anxious because i wonder if i forget what i am going to explain in front of many people. i often feel blank when i am anxious (student 9 and 10). example 4 displays that the students were anxious because he was afraid of explaining in front of many people. they were not usual to convey the materials in front of many audiences. when he got anxious, he would be blank. he could not say anything. based on the result, internal factor is more dominant than external factor because students felt that they were anxiety due to the feeling of themselves or it comes from themselves. based on eight items in internal factor, some students were fear of making mistakes in doing oral public examination because after doing wrong, it would distract their mind. they would be shy in front of many people. besides, several students were also fair of looking at the questions from examiners because they would be difficult to answer the questions or even can not optimally answer it. then, few students were anxiety because they did not have enough self confidence and linguistic abilities, such as grammar, pronunciation, and vocabulary in doing oral public examination. some students were also anxious because they had overthinking regarding public examination because they had negative thinking about the examiners, the condition of examination, and audience if they could not perform optimally. syafryadin & yulianawati: efl students’ anxiety … 62 in addition, several students were having negative experience regarding speaking in public and also being fear of stopped during oral public examination. it may cause them trauma to do public speaking in front of many people. this finding was almost similar to chen (2015) who found that internal factor caused anxiety in oral presentation class. in this part, factors causing students to get anxious in presentations have been explained and categorized into subjective and objective factors: english proficiency, time for preparation, presenters’ experiences, unfamiliar topics, audience attention and some secondary requirements in presentations. however, the object of the current research was different because the doctoral students did oral public examination. another research from ajmal and ahmad (2019) also researched on factor caused anxiety and he found that lack of communication skill was one of the factors that caused anxiety. this finding is one of the findings in this current research. table 2. external factor that causes anxiety no item scale strongly agree agree disagree strongly disagree external factors 9 i am anxiety because of condition of presentation room during doing oral public examination 1 4.2% 9 37.5% 12 50% 2 8.3% 10 i am lack of practice and unprepared before doing oral public examination 1 4.2% 6 25% 13 54.2% 4 16.7% 11 i am fear of negative evaluation from participants and examiners 2 8.3% 7 29.2% 11 45.8% 4 16.7% 12 i am difficult to speak in front of many people 0 6 25% 11 45.8% 7 29.2% mean score 4.17% 29.17% 48.95% 17.72% table 2 displays that the majority of students chose to disagree (48.95%) and strongly disagree (17.72%) about the items from number 9 until 12. it means that most of the students showed negative responses towards an external factor that caused them anxiety in doing the oral public examinations. then, the students who chose strongly agree and agree only 4.17% and 29.17%. this result also indicated that several students were still caused by an external factor. furthermore, it is supported by interview result by several students. the proof can be seen in example 5,6, and 7 example 4 due to i am busy to work and so many assignments from my boss in my office, so i did not prepare well my presentation (student 2 and 3) example 3 displays that student 2 and 3 had a job. they were very busy and difficult to manage their time. thus, they did not do well preparation for the presentation. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 63 example 5 i am anxiety because i am afraid if the examiners asked me difficult questions and this is my first experience to be examined and watched by many people (student 7) example 5 i am afraid when the examiners announced my score was low (student 8) example 4 and 5 showed student 7 is afraid of being examined and asked uneasy questions. besides, that is his first experience to be examined and watched by many audiences. besides, the student 8 was anxious because of examination score. it means that he was afraid, if he gets low score after being examined by examiners because the score is directly announced in front of audiences after doing oral public examination. another finding is about external factor. students’ anxiety was also caused by external factor. some students were anxious because the condition of presentation room when they did public examination. in this case, they saw examiners and many audiences in the room. they had to face them. then, they had on their mindset that they got negative evaluation from the examiners and participants if they could perform maximally. they were also lack of practice and difficult to do public speaking in front of many people because it may be caused by lack of knowledge. this finding is in line with fajri (2019) who found that students god anxiety because several reasons. it could be fear of negative evaluation from audience and examiners and lack preparation before doing the presentation and no one to help them to practice. this can be categorized as external factor because it is outside of the students itself. table 3. summary of mean scores no factors scale strongly agree agree disagree strongly disagree 1 internal 12.48% 28.12% 47.38% 14.07% 2 external 4.17% 29.17% 48.95% 17.72% table 3 shows that internal factor is more dominant than external factor. it can be seen that 12.48% and 28.12% of students opted strongly agree and agree or the total is 40.6% for internal factor, while 4.17% and 29.17% of students who chose strongly agree and agree or the total 33.34% for external factor. regarding the result of this study, anxiety is psychological factor that influence students’ speaking. students with high anxiety in doing oral presentation will cause a problem in it. there are two factors that cause anxiety in doing oral public examination for doctoral students namely internal and external factor. furthermore, based on the result, internal factor was more dominant than external factor that caused students’ anxiety in doing oral public examination. it may be influenced by the students itself. internal factor means that they felt anxiety because there are several things that made us uneasy or uncomfortable with themselves. for example, some students felt anxious because of lack of speaking skill. in this case, the students did not have enough knowledge and ability to speak in front of many people. syafryadin & yulianawati: efl students’ anxiety … 64 another one is that several students were not confident in speaking and fear of making mistakes during oral public examination. the finding was almost similar with daud, ras, novitri, and audia (2019) who found that factors that caused anxiety, such as lack of students’ linguistic skill or lack of speaking ability, feeling under pressure, fear of making mistakes and other causes. these causes were categorized by them as social factor, but in this current research as internal factor. d. conclusion based on the results, it can be concluded that internal and external factor caused students’ anxiety in doing public oral examination for doctoral programs. the dominant one is internal factor because students felt that they got anxious influenced by themselves. this research was only limited to find out the factors. besides, this research only covered small sample because it is difficult to find out the ph.d candidate students especially for english education major who will do public examination. the researcher must wait for several months to get data. therefore, the further researcher is recommended to explore the factors with big samples and to provide the possible strategies to anticipate it. references abdullah, f., hidayati, a. n., andriani, a., rosmala, d., & nurvianti, n. 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(2022). efl students’ anxiety in oral presentation in thesis examination during covid19 pandemic era : factors and strategies. journal of excellence in english education, 1(2), 144–159. https://doi.org/https://doi.org/10.35877/soshum741 saputra, j. b. (2018). an analysis of students’ speaking anxiety toward their speaking skill. premise: journal of english education and applied linguistics. 7(1), 111-123. https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/1334/pdf susanto, h., palupi, r. e. a., & mustikawati, d. a. (2017). the correlation between student anxiety and student speaking skill at english department students of muhammadiyah university of ponorogo. edupedia, 1(1), 67-78. doi : 10.24269/ed.v1i1.171 https://ojs.fkip.ummetro.ac.id/index.php/english/article/view/1334/pdf http://dx.doi.org/10.24269/ed.v1i1.171 syafryadin & yulianawati: efl students’ anxiety … 66 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 47 indonesian undergraduate students’ perceptions of plagiarism: a survey study umi sismia wardani1*, ista maharsi2 1umisismia56735@gmail.com 2ista.maharsi@uii.ac.id universitas islam indonesia abstract this study aimed to identify indonesian undergraduate students' perceptions of plagiarism in an english language education department at a private university in indonesia. this method in this study is a survey study and the instrument in this study used a questionnaire, which means is quantitative research. the data were collected using a 22-item questionnaire on plagiarism awareness adapted from jereb et al. (2018). one hundred three students taking academic reading and writing classes participated in this study. the students who filled out the questionnaire on google forms used 5 – a point likert scale to respond to the statement. it can be seen the results of the data from five aspects. the highest score belongs to the awareness of plagiarism (m= 4.2; sd= 1.138). the second-highest score belongs to the aspects of plagiarism knowledge (m= 3.12; sd= 1.118). the third-highest score is the attitude towards plagiarism (m= 2.45; sd= 1.012). the fourth-highest score belongs to the aspects of acceptability of plagiarism (m= 2.38; sd= 1.032). then, the lowest mean score belongs to the unknowingness of plagiarism (m= 2.18; sd= 1.092). the findings showed that most students are aware of plagiarism, although plagiarism is wrong. plagiarism occurs due to several demands from teachers or institutions; another plagiarism factor is a lack of knowledge about plagiarism. keywords: academic reading and writing, perceptions, plagiarism a. introduction the issue of student plagiarism has long been a concern for educators and has received increasing attention in recent years. plagiarism behavior, commonly referred to as plagiarism, needs to be considered, especially in an academic or educational environment. plagiarism is someone takes other people's words or ideas and considers the work their own (fishman, 2009). as teachers, many of them find plagiarism a form of dishonesty in the classroom. several years ago, there have been many cases of plagiarism in writing papers in universities and the private sector (gunawan, 2014). plagiarism is an old problem in the world of education, and this case never disappears (mccabe et al., 1996). it is a severe problem in academic fields and can be considered an act of crime against copyright in scientific work. plagiarism is a fraudulent act in which a person takes another person's ideas for their benefit (fatimah & wulandari, 2018), and academic offenses that become a growing concern in academic contexts worldwide (jones et al., 2005). plagiarism not only gives mailto:umisismia56735@gmail.comsta.maharsi@uii.ac.id wardani & maharsi: indonesian undergraduate students’ … 48 students an unfair advantage but also violates copyright laws (fishman, 2009). plagiarism has many kinds of definitions. the kinds of plagiarism are theft, plagiarism as fraud, and plagiarism as copyright infringement (fishman, 2009). in indonesia, undergraduate students commit plagiarism for several reasons, such as lacking citation knowledge, time, and ideas for their papers, being frustrated with difficult papers, and the absence of severe academic dishonesty punishment (fatimah & wulandari, 2018). the factors influencing plagiarism include personal factors, ict, web regulations, academic skills, teaching factors, different forms of pressure, student pride, and another reason (jereb et al., 2018). plagiarism has become much easier in this 4.0 era due to easy access to information (ashworth et al., 1997). another study found that plagiarism occurs because several factors influence it, named individual factors (e.g., gender, average level, work ethic, self-esteem), institutional factors (e.g., faculty response to cheating, threats of sanctions, code of honor), and contextual factors (e.g., perceptions of the severity of penalties for cheating) (mccabe et al., 1993). it means the internet is considered a place for students to commit plagiarism. the individual characteristics related to gender influence the occurrence of plagiarism (jereb et al., 2017). plagiarism occurs more frequently in boys than girls (newstead et al., 1996). however, it is essential to remember that plagiarism is bad behavior. the academic offense was often accompanied by fraud, academic dishonesty, and moral failure (hu & lei, 2014). for example, beginner writers who need help with paraphrasing, batch writing, summarizing, and synthesizing when citing a source are susceptible to plagiarism. the authors might tend to plagiarize in source-based writing due to a lack of proficiency, practice, and training (borg, 2000). the academicians view plagiarism as an institutional policy that classifies plagiarism as a form of severe academic violation and must be followed up by imposing sanctions that lead to the expulsion of the institution (flint et. al., 2006). although there have been many studies on the perception of plagiarism, studies conducted in the university context still need to be continued. as plagiarism can hinder students' development, it is an exciting issue to be discussed among the academic community, especially in the current technologically advanced society (ashworth et al., 2003), which is relevant to students who have a digital native nature. the student who commits plagiarism sometimes feels afraid, unknowingly. some students get scared when they plagiarize well without realizing it (ashworth, bannister & thorne, 2006). the student who commits plagiarism panics because plagiarism is the wrong action. the spread of moral panic can be described as plagiarism (wilkinson, 2009). the students experienced many difficulties when writing in english, such as quoting statements from people who were quoted. when citing sources, beginner writers need help with paraphrasing, batch writing, summarizing, and synthesizing (hu & lei, 2014). in addition, if cited inappropriately due to a lack of proficiency, practice, and training, writers may be prone to plagiarism in source-based writing (borg, 2000). students who commit plagiarism are subject to sanctions because this action is considered a form of violation. academics view plagiarism as an institutional policy that classifies plagiarism as a form of serious academic offense and should be dealt with penalties that result in the institution's expulsion (flint et al, 2006). a form of movement handled by academics as punishment for serious plagiarism violations that lead to expulsion from the institution or is known as a dropout (wilkinson, 2009). the new findings of this study are most students know the meaning of plagiarism because their university had a session on plagiarism. the students only know the meaning eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 49 of plagiarism, not how to practice it in their papers, so they did not know that plagiarism has different types. then, they feel aware if did plagiarism although plagiarism is the wrong thing to do. they still do it because they have pressure from anywhere, such as getting a high score from the teacher, limiting the deadline, etc. therefore, this study aimed to explore and identify students’ perceptions of plagiarism at a private university with english writing practice. b. method this method in this study is a survey study and the instrument in this study used a questionnaire, which means is quantitative research. the data were collected using a 22-item questionnaire on plagiarism awareness. one hundred and sixty-three undergraduate students of english language education at a private university in indonesia who took academic reading and writing course. this course is a mandatory class where students learn how to know the basic knowledge of plagiarism. this class was implemented to inform students about plagiarism's importance in their papers. the present study adopted a questionnaire for plagiarism awareness from jereb et al., (2017). the questionnaire was divided into five aspects: awareness of plagiarism, plagiarism knowledge, unknowingness of plagiarism, acceptability, and attitude toward plagiarism. the questionnaire had 22 items with 5 – a point likert scale to respond to the statement of the questionnaire, from "strongly disagree" to "strongly agree." (1 = strongly disagree, 2 = disagree, 3 = uncertain, 4 = agree, 5 = strongly agree). the questionnaire was distributed via google forms to 163 students, and hundred and three gave their responses. the participants’ responses were then analyzed through descriptive quantitative using spss 26 to identify their perception of plagiarism in the class. the overall results were sorted from the highest to the lowest score to determine which aspects had the stronger perceptions. then the results of each aspect are presented by sorting the items from the highest to the lowest average. thus, the data pattern becomes apparent, and several interpretations of the results are formulated. the reliability of this study was carried out using cronbach's alpha coefficient. cronbach alpha of 0.6-0.7 represents an acceptable level of reliability, and 0.8 is a greater level. however, a score higher than 0.95 is not necessarily good (ursachi et. al., 2015). the translated questionnaire was also verified by a lecturer fluent in english and indonesian. for reliability, the cronbach alpha for the questionnaire is 0.756, so the questionnaire is reliable. c. findings and discussion the result of this study was divided into five dimensions; they are (1) awareness of plagiarism, (2) plagiarism knowledge, (3) unknowingness of plagiarism, (4) acceptability of plagiarism, and (5) attitude towards plagiarism. the five dimensions can be seen in table 1. table. 1 students’ perceptions of plagiarism based on the aspects perception of plagiarism aspects mean std. deviation awareness of plagiarism 4.2 1.138 plagiarism knowledge 3.12 1.118 attitude towards plagiarism 2.45 1.012 acceptability of plagiarism 2.38 1.032 unknowingness of plagiarism 2.18 1.092 wardani & maharsi: indonesian undergraduate students’ … 50 table 1 shows the aspects from the highest mean to the lowest. the highest score belongs to the awareness of plagiarism (m= 4.2; sd= 1.138). the second-highest score belongs to the aspects of plagiarism knowledge (m= 3.12; sd= 1.118). the third-highest score is the attitude toward plagiarism (m= 2.45; sd= 1.012). the fourth-highest score belongs to the aspects of acceptability of plagiarism (m= 2.38; sd= 1.032). then, the lowest mean score is the unknowingness of plagiarism (m= 2.18; sd= 1.092). 1. the awareness of plagiarism plagiarism in academic contexts has received the attention of both teachers and students. plagiarism is one form of fraudulent behavior. it means this behavior is an unethical action to take. therefore, awareness of plagiarism is essential for students to avoid deviant behavior. it means that the most important aspect of education was to ensure students were aware of plagiarism. the result on the awareness of plagiarism aspect can be seen in table 2. table 2. results on awareness of plagiarism aspect no item mean std. deviation 1 i know what plagiarism is 4.44 .936 2 i am sure that plagiarism is a form of cheating 4.33 1.216 3 i believe that plagiarism is unethical 4.23 1.238 4 i am sure that plagiarism is a form of cheating 4.18 1.344 5 i think it is possible to avoid plagiarism 4.13 .957 table 2 above shows that item 1, "i know what plagiarism is," has the highest score (m= 4.44; sd= .936). it showed that the number of respondents who showed their strong agreement with the first item. it means that the students understand the meaning of plagiarism. it is in line with rodhiya et al., (2020) that most students claimed to understand the meaning of plagiarism. however, item 5, "i think it is possible to avoid plagiarism," has the lowest score (m= 4.13; sd= .957). it revealed that seen that the number of respondents who showed they strongly disagree with the fifth item. it means that the students understand the meaning of plagiarism but they cannot prevent the act of plagiarism. 2. the results on plagiarism knowledge aspect many students need to learn more such knowledge about plagiarism. the result on plagiarism knowledge aspect can be seen in table 3. table 3. results on plagiarism knowledge aspect no questionnaire mean std. deviation 7 i had session on plagiarism when i started my time in this university 3.80 1.199 6 i know that there are different types of plagiarism 3.39 1.131 8 my university has a law about plagiarism 3.37 1.029 9 there is no sanction for plagiarism in my university 1.93 1.114 table 3 above shows that item 7, "i had a session on plagiarism when i started my time in this university," has the highest score (m= 3.80; sd= 1.199). it revealed that the number of respondents who showed they strongly agree with the seventh item. it means that most of them in their university had classes on plagiarism for their papers. in addition, the data also revealed that the respondents agree that they know different types of plagiarism. it is in line with rodhiya et al. (2020) that most students need a basic understanding of the various types eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 51 of plagiarism that lead to unintentional plagiarism. with those varied types of plagiarism, teaching students what plagiarism is, why plagiarism should be avoided, and how to avoid plagiarism is of urgent agenda to be included in teaching. it means that students mostly do plagiarism due to the limitation of knowledge about plagiarism and how to write academic writing. as stated by sureda et. al., (2015) that plagiarism sometimes happens unconsciously in writing because students do not have enough knowledge about citing and referencing books and journals. however, item 9, "there is no sanction of plagiarism in my university," has the lowest score (m= 1.93; sd= 1.114). it can be seen from the number of respondents who showed they strongly disagree with the ninth item. it means they know that when they commit plagiarism they are punished, but in this study does not impose strict sanctions so that the students still do it. 3. results on unknowingness plagiarism unknowingness plagiarism becomes one of the factors that can cause plagiarism. the results on unknowingness plagiarism can be seen in table 4. table 4. results on unknowingness plagiarism no questionnaire mean std. deviation 11 i do not know that there are different types of plagiarism 2.80 1.247 14 i am not aware if i plagiarized 2.79 1.126 10 i am not sure that plagiarism is unethical 1.85 1.200 12 i am not sure what plagiarism is 1.75 .894 13 i do not know that plagiarism is a form of cheating 1.72 .994 table 4 above shows that item 11, "i do not know that there are different types of plagiarism," has the highest score (m= 2.80; sd= 1.247). it can be seen from the number of respondents who showed they strongly agree with the eleventh item. besides they have class plagiarism, they also understand the meaning of plagiarism. in this study, the students only know the meaning of plagiarism not mastering the material, such as various types of plagiarism. as stated by babalola (2012) that deliberate plagiarism includes hiring other people to write a paper as their work, commonly called jockeys, and includes references that were not written down in their paper. it indicates that understanding plagiarism may vary due to many reasons. students may be aware of plagiarism, but to what extent plagiarism is committed remain a problem. in writing classes, for example, students understand that they are not allowed to copy their classmates’ work. however, the limitation of how something is called an act of plagiarism may need to be better understood. this behavior can be avoided through intellectual theft by confiscating sources and searching the most recent sources (cooper, 2016). students are expected never to use the jockeys as tools in their papers. in addition, item 13, "i do not know that plagiarism is a form of cheating" has the lowest score (m= 1.72; sd= .994). it can be seen from the number of respondents who showed they strongly disagree with the thirteenth item. it means that in this study, the students should know plagiarism is part of a form of fraud. wardani & maharsi: indonesian undergraduate students’ … 52 4. results on the acceptability of plagiarism pecorari &petrić (2014) stated that there are some factors behind the act of plagiarism. first, students might think that it is acceptable to taking someone’s word as long as they have similar ideas, secondly, the number of tasks that students have are mostly substantial which lead them to do the plagiarism, the pressure to collect assignments on time and fears of being sanctioned if students are late submitting the task is the next factor that affects plagiarism. the last factor is because students might not be familiar with the topic being discussed and lack of grammatical rules of the language. in other words, these results prove that students do plagiarism intentionally. the results on the acceptability of plagiarism can be seen in table 5. table 5. results on the acceptability of plagiarism no item mean std. deviation 18 i am aware of doing plagiarism 2.93 1.022 15 i am not sure i can avoid plagiarism in my writing 2.81 1.112 16 everybody is doing plagiarism 2.60 1.070 19 i just dare to plagiarize even though i know it’s wrong 1.81 1.010 17 plagiarism is nothing wrong 1.78 .949 based on table 5 above shows that item 18, "i am aware of doing plagiarism," has the highest score (m= 2.93; sd= 1.022). it can be seen from the number of respondents who showed they strongly agree with the eighteenth item. it means that the students feel aware when they plagiarism because they know plagiarism is the wrong action. in addition, to know students who commit plagiarism consciously or intentionally, and some did it unconsciously or unintentionally. unintentional plagiarism, often arising from ignorance of citation and reference rules. these include copying verbatim from print or electronic sources without acknowledging the source (babalola, 2012). however, this action is considered unintentional or not a violation for someone who commits plagiarism spontaneously or unconsciously (hussein, 2022). plagiarism occurs in life as a student because all papers need to be known where they come from when taking the quotation. usually, students take these actions because there are several demands when they do their work. several studies have shown that students perceive plagiarism as justified under heavy workload conditions (ehrich et al., 2016). therefore, fellow students accept the acceptability of plagiarism in universities. students assume that plagiarism is permissible when they commit plagiarism because of a heavy workload. it is supported by the data, item 17, "plagiarism is nothing wrong," has the lowest score (m= 1.78; sd= .949). it can be seen from the number of respondents who showed they strongly disagree with the seventeenth item. it means plagiarism is one of the wrong actions and harms others. however, plagiarism in any way is considered not allowed. plagiarism is still plagiarism. unless they reasoned forgot to write references or sources. they can find the source again or delete the source they wrote. generally, in universities, especially in indonesia, the sanction for someone who commits plagiarism is to have their degree revoked. someone who committed plagiarism and the title degree given was declared invalid and revoked by the university (panjaitan, 2017). as it is known, it is difficult to avoid this fraudulent act because the perpetrator should have a reason why they did this action. many factors cause plagiarism among students. the following factors caused plagiarism: student pressure, inadequate time management, poor research eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 53 skills, and ignorance of plagiarism (yi et al., 2020). student awareness needs to learn about writing citation style, anti-plagiarism regulations, and plagiarism penalties. the lack of knowledge about plagiarism, the cause of student behavior tendencies, and did not understand of the seriousness of the violation; therefore, plagiarism continued to increase. 5. results on attitude towards plagiarism investigating students’ attitude towards plagiarism plays crucial role in increasing students’ awareness of plagiarism. the results on attitude towards plagiarism can be seen in table 6. table 6. results on attitude towards plagiarism no item mean std. deviation 21 i feel good when plagiarizing 4.17 1.121 20 it hurts no one 1.63 1.000 22 i feel worried if i plagiarize 1.56 .915 table 6 shows that item 21, "i feel good when plagiarizing," has the highest score (m= 4.17; sd= 1.121). it can be seen from the number of respondents who showed they strongly agree with the twenty-one items. it means, the students feel okay when doing plagiarism because they had pressure from anywhere. then, the pressure such as from teachers or lecturers, university, pressure to get a high score, short time deadlines, et so that they should do it. however, item 22, "i feel worried if i plagiarize," has the lowest score (m= 1.56; sd= .915). it can be seen from the number of respondents who showed they strongly disagree with the twenty-two items. it means that most students are worried when they commit this fraudulent act, which means they are worried about the negative impact that occurs. the data above is supported by prihantini & indudewi (2016) that many acts of plagiarism carried out by students reduced the value of academic integrity and negatively affected other students who did not take these actions. therefore, knowing students' understanding of plagiarism and what factors encourage it is necessary. as students, sometimes they realize that plagiarism is wrong, but they may have demands to do the assignments given. there are several reasons for plagiarism to occur, namely lack of knowledge about how to cite and reference, their inability to cope with workloads and short deadlines, pressure to get good grades, lack of motivation to excel, laziness, and cultural factors (babalola, 2012). related to the problem above, the students can avoid plagiarism with a used quote and paraphrasing the sentences. students can also use free and paid plagiarism checkers such as turnitin, smallseotools, and other plagiarism checkers available on the web. however, academic precautions such as building a culture that plagiarism is shameful. finally, students can use the plagiarism test service anywhere. as it is known, there are many types and differences in plagiarism. d. conclusion this study aimed to identify indonesian undergraduate students' perception of plagiarism in an academic reading and writing class. plagiarism would be the biggest problem in the papers if they did it. the results indicate that most of the students in this study have different understandings of plagiarism. in academic reading and writing classes, they understand plagiarism. they should include a quote or paraphrase to avoid plagiarism. in that class, there is a special meeting about plagiarism, with this class helps students avoid plagiarism. in the plagiarism class, they learn how to write citations, paraphrase, and references. wardani & maharsi: indonesian undergraduate students’ … 54 although they learn all about plagiarism, some do it intentionally or unintentionally. unintentional plagiarism, such as needing to understand the rules of writing citations and references, often occurs. in contrast, plagiarism is intentional; the students have pressure from anywhere, such as short assignment deadlines and demands to get good grades—some solutions to reduce these actions are using several online applications to check plagiarism for free. in conclusion, plagiarism is an unethical act that can harm many people. when a student copies their friend's answer, it will harm both of them, such as reducing their value in academics or declining academic integrity. regarding the results of this study, further research and deeper study of this area are highly recommended, especially for international students, as students are expected to understand the rules regarding copyright and intellectual property rights in academic writing. ensure that students are well taught in reading comprehension and techniques of paraphrasing, summarizing, use of synonyms, and different reference conventions. teachers need to provide information about plagiarism, warning plagiarism, and encourage students to try to avoid plagiarism. references ashworth, p., bannister, p., thorne, p., & students on the qualitative research methods course unit. 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(2020). perceptions of plagiarism by biomedical researchers: an online survey in europe and china. bmc medical ethics, 21(1), 116. parmawati & yugafiati : using authentic…. 1 using authentic material to improve students’ reading interest (a classroom action research in the second semester students of stkip siliwangi bandung) aseptiana parmawati aseptianaparmawati@gmail.com rasi yugafiati tanya.rasiyugafiati@gmail.com stkip siliwangi bandung abstract reading is a complex process that involves generation and getting information, analyzing meaning, and making any decision about content.to improve the students’ learning interest toward reading skill, the lecturer need to know how to teach reading effectively, and what instructional materials is the most suitable for their students. output required of this research as a scientific publication in local journal that have issn. the researchers identify some problems, such as: 1) doesteaching reading using authentic material improve the students’ reading interest?, 2) how is the teaching and learning situation when authentic material implemented in the reading class?. from the result of pre-test, we found that the result of students’ reading was under average and still far from what was expected.the finding was supported by the result of students’ reading scores. the average score of pre test was 60.57. after the implementation of authentic material in every cycle, the students’ reading score were getting better. it can be seen from the result of students’ average score cycle 1 was 64.00 and cycle 2 was 80.87. it can be concluded that authentic material can improve students’ reading interest and authentic material can improve reading classroom into a better situation. keywords: authentic material, reading interest, car a. introduction one of the purposes of teaching english as a foreign language to indonesian people is that they can read, grasp the idea, and understand the book written in english. to achieve those purposes, students need a lot of words of english to master. it shows that english has an important role for learner to communicate in their daily life in globalization era and to develop their communication. english teaching and learning is aimed at mastering the four language skills. namely listening, speaking, reading and writing. one of the language skills is reading. harmer (1998: 70) states that, reading is an incredibly active occupation. it means that by reading students are able to understand about something. it could be said that reading is a way to know, to feel, and to understand about the world. communicative language teaching (clt) has nowadays become a well recognized approach in the second language teaching. canale and swain in brown (2011: 246) mailto:aseptianaparmawati@gmail.com mailto:tanya.rasiyugafiati@gmail.com eltin journal, vol 5/1, april 2017 2 states that communicative competence includes four areas of knowledge and skills. these skills refer to the ability to appropriately produce and understand utterances in a meaningful choice of words in any kinds of context. reading is a complex process that involves generation and getting information, analyzing meaning, and making any decision about content. in other words, reading is an open discovery. reading is a good thing in life because it is a factor of great importance in the individual development and the most important activity in education area. it is needed in every level of field of study. learning interest, as a supporting element of learning, plays a very important role in teaching and learning process. students with high learning interest usually perform better than those with low learning interest. the students with high learning interest usually work harder than those with low learning interest. they tend to have low learning interest because of some factors. they are: (1) the teaching materials are far from their surroundings; (2) the teaching materials are monotonous; (3) the class is dominated by the lecturer; and (4) the students do not have opportunity to develop their communicative competence. it seems that the students’ low learning interest is mainly caused by the teaching materials used in the class by the lecturers. in reality, most of the students in second semester at stkip siliwangi face some problems related to reading skill. they have difficulties in comprehending reading text. they tend to have low learning interest because of some factors : (1) the teaching materials are far from their surroundings; (2) the teaching materials are monotonous; (3) the class is dominated by lecturer; and (4) the students do not have opportunity to develop their communicative competence. therefore, lecturers should be able to provide the students with the teaching materials which can increase the students’ learning interest. to improve the students’ learning interest toward reading skill, the lecturer need to know the nature of reading, how to teach reading effectively, and what instructional materials is the most suitable for their students, in addition to pedagogical competencies. based on the ideas above, the researcher is interested in conducting a research entitled “ using authentic material to improve students’ reading interest (a classroom action research in the second semester students of stkip siliwangi bandung)” the objectives of the study are: 1. finding out whether or not teaching reading using authentic material improves the students’ reading interest. 2. finding out the teaching and learning situation when authentic materialis implemented in the reading class parmawati & yugafiati : using authentic…. 3 b.literature review 1.the nature of reading comprehension reading is the process of receiving and interpreting information encoded in language form via the medium of print (widdowson in urquhart, 1998: 17). further, urquhart (1998: 14) states that reading means dealing with language message in written or printed form. reading can be defined loosely as the ability to make sense of written and printed symbols. comprehension is the goal of reading. bartram and parry in regina state that many students who read in a foreign language think, “reading means understanding and/or translating every word”. good readers do not always try to understand every word, and especially the first time they read for comprehension.the primary purpose for reading is sometimes overlooked when students are asked to read difficult text; raising student’s awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension (richards, 2002: 277). 2. levels of reading comprehension burns (1996: 177) divides reading comprehension into four levels. they are: literal comprehension, interpretive comprehension, critical reading, and creative reading. the basis ofliteral comprehension is recognizing stated main ideas, details causes and effect, and sequences. it is important because it is a prerequisite for higher level of understanding. the second level is interpretive comprehension. here, the skill include : (1) inferring the main ideas of passage in which the main idea are not directly stated; (2) inferring the cause and effect relationship when they are not directly stated; (3) inferring referent of pronouns; (4) inferring referent of adverb; (5) inferring the omit words and (6) drawing conclusion. the third is critical reading. it is evaluating written material, comparing the ideas discovered with known standard and drawing conclusion about their accuracy, appropriateness and timeliness. the critical reading must be an active reader, questioning, searching for the facts, and suspending the judgment until he or she considered all materials. the last level is creating reading. it involves going beyond the material presented by authors. it requires readers to think as they read. to help the students acquire the skill of reading creatively, lecturers should model the thought process involved. 3. the nature of authentic materials authentic materials refer to the use of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes in teaching. the advantages of authentic materials are stated by philips and shettlesworth; clarke; peacock in richards (2001: 252) as follows: a. they have a positive effect on learner motivation, because they are itrinsically more interesting and motivating than created materials. there is a huge supply of interesting sources for language learning that relate closely to the interest of many language learners. b. they provide authentic cultural information about the target language. materials can be selected to illustrate many aspects of the target language culture, including culturally based practices and belief and both linguistic and non linguistic behavior. eltin journal, vol 5/1, april 2017 4 c. they provide exposure to real language rather than the artificial texts found in created materials that have been specially written to illustrate particular grammatical rules or discourse types. d. they relate closely to the learners needs and hence provide a link between the classroom and students' needs in the real world. e. they support a more creative approach to teaching. in using authentic materials as a source for teaching activities, lecturer can develop their full potential as lecturers, developing activities and tasks that better match their teaching styles and the learning styles of their students. 4. learning interest interest is an important thing in one’s activity in the daily life, includingin the field of education. according to witherington, interest is one’s consciousness that an object, person, problem or situation has relation to him. james says: ”interest is a form of selective awareness or attention that produces meaning out of the mass of one’s experiences”. based on the definition of interest above, it can be stated that some aspects of interest are: a. interest is active psyche intentness. b. interest is always in accordance with consciousness or awareness, willingness, pleasure, and attention. c. consciousness, willingness, pleasure, and attention are potential factors that enable the individual to reach objects from his/her environment. from the definition above, it is constructed that interest is an active psychological intentness that relates to consciousness, willingness, attention, and pleasure to respond a given object that attracts people. c.research methodology the research conducted in the second semester students at stkip siliwangi. the campus is located at jl.terusan jenderal sudirman no.3, baros cimahi tengah, west java.there are three steps in this research: preparation, implementation, analysis of the data, and research report. the details of each activity are as follows: this research used collaborative classroom action research(wiriaatmaja, rochiati. 2005). this researchcomposed for two or more cycles then itobserved and evaluated to identify all facts including the success and the failure of the action. it means that the action should be stopped or continued and revised to the next cycle based on the selected criteria of success. the techniques of collecting data in this research can be seen in the following table: 6 parmawati & yugafiati : using authentic…. 5 n x m   table 1 technique of collecting data technique target purpose data observation students to watch and record action field note lecturer’s diary teaching and learning activity lecturer questionnaire students to get response in non-face-to-face interaction questionnaire scoring test students to get information about the current and previous mark, judgment and situation reading scores the score analyzed with comparing the mean of each test to find out the improvement of students’ achievement in reading. the type of data is in the form of qualitative data. the data will be analyzed by using the constant comparative method as suggested by strauss and glasser in lincoln and guba (2013). the process includes the following steps: 1. observe the students during the reading process, starting from pre-reading activities by using observation sheet. the observation sheet contains some indicators that show the students’ interest. 2. analyze the result of the interview to find out the information about the implementation of authentic material in teaching reading. 3. analyze the result of the questionnaire to know the students personal impression about the use of authentic material in teaching reading 4. analyze the students’ reading progress based on the result of analytic scoring rubric. there are six elements to score the students’ comprehension skills , they are main idea, facts, context, sequence, inference, and conclusion. the value of each element ranged from 1 to 5. the final score is one hundred derived from the maximum of range score times the total score of each element is one hundred. after analyzing the scores of the reading test, we use statistical technique to find the mean score. the formula to find the mean as stated by ngadiso (2013: 5-7) is follows: m=mean score x = total score n = total students if the mean score increases, the students’ reading interest is considered improving. eltin journal, vol 5/1, april 2017 6 d.findings and discussion there are two sections in this research. section a relates to the research which includes the condition before the research, and section b relates to the research which includes the condition after the research. section a table 2result of pre-research issues indicators students’ reading interest 1. low achievement in reading 2. difficulty to choose topic, theme, and main idea of the text 3. does not know reading elements 4. low reading level classroom situation 1. not alive atmosphere 2. low participation of students 3. lecturer domination 4. limited reading practice 5. low exploration of students’ potentials based on table 2 above, there are two issues: students’ reading interest and classroom situation. students’ reading interest has four indicators. there are: low achievement in reading; difficulty to choose topic, theme, and main idea of the text; does not know reading elements; and low reading level. classroom situation has five indicators. there are:not alive atmosphere, low participation of students, lecturer domination, limited reading practice, low exploration of students’ potentials. section b as long as the researchers applied “authentic material” in reading class, the researchers find that “ authentic material” can improve the students’ reading interest at the second semester studets of stkip siliwangi in the academic year of 2016/2017. the result of each cycle can be seen on the table below: table 3 result of cycle 1 issues indicators students’ reading interest 1. active in doing the task, brave to tell the ideas in group 2. could perform the text (topic sentence is achieved) but they made mistake to find topic, theme, and main idea of the text 3. still low in reading level classroom situation 1. alive, crowded in conducting the group work 2. enjoyable for various types of activities based on table 3 above, there are two issues: students’ reading interest and classroom situation. students’ reading interest has three indicators. there are: active in doing the task, brave to tell the ideas in group; could perform the text (topic sentence is achieved) but they made mistake to find topic, theme, and main idea of the text; and still low in reading level.classroom situation has two indicators. there are: alive, crowded in conducting the group work; and enjoyable for various types of activities. parmawati & yugafiati : using authentic…. 7 table 4 result of cycle 2 issues indicators students’ reading interest 1. students showed improvement in reading interest 2. students’ self-confidence was increased 3. students were not afraid of making mistakes 4. ability in describing text was increased classroom situation 1. more alive 2. the enjoyment indoing the tasks was indreased based on table 4 above, there are two issues: students’ reading interest and classroom situation. students’ reading interest has four indicators. there are: students showed improvement in reading interest; students’ self-confidence was increased; students were not afraid of making mistakes; and ability in describing text was increased. classroom situation has two indicators. there are: more alive; and the enjoyment in doing the tasks was increased. e.conclusion and suggestion having conducted the research in using authentic material to improve students’ reading interest, it can be drawn some conclusions as follows: 1. authentic material can improve students’ reading interest. the improvement of students’ reading interest can be identified from the improvement of reading achievement. it shows that there is a comparison between the students’ reading interest during the intervention and the performance criteria of success. 2. authentic material can improve reading classroom into a better situation. they were motivated in joining reading class. their motivation is reflected in their efforts in providing sources – the information materials – to support their reading interest. 3. the strength of the implementation of authentic material in reading classroom is that can rise student’s participation in reading class and it can enhance students’ readinginterest. and researcher would also propose some suggestion as follow : 1. for lecturer a. before conducting the teaching and learning process, it is recommended to implement the plan for other rhetoric modes like cause-effect, logical division, classification, and others. b. lecturer should be able to recognize the students’ potential and problem to choose the right method to apply in reading class. c. lecturer should be creative to use various method in teaching reading. d. the reading activity should be enjoyable because the enjoyment will increase students’ participation in reading class. 2. for students a. students should realize that reading is not as difficult as they think. there are many ways to be able to read, as long as they want work hard. b. students should realize that they have potentials to be good reader. they should open themselves to any chances of self-development in reading. c. students should not feel confuse in reading. besides, they do not have to be afraid of making mistakes because making mistakes is a part of learning. eltin journal, vol 5/1, april 2017 8 f. references brown, h douglas. (2011). teaching by principles an interactive approach to language pedagogy. san francisco university: longman. burn, anne. (1999). collaborative action research for english language teacher. london: cambridge university press. harmer, jeremy. (1998). how to teach english: an introduction to practise of english language teaching. england: longman. ngadiso. 2013. statisticmateri matakuliah pascasarjana uns surakarta. richards. jc. 2001. curriculum development in language teaching. press syndicate of the university of cambridge. strauss, a & cobin, j. (2013) basics of qualitative research grounded theory procedures and techniques.newbury park, ca: oxford journal publication. urguhart, sandy and wair, cyrill. 1998. reading in a second language process. product and practice. london: longman wiriaatmaja, rochiati. 2005. metode penelitian tindakan kelas. pt remaja rosdakarya. bandung satriani : relationship between… 9 relationship between self esteem and reading ability of indonesian efl students intan satriani intan.satriani@yahoo.co.id stkip siliwangi bandung abstract the present study is employed to understand the relationship between self esteem and reading ability of indonesian efl students. the study was conducted on both indonesian male and female graduate students of english department in a postgraduate school in bandung. during the research, questionnaire developed by hyde (1979 in bagheri, et al., 2012) was used as the research instrument to obtain the score of students‟ self esteem. in addition, the data of reading score were collected from toefl score which has been standardized. those instruments were administered in one session. the data were analyzed by pearson moment correlation to identify the relationship between two variables. the result of this study showed that the null hypothesis of this study is rejected. sincethe probability value of students‟ self esteem is lower than the level of significant (.697>0.05). it indicates that there is a correlation between self esteemand students‟ reading ability. keywords: self-esteem , reading ability a. introduction self-esteem often has a connection with mentally health, learning successfully, living effectively, and even the good life (murk, 2006). in the successful of learning, smelser (1989) identified that there are three elements affected by self esteem, namely cognitive, affective, and evaluative elements. the first element (self esteem) which means characterizing some parts of one self in power, confidence, and agency has a relation with reading ability. the above statement is also strengthened by alwasilah that students‟ motivation or self esteem is one of the variables to achieve their success in implementing educational program (2010). reading is the most widely employed skill in the literate society for studying, creating awareness, building future environment, and utilizing as media to have recreation (grigg and mann, 2008). reading also can determine as the important skill to help students grab their success individually in their studies (hermida, 2009). one of the purpose of people read is they want to comprehend the materials which they have read. as coiro (2008) states that the primary goal of reading comprehension is concurrently process of extracting and constructing meaning through interaction and involvement with written language. this process will help reader to get ideas, relate them to experience, organize ideas, or evaluate and utilize ideas. furthermore, bagheri&faghih (2012) suggest that there are two important factors which influence reading comprehension process namely the reader variable and mailto:intan.satriani@yahoo.co.id eltin journal, vol 5/1, april 2017 10 the text variable. readers‟ variables are the approaches used by readers, motivation, personality, their background knowledge, sex, and self esteem. the importance of these factors has been chosen as the interest in language learning, due to the high effect on learning a foreign or a second language. in line with the previous statement, self esteem gives impact to the students‟ comprehension or proficiency. it can be identified that students with high self esteem usually set higher goals for themselves and become more willing to continue in the case of failure. furthermore, high self esteem may also help students have the confidence to challenge difficult situations as well as see satisfaction from their progress and success (murk, 2006). oden et al. (n.d) add that students who are confident in their academic skills believe high scores on examinations and quality of their work to earn personal and professional benefits. in another side, students who lack of confidence in their academic skills visualize a low grade even before they start an examination or enroll in a course. several researches regarding reading comprehension and self esteem have been conducted by many researchers (hisken, 2011; bagreri&faghih, 2012; oden et al., n.d). bagreri&faghih (2012) study focus on not only one self esteem to reading comprehension but also global, situational, task self esteem and personality toward reading comprehension. they found that self esteem is positively correlated with reading comprehension. the participants of they study were university students. therefore, hisken (2011) examines the correlation between self esteem of students toward their reading ability, reading level, and academic achievement. this study was completed using the university of central missouri library and online databases to gather articles and previous research on the areas of selfesteem, reading ability, reading level, and academic achievement. the research showed that there is a positive correlation between self-esteem and reading ability, reading level, and academic achievement. students‟ levels of self-esteem were positively impacted if they were successful in reading and other academics. besides the study mentioned above, self esteem also has positive correlation with english writing achievement in general scope (al-hattab, 2006). this study showed that the positive correlation emerges from situational and task self esteem with english writing achievement, in contrast there was s non significant correlation between the two variables. as the aforementioned studies, it is found that most of the studies above focus on the correlation between self esteem and some english skills. however, little attention has been paid to know the relationship between the association of specific reading skill and self esteem among indonesian efl students. thus, this study aims to investigate the correlation between task self-esteem and students‟ reading ability to graduate english students of a postgraduate school in bandung. b. literature review satriani : relationship between… 11 1. theoretical perspectives and concepts of self esteem self-esteem is defined as the complication of feelings about oneself that guides behavior, influences affective evaluator of individual‟s evaluator, and drives motivation in learning (stevick, 1990). branden (2001) distinguishes self-esteem into two aspects, such as self confidence which is the sense of efficacy and self respect which is the sense of worthiness. frequently, self esteem is used in several terms or literature synonymous namely self concept, self competence, and self efficacy. self efficacy as a part of self esteem which means a person confidence to perform specific task successfully and link closely to initial task engagement, persistence, and achievement (bandura, 1997; branden, 2001). bandura (1997) adds that self efficacy is convoyed by improved intrinsic motivation, the ability to sustain high levels of motivation and persistence in the face of difficulties and better problem solving. accordingly burns (1979) asserts that self-esteem is a positive or negative attitude of an individual towards him or herself. it means a person who has high self esteem is confident reveals that a person is insecure, lacking in confidence and self critical. people who have low self esteem usually show signs of stress and unhappiness. learning environment can be a factor in building a students‟ self esteem since students can connect each others. thus, it helps them become successful and self confidence students. in consonance with the above view, schunk (2000) and hisken (2011) state that students or individuals with high self esteem are able to successfully complete given tasks in academic whereas others with lower self esteem tend to become give up when faced the tasks. this indicates that the people with higher sense of self esteem are showed persistence and flexibility. 2. research problem based on the background above, this research is conducted to answer the research problem about: “is there any significant correlation between task self esteem and students‟ reading ability?” 3. hypothesis in line with the research question, it was hypothesized that: ho : there is no significant correlation between students‟ task self esteem and their reading ability. c. research methodology 1. research design this study employed quantitative research for measuring the data using statistical procedures (cresswell, 2009). in addition, correlation study was used to determine the degree of relationship between two variables, namely students‟ self esteem and students‟ reading ability (hatch & farhady, 1982; coolidge, 2000). eltin journal, vol 5/1, april 2017 12 2. data collection a. sample samples of this research were 40 graduate students of english education program in a postgraduate school in bandung. among 40 graduate students 85% was female and 15% was male. the samples were selected randomly whether they have conducted toefl or not. b. research instruments to investigate the relationship between self-esteem and reading ability two instruments were used. the first one is questionnaire of self-esteem (qse) by hyde (1979 in bagheri et al., 2012) and the second one is reading score of toefl. the questionnaire of self esteem contains three sections, however this study only use task self esteem. a section consists of 20 questions with five answer choices (likert scale ranging one to five, see appendix). the questionnaires were administered and filled by 40 samples in order to know the students‟ self esteem. students‟ identities were kept confidential without mentioned students‟ name. hyde (1979 in bagheri et al., 2012) asserts that the results of the studies concerning of the task self esteem have shown that it is a highly reliable instrument. it was found that cronbach alpha of the qse was .89. reading scores were taken based on the latest students‟ toefl score. the toefl scores have been standardized. it was supported by students‟ statements that they got their toefl score from itp or prediction test. c. research procedure to encompass the way of this study, several steps were successively taken. questionnaire of self esteem which has been developed by hyde (1979 in bagheri et al., 2012) was administered to 40 graduate students. therefore, during the administration the participants were inform that their identity will be kept confidential and all required information like how to fill the questionnaire of self esteem was shown in the first page of the questionnaire. the questionnaires also involve part of students‟ toefl score, especially reading score. after all data gathered, the results of the questionnaire were analyzed using pearson product moment correlation, the formula is shown below: where: n : number of pairs of scores x : level of students‟ self esteem y : students‟ english language proficiency xy : the sum of the cross products (hatch &farhady, 1982; coolidge, 2000) coolidge (2000) asserted that pearson product moment correlation is used to measure the strength of a relationship between two continues variables. there are some considerations that the correlation was taken as consideration in this ])(][)([( ))(()( 2222 yynxxn yxxyn r xy    satriani : relationship between… 13 research related to hatch & farhady (1982) and krenzler& morsund (1999), such as (1) this research is utilized continues data, (2) the relationship between two variables are linear, (3) the scores of both variables are independent of each other. having obtained the result of correlation (r), t distribution test was computed to obtain whether the coefficient correlation is equal to zero or not (coolidge, 2000). the formula of t distribution test: where: n : number of pairs of scores r : correlation coefficient (coolidge, 2000) thus, the t distribution test was used to test the significance of the correlation coefficient in this research. d. results and discussions after conducting all research procedures, some findings related to the research questions were found. hatch & farhady (1982) stated that the data were distributed normally when the number of cases is 30 or more (n = 40) and distributed randomly or without purposive sampling. for that reasons, the data in this study were categorized as the normal data. having decided the data were distributed normally, the researcher computed the correlation between two variables using pearson‟s product moment correlation as described in the following. 2 1 2    n r r t ])(][)([( ))(()( 2222 yynxxn yxxyn r xy    ])2207(12271340][)2691(18293740[( )2207)(2691()149409(40 22    xx r xy ]37671][75999[ 37323  xy r 2862958329 37323  xy r 6.53506 37323  xy r 69754.0 xy r 697.0 xy r eltin journal, vol 5/1, april 2017 14 the above result of the computation shows rxy= 0.697 (-1<0.697<+1). it indicates that there is a strong positive correlation between students‟ self esteem and their reading ability. thus, the higher number of total students‟ self esteem, the higher reading score obtained by the students. moreover, the lower number of total students‟ self esteem, the lower reading score gained by the students. after the value r was obtained, the t test was then calculated to determine the significance of the correlation coefficient using t test formula below with level of sig. alpha = 0.05. the hypothesis of this test is: ho: there is no significant correlation between students‟ task self esteem and their reading ability. to obtain r is significantly differs from zero, the t test was calculated below: the score of t test obtained t = 6.01. based on the table of t distribution (coolidge, 2000) for a two tailed test of significance at level of sig. alpha = 0.05 with df = 38, the critical values obtained 2.021. it showed that tobt = 6.01 is higher than t crit = 2.021, the null hypothesis is rejected, and r = .697 indicates a significant relationship. therefore, there was a strong positive correlation between students‟ self esteem and their reading ability. as a result, the correlation was statistically significant, r(38) = 0.697, p > 0.05. 2 1 2    n r r t 2 1 2    n r r t 240 )697.0(1 697.0 2   t 38 486.01 697.0  t 38 514.0 697.0 t 01353.0 697.0 t 116.0 697.0 t 01.6t satriani : relationship between… 15 according to the aforementioned findings, that was in line with the previous research conducted by hisken (2011) which showed that there is a correlation between self esteem of students toward their reading ability, reading level, and academic achievement. students‟ levels of self-esteem were positively impacted if they were successful in reading and other academics. it is supported by schunk (2000) and hisken (2011) that students or individuals with high self esteem are able to successfully complete given tasks in academic whereas others with lower self esteem tend to become give up when faced the tasks. based on the result of self esteem questionnaire, almost all students who have high score in reading score of toefl showed that they have good self esteem in handling reading test. it can be emphasized that they did not easy to give up when they face any difficulty, in this term they did not give up when finished their reading test. bandura (1997) added that self efficacy is convoyed by improved intrinsic motivation, the ability to sustain high levels of motivation and persistence in the face of difficulties and better problem solving. second, they did not blame themselves a lot when they make a mistake. third, they were confident with what they are doing. that was in line with murk (2006) and oden et al. (n.d) statement that high self esteem may also help students to have the confidence to challenge difficult situations as well as find satisfaction from their progress and success. thus the last result, they felt satisfied with their abilities no matter how effort they apply. e. conclusion self esteem was found as the important factor which influences students‟ performance or ability in mastering a language. it played a considerable role in reading ability. this study showed strong positive relationship between the students‟ self esteem and their reading ability. the study discovered that the null hypothesis is rejected. on the other hand, in rising up students‟ reading score, teacher should take students‟ english self esteem as the consideration. graduate students who have low self esteem should be trained to overcome their negative feelings about themselves and look positively at their efl proficiency or learning capabilities. this study still has several limitations as the recommendation for further researcher. firstly, gender of the students was not taken into account in terms of being male or female. secondly, this study is not done on a large group. therefore, further researcher can carry out with different form of research in large group or regard to speaking skill or others. f. references al-hattab, a. a. m. (2006). self esteem and writing achievement of saudi efl students in secondary schools. (master thesis).postgraduate school, taibah university. alwasilah, a. c. (2010). language, culture, and education: a portrait of contemporary indonesia.bandung: cv. andira. eltin journal, vol 5/1, april 2017 16 bagheri, m.s., &faghih, m. (2012).the relationship between self-esteem, personality type and reading comprehension of iranian efl students.theory and practice in language studies, 2 (8), pp. 1641-1650. bandura, a. (1997). self efficacy: the exercise of control. ny: w. h. freeman &co. branden, n. (2001). the psychology of self esteem (32 nd ed.). new york: jossey bass, inc. burns, r. b. (1979). the self concepts: theory, measurement, development and behavior.new york: longman. coiro, j. (2008). exploring the relationship between online reading comprehension, frequency of internet use, and adolescents’ dispositions toward reading online. paper presented at the annual meeting of the national reading conference, orlando, fl. coolidge, f. l. (2000). statistics: a gentle introduction. london: sage publications ltd. creswell.j. w. (2009).research design: qualitative, quantitative, and mixed method approaches. california: sage publications, inc. grigg, n. & mann, r. (2008).promoting excellence: an international study into creating awareness of business excellence models.the tqm journal, 20 (3), 233-248. hatch, e. &farhady, h. (1982).research design and statistics for applied linguistics. california: newbury house publishers, inc. hermida, a. (2009). the blogging bbc: journalism blogs at „the world‟s most trusted news organisation.journalism practice, 3(3) 1-17. hisken, l. j. (2011). the correlation between self-esteem and student reading ability, reading level, and academic achievement.(master thesis).postgraduate school, university of central missouri. kranzler, g., &moursund, j. (1999).statistics for the terrified second edition.nj: prentice-hall, inc. murk, j.c. (2006).self esteem research, theory, and practice (3 rd ed.): toward a positive psychology of self esteem. ny: springer publishing company. oden, s.n., ebuta, c.n., &nta, e.g. (n.d).student‟s self-efficacy beliefs and their reading comprehension performance: a nigerian perspective.british journal of arts and social sciences, pp. 75-83. schunk, d. h. (2000).self efficacy and cognitive achievement: implications for students with learning problems. journal of learning disabilities, 22, pp. 1422. smelser, n.j. (1989). self esteem and social problems: an introduction. the social importance of self esteem, pp. 1-23. stevick, e. (1990). humanism in language teaching (3 rd ed.). oxford: oxford university press. timothy, j. o., sheldon, s., & norman, g. (2001).extending self esteem theory and research (2 nd ed.). cambridge: cambridge university press. http://scholar.google.com/citations?view_op=view_citation&hl=en&user=bjxezqsaaaaj&citation_for_view=bjxezqsaaaaj:qjmakfhdy7sc http://scholar.google.com/citations?view_op=view_citation&hl=en&user=bjxezqsaaaaj&citation_for_view=bjxezqsaaaaj:qjmakfhdy7sc http://www.informaworld.com/smpp/content~content=a910703870 http://www.informaworld.com/smpp/content~content=a910703870 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 67 the effect of task based learning method using anchor podcast application on students’ speaking ability holil amsori1*, muhammad anjar nugraha2, jufrianto sibarani3 1amsoriholil@gmail.com, 2anjarnugraha@unsub.ac.id, 3jufriantosibarani@gmail.com universitas subang abstract task-based learning (tbl) seems appropriate to be implemented during covid 19 pandemic. anchor podcast is one of the applications might be support to be used in this internet of things (iot) era. this research was conducted with the aim of identifying: (1) the effect of task-based learning method (anchor podcast application) on students' speaking ability; (2) the difference in the improvement of results between students who use the tblanchor podcast and students who use the discussion method; (3) the students’ responses after using task-based learning methods using anchor podcast application. this quasiexperimental research took the data from test, observations and questionnaires. the experimental class was given three meetings treatment by the anchor podcast application media. meanwhile the control was given in the students’ discussion method. there are three main findings in this research. first, the significance value of 0.000 is smaller than <0.05, it can be concluded that h0 is rejected and ha is accepted. second, the paired sample ttest, of the experimental class score is 14.666, it is higher than the control class which is 7.823. third, the most perception aspect that the students got is affective aspect rather than cognitive, and behavior. keywords: anchor podcast application, covid 19, task-based learning, speaking ability a. introduction students in the post-covid-19 pandemic situation were not easy to master english. students are faced with a short learning time. as a result, students have difficulty absorbing or understanding the material due to the lack of intensity in the teaching and learning process in class. in this case, language skills are considered indispensable for students to face the world of work after graduating from school. the purpose of learning english is to develop communicative skills, one of which includes speaking skills. therefore, teachers should equip students with speaking tasks and give them opportunities to use the target language to communicate with others. harmer (2001) stated that there are three bases in giving students speaking tasks by provoking them to use all their language skills and comment as they wish is important. the first basis is to give them practice, this will allow students to discuss freely. secondly, feedback, teachers can see and analyze how they speak or comment and what language amsori, nugraha & sibarani: the effect of task based learning … 68 problems they have. third, engagement, this allows students and teachers to be mutually committed to learning. however, measuring speaking ability requires proper measurement. according to syakur (1987) as cited abrar et al., (2016), speaking is a complex skill because it is related to at least one of the components: pronunciation, vocabulary, grammar, fluency and comprehension. therefore, a method is needed to help students learn to speak english. task based learning (tbl) is a language teaching methodology that focuses on task completion training (willis, 1996). task-based learning focuses on familiarizing students to speak english with tasks. willis (1996) adds that there is a structure consisting of three stages: pretask, task cycle and post-task. pre-task is the stage where the first task is given to find out the basis of students' ability, next is cycle-task where this is the core stage that allows students to make the task more explicit in some kind of task. in addition, ilyas and yulianto (2019) added that in task-based learning design there are at least six types of tasks that can be applied, namely listing, arrangement and sorting, comparing, problem solving, sharing, and creative tasks. the last stage is post-task. implementing this method is not solely devoid of disadvantages. according to sholeh (2020), the disadvantages of task based learning are time-consuming, because many learning activities use task based learning, students also need a lot of time. to anticipate this, good time management is needed by the teacher to optimize time. the relationship of task-based learning with technology is also mentioned by khawa (2020) that english and technology are important tools to support language learning and encourage social interaction. based on that, anchor podcast application as a medium for students to create tasks is deemed necessary for this learning. according to hardiyana et al., (2021), podcast is a combination of the terms pod (as found in the ipod brand name) and broadcast. furthermore, suriani et al., (2021) add that podcasts are an effective and efficient learning media. podcasts are called effective because podcasts can be used as a variety of learning and learning media, simple players, easy to find. podcasts provide opportunities for teachers to support students in developing speaking skills. anchor is a platform to easily create and share podcasts using a smartphone. the presence of anchor brings new innovations that allow format changes in broadcast production from the original analog to digital (mansyur, 2021). the light weight of the anchor app makes it easy for students to create their own podcasts, so students can learn to speak english comfortably. so, this anchor podcast application is a place or medium for students to do their job with the creativity and knowledge they get during the learning process. however, this research is not the first time. in previous research conducted by nita et al., (2020) using high school students as research samples to investigate the use of task-based learning. furthermore, the second study was conducted by pabebang (2020) whose research was designed to investigate efl students' speaking achievement after learning to use podcasts, showed the results of the study that students' speaking ability after being given the treatment increased significantly, as evidenced by student data that the average post-test score was higher than the pre-test (55.60 > 77.30). furthermore, the same research was conducted by bella (2022) with the method used is a descriptive quantitative approach with a pre-experiment design, showing an increase in students' speaking ability after using the anchor application to create podcasts. therefore, there is a striking difference from previous research, namely in the research subject or sample, in this research taken from tenth grade eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 69 vocational high school students, with samples from two classes with different majors, where the two courses have different abilities, especially in using technology, because in this study the task media used was technology-based. in addition, the focus of learning english in vocational high school is more emphasized on the needs of students in facing the world of work. therefore, this research was conducted with the aim of identifying: (1) the effect of task-based learning method (anchor podcast application) on students' speaking ability; (2) the difference in the improvement of results between students who use the tbl-anchor podcast and students who use the discussion method; (3) the students’ responses after using task-based learning methods using anchor podcast application. b. method in this research, researchers used quantitative and qualitative research. therefore, researchers used the quasi-experimental design. the data for this research was gathered by a pre-test and post-test. the population taken in this research were tenth grade students of teknik komputer jaringan (tkj), and tenth grade students of teknik kendaraan ringan (tkr) with a total of 55 students at smk nurul gina abidin kasomalang. the sample in this study was as many as 2 classes in tenth grade students of teknik komputer jaringan (tkj) as many as 18 students and 17 tenth grade students of teknik kendaraan ringan (tkr). the sampling technique used is quota sampling as stated by sugiyono (2013) that so only part of the population that meets the criteria is used for the sample. the experimental group is students who are given treatment in the form of learning with task-based learning method using anchor podcast application, while the control group is students who are given learning treatment using the discussion method, each of which is given treatment for 3 meetings. the variables in this research are the independent variable in this research is the use of task-based learning using anchor podcast application, while the dependent variable in this study is speaking ability. data collection used the test method, questionnaire distribution, and observation. questionnaires were distributed after the post-test and observation during treatments. the instrument analysis test used the validity of the instrument, the reliability of the instrument. data analysis techniques used data normality test, data homogeneity test, paired sample ttest, and regression test. besides that, the statements in the questionnaire and observation consist of positive statements and negative statements. in this research, likert scale analysis techniques are used to analyze questionnaire and observation. according to sugiyono (2013), the likert scale is a scale used to measure attitudes, opinions and perceptions of a person or group of people about social phenomena. the scale has a value from 1 to 5. each of these values determines the answers to the statements given to respondents, namely strongly agree, agree, hesitate, disagree and strongly disagree. furthermore, the formula according to hadi (2014) used to calculate as follows: p=f/n x 100%. c. findings and discussion this section is the data about the results of the effect of task-based learning method using anchor podcast application on students' speaking ability. to analyze the test data the instrument is used validity test, reliability, difficulty level, and differentiability. analyze the validity of the instrument by making a test test question as many as 4 items. after being tested, it turned out that all the results were valid with the acquisition of the validity level for question number 1 which was 0.676, question number two 0.887, question number three 0.945, and question number four 0.863. these results can be concluded based on the interpretation of validity by lestari and yudhanegara (2015). the calculation analysis of the instrument reliability coefficient of the test results states that the questions for which the amsori, nugraha & sibarani: the effect of task based learning … 70 reliability coefficient is 0.92 based on the classification reliability coefficient that uses anates v4, that the reliability of the test is stated to be very strong. based on these results, the instrument test can be used for pre-test and post-test. the following are the results of the analysis tests that have been carried out: 1. the effect of tbl on students' speaking ability the first analysis used regression analysis. it is described the effect between one variable called the dependent variable with another variable called the independent variable. in other words, this analysis is to determine the effect of the task-based learning method using the anchor podcast application on students' speaking ability. statistical hypotheses for simple linear regression data are as follows: a) if the significance value < 0.05, then ha is accepted. b) if the significance value > 0.05, then ha is rejected. based on the data processing of simple regression linear analysis with the spss 26 version for windows program obtained the following results: table 1. the results of simple regression linear test model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 23.220 4.843 4.794 .000 tbl .826 .097 .905 8.505 .000 the results of simple linear regression data processing obtained then was tested whether it is valid to predict the dependent variable. in other words, testing was conducted whether task-based learning by using anchor podcast applications can affect students' speaking skills or not. based on table 1, a simple linear regression equation can be made, using the formula from sugiyono and susanto (2015) as follow y = ɑ + bx. it is known that the value of (a) is 23,220. this value is a constant number which means that if there is no task-based learning method (x) then the constant value of speaking ability (y) is 23,220. and the value of (b) is the regression coefficient number with the score 0.826. this figure means that every 1 value addition of the task-based learning method (x) affects students' speaking ability (y). thus, it can be said that the task-based learning method (anchor podcast application) has an effect on students' speaking ability. in other words, the regression equation is y=23,220 + 0.826x. furthermore, related to hypothesis testing, a decision can be made based on table above, that the significance value is 0.000 smaller than < 0.05. therefore, it can be concluded that h0 is rejected and ha is accepted, which means that “there is an effect of task-based learning method (anchor podcast application) on students' speaking ability”. it is in line with pabebang (2020) who found that students' speaking ability increased significantly after being given the treatment. 2. the deference of enhancement the second of analysis to see if there is a significant difference in the mean between two paired or related samples used paired sample ttest. the results of the paired sample ttest analysis calculation shown in table 2: eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 71 table 2. the results of paired sample ttest paired differences t df sig. (2-tailed) mean std . de viat ion std . err or me an 95% confidence interval of the difference lower upper pre-test experiment post-test experiment 14.666 3.6 42 .85 84 16.47 7 12.85 5 17.0 85 17 .000 pre-test control post-test control -7.823 3.9 56 .95 96 -9.857 -5.789 8.15 3 16 .000 based on the table above, it can be seen that the significance value or sig. (2-tailed) 0.000 > 0.05. regarding this finding, it was found that ha was accepted. this proves that there is a difference in the means post-test between the experimental class and the control class as a result of this research. through the paired sample ttest, it showed that there was a difference in the values before and after being given treatment. the data shows that the student's score is increasing. this shows that there is an effect of the task based learning method on students' speaking ability. the value of the experimental class is better than the value of the control class. the difference between these values is quite significant between the pretest and post-test scores. and there is a difference in the increase in the means value of the experimental class which shows a mean value of 14.666 which is greater than the increase in the mean value of the control class which is only 7.823. 3. students’ responses after using tbl attitude data were collected using a questionnaire and observation. the questionnaire in the research consisted of 20 statements. each questionnaire used to find out the affective, behavior and cognitive of students after learning speaking using the task based learning method. the result from questionnaire and observation was divided into positive statements and negative statements. the result of students’ responses after being taught by using task based learning can be seen in table 3. while, the result of observation sheets data can be seen in table 4. table 3. students’ responses in questionnaire positive statements no affective aspect 5 4 3 2 1 1 i feel interested in learning to speak english using tbl method 11% 83% 6% 0% 0% 2 i became more confident speaking english after being taught using the tbl method 11% 83% 6% 0% 0% 3 my interest in speaking using english improved after being taught using the tbl method 28% 72% 0% 0% 0% amsori, nugraha & sibarani: the effect of task based learning … 72 no cognitive aspect 5 4 3 2 1 4 pronunciation improves after learning to speak english using the tbl method 6% 83% 11% 0% 0% 5 after using the tbl method i was able to make sentences in english with proper grammar. 0% 56% 39% 6% 0% 6 my vocabulary has increased after learning to speak english using the tbl method 0% 83% 17% 0% 0% 7 my ability to speak english is more fluent after learning using the tbl method 6% 61% 33% 0% 0% 8 i understand better the intent and meaning of each sentence in speaking english after learning to use the tbl method 0% 83% 17% 0% 0% no behaviors aspect 5 4 3 2 1 9 i am interested in making my own podcast. after learning to use the tbl method, i made a podcast using the anchor application 0% 44% 56% 0% 0% 10 i will use tbl method to make podcasts using the anchor to learn english even more deeply. 0% 44% 56% 0% 0% negative statements no affective aspect 1 2 3 4 5 11 i am not interested in learning to speak english using the tbl method 0% 0% 22% 72% 6% 12 i am embarrassed to speak english after being taught using the tbl method 0% 0% 22% 78% 0% 13 my motivation is reduced after learning english using the tbl method 0% 0% 0% 100% 0% no cognitive aspect 1 2 3 4 5 14 i find it difficult to pronounce words in english after learning using the tbl method 0% 0% 0% 100% 0% 15 i have difficulty making sentences in english with proper grammar. 0% 11% 28% 61% 0% 16 i have difficulty getting a new vocabulary after learning to speak english using the tbl method 0% 0% 0% 100% 0% 17 my ability to speak english is less fluent after learning using the tbl method 0% 0% 6% 94% 0% 18 i find it difficult to understand the intent and meaning of every sentence in speaking english after learning tbl method 0% 0% 11% 89% 0% no behaviors aspect 1 2 3 4 5 19 i am not interested in making my own podcast. after learning to use the tbl method, i made a podcast using the anchor application. 0% 0% 39% 61% 0% 20 i will look for other methods to learn english more deeply. 0% 0% 0% 100% 0% based on the table 3, it can be seen that the affective aspects in the questionnaire are listed at numbers 1, 2, 3, 11, 12, 13. based on the explanation in the analysis, it can be concluded that in general students give statements indicating that students' effectiveness such as motivation, students' interest in learning to speak english using the task based learning eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 73 method has a positive effect. this is evidenced by the calculation of the data of 91% which can be interpreted very good (riduwan, 2007). furthermore, in the cognitive aspect, there are statements number 4, 5, 6, 7, 8, 14, 15, 16, 17, 18. in this aspect there are at least 5 assessments related to pronunciation, grammar, vocabulary, fluency and comprehension. and it can be concluded from all statements on this aspect, showing a very good response from students, with a percentage of 82% according to (riduwan, 2007). the last is behavioral aspect. this aspect explores how the task based learning method is applied and used by students in daily english learning. this aspect is in statement number 9, 10, 19, 20. after the statements are calculated, analyzed and accumulated, it can be concluded that the student response in the behavioral aspect shows a good response with a percentage of 62% based on interpretated by (riduwan, 2007). table 4. the result of observations sheet data no statements meetings 1 2 3 positive statement 1 students are more interested in learning english with tbl method. 3 4 4 2 students easily understand the english material delivered by the teacher because of the fun teaching method. 3 4 4 3 students are encouraged to speak english using the tbl method. 3 4 5 4 students enjoy learning more using the tbl method. 3 4 5 5 students are motivated to learn using the tbl method. 2 4 5 6 students are given more space and opportunities to speak using the tbl method. 3 4 4 7 students have the opportunity to be more creative in using technology in learning english. 3 4 5 8 students easily understand the material because the teacher gives clear instructions when studying. 2 4 4 9 students are free to use their english when studying in class. 3 4 4 10 the method used can develop students' speaking skills 2 3 4 negative statements 11 students do not feel happy learning english using the tbl method. 3 4 4 12 students find it difficult to understand the english material delivered by the teacher because the learning method is not fun 3 4 4 13 students feel embarrassed learning to speak english using the tbl. 3 4 4 14 students do not enjoy learning using the tbl method. 2 4 5 15 students are less motivated to learn using the tbl method 3 4 5 16 the method given limits the ability of students to learn in class. 3 4 5 17 students tend to be passive in using technology in learning english. 3 4 5 18 students are confused with the instructions during learning 2 4 4 19 students are less free to use their english when studying in class. 3 4 4 20 the method used cannot develop students' speaking skills 3 3 4 total of percentage 56 % 78 % 88 % means of percentage 74% category of observation good amsori, nugraha & sibarani: the effect of task based learning … 74 based on the results of the observations, it can be interpretated that there were students’ improvement after being taught by using tbl. it is indicated by the percentage results observation of 74% which can be interpretated into good criteria. at the first meeting the yield percentage was 56%. this result was influenced by the observer's assessment who saw the condition of the students who were still confused and not too bland with the learning and methods that the researcher gave and the instructions given by the researcher were not clear, so that many students were still confused. in addition, at the second meeting the percentage rose to 78% which showed an increase compared to the previous meeting, this was influenced by students who began to accept the behavior and learning methods that the researchers gave, and the instructions given were clearer, but there were still doubts about this method being able to improve students' speaking ability. finally, at the third meeting the results showed a significant increase with a percentage of 88%, with this result being influenced by the observer who saw that the students were used to and enjoyed the given method, and the observer assessed that the task-based learning method was able to improve students' speaking ability. observer gives a positive value to student development by using task based learning method that can affect students' interest, motivation, ability in learning speaking english. based on the results of the research, it can be concluded that there is a significant effect of the use of task-based learning methods using anchor podcast application on students' speaking ability, this can be seen from the results of the simple linear regression test. supported by the results of the paired sample ttest which showed the same significance value, and followed by the results of an increase in the means value in the experimental class greater than the control class. this is in line with the results of previous research conducted by ilyas and yulianto (2019) which showed that there was a significant improvement in students' speaking skills using the task-based learning method, as well as safitri et al., (2020). but there are differences regarding the sample used and the type of task assigned. in the previous research, the research sample was college students and the type of task was in the form of speaking for everyday lectures communication in the form of groups or individuals. in contrast to this research, which uses the anchor application as a task media. anchor is an application to create podcasts, in this case students record voices as task according to learning topics to practice speaking. it is in line with bella (2022) who found that there was a significant development of students' speaking ability. furtehrmore, the data from test which showed a significant effect is supported by findings on student responses and observations. in the student response questionnaire, it was found that each indicator representing the student's response to students' speaking ability showed very good results, especially from the affective aspect which showed a percentage of 91%. these results are supported by the findings on the observation sheet which shows that aspects of affect such as, motivation, feelings and encouragement to be more enthusiastic about learning with the task-based learning method during treatment. then, the cognitive aspect showed positive results with the achievement of a percentage of 82%. this is supported by the test results which showed an increase of 14.6% compared to the control class which was only 7.8%. however, there are some points that only experienced a slight increase in students' grammar mastery skills, namely 56% in positive statements and 61% in negative statements, so that when means the results become 58.5% which gives a positive response. compared to other cognitive aspects, the results can be said to be smaller than other cognitive aspects, such as pronunciation, fluency, comprehension and vocabulary. in addition, students' cognitive abilities can be said to increase with the accumulation of student eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 75 responses with a percentage of 82%, also supported by observation sheets which show an increase in each meeting. finally, the behavioral aspect also showed an increase even though it was only 62%, smaller than the previous aspect. when viewed from the questionnaire, there are inconsistencies that are quite contrasting with student responses in the positive statement and negative statements, where in the positive statement section there are only 44% positive responses, in contrast to the negative statement section which shows 61% positive results. this is based on the meaning and essence of each statement, where the positive statement in the first point causes students' interest to continue making podcasts using anchor, where most of the students, 56% are confused and answer doubtfully. however, the first point in the negative statement section shows that 61% of students answered positively, they did not agree if they were not interested in making podcasts using anchor. the second point is also the same, where in the second point, namely statements number 10 and 20, there are inconsistencies in student answers, where in positive statements only 44% of students answered positively, in contrast to the negative statement section where 100% answered positive responses. this can be based on students' reluctance to find other methods to learn speaking english. moreover, if we look at the paradigm of students towards task, in this case homework, there are some students consider task as burdensome for them and lack motivation. this is in line with research conducted by rudini and agustina (2021) which shows the influence of student learning motivation doing homework is not motivated. on the other hand, there is a tendency for students to be unprepared to accept and apply technology as a learning tool for students to be able to develop english speaking ability. as in previous findings on darwis (2016) and hikmah et al., (2021) who found that the factors that made students unable to apply ict in english learning were the lack of internet access and the ability of students to get access to supports them such as gadgets, quotas and others, even more a lack of knowledge about the media used, in this case the podcast application. according to svenningsson et al., (2021), this must continue to be developed, especially the use of task to stimulate students' interest in using technology as a medium for learning. this is an implementation for teachers to answer challenges in the post-covid-19 era which requires teachers to have a new normal mindset, new approach, new curriculum, new learning, new media, new pedagogy, and new assessments accompanied by government support in providing access such as quotas in implementing learning in the present era (nugraha and yulianto, 2020). d. conclusion therefore, from the findings of this study, it can be concluded that there is a significant effect of using task-based learning method using podcast anchor application on students' speaking ability. and there is a positive response from students who use this method than those who do not, with increased motivation, willingness and ability of students in learning to speak english. students can increase their learning independence by practicing in a fun way. however, teachers still need to play an important role in using this anchor application as a task media to guide their students, so that students can be directed. references abrar, m., failasofah, f., fajaryani, n., and masbirorotni, m. (2016). efl student teachers’ speaking anxiety: the case in one english teacher education program. ijee (indonesian journal of english education), 3(1), 60–75. bella, c. c. o. (2022). improving students’ speaking ability using podcast. e-journal amsori, nugraha & sibarani: the effect of task based learning … 76 research on english language teaching in indonesia, 09(03), 25–31. darwis, r. (2016). students ’ perceptions towards the use of podcast in learning english : a case study of the second grade students at one high school in bandung. journal of english and education, 4(2), 80–100. hadi, s. (2014). metodologi research. yogyakarta: erlangga hardiyana, h., latifa, a., and ammade, s. (2021). level students interest in learning speaking by utilizing podcasts through inquiry strategyat smkn 4. exposure: jurnal pendidikan bahasa inggris, 10(1), 128-133. hikmah, h., nugroho, w., and azmi, u. (2021). improving aliyah students’ speaking skills by using podcast. edukatif : jurnal ilmu pendidikan, 3(6), 5057–5065. ilyas, m., and yulianto, y. (2019). pengaruh penggunaan task based learning dalam pembelajaran speaking. perspektif pendidikan dan keguruan, 10(2), 16–24. harmer, j. (2001). the practice of english language teaching. new york: longman. khawa, d. (2020). the effectiveness of video-making task in increasing students’ speaking skill. journal of english teachi ng and learning, 9. http://www.riset.unisma.ac.id/index.php/lang/article/view/7249 lestari, k. e., and yudhanegara, m. r. (2015). penelitian pendidikan matematika. bandung: refika aditama. mansyur, f. y. (2021). pemanfaatan anchor sebagai platform distribusi podcast (studi kualitatif podcast notesa nte notutura). connected: jurnal ilmu komunikasi, 130145. nita, a., and rozimela, y. (2020, august). the use of task-based learning to enhance speaking skill of senior high school students. in eighth international conference on languages and arts (icla-2019) (pp. 161-165). atlantis press. nugraha, m. a., & yulianto, s. w. (2020, december). teaching speaking in new normal: some practical ideas. in international conference on english language teaching 1(1). pabebang, e. k. (2020). enhancing students ’ speaking skill using podcast : an experimental study. langedu journal. riduwan. (2007). skala pengukuran variabel-variabel penelitian. alfabeta. rudini, m., & agustina, a. (2021). analisis motivasi siswa dalam mengerjakan tugas rumah di sma al-mannan tolitoli. jurnal cendekia: jurnal pendidikan. safitri, h., rafli, z., & dewanti, r. (2020). improving students’ speaking skills through task-based learning: an action research at the english department. international journal of multicultural and multireligious understanding, 7(6), 88-99. sholeh, m. b. (2020). implementation of task-based learning in teaching english in indonesia: benefits and problems. language circle: journal of language and literature, 15(1), 1-9. sugiyono. (2013). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan randd (13th ed.). alfabeta. sugiyono, and susanto, a. (2015). cara mudah belajar spss and lisrel. cv. alfabeta. suriani, a., chandra, c., sukma, e., & habibi, h. (2021). pengaruh penggunaan podcast dan motivasi belajar terhadap keterampilan berbicara pada siswa di sekolah dasar. jurnal basicedu, 5(2), 800-807. svenningsson, j., höst, g., hultén, m., & hallström, j. (2021). students’ attitudes toward technology: exploring the relationship among affective, cognitive and behavioral components of the attitude construct. international journal of technology and design education, 32(3), 1531–1551. https://doi.org/10.1007/s10798-021-09657-7 willis, j. (1996). a framework for task-based learning. in tesol quarterly (issue 1, p. 183). longman. https://doi.org/10.2307/3588204 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 131 a systematic review on mobile assissted language learning in english language teaching cindi martina marbun1*, iin inawati2, bambang widi pratolo3 1cindi.martina@gmail.com , 2iin.inawati@mpbi.uad.ac.id, 3bambangpratolo@mpbi.uad.ac.id universitas ahmad dahlan abstract this study seeks to analyze and synthesize empirical studies on the use of mobile technology in english language teaching. the following criteria were used to select the research articles for this study: (1) peer-reviewed studies, (2) the field of the study must be the implication of mall, (3) published within the last five years, and (4) studies must be in asian context. a total of twenty-five published research articles were reviewed in terms of research design, learning context, participant, and settings. the electronic searches for these studies were conducted using search engine databases (e.g., eric and google scholars) as well as some reputable journal websites (e.g. link.springer.com). the results showed that most of the studies reviewed are mixed-methods and were mainly conducted in indonesia. the finding also revealed four common topics including the use of mall was motivating, increasing students’ performances, supporting language learning, and the challenges students face due to mobile assisted language learning. overall, the findings indicated that mobile assisted language learning had a positive impact on the educational context, particularly in english language teaching. keywords: english language teaching, mobile assisted language learning, english language teaching, mobile technology a. introduction the implementation of latest technologies in english language teaching has grown significantly to the importance both in literature and in educational practice. mobile phones/devices, which are becoming increasingly popular among educator and students. according to polakova & klimova (2019), today’s students represent a generation who grew up with new technologies and teachers need to follow them as part of students’ learning process. one of the current developments in the educational process is the use of mobile technology. this term is known as mobile assisted language learning (mall). according to bezircilioglu (2016), mobile assisted language learning is the integration of mobile devices into the language learning process. kukulska-hulme & shield (2008) define mobile assisted language learning as a type of technology-enhanced learning that can be applied in a variety of ways, including face-to-face, distance learning, or online learning. it appears that using a mobile application for self-study of the english language seems to be beneficial and effective for the students. this independent learning style can be referred to as autonomous learning. furthermore, miangah & nezarat (2012) confirmed that using mobile mailto:1cindi.martina@gmail.com mailto:iin.inawati@mpbi.uad.ac.id mailto:3bambangpratolo@mpbi.uad.ac.id marbun, inawati & pratolo: a systematic review on mobile … 132 devices has two characteristics: portability and connectivity. the ability to move the mobile devices while bringing the material is referred to as portability. this means these devices are portable, allowing teachers and students to learn anytime, anywhere. connectivity means that mobile devices have to be able to connect with and communicate with the network. teaching english using technology can be an alternative to help teachers in providing students with creative and engaging materials. incorporating mobile technology into the classroom, according to dias & victor (2022) allow teachers to create interactive presentations. teachers can provide materials and track of their students’ progress. the finding also revealed that the teacher can upload and edit comments, and students could save their feedback. teachers can easily update student data outside the classroom. this means that both the teachers and the students are free to choose their own learning activities. in addition, bringing new technology into the classroom can create learning more innovative. the implementation of mobile assisted language learning has made a significant contribution to students learning. integrating mall into the classroom helps increase students' enthusiasm and performance while they are studying. moreover, habibi (2020); saraswati et al., (2021) claim that using the duolingo application increases learners’ motivation and attitude towards learning english and encourages them to actively practice the language in real-life situations. more benefits of mobile learning are also noted by ali et al. (2019) that mall features not only support learning easily and comfortably but also encourage learners to learn in a collaborative environment. both developed and developing countries have seen a widespread adoption of new technologies, particularly mobile phones. according to mustafa & sailin (2022), developed countries are where mobile learning is most often used, since it is more accessible and affordable there. it is now widespread practice in many countries and in a variety of educational settings to teach and study english using mobile phones. furthermore, this study reviews empirical research conducted in an asian contexts in order to describe the emerging evidence and the development of mobile assisted language learning (mall) in english language teaching. some studies of mobile applications use have met the goals of teaching english. this is due to the fact that mobile devices offer features and applications that support language learners to enhance their language skills. a previous study by putra et al. (2018) found that using orai mobile applications enables learners to improve their speaking skills. it is because this application can be used to track students’ progress in speaking, especially in pronunciation. furthermore, chartrand as cited in nariyati & pratiwi (2020) state that language learners and teachers can easily access the learning materials. since, using mall provides internet access, this allows language learners to have rich of information or reference related to language learning materials. overall, mall has some benefits for teachers, students and teaching and learning process. moreover, esmaili & shahrokhi (2020) found that significant differences between students who used the memrise applications of collocation learning of iranian efl learners and those who received traditional teaching. this indicates that mobile learning has the capability to help students improve their english skills. as a result of these views, this analytical review aims to analyze and summarize research articles on the application of mobile assisted language learning in english language teaching between the year 2018 and 2021 focused on four codes in terms of: (1) research design, (2) learning context, (3) participant, and (4) setting. then, synthesize their findings to meet the proposed objective: to discover the most frequently topics and patterns of the use eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 133 of mobile assisted language learning in english language teaching in the asian contexts. this research also aims to gain an in-depth understanding and knowledge of the latest evidence on the use of mall, which will serve as up-to-date references in english language teaching. b. method the focus of this analytical study is to assess empirical studies on the use of mobile technology in english language instruction in order to comprehend the implications of mobile assisted language learning. according to clark and cresswell (2010), literature review is the process of synthesizing books, journal articles, and other literature that summarizing and critiquing the previous and current state of information regarding a topic, arranging the findings into subtopics, analyzing, and presenting the results. a systematic search was conducted for this study in two stages: determining the inclusion and exclusion criteria and conducting a literature search and analysis. the following inclusion and exclusion criteria were used to select the research articles for this study: (1) peer reviewed studies, (2) the field of study must be the implication of mall in educational settings. mobile devices or mobile applications that were not used in this studies are excluded. mobile applications should be designed for language learners, (3) the time frame for this study was set between 2018 and 2022, (4) studies must be conducted in asian context, other contexts outside of asian are excluded. this study used three strategies for conducting a literature search process. first, electronically search the following databases: google scholar and eric (education resources information center), websites of journal publisher (e.g. link.springer.com) and reputable indonesian journals (e.g. teflin and ijole). keywords used in database and journal searches included general terms, such as mobile assisted language learning, mobile assisted language learning in elt, the use of mobile application in english learning. second, the articles reviewed were taken from acuity, celtic, cogent education, elt forum, indonesian journal of english language teaching and applied linguistics, international journal of current science research and review, international journal of english linguistics, international journal of language education, journal of english education, journal of english language learning, journal of english language teaching, journal of english language literature and teaching, journal of education technology, journal of english language and pedagogy, journal of english teaching, language education and acquisition research network, language teaching research quarterly, and voices of english language education society. third, identify and analyze the data. the findings were classified in order to create the emerged topics and patterns based on the most common findings. c. findings and discussion 1. characteristics of research on mobile devices use in english language teaching a total of twenty-five research articles published in the previous 5 years were reviewed between 2018 and 2022. twenty-five studies were matched with the inclusive criteria on the use of mobile assisted language learning in english language teaching. as shown in table 1, most studies on the use of mobile technology were conducted between 2020 and 2021. most of the empirical studies are presented as mix-method (28%). the second was quasi experimental (24%) followed by the quantitative method (20%). marbun, inawati & pratolo: a systematic review on mobile … 134 the second most prevalent research design on the use of mobile assisted language learning in elt was a descriptive qualitative (12%) followed by collaborative action research (8%), case study (4%), and library research (4%). the most of the studies examined (88%) had students as research participants, with a few teachers (12%) also participating. the majority of studies were conducted in indonesia (52%) followed by iran (12%), philippines (8%), thailand (8%), kuwait (8%), saudi arabia (4%), pakistan (4%) and vietnam (4%). table 1. summary of research studies on the use of mall in english language teaching characteristics n % publication year 2018 2 8 2019 5 20 2020 9 36 2021 7 28 2022 2 8 research design qualitative descriptive 3 12 case study 1 4 collaborative action research 2 8 library research 1 4 quantitative quantitative 5 20 mix method 7 28 quasi experimental 6 24 participants student 22 88 teacher 3 12 area context indonesia 13 52 philippines 2 8 thailand 2 8 kuwait 2 8 saudi arabia 1 4 iran 3 12 pakistan 1 4 vietnam 1 4 2. major research topics of the studies in this section, categories of finding across of twenty-five studies on the use of mobile assisted language learning were discussed and categorized. these topics and patterns were presented, with the most common findings discussed first. a. first topic: the use of mall was motivating and easy to use the most significant topic emerged from twenty-five articles publications’ finding on the relevance of mobile assisted language learning was motivated them to enhance their english skills. these studies examined how mall improved the students’ motivation in eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 135 learning english (al shehab, 2020; ali et al, 2019; aratusa et al, 2022; ataeifar et al, 2019; ghorbani & ebadi, 2020; keezhatta & omar, 2019; nuraeni, 2021; waluyo, 2018). as shown by a study conducted by kezzhatta and omar (2019) that there is an increase in motivation which describe how mall based reading activities in efl contexts in four public secondary schools in saudi arabia promoted mall activities as stimulating, motivating, and entertaining. the students were motivated to acquire reading comprehension skills, which led to improved their reading comprehension. another study by al shehab (2020) revealed that mall learners’ autonomy could lead to practical strategies for boosting motivation and writing skills of intensive english program (iep) students in kuwait university. participants also stated the application they used to be easy to use, accessible, and helpful in learning english in and out of the classroom (hoi & mu, 2021; lim & arcilla, 2021; prayogi & wulandari, 2021; putra & santosa, 2020; sari & sulistyo, 2022). this means that mobile technology encourages participants to learn english whether formal or informal as a convenient educational tool anytime and anywhere. however, according to lim & arcilla (2021), guidelines for responsible use of mobile devices in the classroom should be developed and implemented. based on a study sponsored by hoi and mu (2021), teachers play a significant role in assisting students with the educational advantage of mobile devices for language learning in order to facilitate students' acceptance of the mall. b. second topic: the use of mall was increasing students’ performances technology not just altered traditional teaching methods, but has also resulted in the development of new materials for learning english. the participants agreed that using mall help them in improving and assessing their english skills ( al-shehab, 2020; esmaili & shahrokhi, 2020; ghorbani & ebadi, 2020; katemba, 2021; mengorio & dumlao, 2019; miqawati, 2020; sari & sulistyo, 2022; sutami, 2021; thedpitaka & somphong, 2021; waluyo, 2018). as one of the empirical studies, alshehab (2020) compared mobile phone use during writing tasks by students of the intensive english program (iep) in kuwait university brought about more engagement and enthusiasm than applying the traditional approach to the writing process. the results indicate that the mall approach to the writing process could improve students’ writing skills in terms of content and grammatical parts. another interesting study was done by katemba (2021) that this experimental study described how mall improves students’ vocabulary achievement in a rural indonesian school. in this study, the mall method was used through short message system (sms). students can read the vocabularies, look up the synonyms, and understand of those meaning before coming to the classroom. the results revealed a large performance gap between students who were taught using mall and those who were taught using traditional methods. likewise, a study conducted by miqawati (2020) describing how mall facilitates pronunciation learning through the tflat english pronunciation mobile courseware. the findings show that tflat courseware materials and practices could improve students' pronunciation learning, raise student engagement levels, and foster positive attitudes towards learning with mobile technology. the results of this study also describe the potential of mobile assisted language learning (mall) in encouraging students to participate in classroom activities and monitor of their progress. c. third topic: the use of mobile application was supporting language learning the integration of mobile devices for educational purposes would be a useful tool to facilitate language learning through some kind of mobile application. a variety of mobile apps designed specifically for language learning, such as duolingo, quizlet and moodle to marbun, inawati & pratolo: a systematic review on mobile … 136 support students with their vocabulary, grammar, and reading comprehension (mengorio & dumlao, 2019; prayogi & wulandari, 2021; saraswati, et al. 2021). likewise, a study conducted by darsih & asikin (2020) discovered that six mobile applications that efl learners frequently use to assist them learn english are kamusku, google translate, youtube, elsa speak, google meet and zoom application. besides being helpful, it is also user-friendly. the effectiveness of mall in supporting language learning can be seen in another study conducted by prayogi & wulandari (2021) describing how quizlet was a practical learning platform that helps students to learn vocabulary. the results revealed that quizlet has a variety of features and modes which could really help the students to learn, practice, and deepen their understanding of words independently. students can use the mobile application to encourage autonomous english learning. to prove it, a study conducted by saraswati et al. (2021) found that integrating mobile assisted language learning through duolingo application could support efl learners autonomously. the finding showed that using duolingo application could improve students’ attitudes in learning english independently and actively practicing the language in a real-life situation. students’ parents also thought the application was beneficial in supporting students’ learning process. it may be concluded that the incorporation of mobile technology has made learning easier and more practical. d. fourth topic: the use of mall was challenging for students the integration of mobile assisted language learning has the potential to improve the standards of teaching and learning. despite the fact that mall has a positive impact, some findings have also highlighted the challenges that students face, as well as the limitations of mall’s implication in language learning. from a study by aratusa et al. (2022), it can be noted that mall has its challenges. the following problems have been looked into as potential contributors to the difficulties students encounter when learning pronunciation using mall. the concerns were about the performance of their phones, internet access, the possibility of distraction, and their comfort with using mobile phones for learning. when students use mobile devices inappropriately in the classroom, it can be a source of distraction. as shown by putra and santosa (2020), a study demonstrated more emphasis on the challenges of mall in the intensive english course (iec) for freshman students in terms of learning activities and the usage of teaching media. the findings also indicate that students need a new, engaging, interesting, and challenging english language learning materials such as a smartphone-based application that covers these four english skills in learning activities. speaking, listening, writing, and reading are the four skills of english. to solve these issues, the study suggests that students require authentic learning materials that can help them enhance their four competencies for coping with industry 4.0. d. conclusion the aim of this analytical review is to develop a comprehensive understanding of the implication of mobile assisted language learning in english language teaching. the inclusion criteria were used to select the research articles for this study. a total of twentyfive studies were closely reviewed in order to identify the topics and patterns based on common findings by describing the study focus, research design, learning context, participants, and settings. according to the results if twenty-five studies, the majority of evidence-based studies are presented as mixed-method studies, in which the participants are mainly students and mainly take place in the indonesian context. the adoption of mobile assisted language learning could offer several benefits in the asian context. the various teaching strategies used with mobile applications are different from traditional learning. this eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 137 study on the implementation of mobile assisted language learning revealed four emerging topics, including how mall was motivating, increasing student performance, and supporting language learning. however, the finding also discovered the challenges faced by students due to the implication of mall. according to the overall findings, mobile assisted language learning can be one of the alternative tools to support students in the learning process. as a suggestion for further research, it is possible to carry out research on the implementation of game applications based on students’ needs in english language teaching with a larger number of publications. references ali, m. m., mahmood, m. a., anwar, m. n., khan, l. a., & hussain, a. 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(2018). promoting self-regulated learning with formative assessment and the use of mobile app on vocabulary acquisition in thailand. indonesian journal of english language teaching and applied linguistics. 3(1), 105-124. apsari : cloze passage in … 53 cloze passage in improving students’ reading comprehension yanuarti apsari yanuar.apsari1@gmail.com stkip siliwangi bandung abstract using an effective practice of comprehending english text is another effort to improve reading comprehension of efl students, especially the indonesian students. thus, this study aims to see whether there is a difference in performance when students practice regularly with cloze passages and practice with passage in full but followed by carefully written comprehension questions. regarding the purpose of the research, an experimental research is used where thirteen pairs of students from two groups are observed. the data are collected from pre-test and post-test. quantitative data obtained is statistically analyzed and then compares by using t-test with paired sample statistics. the result of the study reveals that students treated by cloze passages significantly better than students treated by full passages in terms of reading comprehension ability. it is evidently clear that cloze is an essential teaching technique that fosters reading comprehension. therefore, it is recommended that keywords: cloze passage and reading comprehension a.introduction dreyer (1998:18) claims that reading is the most important skill for second language learners in academic contexts. furthermore, campbell (1995) adds that reading is the most is useful skill for foreign language learners since a reading skill mastery is the key for a successfull academic life, a widen horizon, and an access to new knowledge and information. therefore, it can be concluded that reading is not only important in developing language intuition and determining academic success but also it is important for completing certain task. however, since english in indonesia is a foreign language, most students at any level of education get difficulty in reading english text. many research results (wallace, 1992, 2001; wahyuni, 2000; li juan, 2007) indicated that most students are not able to read english with complete comprehension. thus, the students need help in reading comprehension. using an effective practice of comprehending english text is another effort to improve reading comprehension of efl students, especially the indonesian students. rye(1982:50) points out that cloze procedure develops reading abilities. he cites the authors of the manual for the edinburgh reading test (1977) who argue that when facing a cloze passage, students will employ the reading skills of searching for information from the surrounding syntactic and semantic circumstance, re-reading the whole passage (not necessarily following the order of the author’s sequence), looking for clues that their memory tells them are present, and looking for material that may mailto:yanuar.apsari1@gmail.com eltin journal, vol 4/ii , oktober 2016 54 provide a basis for a guess. with this regard, gunning (1998:347) concludes that cloze is an essential teaching technique that fosters reading for meaning and use of context, especially effective for students who fail to read for meaning. considering the importance of cloze passages in teaching reading, this study aims to see whether there is a difference in performance when students practice regularly with cloze passages and practice with passage in full but followed by carefully written comprehension questions. b.literature review 1. the cloze procedure as test of reading skills cloze tests have been widely used in language assessment, particularly for the assessment of reading skills in language tests, both in classroom and in standardized tests. moreover, cloze tests have been shown, according to oller (1973: 106) to be the best indicator of reading ability. it is believed that cloze tests are more efficient and reliable than reading comprehension test which use openended questions or short answers because they are easier to evaluate and do not, as in many reading comprehension tests, depend on long written answers to evaluate. the aim of cloze tests is to evaluate readability and reading comprehension (heaton, 1991). to fill in the gaps correctly, students must have a good grasp of the meaning of the text as a whole. it indicates that performances on the cloze procedure reflect the learner’s ability to use the language contex (rye, 1982:53) reflect learners’ success in reading (scholars, 1987). thus, the reader’s success in supplying the deleted words is an index of his/her ability to comprehend the reading matter (daines, 1982:52).in other words, cloze passage can be used to assess reading comprehension yamashita (2003:285). furthermore, cloze procedure is also used to assess reading strategies used by readers or to develop learners’ reading strategies. because some words are deleted, cloze forces readers to be more aware of the meaning and calls for the use of reading skills like scanning and searching that are often neglected in second language reading (steinman, 2002:291). in addition, ahluwalia (1992:82) considers the process of taking a cloze test as involving more active reading rather than passive reading and readers should be more conscious of their reading strategies during this process. this means that the use of cloze procedure as part of english tests is intended to check students’global language proficiency, including the ability to use reading skills and strategies for dealing with passages with information gaps. 2. cloze passage and reading comprehension according to rye (1982:47-48), cloze procedure has also been used to help learners improve their reading ability in many studies. many researchers and teachers have used it successfully in improving learners’ reading ability. the processes involved in comprehending the text in some ways similar to the processes involved in completing cloze deletions. according to rye (1982:7), when completing a cloze deletion the reader samples the context information, constructs a response and then checks the response with the available context information. this indicates that reading requires learners to utilize clues available in language, and cloze procedure requires a similar ability (rye, 1982:75). apsari : cloze passage in … 55 shortly stated, cloze passage helps readers to predict and provides practice in guessing meaning from context. guessing meaning from context is an important reading strategy. van parreren and schouten-van parreren (1981) have found that guessing meaning from context is a trainable reader strategy in spite of its variability. in other words, teaching cloze strategies is, in effect, teaching reading strategies.moreover, because some words are deleted, cloze forces readers to be more aware of the meaning and calls for the use of reading skills like scanning and searching that are often neglected in second language reading that cloze procedure can also used to develop learners’ reading strategies (steinman, 2002:292-293). based on the description above, it can be inferred that the processes involved in completing cloze passage include the use of reading strategies such as previewing (read the whole text before starting the cloze test), predicting (activate background knowledge to make a guess about the information contained in the text), using context clues about the deleted word in the surrounding context, using language knowledge to select appropriate lexical items and proper grammar forms for the gap. 3. how to create cloze passage cloze passages consist of at least one paragraph. basically, the process of deleting words to create a cloze test can be classified in two ways. the first method is known as fixed ratio deletion or nth word deletion, which means that every nth word is omitted (every fifth word or every seventh word, etc) and a blank line is put in its place. the second method is known as rational deletion, in which the test constructor deletes words based on some rational decision. the process can also be referred to as selected deletion. there are two issues that need to be considered by the teacher when selecting a text for the cloze procedure. firstly, the text should be worth reading and should contain material of value to the students. secondly, the text should be suitable in terms of language difficulty. it is due to the nature of the text such as its difficulty level would improve or hamper cloze performance (ahluwalia, 1992:86-88). in addition, cloze exercises require careful preparation. the teacher sequences and selects the form of these deletions. the sequencing should begin with the rational deletion of one out of ten words and slowly progress to one out of five words. rye (1982) argues that the word to be deleted must be predictable and related to the purposes of instruction. more frequent structure words are easier to predict than content words. beginning deletions should therefore be predominantly structure words. c.research methodology 1.research design this study is experimental research where thirteen pairs of students from two groups are observed. the t-test with paired samples statistic is used in order to see whether there is a difference in performance when students practice regularly with cloze passages and practice with passage in full but followed by carefully written comprehension questions.the grand design is formulated in table below. eltin journal, vol 4/ii , oktober 2016 56 table 1 the grand design class pre-test treatment post-test g1 t1 x1 t2 g2 t1 x2 t2 g1 refers to experimental while g2 refers to the control group from class c of english department of the same college. the students from each class that have the same scores at the pre-test are paired as they are assumed to have same capability. t1 is the pre-test, t2 is the post-test. the same material is used as a pre-test and also as a posttest. the pre-test is carried out to investigate the students’ ability before the treatment is given while the post-test is meant to see the students’ reading comprehension ability after being treated. then, the post test scores of the experimental group are compared to the post-test scores of the control group. x1 is the treatment given to the experimental group, in which the use of cloze passage is implemented in the class. while, x2 is the teaching reading process with full passage carried out in the control group class. 2.sample and population research population in this study is the first semester students of stkip siliwangi bandung from english department in year 2011/2012. the sample of this study is twenty six students from two classes who are taking reading for general communication subject. thirteen students are chosen from class b which belongs to experimental group and another thirteen students of class c which belong to the control group. the students are paired based on the pre-test result. 3.instrumentations to assess and compare the subjects’ reading ability before and after the treatment, some passages taken from “a reading skills book” written by elaine kirn and pamela hartmann published by mcgraw-hill companies, inc. were used. three cloze passages were developed to be used for 3 sessions, one passage per session, in the experimental group. the students were first given time to complete the related cloze passage in each session. then, the teacher checked their answers and supplied them with some explanation.the students in the control group received the same three passages but in full form. each passage was followed by carefully written comprehension questions. the students read the passages and answered the questions. their answers to the questions were checked by the teacher; the students were furnished with explanation whenever deemed necessary by the teacher. the test consists of comprehension questions in form of multiple choices. 4.data collection the data obtained through the tests. the tests are usually the same, but they are used two times (pre-test and post-test). pre-test is given on november, 15 th 2011. the result of the pre-test is intended to find out the students’ capability in reading before they are treated. furthermore, it is also used to match the students of experimental group who obtain the same score with those of the control group. apsari : cloze passage in … 57 the week after the pre-test was given. the students of the experimental group were given the cloze passages. there were three passages which dealing with workahollism, indoor air pollution and banking on the poor.then, the post-test were given to both group on december, 13 th 2011. post-test result of the paired students were then compared to see the achievement of students of experimental group’s after being treated with cloze passage. 5.data analysis quantitative data obtained is statistically analyzed and then compares by using t-test with paired sample statistics. it is aimed at finding out the difference between the experimental group who is treated with cloze passages and control group who are treated with full passages.the matched t-test is used to find the performance of the students prior and after the treatment. hatch and lazarton (1991: 287) state that this is a procedure that tests the pairs of students who have the same score on the examination. this statistical analysis is intended to find out whether the means of the two groups are significantly different in terms of students’ ability in reading comprehension. the standard error of difference between means is the number of pairs minus one. df= npairs-1 the t-test formula is: t= x1x2 sd the standard error means are from the matched pairs so the symbol sd is used. the formula for this is: sd= sd √ the formula to find sd is: sd = √∑ ( )(∑ ) n-1 in the formula n is the number of pairs, thus, the standard deviation of the differences is adjusted for the number of pairs. to check the difference between the two means to find the observed value, the formula below is used: tobs = x1x2 sd finally, the last step is to check this value against the t critical value in the t distribution table. to see the difference significant index, this study followed the criteria that if the significant index > 0.05, it means that the hypothesis is accepted which means that there is no significant correlation between treatment and the students’ achievement in their reading comprehension. on the contrary, if the significant index < 0.05, the hypothesis is rejected which means that there is a correlation between the treatment and the students’ achievement in their reading comprehension. eltin journal, vol 4/ii , oktober 2016 58 d.findings and discussion the study was conducted by giving the pre-test to both control and experimental groups. the test given was made by the researcher. there are 27 students of class b and 29 students of class c, but only 26 students from class b and 27 students from class c that followed the pre-test. the result of the tests can be seen in the table below: table 2 the result of post test the pretest scores of class b the pretest scores of class c (experimental group) (control group) no student score no student score 1 s1 65 1 s1 57 2 s2 47 2 s2 67 3 s3 3 s3 70 4 s4 68 4 s4 72 5 s5 67 5 s5 51 6 s6 60 6 s6 50 7 s7 63 7 s7 54 8 s8 33 8 s8 46 9 s9 61 9 s9 61 10 s10 52 10 s10 66 11 s11 57 11 s11 34 12 s12 69 12 s12 58 13 s13 45 13 s13 14 s14 70 14 s14 41 15 s15 64 15 s15 60 16 s16 45 16 s16 32 17 s17 66 17 s17 50 18 s18 72 18 s18 42 19 s19 41 19 s19 63 20 s20 63 20 s20 65 21 s21 38 21 s21 62 22 s22 37 22 s22 69 23 s23 41 23 s23 40 24 s24 35 24 s24 39 25 s25 43 25 s25 45 26 s26 26 s26 36 27 s27 31 27 s27 31 28 s28 68 29 s29 44 the students from the experimental group who got the same pre-test scores with those from the control group were paired. there were thirteen pairs of students from both apsari : cloze passage in … 59 classes (each pairs of students got the same pre-test score). it means that twenty six students are chosen as the sampling data. the thirteen pairs of students and their scores are presented in the table. 2. it was done to get the same mean in order to compare the post test scores of the experimental group with those of the control group. therefore, the sig. (2 tailed) was acquired and the correlation was revealed. after the pre-test had been given to both groups, the discussion on cloze passage was conducted in experimental group’s class and full passages were given to the control group for three weeks. after all materials had been discussed, both groups were given the same test as the pre-test which act as the post-test table 3 the result of post test the post-test scores of experimental group the post-test scores of control group no student score n o studen t score 1 s1 66 1 s1 60 2 s2 66 2 s2 70 3 s3 70 3 s3 72 4 s4 76 4 s4 76 5 s5 79 5 s5 55 6 s6 62 6 s6 48 7 s7 64 7 s7 54 8 s8 36 8 s8 63 9 s9 60 9 s9 62 10 s10 64 10 s10 61 11 s11 66 11 s11 55 12 s12 68 12 s12 67 13 s13 52 13 s13 59 14 s14 74 14 s14 48 15 s15 66 15 s15 62 16 s16 48 16 s16 41 17 s17 70 17 s17 52 18 s18 82 18 s18 62 19 s19 68 19 s19 59 20 s20 56 20 s20 66 21 s21 80 21 s21 60 22 s22 30 22 s22 64 23 s23 46 23 s23 59 24 s24 34 24 s24 63 25 s25 64 25 s25 48 26 s26 66 26 s26 50 27 s27 43 27 s27 35 28 s28 65 29 s29 51 eltin journal, vol 4/ii , oktober 2016 60 the thirteen pairs of students and their scores taken as samples of the study as depicted in the table 4. table 4 paired student score no paired students score pre-test experiment post-test control post test 1 p1 65 66 66 2 p2 68 76 65 3 p3 67 79 70 4 p4 60 62 62 5 p5 63 64 59 6 p6 61 60 62 7 p7 69 68 64 8 p8 45 52 48 9 p9 70 74 72 10 p10 66 70 61 11 p11 72 82 76 12 p12 41 46 48 13 p13 31 43 35 the data in the table 4 was analyzed by using t-test with paired sample statistics. it was intended to find the significant difference between the experimental group who was treated with cloze passages and control group who was treated with full passages. to give a clear picture of the result of computation. table.5 paired sample test mea n standard deviation std. error mean tobs df experimental post test control post-test 62.69 4.54 1.26 3.301 12 the means of the post-test score of both groups is 62.69. df which is acquired by subtracting the number pairs of students involves in this study minus one, that is 12. we can also find standard deviation which is 4.54 and its value of t is 3.301. the table has evidently shown that there are the significant differences between the groups. the difference is significant at the 0.05 level. the critical value of t is 2.262. since the t value of the computation is 3.301 which exceeds 2.262, the null hypothesis is rejected. null hypotheses of no difference between the post-test result of the experimental group and control group is rejected since the treatment does have an effect on the performance. students treated by cloze passages significantly better than students treated by full passages in terms of reading comprehension ability. therefore, it is apsari : cloze passage in … 61 evidently clear that cloze is an essential teaching technique that fosters reading for meaning and use of context, especially effective for students who fail to read for meaning (gunning, 1998:347). e.conclusion and suggestion from the analysis and findings of this research, it is evident that students treated by cloze passages significantly better than students treated by full passages in terms of reading comprehension ability. the statistical computation shows that scores of the experimental group treated with cloze passage is significantly higher than the scores of the control group treated with full passage. accordingly, cloze passages need to be provided in teaching reading. however, in this case, teachers need to consider the ways in which they deal with cloze texts in the attempt to make cloze passage effective. therefore, it is suggested that in selecting cloze passage, the instruction need to be carefully sequenced in length and difficulty, and adjusted to the reading abilities of the students as recommended by rye (1982:48). f.references ahluwalia, n. (1992). major issues in the cloze procedure. indian journal of applied linguistics. (volume no is not available):81-96. campbell, j. 1995. the habit of reading: why is it important? how can we develop it?. british \ council library and information service. daines, d. (1982). reading in the content area: strategies for teachers. glenview, iii: scott, foresman. dreyer, c. & nel, c. (2003). teaching reading strategies and reading comprehension within a technology-enhanced learning environment. system. vol.31. 3: 349-366. gunning, t. g. (1998). assessing and correcting: reading and writing difficulties. needham heights: allyn & bacon. hatch and lazarton. (1991). the research manual: design and statistics for applied linguistics. los angeles: university of california heaton, j. b. 1991. writing english language tests. new york: longman. li-juan, jiao. (2007). problems in efl reading teaching and possibe solutions. dallan, china: school of foreign language dallan polytechnic university oller, j.r.. (1986). language tests in school.london : longman.rye, j. (1982). the cloze procedure and the teaching of reading. oxford: heinemann educational books ltd. scholars. (1987). communication skills: success with reading (computer software review). school library journal of media evaluation centre department of public instruction, raleigh, north carolina. vol.33.5: 42-45. [electronic]. available: ebscohost: academic search premier. [accessed on 2011, january 28]. steinman, l. (2002). a touch of … class!: considering the cloze. [electronic]. the canadian modern language review. vol.59.2: 291-302. available: ebsco host: academic search premier. [accessed on 2011, january 28]. wahyuni, p. (2000). teacher’s style in presenting expository texts: a qualitative study on teaching learning process in reading at the first grade students of high school at pp darul arqam muhamadiyah garut. unpublished thesis. upi eltin journal, vol 4/ii , oktober 2016 62 wallace, c. (1992). reading. oxford: oxford university press. wallace, c. (2001). critical reading in language education. macmillan: palgrave macmillan. yamashita, j. (2003). processes of taking a gap-filling test: comprehension of skilled and less skilled efl readers. language testing. vol.20.3: 267-293. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 109 a narrative inquiry of visually impaired students on learning at university sri supiah cahyati1*, ratih inayah2 1srisupiahcahyati@ikipsiliwangi.ac.id, 2ratih.inayah@ikipsiliwangi.ac.id ikip siliwangi abstract this study addressed to investigate three main challenges experienced by visually impaired students in their academic pursuits: their perceptions toward themselves, adapting to prejudicial treatment, and utilizing technology as an assistive tool in learning. ten (10) visually impaired students were selected as participants in this study, which employed a narrative inquiry approach. data were gathered through a questionnaire, observations, and in-depth interviews. the findings indicated that a significant majority (97%) of visually impaired students held a positive perception of their condition, while a small minority (3%) had a negative perception. furthermore, the majority (96%) reported not experiencing any prejudicial treatment in public spaces, and all participants (100%) expressed that screen readers facilitated their learning. furthermore, it is suggested that resilience is a crucial factor in the success of visually impaired students in higher education. the study provides practical and theoretical implications for educators, policymakers, and visually impaired students themselves, emphasizing the importance of promoting resilience and providing appropriate support for students with visual impairments. keywords: narrative inquiry, prejudicial treatment, resilience a. introduction sight is the most crucial of all human senses, enabling people to perceive approximately 80% of their surroundings. however, some people do not have normal eyesight, and they encounter various challenges in their lives, such as discrimination and difficulties adjusting to their environment. indonesia is ranked second globally in terms of the number of blind people, with approximately 3.5 million blind individuals. misconceptions about the abilities of visually impaired individuals still exist in indonesia, leading some to assume that they cannot pursue higher education. therefore, visual impairment is a serious disability that can impact a person's daily life and limit their opportunities. individuals with visual impairments face challenges in many areas of life, including education. research has shown that visually impaired students may experience difficulty in academic settings due to lack of access to materials, challenges in participating in group activities, and negative attitudes from peers and instructors (davis, 2015). cahyati & inayah: a narrative inquiry of visually … 110 however, research has also shown that visually impaired students can be resilient in the face of these challenges. an individual's capacity to adjust and flourish in the face of adversity is referred to as perseverance, which is a multifaceted concept (masten & tellegen, 2012; luthar et al., 2000). resilience can be fostered through a variety of factors, including social support, positive self-beliefs, and the ability to regulate one's emotions (luthar et al., 2000; masten & tellegen, 2012; windle, bennett, & noyes, 2011). thus, it can be concluded that resilience is an essential construct for understanding how individuals cope with adversity and overcome challenges (luthar et al., 2000; holbrook, & koenig, 2017). the ability of people, groups, or communities to deal with painful situations and prevent, lessen, or even eradicate their negative effects—or to alter their living circumstances so that suffering is no longer an unavoidable part of life—is referred to as resilience (luthar et al., 2000). it is a critical factor in enabling visually impaired students to persevere in their academic pursuits and overcome obstacles (kalyanpur & harry, 2019). in indonesia, visually impaired individuals may face significant challenges in pursuing their education. discrimination and misconceptions about their abilities may make it challenging for them to gain access to higher education. in a study aimed at exploring the resilience of visually impaired students studying at a university in cimahi, west java, indonesia, discovered that students' capacity to overcome obstacles and achieve in their academic endeavors was significantly influenced by resilience (luthar, cicchetti & becker, 2000; masten & tellegen, 2012). indonesia is ranked second globally in terms of the number of visually impaired people, with approximately 3.5 million individuals affected by blindness (world health organization, 2019). learning is a fundamental right, and visually impaired individuals have the same desire to gain knowledge and insight as others (bourne et al., 2013; barnard & sloan, 2020; world health organization, 2019; holbrook & koenig, 2017). thus, this study identifies a research gap in the area of understanding the resilience of visually impaired students in pursuing higher education in indonesia. while there is recognition of the challenges faced by visually impaired individuals and the role of resilience in overcoming those challenges, there is a lack of specific research focusing on the resilience of visually impaired students studying at a university in cimahi, west java, indonesia. whereas the novelty lies in its focus on exploring the resilience of visually impaired students in a specific context, namely, studying at a university in cimahi, west java, indonesia. this geographical and educational context adds a unique perspective to the existing body of research on visually impaired students' resilience. by investigating the specific experiences, challenges, and resilience factors within this context, the study proposes to contribute novel insights and knowledge regarding the academic success and support systems for visually impaired students in indonesia. b. method this research employed the narrative inquiry approach, which involves gathering and analyzing narratives to explore and understand human experiences. this qualitative research strategy aims to comprehend how individuals use stories to interpret their experiences and create meaning in their lives. narrative research involves gathering and evaluating data from a variety of sources, such as interviews, diaries, and written or spoken stories, to identify emerging themes and patterns in people's experiences. therefore, narrative inquiry is not a research methodology per se, but rather an approach that can be used in conjunction with other methodologies like phenomenology, ethnography, or case studies (clandinin & eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 111 connelly, 2000; barkhuizen, benson & chik, 2014; mertova & webster, 2020; cresswell & poth, 2016). the research design and methodology were carefully selected to ensure that the findings are reliable and valid, and can be used to inform policy decisions and practices that are more inclusive and equitable for visually impaired students in indonesia. the participants of this study were 10 (ten) visually impaired students who were majoring in a variety of educational fields. at a university in cimahi, west java, indonesia. it was conducted in six stages, including identifying significant problems or occurrences, identifying suitable participants, gathering and recounting participant experiences, working with the participants, and confirming the accuracy of the statements (cresswell & poth, 2016). in order to achieve this objective, a triangulation approach was employed, combining various research methods, including observation, questionnaire, and interviews. this multi-method approach allowed for a more in-depth and comprehensive understanding of the challenges and opportunities faced by visually impaired students both within and outside the classroom. the study sample consisted of six visually impaired students who were enrolled at a university located in cimahi, west java, indonesia. the choice of this particular location was motivated by the fact that there is a limited amount of research conducted on the experiences of visually impaired students in this region. as such, this study makes a valuable contribution to the existing body of knowledge on the topic. the collected data were analyzed using an interpretive process, and the researchers reflected on their viewpoints and how they influenced their interpretations of the data. the data from the observation logbook were transcribed into excel to facilitate a more readable analysis of the students' perceptions. the interview data were synchronized with the results of the observation process, and the participants' responses were also transcribed into excel and compared with the previous results. it should be noted that the findings of this study are limited to the social context in which the research was conducted. nevertheless, this study contributes to the existing literature on visually impaired students' experiences in learning at a university level and provides insights into their unique challenges and needs. c. findings and discussion this study aimed to investigate the challenges experienced by visually impaired students in their academic pursuits, specifically, their perceptions toward themselves, adapting to prejudicial treatment, and utilizing technology as an assistive tool in learning. data were gathered for the study using a questionnaire, observations, and in-depth interviews with ten visually impaired students. this paper presents the findings of the research, including visually impaired students' perception of their condition, experiences of prejudicial treatment in communal spaces, and technology used in facilitating learning. 1. visually impaired students' perception of their condition this study involved visually impaired students who were majoring in a variety of educational fields. the data on how they perceive their condition is shown below. table 1 displays the outcome of the data. table 1. visually impaired students' perception of their condition positive negative 97% 3% cahyati & inayah: a narrative inquiry of visually … 112 the data from interviews and questionnaires completed by visually impaired students showed that the vast majority (97%) have a positive perception of their condition, while only a small minority (3%) perceive it negatively). according to the responses of these students, being visually impaired is not seen as a limitation, but rather as an aspect of their identity, which suggests that visually impaired students are able to accept themselves as they are, even though they are not considered "normal". the respondents see being visually impaired not as a limitation but rather as an aspect of their identity. this implies that they have learned to accept themselves and have developed a sense of self-identity. the ability to accept and embrace one's condition has been linked to better psychosocial outcomes. additionally, the questionnaire results reveal that visually impaired students are resilient in coping with their academic environment. this finding is consistent with previous research on the resilience of students with disabilities, which suggests that resilience is a critical factor in academic success (kalyanpur & harry, 2019; luthar, cicchetti & becker, 2000; masten & tellegen, 2012). the visually impaired students in this study were able to maintain a positive selfimage suggesting that they have a sense of self-worth and value, despite their disability. this positive self-image is likely to contribute to their overall well-being and success in academic and non-academic settings. in other words, visually impaired students possess a high level of resilience, characterized by their ability to cope with adversity and develop positive attitudes toward their situation. moreover, the data from the same study show that visually impaired students are resilient in coping with their academic environment, with the majority of students reporting no difficulty adjusting to the academic environment and maintaining a positive attitude towards themselves (holbrook & koenig, 2017). in the context of education, resilience has been shown to play an important role in the academic success of students with disabilities, including visual impairments. this could be attributed to the fact that they have developed effective coping mechanisms, including the use of assistive technologies such as screen readers, to overcome the challenges of being visually impaired in a learning environment. these findings are significant, as they provide insight into the experiences of visually impaired students in academic settings and highlight the importance of promoting a positive attitude towards disability. 2. experiences of prejudicial treatment in communal spaces the findings of the questionnaire are revealed in table 2. table 2. experiences of prejudicial treatment in communal spaces positive experiences negative experiences 96% 4% according to the findings of the questionnaire, it appears that the majority (96%) of visually impaired students did not encounter any form of prejudicial treatment in public spaces. this trend indicates that there is an increase in inclusivity towards people with disabilities, enabling visually impaired students to navigate public areas with greater ease. it also depicts the discrimination rates experienced by visually impaired students in public areas, with only a minority (4%) reporting negative encounters. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 113 it is evident from the study that visually impaired students aspire to be treated equitably and offered the same opportunities as their peers. this finding is consistent with the principles of inclusive education, which emphasizes that all students, regardless of ability, should have access to the same opportunities and educational resources (unesco, 2008). the resilience skills demonstrated by visually impaired students in this study may contribute to their success in inclusive educational environments. likewise, in a study conducted by smith and jones (2018), the data from the questionnaire revealed that the majority of visually impaired students did not experience any discrimination in public areas. this suggests that the public is becoming more inclusive towards people with disabilities, and that visually impaired students are generally able to navigate the public space with relative ease (smith & jones, 2018). table 3 presents the percentage of discrimination experienced by visually impaired students in public areas, indicating that only a small minority reported negative experiences. furthermore, the results of a questionnaire showed that the majority of visually impaired students (97%) did not experience discrimination in public areas. this indicates a positive trend towards inclusivity for people with disabilities, which allows visually impaired students to navigate public spaces with ease (smith & jones, 2018). the results show that only a small minority (3%) reported negative encounters. this is consistent with the findings of other studies that suggest that discrimination against people with disabilities is decreasing in public spaces (windle, bennett & noyes, 2011; davis, 2015). the increase in accessibility and inclusivity in public spaces is an important factor in creating a more equitable society for people with disabilities. however, it is important to note that even though the majority of visually impaired students did not experience discrimination, there are still some who do, and efforts to improve accessibility and inclusivity must continue (smith & jones, 2018). overall, the results suggest that there is progress being made toward a more inclusive society, but there is still more work to be done to ensure equal opportunities for all individuals, regardless of their abilities. 3. technology used in facilitating learning table 3 shows the results of observation and interviews regarding the way the students employed technology as an assistive tool in learning. table 3. the technology used in facilitating learning screen reader other tools 100% 0% screen reader applications were found to be highly beneficial for visually impaired students. all of the participants (100%) claimed screen reader facilitated their learning. it demonstrates how technology may significantly help the educational experience of students with impairments. however, the study also identified a challenge for visually impaired students in comprehending mathematical symbols which were not decipherable by screen readers. this highlights the need for alternative methods of presenting mathematical information to visually impaired students, such as tactile graphics or audio descriptions. studies have shown that visually impaired individuals face various impacts and problems in each subject and require support to overcome difficulties. resilience is essential for cahyati & inayah: a narrative inquiry of visually … 114 individuals to respond positively to adversity, and those with a positive attitude will respond better to problems encountered. the visually impaired students in this study showed resilience in their learning process by utilizing various strategies to overcome difficulties. the study highlights the need for appropriate support and accommodations for visually impaired students in the academic environment, including creating an inclusive campus environment and understanding their characteristics. the students expressed hope for special scholarships, a dedicated unit, and involvement in decision-making processes related to their education. (lieberman, 2019; fichten et al., 2018; hersh & johnson, 2008). the study participants reported that they found the course materials generally understandable, except for mathematics and statistics, which contain mathematical symbols that are challenging for visually impaired individuals to understand. there isn't sufficient braille writing, and there aren't plenty of media that provide visually impaired students simple access to knowledge. when they have difficulty understanding the course content, 7 (seven) out of 10 (ten) participants asked their friends first, then sought the relevant lecturer if they could not explain. only one student immediately addressed the lecturer. all of the participants sought online resources, such as websites, blogs, youtube, and ebooks that could be read with the screen reader application, for course materials that weren't written in braille. they wrote their college homework, including those needed for presentations, and asked their friends to edit the formatting. they frequently retained the information for presentation sessions, and their friends assisted them in presenting the slides. students either read aloud to their peers what they learned from a printed book or used the screen reader application. participants not only listened to the lectures, but also used braille to take notes, recorded the lectures with a smartphone, asked a friend to explain the subject at the end of class, and recorded the lectures with a voice-note app. additionally, they admitted that certain lecturers regularly asked about their lives at home while others provided in-depth explanations of the material being presented to assist in their comprehension. however, they said that visually impaired students have the option of taking the final exam either orally or on a computer, depending on their choices. the outcomes of the interviews showed that there was no discrimination on campus, and the participants thought the lecturers' responses were compassionate and understanding. they anticipated that the lecturers could appreciate the unique characteristics of visually impaired students as handicapped students in order to increase communication and understanding among them. they suggested that the university create a special unit (ukm, unit kegiatan mahasiswa) that allows visually impaired students to discuss their objectives in lectures, provide visually impaired students with special scholarships, and work to make the university an inclusive pilot campus for all of indonesia in addition to west java. this research demonstrates that every person reacts differently to the difficulties they encounter. those with an optimistic outlook will react well to the difficulties they face. those who are blind, for instance, found it crucial to be able to overcome the difficulties they encountered in their educational endeavors. the visually impaired students in this research demonstrated their resiliency by employing a variety of tactics to get over the obstacles they faced while studying, including asking friends and teachers for assistance, using screen reader software, and utilizing internet resources. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 115 the results of this study further emphasize how critical it is to give visually impaired students in the academic setting the proper assistance and accommodations. due to a lack of braille resources and information-accessible media, blind or visually impaired students may struggle to learn. emphasis was placed on the significance of developing an inclusive school community and comprehending the traits of visually impaired students. in this study, visually impaired students stated their desire for the campus administration to create a specific unit to support them, grant special scholarships for those who qualify, and include them in educational decision-making processes. d. conclusion the study revealed that all visually impaired student participants (100%) demonstrated resilience in their academic pursuits and maintained a positive self-image (97%), despite occasional prejudicial treatment in public spaces (3%). their resilience enabled them to persist in the learning process, aided by screen reader applications (100%). it showed that visually impaired students possess a high level of resilience, characterized by their ability to cope with adversity and develop positive attitudes toward their situation. despite physical challenges, visually impaired students aspire to be treated equitably and offered the same opportunities as their peers. they demonstrated a strong commitment to pursuing their education and achieving their goals. in the long run, the research's conclusions have significant implications for policy decisions concerning access, support, and education for students with disabilities. it is crucial that educational institutions provide the necessary accommodations and support to enable visually impaired students to fully participate in the academic environment. the study provides practical and theoretical implications for educators, policymakers, and visually impaired students themselves, emphasizing the importance of promoting resilience and providing appropriate support for students with visual impairments. this can include the provision of assistive technology, accessible course materials, and alternative methods of presenting information. by addressing the challenges faced by visually impaired students, educational institutions can ensure that all students have equal opportunities to succeed. students who are able to develop resilience may be better equipped to overcome the barriers they face and achieve their academic goals. references barkhuizen, gary; benson, phil; chik, alice. (2014). narrative inquiry in language teaching and learning research. new york: routledge. barnard, l., & sloan, d. (2020). introduction to visual impairment: understanding access to education for visually impaired learners. london: routledge. bourne, r. r., stevens, g. a., white, r. a., smith, j. l., flaxman, s. r., price, h., ... & taylor, h. r. (2013). causes of vision loss worldwide, 1990–2010: a systematic analysis. the lancet global health, 1(6), e339-e349. https://doi.org/10.1016/s2214109x(13)70113-x clandinin, d. j., & connelly, f. m. (2000). narrative inquiry: experience and story in qualitative research. jossey-bass creswell, j. w., & poth, c. n. (2016). qualitative inquiry and research design: choosing among five approaches. sage publications. davis, l. (2013). the end of normal: identity in a biocultural era. university of michigan press. https://doi.org/10.1016/s2214-109x(13)70113-x https://doi.org/10.1016/s2214-109x(13)70113-x cahyati & inayah: a narrative inquiry of visually … 116 holbrook, m. c., & koenig, a. j. (2017). foundations of education: instructional strategies for teaching children and youths with visual impairments. american foundation for the blind. kalyanpur, m., & harry, b. (2019). resilience in the lives of people with disabilities and their families. cambridge university press. luthar, s. s., cicchetti, d., & becker, b. (2000). the construct of resilience: a critical evaluation and guidelines for future work. child development, 71(3), 543-562. https://doi.org/10.1111/1467-8624.00164 masten, a. s., & tellegen, a. (2012). resilience in developmental psychopathology: contributions of the project competence longitudinal study. development and psychopathology, 24(2), 345-361. https://doi.org/10.1017/s0954579412000025 mertova, patricie & webster, leonard. (2020). using narrative inquiry as a research method: an introduction to clinical event narrative analysis in research, teaching and professional practice (2nd edition). new york: routledge. unesco. (2008). inclusive education: the way of the future. retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000152551. windle, g., bennett, k. m., & noyes, j. (2011). a methodological review of resilience measurement scales. health and quality of life outcomes, 9(1), 1-18. https://doi.org/10.1186/1477-7525-9-8 world health organization. (2019). blindness and vision impairment. https://www.who.int/news-room/fact-sheets/detail/blindness-and-visual-impairment https://doi.org/10.1111/1467-8624.00164 https://doi.org/10.1017/s0954579412000025 https://doi.org/10.1186/1477-7525-9-8 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 77 the implementation of inspired tblt framework in enhancing students’ engagement irfan fajrul falah1*, didi suherdi2, ahmad bukhori muslim3 1 fajrul_falah@upi.edu, 2 suherdi_d@upi.edu, 3 abukhmuslim@upi.edu universitas pendidikan indonesia abstract students’ engagement is essential in enhancing quality of learning experiences. in tblt setting, it has received a little attention from the scholars despite it is an approach where the students participation actively during task completion. this article reports a study of students’ engagement where inspired-tblt framework was implemented in speaking class. the research methodology that employed by the author in the current study was a micro ethnography study which describe, interprets the value, behavior and students’ beliefs. the participants were 46 efl learner in a private university in indonesia consisted of 30 females and 16 males. that data was collected through a questionnaire adapted from handelsman’s et al., and semi-structured interview where six students voluntarily take a part in the process. the result of current study shows that inspired-tblt framework engages the students in speaking class. three types of engagement -behavioral, emotional, and cognitivewere existed during the implementation of the framework. behavioral engagement can be identified from participate actively in a discussion, asking a question, students’ attendance and completing the homework given. meanwhile, the emotional engagement was seen from students’ desire, students’ confidence and doing well on the test. the last but not least, students’ cognitive engagement reflected from applying course to students’ life, finding ways to make course interesting and doing some strategies to improve learners’ speaking skills. keywords: inspired-tblt, engagement, speaking a. introduction over the last decades, several approaches and methods in english language teaching particularly in the efl context have been developed (richards & rodgers, 2014). these include the grammar-translation method which language teachers rely on this for so long due to the lack of linguistics possessed by students within the class, the audiolingual method which students learn through modeling and repetitive dialogues, up to communicative language teaching (clt) which focus more on the authenticity, fluency, meaning-making, and learner-centeredness. the latest gained more appreciation from both researchers and language teachers due to its adaptability (kim, 2019; kim et al., 2017; douglas & kim, 2015). it emerged from dissatisfaction with a structured-based method that emphasized structural aspects rather than functional ones (littlewood, 2007). mailto:2suherdi_d@upi.edu falah, suherdi & muslim: the implementation of inspired … 78 along with constructivist learning theories, clt significantly contributes to the development of language teaching. one of its manifestations is task-based language teaching or tblt (ellis, 2013; 2017; long, 2016). as the latest realization of clt (nunan, 2004), tblt can be implemented in teaching a language due to its solid theoretical grounding. practically, it can be integrated and even adapted as well to traditional method that is used during teaching. in the asian context, the integration of tblt has been very popular as a teaching approach. even in some asian countries such as japan, hongkong, south korea, and china, tblt has implemented tblt as an official pedagogy of curriculum to teach english. it reveals that there is a higher demand for a quality-oriented education model, in which students can develop their language skills (ji, 2018) in those countries. in terms of adaptation and modification, a few studies have been conducted. for example, (kim et al., 2017) who combined tblt and ppp in teaching english. they call it as hybrid model that was claimed by mcdonough and chaikitmongkol (2007) as localized tblt where some parts of learning procedures use tblt framework. another study conducted by kim (2019) who applied step by step tblt in her efl class in korea. she used conventional method at first before fully apply that is assessed by ellis (2013) as strong version of tblt. she claimed that a conjunction is needed to provide students particularly in efl context before implementing tblt due to several factors such as linguistic inputs and familiarity. these studies extend prior argument that implementation of tblt is difficult without adaptation and modification into local context in foreign language context (klapper, 2007; shehadeh, 2005; butler, 2011; wright & chen, 2016). in the current study, the author uses different formula in implementing tblt but in same spirit with kim et al. (2017), kim (2019) and wright and chen (2016) that there should be “a bridge” before implementing real tblt in order to get the students used to it. therefore, this study tried to modified several steps of tblt and call it as inspired-tblt framework. however, this article focuses on discussing the students’ engagement towards the framework rather than its’ implementation in a speaking class. 1. students’ engagement recently, students’ engagement has been the attention of scholars since it is a factor that contribute to successful learning particularly self-development. it is defined variously in both broader and specific definition. kuh (2010) for example, he defined engagement as time and effort that dedicated by learners towards the learning activities in order to achieve the outcome. meanwhile, barkley and major (2010), he viewed students’ engagement broader where it is the frequency of students to get involve effectively in learning activities inside and outside class. students’ engagement cannot only be seen from students’ attendance in the class (clark et al., 2010). fredricks and paris (2016) asserted that engagement covered three dimension or type namely behavioral, emotional and cognitive engagement. behavioral engagement usually can be identified from two ways. first is positive conduct such as obeying the rules, students’ presence and applying norms in the classroom. secondly, it can be seen from the students’ involvement of learning and academic task such as attention, asking a question and participating in discussion. not only from students’ behavior, engagement can be seen as well from students’ affection or know as emotional engagement (aubrey et al., 2020) this type of engagement refers to students’ affective reaction in the classroom that include interest, boredom, happiness, sadness and anxiety. specifically, nguyen et al. (2016) assumed emotional engagement is eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 79 the relation between students’ feeling and classroom activities. this type of engagement is important to be identify since it relates to students’ motivation in learning. meanwhile, the last type of engagement is cognitive engagement. it is often referred as academic investment during learning. conceptually, this engagement covers flexible problem solving, psychological investment and self-regulation. in other words, by having cognitive engagement means that students can arrange their strategy to achieve their goals in learning. 2. inspired-tblt framework in teaching speaking over the last three decades, task-based learning or task-based language teaching (tblt) has gained its popularity and is presumed as one of the most effective teaching approaches in second and foreign language learning (skehan, 2016; bygate, 2015; ellis, 2017). it is the latest realization of communicative language teaching (clt) (nunan, 2004) where it promotes student-centered learning (richards & rodgers, 2014). in tblt, the task is used as the center of instruction to learn a language (kumaravadivelu, 2001) that focus on the communicative and collaborative environment (bygate, 2015; long, 2016). practically, in tblt, the students are given authentic tasks which require them to focus mainly on exchanging meaning and using language for real-world purposes (ellis, 2017). therefore, the premise is that when students are task-focused and allowed to practice it, they will learn the target language better than when the focus of teaching is primarily on language form (yahya, 2019). in the current study, the author proposed a framework inspired by tblt in teaching speaking class. there are several steps that can be seen in the figure 1 below: figure 1. inspired-tblt framework in pre-task stage, several sub-activities given to assure the learners have better preparation before they go to main speaking class. the first sub-activity was informing and deciding a topic that the students need to complete during the class. the topics that selected were based one learners’ interest that relates to their experiences and their proficiencies. the second sub-activity is to identify the unknown vocabulary. it is important in constructing the students' speaking, structure, and pronouncement which are essential features of speaking. the third sub-activity is giving the students time to comprehend the topic. the last is noting topic difficulty. figuring out the difficulty of the student towards the topic given before the main class is beneficial, particularly in students' learning engagement/interaction. while, during task activity which is the main activity of the speaking class, the students work individually and in pairs (depending on the topic). furthermore, in post task phase, the outcomes of the task are assessed through various activities. in this study, the activity is in the form of public speaking or class performance where the students are asked to perform the tasks in front of the class. it gives the learner another opportunity to use and interact with the target language. while the students are performing, the teacher takes a note and lists the falah, suherdi & muslim: the implementation of inspired … 80 incorrect words, grammar, pronouncement, and even the context and gives them the correction and feedback on the students' work. the feedback is given in the last session since it will be useful for the students as they will be doing another task in another session. last, in extension stage not only is the feedback in post-speaking, but this design also provides an extension to extend their understanding by repeating the task. when they repeat a task, their production improves in several ways such as complexity, and clearer expression, and they become more fluent. in this study, students are repeating a similar task. however, since the time allotted for speaking class is often limited, this step is conducted outside the class through video recording where the students record themselves in the video and share it to the class whatsapp group and lecturers' e-mail. this activity is beneficial since it exposes students more to the target language. the video that shared is also be reviewed strengthen the feedback. a scarce of studies on task-engagement motivates the researcher to figure out how inspiredtblt framework affects students’ engagement during the class. therefore, the current study aimed at describing students’ engagement in inspired-tblt framework that is implemented in speaking class. it is important to see whether inspired-tblt affects students’ engagement during learning or not since students’ engagement is a crucial thing in successful learning. b. research method this study employed a research design which is called by garcez (2017) “micro ethnography classroom”. this is a qualitative study where the researcher describes, interprets the value, behavior, and students’ beliefs. this study observes the students’ engagement in a class where inspired-tblt framework was implemented for one semester. the participant of this study was 46 students consist of 30 female and 16 males in intensive speaking class in a private university in indonesia. in collecting the data, the researcher employed two ways of collecting namely questionnaire and interview. the researcher distributes a set of questionnaires adapted from handelsman et al. (2005) through google form. it is chosen since the questionnaire cover the three dimensions of engagement in a package. in the current study, the researcher adapted 15 items of the questionnaire of handelsman et al. (2005) consisted of 4 items of behavioral, 5 items of emotional, and 6 items of cognitive engagement. in addition, semi-structured interview was also conducted to six students (2 active students, 2 average students, and two less active students) to add further information in detail where they can describe about their experiences on tblt. the interview was conducted in bahasa and also recorded to get more and comprehensive information. c. findings and discussion based on the questionnaire that distributed, the result covers three types of engagement in speaking class where inspired-tblt was implemented namely behavioral, emotional, and cognitive engagement. it can be seen in the table 1 below. table 1. the result of students’ engagement questionnaire no items types of engagements scale (%) 5 4 3 2 1 1 participating actively in group discussions behavioural 78 15 7 0 0 2 asking questions when i don’t understand 54 35 10 0 0 3 doing all the homework given 85 15 0 0 0 eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 81 4 coming to class on time 100 0 0 0 0 5 really desiring to learn the material emotional 89 8 3 0 0 6 being confident that i can learn and do well in the class 82 12 6 0 0 7 being organized 73 24 3 0 0 8 getting a good grade 36 30 34 0 0 9 doing well on the tests 85 10 5 0 0 10 staying up on the finding materials cognitive 43 36 6 15 0 11 making sure to study on a regular basis 78 13 9 0 0 12 finding ways to make the course material relevant to my life 89 11 0 0 0 13 applying course material to my life 92 8 0 0 0 14 listening carefully in class 67 25 8 0 0 15 finding ways to make the course interesting to me 63 30 7 0 0 students’ behavioral engagement behavioral engagement defined as the time on task or participation (philp & duchesne, 2016) and academic engage time (gettinger & walter, 2012). in broader definition, suherdi (2018) claimed that behavioral engagement is a type of engagement where the students devote their time during the learning. based on the table 1, there are four items of behavioral engagement that spread through questionnaire in order to see students’ engagement towards inspired-tblt framework in speaking class. item no 1 is about “participating actively in small group”. the result was 78% of 46 respondents admitted that they actively involved in small group discussion towards task completion. in addition, the result of interview indicates similar points where the respond was positive as can be seen from the table 2 below: table 2. students’ responses on participating actively in small group discussion s1 “before i joined this class, i never experienced discussing a topic with friends, but since this speaking class demands to cooperate with peer particularly in task completion, so i should actively participate”. s2 “i like to talk to friends when in discussion” s3 “i have limited vocabulary, and i’m shy to speak” s4 “the topic given should be discussed with friends, so to share my opinion about the topic i should talk actively to my group” s5 “talking to friends in a group discussion is interesting because we will know what other’s thoughts” s6 “we are free to speak in group discussion” involvement, participation or taking apart in a learning process is essential. it is in line with (philp & duchesne, 2016) who stated that students’ involvement in task-based learning is the core of the process. it implicates the outcome that achieve (gettinger & walter, 2012). in other words, the active the students in a learning, the bigger opportunity for the students to develop. however, not all respondent stated that taking a part in inspired-tblt is helpful. based on the interview, a students stated that he avoided to take apart in discussion when the language used was english due to limited vocabulary and shyness. to solve this situation, the lecture should make sure that the members of group feel free to say anything related to the topic given. falah, suherdi & muslim: the implementation of inspired … 82 besides participate actively, asking a question when the learner does not understand is also part of behavioral engagement. based on the survey, 54% of 46 participants stated that it is very characteristic of them to ask a question. while 35% of 46 explained that it was their characters and only 10% admit that it was moderately character of them. asking a question is a part of inquiry. by asking a question, means they want to know more about particular topic. egbert (2005) assessed that raising a question indicates that the learners have a critical thinking to show which is part of 21 century skill. in addition, when a learner asks a question, he or she constructs his / her own knowledge and also training lifelong social skill (caram & davies, 2005). in other sides, the easiest way to see students’ engagement towards the learning process is based on the presence of students during the class. the survey shows that 100% students in speaking class recognized that coming to the class on time will help them and keep their focus on the material given. however, their presences will not mean anything without taking participation actively. in terms of homework given, majority students admitted that doing homework helped them to be familiar with the topic given. based on the result, 85% participants agreed that it improved their speaking performances. cooper et al. (2012) defined homework as academic tasks that should be done outside class. it is mostly associated with students’ self-efficacy and intrinsic motivation (kitsantas & zimmerman, 2009). by giving homework, the learner will explore and deepening their knowledge and it enhances students’ academic achievement. it is in line with bembenutty and white (2013) who believed that homework is beneficial for developing students’ achievement. students’ emotional engagement in the current study, emotional engagement is feeling-related. it is in the same breath with yazzie-mintz (2009) as quoted by philp and duchesne (2016) who described emotional engagement as students’ feeling of connection (or disconnection) towards class activities, their teacher as well as their friends. based on the result in table 1, students’ emotional engagement received significant percentages. five items that given, “really desiring to learn material” received the highest percentage of all. almost 89% admitted that they eager to learn the topic given deeply, thus they can deliver during public speaking in the classroom. the result of interview shows similar points as can be seen below: table 3. students’ responses on desire to learn s1 “when the lecture gives the task, i browse through the internet to find more information that i need. s2 “speaking class is demanding. we should speak english about a topic. my friend and i usually discuss after the class to completing the assignments” s3 “the topic that given always relevant to daily life. thus, i want to understand and use it in real life” s4 “when i don’t understand, i ask a question to lecturer to get additional information related the topic given” s5 “the topic given is interesting to be discussed. however, i have difficulty especially in vocab and grammar” s6 “the model that is used in speaking class is challenging where every meeting we should speak in front of the class. in addition, the assist from lecturer particularly about difficult words that can be used is really helpful in task completion. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 83 on the other side, when students emotionally engaged in a learning, they will be more confident in completing the task given. 82% of participants admitted that when they are engaged, they become more confident in learning process. it is the impact from the efforts done when they really understand about the topic. interview result indicates the similar information as can be seen below: table 4. students’ responses on confidence in learning s1 “when i know the topic well, i become more confident in speaking in front of my friends. but when i’m not, it is hard to say something publicly” s2 “speaking depends on vocabulary that we have. when i have rich vocab about particular topic, i feel confident to speak. this class, before we start, the lecture provides some vocabularies that useful so we can use them in our speaking” s3 the model that is used by the lecturer is unique. he shared a topic a day before the class begin and give us the example. by doing so, i feel good to go to the class since i prepare myself before the class. confidence is an essential thing in speaking a foreign language (lar & maulina, 2021). in addition, it is a foundation in every learning. in inspired-tblt framework that developed, the lecture facilitates the learner to prepare themselves in order they ready to receive the material given during the class. however, learner’ confidence is not always in line with the result achieved. from the table 1, we can see that the learners’ satisfaction in final result or “final grade” is different. 36% out of 100% admitted that they very satisfy about the result. 30% said satisfy and the rest or 34% claimed that they moderately satisfy with the grade given by the teacher at the end of semester. it is a normal case since the final score is an indicator of learning. in addition, the learners expect a good grade in every subject they take. students’ cognitive engagement the last type of engagement is cognitive engagement which relates to students’ investment during the learning. helme and clarke (2001) identified that this type of engagement is a process that involves self-regulation and strategies. in the current study, there were six items in the questionnaire that represent this type of engagement. the highest percentage of this engagement can be seen from the statement “applying course material to my life”. 92% of the participants admit that they have tried to apply the material given into their life. in tblt setting, authenticity is the key (long, 2016). in other words, the task given should be relevant to the students’ real life. that is why the percentage of this item was high. in addition, several results from interview can be seen as follow: table 5. students’ responses on applying course material s4 “what i get from the class, i try to applicate it in real life. by doing so i understand the topic more” s6 “the topics that given are life-related. i can apply what i have learned during the class into real life. for example, ordering food, booking hotel and many more” in addition, since the participants were the university students, majority of them are familiar with self-regulated learning. they can adjust and figure out what they need, what they want and what things to do to solve their difficulties. ziegler and moeller (2012) labeled selfregulated as the ability to control one’s own learning. it includes several strategies that is conducted to make the learning as easy as it can be. the item “finding ways to make the course interesting to me” is the manifestation of self-regulated in this inspired-tblt falah, suherdi & muslim: the implementation of inspired … 84 framework. the result shows that 63% of the participant confessed that they take it the course as they want. meanwhile the interview result shows as follow: table 6. students’ responses on strategy that used to make the course interesting s1 “to improve my understanding, i discuss with friends about the topic” s2 “intensive speaking subject pushes the students to speak in every meeting. to make it more interesting, i sometimes look for other materials or ways that can help me completing the assignments given” s3 “i watch many videos from youtube to give me more information about the topic given, how should we deliver, what kind of things we can say, and many more” s4 “asking a question to lecturer or friends always helpful to understand the instruction” s5 “i watch references from internet to help me understand about the material” s6 “sometimes i take notes particularly difficult words so i can remember” based on the table above, several strategies were taken by the learners to make the course interesting to them. discuss with friends, look for material in the internet, watching some videos from youtube, and take notes were the option that can be used to prepare and improve their speaking performances. additionally, listening and study on regular basis were also types of investment that can be done by the learners. these received 78% and 67% respectively based on the survey that spread. one of the students explained while interview as follow: table 7. students’ response on strategy that used in learning s3 “learning in regular basis consistently and paying attention during the class are two beneficial activities particularly in constructing a topic given therefore i can arrange what things to say when i speak in front of the class conclusion based on the result, three types of engagement -behavioral, emotional and cognitivewere existed during the implementation of inspired-tblt framework in a speaking class. the three types of engagement were positively responded by the learners. behavioral engagement can be seen from students’ active participation in the class. whereas emotional engagement can be seen from students’ affection towards the learning process. in other sides, students’ cognitive engagement was reflected from their effort in doing some strategies to make the course interesting. additionally, the information from questionnaire and interview show that students were enthusiastic in the speaking class despite the various final score that gained. however, the current study has some limitation. first, the speaking topics given were agreed by majority participants. it means, the least participants probably had their own interest in deciding a topic. when the topic is chosen by individual, students’ engagement would be worthwhile investigating. secondly, the participants of semi-structured interview were six students voluntarily. therefore, the future study may want to exploit all the participant to get more comprehensive information. references aubrey, s., king, j., & almukhaild, h. 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(2012). increasing self-regulated learning through the linguafolio. foreign language annals, 45, 330–348. https://doi.org/10.111/j.19449720.2012.01205.x.foreign rahayu : the comparison between… 21 the comparison between male and female students’ speaking ability silpia rahayu silviarahayu@gmail.com stkip siliwangi bandung abstract the purpose of this research is to investigate the male and female students‟ speaking ability. particularly, this reserach has several aims: to know the male and female students‟ speaking ability at sman 1 bantarujeg, and to know the differences between them. this research is presented in qualitative approach and comparative method to identify the male and the female students‟ speaking ability . in collecting the data, the researcher did some steps. those were observation and recorded spoken test. then, the data was analyzed based on four indicators including pronunciation, grammar, vocabulary, and fluency. the researcher got the result, the average score of male is 13.5 and female is 14.8. thefirst indicator is pronunciation, the male students‟ score (35) is higher than the female students‟ score (34). the second is grammar, the male students‟score (31) is lower than the female students‟ score (38). the third isvocabulary, the male students‟ score (33) is lower than the female students‟ score(41). the last is fluency, the male students‟ score (36) is higher than thefemale students‟ score (35). based on the analysis, it can be concluded that there was a significantdifference between the male and the female students‟ speaking ability. keywords: speaking ability, teaching. a. introduction according to louma (2004) speaking skill has become the first priority to be taught between the four skills since communicative approach implementation has been influential in foreign language learning. speaking is also one of the language skills that play an important role in communication human beings, especially in verbal communication. speaking skill can serve the improvement and enhancement of other language skills. speaking is an important section of the language syllabus in communicative language teaching. the sex differences‟ factor cannot be ignored in learning language, because it can influence the students‟ achievement and proficiency in learning. it is clear that the students may be grouped into two different sexes, male and female. many linguists believe that there is a significant difference between the two sex groups in the acquisition of the language. according to poynton (1985) female speak “better” (more “correctly” and with more “refined” accents) than male. it means that there is a difference between male and female in the way of their speaking. the researcher is interested in investigating the speaking ability of male and female students. brown and yule (1989) said that one of the main aims of most english teachers is to make their students able to communicate and convey information effectively in spoken english. the teachers not only should create active learning condition and develop their teaching techniques but also should attend the factor of sex differences of their students. in conclusion, many experts have researched language and gender especially in speaking ability. male and female were mailto:silviarahayu@gmail.com eltin journal, vol 4/ii , oktober 2016 22 observed to have different speaking styles, they made different reading choices, they wrote in different ways and about different topics. therefore, there is a difference in communication between genders which may lead sometimes to misunderstandings. actually, male and female do not communicate in the same way because they interpret the same message differently, and that‟s what strikes one‟s attention concerning communication. it is interesting to investigate gender differences in speaking. here, the researcher will try to investigate whether there are any differences between male and female students‟ in english speaking ability. b. literature review 1. speaking ability in learning efl, students should master the foreign language skills: reading, writing, listening, and speaking. students usually measure their achievement in mastering foreign languages through how well they can practice their spoken skill. speaking means to negotiate one‟s speech that intend to convey meanings and to give effect to the listener states (o‟malley, 1996 in rebecca 2002). from those statements above, the researcher can conclude that speaking is an activity involving two or more people in which the participants are both the listeners and the speakers having to act what they listen and make their contribution at high speed.it can be concluded that speaking ability is a skill, which is communicating the speech sound for expressing and conveying a messages or ideas. therefore, speaking is not a simple skill; its complete mastery requires some experience and practice. luoma (2004) argues that speaking is a very difficult skill that need much time to be improved. speaking skill is not the same with writing and reading. first language speaking is different with second language speaking relating to the lack of learners in grammar and vocabulary knowledge that is the process to receive a word become note automatically in second language speaking (thornbury 2009). 1.1. definition of speaking skills nunan (2003) states speaking is a productive oral skill that consists of producing systematic verbal expression to transfer meaning. speaking is a way to utter the feeling and mind by using language. based on harmer (2001) speaking skill view from the communicative aspect has two different aspects. first, accuracy, including the correct use of vocabulary, grammar, and pronunciation practiced through controlled and guided activities. second, fluency that is the skill to make the speaker is going to speak. hedge (2000) defines speaking as the ability in which the people are judged when thefirst impressions. it means that speaking is animportant skill which deserves more attention in both first and second language because it reflects people‟s thoughts and personalities. rahayu : the comparison between… 23 1.2. elements of speaking skills to speak a second language fluently and accurately, learners need to be able to know some elements which are very important to develop this skill. harmer (2001) mentions these elements which refer to the language features that learners should have knowledge about. in addition to the processes of the language and information in the same time when an interlocutor interacts with them. 1.2.1. language features harmer (2001) stated the following features are necessary for an effective speaking as follows : a. connected speech is the ability that needs from the speaker of english to produce more connected sounds not only separated phonemes. these sounds may be modified, omitted, added or weakened in the connected speech. b. expressive devices that is english native speakers use effectively the phonological rules which refer to the pitch, stress, volume, speed with the use of non verbal means. these devices help them to convey their intended meaning. students, then need to have this ability of employing such devices if they want to be effective communicators. c. lexis and grammar is when the learners produce some language functions, they often use the same lexical structures. the teacher‟s role then, is to provide them with different phrases which carry different functions so that they can use them in the different stages of communication with others. d. negotiation language is when the learners get a lot of benefit from the use of negotiation language; they often ask clarification when they are listening to others talk. so, the teachers have to provide them with the necessary expressions they need when they ask clarification from other speakers. learners also need to well perform their utterances if they seek to be understood especially when they can see that the other interlocutors did not understand them. 1.2.2. social processing according to harmer (2001), there are several necessary processing skills of speaking as follows: a. language processing refers to the ability of the learners or speakers to process the language in their minds through putting it in a coherent order so that the other interlocutors can understand it and get the intended messages. the speakers also should be able to retrieve words and phrases from their memories to use them when they are interacting with others. b. interacting with others is when most of the speaking situations involve interaction between two or more interlocutors, that is to say an effective speaker needs to be able to listen and understand others talk then reacts through taking turns or keeping the others to do so. c. information processing relates to the ability of processing the information in the mind rapidly, that is the time speakers get information, they should be ready to response to the others talk. 1.3. teaching of speaking skills the mastery of speaking skillsin english is a priority for malesy second or foreign language learners. learners consequently often evaluate their success in language learning as well as the effectiveness of their english course on the basis of how good they feel that they have improved their spoken language proficiency. in some countries, such in indonesia, the people feel that speaking is the most difficult skill. according to nunan (1989 ) there are two reasons why speaking is more difficult than listening, reading and writing. firstly, speaking happens in the real time, people speak spontaneously and listener will be waiting for them to speak right then. it is impossible for the listener to wait for a long time so that the speaker has to think as eltin journal, vol 4/ii , oktober 2016 24 fast as possible. secondly, when people speak, they can not revise and edit the conversation as people do writing. speech is the foundation of language works. hughes (2002 ) states that the other complicated factor is when the focus in the classroom activity is spoken language and the usual aims of the teacher for example assisting students to practice linguistic knowledge aspects (a grammatical rule, application of phonemic regularity) or to improve production skill (rhythm, intonation, and so on). what is mostly expected from teaching language is the ability to speak. language teaching begins with the spoken language, and speech is the foundation of reading and writing, since we say to ourselves before we read or write the words, phrases and sentences. in the school, most students prefer to just listen the teacher whatever the teacher says and they do not have any efforts to speak english in the class. 2. gender differences in speaking ability gender differences, which are socially and culturally constructed, are one of the interesting phenomena in contemporary society. their impacts can not only be seen in political life, where females fight their political rights, or in households, in which females fight to reduce household harassment. discourse on gender differences, in fact, also exists in the use of language for communication, highlighting that males and females are different in their ways of communication, and therefore they should be treated differently. this discourse had been hotly and creatively debated since lakoff (1976) and tannen (1990), in their study on english speaking countries, illuminated the concept of females‟ language which highlights the existence of males and females differences in communication. one characteristic of females‟ language as stated by lakoff (1976) is the great tendency of females in using lexical hedges or fillers, tag questions, rising intonation on declaratives, empty adjectives, precise colour terms, intensifiers, hypercorrect grammar, super polite forms, avoidance of strong swear words, and emphatic stress. in fact, females are different from male not only in verbal communication but also in nonverbal communication. tymson (1998) classifies differences on males and females in communication as seen in table 1: c. research methodology the research questions starting from the background above, the researcher intends to investigate the phenomena as follows: how is the male students‟ speaking ability at sman 1 bantarujeg?, how is the female students‟ speaking ability at sman 1 male style female style focus on information focus on relationship report style of speaking rapport style of speaking goal driven process oriented single-task approach multi-task approach succinct language storytelling style of speech working towards a destination on a journey need to know the answers want to ask the right questions rahayu : the comparison between… 25 bantarujeg?, what are the differences between male students‟ speaking ability and female students‟ speaking ability?. the research uses comparative method. the researcher carries out the research to know whether there are any differences between two or more groups and the phenomenon which are being studied. as the descriptive method, in comparative method there is no manipulation of data. it describes the objective data that has been observed. this research focuses on the second grade of sman 1 bantarujeg. this research will take 20 students as the sample from xi science ii, xi science iii, and xi science iv, 10 males and 10 females. d.findings and discussion based on the observation, the number of students at sman 1 bantarujegg is 1217 students. the first grade consists of 503 students, the second grade consists of 367 students and the third grade consists of 347 students,the sample of the research consists of three classes; they are the students of xi science ii, xi science iii and xi science iv. the researcher took 10 male students and 10 female students from those classes. each class consists of 44 students. 1. the process of the research this stage will decribe the process of the research that consists of the observation and the test. 1.1.. observation the observation here is to get the data about the school, the students, the teachers, the facilities and to get the information about the school that the researcher used to do this research. in this investigation, the researcher came to the school and observed the condition of the school directly. 1.2. test in this research, the researcher used recorded spoken test to collect the data. the examination of the speaking skills consisting of pronunciation, vocabulary, grammar, and fluency as shown on the table below: table 2 speaking skills component 5 4 3 2 1 pronunciation can pronounce correctly & articulate clearly mostly correct pronunciati on & clear articulation largely correct pronunciation & clear articulation except occasional errors frequently unintelligible articulations and frequent phonological errors insufficient accuracy in pronunciation ; many grammaticall y errors grammar frequently uses complex forms and sentence structures; has enough vocabulary to express demonstrat es ability to use complex forms and sentence structures most of the time; sometimes uses complex forms and sentence structures; has limited vocabulary to/describe/expr ess new points complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas and uses very basic vocabulary to express viewpoints. struggles for appropriate words eltin journal, vol 4/ii , oktober 2016 26 himself/her self expresses with adequate vocabulary to express appropriacy on some of the topics vocabulary can express with some flexibility and appropriac y on a variety of topics such as family, hobbies, work, travel and current events can express with some flexibility and appropriacy on most of the topics communicates with limited flexibility and appropriacy on most of the topics communicat es with limited flexibility demonstrates almost no flexibility, and mostly fluency speaks fluently almost with no repetition & minimal hesitation speaks without noticeable effort, with a little repetition is willing to speak at length, however repetition is noticeable usually fluent; produces simple speech fluently, but loses coherence in complex communicati on noticeably/lo ng pauses; rate of speech is slow and frequent repetition and/or self correction this research was conducted to 20 students including male and female students taken from xi science ii, xi science iii, and xi science iv of sman 1 bantarujeg. 2. the data analysis of the research in this research, the data analysis was doing to answer the research by using deep analysis. the research findings were analyzed in accordance with the research question. 2.1 the male students’ speaking ability the speaking test is the main instrument to know the students‟ speaking ability; how the male students speak. the list of the male students‟ score of the speaking test can be seen on the table below: table 3 the list of male students score no name indicator pronunc iation vocbulary grammar fluency total 5 5 5 5 20 1 student 1 4 4 4 3 15 2 student 2 3 2 2 2 9 rahayu : the comparison between… 27 3 student 3 4 4 4 3 15 4 student 4 3 3 3 4 13 5 student 5 4 3 4 5 16 6 student 6 4 3 3 4 14 7 student 7 3 3 4 4 14 8 student 8 3 3 3 3 12 9 student 9 4 3 3 4 14 10 student 10 3 3 3 4 13 sum 35 31 33 36 135 average 3,5 3,1 3,3 3,6 13,5 max 4 4 4 5 16 min 3 2 2 2 9 the table shows the score of the male students. each indicator is given score 1-5. it depends on the students‟ ability to speak. the male students get score 13.5 for average from the total scores in any aspects. the highest score is 16 points while the lowest score is 9 point. from the table above, the speaking ability of the male students can be described as follows: a. student 1 1. pronunciation : the score of the student is 4 points. it means that the student mostly had correct pronunciation & clear articulation. 2. grammar : the score of the student is 4 points. it means that the student had an ability to use complex forms and sentence structures when he spoke. 3. vocabulary : the score of the student is 4 points. it means that the student could express with some flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency : the score of the student is 3 points. it means that the student was willing to speak at length, however repetition was noticeable. b. student 2 1. pronunciation : the score of the student is 3 points. it means that the student largely spoke with correct pronunciation & clear articulation except for occasional errors. he spoke clearly without any repetition. 2. grammar : the score of the student is 2 points. it means that he rarely used complex forms and sentence structures. he had limited vocabulary to express new ideas. 3. vocabulary : the score of the student is 2 points. it means that the student communicates with limited flexibility and appropriacy on some of the topics. 4. fluency : the score of the student is 2. it means that the student usually fluent; produces simple speech fluently, but loses coherence in complex communication. c. student 3 1. pronunciation : the score of the student is 4 points. it means that the student mostly had correct pronunciation & clear articulation. eltin journal, vol 4/ii , oktober 2016 28 2. grammar : the score of the student is 4 points. it means that the student had an ability to use complex forms and sentence structures when he spoke. 3. vocabulary : the score of the student is 4 points. it means that the student could express with some flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency :the score of the student is 3 points. it means that the student was willing to speak at length, however repetition is noticeable. d. student 4 1. pronunciation : the score of the student is 3 points. it means that the student largely spoke with correct pronunciation & clear articulation except for occasional errors. he spoke clearly without any repetition. 2. grammar : the score of the student is 3 points. it means that he used complex forms and sentence structures sometimes. he had limited vocabulary to express new points. 3. vocabulary : the score of the student is 3 points. it means that he communicated with limited flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency : the score of the student is 4 points. it means that the student spoke without noticeable effort and with little repetition. he spoke fluently and clearly without any repetition. e. student 5 1. pronunciation : the score of the student is 4 points. it means that the student mostly had correct pronunciation & clear articulation. 2. grammar : the score of the student is 3 points. it means that he used complex forms and sentence structures sometimes. he had limited vocabulary to express new points. 3. vocabulary : the score of the student is 4 points. it means that the student could express with some flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency : the score of the student is 5 points. it means that the student got the good score and he could speak fluently almost with no repetition & minimal hesitation. f. student 6 1. pronunciation : the score of the student is 4 points. it means that the student mostly had correct pronunciation & clear articulation. 2. grammar : the score of the student is 3 points. it means that he used complex forms and sentence structures sometimes. he had limited vocabulary to express new points. 3. vocabulary : the score of the student is 3 points. it means that he communicated with limited flexibility and appropriacy on most of the topics that was given by the teacher. rahayu : the comparison between… 29 4. fluency : the score of the student is 4 points. it means that the student spoke without noticeable effort and with little repetition. he spoke fluently and clearly without any repetition. g. student 7 1. pronunciation : the score of the student is 3 points. it means that the student largely spoke with correct pronunciation & clear articulation except for occasional errors. he spoke clearly without any repetition. 2. grammar : the score of the student is 3 points. it means that he used complex forms and sentence structures sometimes. he had limited vocabulary to express new points. 3. vocabulary : the score of the student is 4 points. it means that the student could express with some flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency : the score of the student is 4 points. it means that the student spoke without noticeable effort and with little repetition. he spoke fluently and clearly without repetition. h. student 8 1. pronunciation : the score of the student is 3 points. it means that the student largely spoke with correct pronunciation & clear articulation except for occasional errors. he spoke clearly without any repetition. 2. grammar : the score of the student is 3 points. it means that he used complex forms and sentence structures sometimes. he had limited vocabulary to express new points. 3. vocabulary : the score of the student is 3 points. it means that he communicated with limited flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency : the score of the student is 3 points. it means that the student was willing to speak at length, however repetition is noticeable. i. student 9 1. pronunciation : the score of the student is 4 points. it means that the student mostly had correct pronunciation & clear articulation. 2. grammar : the score of the student is 3 points. it means that he used complex forms and sentence structures sometimes. he had limited vocabulary to express new points. 3. vocabulary : the score of the student is 3 points. it means that he communicated with limited flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency : the score of the student is 4 points. it means that the student spoke without noticeable effort and with little repetition. he spoke fluently and clearly without any repetition. eltin journal, vol 4/ii , oktober 2016 30 j. student 10 1. pronunciation : the score of the student is 3 points. it means that the student largely spoke with correct pronunciation & clear articulation except for occasional errors. he spoke clearly without any repetition. 2. grammar : the score of the student is 3 points. it means that he used complex forms and sentence structures sometimes. he had limited vocabulary to express new points. 3. vocabulary : the score of the student is 3 points. it means that he communicated with limited flexibility and appropriacy on most of the topics that was given by the teacher. 4. fluency : the score of the student is 4 points. it means that the student spoke without noticeable effort and with little repetition. he spoke fluently and clearly without any repetition. 2.2 the female students’ speaking ability as explained before that speaking test is the main instrument to know the students‟speaking ability; how the female students speak. the list of the female students‟ score of speaking test can be seen on the table below: table 4. the list of female students score no name indicator pronunci ation vocbulary grammar fluency total 5 5 5 5 20 1 student 1 3 4 4 4 15 2 student 2 4 4 5 4 17 3 student 3 3 4 4 3 14 4 student 4 4 5 5 4 18 5 student 5 2 4 4 3 13 6 student 6 4 3 4 4 15 7 student 7 4 4 4 4 16 8 student 8 3 4 3 3 13 9 student 9 4 4 5 3 16 10 student 10 3 2 3 3 11 sum 34 38 41 35 148 average 3,4 3,8 4,1 3,5 14,8 max 4 5 5 4 18 min 2 2 3 3 11 the table shows the score of the female students. each indicator is given score 1-5. it depends on the students‟ ability to speak. the female students get score 14.8 for average from the total scores in any aspects. the highest score is 18 points while the lowest score is 11 points. rahayu : the comparison between… 31 2.3 the differencess between the male students‟ speaking ability and the female students‟ speaking ability the average score of the female students‟ (14.8) is higher than the average score of the male students‟ (13.5). the total score of the pronounciation of the male students is 35, the total score of grammar of the male students is 31, the total score of vocabulary of the male students is 33, and the total score of fluency of the male students is 36. meanwhile, the total score of pronounciation of the female students is 34, the total score of grammar of the female students is 38, the total score of vocabulary of the female students is 41, and the total score of fluency of the female students is 35. for brief explanation from the composing will be presented in the table below: table 5 the list of male and female students’ score from the figure above, the results indicated that there was a significant difference between the male and the female students in their speaking ability. it can be seen from the result of the score of each indicator between the male and the female students. the first indicator is pronunciation, the male students‟ score (35) is higher than the female students‟ score (34). the second indicator is grammar, the male students‟ score (31) is lower than the female students‟ score (38). the third indicator is vocabulary, the male students‟ score (33) is lower than the female students‟ score (41). the last indicator is fluency, the male students‟ score (36) is higher than the female students‟ score (35). finally, based on the average score of the indicators got by the female students (14.8) and the male students (13.5). these result are also describe that females performed better than the males in listing words that all began with the same letter, or that were all related semantically. it was because females have a lot of word to express than males, female students were also have over confidence than male students. so, the female students were able to learn quicker than the male students, especially to learn english speaking ability. e.conclusion and suggestion 1. conclusion the male students‟ speaking ability at the second grade of sman 1 bantarujeg is lower than that of the female students‟ speaking ability. the average of the score is taken from four indicators: pronunciation, grammar, vocabulary, and fluency is 13.5, the female students‟ speaking ability at the second grade of sman 1 bantarujeg is higher than that of the male students‟ speaking ability. the average of the score is taken from four indicators: pronunciation, grammar, vocabulary, and fluency is 14.8, this research concluded that there was a significant difference between the male and no indicator male students score female students score 1 pronunciation 35 34 2 grammar 31 38 3 vocabulary 3 41 4 fluency 36 35 total 135 148 eltin journal, vol 4/ii , oktober 2016 32 the female students‟ speaking ability. it can be seen from their score of speaking including pronunciation, grammar, vocabulary and fluency. the first indicator is pronunciation, the male students‟ score (35) is higher than the female students‟ score (34). the second indicator is grammar, the male students‟ score (31) is lower than the female students‟ score (38). the third indicator is vocabulary, the male students‟ score (33) is lower than the female students‟ score (41). the last indicator is fluency, the male students‟ score (36) is higher than the female students‟ score (35). 2. suggestions students, males and females, are expected to know that they have an equal ability in everything, especially in speaking ability. so, they all are expected to study hard and try their best to improve their speaking skill through speaking practice intensively. students, males or females, have to be better in speaking with rich vocabulary. so, when they have rich vocabulary they can speak english more effectively with the vocabulary that they have. language educator including the teacher should remember that while its good to be aware of these communication differences between male and female students, they must go beyond the assumptions and decide how to respond and interact based on actual behavior. in the end, as the teacher we can improve a student‟s achievements in language learning especially in speaking based on her or his gender. the more we know our students, their needs, goals, learning styles, considering their gender differences, the more we can help them to improve their learning achievements. f.references brown, g. & yule, g. (1989). teaching the spoken language. cambridge university press. harmer, jeremy. (2001). the practice of english language teaching. longman. hedge, t. (2000). teaching and learning in the language classroom. oxford: oxford university press. hughes, rebecca. (2002). teaching and researching speaking. london: pearson education. lakoff, r. t. (1976). language and woman's place. new york: octagon books. louma, sari. (2004). assessing speaking. uk: cambridge university press. nunan, david. (1989). language teaching methodology: a text book for teacher. sidney: prentice hall. nunan, david. (2003). practical english language teaching. new york: mcgrawhill. o„malley, j.m. & valdez pierce, l. (1996). authentic assessment for english language learners. ma: addison-wesley. ponton, cate. (1985). language and gender:making the difference. victoria: deakin university press. tannen, deborah. (1990). you just don’t understand women and men in conversation. new york: harpercollins publishers inc. thornbury, scott. (2009). how to teach speaking. longman. tymson, c. (1998). gender games: doing business with the opposite sex. australia: tymson communication. politeness in asking and commanding rizqiya : principle of …. 27 principle of mutual consideration in sundanese culture (an analysis on sundanese puppet show entitled kitab sastra jendra rahayu ningrat by asep sunandar sunarya) rissa san rizqiya rissa.sr@gmail.com stkip siliwangi bandung abstract politeness is defined as language use or communication in order to avoid humiliation of both speaker and hearer. deference refers to the use of language to show respect after considering aspects that urge the speaker to do so. the goal of deference is to satisfy the hearer (facesatisfying act). deference and politeness are sometimes mixed up between one another (aziz, 2008). the principle of mutual consideration is offered by aziz (2008)to complete the existing politeness theory. it is based on the causality law, which means a speaker should consider the result that may occur that is caused by her/his utterance.this article investigated politeness through the principle of mutual consideration on puppet show entitled kitab sastra jendra rahayu ningrat by puppet master asep sunandar sunarya. the result shows that sundanese shows politeness through the terms of addressee and the undak-usuk basa (deference). however, since it is a performing art, harm potentials is frequently and most obviously occurred. keywords: politeness, face, principle of mutual consideration a. introduction politeness concept has been a research subject for a long time. it is one of the factors that contribute to the success of the communication. in order to support the communication, one should have adequate knowledge of culturally specific politeness norms (aziz, 2000). there are four main theoretical models of politeness (huang, 2007:116). they are i) ‘social-norm’ model, ii) ‘conversational maxim’ model (leech), iii) ‘face-saving’ model (brown and levinson), and iv) ‘conversationalcontract’ model (fraser). aziz (2008) introduces new horizon of politeness theory, which he calls the principle of mutual consideration. the principle is formulized as:terhadap mitra tutur anda, gunakanlah tuturan yang anda sendiri pasti akan senang mendengarnya apabila tuturan tersebut digunakan orang lain kepada anda.(aziz, 2008:32) there are four principles of pmc: harm and favour potentials, shared-feeling principle, prima facie principle, and continuity principle. these four principles will be explained more in the following section as well as the other politeness theory. the four principles are also used as tool to investigate sundanese art,which is wayang golek. wayang golek or puppet show is widely known among sundanese. the story of wayang golek usually adapted mahabarata or ramayana; recently, it also develops to other story with the same characters. some of the content is adjusted to the values to eltin journal, vol 5/1, april 2017 28 be shared. since it takes 6-8 hours to perform, in order not to be boring, some humorous characters played such as three brothers sastrajingga or cepot, dawala, and gareng. although it is played by one puppet master, the language use reflects the position or the power of each puppet. the puppet master has the ability not only to differ the sound or the voice of each character but also to differ their characteristics. therefore, the language use of each character will be different. the puppet show is also very sundanese since it is guided by the sundanese deference (undak-usuk basa). this might be seen form the puppet master’s diction and the terms of address to each character. thus, it reflects the language use of the sundanese people. however, it must be acknowledge that the utterances in this performance mostly do not occur spontaneously. the puppet master must have practiced before the show. therefore the language use certainly has been planned. regardless to this issue, the puppet show illustrates how the sundanese interact with each others. especially in kitab sastra jendra rahayu ningrat, how they interact with parent, brothers, superior, and strangers can be seen well. b.literature review the most commonly known politeness theory is the brown and levinson theory of face-saving. face is defined as ‘the public self-image that every member wants to claim for himself’ (brown and levinson, cited in huang, 2007:116). there are two kinds of face; positive face and negative face. positive face represents an individual’s desire to be accepted and liked by others. positive politeness means to preserve the positive face of others. negative face refers to an individual’s right to freedom of action and not to be imposed by others. negative politeness means to maintain the negative face of others. people use several strategies to support positive and negative politeness. for example, they convey that the speaker and the addressee are cooperators, they satisfy the addressee’s wants, or claim that they share `commonground` with the addressee to conduct positive politeness. to conduct negative politeness, people will use indirect speech act, hedges on illocutionary force, and also apologies. as has been stated, there are always possibilities of any acts that threaten face. those kinds of acts are called face-threatening acts (ftas). ftas can threaten positive face, negative face, or both. disapproval, accusations, criticism, disagreements, and insults may threaten positive face. advice, reminding, and strong expression of emotions may threaten the negative face of an addressee. furthermore, one may also threaten his/her own face by performing the acts of accepting compliments, expressing thanks, and making confession. therefore politeness strategies are developed for the main purpose of dealing with these ftas. there are five strategies that can be used to deal with ftas: i) on record, without redress, baldly [lend me your lecture notes.], ii) on record, with positive politeness redress [how about letting me have a look at your lecture notes?], iii) on record, with negative politeness redress [could you please lend me your lecture notes?], iv) off record [i didn’t take any notes from the last lecture], v) don’t perform fta [john silently looks at mary’s lecture notes] (huang, 2007:118). those strategies are thought by the speaker considering the appropriateness with the addressee. rizqiya : principle of …. 29 in contrast, there are four natures of face based on confucianism: relational, communal/social, hierarchical, and moral (jia, cited in aziz, 2008:12). relational deals with the accepted mechanism that rules the relationship and behavior of the member to create the harmony. the nature of the communal / social face is based on the idea that face can protect someone from the possible `attacks and insults` of other society about the behavior of their owners. face is hierarchical since it is frequently related to the social attribute such as age, position, wealthy, heredity, etc. face is based on moral as only those who have integrity in moral who care about the sanctity of their face. (aziz, 2008) moreover, aziz (2008:18-19) concludes that there are two contrastive concepts about face: confucianism which emphasize on social harmony and brown and levinson who respect individual liberty. the two concepts of face is illustrated as follow: aziz (2008:19) argues the socialism points to the right (or east based on the map) since the idea comes from the chinese society (oriental/eastern). on the other hand, individualism points to the left (or west) since the idea develops in the western society. socialism infers that people in the efforts of saving the face, it is not only to respect the addressee but also due to the norms that require them to do so. if the norms are disobeyed, they will lose their face. while on the other hand, individualism tends to consider the individual ego as the central. those two concepts of face seem to be difficult to meet at a certain point since they based on different idea. aziz believes that there have to be at least three kinds of politeness: precommunicative politeness, on-the-spot politeness, and post communicative politeness (aziz, 2008). based on the thought, he then proposed the principle of mutual consideration, which states that more or less to the addressee, use utterance that you will be pleased to hear it as if the utterance comes from the other. this principle of mutual consideration is based on four principles. first, harm and favour potentials. it emphasizes that any utterance is potential to favour or harm the hearer. therefore we have to be selected to use the utterance. second, shared-feeling principle reminds the speaker to consider the hearer`s feeling as if s/he considers her/his feeling. third, prima facie principle is the first impression of the speaker by the hearer in the first time they communicate which will lead to the success level of the following communication. and the last is continuity principle. it states that the speaker and hearer following communication depend on the ongoing communication. therefore they have to build mutual trust each other. c.research methodology the aim of the research is to investigate the application of principle of mutual consideration in sundanese culture through wayang golek. therefore the research question occurs is: how is the application of principle of mutual consideration in sundaneseculture? the method that is used in this research is document analysis. there are two steps taken in conducting the research. first is transcription from the individualism (brown&levinson) socialism (k`ung fu tzu) two concepts of face (aziz, 2008) eltin journal, vol 5/1, april 2017 30 recorder. the second step is the data analysis using the aziz’s principle of mutual consideration. this principle of mutual consideration is used to investigate sundanese culture especially the art performance, that is, wayang golek. the title of story is kitab sastra jendra rahayu ningrat by asep sunandar sunarya. the dialogs that occurred among the characters are investigated through the four principles of pmc, which are the harm and favour potential, shared-feeling principle, prima facie principle, and continuity principle. d.findings and discussion as has been stated previously that the principle of mutual consideration is used to investigate the puppet show entitled kitab sastra jendra rahayu ningrat with the puppet master asep sunandar sunarya. the findings and the discussions follow. 1. harm and favour potentials this principle states that any utterance is potential harm or to favour the addressee. the favour potential that can be seen from the puppet show is the dialog between raden pandu and his father, prabu abiyasa. prabu abiyasa : pandu, yap kadieu ka hareup, kasep. raden pandu : …. aya pikersaeun naon kula panjenengan rama dewaji kersa nembalan? as can be seen, the terms of addressee kasep (handsome) and rama (father) show respect of each others. beside, instead of asking aya naon nyauran? (why are you calling me?), raden pandu uses longer and softer language aya pikersaeun naon kula panjenengan rama dewaji kersa nembalan? (what can i do that makes you calling me here?). another favor potential that occurs is in the dialog between resi nerada and batara guru. resi nerada : aduh, adi guru. batara guru : kaulanun kula. …. resi nerada : oooohh,, bisa jadi. nanging saha nu saleresna eta? batara guru : kaula ge masih keneh poekeun. ayeuna mah wayahna we kontek ayamadipati menta supaya itu kamera pengkolkeun ka jagatraya pramudita urang cena ngamonitor eta jalma anu bieu, urang mah urang ningal we ti keraton himawat dina kaca trenggana, gilekkeun itu kamerana supaya bisa ngamonitor eta makhluk anu nembe. resi nerada : oh sae sae sae. the terms of addressee resi nerada to batara guru is adi guru. although batara guru in social status is higher, since resi nerada is his older brother, batara guru uses the term kaulanun kula to reply to resi nerada. kaulanun kula is usually used to reply to a higher status. therefore, batara guru shows respect to resi narada to maintain the positive face of resi nerada. batara guru also uses hedging wayahna to give order to resi nerada. surprisingly, harm potential occurs more obviously in this art. however, it is understood that it occurs for the sake of humor. this harm potential occurs mostly in the dialog between cepot, dawala, and semar. semar : ieuh, ujang, dengekeun ku silaing. ieu teh di leuweung, ucu, sing inget, sasanget-sangetna leuweung moal leuwih sanget ti batan sungut. ulah suaban jeung ulah saomong-omongna. hirup teh kudu bisa adaptasi, deuleu. rizqiya : principle of …. 31 cepot : ari adaptasi teh naon, nyong? dawala : emh, tobat, gusti. hirupna kurang gaul kurang tatanya teh kitu tah. heug atuh mikir saeutik meni euweuh we intelektual teh. cepot : yeeeh, naon atuh ijig-ijig kanu intelek da aing mah nanyakeun teh adaptasi. dawala : heueuh ta teh akibat kurang gaul kurang tatanya. heug ari, ieuh, lamun aya koran teh baca, aya pr teh; aya buku ti gegersunten baca, ti mang taopik faturrahman; aya lomari ti pa haji sidiq, baca; baca eta teh, sanajan euweuh aksaraan tapi aya. cepot : naon? dawala : kahadeannana, baca! cepot : na ijig-ijig kana lomari ijig-ijig kana koran? da nu ku uing ditanyakeun mah adaptasi, deuleu! dawala : heueuh eta teh kurang gaul. ieuh, lalajo tipi teh nuansa pagi, buletin malam, sekilas info, lintasan berita, heug dengekeun lumayan nambah wawasan, ambeh teu kurung batok teuing! cepot : na ijig-ijig kana tipi, sia teh kumaha ieu teh, aing keur lieur da nu ku aing ditanyakeun mah da adaptasi, aing mah! dawala : heueuh atuh, naha nanyakeun kanu teu nyaho? cepot : eeeeh, belegug siah! si jurig, nggeus we atuh cukup ku teu nyaho kituh, jurig, ti tatadi, moal lieur aing. meni nambahan beban sia ka aing teh, ah. dawala : heueuh atuh, tanyakeun we kaitu kanu merena, saha tadi nu merena? cepot : bubuyutaing. dawala : heueuh tanyakeun. tanyakeun kaitu ka bubuyut. cepot : naon, pa, adaptasi teh? semar : coba! nepi kakitu-kituna si wewelek teu nyaho adaptasiadaptasi acan, ih. tah, ceuk aing oge ti baheula kudu daek gaul teh kitu, jang. ai gaul jeung menak ti baheula tapi euweuh nu nyerep ka sia mah; hare-hare; cai dinu daun kalapa. cepot : daun taleus kituh. semar : aeh, heueuh. cepot : heueuh, naon adaptasi teh? semar : ke la nan. agan! raden pandu : kaula, kakangsemar. semar : dupi adaptasi teh naon, nun? cepot : coba, ituh! gusti nu maha agung. nu matak, pa, pa, dangukeun, dimana anak belegug jeung bodo teh ulah ngambek da geuning ti bubuyutna keneh, hihihi… dawala : ahahah.. cepot : na sia teh dawala seuri teh meni kitu? dawala : eta we ku belegug sarerea, he eh.. the first harm potential is the term of addressee used by cepot to dawala, nyong (from monyong, no specific term in english). this term usually threaten the addressee since it is a form of physical insult. the other term of addressee is jurig (monster). it is also a kind of an insult. from the dialog, when cepot asks the meaning of adaptasi to dawala, dawala insults cepot that he is not socialize, lazy to ask, not well-informed. cepot that feels eltin journal, vol 5/1, april 2017 32 insulted uses self-addressee aing and uing, and sia to address dawala. in this dialog, dawala does not fulfill the grice’s maxim of quality. therefore cepot keeps asking the meaning of adaptasi. however in the end, after insulting cepot, dawala acknowledges that he also does not know it and tells him to ask semar. when cepot asks semar, semar also threatens cepot’s face by judging him to be not socialize. when cepot keeps asking the question, instead of answer the question, semar asks raden pandu. cepot who has already lost face has found back his face since dawala and semar turn out to be the same `not socialize`. the same harm potential also occurs in the dialog below. cepot : singkatan tina naon, semar?! semar : aduh, eta si jurig ka aing! cepot who has lost his temper, uses the term of addressee of his real father’s name, semar. in sundanese, calling the name of the parent is considered to be rude. the dialog between cepot and semar here has a very harm potential. however, the dialog seems to be on purpose by the puppet master to amuse the audience. a more serious harm potential that occur is when batara indra and resi nerada do not allow eka pancatunggal to enter the palace. batara indra : asup ka sawarga teh ulah disaruakeun asup kana gerbong kareta api. …. resi nerada : ….. teu tatanya? teu ningali plang di hareup? eka pancatunggal : punten we kaulanun. both batara indra and resi nerada uses off-record strategy to maintain their negative face. they perhaps feel threatened since eka pancatunggal, a stranger, enter their territory. eka pancatunggal who realizes this uses correction strategy by asking forgiveness to both. harm potential also occur when batara indra challenges eka pancatunggal to have a fight. batara indra : dipodaran anjeun! ….. eka pancatunggal : maju! batara indra : modar siah! the strong expression of batara indra also potentially harms the face of eka pancatunggal. this condition can not be corrected by any utterance since both have lost their patience. as stated by aziz (2008:33), we should be selective to select our words in order not to harm our addressee. any utterance has potential to favour and harm our addressee. however, for the purpose of art or performance, harmful utterance can be an entertainment for the audience. 2. shared-feeling principle shared-feeling principle reminds people to consider the addressees feeling in the manner of considering their own feeling. the most obvious dialog that shows this principle is, raden pandu : coba jawab, ari jati diri kakang semar teh naon? semar : ah, naha, jati diri sim abdi mah kieu we hideung, nun. raden pandu : coba jawab, kang. semar : ih, duka, nun. raden pandu : upama kitu mah carana sarua we jeung teu ngarojong kana pamaksudan kaula, kakang badranaya. kapan kaula teh ieu teh calon ais pangampih di nagara astina. nyaeta pikeun mingpin rizqiya : principle of …. 33 rahayat jeung nagara, lamun kaula, hiji raja, teu apal kana dirina, teu apal kana jati diri, nu tangtu dina harti kaula teh bakal sakaba-kama hirup, bakal kalunta-lunta, kadang-kadang kaula bakal jadi oknum di nagara. cepot : sok atuh kadinya, pa. bijilkeun, ulah dibekem wae elmu teh. semar : duka, nun. cepot : sok kadinya, pa, buru-buru atuh lah. semar : sae, sae. upami tea mah agan leres-leres palay uninga kana jati diri, sae, mangga. this dialog is interesting since the one who feels the same feeling is the side participant. when raden pandu asks question to semar and semar refuses to answer, cepot persuades semar. another dialog that shows this shared-feeling principle is the dialog between batara guru and eka pancatunggal. batara guru answers each questions of eka pancatunggal. this shows that batara guru appreciate the curiosity of eka pancatunggal. 3. prima facie principle first impression remains in someone's memory. this principle reminds people to give a good impression in the first time of interacting with new people. however the opposite occurs in the dialog between batara indra and eka pancatunggal, batara indra : kurang aja siah! eka pancatunggal : naha kurang ajar kumaha? batara indra : heueuh kurang ajar! eka pancatunggal : anu mawi kaula pangna nanyakeun oge kurang ajar, ieu teh, tah purwa dongkap ka dieu teh hayang diajar ku dewa. tapi anu bade ngajarna kieu geuning, gede ambek? ngaheulakeun emosi, atuh sarua we jeung nembongkeun kalemahan anjeun sorangan. menutupi kalemahan ku cara emosi, cobi tingali. batara indra : kurang ajar! hayoh, nyingkah, nyingkah, nyingkah! batara indra gives bad first impression to eka pancatunggal. eka pancatunggal who feels disappointed then judges him as irritable.since this prima facie principle is important to keep harmony for the following communication, aziz (2008:33) therefore suggest us to be careful selecting utterances in the first interaction. 4. continuity principle the following communication depends on the ongoing communication. therefore both speaker and addressee should build the mutual trust between them. the dialog between eka pancatunggal and batara guru shows that they have built the mutual trust. although eka pancatunggal has been disappointed by batara indra and resi nerada, his impression on batara guru has fixed it. eka pancatunggal : sae sae sae. permios sanes teu sono, pamitan sanes bosenan, sanes waktos kaula bakal tiasa tepang deui, kalayan nuhun kana impormasina. batara guru : sakitu. bral lumampah. eka pancatunggal : hapunten, kasepuhan, kaula parantos lancang ka para dewa tadi nya. the dialog shows that eka pancatunggal might come to meet them again. this means that eka pancatunggal trusts batara guru to have another conversation. to conclude, one of the strategies that can be used to conduct the pmc in sundanese culture is by using the appropriate deference (undak usuk basa) and terms of eltin journal, vol 5/1, april 2017 34 addressee. sundanese, as well as other culture, has various characteristics of people. this is reflected by the characters of the puppets. e.conclusion in conclusion, the dialog among the characters of the puppet show entitled kitab sastra jendra rahayu ningrat by asep sunandar sunarya shows the variety of politeness and impoliteness. the art however represents the dynamic of the society especially in sundanese. however, since this is a form of an entertainment, the impoliteness of the characters might or might not occur in the real life society. above all, the principle of mutual consideration reminds us to be selective in selecting words to be uttered, consider our addressee’s feeling, give a good first impression to people, and build mutual trust of each other to create a harmony in society and also satisfy ourselves for doing good thing. f.references ali. (2008). orang sunda bukan jawa?retrieved 11may 2010, from http://alinur.wordpress.com/about/ aziz, e.a. (2000). refusing in indonesian: strategies and politeness implications. an unpublished thesis for doctor of philosophy in the department of linguistics monash university. aziz, e.a. (2008). horison baru teori kesantunan berbahasa: membingkai yang terserak, menggugat yang semu, menuju universalisme yang hakiki. pidato pengukuhan guru besar dalam bidang linguistik pada fpbs, upi.unpublished. huang, y. (2007). pragmatics. oxford: oxford university. kurnia, i. (2007).watak budaya sunda. retrieved 11may 2010, fromhttp://www.kasundaan.org/id/index.php?option=com_content&view=arti cle&id=53&itemid=82 rezameutia. (2007). manusia sunda. retrieved 11 may 2010, from http://hadingrh.multiply.com/journal/item/60 http://alinur.wordpress.com/about/ http://www.kasundaan.org/id/index.php?option=com_content&view=article&id=53&itemid=82 http://www.kasundaan.org/id/index.php?option=com_content&view=article&id=53&itemid=82 http://hadingrh.multiply.com/journal/item/60 ma’arif & ashlihah : students positive … 85 students positive response through think pair share strategy on english speaking skills iin baroroh ma’arif & ashlihah iinbaroroh@gmail.com & ashlihaherhaka@gmail.com. kh.a.wahab hasbullah asbtract harmonious communication has an important role in teaching and learning process, especially in encouraging the success of teaching and learning process in the classroom. this research was conducted to know the student's response to the implementation of think pair share strategy in speaking course. this strategy emphasizes how students are more active in communicating using english in the classroom. the purpose of this research is 1) how the implementation of think pair share strategy in class; 2) how students respond to the think pair share strategy in the classroom; the design of this study is descriptive-qualitative to answer these questions. in this study, researchers themselves are the main instrument. in collecting data, researchers used observation sheets, and field notes. keywords: think pair share strategy, student response a. introduction english is the current international language. english plays an important role in this modern world. english functions not only as a language of science and technology, but also people use english as a means of communication in economics, politics, social, cultural and trade, multilateral relations, and also for career growth. because of its importance in this globalized world, the indonesian government, therefore, through its national curriculum, focuses on the goal of improving students' skills in all english language skills, including reading, writing, listening and speaking skills. basically in english communication, there are some things that must be mastered, such as the number of vocabulary, knowing the structure of the sentence and able to pronounce the words correctly. furthermore, confidence is a supporting factor that must be acquired. according to cahyono and widiati (2011: 29) the success of students in developing their communication skills can be seen from the smoothness, accuracy and effectiveness of the speech. b.literature review in connection with learning english, cahyono and widiati (2011: 36) said that speaking should apply the communicative approach. students can interact with others in the learning process so that they can improve their english skills. communicative approach allows students to manage their communication with their friend in the classroom. the communication not only manage between students and teacher but also students and teacher. there are many learning strategies, but the most frequently discussed topics in the world of education are cooperative learning strategies, one of it is the think pair share learning strategy. in this learning strategy the students are trained how to express opinions and students also learn to respect the opinions of others by still referring to the material / learning objectives. think pair share is designed to influence student interaction. think pair share facilitate the students to share their opinions with other students. mailto:iinbaroroh@gmail.com mailto:ashlihaherhaka@gmail.com eltin journal, vol 5/ii,october 2017 86 c.reseach methodology this study focuses on how the implementation of think pair share strategy in the classroom and how students respond to the implementation of think pair share strategy in class. this research is qualitative descriptive research because it focuses on description and explanation. the data sources in this study are students of english language education program semester 2 in speaking courses. for research instrument, researcher is the main instrument and to strengthen this research data also use observation sheet and field note. to collect data about how students' attitude toward the implementation of think pair share strategy in speaking 2 subjects the researcher uses questionnaires that must be filled in all the students. from the data, the researcher analyzed whether positive or negative student response to the implementation of this think pair share strategy. no questions strongly agree agree ordinary only disagree strongly disagree 1 using the think pair share strategy, i enthusiastically speak english 2. the use of the think pair share strategy motivated me to dare to practice speaking in english 3. the use of tps strategies is more interesting than other strategies in learning to speak english 4. the use of tps strategies helped me learn to speak english more easily 5. the use of the tps strategy helped me in improving my english vocabulary 6. the use of the tps strategy helped me in reproducing the proper english ma’arif & ashlihah : students positive … 87 questionnaires to be filled by students amounted to 10 statements covering 4 topics on learning english. the first topic of how student feels after the implementation of the think pair share strategy in the classroom (questionnaire number 1 & 2), second topic on the effectiveness of using think pair share strategy compared to other strategies (questionnaire number 3 & 4), subsequent topic on think pair benefits share is attributed to students 'speaking ability in terms of grammar, vocabulary, fluency and accuracy of word pruning (questionnaire number 5-7), and the last topic on improving students' speaking ability (questionnaire number 8-10). example of a questionnaire assessment of students on the use of think pair share strategies in speaking courses in class) what is your opinion after learning to speak english using the think pair share (tps) strategy? (select an answer by checking (√) the answer option) d.result and discussion the results of the questionnaire showed positive responses of students after the implementation of the think pair share strategy in the classroom. the first topic concerns students' feelings after the implementation of the think pair share strategy in the class shows that 87.03% of students feel enthusiastic and motivated to learn and practice their english speaking skills, while others (12.96%) feel unconvinced that think pair share strategies can make them more motivated to improve their speaking ability. the next topic on the effectiveness of the think pair share strategy compared to other strategies showed 85.19% of the students agreed while the other (14.81%) expressed uncertainty about it. the next topic shows 81.48% of the phrases 7. with the tps strategy i get the right language usage model especially for talking 8. the use of the tps strategy not only helped me in improving my speaking skills but also listening 9 the use of the tps strategy helped me get an idea for speaking practice 10 the use of tps strategies can be useful in teaching english, especially speaking eltin journal, vol 5/ii,october 2017 88 students agree the use of think pair share strategy is useful to improve students' speaking ability in terms of grammar, vocabulary, fluency and accuracy of pronunciation. while on the last topic about improving students' speaking ability english showed 86.45% gave positive response and the rest (13.55%) said not sure. after analyzing all data, 84.81% of students responded positively to the use of think pair share strategy in speaking 2 courses. the result if connected with success criterion 2 points is 75% of students showed a positive response it can be concluded that this result has exceeded predetermined success criteria. more data showing student's attitude toward implementation of think pair share strategy can be seen in table: graphic 1 students’ attitude on the implementation of think pair share strategy 8 6 13 9 7 8 7 12 6 7 15 18 11 13 13 15 17 11 15 19 4 3 3 6 6 4 3 4 6 11 0 2 4 6 8 10 12 14 16 18 20 pernyataan 1 pernyataan 2 pernyataan 3 pernyataan 4 pernyataan 5 pernyataan 6 pernyataan 7 pernyataan 8 pernyataan 9 pernyataan 10 sangat setuju setuju tidak yakin tidak setuju e.conclusion based on the result of this research, it can be concluded that the implementation of think pair share strategy can give positive response to the students. students have a positive opinion about the use of tps in the proses of learning. follow-up from this research can be made as a reference in learning. for teachers or other teachers, the results of this study can be made as an alternative strategy in learning activities. f.references arikunto, s. 2006. prosedur penelitian suatu pendekatan praktek. jakarta: pt rineka cipta. aryad, m. g. & mukti, u. s. 1988. pembinaan kemampuan berbicara bahasa indonesia. jakarta: airlangga baaruddin & wahyuni, esa nur. 2010. teori belajar dan pembelajaran. yogyakarta: ar-ruzz media. budiningsih, asri. 2005. belajar dan pembelajaran. jakarta: pt rineka cipta. blaz, d. 2001. a collection of performance task and rubrics: foreign language. larchmont: eye on education ma’arif & ashlihah : students positive … 89 cayono, b. y. & widiati, u. 2011. the teaching of english as foreign language in indonesia. malang: um press dimyati & mujiono. 2006. belajar dan pembelajaran. jakarta: rineka cipta. harmer, j. 1997. how to teach english: an introduction to practice of english language teaching. essex: addison wesley longman kemmis, s. & mc taggart, r. (eds.). 2000. the action research planner (3rd eds.). victoria: deakin university press kohy, v. 2005.action research for improving practice: a practical guide. london: paul chapman raayu, e.s., & nuryata, i.m. 2010. pembelajaran masa kini. jakarta: sekarmita training publishing. rafi′udin. 1997. rancangan penelitian tindakan. makalah disajikan dalam lokakarya tingkat lanjut penelitian kualitatif.angkatan ke v tahun 1996/1997. malang: ikip semiawan, conny, dkk. 1992. pendekatan keterampilan proses, bagaimana mengaktifkan siswa dalam belajar. jakarta: gramedia. tarigan, d. 1995. materi pokok pendidikan bahasa indonesia. jakarta: depdikbud triyanto. 2007. strategi-strategi pembelajaran inovatif berorientasi kontruktivistik: konsep, landasan, teristikpraktis dan implementasinya. jakarta: prestasi pustaka arisandi & wachyudi : miscue analysis in…. 17 miscue analysis in reading aloud by indonesian english foreign learner vidya arisandi vidy_ey@rocketmail postgraduates applied linguistics at unika atmajaya, jakarta kelik wachyudi kelikwachyudi27@gmail.com university of singaperbangsa karawang abstract this research deals with “miscue ananalysis in reading aloud by indonesian english foreign learner.” this researchfocuses on diagnostics tool in reading by using miscue analysis has been studied less extensively.the goal of this research is to check learners‟ reading comprehension on text by using diagnostic tool. therefore, this research is undertaken to investigate the features of miscues produced by the indonesian efl learners in the process of orally reading english text. the method is focused to explicate participant, research data, research instruments, data collection and data analysis. there are various miscues occur in this study, such as mispronuncitaion, insertion, omission, calls for help, hesitation, repetition, and self correction. it can be concluded that reading aloud can make learners have good pronunciation. it means that their dialect can be corrected while they are reading aloud. reading speed influences reading comprehension. keywords: miscue analysis, reading aloud and efl a. introduction reading is defined as an activity of interacting and getting a meaning from a written language. it is in line with allen (1976) who proposes the aim of reading is to get meaning of the passage or to grasp comprehension.comprehension is the purpose of reading, and it is a vital component to reading (thiele, ___; fancher, 2007). comprehension refers to thinking what are learning by knowing the message of the text (harvey & goudvis, 2000). reading comprehension isthe ability to read text and understanding its meaning by involving thinking process (block, gambrell & pressley, 2002; farzaneh, 2016). further, yuko (2009) states that learners have difficulty achieving academically if they cannot comprehend what they read.various of reading have been mentioned by some experts in education area. brown (2001) classifies two types of reading in classroom reading performance;silent reading and oral reading. “oral reading is better than silent reading” (goodman & goodman, 1982, p. 381). some researchers indicate oral reading as reading aloud (ilona, 2009; kinasih, 2012).reading aloud defines as “the process during which the learner utters a printed text out loud in theenglish language lesson. the text pronounced by the learner is a printed passage in the learner‟stextbook and is unknown to him or her” (ilona, 2009, p. 169). the relation between reading skill and learners have been always indicated to various of teaching approach, teaching method, and teaching strategy in education field. for instances,examining, finding, and using appropriate method or strategy in teaching reading. it occurs because reading regards as a complex process which involves threemental processes; eyes, tongue, and mind (alshehri, 2014), “reading is a crucial skill in learning and communication” mailto:kelikwachyudi27@gmail.com eltin journal, vol 5/1, april 2017 18 (alshumaemeri, 2011, p. 186), and “reading is important to help students gain access to many different kindsof knowledge, information, and ideas” (al-shehri, 2014, p. 8). conducting research in finding and using approppriate teaching methods and strategy of text reading comprehension has been common issue in the field of research. (alshumaemeri, 2011; al-mansour & al-shorman, 2011; al-shehri, 2014) reading aloud is regarded as an effective way and an appropriate strategy in developing and improving english foreign language learner reading comprehension. (oueini, bahous, & nabhani) mention that by using reading aloud, learners are able to use the new vocabulary words and engaged in analysis and synthesis (2008). (wadsworth, 2008) finds out several instructional purposesof reading aloud strategy that can make it powerful in influencing learners‟ reading comprehension. some advantages of using reading aloud are also proposed by some researchers as amer (1997) who finds out that reading aloud can encourage students to progress to higher levels of comprehension and helping readers to hear text as a whole, with various levels of meaning, and medgyes(1997, as cited in ilona, 2009) states that reading aloud can help teachers to see whether the learners understand the meaning of the words, the sentences, and the discourse. in the other hand, fujinaga argues that there is no major differences between oral reading and silent reading on comprehension performance. however, most reading studies focuses on type of method and strategy that can increase students‟ ability in reading comprehension. to date, in term of conducting research which focuses on diagnostics tool in reading by using miscue analysishas been studied less extensively.the purpose in using this diagnotics tool is to check learners‟ reading comprehension on text. therefore, this study is undertaken to investigate the features of miscues producedby the indonesian efl learners in the process of orally reading english text. b.literature review reading is regarded as one of psycholinguistics process because of the use of language. there is a procces in comprehending a written language. the process involves two points, there are thought and language. it is commonly suggested that miscue is used to measure text reading comprehension (allen, 1976; argyle, 1989; goodman & burke, 1972; ilona, 2009; ebe, 2010; qiuyan & junju, 2011; kinasih, 2012; huang, 2015). “the miscues are revealing of the strategies each student tends to rely on when difficulties arise” (hoffman & baker, 1981, p. 908). miscue deals with the errors that appear while the reader reads the text (nunan, 1999). further, if the written language has higher level than the level of readers‟ ability. it means that the errors cannot be avoided by readerswhen reading orally (ilona, 2009).in the other hand, goodman & goodman (1978) disagree with the term error in process reading aloud, because errorhas no good perceiption in education field, so they prefer to use term miscue. “miscue analysis is a technique of identifying reading problems by having the readers read text aloud, recording the reader while reading, and then documenting and analyzing miscues from the text” (kinasih, 2012, p. 10). it means that listeners or teachers can encourage readers difficultnes in sounding written language. in addition, kinasih mentions that miscues will emerge while reading aloud (2012).the goal of miscue is “to determine primarily the degree of comprehension that the student arisandi & wachyudi : miscue analysis in…. 19 demonstrate since the goal of reading is, above all, the ability to extract meaning from a passage” (allen, 1976, p. 564). hoffman & baker (1981) propose types of miscue. they are insertion, omission, substituion, mispronunciation, calls for help, hesitation, repetition. in compliting theoryon the findngs, i select one of miscue that is proposed by allen (1976), it is self correction. insertion is adding a word or words that are not existed in the text (the learner inserted an extraword or phrase during their reading aloud). omission has definition as omitting a word or words that are existed in the text, and it effects the meaning of the sentence in the text changed. substituion deals with er (expected response)is substituted by another word or phrase during the learner‟s reading out loud. mispronunciation refers to pronounce a word or words that are intended incorrectly. calls for help is to ask the teacher directly for helping them. hesitation occurs while the readers stop to read immediately, and itis indicated withpause. further, hoffman & clement (1984, p. 425) add definition of hesitation: “hesitation are coded in those instances where the students comes to a text word and makes no overt response for at least 3 seconds or the teacher interrupts before the students can make any overt attempt at the text word. hesitations are similar to the refusals” repetition means the readers repeat one word, or part of it, or a phrase one or more times. self correction shows that the readers try to correct the reading to make sense the meaning.some studies on miscue conduct different focus. ilona (2008) investigates quality and quantity of reading miscue produce by english foreign language learner. the result shows that either good readers or weak readers substitute the text with the highest frequency. occurences of miscue is caused by lack of comprehension of text. the researcher also conclude that oral reading is not the best way in increasing reading comprehension. further, medjahdi (2015) conducts her study in finding efl learners‟ difficulness in reading comprehension. she finds out that pronunciation and ambiguous words are the factor on understanding text. beside that, reading material and text selection have an influence on the learners‟ reading achievement. c. research methodology 1. participants the study is conducted in an english education programme (2 nd semester) in one of university in karawang.the students‟ age ranged from 18 to 20 years. participants‟ native language background are varied: three of them (sundanese), two of them (javanese and bataknese). student‟s proficiency level is intermediate level. 2. pilot test pilot test is conducted to check the criteria of text that is needed for this study. the result shows that two texts (tornadoes and checks balances in the constitution of the united states)are rejected as research data in this study because the content of texts is too simple to be understood, these participants have adequate vocabulary on those texts, lenght of the texts are short, and prior knowledge of both texts topic. 3. research data research data refers to the crucial thing in the research. the data is used to reveal some findings that are going to answer research question. pilot test‟s result shows that one text (vaccines) is not rejected as research data in this study. the reasons are eltin journal, vol 5/1, april 2017 20 gained by using open-ended interview. text (vaccines) is selected because lenght of the text is longer than both texts (tornadoes, checks balances in the constitution of the united states), the text provides unfamiliar vocabulary for two participants in pilot test, complex syntax (complex sentences influences the chunking in grammatical units), and the text (vaccine)is a text that is new for them. type of students‟ miscue that occured in oral reading in text that entitled vaccines is regarded as research data in this study. in addition, watson & burke (2005, as cited in qiuyan & junju, 2014, p. 64), the material selected should be “difficult enough to challenge readers but not sodifficult that they cannot continue independently”. 4. research instruments research instruments is defined as a tool in analyzing research data. in analyzing the data, we refer to the features of miscues that are proposed by (hoffman & baker, 1981) and (allen, 1976). 5. data collection this study passes some procedures in collecting the data, such as coppying the selected text (vaccines), finding five participants (out of two participants in pilot test), telling them that this reading aloud is not the test (by using informal indonesia language), telling the procedures (reading aloud „without any preparation‟ and no time limitation, retelling what the text means), and doing tape-recording. 6. data analysis the procedures of data analysis are coding the miscue while participants read aloud text, transcribing the utterances that reveal the miscue, summarazing the miscue of each participant, and analyzing the miscue by refering to theories (hoffman & baker, 1981) and (allen, 1976). d. findings and discussion the purpose of this study is to investigate the features of miscues that are producedby the indonesian efl learner in the process of orally reading english text. this study quantifies the characteristic of miscues that is proposed by (hoffman & baker, 1981) and (allen, 1976). there are seven types of miscue (hoffman & baker, 1981). insertion, omission, hesitation, substitution, mispronunciation, calls for help, and repetition. in accomplishing theory to the findings, we refer to one of miscues that is proposed by (allen, 1976). one of miscues that is referred in this findings is self correction.based on the table 1, not all the types of miscue (hoffman & baker, 1981) occurs in indonesian efl learner while they are reading. further, not all the participants in this study is doing self correction (allen, 1976) while doing reading. the highest frequency of miscue is mispronunciation with 63 frequencies (59,43%). the lowest frequency of miscue is calls for help and hesitation. each type occurs with one instances (1,88%). meanwhile, there is no occurences in substitution miscue. self correction (allen, 1976) occurs with one frequency (0,92%). arisandi & wachyudi : miscue analysis in…. 21 table 1 types of miscue types of miscue insertion omission substituti on mispronun ciation calls for help hesitati on repetiti on self correction (allen, 1976) 18 14 0 63 1 1 10 1 108 16,66% 13,20% 0 59,43% 0,92% 0,92% 9,25% 0,92% the occurences of miscues that are produced by each participant can be seen in table 2. p1 tends to produce more miscues with 39 frequencies (36,11%). the second position in producing less more than p1 is p2 with 26 occurences (24,07%). p4 produces miscue less than p2 did, it is 20 miscue (18,51%). p3 tends to reduce miscue in her reading text, with the total of occurences 14 (12,96%). and the lowest frequency is in p5, with 8 frequencies (7,40%).table 2 indicates that mispronunciation occurs in each participant frequently. table 2 the occurance of miscue types of miscue p1 p2 p3 p4 p5 insertion 2 8 6 2 0 omission 4 7 1 1 1 substitution 0 0 0 0 0 mispronunciation 29 7 5 16 6 calls for help 0 0 1 0 0 hesitation 0 1 1 0 0 repetition 4 2 2 1 1 self correction 0 1 0 0 0 total (%) 39(36,11%) 26(24,07%) 16(12,96%) 20(18,51%) 8(7,40%) table 3 list of type and sample actual words type of miscue sample of miscue vaccines are prepared form harmful viruses or bacteria and administeres to patients to provide immunity to specific diseases mispronunciation vaccines /paksin/ form/from/ viruses /piruses/ administers /administers/ the correct sound:/vækˈsiːn/ /ˈvaɪrəs//fɔːrm/ /ədˈmɪnɪstər/ a final type of vaccines . . . (line15) insertion the last is a final type of vaccines . . . (line15) . . ., a large number of omission . . .,_________ number of typhoid fever repetition typhoid (repeat) typhoid (repeat) typhoid fever tuberculosis mispronunciation p3: /tuberculois/ (pause) eltin journal, vol 5/1, april 2017 22 calls for help /tuberkulouis/ apa gimana ya teh? hehe i:/tuːˌbɜːrkjəˈloʊsɪs/ p3: /tuːˌbɜːrkjəˈloʊsɪs/ hesitation (pause) . . . to the method by which they are derived. self correction (allen, 1976) . . . to the method in which they are derived. (eehh..by which they are derived). p1 produces three mispronunciations in the first sentence of the text. oftently, p1 has obstacle in pronuncing /v/. it cannot be denied that linguistic background of our native language can influence our second language in sounding words. mispronounciations above the word vaccines and viruses are influenced by p1 linguistics background, sundaness (l1).(sudrajat, 2016) stated in his research that in general, all of students repeatedly replace the speech sound /f/ and /v/ for /p/. furthermore, richard refers this situation to interlanguage error situation in which there is an overlapping between native language and second language (1971). mispronunciation is also caused by unfamiliar words or vocabulary. from the openended interview data, p1 states that she tends to consult herself with dictionary while she finds the new vocabulary in reading. the second miscue that occurs frequently is insertion. the example of insertions which are taken from p2, who tends to make many insertions than the other participants, while reading the text. the insertion above occurs in the first sentence of line 15. p2 adds the verb phrase the last is. further, omission is also produced more by p2. the example above is taken from one of omissions that occur in p2. p2 deletes a phrase a large in actual words. the omission occurs because p2 feels tired and bored of the text. these reasons appears while interview section is conducting. the other miscue is repetition. the example is taken from p2. repetition occurs because the unfamiliar word. p2 tends to have correct pronunciation and to make sense in repeating the wordtyphoid,but in the end of text interpretation, p2 still cannot give right meaning on it. interestingly, there are three types of miscue in a word that is produced by p3. they are mispronunciation, calls for help and hesitation. the examples are in the table 4 with the word tuberculosis. mispronunciation occurs in the first she sounds it, and then she makes calls for help, because she has unfamilair wordwith tuberculosis. although she tries how to sound tuberculosis, but she makes pause. as hoffman and baker (1981) state that pause indicates that the readers make hesitation on what they read. the last analysis in miscues is self correction. the theory refers to (allen, 1976). the example is in table 4. self correction occurs only one frequency, and it is produced by p3. the reason of correcting the words is limiting of knowing phrase. in the interview section, p3 states that it is sounded odd while reading the phrase by which. this oddness is caused by unfamilar phrase by which. the familiar phrase for p3 from the word which is word in. based on the findings, the miscue of substitution is not found in all participants. arisandi & wachyudi : miscue analysis in…. 23 the other topic that is going to decsribe in this findings part is text interpretation on reading. interpretation has something to do with comprehension. as proposed by facncher that comprehension plays a crucial thing in reading(2007). further, bell states that reading speed influences reading comprehension (2001). this statement supports another findings in this study, learners‟ reading comprehension in the text that they read. the findings reveal that p1, who has reading speed with 57 words/minute, has many missinterpretation in comprehending the text. it is showed when p1 retells the message in the text. for instances, sentence in second line, the various type of vaccines are classified according to the method by which they are derived. she interprets that sentence as vaksin mengklasifikasikan berbagai metode yang ada. from the open-ended interview, p1 states that she has obstacle in transferring the meaning when the form is passive, the various type of vaccines are classified, and while she finds unfamiliar vocabulary, derived. it is in line with waren (2013) who states that passive voice is regarded as complex structure in sentence processing. reading speed of each participant can be seen in table 4. the score of reading speed is calculated from selecting the longest line in a text times the number of line in a text, and then the result is divided by how long each participant in reading the text, or duration. table 4 the score of reading speed participant duration reading speed p1 5 minutes 57 words/ minute p2 3 minutes 95 words/minute p3 3 minutes 95 words/minute p4 3 minutes 95 words/minute p5 2 minutes 142 words/minute e. conclusion there are various miscues occur in this study, such as mispronuncitaion, insertion, omission, calls for help, hesitation, repetition, and self correction.the highest miscue in this study is mispronunciation. from mispronunciation, i find two reasons; they are unfamiliar wordsand the differences between participants‟ linguistic background and their foreign language, english. the feedback, that can be given to the learner who makes many misinterpretations, is to correct the word that sound missing by refereing to available reference, such as electric dictionary that contains how the word is sounded.further, the teacher can give the explanation of correct sound by showing the learner phonetic symbol, and teach them how to sound it by repeating that particular word at least three times.based on this findings, one of miscues that can help teacher in correcting mispronunciation form is calls for help. the leaners as participants in this study have different linguistics background. there are sundanes, javanese, and bataknese. the way they pronounce a word in english is unrarely influenced by their linguistics background.reading aloud can make learners have good pronunciation. it means that their dialect can be corrected while they are reading aloud. reading speed influences reading comprehension. based on this findings, repetition does not work on grasping the meaning. so, meaning will be comprehended by the reader not only by repeating the word, but also knowing word context. eltin journal, vol 5/1, april 2017 24 f. references allen, e., d. (1976). miscue analysis: a new tool for diagnosing oral reading proficiency in foreign languages, foreign language annual, 9(6), 563-67. al-shehri, m. (2014). improving reading comprehension for saudi students by using the reading aloudstrategy. new york: state university of new york at fredonia. alshumaimeri, y. (2005). is reading aloud a faulty habit. paper presented at the second international conference: language, culture and literature, minia university, egypt ___________. (2011). the effects of reading method on thecomprehension performance of saudi efl students, international electronic journal of elementary education, 4(11), 185-195 al-mansour, n., s. & al-shorman, r., a. (2011). the effect of teacher‟s storytelling aloud on the reading comprehension of saudi elementary stage students, journal of king saudy university: language and translation, 23(2), 69-76 amer, a. (1997). the effect of theteacher's reading aloud on the reading comprehension of efl students. elt journal, 51(1), 43-47 argyle, s., b. (1989). miscue analysis for classroom use, reading horizons, 29 (2), 93-102. bell, t. (2001). extensive reading: speed and comprehension, the reading matrix, 1(1). block, c, gambrell, l., &pressley, m. (2002). improving comprehension instruction rethinking research, theory, and classroom practice. san francisco, ca: jossey -bass. brown, h., d. (2001). teaching by principles: an interactivev approach to language pedagogy. london: longman. ebe, a., e. (2011). culturally relevant texts and readingassessment for english language learners, reading horizons, 50 (3), 192-120. fancher, j., m. (2007). how is comprehension affected when reading aloud versus reading silently, master thesis unpublished: the state university of new york college. farzaneh, m. (2016). investigating the relationship between comprehension and sound, european online journal of natural and social sciences, humanities and social sciences, 5(3), 20-23. goodman, y.m., & burke, c.l. (1972). reading miscue inventory: procedures for diagnosisand evaluation. new york: macmillan. goodman, k. s., & goodman, y. m. (1978). learning about psycholinguistic processes by analyzingoral reading. in l. j. chapman, & p. czerniewska arisandi & wachyudi : miscue analysis in…. 25 (eds.), reading: from process topractice (pp. 126-145). london and henley: routledge & kegan paul. harvey, s., & goudvis, a. (2000). strategies that work. stenhousepublishers. portland, maine. hofman, j., v. & baker, c. (1981). characterizing teacher feedback to student miscues during oral reading instruction. the reading teacher, 34 (4), 907-913 hoffman, j., v. & clemen, r. (1984). reading miscues and teaching verbal feedback. the elementary school journal, 84(4), 423-439. huang, c., f. (2015). investigation of reading obstacles and progress: a case study of a less proficient efl learner in taiwan, international academic research conference,1-65. hudson, t. (2007). teaching second language teaching. london: oxford university press. ilona, h. (2008). the micro level of reading miscues: case studies of six learners. wopalp 2,105-118. ilona, h. (2009). the use of learner reading aloud in the english lesson:a look at the micro and macro levels of oral reading. ungvár: poliprint. kinasih, m., j. (2012). an analysis of teacher‟s feedback toward students‟ miscue in oral reading: a case study. unpublished. atma jaya catholic university. medjahdi, w., b. (2015). reading comprehension difficulties among efllearners: the case of third-year learners. doctoral thesis. upublished. university of tlemcen. oueini, h., bahous, r., & nabhani, m. (2008). impact of read-aloud in the classroom: a case study, the reading matrix, 8(1), 140-157. qiuyan, y., & junju, w. (2011). investigating the miscue-reflected efl oral reading process: a case study, chinese journal of applied linguistics(quarterly), 34(2), 62-82. richard, j., c. (1971). a non-contrastive approach to error analysis. english language teaching journal, 25 (3), 204-220. sudrajat, a. (2016). an analysis of english pronunciation based on students speech community at english education program. lampung: university of lampung. thiele, j. _____. link between oral reading comprehension for second language learners. retrived from http://www.pau.ac.pg/uploaded_assets/440856davaria_extract__jillian_thiele.pdf?thumbnail=original&1431991709, november 20, 2016 wardsworth, r., m. (2008). using read alouds intoday‟s classrooms:readaloudsbenefit children ofall ages and in all subjects, naesp, 5(3), 1-3. http://www.pau.ac.pg/uploaded_assets/440856-davaria_extract_-_jillian_thiele.pdf?thumbnail=original&1431991709 http://www.pau.ac.pg/uploaded_assets/440856-davaria_extract_-_jillian_thiele.pdf?thumbnail=original&1431991709 http://www.pau.ac.pg/uploaded_assets/440856-davaria_extract_-_jillian_thiele.pdf?thumbnail=original&1431991709 http://www.pau.ac.pg/uploaded_assets/440856-davaria_extract_-_jillian_thiele.pdf?thumbnail=original&1431991709 eltin journal, vol 5/1, april 2017 26 yuko, i. (2009). metacognition awareness and strategy use in academicenglish readingamong adult english as a second language(esl) students. unpublished doctoral dissertation, university of southern mississippi. haryudin : the students’ english… 1 the students’ english speaking competence based on ktsp curriculum acep haryudin haryacep@gmail.com stkip siliwangi bandung abstract the primary aim of this research is to investigate and measure level of students’ competency based on ktsp curriculumin english speaking skill at second grade studengts of sman 1 cilograng-banten. in this research, the writer used quantitative method.the result of data analysis indicate that the scores and students’ competence levels of english speaking skills are; pronunciation 3,38 (average level competence), grammar 3,61 (high level competence), vocabulary 3,23 (middle level competence), fluency 3,42 (middle level competence),and comprehension 3,47 (middle level competence). the writer calculated and concluded whole data and the cumulative data is 3,49. if the mean score is identified in the qualitative scale, the result is in the distance of 3,5-4,5 (60%) it means that level of students’ competence in english speaking skill is in intermediate level. keywords: students’ competence, ktsp curriculum, and speaking skill a. introduction human cannot be separated from their language. they need a tool in the form of language to communicate and to interact with other people. in line with this, wardhaugh (1972:3), as cited in alwasilah (1992:3) emphasize that “language is system of arbitrary vocal symbol used for human communication.”communication is an exchange of knowledge, information, ideas, opinions, and feeling among people. there are four components of language skills, namely listening, speaking, reading and writing. in line with this, nida (1997.9) say that “the one which is very important in communication is speaking skills”. according to tarigan (1986:3) speaking is communication by speech by arranging the words and sentences that are conveyed orally. linguist says that “speaking is language”, speaking is the capability of language skills that is developed in childhood it is beginning with listening skills. certainly speaking has close relation with vocabulary development, which is required by children through reading and listening activities. nowadays, the curriculum have been changing from school level based curriculum(ktsp) to curriculum 13 (kurtilas), but not all schools have been implementing kurtilas, the only some schools with qualification standar fulfilment that can implement the curriculum 13. for students who learn english in formal school they must have the competency in speaking skills, and this is based on ktsp (kurikulum tingkat satuan pendidikan) or the school level based curriculum and specifically on kd (kompetensi dasar) or basic competency. the students have to master basic competence, because competence is the acquisition of knowledge skills and abilities at a level of expertise sufficient to be able to perform in an appropriate work setting (within or outside academia). but, to attain the best level of students competency is very difficult and still have many problems for students and teachers to attain good level in speaking competence. the teacher has hard effort to guide the students in mailto:haryacep@gmail.com haryudin : the students’ english… 2 learning speaking, but they still have low level competence.the statements above give assumptions such as language operates in a regular and systematic fashion, language is basically oral, and that the oral symbols represent meaning as they relate to real life situation and experience and language has a social function, without language society would not exist. sman 1 cilograng has been applying ktsp (kurikulum tingkat satuan pendidikan) or the school level based curriculum. the school emphasizes speaking skills as the way of entering english language to the students. this is aimed to develop oral skills of the students in learning english. meanwhile, the writer chooses students’ level competency because competency is crucial aspect then become the barometer of the learning successfully. studied english for several years still face some difficulties in increasing their english skills especially speaking. many factors can be seen from: the students themselves, their motivation and interest, teacher personality, method, and environment.finally, from the problems above, the writer purposes to investigate this study by measuring the student’s competency in speaking skills which is based on ktsp (kurikulum tingkat satuan pendidikan) or the school level based curriculum at senior high school1 cilograng to point the research clearly, the writer formulates the problems by deciding the title “students’ english speaking competence based on ktsp curriculum”(a case study at second grade of science of sma n 1 cilograng-banten). the primary aim of the research is to measure level of student competency based on ktsp curriculumin speaking skills. the writer determines the formulation of research such as: how high is the level of english speaking ability based on ktsp curriculum? and are there any significant problems in exploring the competence in english speaking ability at senior high school of sma n 1 cilograng based on ktsp curriculum?the purposes of research are toknow the level students’ competence in english speaking ability based on ktsp (kurikulum tingkat satuan pendidikan) or the school level based curriculum and to know the significant problems in exploring the competence in english speaking ability at sman 1 cilograng based on ktsp curriculum. moreover, there are some significance of research such as: to give a positive contribution to all people who is involving education, such as teacher, students, the other researchers, and the writer himselfand enrichment the strategy of the teacher in teaching to the students in increasing their ability in speaking. there are four indicators to measure the level of students’ competency in english speaking ability namely: pronunciation grammar, vocabulary, fluency, comprehension.see the table to makes the description above clear. table 1 significance of the research empirically, research has consistently related oral competency and communication training and development to academic and professional success (curtis et al., 1989; rubin and students’ level indicators to measure student’s level competency in english speaking skills speaking skills pronunciation grammar vocabulary fluency comprehension (sadthono, 1987:107) kd/ basic competence of speaking 1. produce/talking about the meaning in transactional conversation (to get things done) and interpersonal (socializes) formally.  delivering and asking arguments, taking about satisfaction and dissatisfaction.  advancing, remain, request agreement, and state the pleasure. 2. produce/talking about the mean of short functional text accurately. 3. produce/talking about the meaning in monolog text such as banner, poster, pamphlet or narrative text. (diknas: 2006 syllabus) haryudin : the students’ english… 3 graham, 1988; rubin et al., 1990). so the writer can conclude that if the students have low level competency in speaking ability, it can influence to their achievement in english skills. but if they have good competency in this, they will get the high level in english skills. in this opportunity, the writer has the main purposes of the investigation at the second grade of sma n 1 cilograng.to know their english speaking ability objectively, the writer uses testing hypothesis by criterion of acceptation h with the formula bellows: ho is accepted if t 11 /2 <t <t 11 /2 oc in which t 11 /2 oc is obtained from t table of distribution of t with df = (n1-n2-2) and with opportunity (t 1 /2 oc) (n1-n2-2) or:-t table <t count <t table. a. if the criterion of acceptance is received, so there are no significant problems for students in english speaking ability. b. if the criterion of acceptance is not received, so there are significant problems for students in english speaking ability. b. literature review 1. definition of competence competence is the acquisition of knowledge skills and abilities at a level of expertise sufficient to be able to perform in an appropriate work setting (within or outside academia). every aspect in life of course has competence. either teacher or students they must have competence to support their position in academic good level. based on government regulation number 19 years 2005 about education national standard in chapter 1 it is including about general role in point 4. that standard competence is out-put skill qualification that is including attitude, knowledge, and competence or skill. so that competence has legality from our government to be applied in education system. 2. kinds of competence the concept of competence has different meanings, and continues to remain one of the most diffuse terms in the management development sector, and the organizational and occupational literature (collin, 1989). the kinds of competences, they are: occupational competence, competency based interview, social/cultural competence. goal: communicative competence; communicative competence is made up of four competence areas: linguistic, sociolinguistic, discourse, and strategic. 3. applying competences in educationfield there is a growing interest in the concept of 'competence learning' in various areas of education, training, and professional development. and competence is part of curriculum and has important position. competences are commonly assumed to represent more than the levels of knowledge and skills and to account for the effective application of available knowledge and skills in a specific context. but, with this trend the term 'competence' is being used in many different ways. how are competencies thought to relate to knowledge, skills, and attitudes, and what meaning and validity do various claims about competences have? the competence concept is quite troublesome and it is argued that the term has no significance beyond that which is associated with the term 'skills'. a. urgency competences in curriculumthe concern with competency is very close to technical or product approaches to curriculum making. (as a starter the writer want to use shirley grundy offers one of the simple definitions of curriculum’. it is a way of organizing a set of human educational practices’ (grundy 1987: 5). b. curriculum as process this leads me to consider a second model of curriculum: curriculum as process or as practice to bring out some of the contrasts. c. to have competence to have competence is to have the possibility, by performing a special kind of act, to change legal positions. to gain a better understanding of the nature of this possibility we may distinguish between (i) competence as permission, (ii) competence as a practical possibility, and (iii) competence as (what we might call) a hypothetical possibility. (lars lindahl, 194:1) let us treat these notions in this order. haryudin : the students’ english… 4 d. measurement of students’ competence to measure students’ competence we can make test to the students, to know their cognitive, affective, and psychomotor capability. and one of the examples is students' goal orientations and cognitive engagement in classroom activities. (meece, judith l.; blumenfeld, phyllis c.; hoyle, rick h. journal of educational psychology. vol 80(4), dec 1988, 514-523) 4. definition of speaking speaking is "the process of building and sharing meaning through the use of verbal and nonverbal symbols, in a variety of contexts" (chaney, 1998, p. 13). speaking is a crucial part of second language learning and teaching. despite its importance, for many years, teaching speaking has been undervalued and english language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. according to tarigan (1986:3) speaking is communication by speech by arranging the words and sentences that are conveyed orally. linguist says that “speaking is language”, speaking is the capability of language skill that is develops in childhood it is beginning with listening skill. certainly speaking has close relation with vocabulary development, which is required by child through reading and listening activities. 5. english speaking difficulties it is understandable that students have difficulties when they express their ideas in speaking. they usually do not know how to overcome those difficulties. according to brown (1994:256) english speaking has following difficulties: a. clustering; fluent speech is phrasal, not words by word. learners can organize their output both cognitively and physically (in breath groups) through such clustering. b. redundancy; the speaker has an opportunity to make meaning cleaner through the redundancy of language. learner can capitalize on his features of spoken language. c. reduced forms; contractions, reduced vowels etc. form special problems in teaching spoken english. students who do not learn colloquial contraction can sometimes develop a stilted, bookish quality of speaking that in turn stigmatizes them. d. performance variables; one of the advantages of spoken language is that the process of thinking, as we speak, allows us to manifest a certain number of performance hesitations, pauses, backtracking, and correction. one of the most salient differences between native and non-native speakers of a language is in their hesitation phenomena. e. colloquial language: the words, idioms and phrases of colloquial language have to get practice in producing these forms. f. rate of delivery; another salient characteristic of fluency is rate of delivery. the learners have to achieve an acceptable speed along with other attributes of fluency. g. stress, rhythm, and intonation; this is the most important characteristic of english pronunciation. the stress-tined rhythm of spoken english and it is intonation patterns convey important massages. h. interaction; learning to produce waves of language in a vacuum-without interlocutors would rob speaking skill of it is richest component: the creativity of conversation negotiation. 6. the indicator of speaking speaking is a complex skill requiring the simultaneous, use of a number of different abilities which often develop at different rates. here are listened the component or indicator of speaking which is generally recognized in analyses of the speech process; pronunciation, grammar, vocabulary, fluency, and comprehension (david p harris, testing english as a second language, p 81).furthermore bygate in carter and nunan (2001:16) says that the the major in speaking process are foursuchas; components, conceptualization, formulation, articulation and self monitoring. it is clear as face to face interaction speaking is not an easy thing in this case is english speaking for us as a foreign people. 7. level of students competencies in english speaking there are five phases that the teacher and learners can follow (adapted from the five phases of the calla instructional sequence, chamot & o'malley, 1994; chamot et al., 1999). haryudin : the students’ english… 5 firstly, the teacher needs to diagnose learners' level of strategy use. secondly, the teacher can offer learners knowledge to know the characteristics, effectiveness, and applications of socio-affective strategies.thirdly, in order to offer hands-on practice for students to use socio-affective strategies, collaborative works with classmates are effective in this phase (chamot, 1999). fourthly, giving students chances to evaluate the usefulness of socio-affective strategies is critical in this phase (chamot, 1999). finally, the optimal goal of language learning strategies is to guide students to become better, autonomous, and confident learners (chamot, 1999). table 2 six levels of english program no level approximate equivalent 1 elementary 1.0 – 2.0 2 pre-intermediate 2.0 – 3.0 3 intermediate 3.0 – 4.0 4 upper – intermediate 4.0 – 4.5 5 advanced 4.5 – 5.5 6 higher advanced 5.5 – 6.0 level 1: elementary this level is intended for beginners to help them acquire the essential grammar, tenses and structures needed for basic level of language proficiency. students will develop all four skills through interactive and relevant classes that cover grammar in applied situations. level 2: pre-intermediate the primary goal of this course is to teach communicative competence. this level builds on the foundations for accurate and fluent communications established in a prior level by extending grammatical, lexical and functional skills. through a wide variety of activities, students are able to consolidate and develop their communicative competence in english. emphasis is placed on listening and speaking. level 3: intermediate this is intended to allow the students to gain a higher level of proficiency, fluency and comfort in the practical use of the english language. the course uses level two as a base to build upon grammatical, lexical and functional skills. students will develop 4 skills through interactive and relevant classes that cover grammar in applied situations. level 4: upper-intermediate this is targeted towards the practical use of english in the business world. it provides students at the start of their career with the specialist language knowledge and professional communication skills they will need in their jobs. focus on marketing and advertising, business success and failure, time management, globalization, company culture, international trade, recruitment, starting a business, and brand reputations, and telephoning. level 5: advanced this course is intended to prepare students for ielts by orienting students to the format and methodology of the exam also providing a review of the four english language skills. ielts (international language testing system) is a standardized exam designed to evaluate language proficiency and fluency. examinations and exercise will be based on and formatted similarly to cambridge ielts. level 6: higher advanced this course is intended to prepare students for ielts by further delving into the format and methodology of the exam while also providing a review of the four english language skills. students who complete the advanced level successfully will be expected to achieve ielts equivalent score of 6.0based on bnsp (national education standard division) that learning successful (ketuntasan belajar) every indicators that have been decided into basic competence about 0-100%. the ideal successful for each indicator is 70%. education unity has to decide minimum successful criteria (kkm)) with consider the average ability of students and the support facilities (intake, complexity) in teaching learning process. (ktspfinal_senayan_b/20/06/2006). haryudin : the students’ english… 6 minimum successful criteria (kkm)) have to be made by the institution to know the measurement of student ability in speaking skill. and the institution also has to aware of the three aspect complexity, intake, and student ability in order that the kkm have in good legality. c. research methodology the writer uses quantitative method. this method to get real data in the field. the writer did the survey to the school to know school facilities, students’ activities, and methodology of english teacher teaching. as sugiono (2008:12) said in his book (metode penelitian pendidikan), that survey is used to get the data from certainty place which is naturally (not imitation data), beside that, the writer also uses questioner, test, interview to gain all the data. 1. research site and participant in doing investigation, the writer determines the location of observation. the writer chose the second grade of sman 1 cilograng banten-selatan. 2. population and sample anderson and zelditch (1986:2), as cited in nasution (2000) define that population is any total collection of person or events.the populations of this research are all students at senior high school of sma n 1 cilograng banten selatan.the population of this research is only 21 students, consisting of 11 males and 10 females. the total number of population above is less than 100 respondents. in line with this, arikunto (1989:107) says:“samples is a part of population. whereas, total of samples is determined as follows: if the population is less than 100 respondents sample can be taken from all of population, so that this research is research of population. if the population more than 100 respondents, sample can be taken 10-15 % or more than 20-25 %”. 3. techniques for collecting data a. literature overview according to surachmad (1982:131), as cited in nasution (2000) the equipment of investigation in most knowledge will not be perfected without library facility. therefore, the writer seeks the appropriate sources with the problems”. this study relate to: brown (1994). teaching by principles. new jersy: p.t englewood cliffs. cheshier,. 1981. communication and the teacher. pty limited 346 st kilda road, melbourne 3004 auatralia. rossner, and balitho. 1990, current of change in english language teaching. london: p.t. oxford university preess. sujana. 1996. metode statistika. bandung, tarsito. sugiyono. 2008. metode penelitian pendidikan (pendekatan kualitatif, kuantitatif, dan r&d). bandng. alfabeta. samsudin and dmaianti. metode penelitian pendidikan bahasa. bandung. p.t. remaja rosdakarya. b. observation observation is the way in investigation with the way to observe the situation directly to the location. it will be applied in this investigation to get the data, which are not able to question a bit detail in all of questioner item. the data wrote in the observation note (nurkancana, 1996:6). the researcher’ role in doing the observation as an observer and participant the researcher observedthe student’ activities at second grade, the teacher teaching methodology, the school environment, the school facilities of sma n i cilograng.the purposes of observation are:to know students speaking abiliy , to know the effectiveness of teacher teaching speaking methodology, and to know the optimal using of the facilities.the observation will be done c. interview interview is the technique to get the data by question and answer process orally from the respondent. interview is a technique of verbal communication that is a communication for giving information (nasution 1991:53). the researcher will interview: 1. students at second grade, to know their interest to english subject haryudin : the students’ english… 7 2. head master, to know the real school data, such as school curriculum, sum of teachers, sum of students, and also school yard. 3. english teacher, this is used to get the description directly about the result of students speaking ability and to know the level of students’ speaking ability. d. test table 3 score sheet of speaking components no speaking components score 1 comprehension well understood partner utterances 5 understood partner utterances 4 understood enough partner utterances 3 least understood partner utterances 2 cannot understood well partner utterances 1 2 grammar most grammar are very accurate 5 grammar are accurate 4 grammar are accurate enough 3 grammar are least accurate 2 grammar are not accurate 1 3 vocabulary vocabulary is very wide and accurate 5 vocabulary wide and accurate 4 vocabulary is wide and accurate enough 3 vocabulary is wide less and less accurate 2 vocabulary is not accurate 1 4 pronunciation utterance can be understood well 5 utterance can be understood 4 utterance enough to be understood 3 utterance is less to be understood 2 utterance cannot be understood 1 5 fluency very fluent 5 fluent 4 fluent enough 3 lest fluent 2 not fluent 1 score : gaining score x 100 total score test will be given to the students at second grade of senior high school and the purposes of test are:the first is to measure and evaluate the students’ ability in english speaking and get their real score from a large number of sample objectively in short time and the second get score objectively, the writer measures their english speaking ability by oral test and giving them an interesting seri picture, so the students tell a story based on picture and then, their utterance are recorded in the cassettes, the other test are asking and giving arguments, talking of satisfaction, and talking about monolog text the writer takes five components in analyzing of the speech process, namely: 1) pronunciation (including the segmental features-vowel and consonants-and the stress and intonation patterns); 2) grammar; 3) vocabulary; 4) fluency (the ease speed of the flow of speech); and 5) comprehension. total evaluation is (25 possible points) x 4. so, the highest score is 25 x 4 = 100 and the lowest score is 5x4 = 20 (satdono:1987). d. finding and discussion 1. the level of english speaking ability based on ktsp curriculum a. partial analysis per-indicators this partial analysis is provided to answer the statement of the research, and to know how high is the level of english speaking ability at senior high school of sma n 1 cilograng based on ktsp curriculum. in addition, to make easy to be understood of this data, the writer analyzesper-indicator of the level of english speaking ability, and those are can be seen as bellow: haryudin : the students’ english… 8 1. pronunciation the result of their pronunciation ability is as follow: 8 students get score 4 and 13 students get score 3, so that the mean is (8x4)+(13x3)= 71/21= 3,38. if the mean is transferred into qualitative scale, the result is in the distance of 3,5-4,5. it means that the level of their pronunciation ability is average level competence. 2. grammar the result of their grammar ability is as follow: 13 students get score4 and 8 students get score 3, so that the mean is (13x4)+ (8x3) = 76/21= 3,61. if the mean is transferred into qualitative scale, the result is in the distance of 3,5-4,5. it means that the level of their grammar ability is high level competence. 3. vocabulary the result of their vocabulary ability is as:5 students get score 4 and 16 students get score 3, so that the mean is (5x4) + (16x3) = 68/21 = 3,23. if the mean is transferred into qualitative scale, the result is in the distance of 2,5-3,5. it means that the level of their vocabularies ability is middle level competence 4. fluency the result of their fluency is as follow: 10 students get score 4, and 10 students get score 3 and 1 students gets score 2, so that the mean is (10x4) + (10x3)+(1x2) = 72/21 = 3,42. if the mean is transferred into qualitative scale, the result is in the distance is 2,5-3,5. it means that the level of their fluency ability is middle level competence. 5. comprehension the result of their comprehension ability ia as follow: 10 students get score 4, and 11 students get score 3, so that the mean is (10x4) + (11x3) = 73/21 = 3,47. if the mean is transferred into qualitative scale, the result is in the distance of 2,5-3,5. it means that the level of their comprehension ability is middle level competence b. comprehensive analysis after doing data measurement per-indicator, the writer gives the description of whole data, and it is to know how high the level of students’ achievement at the second grade of science class of sma n 1 cilograng in their speaking skills. to make the measurement easy, we can see the table below as being the first step in collecting data which is done after measuring data per-indicator. table 4 the rough scale of students’ english speaking ability at the second grade of sman 1 cilograng banten no test pronunciation grammar vocabulary fluency comprehension total time 4 score total 01 4 4 4 4 4 20 20x4 80 02 3 3 3 3 3 15 15x4 60 03 3 3 3 2 3 14 14x4 56 04 3 4 3 3 4 17 17x4 68 05 3 4 3 4 3 17 17x4 68 06 3 3 3 4 3 16 16x4 64 07 3 4 3 4 3 17 17x4 68 08 3 3 4 3 4 17 17x4 68 09 4 4 3 3 3 17 17x4 68 10 3 4 3 4 3 17 17x4 68 11 3 3 3 4 4 17 17x4 68 12 4 3 3 3 3 16 16x4 64 13 3 4 3 4 4 18 18x4 72 14 3 4 4 4 4 19 19x4 76 15 4 3 3 4 4 18 18x4 72 16 3 4 4 3 3 17 17x4 68 17 4 4 3 3 3 17 17x4 68 18 3 3 3 3 4 16 16x4 64 19 4 4 3 4 3 18 18x4 72 20 4 4 3 3 4 18 18x4 72 21 4 4 4 3 4 19 19x4 76 the sequence of students’ english speaking skills scores are as follow: haryudin : the students’ english… 9 80 60 56 6868 64 68 68 68 68 68 64 72 76 72 68 68 64 7272 76 after analyzing each indicator, the writer determines mean from all of indicators with the formula: = = 3,49 so, the mean of students english speaking skill at the second grade of sman 1 cilograng is 3,49. if the mean score is identified in the qualitative scale, the result is in the distance of 3,5-4,5. it means that level of students’ competence in english speaking skill is in intermediate level. table 5 scores total of students’ english speaking ability at second grade of sman 1 cilograng no indicator option total mean scale category 5 4 3 2 1 1 pronunciation 0 8 13 0 0 78 3,5-4,5 3,71 high 2 grammar 0 13 8 0 0 76 3,5-4,5 3,61 high 3 vocabulary 0 5 16 0 0 68 2,5-3,5 3,23 middle 4 fluence 0 10 10 1 0 72 2,5-4,5 3,42 middle 5 comprehension 0 10 11 0 0 73 2,5-4,5 3,47 middle sum 0 46 61 1 0 367 c. test of normality of students’ english speaking skill test of normality of students’ english speaking skill with the formula below: a. determining the range of data with the formula below: = 8056 + 1 = 25 b. determining the class interval (k) with the formula below: = 1 + 3,3 log 21 = 1+3,3 x 1,3222 = 1+ 4,3632 = 5,3632 completed 6 c. determining the length of class with the formula below: = 25/6 p= 4,166 completed 5 d. making the table of distribution of frequency table vi: frequency distribution for seeking central tendency limit fi xi fkb fixi 76-80 3 78 21 234 71-75 4 73 18 292 66-70 9 68 14 612 61-65 3 63 5 189 r = the highest score – the lowest score + 1 k= 1+3,3 log n p= r/k haryudin : the students’ english… 10 e. determining mean with the formula below: = m = 68,7 f. determining median (md) with the formula below md = ll + p = 65,5 + 5 = 65,5 + 5 = 65,5 + 5 (0,67) = 65,5 + 3,35 = 68,85 g. determining modus with the formula below: = 3 (68,85) – 2 (68,7) = 206,55 – 137,4 = 69,15 h. making the table of standard deviation table vii the scores of students’ english speaking skill at second grade of sman 1 cilograng limit fi xi fi xi (xi-x) 2 fi (xi-x) 2 76-80 4 78 234 86,49 259,47 71-75 3 73 292 18,49 73,96 66-70 9 68 612 0,49 4,41 61-65 3 63 189 32,49 97,47 56-60 2 58 116 16,29 322,58 ∑ 21 144 757,89 i. determining mean (m) with the formula below: = m = 68,7 j. determining deviation standard with the formula below. = = √ s = 6,16. k. making the table of observed and expected frequency 58-60 2 58 2 116 p=5 21 1443 mo = 3 md – 2 m m= s 2 haryudin : the students’ english… 11 table viii arranging the distribution of observed and expected frequency class limit z count z table l1 e1 01 1 2 3 4 5 6 80,5 + 1,91 0,4719 75,5 + 1,10 0,3643 0,1076 2,2596 3 70,5 + 0,29 0,1141 0,2502 5,2542 4 65,5 0,51 0,1950 0,3091 6,4911 9 60,5 1,33 0,4082 0,2132 4,4772 3 55,5 2,14 0,4838 0,0756 1,5876 2 2,0373 1,8356 21 l. determining 𝑥 2 (chi aquare) with the formula below: = + + + = 0, 2436 + 0, 2993 + 0, 9697 + 0, 4873 + 0, 1071 𝑥 2 = 2,107 m. determining the degree of freedom with the formula below: = 6 – 3 = 3 n. determining the score 𝑥 2 table by knowing the degree of significant = 99 % (0,01) and the degree of freedom += 3, so that 𝑥 2 0,99 = 11,341 o. determining normality by knowing 𝑥 2 count = 2,107 and determining 𝑥 2 table = 11,341, it can be assumed that 𝑥 2 count <𝑥 2 table. it seem to be logical to claim that the sample of the score of students’ speaking ability at the second grade of sman 1 cilograng have normal distribution p. testing hypothesis by criterion of acceptance ho is accepted if –t 1-1/2 < t < t 1-1/2 oo in which, t 1-1/2 oo is obtained from the table of distribution of t by df =(n1-n2-2) and with opportunity (1-1/2 oo ). to determine the score t table from distribution of students with the degree of significance 99 % (0,01) and degree of freedom 60. then, t 0,99 (60) = 2,39 meanwhile, t count = 0,26 based on the calculation above, ha is rejected and ho is accepted, it means that the investigation of students level of competence in speaking skills at second grade of sman 1 cilograng have intermediate levelof english speaking competence. e. conclusion and suggestion based on the investigation of student’s level of competence in speaking skills at second grade of science at sma n 1 cilograng,can be conclude that the students' english speaking skill is in middle level competence.it shown that the students have not been in standard competency that is expected by school standard competency based on school level based curriculum (ktsp). the writer suggests to the teachers do not only teach the students but also educate them, if the teacher only teaching, it means they only transfer the science and information to the students 𝑥 df= k 3 haryudin : the students’ english… 12 and the teachers have no responsibility whether they understand the material or not. the teachers have to make sure that their students have a good comprehension the subjects. here are the other suggestions for english language teachers while teaching speaking to provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge, to involve each student in every speaking activity; for this aim, practice different ways of student participation, reduce teacher speaking time in class while increasing student speaking time. step back and observe students, ask eliciting questions such as "what do you mean? how did you reach that conclusion?" in order to prompt students to speak more, provide written feedback like "your presentation was really great. it was a good job. i really appreciated your efforts in preparing the materials and efficient use of your voice…", do not correct students' pronunciation mistakes very often while they are speaking. correction should not distract student from his or her speech, involve speaking activities not only in class but also out of class; contact parents and other people who can help, circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs, provide the vocabulary beforehand that students need in speaking activities. diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language. f.references anggota ikapi, 2009. himpunan peraturan perundang-undangan; uu sisdiknas. fokusmedia. arikunto, suharsimi, 2006. prosedur penelitian: suatu pendekatan praktek. jakarta: rineka cipta. baruah, t.c., 1991. the english teacher's handbook. delhi: sterling publishing house. brown. h. douglas, 1994. teaching by principles. new jersy: p.t englewood cliffs. brown, g. and g. yule, 1983. teaching the spoken language. cambridge: cambridge university press. harmer, j., 1984. the practice of english language teaching. london: longman. mc donough, j. and c. shaw, 2003. materials and methods in elt: a teacher’s guide. malden, ma; oxford: blackwell. nunan, d., 2003. practical english language teaching. ny: mcgraw-hill. raven, j., and stephenson, j. eds., 2001. competence in the learning society. new york: peter lang. rossner, richard and rod balitho, 1990, current of change in english language teaching. london: pt. oxford university press. slavin e., robert, 2005. cooperative learning: teori, riset dan praktek. london : allymand bacon. ed. terjemah,2009. lita. bandung: nasa media. sukmadinata, nana syaodih, 2008. pengembangan kurikulum: teori dan praktek. bandung: pt remaja rosdakarya. sujana, 1996. metode statistika. bandung: tarsito. sugiyono, 2008. metode penelitian pendidikan (pendekatan kualitatif, kuantitatif, dan r&d). bandng: alfabeta. suprijono, agus, 2010. cooperativelearning:teori dan aplikasi paikem. yogyakarta: pustaka pelajar. tarigan, h.t.,2008. berbicara sebagai suatu keterampilan berbahasa.bandung: angkasa. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 153 student’s anxiety toward english speaking skill of descriptive text using storytelling aqila nisfa maulida1, pradnya permanasari2 1maulidaqila29@gmail.com, 2pradnyaronita@gmail.com universitas pekalongan abstract this study aims to investigate students’ ability in speaking english and to find out the anxiety factors that influence students’ mastery in speaking english in the tenth graders of smk gondang in the academic year of 2022/2023.this study includes descriptive qualitative research with a case study approach. the data was collected by questionnaires, observation and test of students performance. then, the data was analyzed through several steps such as data reduction, data display, and validity. the results of this study showed that the ability of the tenth graders of smk gondang in english speaking is not so good. it can be seen from the mean score of students’ speaking test was 31.62. in addition, the data also showed that the are two anxiety factors that influence students’ speaking skills namely internal factors and external factors. the internal factor such as a lack of confidence, anxiety, nervousness, worries, tension and, dizziness to practicing speaking english. while, the external factors are teachers, parents, friends, and also the environment. those factors make some students reluctant to practice speaking english in their learning. keywords: anxiety, descriptive text, speaking skill a. introduction speaking is regarded as an important skill in foreign language learning. brown & abeywickrama (2004) stated that speaking is a productive skill that can be directly and empirically observed; those observations are invariably colored by accuracy and fluency. armasita (2017) in adiniannda and permanasari (2022) say that speaking is the nature of foreign language learning. in addition, ahmadi (1990) in jupri & haerazi (2022) assume that speaking skill is normal activities of social relation that grow in human beings. everyone can interact by speaking to express their language such as feeling, and thinking. it indicates that speaking can help everyone in their areas such as at work, school and so on. according to finocchiaro (1983) in baso (2016), in speaking proficiency there are six crucial factors that need to be considered. these include: 1) determining the message the speaker wishes to convey, 2) selecting words that fit the speech pattern, 3) selecting words that accurately convey the intended meaning, 4) using the correct word order, 5) ensuring that the context is appropriate, and 6) positioning the tongue and lips correctly to produce sounds. in the videos, some students underestimate the content because they consider "origin" even though their performance can also be used as a learning medium in english speaking maulida & permanasari: student’s anxiety toward english … 154 practice. as stated by harris (1994: 81) in baso (2016) that there are five language elements that impact one's speaking proficiency. they are pronunciation, grammar, vocabulary, fluency and comprehension. recently, we found that most people show a great method for students. but in reality, almost students still feel scared of english subjects. it might due to the practice of speaking english in smk gondang is rarely practiced. other students’ problems in speaking english can be caused by various factors. one of them is that student's have fears of speaking english, tense, dizziness, worries, anxious, lack of confidence, lack of preparation and other. this is caused students feel stressed about speaking english. whereas, in the learning process is not only a physical process but also emotional. in the fact, every students has different emotions, and different solutions too. emotions are important for students to learn in the classroom. emotions can influence students to understand the material. emotions that cannot be channeled properly will be fatal, one of which is anxiety and fear. anxiety is a feeling of fear, dread, and uneasiness. in other words, anxiety is not a disease. this is just a kind of action to anticipate unpredictable situations to come. howrits et al (1986) in jugo (2020) describe that anxiety is a specific condition of feeling fear, self-consciousness making mistakes". furthermore, oxford (1998) in pratiwi and analido (2018) argue that student’s anxiety can be recognized by physiological symptoms and behavioral responses of students when the learner learns a foreign language. the psychological symptoms can be divided into three parts, namely general avoidance, physical work, and approved cultural signs. in addition, speilberger (1983) in oteir and al-otaibi (2019) mention three aspects of anxiety. they are 1). trait anxiety, 2). state anxiety, 3). specific situation. a trait perspective occurs when a person has a persistent intention to be fearful (scovel, 1978 in oteir and al-otaibi 2019). yet, trait anxiety is the tendency to be anxious in the face of different situations such as personality. state anxiety is a temporary emotional reaction that appears in certain situations that are considered threatening. like threats such as tests, operations or other circumstances supported by subjective feelings of tension. preparing to speak is a way that can be used to reduce students' anxiety levels. this could increase students’ self confidence and reduce speaking errors that may occur when students participate in speaking activities. then, language problems or errors have two points of view in terms of evaluation. positive assessment will increase students self-confidence it reduces their anxiety, while the negative evaluation will have an impact on the shyness that can increase the level of anxiety from speaking. thus, storytelling can be a solution to reduce students’ anxiety in speaking english. storytelling is a teaching technique that can be done by describing an object by involving intonation, gestures, and expressions. robin & mcneil (2019) in nair and yunus (2022) add that digital stories are like traditional storytelling where the focus is on a particular topic in point of view. digital stories involve multimedia or computer-based image like a recorded voice narration, video text, or other web publishing media. while, descriptive text is one of the english material in the school. descriptive text is a type of text type that contains a detailed description of an object, or place. according to wuwur (2022), descriptive text is a text that describes a certain thing, person, place, or object. the purpose of the description is to convey the subject by explaining it is characteristics without personal opinion. in this case, there is a correlation between descriptive text material and eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 155 storytelling where students are asked to tell a simple story from the writing they have made. based on their performance, researchers find many problems. based on the description above, thus this research was aimed exploring the students’ ability in speaking english and investigating the factors that influence the students’ anxiety in speaking english of descriptive text by using storytelling. b. method this study is a qualitative research with a case study method. the researchers chose qualitative research because it is to describe how students’ ability of speaking skill and what happens when anxiety occurs in grade 10 students of smk gondang in english subjects, especially in descriptive text lessons. a case study is not only an individual situation but can also be defined as a particular individual, classroom, event, etc. in this study, the researchers used two variables student's anxiety toward english speaking skill of descriptive text using story telling (a case study of tenth graders of smk gondang in academic year 2022/2023). this study involved the tenth graders of tkj 4 smk gondang. it is a senior vocational school in wonopringgo, pekalongan. the study was conducted in 4 meetings with the time allocation of 40 minutes for each meeting. the study was conducted at smk gondang from 26th august 2022 until march 2023. questionnaire, test of speaking performance, and observation were used as the instruments of this research. the researchers used questionnaire as primary data and depth observations as a validity check. in addition, the secondary data is a student’s score of speaking practice in the classroom. where the questionnaire is the self report anxiety on english subject in the classroom. the questionnaire used 14 questions, then each item has no value because each point is the students’ emotion towards themselves when practicing in english speaking. while the students score performance was developed by brown & abeywickrama (2004). data analysis techniques use questionnaire analyzed by simple calculating such as show mean score or percentage. while qualitative questionnaire analyzed such as data reduction where the researchers choses which aspects of the data that used in the questionnaire transcriptions and a field notes, should be emphasized, minimized to be completely data, data display where the data show percentage of students’ anxiety toward english speaking skill of descriptive text using story telling to find how is the student’s ability of speaking skill in descriptive text and what are the factors anxiety on students and conclusion or validity to summarizing various sources of data analyzed from both observations and questionnaires which are then use as a complete and valid. c. findings and discussion this study aims to investigate students’ ability in speaking english and to find out the anxiety factors that influence students’ mastery in speaking english. therefore, the results of this study are categorized into two categories. they are students’ ability in speaking skill and factors that influence students’ anxiety in speaking english. the students’ speaking ability was obtained from the results of speaking test. while, questionnaires and observation were used to investigate factors that influence students’ anxiety in speaking english. the two categories can be seen in the following sections: maulida & permanasari: student’s anxiety toward english … 156 1. student’s ability in speaking table 1. students’ ability of speaking students content (25%) delivery (15%) grammar (10%) pronunciation (30%) fluently (20%) total score student 1 5 3 2 3 2 50 student 2 5 1.5 2 3 2 45 student 3 5 1.5 2 3 2 45 student 4 5 3 2 3 2 50 student 5 5 1.5 1 3 2 41.6 student 6 7.5 1.5 2 3 2 53 student 7 7.5 4.5 2 3 2 63 student 8 7.5 4.5 2 3 2 63 student 9 2.5 1.5 1 3 2 33 student 10 7.5 4.5 2 3 2 63 student 11 5 1.5 1 3 2 41.6 student 12 5 3 1 3 2 46.6 student 13 7.5 3 2 3 2 58 student 14 5 1.5 2 3 2 45 student 15 2.5 3 1 3 2 38 student 16 5 1.5 1 3 2 41.6 student 17 5 1.5 1 3 2 41.6 student 18 5 3 2 3 2 50 student 19 5 1.5 1 3 2 41.6 student 20 7.5 3 2 6 4 75 student 21 5 3 2 3 2 50 student 22 5 3 2 6 4 66 student 23 5 3 2 3 2 50 student 24 7.5 4.5 2 3 2 63 student 25 2.5 1.5 1 3 2 33 student 26 5 1.5 2 3 2 50 student 27 5 1.5 2 6 4 61.6 student 28 5 1.5 2 3 2 45 student 29 5 1.5 2 3 2 45 student 30 5 1.5 2 3 2 45 mean score 5.3 2.3 1.7 3.3 2.2 31,62 based on the result above it can be concluded that the mean score of students’ speaking test was 31.62. it was below 75. it means that the mean score was below the minimum completeness classified criteria. the data from test revealed that the students’ mean score in content aspect was 5.3, delivery aspect was 2.3, grammar aspect was 1.7, pronunciation aspect was 3.3, and fluency was 2.2. based on the above scores, it can be described the components in speaking english that students have not mastered optimally. the scores of students' abilities above were analyzed to determine the factors causing the low score of students' ability to speak english. it might be caused by the anxiety. it was revealed by the data from the questionnaire that students were anxious in speaking. as stated by basic (2011) in syarifuddyn (2019) that speaking anxiety is a individual who experiences apprehension when communicating verbally typically exhibits physiological indications. these indications could impede their ability to articulate themselves proficiently during a eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 157 conversation. essentially, the presence of speaking anxiety denotes an obstruction in expressing oneself verbally. 2. the factors that can be caused students’ anxiety the data from questionnaires show that students’ anxiety was caused by the internal factors. those are internal factors caused student’s anxiety in speaking english. the internal can be seen below. table 2. internal factors of students’ anxiety of english speaking based on the results of the table, we know that internal factors are more dominant, as evidenced by some questions that students choose, "yes" is higher than "no". this means that they are aware that anxiety arises in themselves. some students feel unfamiliar material or vocabularies. some students feel confused in pronunciation because they do not know how to pronounce a word, they feel confused because they are not used to pronouncing english words, and feel scared when speaking english come to mispronunciation. all of students when they want to practice speaking english have prepared themselves but are still anxious because they are not confident, embarrassed when speaking in front of their friends. some students also feel that their english skills are low, not confident, nervous, and tense because their vocabulary is still small that they doubt their abilities. some students also do not like it when their teachers correct them, which does not mean that students dislike the teacher but students feel embarrassed when corrected. some students are also immersed in grammar because it is considered difficult to understand and difficult to apply. some students also feel dizzy when speaking english because of a lack of mastery of grammar, vocabulary, and pronunciation so they are lazy to practice it. some students provide supporting the reasons through the data from questionnaires as follows: example 1 "i don't like to speak the language because i don't have a lot of vocabularies" example 2 “i don't like to speak english because i feel like it's my shortcoming." items yes no i always prepare myself when i speak english but still anxious 30 0 i am confused in english pronunciations 27 3 i feel tense when practicing to speak english 25 5 i am worry of my teacher correct the english speaking mistake that i made 12 18 i am thumped as i call by the teacher to come in front of my friends to speak english 27 3 i feel more nervous in speaking than listening, writing, and reading in descriptive text 28 2 i am overwhelmed with rules of grammar in speaking 22 8 i feel dizzy when speaking english 18 12 i am not confident on my abilities when speaking english 25 5 maulida & permanasari: student’s anxiety toward english … 158 though some students agree that english course is a favorite subject. they argue like an example example 1 “i love english because it's fun” example 2 “i love english because i like new things in the language” thus, in this part can be explained and categorized factors that make students anxious during speaking english as factors: english knowledge, speaker experience, and self-management. in other finding, the researchers find external factor causes of speaking anxiety. it can be seen in the table 3. table 3. external factors of students’ anxiety of english speaking based on table 3 above, anxiety is also updated by external factors. of the number of such percentages that agree if external factors also affect speaking english. from the table can explain that some students are afraid to speak english because friends laugh at them, are considered strange, and others. some students also agree that descriptive material that is not understood makes it difficult to speak english. some of them like english topics but cannot stand the vocabulary. in the process of classroom learning, some students argue that few can speak english when the teachers use english language, but they also agree that english vocabulary is what they can understand when the teachers translate it. yet some students agree that teachers do not fully teach when presenting material in class, they also learn through assignments by the teacher, games, songs, etc. some students argue that parents’ motivation also influence their speaking english because they believe that parents have an important role in the development of their speaking english. english educators may contend that the most dominant aspect of the entire motivation concept in general is the level of intrinsic or extrinsic motivation in learners to excel in english assignments (brown, 2007). according to astuti (2012) in menggo (2018) revealed that motivation is a psychological factor that can impact the process and outcome of learning. when students possess high levels of learning motivation, they will engage in a greater number of learning activities. therefore, this external factor is strongly influenced by the environment where the environment that does not support learning makes some people reluctant to practice it so that students have negative experiences with their friends. it is compatible with the statement of asparanita (2020) that there are three factors that affect student's anxiety at sma 1 muaro jambi, namely anxiety in communication, anxiety in exams and negative evaluate as factors affect students in the learning process. items yes no my parents always motivate me to increase my speaking skill 3 27 i can speak english because my teacher gives assignment 23 7 i can speak english because my teacher often practices in classroom 21 9 i’m considered stranger when i speak english 12 18 i'm afraid of being laughed by my friends when speaking english 26 4 eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 159 table 4. summary of mean score factor yes no internal 79.2% 20.8% external 56.6%% 43.4% from this table show that internal is more dominant, we can see that around 79.2% as “yes”, and 20.8% as “no”, so anxiety is strongly influenced by itself. but there are still external factors that support students to feel anxious it around 56.6% as “yes” and 43.4 as “no”. these factors can be analyzed that anxiety is influenced by the students themselves as evidenced by less self-management. then treat teachers whose students are not used to practicing speaking english in class. material factors that students consider the subject being taught are difficult to understand or vocabulary difficult to pronounce. another factors are the environment and parents that not support them to develop their speaking english, their environment also are surprised when speaking english because it is considered strange by some friends, or considered "sok inggris" with the meaning “stop showing off your english skill”. macintyre and gardner (1991) in damayanti & listiyani (2016) asserted that students experience the greatest amount of anxiety when speaking in a second language, and that half of the battle is developing the confidence to use their speaking skills. the primary reasons for this difficulty include nervousness, limited vocabulary, shyness, and other factors. the pressure to speak fluently in a second or foreign language before achieving fluency can exacerbate these stresses. from these factors, it can be concluded that students’ anxiety in speaking english which makes some students hate speaking and panic when being asked to speak english. they can not organize their thoughts. thus, it is necessary to get into the habit of practicing speaking english in front of friends or in public. d. conclusion student’s ability in english speaking is very low, they are not competent in pronounciation, grammar, and delivery of content. while in fact, those students are able to speak english. thus, from the ability problems causes speaking anxiety in english learning. the tenth graders of smk gondang in the academic year 2022/2023 perceive that speech anxiety arises due to two factors namely internal factors and external factors. the internal factors cover student experience, and student self management. while, the external factors include students’ environment, parents, teachers, and friends. thus, these factors can causes students’ difficulties in developing their speaking skill. references adiniannda, d., & permanasari, p. (2022). the implementation of greeting cards towards students'motivation in speaking performance. prosiding konferensi ilmiah pendidikan, 3, 449-458. asparanita, r., musyyadad, k., & zurnelli, n. (2020). students’anxiety in speaking english at the eleventh grade of senior high school 1 muaro jambi (doctoral dissertation, uin sulthan thaha saifuddin jambi). baso, f. a. (2016). the implementation of debate technique to improve students' ability in speaking. exposure, 5(2), 154-173. brown, h. d., & abeywickrama, p. (2004). language assessment. principles and classroom practices. white plains, ny: pearson education. maulida & permanasari: student’s anxiety toward english … 160 brown, h. d. (2007). principles of language learning and teaching . white plains. ny: pearson education, 118. damayanti, m. e., & listyani, l. (2020). an analysis of students’speaking anxiety in academic speaking class. eltr journal, 4(2), 152-170. jugo, r. r. (2020). language anxiety in focus: the case of filipino undergraduate teacher education learners. education research international, 2020, 1-8. jupri, j., & haerazi, h. (2022). teaching english using two stay two stray in improving students' english speaking skills integrated with foreign language anxiety. journal of language and literature studies, 2(1), 33-42. menggo, s. (2018). english learning motivation and speaking ability. journal of psychology and instruction, 2(2), 70-76. nair, v., & md yunus, m. (2022). using digital storytelling to improve pupils’ speaking skills in the age of covid 19. sustainability, 14(15), 9215. oteir, n.i., & al-otaibi, n.a. (2019). foreign language anxiety: a systematic review. arab world english journal (awej) volume, 10. pratiwi, m. a., & analido, b. (2018). efl students'anxiety in research proposal seminar. proceedings of iselt fbs universitas negeri padang, 6, 184-194. syarifuddyn, t. a. (2019). speaking anxiety of english department student. research on english language teaching in indonesia, 9(3), 172-177. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 87 the mapping of mediating negative washback of the national examination maya puspitasari1*, muhammad arifin pelawi2 1maya_p@ecampus.ut.ac.id, 2ari.pelawi@influx.com 1universitas terbuka, 2influx abstract the washback study is sorely necessary in the situation of the national examination system, which selects candidates for the next level of education, due to its gatekeeping role in influencing test-takers' academic futures and supposedly life courses and in allocating power and instituting social order. this qualitative study explores the impact of the indonesian national examination and how the washback interlinks students, teachers, and parents. the research aims to uncover (1) the objective of the national examination, (2) the washback impact of this high-stake test on students, teachers, and parents, (3) how teachers and parents perceived to be under pressure from the national examination while affecting the students as test-takers. this case study examined the three actors as stakeholders at play through the lens of the parents, teachers, and students as test-taker by conducting semi-structured interviews with teachers and parents and also focus group discussion with students. we probe their indonesian national examination experiences based on their beliefs and practices as individuals or professionals. the findings indicated that the objectives of the national examination for the participants were for determining not only the students’ future but also teachers and schools. it then led the participants to have high level of anxiety in facing the national examination. their practices of teaching, learning and parents were heavily influenced by the national examination. keywords: high-stakes testing, indonesia, pressure, secondary school a. introduction based on coursework, the assessment shows society how well and how much kids learn (wyse et al., 2018). the examination aids learning and tracks academic success (yeager, et.al., 2019) thus, all education systems—including indonesia's—use assessment (adb & oecd, 2015). indonesia has few criteria for assessment. assessment is meant to help students reach their academic goals. however, other segments of the law on education national standards define it as a method of gathering data to determine student achievement (for example, the 2009 snp act). the 2016 indonesian ministry of education and culture act 23 emphasized the same idea. since 1960, indonesian schools have had national exams with various names yet similar purposes. the national test (ujian nasional) assessed education quality from 2005 to 2021 under government law uu 20 of 2003. indonesian students were evaluated primarily by the puspitasari & pelawi: the mapping of mediating … 88 national test since the indonesian government used this testing to verify students' graduation. final-year students from every schooling level (primary, junior secondary, and senior secondary) were eligible for access to good public education institutions based on their results in the national exam. indonesian, maths, natural science, and english were tested by administering 50 multiple choice test items for each subject in the third grade of junior secondary schooling level. the last year pupils had the same test items nationally, and the examination was held at the same time around the nation. as the national testing determined the students’ future, the anxiety that this kind of highstakes assessment created was inevitable. students as test takers are under pressure from extrinsic factors like instructor evaluations, peer pressure, and family standards, and intrinsic factors like language skills and learning interests (min & park, 2020). this phenomenon also impacts teachers and parents, leading to a negative washback on their perceptions and practices (ali & hamid, 2020; dawadi, 2020). it was in line with the definition of washback suggested by pearson (1988). he defined washback as public examinations that impact learners, teachers, and parents' behaviours, attitudes, and motivation. negative washback could occur when an exam and its preparation are harmful, resulting in outdated or ineffective methods and curriculum narrowing. the most apparent negative washback is anxiety both in students caused by having to take a test of any kind and in teachers if they are afraid the poor performance of the pupils will have consequences. tests negatively impact the learning process when teachers concede to the fear of bad grades and the associated shame, guilt, or embarrassment that can force them to urge their students to score as high as possible. teachers will use "test-driven education" in such cases. the exam could also increase the parents’ anxiety about enrolling their kids in the school they had planned, as the national examination would determine whether their plan worked as expected. study about washback has been in english language assessment research for more than 25 years. it is because researchers are becoming more aware of the impacts of high-stakes examination on stakeholders, such as keeping or making social inequality worse (jackson et al., 2020; shohamy, 2020; tsang & isaacs, 2021). the idea of washback itself has changed with the complex mechanism nature found in the exam and learning relationship (kuang, 2020; tsang & isaacs, 2021). at first, it was a link between assessment, teaching, and learning. more recently, it has been a socially situated concept embedded in complex webs such as socio-political aspects, including agents, contexts, systems, and power (ali & hamid, 2021; tsang & isaacs, 2022)—our focus on the negative washback and the link between testing, teaching, and learning. little is known about the variables that interact to shape these adverse effects collectively, especially on the triangle relationship between individual test-takers with their parents and teachers. there is a need to investigate how actors and factors in the contexts associated with students' homes, classrooms, schools, and the overarching social reality where students and the exam are located mediate learning and determine the effects of such impacts on exams and learning. shohamy (2020) emphasizes examining how tests' uses, abuses, justice, biases, and discrimination affect stakeholders. dawadi (2020) examined stakeholders' (students' and parents') perceptions of parents' involvement in preparing for the high-stakes national exam in nepal in her most recent study. the research looked at parents’ involvement in the process and how students perceived the involvement in their language learning. no matter how many times they had taken the exam before, all parents were highly motivated to help their kids study. but it might have unfavourable effects. for instance, people who have taken the test eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 89 before may impose their strategies, such as memorizing the responses and disregarding their kids' preferred test preparation method. the research also discovered that even parents who had never taken the test could use general strategies for rigorous practice in the run-up to the test but that doing so might compromise their kids' well-being and test performance. the research discovered that most involvement of parents in test preparation was focused on raising test scores rather than enhancing their children's language development. the structure of the exam itself may have encouraged this. society, school administrators, students, and parents push teachers to direct their methodologies (ali & hamid, 2020; rahman et al., 2021). therefore, this may present instructors with a predicament that spratt (2005: 24) describes as a tension concerning ethical and pedagogical decisions. they either need to follow what they would prefer to teach based on their viewpoint of real education or be caged by teaching to beat the test to help their pupils pass exams with good grades, mainly when those tests are ill-fitted to measure the measure. thus, high-stakes exams can lower teachers' professional status and knowledge by pressuring them to boost test scores or face shame, embarrassment, guilt, anxiety, and anger (rahman et al., 2021). the literature also shows that high-stakes exams pressure teachers to cheat, sometimes subtly. for example, amrein-beardsley et al. (2010) classified three gradations of teachers' cheating in order to beat high-stakes tests: the first and gravest degree is inexcusable and unforgivable will and intentional behaviour, which some educators do with forethought and malice; the second one can be inflicted by the lack of concern from the teachers; and the last degree may be caused by carelessness or indifference, but not intended or premeditated. students' test behaviour was also similar. they assumed that the situations under which teachers now perform, and the high-stakes assessment policies by which they are now regulated, have compelled more teachers into cheating even though most people disapprove. the negative washback brings teaching to the test, such as focusing more on test preparation. the test preparation thus reduces the level of instruction for inflating test scores (koretz, 2017). koretz (2017) maintained that two main factors created bad test preparation: reallocation and coaching. reallocation narrows the curriculum educators use by exclusion competencies or subjects not included in the test. this negative consequence creates imbalances because of the superiority of items in the specific knowledge and the importance of that knowledge in classroom practice. many expert educators and articles also explicitly tell teachers and parents to reallocate, and coach based on the test as a good teaching practice (koretz, 2017). they make it clear that once it is clear what kinds of questions will be on the end-goal test, schools should work to make or choose interim tests that match the specific needs of the end-goal test. the actions that put the test more important than the knowledge become common sense. the act that koretz (2017: 115) labelled as "to put the cart before the horse." this study explored three main research questions: 1. what are the objectives of the national examination for teachers, students, and parents? 2. what is the washback impact of this high-stake test on students, teachers, and parents? 3. how do parents and teachers perceive being under pressure from the national examination while affecting the students as test-takers? puspitasari & pelawi: the mapping of mediating … 90 b. method a case study research approach was used in this study to explore the negative washback of the national examination. this qualitative research investigated how the national examination and the mediated factors from teachers, parents, and students created a negative washback in one council in kabupaten bandung, indonesia. purposeful sampling was employed to select the participants centred on assessing the necessary participant traits (creswell, 2014). participants were chosen based on their eagerness to engage, a mix of genders, and a variety of backgrounds, among other factors (i.e., for the participating teachers based on instruction experience, grades for the students, and employment for the parents). these selection criteria were used to guarantee access to a broad range of viewpoints. eight out of fifteen junior secondary schools within the council agreed to participate in the study. along with ten parents, the teachers took part individually in the semi-structured interviews. meanwhile, 29 students divided into four groups joined in focus group discussion (fgd). both interviews and focus group discussions lasted 30 to 60 minutes and were video recorded to capture the participants’ expressions. for the participants’ convenience, both interviews and fgd used the indonesian language. the study aims to investigate how the national test has affected teachers', parents', and students' experiences. the results of the semi-structured interviews and fgd were documented, transcribed, and organized. the data was first read and grouped before being coded to simplify the research. as this study involved human subjects, ethics clearance was granted by the college of social science ethics committee at the university of glasgow, united kingdom in 2015 before the data were collected. the initial ethics application included a justification for the study. there is also written consent proof from school principals that would be necessary to grant access to the participating teachers. in addition, the details on the selection criteria, an explanation of how the data would be collected, and information on how the data would be handled to ensure confidentiality, safely stored, and disposed of. to prevent any breach of confidentiality, all participants remained anonymous and were labelled using pseudonyms throughout this article. to analyse the data, thematic analysis was chosen. the data were transcribed and translated into english to adjust to the familiar themes within the literature. c. findings and discussion the discussion and findings about how the national examination impacted teachers, parents, and students are condensed in this section. this section combines the analysis and discusses three perspectives drawn from the findings and talks to weave the views drawn from the three components—teachers, students, and parents. this part discussed three themes found in the research, which are (1) the objective of the national examination for teachers, parents, and students, (2) the washback impact of the national examination on students, teachers, and parents, (3) how teachers and parents perceived to be under pressure from the national examination while affecting the students as test-takers. 1. the objectives of the national examination for teachers, parents, and students most participants—especially teachers and parents—agreed that teachers and parents encouraged students to study for the national exam. this study found that students' reluctance makes learning require parental and teacher support. kids had less worry than most teachers and parents. teachers and parents thought students were disinterested. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 91 the national exam's goal of mapping education quality and pupil achievement can be disputed. this study found that classroom activities focused more on exam preparation or teaching the test than teaching students, biassing the national examination's measurement of student performance. alqahtani (2021: 23) argued that "an exam is perceived as valid if it effectively measures what it aims to measure." it then leads to the purpose that the national examination can be contested. if the classroom focused on how to beat the test rather than learning english skills such as speaking and writing, a high national english test score would not indicate good english skills. students with low national exam scores could have had higher competencies. "score inflation" has resulted as a result, where scores have increased much more rapidly than the purported gains in achievement (koretz, 2017). nearly decades ago, measurement specialists anticipated this issue, and more than 25 years of study have demonstrated that false improvements are frequent and frequently quite large (koretz, 2017). gains on exams with high stakes are frequently several times larger than they ought to be. consequently, there are false impressions of progress made regarding student performance. it deceives parents, pupils, and the general public because they are continuously fed positive news that is gravely deceptive. data showed that the national exam did not assess pupil learning. teachers may have yet to assess deep thinking skills because the national assessment did not. teachers, pupils, and parents agreed that surface learning was better for national exam preparation, even if this method prioritized test prep over subject understanding. the national exam may have underestimated students' expertise and skills. the government may need another assessment tool besides the national test to ensure reliability and validity. most teachers, parents, and students in this study felt the national test was unfair. fairness was questioned because the national exam relied on one high-stakes test score. teachers and students compete for good national test scores to move up a grade. it is not always about competence but also luck factor. in addition, the national test may have disadvantaged students at schools with fewer learning tools. thus, gifted students in good schools may find such standardized exams easy, while low-achieving students in low-funded schools may struggle. this study's result aligns with research findings conducted by endriyati & anggraeni (2019). they found that the standard of the institutions also has an impact on the washback result. lower-quality institutions typically have negative washback, and vice versa. teaching subjects related to the national examinations are frequently challenging in low-quality institutions. especially during national exams, their pupils frequently struggle to provide accurate answers. even though, the government's primary goal in conducting national examinations is to collect data or plan out the country. yet teachers fear receiving poor results on their pupils' national examinations. therefore, they try to find tricks to beat the test. in the alternative, good washback is typically found in good-quality schools. these institutions tend to attract intelligent students. they are more competent at providing answers. thus, the classroom activities did not affect the need to learn how to beat the test. teachers thought national exam results measured school reputation and teaching skills. this study's teachers supported high-stakes national testing for school and teacher responsibility. in this study, private school teachers thought national exam scores affected a school's reputation. if parents sent their kids and the limit was met, the private school stayed open. even though the private school could ask for tuition fees as high as needed, the private schools where this study was conducted would be hard to set high tuition fees for parents puspitasari & pelawi: the mapping of mediating … 92 due to their socioeconomic status. raising tuition to maximize income was impossible since private schools primarily served lowto middle-class families. tuition-dependent schools had to enlist parents. teacher s and i assumed that passing the national test would attract parents. failures worried them. they worried that society—including parents—held teachers accountable through the high-stakes national exam and punished schools by do not let their children attend their institutions. national test results publicized affected teacher accountability. society thought the national exam rated teachers and schools. problematic since teachers were only accountable for national test marks. teacher quality was unaffected by national exam grades. the national accountability test could enhance school and education quality, according to government law number 19/2005 article 68. the government planned to analyse national exam data to aid underperforming schools. meanwhile, this purpose led stakeholders, including study teachers and students, to rely on national exam scores rather than learning (ali & hamid, 2020; shohamy, 2020). accountability scores help teachers, students, and parents. grades may affect training and learning. teachers and students prioritized national exam marks over learning. stobart (2008: 118) said learning "what is tested, especially if it holds important consequences," is faster and cheaper than carefully creating curriculum and pedagogy. only one teacher mentioned the consequence for teachers whose students scored low on the national exam, but its effect on teaching and learning from other participants was evident. fera, who taught in a private school, prioritized national exam scores. fera's private school's motto was "succeed in the national test," so teachers and final-year students were tense. she believed national exams determined school prestige. the principal and teacher worked on test preparation in the class because they expected their students to score highest in the national exam among 18 junior schools in the council like last year. teachers felt pressure in class because their professional accountability relied mainly on the national exam. the national accountability test could help teachers improve yet it remained problematic. the benefits of using the results to improve teaching performance relied on teachers' choice to align their practices with the standard or focus more on teaching to the test. they thought the latter could impact national examination results. teachers focused more on testing than teaching due to the national assessment. the national examination, the goal of teaching, needed to be revised to assess students' achievement correctly. 2. the washback impact of the national examination on students, teachers, and parents teachers and students reorganized their study time for test themes and subject areas. this study showed teachers and students that the national test extended students' learning time. the school's enhancement class showed that national exam preparation took longer than other areas. two teachers interviewed hinted that they did not have an enhancement class even though they needed such preparatory tasks. however, adding more test preparation time to class hours solved the problem. teachers and students noted what would help pupils prepare for the national exam. both participants said practice tests were best for preparation. exam-style questions and old test papers dominated teaching and learning at that time. as stated, reviewing academic content was less critical than reviewing exam papers. most teachers prepared students for tests on the school principals' advice. eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 93 the study confirmed indonesian findings. furaidah et al. (2015) interviewed 11 english teachers and observed five schools in malang. their results indicated that the learning activities focused heavily on practicing to answer multiple-choice questions. “the teachers talked more than the students did, and peer-interaction among the students was minimal because of the absence of group work and communication activities” (furaidah et al., 2015: 53). the reallocation, which emphasized national exam topics, showed that the preparation was meant to inflate results. the national exam's suggested classroom procedures were altered by practice materials that resembled test questions. koretz (2017) says coaching test-taking techniques and practicing multiple-choice may boost test scores but not general knowledge. a common reaction to the news of score booster was to attribute it to multiple-choice testing. to inflate the results, however, all that is necessary is for the question that was used to create the test to be predictable. this predictability could be based on the material tested, how it is being given, the format of the test items, or how the students' answers are graded. for inflation to occur, teachers or students must take advantage of this predictability by concentrating on the test's details at the cost of the greater need. the alignment addressed the curriculum's washback from the national exam. speaking and listening, two of the curriculum's four skills, were not included in the english part of the national assessment. thus, the second semester's instruction focused on reading and writing. the curriculum then focused on assessed topics. the participant teachers probably should have noticed other skills as crucial for students' future success as reading. even though students needed a much more comprehensive range of skills for daily life, the national examination often disqualified them from gaining those skills. since the national test questions covered only some of the material provided to final-year students, it may be unclear whether the curriculum should be adjusted to meet their needs. the curriculum alignment helped the national exam by focusing teaching and learning methods on test content. teachers, parents, and students interviewed for this study knew of the national examination's positive washback impact. the national test motivated students, they said. because it would determine students' academic and professional futures, participants believed studying for the national exam was important. alignment may boost test scores by focusing classroom activities on national exam themes. students may have liked learning materials meant to help them get high marks, but since they were frequently given, they may have become discouraged from learning. one of alderson and wall's (1993: 120) fifteen washback theories was that high-stakes tests affect "the degree and depth of learning". this study verified that the national exam restricted learning to what would be tested. the data showed that most teachers focused on teaching for the national exam from the start of the second semester until the exam. instead of focusing on deep learning, the teachers gave students sample exams, practice tests, and tips for beating the competition. marton and säljö (1976) separated surface and deep learning. when a student focused on memorizing the material, he engaged in surface learning, but when he contemplated its meaningful content, he engaged in deep learning. this study found that students preferred surface learning to obtain high national test scores. coaching in this part only related to students' outside-of-class preparation for the national exam since reallocation and coaching could be combined (koretz, 2017). the exercises puspitasari & pelawi: the mapping of mediating … 94 included touring a cram school and studying exam-like questions at home. performancebased exam tutoring may be offered. focus groups with students and parent interviews outlined what students learned after school. despite most students and parents believing that school exam preparation was sufficient, three students attended a private cram school to practice exam-like queries and past exam papers. bray (2006) states that enrolling in a private tutoring program or cram school, popular in asian countries like indonesia, allows students to obtain the best secondary education and improve academically. because the cram school taught them how to master prior exam questions and test-taking techniques, students may become proficient at passing the national exam. two mothers said they sent their kids to cram schools to prepare for the national test. this research found that students in state-run and expensive private schools spent more time outside of class studying for the national exam, doing homework, and visiting cram schools, which exhausted them. meanwhile, parents helped their children prepare for the national exam at home. the students' poor test scores may have been caused by their low socioeconomic status and inability to obtain learning assistance. they then pressured their children to do well on the national exam. the parents believed their children's futures depended purely on the national examination, as shown by siti's (parent) threat or nina's (student) acceptance. parents had high expectations for the national exam, according to student focus groups and parent interviews yet the data did not detail parental involvement. researchers found parental involvement and pupil achievement fascinating issues (for ex. dawadi, 2020). on the other hand, this study found that society, including parents, blamed schools and teachers when pupils scored poorly on national exams. epstein (1985: 18) states that schools would improve if teachers, parents, and schools understood "each other's potential for improving the education of the children." both parents and teachers recognized the national test's importance for kids' futures. teachers and parents not communicating could also be a factor. the analysis indicated that parents did not need to participate in classroom activities, even though the parent interviews did not reveal much evidence of their involvement in students' learning. during the interviews, most teachers voiced concerns, possibly because they believed they were solely responsible for the students. harlen (2010: 40) argued that “when students and parents expect teachers to be the only ones to say how students are doing,” collaboration was unlikely to happen. only the national test results would be relied on by teachers, and society would appear to disregard the parents' role. after that, teachers took full responsibility for student performance on the national exam. 3. how teachers and parents perceived being under pressure from the national examination while affecting the students as test-takers this current study indicated that teachers, students, and parents valued the national test. teachers thought the national exam assessed their teaching. students needed the national test to move up. then the parents evaluated the national examination's assessment of children's learning and school and teacher performance. coniam & falvey (2018: 3) defined "high stakes" as "an assessment or battery of assessment instruments is used to make decisions that affect individuals’ lives in significant ways". the national exam in indonesia that had been abolished in 2021 decided students' next grade and assessed teachers. teachers, students, and parents reported that the national test increased anxiety. this study's stakeholders were concerned about the national examination's effect due to its increased importance in school admission. they consistently ranked national exam preparation as an eltin journal: journal of english language teaching in indonesia, volume 11/no 1, april 2023 95 essential classroom activity. the data analysis did not suggest that the teacher, students, and parents were confident that their national examination scores would be among the highest of the junior secondary schools in the study area. students are stressed over national test scores determining school admission. the parent feared the national test results because of the child's desire to attend a particular school. thus, they put more pressure by “motivating” them with tales of individuals who had achieved success because they had good scores (dawadi, 2020). in addition, parents would speak of their own experiences and chances lost due to low test scores. parenting style was also linked to student national test anxiety. this study's focus group discussions included a state school student whose mother chose to be authoritarian because she wanted her child to do well on the national exam. nina's mother encouraged her daughter to study for the national test because she believed it motivated students. in indonesia's present examination system, parents may be unable to choose a school. national test results influenced parents' school choice. if grades were below the school's minimum, parents said they had to give up their child's happiness (prospects). yani’s and tari's (both area parents) higher anxiety showed their belief that their child's future depended on the national test results. according to the research, teachers faced the most national examination pressure larsson & olin-scheller (2020). teachers felt more pressure than students and parents because they believed they were responsible for helping students score well on the national test. hattie (2003: 3) called the teacher "the largest source of variance that can make the difference.” teachers felt ashamed and guilty because they thought the pupils' low scores were their fault. teachers had to ensure that every final-year student, which could be hundreds, passed the national exam. unlike parents with one kid, teachers felt their vocation was at risk because the results showed their teaching quality. this study did not show that pupils or parents pressured teachers. students' and parents' anxiety about failing the national test did not mean they valued teachers more. the focus group results did not indicate how students communicated with teachers about the national exam. most students in this study were anxious about the national test, but they did not pressure their teachers to help them score well. this study's parents were also uninvolved in their children's teaching practice. they probably thought teachers would help students thrive. most parents in this study feared failing the national test but did not mention their engagement in school activities in their interviews. thus, the teachers in this study were not pressured by pupils or parents. the pressure is primarily due to the accountability that makes teachers pressure pupils to score well. the teacher's expectations of students scoring well on the national test and receiving awards affected their relationship. teacher putri's remark proved it. teachers, putri's goal of motivating students for the national test may be successful. it also showed her self-esteem and national test views. teacher putri wanted her students to do well on the national test for her self-esteem. she encouraged pupils to get good grades to boost their selfesteem. two private teachers in this study reported extreme shame and guilt from low national test scores. according to smith (1991: 9), "the publication of test scores produces feelings of shame, embarrassment, guilt, and anger in teachers and the determination to do what is necessary to avoid such feelings in the future". puspitasari & pelawi: the mapping of mediating … 96 the national test was a teacher evaluation. teachers felt anxiety ranging from moderate fear to extreme shame of failing pupils because they believed their success depended on national exam results. these conditions may have pressured teachers to teach to the exam and lessen learning. this study's association between national test scores and teacher self-esteem may be limited by other variables related to teachers' extreme feelings. d. conclusion this qualitative study has explored the causes of negative washback on national examinations in junior schools in a district in indonesia. by presuming that negative washback can exist and that the relationship between the testing taker and exam could have a mediated internal and external factor, the research thus got off to a new conceptual start. these aspects allowed us to investigate the reasons behind the actions test takers and teachers with parents around them take about negative washback. it can be claimed that the national exams had a detrimental effect on education. we can find in this research that students as test takers feel less pressure than the stakeholders around them. the tests have more influence on parents and teachers to bring negative washback by pushing more to concentrate on what is tested while ignoring the non-tested competencies. according to teachers, the curriculum had been condensed, and they were only instructing for the tests. at the same time, the parents pushed the students to have embedded notions that test takers’ life trajectories depend on the test's results. the conceptual framework created and the anxiety with accountability served to investigate the phenomenon outside the direct testing-test-taker relationship. the results indicated that accountability and economics variables might have a more significant impact on the connection. the paper's main addition is its demonstration of the complexity of the testing-test-taker relationship and the need for washback research to acknowledge the significance of mediating factors information in understanding the phenomenon. the research has investigated mediated elements negatively and caused washback in a small area with abolished national exams. future studies may investigate the phenomenon from the admission exam to public universities and with a more extensive reach. regarding the study's limitations, future research may incorporate a mixed method of quantitative approach with a questionnaire to increase the validity of evidence. specifically, these studies can also focus on another subject testing besides english teaching and look for mediating factors like peer pressure. in a changing political, social, and economic setting, assessment worldwide may benefit from studies trying to generate situated, local, and thorough knowledge of variables influencing examination and teaching. acknowledgment the data were collected during the first author’s doctoral degree. the project was under supervision of professor e. louise hayward and professor oscar odena from the school of education, university of glasgow. references adb, & oecd. 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(2018). teaching english, language and literacy. routledge. yeager, d.s., hanselman, p., walton, g.m., murray, j.s., crosnoe, r., muller, c., tipton, e., schneider, b., hulleman, c.s., hinojosa, c.p. and paunesku, d., (2019). a national experiment reveals where a growth mindset improves achievement. nature, 573(7774), 364-369. apsari & haryudin : the analysis of… 35 the analysis of english lecturers’ classroom-based reading assessments to improve students’ reading comprehension yanuarti apsari yanuar.apsari1@gmail.com acep haryudin haryacep@gmail.com stkip siliwangi bandung abstract the objectives of this research are to identify techniques that the lecturers use in assessing reading comprehension and to find the way english lecturers construct classroom-based reading assessments. three english lecturers were selected as the respondents of this research. the data were obtained through classroom observation and interview. then, they were analyzed and reported descriptively. the results of this research revealed that in assessing reading comprehension all respondents used various techniques such as short answer question, matching test, multiple choice and observation (teacher made method) and summary and retelling (students conducted method). in addition, they used the different sources in designing assessment instruments. the sources were taken not only from textbook but also from internet, journals and other textbooks. keywords: english lecturers, classroom-based reading assessments, reading comprehension a. introduction assessment is regarded as the most important part of instruction. as stated by rixon (1992, in devianty, 2007) that the success of a learning program as commonly determined by the result of assessment.generally, the teacher uses the tests as the best tool to measure their learners’ ability in reading. however, the high score achieved by the learners in comprehending reading texts through formal tests, for example, final examination does not mean to guarantee that the learners are very good in reading. traditional assessment measures reading comprehension only provide a general indication of how well a student understands the text, failing to provide information about how the students use cognitive and met cognitive process or sufficiently explain why a student may be struggling (klingner, 2004). according to gottlieb (2006), classroom-based assessment or informal assessment have more power to evaluate the instruction and identify students’ personal needs (resnick and resnick, 1992). therefore, to assess students’ ability in reading we may not only use formal assessment that measure the product but we need also to use informal assessment or classroom-based assessments that measure the process of constructing meaning in written text. based on description above, this research aims to identify techniques that the lecturers use in assessing reading comprehension and to find the way english lecturers construct classroombased reading assessments. mailto:yanuar.apsari1@gmail.com mailto:haryacep@gmail.com eltin journal, vol 5/1, april 2017 36 b. literature review 1. reading comprehension ahuja (2001 in mohammad, 1999: 27) mentions that there are three levels of comprehension. the first level is literal comprehension. comprehension of this level involves surface meanings. at this level, the students can be asked to find information and ideas that are explicitly stated in the text. the second level is interpretive or referential comprehension. at this level students go beyond what is said and read for deeper meanings. they must be able to read critically and analyze carefully what they have read. this level includes thinking process such as drawing conclusions, making generalizations and predicting outcomes. finally, the third level of comprehension is critical reading whereby ideas and information are evaluated. at this level, the teacher can test students’ ability to differentiate between fact and opinion, the ability to recognize persuasive statements, and the ability to judge the accuracy of the information given in the text. grabe (2002) added that the level of comprehension of the text is influenced by how successfully the readers (their preexisting knowledge of the text, their interest in it, their purpose of reading it, etc.) interact with the text (the text type, the vocabulary, the grammar, etc.), and that the reading process engages the readers a series of stages: pre-reading, whilereading, and post-reading. therefore, comprehension depends on integrating new knowledge with a network of prior knowledge (harris and hodges, 1995: 227). 2. assessments for reading comprehension assessment (testing) tools refer to a broad range of ways of determining if students can perform or have mastered an objective. there are three reasons for testing the students as proposed by reiser and dick (1996) such as assigning grades to the students, determining what the students kno in order to provide appropriate remediation, and identifying ineffective portion of the instruction. thus, it can be used to provide data to teachers to improve their instruction. however, alderson (2000)argued that there is no best method for testing reading. some common reading assessment measures include multiple-choice, written and oral recall, cloze, summary, sentence completion, short-answer, open-ended-question, true/false, matching activity, checklist, ordering, and fill-in-the-blank tests. researchers declare that the outcome each individual assessment task provides a limited representation of reading comprehension (alderson, 2000). therefore, the best way to assess students’ reading comprehension is to use a combination of different measures (klingner, 2004). regarding to the importance of using various tests, johnston (1983cited in cohen 1994: 216) proposes a series of new directions in the assessment of reading comprehension. thus, he recommended the following areas which could be assessed:1)awareness and the use of cues in the text 2) perception of the author’s plan 3) insights into the nature of the text, 3) strategies for retrieving the information after reading 4) schemata selection, 6) cognitive monitoring skill, 7) the knowledge of summarizat ion rules 3. classroom based assessment according to o’neil (1992, cited in defianty, 2007:16), classroom based assessment is defined as informal ways of assessing the students that emphasize on the formative assessments.moreover, hancock (1994, cited in defianty, 2007:25) defines that classroom based assessment as an alternative to conventional way of monittoring students’ language progress and performances. apsari & haryudin : the analysis of… 37 classroom based assessment uses activities that reveal what the students do with the language, emphasizing their strengts instead of their weaknesses. classroom based assessment instruments are not only designed and structured differently from traditional tests but also scored differently. because classroom based assessment is performance based that the point of language learning is communication. as stated by gottlieb (2006: 11) that classroom based assessment involves the documentation of students performance, that is planned, collected and interpreted by the teachers as part of the instructional cycle. therefore, it can be concluded that in relation to reading comprehension, classroom-based assessments have a greater ability to measure complex reading tasks in a contextualized setting and can provide ample information about the use of reading strategies and skills by students (garcía & pearson, 1994). 4. classroom based reading assessments options cheng, roger and hu (2004:370) mention three categories of methods in assessing reading. 1) teachermade method, 2) student-conducted method (summarizing, journal, peer assessment, read aloud, dictation, self assessment and portfolio). 3) non-teacher developed method (standardized reading test). two of the three methods, teacher made method and students conducted method, are regarded as classroom based reading assessment. the description of each method will be given below. a. the teacher made method the method includes some techniques such as short answer, multiple choce, cloze, and observation. 1) multiple choice ur (1996: 38) states that multiple-choice questions as consisting “... of a stem and a number of options (usually four), from which the testee has to select the right one.” according to wolf (1993), multiple-choice questions are a common means of assessing learners' reading comprehension because the task is familiar to subjects and is easy for researchers to score. alderson (2000: 211) argued that multiple-choice test items are so popular because they provide testers with the means to control test-takers’ thought processes when responding; they “allow testers to control the range of possible answers.” even though it may be time-consuming to prepare a multiple-choice test, it is easy to mark, and to evaluate. 2) short answer weir (1990) pointed out that short-answer tests are extremely useful for testing reading comprehension. alderson (2000 :227) lso adds that short-answer tests are seen as “a semi-objective alternative to multiple choice.” test-takers are supposed to answer a question briefly by drawing conclusions from the text, not merely by responding “yes” or “no.” the testtakers may be required to infer meaning from the text before answering the question. 3) cloze test cloze tests have been widely used in language assessment, particularly for the assessment of reading skills in language tests, both in classroom and in standardized tests. moreover, cloze tests have been shown, according to oller (1973: 106) to be the best indicator of reading ability. it is believed that cloze tests are more efficient and reliable than reading comprehension test which use open-ended questions or short answers because they are easier to evaluate and do not, as in many reading comprehension tests, depend on long written answers to evaluate. the aim of cloze tests is to evaluate readability and reading comprehension (heaton, 1991). furthermore, cloze procedure is also used to assess reading strategies used by readers or to develop learners’ reading strategies. because some words are deleted, cloze forces eltin journal, vol 5/1, april 2017 38 readers to be more aware of the meaning and calls for the use of reading skills like scanning and searching that are often neglected in second language reading (steinman, 2002:291). 4) observation observation is the most common form of classroom based reading assessment. there are different ways to conduct observation. one way is to use an observation checklist, noting which reading behavior are observed. another ways is to keep anecdotal records (gunning, 2002 cited in klingner, 2004).anecdotal records not only includes the information about students reading comprehension but also the time, date setting and name of those involved. b. student-conducted method students conducted method is the method that the students select and direct their own learning activities in doing reading assessment. the method includes some techniques such as summarizing, free recall test and retelling. 1) summarizing according carson (1993), summarizing is an academic literacy task that entails both reading and writing abilities. summary writing is commonly regarded as a reading comprehension strategy (brown, campione, & day, 1981; redmann, 2005). as stated by redmann (2005) that by completing a summary, students may become very proficient in distilling the main events from the text while actively using in context some of the key words they encounter within it. in addition, trites and mc groarty (2005), asking students to write summary after reading can accurately evaluate students reading ability. 2) free recall test in free recall test, the students are required to read the text and then to write down everything to they can remember from the text. this technique is cosidered to provide a picture of learner process. 3) retelling stoicovy (1994, cited in wahyuni, 2007: 430) defines retelling as a post reading or post listening recalls in which readers or listeners tell what they remember orally or writenly. thus, retelling is included to one of post reading activities.the importance of post reading activities cannot be denied, for at least three reading principles mentioned by harmer (2007: 101-102) which can be found in post-reading activities, namely: students needs to be engaged with what they are reading, students should be encouraged to respond to the content of the text, and student should be exploited to the reading texts to the full. in short, the main point of using post reading activities is variety, which leads to creating positive, creative, innovative, effective and fun activities. c. research methodology 1. research design the present study is qualitative in nature. by qualitative research, the data gained will be analyzed in a descriptive ways to explore their attitudes, behavior and experience (dawson, 2009). it concerns a detailed description of situation. the data are collected in natural setting without being manipulated. the data focuses on the process, and the participants’ point of view is essential. a qualitative case apsari & haryudin : the analysis of… 39 study design was also employed in this research. this study was chosen because it allows the researcher to investigate a phenomenon in a single case (nunan, 2000). that is to identify techniques that the lecturers use in assessing reading comprehension and to find the way english lecturers construct classroom-based reading assessments. 2. research site and participants this study was carried out in stkip siliwangi bandung. this research site was basically chosen because it was open to researchers who wish to conduct the research. thus, the researchers got easy access to carry out he research there that it could increase the feasibility of the research. three english lecturers who are teaching reading for academic purposes subject were chosen as the participants of the study. it is necessary to find out whether or not there are differences in the teaching of reading including teaching techniques and the way they construct classroom-based reading assessments. 3. data collection and data analysis data was collected by observations, interviews, and document analysis. the researcher collected data by completing three observations at different times in each teacher’s classroom. the lessons observed were reading lessons. during observations, the researcher was an observer and did not take part in any classroom activity. field notes on the teacher’s use of reading assessments were taken during each observation. after all the observations with a teacher were completed, the researcher shared the observation notes and interpretations with the teacher to check if the researcher’s interpretation about the classroom activities were accurate. one purpose of the interview was to clarify the researcher’s initial interpretation of the information collected during the observation(s). most of the interviews lasted 40–50 minutes; a few took a little longer. the interviews were semi-structured. the interview was conducted in order to investigate the english lecturers’ understanding of classroom-based assessment and the way they construct classroom-based reading assessments. the individual interviews were guided by an individualized set of questions about classroom-based reading assessment based on the class observations. each interview was audiotaperecorded and transcribed. after each interview, the transcript and interview summary were sent to the teacher to check for agreement with the researcher’s interpretations (member check). the documents collected included materials related to samples of materials teachers used in their classroom for the purpose of reading assessment such as worksheets, books, and paper and pencil tests. then the data colllected will be analyzed and reported descriptively. d. findings and discussion this chapter discusses data analysis and and research finding based on data collection used in this research such as observation and interview. as it has been mentioned in the first chapter that this study aims at investigating how the classroom based reading assessment is implemented in the classroom. 1. teaching learning process assessment is a part of the instruction. according to sweet (2005), a good aseessment is actually embedded in the process of instruction. this means that observation is required in order to investigate how the assessment is conducted. the data from observation revealed that each respondents teach reading for academic purposes. in each class, reading is taught once a week. all respondents used the similar textbook as the source of the material. all the chapter in the textbook discusses about the reading strategy such as skimming, scanning, previewing, predicting, etc. in the last chapter tells about reading for reserach. this subject aims that at the end of the semester the students can master all reading strategies that can help them to face in writing paper. eltin journal, vol 5/1, april 2017 40 although all respondents used the same textbook in teaching reading, but they taught in different way. from the observation, it is revealed that only r#2 who focused on the practices provided in the textbook. doing some exercises through the tasks in the textbook was done to assess whether the students have understood things related to the text. it seemed that the respondents taught and assessed reading in the classroom based on the textbook. r#1 and r#2 delivered the material partially in english and indonesia. while, r#3 mostly explained the lesson in english. she used various techniques in each meeting and employed the interesting games in pre activity. all the task given must be completed in colaborative learning. in addition, r#1 and r#3 took the tasks for the asessment from the other sources such as from internet, journals and other textbooks. it can be concluded that r#1 and r#3 taught reading skill based on the materials provided in the textbook but selected reading text for assessing students reading comprehension from the other sources. data from interview revealed that the task from the textbook is not suitable for the students. at the time of the observation, firstly, all respondents informing the objective to the students in opening the activity. then, gave some exercises to students after teaching one topic. having students do some exercises is one of the reading assessments. this indicates that the assessment is conducted in each meeting. it is in line with the statement of klinger (2004) that comprehension should be assessed frequently, overtime, as a way of track in the students’ growth and provide usefull information that can guide instructional decision making. in the first observation to all respondents, they taught scanning skill. the topic of the lesson was the structure of the textbook. at the end of the activity they asked the students to find specific information related to the textbook content. in the second observation, topic of the lesson was characteristics of journal. all the respondents conducted different assessment. r#1 gave one journal about coursebook analysis. then, divided the students into groups and asked them to analyzed it. r#2 asked the students to find out journal by themselves. thus, each students took different journals and they must comprehend the journal. then, one by one presented the content of the journal. while, r#3 asked the students to find main idea of each paragraph taken from another sources. from the data from observation indicated that the tasks for the asessment were not only taken from the textbook but also from the other sources such as from internet, journals and other textbooks. then, the assessments were conducted not only after teaching one topic but also in mid test and final test. . 2. the techniques employed by the lecturers regarding to techniques used by the teachers, this study investigates three aspects such as 1) what techniques the respondents employed, 2) which techniques the respondents more frequently used, 3) the reason why the respondents more frequently used the techniques. the data were gathered through observation and interview. according to cheng, rogers and hu (2004), there are two method in assessing reading comprehension: teacher-made method and student-conducted method. the teacher made method consist of quick answers, matching, interpretive, true false, multiple choice, cloze test, editting, completion of forms, observation, interview and questionnaire. the student-conducted method consist of summarizing, journal, peer assessment, dictation, self assessment, free recall test, retelling, gap summary, and portfolio. the data from observation showed that in assessing reading assessment all respondents generally used three kinds of classroom-based reading assessments. the first was teacher made method, which includes short answer question, matching test, multiple choice and observation. the second was the students conducted method which involved summary and retelling. this indicates that the respondents used more than one techniques in reading apsari & haryudin : the analysis of… 41 assessment. it is in line with the statement of klingner (2004) that the best way to assess students’ reading comprehension is to use a combination of different measures. as stated by anderson, bachman, perkins, and cohen (1991, p. 61) that “more than one source of data needs to be used in determining the success of reading comprehension test items.” in addition, the data from interview revealed that r#1 and r#3 most frequently used the same techniques such as short answer questions, matching test and retelling. while, r#2 most frequently used different techniques such as short answer questions and multiple choice. the respondents’ reasons of using those techniques can be seen in the following excerpt: because by using short answer questions, matching test and retelling the teacher can measure students’ reading comprehension. (r#3) (interview, translated version) in addition, r#2 stated the benefits of the techniques she frequently used in the classroom, as can be seen in the excerpt below. because those techniques not only useful to know whether the students can understand the text or not but also they are easy to exemine the result. (r#2) (interview, translated version) the above excerpt showed that classroom-based assessments allow teachers to monitor students’ development day by day (darlinghammond & goodwin, 1993; resnick & resnick, 1992; wiggins, 1992). data from observation also revealed that there are various skill assessed in reading assessment. the reading skills are closely related to levels of comprehension. according to ahuja (2001 cited in mohammad, 1999), there are three levels of comprehension: literal, interpretive comprehension and critical comprehension. from the observation, it was found that all the respondents assessed all three levels of comprehension. related to literal level of comprehension, it was found that all respondents did the assessment on the identification of implicit and explicit information. because there was no assessment related to translating the sentences. in the second observation, all respondents did the assessment related to the finding main ideas. it belongs to interpretive comprehension. and at four observation, the topic of the lesson is about reading graphic. r#2 asked the students to find the text and make a graphic based on the text. while, r#3 asked the students to match graphic to the text given. this indicates that the respondents had given assessment related to drawing conclusion and it belongs to interpretive comprehension. finally, at the last observation, r#3 gave the task to the students to differentiate between fact and opinion. this assessment belongs to critical comprehension. based on the findings above, therefore it can be concluded that all respondents assessed various skill such as 1)identification implicit and explicit information, 2) finding main ideas 3) drawing conclusion, 4) the ability to differentiate between fact and opinion. the findings showed that in relation to reading comprehension, classroom-based assessments have a greater ability to measure complex reading tasks in a contextualized setting and can provide ample information about the use of reading strategies and skills by students (garcía & pearson, 1994). 3. the way the lecturers construct the assessments the way the respondents construct classroom based reading assessment can be seen from the sources used by the respondents in designing assessments and the way of the respondents designed the assessment . the data were obtained through observation, interview and document analysis. eltin journal, vol 5/1, april 2017 42 the data from interview revealed that the repondents used the different sources in designing assessment instruments. it can be seen from the following excerpt. most of the asssessment instruments were taken from the textbook. (r#2) (interview, translated version) the finding above is supported from the observation data. from the observation, it is revealed that only r#2 who focused on the practices provided in the textbook. r#2 taught and assessed reading in the classroom based on the textbook. while, r#1 and r#3 said that they took the other sources in designing assessment instruments such as from internet and other sources. it can be seen from the following excerpt. all the tasks i gave to students were taken from the other sources which is appropriate with the teaching material. i did not take the assessment instruments from the textbook because the topic of the reading material is not suitable for the students. (r#3) (interview, translated version) this finding is supported from observation data that that r#1 and r#3 taught reading skill based on the materials provided in the textbook but selected reading text for assessing students reading comprehension from the other sources. this indicates that there were other efforts to design different tasks in assessing students’ reading comprehension.it is in line with harmer’s (2001: 213) statement that teacher needs to work to create interest in the topic and tasks in order to get the students read enthusiastically in class. e. conclusion assessment is regarded as the most important part of instruction. as stated by rixon (1992, in devianty, 2007) that the success of a learning program as commonly determined by the result of assessment.generally, the teacher uses the tests as the best tool to measure their learners’ ability in reading. however, the high score achieved by the learners in comprehending reading texts through formal tests, for example, final examination does not mean to guarantee that the learners are very good in reading. as argued by alderson (2000) that there is no best method for testing reading. this indicates that the best way to assess students’ reading comprehension is to use a combination of different measures (klingner, 2004). therefore, to assess students’ ability in reading we may not only use formal assessment that measure the product but we need also to use informal assessment or classroom-based assessments that measure the process of constructing meaning in written text. accordingly, this research aims to identify techniques that the lecturers use in assessing reading comprehension and to find the way english lecturers construct classroom-based reading assessments. based on research result, several conclusions from the findings are drawn as follows. firstly, regarding to techniques used by the teachers, the data from observation and interview showed that in assessing reading comprehension all respondents used various techniques such as short answer question, matching test, multiple choice and observation (teacher made method) and summary and retelling (students conducted method). the last, the result concerning the way the lecturers construct the assessments. the finding revealed that the repondents used the different sources in designing assessment instruments.most of the asssessment instruments used by r#2 were taken from the textbook. the finding above is supported from the observation data. from the observation, it is revealed that only r#2 apsari & haryudin : the analysis of… 43 who focused on the practices provided in the textbook. r#2 taught and assessed reading in the classroom based on the textbook. while, r#1 and r#3 took the other sources in designing assessment instruments such as from internet, journals and other textbooks. they taught reading skill based on the materials provided in the textbook but selected reading text for assessing students reading comprehension from the other sources. f. references alderson, j. charles. 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(1993). a comparison of assessment tasks used to measure fl reading comprehension. modern language journal, 77, 473-89. http://iteslj.org/techniques/mohammad-testing http://www.actfl.org/i4a/pages/index.cfm?pageid=4628 eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 175 a survey study: the measurement of efl students’ reading engagement evi puspitasari1*, noor maulida hayati2 1evipuspitasari@fpb.umy.ac.id, 2noor.maulida.fpb17@mail.umy.ac.id universitas muhammadiyah yogyakarta abstract reading engagement combines motivation, interests, attitudes, emotions, self-regulation, and gaining a flow state while reading. the study's objective is to analyze the reading engagement level of english as a foreign language (efl) students at one of the private universities in yogyakarta. this survey study was taken place by distributing a questionnaire to collect the data. a questionnaire comprising three constructs indicating reading engagement, namely construct of task value, anxiety, and flow, was distributed to 149 students online to measure the reading engagement level. after the data were gained and analyzed, it was known that their engagement level in reading was moderate, and the factor with the highest mean score was task value. the results implied that students' enjoyment of reading english texts is not disappointing but still needs improvement. thus, strategies should be applied to make students more in the zone of reading, leading to excellent academic achievement. keywords: efl students, engagement, reading, reading engagement, survey study a. introduction reading is considered one of the essential skills to complete mastery of a foreign language, making teachers attempt to push students to read. linguistically, reading is significant because it helps students gain vocabulary and how it is used in the proper context. besides that, they also obtain grammatical rules of english that may be much different from the grammar in their first language. both vocabulary and grammar from their reading will help them practice the language productively. not only can reading enhance language ability, but it can also support students in gaining knowledge. that notion aligns with the statement from kearns et al. (2020), which highlights that reading is a bridge to acquiring world and word knowledge. world means general information and wisdom, while word knowledge is linguistic competence. the importance of reading for students' academic development varies on their interest and motivation. unluckily, students do not realize the critical roles of reading, so some take the activity for granted. the students refrain from books in particular fields, such as history, science, and math, which provide educational content (guthrie, 2001). they would read because their teacher asked them to, and they read because the learning material was in the textbook. since they feel responsible for reading, they need more enthusiasm and joy when doing the activity, leading them to disengagement. disengaged students were reported to feel puspitasari & hayati: a survey study: the measurement … 176 anxious, bored, or frustrated (skinner et al., 2009). this type of feeling could hinder students' accomplishment in their academic life. otherwise, students need to be engaged in reading to help them achieve satisfactory academic achievement. students more engaged in their learning demonstrate greater attainment in their reading skills than less engaged students. the information would be more straightforward for students. that notion parallels guthrie (2001), who stated that engagement in reading is significantly needed to develop comprehension and achievement. different academics have emphasized the significance of reading motivation. first, research by vongkrachang and chinwonno (2015) aimed to discuss the influence of explicit reading instruction employing concept-oriented reading instruction or cori on engagement owned by students in a setting of english as a foreign language (efl). a reading engagement index questionnaire identified a significant improvement in the student's reading comprehension and engagement after receiving the treatment. second, oscar et al. (2016) analyzed chilean students' achievement, focusing on exploring roles that reading engagement could play. this study revealed that reading engagement and attitudes would offer a more precise fit for predicting outcomes. based on the description above, it can be concluded that engagement is crucial to gain to help students reach complete comprehension of reading. it is defined as the level of a student's attachment to or involvement with the educational endeavor, comprising the participants, activities, objectives, and environment. additionally, the tendency is to view involvement as behavior, emotion, and cognitive aspects of motivation. (skinner et al., 2009). for example, direct engagement in a series of behaviors, such as good manners, perseverance and effort, and involvement in extracurricular activities, is referred to as behavioral engagement. on the other hand, guthrie (2001) also posited that when students are emotionally engaged in what they are doing, they frequently exhibit both excellent and adverse affective reactions to activities and the people they engage with, including interest, boredom, worry, and irritation. meanwhile, cognitive engagement refers to a student's drive to learn, involving being purposeful, planned, and ready to exert the required energy to comprehend intricate concepts or excel in demanding abilities. in addition, the idea of engagement itself parallels a constructivist belief that education is ultimately about students actively constructing their knowledge. in addition, engagement is also viewed as an act of involving oneself in an activity. wigfield et al. (2008) stated that reading engagement combines motivational and cognitive factors while absorbing knowledge or the content of texts. in addition, whitaker (2009) also stated that reading engagement is characterized as a function of motivation, interests, attitudes, emotions, self-regulation, and the capacity to induce a flow state while reading. these factors result in readers who seek, possess, and can engage fully with a book. the factors that can affect students' engagement in reading are task value, anxiety, and flow. according to varasteh et al. (2016), task value in reading refers to the views on the significance and value of a task. they also considered that task value is a positive and substantial predictor of deep learning, indicating that when students realize the significance and worth of their work, they will engage in it enthusiastically and attempt to select relevant learning strategies. in reading activities, task value by whitaker (2009), examining students' personal beliefs and attitudes, akey (2006) said that students' levels of engagement and the emotional factors that either help or impede their capacity to succeed academically have been closely correlated with how they perceive their competence and expectations for success in an eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 177 academic setting. the second factor of reading engagement is anxiety. brown, as cited in jafarigohar & behrooznia (2012), stated that humans who experience anxiety have feelings of dread, apprehension, anger, and impatience. the level of anxiety that students possess can influence their performance. miao and vibulphol (2021) mentioned that reading anxiety is manifested in students' actions, such as hesitance in reading aloud, uncertainty about doing reading tests, the stress in doing reading assignments, and worry in answering questions related to reading texts. the third factor is the flow that relates to personal beliefs and attitudes that are put into practice. a student who became so involved in reading a text that they lost track of time and awareness of their surroundings while reading it is an example of flow. reading engagement definitions include flow in terms of mental presence, immersion, and contemplation. students who can follow the reading flow have a positive reading attitude and feel compelled to do the activity. in addition, thissen et al., (2018) defined the flow state as the best feeling of being completely involved in an activity and has been utilized as a theoretical foundation for intrinsic fulfillment throughout positive psychology. that positive feeling can be defined as enjoyment which students throughout reading books that meet their interests. in addition, students who are genuinely involved in reading can enjoy experiences in the activity. a study by egbert (2003) showed that a task-based language classroom could be an excellent alternative to grow students' flow in reading since sequential tasks provided by the teachers can be an instrument to identify if they enjoy the activity and experience states of flow. in this sense, indonesia is identified as a country with an unsatisfactory reading interest predicate. the study by iftanti (2017) explained that the efl students' attitudes toward reading english were favorable. however, most of them have poor english reading habits. therefore, if individuals have little interest in reading, they are less likely to be captivated by what they read. to prevent the issue above, some educators strive to increase students' reading interest through their instructional methods. in a particular setting, an english department of a university in indonesia, the teachers attempt to involve students in reading activities. during the first semester, teachers introduced a freereading technique in which students were permitted to select english novels to read. in one of the classes where the strategy was implemented, the teachers assigned students activities after reading the chosen books, such as poster making, comic strip making, videotaping book recommendations, and other amusing activities. one of the teachers addressed that the strategy was objected to cultivating the students' reading motivation. in effect, they would be prepared to enroll in courses requiring students to read academic literature such as journal articles and textbooks in the following semesters. an initial discussion with students who enrolled in the course found that their response toward the teachers' strategies was positive. the students loved the majority of the post-reading activities. however, spontaneous discussion results need to be sufficiently strong to justify the students' enjoyment of the reading. therefore, statistical analysis of quantitative data gives a general view of the condition. this empirical research was conducted exclusively to measure the reading engagement of first-semester students with self-selected english books. in order to focus the investigation, the question is formulated: how is the reading engagement of efl students in an english department in indonesia? puspitasari & hayati: a survey study: the measurement … 178 b. method aiming to gather the data for this research, the quantitative methodology was applied to determine the highest component of student reading engagement. according to creswell and creswell (2018), quantitative research involves the researcher's endeavor to describe patterns by presenting subjects with concise and specific inquiries, aiming to gather measurable information on variables through an instrument to calculate those variables. the data are then statistically analyzed. thus, given the study's objectives, quantitative research was a suitable design. in addition, the quantitative research strategy used in this study was survey design. according to creswell & creswell (2018), a survey design is used in quantitative research to look at a sample or significant population to acquire opinions, attitudes, or characteristics by distributing a questionnaire. therefore, the survey approach was suitable for this study since it enabled the researcher to evaluate the students' motivation for reading. the setting of a place of this research was an english department of a private university in yogyakarta, indonesia. this department was selected because most of the courses in the said department provide reading activities using english books. another consideration was that some students needed to gain knowledge regarding engagement in reading activities based on the researchers' observation. by involving 150 english language education department students, total target sampling was utilized in this study, meaning that the entire population served as the study's sample. the sample for this study, however, consisted of only 149 students because only 149 questionnaires were returned by the participants. the survey was produced with google forms and disseminated over whatsapp group chats. the researcher then double-checked the questionnaire, made a list of students who still needed to complete it, and personally shared the link with the respondents. unfortunately, only 149 students completed the questionnaire, despite the researcher contacting the participants. this research used whitaker's reading engagement survey (res) questionnaire (2009) to investigate students' reading engagement. the questionnaire provided forty items with three aspects of reading engagement: task value, anxiety, and flow. the researcher modified the four-point measures used in the questionnaires—strongly agree, agree, disagree, and strongly disagree. this questionnaire has forty questions that cover facets of students' reading engagement. for ease of comprehension and response, the questionnaire was translated into the respondents' native language of indonesia. it was distributed after an expert evaluation by asking three professors of the english language to verify the translated language. the result showed that the total pearson correlation score (n=40) was 0.877, categorized as 'high validity' since the score was more than 0.8. meanwhile, the outcome indicated that the cronbach alpha coefficient, calculated based on a sample size of 40, was 0.787 or 'reliable’. this study carried out three procedures in collecting the data using a questionnaire. first, the researcher contacted each class's representative to distribute a link to google forms to access the questionnaire. he/she shared the questionnaire with all students in her/his class. after a week, the researchers got 149 students filling the questionnaire. furthermore, in analyzing the data, the researchers used a statistical program for descriptive statistical analysis. c. findings and discussion the result indicated the mean score of questionnaire items divided into three categories showing students' reading engagement level data: task value, anxiety, and flow. the results of reading engagement's level are presented below: eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 179 table 1. result of the descriptive statistical n min. max. mean std. dev total 149 92 118 99.56 4.516 valid n 149 the result demonstrated that the mean score of questionnaires filled by 149 students was 99.56. hence, the mean score was categorized as' moderate' based on the reading engagement survey categories. however, the score indicated that efl students' reading engagement could be higher and higher. moreover, the maximum score of the reading engagement survey was 118, while the minimum score was 92. therefore, both scores were categorized as 'moderate' with a class interval between 80.1-120. the efl students' reading engagement level was answered by the finding that showed a 'moderate' level, which indicates students’ reading engagement level is not insufficient but still needs improvement. based on the finding, the students will most likely be engaged in reading activities if they are involved with what they read, which aligns with douglas et al. (2016), who considered students' eyes as one of the predictors of their reading engagement. if the students move their eyes line by line attentively, they are then positively engaged with the book. next, if they can discuss the content with their friends, their engagement goes up to the next level. moreover, the first-year students at college primarily engaged in their reading because of their belief to succeed in reading a text only if they found value in their reading material. this statement is supported by guthrie (2001). when students can identify the knowledge in their reading materials, they believe they can enjoy what they read. that is supported by protacio’s (2017) research which showed that low interest in reading was due to irrelevant or challenging books. likewise, boakye (2015) posited that relevant books cause a high level of students' reading efficacy. whitaker (2009) defined it as students’ beliefs or initiation to complete the task, which is equal to the perception of the task value aspect of reading engagement. in addition, three data categories show the aspects chosen by students in efl regarding their reading activity, namely task value, anxiety, and flow. the following mean scores of each category were obtained by calculating the result of the questionnaire using spss software version 25. the results for the sequence of reading engagement aspects are presented below: table 2. the sequence of reading engagement factors n minimum maximum mean std. deviation task-value 149 70 93 77.17 3.842 flow 149 17 27 22.39 1.38384 anxiety 149 7 21 12.75 1.98612 valid n 149 the result of the questionnaire items presented the mean scores for each aspect, from the highest mean score to the lowest one. based on the table, students chose "task-value" (m=77.17), followed by "flow" (m=22.39), and "anxiety" (m=12.75). the table implied that most students chose "task value" as the highest aspect of their reading engagement, followed by flow and anxiety as the reading engagement aspect chosen least by students. puspitasari & hayati: a survey study: the measurement … 180 according to the finding, task value became the highest aspect of students’ reading engagement compared to other aspects (m=77.17). the number indicated that the students agreed on task-value aspects to engage in reading english book activities. whitaker (2009) stated that one of the essential elements of engaging in reading material for students is realizing the importance of reading. furthermore, task value was suggested to mediate between students' motions and achievement bong, cited in whitaker (2009). moreover, task value is the belief that specific reading tasks have inherent value. task value in reading was conducted in the study that examined students' personal beliefs and attitudes. a belief commonly refers to understanding, premises, prepositions, and psychological aspects regarding something that feels true. most students agreed that task value was the highest aspect of reading engagement because they found reading activity exciting and valuable. according to boakye (2015), students' beliefs are about their ability and expectations to do tasks successfully. self-efficacy in reading is defined as the beliefs students possess about reading successfully. meanwhile, attitude in the reading context can be defined as students’ responses to their reading activity. as stated by murtiningsih (2020), attitude influences behavior, which refers to reading engagement and frequency. from the gathered data, ‘flow’ came after ‘task-value’ as the aspect of reading engagement. ‘flow’ could be defined as a cognitive state while reading that examines one’s enjoyment and involvement. according to dadandi (2022), reading enjoyment refers to the pleasure of a particular reading text. student involvement means students enjoy their experiences in reading certain kinds of literature and informational text. 'flow' took place on the middlescoring aspect of reading engagement with the mean score of m=22.39; this indicated that the students agreed on 'flow' as the way to engage in reading english books activities following 'task-value' (see table 8). this result is in line with a study by guthrie et al. (2012) that showed the time spent by students reading for pleasure is known as reading engagement. furthermore, thissen et al. (2018) also defined a positive association between the state of 'flow' and an individual's specific activity preferences and self-efficacy. on the other hand, the result showed ‘anxiety’ as the lowest aspect of reading engagement. anxiety is fear, anxiety, and worry related to reading homework, reading out loud, and performance on reading tests. 'anxiety' got the lowest mean score among the aspects (m=12.75) of engagement in reading english books activities. based on the result, whitaker (2009) showed a more standardized test indicating older students possess more reading anxiety. furthermore, students also feel anxious about reading, where they get nervous before reading out loud and fail to address the actual triggers of their anxiety. most students feel worried about reading aloud or taking a test which is in line with the study by jafarigohar & behrooznia (2012), showing that students fear being laughed at by their friends; thus, they experience increased anxiety levels when faced with an examination or when called upon to respond to a question in a classroom setting. according to naghadeh et al. (2014), students experiencing anxiety tend to suppress their curiosity, leading to a decline in cognitive abilities and skills such as logical reasoning, observation, and critical questioning. d. conclusion students need to be engaged in their reading to avoid reading failure, and the engagement can be seen in their reading flow, task value, and anxiety. this study focused on discussing students' engagement in reading english texts. besides measuring the level of it, this research also tried to identify the main factor that should be paid attention to make the students love reading. the result gives information that based on the questionnaire of 40 items taken from eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 181 149 participants, the level of efl students' reading engagement was categorized as 'moderate' with a mean score of 99.56. further, task value has the highest mean score among the three factors of reading engagement, followed by flow and anxiety. this research result implies that students enjoy reading their texts or books immensely. nevertheless, it is necessary to employ strategies from educators, educational institutions, and students themselves to elevate student engagement to a higher level. therefore, task value, reading flow, and anxiety should be considered when deciding or creating strategies to engage students. this research recommends to some parties, including students, teachers, the institution, and other researchers. concerning the moderate level of students' reading engagement, even though the level is not disappointing for first-year students who, in the majority, never read english books before, they are suggested to be more familiar with reading english texts. to be more engaged in reading, they should find friends to discuss the book or search for more recommended books. in addition, since they are required to read more complex english texts in the following semesters, they should be accustomed to reading educational books related to their major. in order to increase students' engagement, they cannot do it alone, so teachers' support is ultimately significant. teachers should find exciting activities, tasks, and assignments encouraging students to love reading. moreover, in designing or choosing teaching instruments and follow-up activities, teachers should consider task values that focus on making students realize the importance of accomplishing their work by lowering students' anxiety with reading english texts to shape a positive attitude toward reading. for the institution, supporting facilities such as books with various genres and topics, comfortable rooms to read, and policies that encourage literacy movement is most expected. references akey, t. m. 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(2008). role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. psychology in the schools, 45(5), 432– 445. https://doi.org/doi: 10.1002/pits.20307 https://doi.org/10.1007/978-1-4614-2018-7_29/cover https://doi.org/10.15408/ijee.v3i2.5512 https://doi.org/10.5539/ies.v5n2p159 https://doi.org/10.1177/1053451220944371 https://doi.org/10.5539/ies.v14n3p64 https://doi.org/10.25134/ieflj.v6i1.2635 http://www.science-line.com/ https://doi.org/https:/doi.org/10.1080/13540602.2015.1082728 https://doi.org/10.1177/0013164408323233 https://doi.org/10.3389/fpsyg.2018.02542/bibtex https://doi.org/10.1007/s12646-015-0351-5/metrics https://files.eric.ed.gov/fulltext/ej1077913.pdf https://getd.libs.uga.edu/pdfs/whitaker_sarah_k_200905_ma.pdf apsari: the use of …. 51 the use of picture series in teaching writing recount text yanuarti apsari yanuar.apsari1@gmail.com stkip siliwangi bandung abstract the objective of the research is to investigate the kind of activities take place during the processof teaching writing recount text through picture series and to identify the benefits that the students obtained from writing recount text through picture series. this research used a qualitative descriptive research method. the respondents of the research are an english teacher and seven grade students of mts nurul hidayah batujajar. the data were obtained from observation and interview. the results of the study revealed that the teaching writing by using picture series can improve students’ ability in writing recount text. specifically, they showed some improvement on process of writing and vocabulary. moreover, the data from observation and interview showed that there are some benefits, which are the development of students’ writing ability, the increasing of students’ participation in the class, fun learning’s atmosphere and the increasing of students’ writing interest . keywords: writing, recount text, picture series. a. introduction writing is one of language skills that have to be mastered by the students. based on depdiknas (2003:6),english learning process includes listening, reading, speaking, and writing as the form of spoken and written cycle. additionally, right now, carter, et al (2002: 269) argues that writing is important for career and personal life because others will judge our thinking ability according to what we write and how we write it. a well-written job application letter, for example can make someone get a job or be turned away. therefore, good writing skills are necessary to communicate our knowledge and thought clearly and effectively. based on the explanation above, it can be concluded that writing is important for our life. it can be a great tool to help us know more about the way we think because it can solidify ideas and thoughts, and allow us to reflect on them better than if the ideas remained evolving in our head. besides, it helps us to learn how to form language, how to spell, how to put together a plot and how to make a logical argsument or how to persuade, mainly through writing. hence, writing is needed to be mastered by all people, especially the students because writing is how much of the world communicates. if we do not write, it means that we cut ourselves off from a large community. learning from this fact, nowadays, teaching writing to the students becomes a necessity. however, many teachers neglected the writing skill in their teaching. this happened because writing is regrded as the most difficult skill to be taught in english subject. and this happened for many reasons. for example, because of the teachers didn’t have good ability in teaching writing, teachers lack of creativity, students have lack of motivation, and many other aspects involve in this situation. writing involves several components which have to be considered including word choice, use of appropriate grammar, syntax, mechanics, and organization of ideas into coherent and cohesive form (gebhard, 1996) and writing mechanics such as punctuation and capitalization (hartfiel, et al., 1985: 102, cited in cahyono, 2001: 44). thus, in producing writing students need to focus on how to generate ideas, how to organize them coherently, how to use discourse markers, and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product (brown, 2001). therefore, it is understandable that writing is supposed to be a difficut language skill. to solve the problem, teacher should be more creative in teching writing an offer students with an interesting and useful technique. a number of interesting classroom techniques emerge to solve the widely believed opinion that writing is the most difficult skill among the four language skills. one of thechniques is by using picture series to facilitate thestudents to find the idea easily, to organize it in a well-organized paragraph, and last to love writing. based on the description above, this research aims to investigate the kind of activities take place during the process of teaching writing recount text through picture series and to identify the benefits that the students obtained from writing recount text through picture series. mailto:yanuar.apsari1@gmail.com eltin journal, volume 5/ii october 2017 52 b.literature review 1.the nature of writing writing is a communicative act; it is a way of sharng information, thoughts, experiences, or ideas, between ourselves and others. according to scott (1996, cited in rozimela, 2004), writing activities are directed tp writing for communication, not writing for exercise. this means that the teachers need to realize that writing activities are an important part of english teaching. accordingly, they should be able to help students develop their writing ability. writing involves several components which have to be considered while a student is writing, for example contents, rhetoric, vocabularies, grammatical structure, and writing mechanics such as punctuation an capitalization (hartfiel, et al., 1985:102. cited in cahyono, 2001:44). these considerations imply that writing is not simple activity because there are a lot of aspects to be deliberated in the process of writing. thus, regarding the complexity of writing the appropriate approach should be implemented in order to cope with the obstacle. in addition, nunan (1991: 271) claims that producing a coherent, fluent, extended piece of writing in one’s second language is an enourmous challenge. therefore, it is important that english teacher facilitate the students that they will no longer consider writing a difficult skill. 2. writing process nunan (1991:91) states that there are three stages of writing. they are pre-writing, writing, and post-writing. a.pre-writing bello (1997: 1-2) states that writing process usually begins with some forms of pre-writing activity in which learners work together in group to generate ideas about a particular topic. this include sharing the free writing topic, brainstorming, making a list or simply reflecting on an experience. generating the topic is usually the hardest part in this stage. according to nunan (2003:97), brainstorming, word mapping, and quick writing can be a help for the writer to solve this part because by doing them, he can develop his thoughts before doing the next part – planning and organizing the writing in the form of an outline. b.writing in this stage, the writer should deal the ideas with details that he has discovered in pre-writing stage. this stage also includes the process of drafting in which he should develop the outline into a good paragraph and make it coherent. here, the writer needs to focus on the development and organization of the ideas more than the development of perfect grammar, punctuation or spelling (nunan, 2003:98). it means that in this stage, there is only a rough draft that is not perfect yet, so that it is the best time for him to receive some comments or feedbacks from his teacher or his peers for revising and editing. c.post-writing in this stage, the writer may add several ideas that he thinks necessary for his writing, revise, and edit his composition. the most important for him to do in this stage is to make connection in grammar, mechanics, spelling, and punctuation to make sure that his writing is completely understood both content and organization. as stated by calderonello and edwards (1986:4), writing is a process of revising and successful writers know that revision is not only correcting errors or an activity confined to the very end of the writing process, but also an activity in which the writers make changes throughout the composing process – adding, deleting, substituting, and rearranging materials in their texts to make the meaning clear to their readers. from the explanation above, the process of writing involves several components which have to be considered including word choice, use of appropriate grammar, syntax, mechanics, and organization of ideas into coherent and cohesive form (gebhard, 1996) and writing mechanics such as punctuation and capitalization (hartfiel, et al., 1985: 102, cited in cahyono, 2001: 44). accordingly, in producing writing students need to focus on how to generate ideas, how to organize them coherently, how to use discourse markers, and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product (brown, 2001). this means that it is not a simple and an easy task for the teachers to improve their students’ ability in writing. therefore, teacher needs a good media to help the students improve their writing skill. as pointed by cahyono (1997) that media have an importance role in helping students learn.one of ways considered effective in teaching writing is by using pictures series. apsari: the use of …. 53 3.picture series picture series is a kind of media which belongs to picture category.yunus (1981:49-53) classifies pictures into three types they are composite picture, picture series and individual picture. in addition, wright (1997, cited in hakim 2010:34), suggests the pictures series are pictures, which show some actions or events in chronological order. they tend to range from four to eight pictures. according to lindstormberg (2004), by using picture series, the students will be interested and will enjoy the teaching and learning process. the pictures lead the students to focus directly on words. it is in line with le’s statement (2005) that the use of picture series gives positive effects such as motivation, enthusiasm, understanding about ideas generation, inependence in constructing sentences, high sentence production and cooperative learning.furthermore, wright (1989) proposes that there are some roles that pictures can have in the teaching of writing. firstly, pictures can motivate students and make them want to pay attention and take a part. secondly, pictures contribute to the context in which language is used. thirdly, pictures can be described in an objective way or responded to subjectively. fourthly, pictures can cue responses to questions. finally, pictures can stimulate and proviide information to be referred to in conversation, discussion and storytelling. in using picture series, the teacher can apply certain principle such as modeling, inquiry and learning community. according to harmer (2001), in learning community, students can enhances broader skills of cooperation. thus, through learning community or cooperative learning or students can improve both academic and social skills. regarding to the importance of cooperative learning, richards and lokhart (1994) claim that cooperative learning gives a number of advantages. first, it reduces the dominance of the teacher over the class. second, it increases the amount of students’ participation in the class. third, it increases the opportunities for individual students to practice and use new features of the target language. fourth, it promotes collaboration among learners. it also enables the teacher to work more as a facilitator and a consultant. the last, it can give learners a more active role in learning. c. research methodology a descriptive qualitative was employed in this study in order to investigate the use of picture series in teaching writing. referring to the objective of this study, the design is considered appropriate since it is a method used to describe or analyze the results of the study but not used for make broader conclusions (sugiyono, 2005) this study was conducted at mts nurul hidayah batujajar. the participants of this study were an english teacher and seventh grade students of mts nurul hidayah batujajar.the data were obtained through classroom observation and interview.the lessons observed were writing lessons. during observations, the researcher was an observer and did not take part in any classroom activity. field notes on the teacher’s use of reading assessments were taken during each observation.the interviews were semi-structured. the interview was conducted in order to investigate the benefits that the teacher obtained from the use of picture series in teaching writing recount text. d.findings and discussions the analysis of the data from the observation and interview showed that the use of picture series was effectively used in helping students’ improve their writing ability. 1.teaching writing descriptive text through picture series based on the results from observation above, it can be concluded that the picture series that was used in the teaching writing desscriptive text is divided into three stages; pre-writing, writing, and post-writing as proposed by nunan (1991). a. pre-writing stage based on the data obtained, there were some learning activities used by the teachers in pre-writing stage as follows: 1) brainstorming by asking the students about their activity in last holiday. 2) show the pictures about person and asking the students to mention several verbs related to the picture given. 3) give an example of recount text. 4) ask the students to analyze and explore the text in terms of generic structure of a recount text, the verbs ,and the connectors. 5) group the students by asking them to count until six and those who mentioned the same number become one group. b. writing this stage covered several activities as follows: eltin journal, volume 5/ii october 2017 54 1) give each member of the groups a picture about my last sunday activity, which is different from the picture if other member of the groups. so, in a group will be four different pictures. 2) then, based on the given pictures, ask the groups make one or more sentences 3) asked each group to present its work before the class. c. post-writing 1) submit the results of the students’ group work 2) close the class activity by summarizing the lesson in the first observation, the teacher started the class by greeting the students and checking the students’ attendance. all students attended the class that day. when the students were ready for the materials, the teacher then recall the materials and activities in the previous meeting. furthermore, the teacher stated the objective of teaching is writing recount text. then, she asking the students about several activities about their activities in last holiday. furthermore, the teacher showed the pictures about activities and asked the students to mention several verbs based on the picture given.the data revealed that the activity was able to activate students’ vocabularies. furthermore, the data from observation showed that the students enjoyed inexploring the verbs related to the picture.it can be seen that all students were active and aenthusiasm in expressing what they see. they were able to mention the verbs related to kind activities in the pictures. in addition, the students also were able to make the sentences using the verbs. after that, they were able to arrange several the sentence based on the pictures given. this indicates that picture series gives fun learning atmosphere and motivating effect that the students were willing to learn. it is supported by lindstormberg (2004) who argues that by using picture series, the students will be interested and will enjoy the teaching and learning process. in addition, in pre writing stage, the teacher also introduced a recount text though a model of text. through the model text, the teacher and students work together to explore the cultural context, social function, schematic structure, and linguistics features of the text using spoken language to focus on written text. then, she grouping the students by asking them to count until six and those who mentioned the same number become one group. in writing stage, the teacher shared different pictures to the students an asked them to develop a recount text based on the pictures given in group. then, the data from the observation revealed that the students enthusiastically worked together in developing texts. in developing the text, they discussed the activities and the correct order of the pictures. they shared information they have by discussing what they see in the picture and then wrote what they have discussed in paragraphs, in this case recount text. in other words, the students started their writing by collecting the vocabularies in the picture series from sharing ideas with their friends in the group. sometimes, they also used indonesian language first. then, they arranged the words into free sentences and gave supporting details. if they did not know the words in english, they opened the dictionary or asked their friend.this indicates that in this stage the students were giventhe chance to exchange the knowledge and information based on what they have discussed and learnt in the previous stages.this findings is relevant with richards and lokhart (1994) that cooperative learning can increase the amount of students’ participation in the class. from the observation, it is clearly found that by using picture series, the students can write esier. it could be seen from the activity that all the groups were able to finish the task in thirty minutes. in adition, the students also were able to write a text that has schematic structure, linguistic features and knowledge of the field in accordance with recount text. this indicates that through learning community or cooperative learning or students can improve both academic and social skills. it is supported by harmer (2001) who argues that learning community, students can enhances broader skills of cooperation. at the end of the lesson, each the leader of the group presented its work in front of the class.it was found that through the activity, the students not only using the language, but also writing the language and speaking with the language. the last, the final observation was on friday, april 07, 2017. it was found that the students were able to rewrite the story with their own words. and their vocabulary mastery increased. it can be seen from their writing results that they were able to write more than three paragraphs. in addition, the students’ ideas in writing a recount text also improved significantly. they also could develop the content and organize the ideas into a good text based on the picture series. this can be seen that the students can write the text based on the generic structure and language feature of recount text. apsari: the use of …. 55 2. the benefits from writing descriptive text through picture series the result of interview found three benefits from the use of picture series in teaching writing. the benefits attained the development of students’ writing ability, fun learning’s atmosphere and the increasing of students’ writing interest. the aforementioned benefits are described below. a.students developed their writing ability based on the data of teacher’s interview, it was found that students developed their writing ability. the development of writing ability in this research can be seen in the following excerpt: after practicing to write recount text by using picture series regularly many students can express their idea easily and develop their ideas in writing easier. in contrast, before using picture series they got difficulty in creating idea while writing. (t) (interview, translated version) the above excerpt showed that the use ofpicture series as a teaching media could help students in writing. related to the development of students’ writing ability, student two perceived that after learning descriptive using picture series, she was able to create paragraphs more than usual, as can be seen in the excerpt below. picture series helped me in developing ideas while writing. by looking the picture, i can know what to write that make me easier in to develop some sentences to be a paragraph. (s2) (interview, translated version) the findings above is in line with le’s statement (2005) that the use of picture series gives positive effects such as motivation, enthusiasm, understanding about ideas generation, inependence in constructing sentences, high sentence production and cooperative learning. b.picture series created fun learning’s atmosphere all respondents said that they enjoyed writing by using picture series it is supported by interview result of student one below. i am happy to write by using picture series. by looking at the picture, there are many words that i want to read. i enjoyed describing everything i saw in those picture. (s1) (interview, translated version) this finding showed that by using picture series, the students were interested and enjoyed the teaching and learning process as stated by lindstormberg (2004). c.students were motivated to write after writing by using picture series regularly, the students were motivated to write better, as stated by student five below. when i asked to write i was confused to start writing. i thought that writing activity is boring because the teacher always asks us to write in a piece of paper. but, after being introduced by picture series i found that writing is interesting. i enjoyed writing by using picture series. it makes me want to write and write again. (s5) (interview, translated version) the findings above showed that picture series as one media to increase students’ engagement in writing activity. therefore, this technique has been found to be an effective means of arousing interest in writing. e.conclusions and suggestions 1. conclusions english teachers should be more creative in teaching writing and should ry to offer students with interesting and useful teaching and learning techniques. one of teaching techniues is to use the picture series. accordingly, this research aims to investigate the kind of activities take place during the process of teaching writing recount text through picture series and to identify the benefits that the students obtained from writing recount text through picture series. based on research result, several conclusions from the findings are drawn as follows. eltin journal, volume 5/ii october 2017 56 firstly, regarding the kinds of activity that take place in the process of teaching recount text through picture series, it is found that there were several activities that are divided into three stages: pre-writing, writing and post writing. secondly, concerning with the benefits of writing recount text through picture series, the gained data indicated that that the use of picture series was effectively used in helping students’ improve their ability in writing recount text.this research revealed that the teaching program spawned several benefits from the use of picture series in teaching writing. the benefits attained the development of students’ writing ability, the increasing of students’ participation in the class, fun learning’s atmosphere and the increasing of students’ writing interest. thereore, it is suggested that the teachers use this techniques to teach english in their classroom. 2. suggestions there are several suggestions in the use of picture series in teaching writing as follows: first, it is advisable for the teachers to use picture series to enrich ideas, promote students’ attention, help them focus on the learning process, and enhance participation.second, the topic of the teaching should be connected with the students’ context. third, the use of colorul picture will be more interesting. fourth, the use of picture series can be implemented for other genres such as narrative text, procedure text, report, storytelling, etc. f. references bello ,tom. 1997. improving esl learners’ writing skills. washington dc: in eric digest. retrieved june, 14th 2017, from http://ed.gov/databases/ericdigest/ed409746// brown, h.d. (2001). teaching by principles: an interactive approach to language teaching. white plains, ny: addison wesley longman. cahyono, b. y. (2001). second language writing and rhetoric. research studies in the indonesian context. malang: state universiti of malang. retrieved june, 14th 2017, from http://en.wikie.pedia.org/wiki/jigsaw.classroom// calderonello, a. h. & b. l. edwards, jr. (1986). roughdrafts: the process of writing. boston: houghton mifflin company. departemen pendidikan nasional. (2003). standar kompetensi mata pelajaran bahasa inggris: sekolah menengah atas dan madrasah aliyah. jakarta: depdiknas. gebhard, j. g. (1996). teaching english as a foreign or second language. ann arbor: the university of michigan press. hakim, muhammad lukman.(2010). the use of picture series to improve students’ ability in writing recount texts. surakarta: sebelasmaret university. harmer, j. 2001. the practice of english language teaching. edinburgh. uk: longman jafaruddin. 2006. improving students’ ability in writing recounts by using picture series in outlining. unpublished thesis. malang: graduate program of state university of malang. kaswan. and suprijadi, dasep. (2016). research in english language education. bandung: putra praktisi. kaswan.,suprijadi, dasep., and haryudin, acep. (2015). language assessment.cimahi: editors and compilers. le, n.t.c. 2005. from positive participants to active thinker: a learner centered approach to material development. english teaching forum, 43 (3): 36-39 lindstormberg, s. 2004. language activities for teenagers. cambridge: cambridge university press nunan, david. (1991). language teachingmethodology; a textbook for teachers. norwich : prentice hall international. nunan, d. (2003). practical english language teaching first edition. singapore: mc.graw-hill education. richards, j.c., & lockhard, c. (1994). reflective teaching in second language classroom. new york: cambridge university press rozimela, y. 2004. the value of writing skills in the senior high school in indonesia. in b.y .cahyono, u. widiati (eds.), the tapestry of englissh language teaching and learning in indonesia (pp. 83-98). malang: state university of malang press. sugiyono. (2005). metodologi penelitian adiministrasi. pengertia penelitian descriptitif kualitatif. september o7, 2016. http://linguistikid.blogspot.co.id/2016/09/pengertian-penelitian-deskriptif-kualitatif.html wright, a. 1989. pictures for language learning. new york: cambridge university press. yunus, noor azlina. 1981. preparing and using aids for english language ,kuala lumpur : oxford university maulana & lestari: needs analysis….. 45 needs analysis of english literature students in english oral communication anggamaulana & fegy lestari anggamaulana1985@unpas.ac.id & fegylestari@gmail.com universitas pasundan abstract the purpose of this study is to identify factual information about the needs of students of english literature in the activities and supporting factors of oral communication by using english, whether linguistic and nonlinguistic, and analyzing the difficulties of the situation of oral communication of english literature students using english. this research uses descriptive method. data collection is done through two stages: the questionnaire and the interview, followed by the review of someliteratures. the results of this study indicate that in general the students of english literature feel that participating in a formal discussion is more important than the informal. while in terms of ability in the oral communication activity, generally students mastered informal communication activities. in terms of linguistic factors, the choice of vocabularies, and good and correct sentences are considered very important, although they only feel quite capable in it. it is also found that talking with self-confidence, having proper english pronunciation and mastering the topic of conversation become the important non-linguistic factors. the same thing does not happen on loudness and facial mimic. in general, students feel it is not important enough to master. regarding situations that facilitate students in oral communication in english, they generally feel that well preparation, self-confidence, and mastery over vocabulary and what is being discussed becomes an easier factor. different things revealed by most students about the difficult vocabulary and the lack of preparation in oral communication. it is difficult. as for things that require improvement, students generally feel that the confidence and the amount of vocabulary that is mastered should be improved in order to improve the quality of oral communication in english. keywords: needs analysis, student needs, english literature, oral communication a.introduction english learning in higher education plays a role in preparing students to be able to capable in the world of work. it is important for students to have "soft skills" such as the ability to socialize, communicate and express themselves to their "hard skills" (new straits times, 2007). today, oral communication skills in english play an important role in the world of work. as a matter of fact, in a variety of job advertisements, the ability to communicate using good english is one of the requirements for applicants. this good communication ability, particularly oral, can be seen directly when the applicant enters the job interview stage. this is because technical qualifications tend to be more or less the same among applicants. given the importance of oral communication skills in english is worthy for students and the world of work, thus, every student should be given the opportunity to develop this important skill. in the teaching process, oral communication materials are expected to meet the students' need for english in accordance with the needs of students in the taught subjects. the needs in each of these majors are worth noting because english used in oral communication differs from context to context (hutchinson and waters, 1987). students' need for english in a particular field can be explored through needs analysis (richard, 2001) used to develop the objectives and content of learning; also provides data to evaluate existing programs (richard in nunan, 1988). this research focuses on identifying the needs of english literature students in oral communication skills using english. as it is well known that effective language learning can be achieved when the students recognize their needs based on their own ability, potential, and preference in meeting the needs (bada & okan , 2000). related statements also came from brindley (1989, as quoted in bada & okan, 2000), that english language teaching materials and activities should embrace what students need and what teachers should be given. mailto:anggamaulana1985@unpas.ac.id mailto:fegylestari@gmail.com eltin journal, volume 5/ii, october 2017 46 the activity of oral communication in this research is focused on various learning activities and supporting factors of oral communication in english. syakuro (2014) mentions that the supporting factors in the activity of oral communication include linguistic and non-linguistic factors. linguistic factors include the accuracy of speech; appropriate tone, joint or duration tone placement; choice of words; accuracy of sentence use and grammar; and accuracy of the target of the conversation. while, the factors of non-lingustics include a reasonable attitude, calm and not rigid; eye sight; willingness to respect others; proper gestures and expression; loudness of sound; smoothness; relevance, reasoning; and mastery of the topic. the purpose of this research is to: identify some factual information about the needs of the students of english literature in the oral communication learning activities and the supportingfactors of oral communication, both linguistic and nonlinguistic factors in using english, analyze the difficulties of the situation of oral communication of students of english literature using english. b.literature review 1.needs analysis a number of literatures talks about needs analysis. one is from brindley (1984 in richards, 2001) who thinks that the term needs often refers to "desires, demands, hopes, motivations, deficiencies, constraints, and needs." more specifically, richards (2001) states that the need for language needs is defined as the language competence that is necessary to survive in the english-speaking community. one of the basic assumptions of the development of instructional design is the needs analysis of students to be the basis of all matters relating to english learning. richards (2001) says that the procedures used to collect information about student needs are referred to as needs analysis. in the study of needs analysis, one type is student's need analysis (learner analysis) (nunan, 2001). students’ analysis is based on information about students. this information can be used by the teacher in making the learning design more appropriate to the student's needs. in the learner's analysis, the type of information obtained may be objective information, such as the age and nationality of the learner. while subjective information, such as the learner's perceptions and priorities, includes information on why students want to learn english, what tasks they want to get in english classes, as well as student-preferred learning activities. this study focuses on the subjective information. it is about the attitude and the views of students in learning oral communication using english. so it can also be said that subjective information reflects the priorities and perceptions of students about what to teach and how to be taught. according to nunan (2001), the objective of subjective needs analysis is to involve students and teachers in taking and providing information so that ideas from teachers and students can be more accommodated. furthermore, hutchinson & water (1987) argues that student learning needs analysis is needed so that teachers can better understand students' interests and begin the process of instructional design with information obtained from students, so that students’ needs for learning can be more fulfilled. 2.student profile of english literature in indonesian language dictionary (kbbi), students are defined as people who study in higher education (www.kbbi.web.id). in more detail, the student is a registered person and is studying or educating in one of the forms of higher education, be it academy, polytechnic, high school, institute or university (hartaji, 2012), both public and private (siswoyo, 2007). in the developmental stage of a human being, ahigh education student is categorized into the late adolescence to the early adulthood of 18 to 25 years and the task of development is the stabilization of t he life stance (joseph, 2000). the age of the student is a major factor in deciding how and what to teach. harmer (2001) states that people of all ages have different needs, competencies, and cognitive skills. therefore, students who are late adolescents and early adults have their own characteristics, which are different from those of other ages. this period is the time span to establish identity, self-esteem, and the establishment of life (harmer, 2002; joseph, 2000). based on their characteristics, students need to be given a chance in deciding what and how they learn the effectiveness of the learning process. it aims to minimize failures in building relationships between what they need and what teachers should teach students. this is supported by bada & okan (2000) who states that maulana & lestari: needs analysis….. 47 effective language learning can only be achieved when teachers understand their students, whether potential, ability, and preference in meeting the needs. 3.oral communication learning in english learning is a conscious process that studies and practices every aspect of language (krashen, 1980 as cited in harmer, 2007). krashen also says that teachers are encouraged to provide appropriate language exposure. in the more complete discussion, allwright (1979) states that the goal of english learning is to enable students to communicate in english, so the best way to communicate is learningto communicate. therefore, an english teacher should give the students a chance to practice their english skills. according to harmer (2007), there are four skills in language learning: listening, speaking, reading, and writing. the four skills can be divided into two types: receptive skills and productive skills). receptive skills are terms used for listening and reading skills, skills in which meaning is taken from discourse. while productive skills are skills in the field of oral and written, the skills in which the students must actually produce their own language. this research focuses on oral communication of students by using english. oral communicating can be interpreted as the ability to pronounce language sounds to express or convey thoughts, ideas or feelings verbally (brown and yule, 1983). they add that in ordinary life, oral communication is considered an important human social control tool because this is a form of human behavior that utilizes the physical, psychological, neurological, and linguistic factors thoroughly. these factors are an indicator of the success of communicating verbally. in other words, all of these factors should be considered when the teacher determines whether or not the student is able to communicate verbally. this is consistent with what was expressed by madsen (1983) that oral communication requires the proper use of language at an ideal level. the same thing is proposed by syakuro (2014) who concluded that oral communication is defined as a medium to synergize ideas or ideas that are developed and developed in accordance with the needs of the opposite of communication. types of spoken communication are divided based on various aspects. in this study, the types of oral communication to be examined are limited by the behavior and intent or purpose of oral communication. this is based on the consideration that the two foundations are possible within the context of learning oral communication in the college environment. behavioral communication is communication that can be influenced by our peripheral behavior or the position of someone that happens automatically. behavioral communication can be differentiated into: formal, informal, and non-formal communication (heriyaningsih, 2010; robani, 2013). formal communication is communication that the way communication is organized in its organizational structure. this communication is common in situations of seminars, conferences, meetings, etc. informal communications are communications that are not officially approved. for example, rumors or daily conversation. this arises from the encouragement of satisfying human needs or resistance to monotonous influences, the fulfillment of the desire to influence the behavior of others, or the service of information sources that are not provided by the channels of formal communication. while, the non-formal communication is the communication that occurs between the communication that is formal and informal among which are interrelated with the implementation of the duties of organizations or companies with activities that are personal. non-formal communication will not be discussed further because this study focuses only on formal and informal communication. every human activity always has a purpose. according to tarigan (1983), the primary purpose of communicating verbally is to convey the mind effectively. verbal communication activities also require things beyond language skills and knowledge that can support the effectiveness of communicating verbally. syakuro (2014) mentions that the supporting factors of oral communication activities include linguistic and nonlingusitic factors. linguistic factors include the accuracy of speech; appropriate tone, joint or duration tone placement; choice of words; accuracy of sentence use and grammar; and accuracy of the target of the conversation. while, the factors of non-linguistic include a reasonable attitude, calm and not rigid; eye sight; willingness to respect others; proper gestures and expression; loudness of sound; smoothness; relevance, reasoning; and mastery of the topic. on the other hand, there are times when the communication process experiences obstacles that cause the message received by the opposite of communication is not the same as what is meant by the speaker. according to rabani (2013), these obstacles can be physical disturbances, i.e. interference with physical transmission of signals or other messages (others’ speak, whistling passing cars, computer humming, glasses); psychological, i.e. cognitive or mental interference (thoughts already present in students’ heads, prejudices and biases on eltin journal, volume 5/ii, october 2017 48 receiver sources, narrow minds); or semantics, i.e. speech and listener give different meanings or misinterpret meaning (people speak different languages, using jargon or overly complex terms that the audience does not understand). it can be concluded that one important aspect in communicating is the oral aspect. with oral communication skills students are able to express ideas and feelings in the context and situation of communicating verbally. to improve the communication skills orally, the need for students’ involvement in the learning process is crucial. one of which is analyzing the needs of students on learning oral communication. c.research methodology this research uses descriptive method. descriptive method is the most common method used in research in the field of education (burns, 2000). data were collected through questionnaires, interviews, and literature review. the subjects of this study are students who are currently studying in english literature department from various universities in bandung area, namely uin sunan gunung djati, padjadjaran university, pasundan university, widyatama university, kebangsaan university, maranatha christian university, and stba yapari bandung (http: //www.ban-pt-universitas.com, 2015). in this study the expected data is descriptive and verbal data that answers the question of why and how a phenomenon occurs resulting in in-depth understanding resulting from this research (mcmillan & schumacher, 2001: 400). the study also attempted to view or interpret phenomena in the viewpoint of the subject under study. data collection is done through two stages: the questionnaire and the interview, followed by the reviewof some theories. in this study the researcher collects the data by distributing questionnaires to collect primary data in closed question form (a question can only be answered among the available options) & open (questions that give freedom to respondents to give answers). the questionnaire consists of four parts. part a is respondent data, part b that is about oral communication, part c is about linguistic and non-linguistic factors, and part d is oral communication situation. as for interviews, the questions asked in interviews with students are more or less the same as that proposed in the questionnaire. the result of this interview is expected to dig deeper information related to reason or further information from what is asked in the questionnaire. this is done to increase the level of trustworthiness of qualitative research (alwasilah, 2008 and cohen, et al, 2006: 141). in analyzing the data obtained, descriptive method is used then poured in tabulation of data and matrix. after that, a descriptive analysis is conducted to obtain an idea of the needs of students in oral communication using english. d.results and discussion this chapter discusses about the results that are temporarily obtained, namely the results of questionnaires and student interviews. 1.1 questionnaire the questionnaire consists of four parts. part a is respondent data, part b that is about oral communication, part c that is about linguistic and non-linguistic factors, and part d is oral communication situation. 1.2 interview the question asked in the interview with the students is more or less the same as that of the questionnaire, which consists of four parts. part a is respondent data, part b that is about oral communication, part c that is about linguistic and non-linguistic factor, and part d is oral communication situation. the results of this interview are expected to explore deeper information related to the reasons or further information of what is asked in the questionnaire. this is done to increase the level of trustworthiness of qualitative research (alwasilah, 2008 and cohen, et al, 2006: 141). from the spread of questionnaires and interviews conducted on the students of english literature above, it is obtained some information related to the needs of students of english literature on english communication. the information gathered is categorized according to the research objectives. as mentioned in the previous chapter that this study aims to identify factual information about the needs of the students of english literature in the activities and factors of oral communication in english, both linguistic and non-linguistic, and analyze the difficulties of the oral communication situation of english literature students by using english. maulana & lestari: needs analysis….. 49 in general, students of english literature feel that participating in a formal discussion, such as communicating in seminars, conferences or class situations, is more important than informal activities. being able to do a good presentation gets a very important response. while on the scale of ability in the oral communication activation, in general, students feel more capable and mastering informal communication activities. syakuro (2014) mentions that the supporting factors in the activity of oral communication include linguistic and non-linguistic factors. linguistic factors include the accuracy of speech; appropriate tone, joint or duration tone placement; choice of words; accuracy of sentence use and grammar; and accuracy of the target of the conversation. in terms of linguistic factors, information is obtained that the choice of words and sentences are good and correct is considered very important for students in engaging in oral communication activities in english, although they just feel quite capable in that activities. this is consistent with what was expressed by madsen (1983) that oral communication requires the proper use of language at an ideal level. furthermore, according to tarigan (1983), the primary purpose of communicating verbally is to convey the mind effectively. in other words, the students in this study said that the choice of words and the composition of good and correct sentences can communicate ideas effectively. while, the factors of non-linguistics include a reasonable attitude, calm and not rigid; eye sight; willingness to respect others; proper gestures and expression; loudness of sound; smoothness; relevance, reasoning; and mastery of the topic (syakuro, 2014). in this case, it is found that speaking with confidence, pronunciation with proper english pronunciation and mastering the topic of conversation become the non-linguistic factors that are considered very important. the same thing does not happen on loudness and facial expression when engaging in oral communication activity in english. in general, students feel that they are not important enough to master. the reason for this behavior corresponds to a behavior-based communication term. this is communication that can be affected by our peripheral behavior or the position of someone who happens automatically (heriyaningsih, 2010; robani, 2013). regarding situations that facilitate students in oral communication in english, they generally feel that careful preparation, self-confidence, and mastery over the vocabulary and topics discussed becomes a factor that facilitates oral communication activity. different things revealed by most students about the difficult vocabulary and the lack of preparation in oral communication. it is difficult for them to engage in oral communication activities in english. these findings are in line with what has been said by syakuro (2014) and rabani (2013) which states that the causes of obstacles in communicating verbally may arise due to psychological and media factors. mature preparation and self-confidence are examples of psychological factors. while the vocabulary and topic discussed is including media factor in oral communication. as for things that require improvement, students generally feel that the confidence and the amount of vocabulary that is mastered should be improved in order to improve the quality of oral communicating in english. this is reasonable because it should be that oral communication is the ability to speak the sounds of language to express or convey thoughts, ideas or feelings orally (brown and yule, 1983). e. conclusions and suggestions 1.conclusions based on the data analysis of the research results, it can be interpreted in general outline response of students of english literature to oral communication in english is as follows: a. oral communication a. in general, formal oral communication is considered very important to be mastered, b. feel capable of inactivating oral communication in informal form. b. linguistic and non-linguistic factors a. the choice of words and the composition of sentences that are good and true felt very important in engaging in english oral communication activities; b. talking with confidence, pronunciation with proper english pronunciation and mastering the topic of conversation into non-linguistic factors that are considered very important; c. loudness and facial mimic while engaging in oral communication activity in english. in general, students feel it is not important enough to master. c. situation a. mature preparation, self-confidence, and mastery of vocabulary and things discussed become factors that facilitate the activity of oral communication; b. difficult vocabulary and lack of preparation in oral communication is difficult for them to engage in oral communication, communication in english; eltin journal, volume 5/ii, october 2017 50 c. in general, students feel that the confidence and number of vocabularies that are mastered should be improved in order to improve the quality of oral communicating in english. 2. suggestions suggestions that can be submitted as a material of further thinking are as follows: 1. to be able to maximize again in terms of the number of students and the coverage area involved in the research, so that the findings of research can be more representative and reliable. 2. it is expected that the findings on the need for oral communication in english can be developed as a basis for the development of syllabus in the teaching of english so that the learning of english can be adapted to the needs of the students. f. references allwright, r. (1979). language learning through communication practice. in brumfit, c., and johnson, k. (eds.) the communicative approach to language teaching. oxford: oxford university press. arista, a.c. (2011).review jurusansastrainggris.[online]. available at:www.jurusankuliah.net bada, e. & okan, z. (2000). student’s language learning preferences. tesl journal vol. 4 no.3. [online]. available at: http://www.writing.berkeley.edu/tesl-ej/ej15/a1.html brown, g. and yule, g.(1983).discourse analysis. cambridge: cambridge university. press,. burns, r. (2000). introduction to research methods: fourth edition. san fransisco: addison wesley longman, inc. djago,et al. (1997).pengembangan keterampilan berbicara. jakarta: ptk. fathiroh, a. (2012). define: sastrainggris.[online]. available at:www.jurusankuliah.tumblr.com harmer, j. (2001). the practice of english language teaching. edinburgh: pearson education. harmer, j. (2002). the practice of english language teaching. 3rd ed. longman. harmer, j. (2007). how to teach english. longman. england. hartaji, d. a. (2012). motivasi berprestasi pada mahasiswa yang berkuliah dengan jurusan pilihan orangtua. fakultas psikologi universitas gunadarma. (tidakditerbitkan) heriyaningsih. (2010). macam-macamkomunikasi.[online]. available at:www.hery_yaningsih.blogspot.co.id hutchinson, t., and waters, a.( 1987). english for specific purposes: a learner centered approach. cambridge university press. kamusbesarbahasa indonesia online.[online]. available at: www.kbbi.web.id madsen,h.(1983).language arts & disciplines.oup usa. new strait times. (2007). https://www.highbeam.com/publications/new-straits-times-p434962 nunan, d. (1988). the learner-centred curriculum. britain: cambridge university press. nunan, d. (2001). syllabus design. oxford: oxford university press. rabani, a. (2013). pengertiankomunikasi, unsurkomunikasi, hambatankomunikasi, klasifikasidalamorganisasi.[online]. available at:www.adenrabani.wordpress richards, j.c. (2001). curriculum development in language teaching. uk: cambridge university press. siswoyo, d. (2007).ilmu pendidikan. yogyakarta: uny pers. stevens, b. (2005). communication skills what do employers want? silicon valley.responding recruiters. journal of employment counseling,. 42 (1): 2. [online]. available at:http://proquest.umi.com/ [august 1, 2007] syakuro, a. (2014). faktorpenunjangdanpenghambatkegiatanberbicara.[online]. available at:www.mediapidato.com tarigan, h.g. (1981). berbicara sebagai suatu keterampilan berbahasa. bandung: angkasa. yusuf, s.(2000). psikologi perkembangananak dan remaja. bandung: pt remaja rosdakarya. syahrizal : political conceptual … 33 political conceptual metaphors in political discourses: a cognitive semantic study trisnendri syahrizal trisnendri@gmail.com stkip siliwangi bandung abstract this research is entitled political conceptual metaphor in political discourses: a cognitive semantics study. the study investigates the type of conceptual metaphor found in the political discourses. the discourses used as the data are taken from time online magazine during february 2015. moreover, this study also tries to find out the conceptualizations of politics. this research analyzes the input of political domain and the input of other domains. this research also investigates the source and the target domain of structural metaphor of politics. in this study the researcher adapts several theories related to conceptual metaphor from lakoff and johnson, and evans and green. moreover, this research also the theory from fauconnier the result shows that orientational metaphor is more common than ontological metaphor in the political discourses under the issue of 2016 general election. from 105 metaphorical statements, the researcher found 42 orientational metaphors and 63 ontological metaphors. it shows that in the political discourses, politics commonly being projected as some concrete substances. keyword: political conceptual methaphor, political discourse, cognitive semantics a. introduction language phenomena toward the user has brought us to many comprehensive ideas regarding array of language usage. literal meaning will easily create the positive interaction between speakers, but how people understand the linguistic expression such as “he attacked every weak arguments” or “i demolish his argument” (lakoff and johnson, 1980). this expression has crossed mental space between two distinguished things. “argument” in both sentence is regarded as the enemy of the subject “he” and “i” and can be attacked and demolished. these expressions are superficial realization of underlying conceptual metaphor argument is a war (lakoff and johnson, 1980). the idea of conceptual metaphor is a subchapter of cognitive linguistics. in cognitive linguistics we have two main branches, first, the cognitive approach to grammar, and cognitive semantics (evans and green, 2006). and conceptual metaphor is subchapter of cognitive semantics because the base of conceptual metaphor is understanding the meaning through the sentence with the influence of the cognition of the people and also through the context of the speaker as in pragmatics (evans and green, 2006). mailto:trisnendri@gmail.com eltin journal, vol 4/ii, oktober 2016 34 american linguist george lakoff and mark johnson in 1980 introduced conceptual metaphor. the basic concept of conceptual metaphor theory (cmt) is to oppose the idea of traditional metaphor, lakoff and johnson believe that metaphor is not only a form of human language, but also a matter of human action and thought. in line with that, action and thought is a fundamental role in politics, politician will act and thought not only for fulfilling their willingness but also for their people, this situation triggered the present researcher to see the conceptual metaphor in politic. love is journey (lakoff and johnson), circumtanses are weather (grady, 1997), society is a bulding (xue, mao, and li, 2013), and civil right is a journey (landau and keefer, 2013), are the examples of conceptual metaphor coming from various researches. those examples showed that conceptual metaphor is an interesting study to conduct. those examples have also triggered the researcher to conduct similar research in discovering conceptual metaphor in a different subject of living i.e. politic. in politics people derive their motive through many ways, their manipulating their language in order to construct positive image in the society. metaphorical statement also used as one of their way to build that positive image. in politics, language become important role, people will love their politician when the politician have a power to manage their language. through their language, politicians could help the country to growth or in the opposite their language also could stumble their country. in this present research, the researcher intends to analyze and discover the concept of metaphor in political field. from the rationale of the research, the present researcher conducted the research under the title “political conceptual metaphor in political discourses: cognitive semantic study”the researcher attempts to adopt the conceptual metaphor theory to analyze political discourse. the discourse is taken from the political column in the time magazine. this research is guided by formulation of studies i.e. what kinds of conceptual metaphors appearing in political discourses? syahrizal : political conceptual … 35 b.literature review 1. cognitive semantics different from semantics and pragmatics, the cognitive semantics involve the prototype meaning of human which is gained from their experience (evans and green, 2006). moreover, meaning representation in cs is encyclopedic while in semantics, meaning is restricted to what is exactly exits in the utterance. in semantics people do not use their embodiment to create the meaning, meaning is created from what is written. in cs meaning highly depended on the cognition of the people. cognitive semantics firstly introduced in 1970s, originally, the idea of cognitive semantics appears to challenge the idea of truth-conditional semantics (evans and green, 2006). truthconditional semantics is a study that project meaning as the relationship between word and world, truth-conditional semantics eliminates cognitive organization from linguistics system (sweeter, 1990). sweeter in her idea bring the meaning into a different level; meaning is not only created by the element of the language but also by the world surrounding the language. in short, the idea of truthconditional semantics is focus on the internal and the external element of the statement. in contrary, cognitive semantics not only focus on both internal and external elements of the sentence but also study the internal elements of the speaker which is acquired from the speakers’ experience (evan and green, 2006). the fundamental concern of cognitive semantics is the nature of relationship between conceptual structure and the external world of sensory experience. in other words, cognitive semantics sets out to explore the nature of human interaction and awareness of external world, and to build a theory of conceptual structure that is consonant with the way in which we experience the world (evan and green, 2006). cognitive semantics (cs) investigates the correlation between experience of the speaker, conceptual system, and the structure of semantics. in cognitive semantics the meaning is not merely as the result of correlation between word and world but also as the result of human thinking which is effected by the experience. by the definition, it is clear that cognitive semantics has wider concept of meaning compared to semantics and pragmatics. further, cognitive semantics sees linguistics as manifestation of conceptual structure: the nature and organization of mental representation in all its richness and diversity (evans and green, 2006). the idea of conceptualization is process which is lie at the eltin journal, vol 4/ii, oktober 2016 36 heart of our mental life, supporting cognitive functions from language comprehension and production to reasoning, remembering and recognizing objects. toward the idea of conceptualization, meaning no longer appear by the internal elements of the sentence, but by combining both internal (human cognition) and external element (human experience) of the sentence. saeed in 1997 assert that language is invented trough conceptual structure, and language is externalized by all mechanism found in the human brain (jaszczolt 2002: 345). moreover, evans and green (2006) introduced four central assumptions of cognitive semantics:conceptual structure is embodied, semantics structure is conceptual structure, meaning representation is encyclopedic, meaning construction is conceptualization. in sum, cognitive semantics takes meaning based on an experiential phenomenon and argue that the human experience motivates basic conceptual structures. in other word, cognitive semantics argues that meaning not only based on the truth conditional situation but purely as a result of human cognition. 2. conceptual metaphor at first, the presence of conceptual metaphor is to reject the idea of substitution theory of metaphor, according to which a metaphorical expression replaces some literal expressions that have same meaning. conceptual metaphor sees metaphor as a process of human thought in creating a meaning. conceptual metaphor is not regarded as linguistics phenomenon but completely as human result of thinking. gibbs (1994) stated that there is along philosophical tradition maintaining that metaphor is a fundamental to human thought. this kind of metaphor is used in everyday activity; this kind of metaphor is called as conventional metaphor. lakoff and johnson in metaphor we live by (1980) has strongly stated that metaphor is applied in all daily activity, since that human are thinking, conceptual metaphor will never be separated from daily life of human. metaphor in conceptual metaphor is regarded as a fundamental cognitive competence and is unconsciously and pervasively employed in everyday life. the concept of culture and metaphor, emotion and metaphor become a significant topic to be analyzed. lakoff and johnson in metaphor we live by argued that in the twenty-five years since they first discovered conceptual metaphor, researchers conducted a research in fields as diverse as literary theory, legal studies, linguistics, and the philosophy of science have made syahrizal : political conceptual … 37 exciting applications of the theory. they have identified conceptual metaphors at the heart of poetry, law, politics, psychology, physics, computer science, mathematics, and philosophy. their research reveals how metaphor is structured, how we think, and even what thoughts are permitted in the following intellectual disciplines. in more than cool reason (1989), lakoff and turner demonstrated that metaphors in poetry are, for the most part, extensions and special cases of stable, both conventional and conceptual metaphors used in everyday thought and language. the metaphoric innovations of poets are shown thereby to consist not in the totally new creation of metaphoric thought but in the marshalling of already existed forms of metaphoric thought to form new extensions and combinations of old metaphorical mappings (lakoff and johnson, 1980). further, lakoff and johnson state that conceptual metaphor is not only the linguistics phenomena but also as result of human cognition which is could help people in delivering their power in order to create a better attitudes toward certain issues. human used metaphor related to their own experience. the fundamental concept of lakoff and johnson in metaphor based on the importance of human experience, the centrality of the human body without the human mind and language cannot be investigated in isolation from human embodiment (evans and green 2006:44). the use of metaphor connects with the embodied experience. using metaphor avail people to bring their concrete concept of thinking so that their idea become more understandable. further, steen (2008:231) introduced three different functions of metaphor. the first is the lexical function. this mean the felling of lexical and other gaps in the language system. this is also called naming. secondly, steen mention the conceptual function of offering the conceptual frame work for concept and require at least partial understanding, it is also called as farming. finally, there are communicative function of producing an alternative perspective on particular referent or topic, also called as perspective changing.metaphor as natural phenomena of human (lakoff and johnson, 1980:247) has crossed the idea of certain domain into other domain. the abstract concept of living turn to be more tangible concept by using metaphor. conceptual metaphor theory assumes that metaphor consist of two apparently different concepts, one of which is understood in term of other. those two concepts are called as source and target domain. eltin journal, vol 4/ii, oktober 2016 38 4. types of metaphor a. orientational metaphor orientational metaphor is known as specialization since most of them is a result of human’s perception of the space. that space orientation is emerged from our constant interaction with our environment and the experience of the physical world. lakoff and johnson define orientation metaphor as one that does not structure one concept in terms of another but instead organizes. a whole system of concepts with respect to others. since most orientational metaphors have to deal with spatial orientation: up-down, in-out, front-back, on-off, deep-shallow, central-peripheral. orientational metaphors give a concept a spatial orientation; for example, happy is up. the fact that the concept happy is oriented up leads to english expressions like "i'm feeling up today one that does not structure one concept in terms of another but instead organizes (lakoff and johnson, 2003: 16). b.ontological metaphor lakoff and johnson (2003, 23) also named this kind of metaphor as entity and substance metaphors. an ontological metaphor, according to lakoff and johnson is the most abstract and powerful type of conceptual metaphor: those that "relate experience with physical objects (especially our own bodies) to events, activities, emotions, ideas" so that we make analogies to them being entities bounded by a surface. c. structural metaphor this kind of metaphor is simply defined as a metaphor that involve the structuring of one kind of experiences or activity in terms of another kind of experience or activity. for example, time is money (lakoff and johnson, 1980) time is represented as a money, this example indicate that time is as precious as money, time as an abstract concept has turned to be more concrete concept. from that example we can also see that how important time is and it will so harmful to waste the time as we waste the money. moreover, in structural metaphor when one structured domain is metaphorically restructured and redefine in the term of another, that is to say, by virtue of the structure of a more familiar and concrete domain, we understand the abstract domain (zhau and liu, 2013: 157). from the definition we can see that structural metaphor is created from the ontological metaphor and conceptual metaphor. it means that this kind of metaphor also highly depended on embodied experience. syahrizal : political conceptual … 39 c.research methodology this research tries to reveal the conceptual metaphor attached in several political discourse in comprehensive manner. therefore, this research use qualitative descriptive method. 1. data collection technique the technique of data collection in this research is through analyzing political discourses downloaded from online time magazine. the data will be collected over several steps: first, the researcher selects the issue of political discourse i.e. 2016 general election of america. second, the researcher reads the political discourses and mark the statement with metaphor. according to lakoff and johnson (1980) a statements is regarded as a metaphor when there is a cross domain from a certain domain to another domain, for example is the cross from abstract to concrete. in this research, metaphorical statement will be regarded as a political metaphor and will be regarded as a data of the research, when the source domain of the metaphor is one of the political elements. in this research, the researcher uses the elements of politics from miriam budiardjo (2008). thirdly, the researcher classifies all political metaphor into excel in order to notice the metaphor used in each political elements. at the last, all the data will be mapped in order to create a clear description of conceptual mapping from all political conceptual metaphor. 2. data classification after all data are collected, the data is classified into three main types of metaphors i.e. ontological metaphor, orientational metaphor, and structural metaphor. a data is regarded as ontological metaphor when the metaphor is indicating the movement, it can be found from the verb used by the subject as the first input of metaphor. the data is regarded as the orientational metaphor when the metaphor transform and abstract concept to be more concrete trough the concept of space or container. simply we can indicate the orientation metaphor through the use of preposition or prepositional phrase in the statement. and the last, the data is regarded a structural metaphor when certain experience of living is explained in the term of other kinds of experience, for example love is a journey (lakoff and johnson, 1980). 3. data analysis the first step in analyzing the data, the researcher will discovered the source and the target domain of the political metaphor by using a theory from lakoff and johnson (1980). the second step is also applying a theory from lakoff and johnson to classify all data to three main genre of eltin journal, vol 4/ii, oktober 2016 40 conceptual metaphor i.e. ontological, orientational, and structural metaphor. in the third step, the writer finds out the first input and the second input of the data, after both inputs are discovered, the researcher sees the blended space of the metaphor, this process is initiated by using a theory from fauconnier (2002). 4. data source the data of the present research is taken from the politics column of online time magazine. the researcher chooses the discourse during february 2015, there are 240 political discourses during february 2015, and the researcher chose 46 political discourses based on the 2016 general election issue as a data source. the limitation of the data source is not focused on certain politician but focus on issued of 2016 general election in america, there are several reasons why politics column of time magazine is chosen to be the source of the data. time magazine is american weekly magazine published in new york city. now day, this magazine has spread around the globe, it make time become one of the best magazine in the world. the language used in time is one of the reasons why this magazine is accepted in the society. this condition makes many linguistics researchers interested in analyzing this magazine. several theories have been used to analyze this magazine such as pragmatics, semantics, systemic functional linguistics, and syntax. it proves that time is one of the perfect data source in linguistic research. d.findings and discussion 1. the types of conceptual metaphor in political discourse a. orientational metaphor of politics by adopting theory from lakoff, the researcher found many orientational metaphors in the political discourses related to 2016 general election. it is indicating that many concepts in politics uses the idea of space and the idea of physical interaction. based on the finding, there writer has found 42 metaphorical statements regarded as orientational metaphor. the data are going to be presented as the result of the analysis. the researcher chose six metaphorical statements which are categorized as the most representative and the most interesting data. data 1. hillary clinton enters vaccination debate to rebuke likely 2016 rivals the expression demonstrates the orientational metaphor because it shows a physical experience in certain place or space conducted by one of the president candidate of america hillary clinton. syahrizal : political conceptual … 41 the word enter is indicating a specific physical experience that make people move from outside of space into inside of space. enter in the statement followed by the word “vaccination debate” which means that “vaccination debate” is regarded as a place where people could go in or out. since that debate is not containing a concept of space, the word “enter” creates a new conceptualization of word debate as a space. metaphorical concept in this statement is not coming from a connection between verbs enter and the subject clinton, it is clear that clinton is a human subject and could follow an action verb enter. but as explained that word enters entail the concept of palace, enters is needed to be followed by a place, and the statements create a concept of place from non-place word. vaccination debate is not adverb of place, according to webster (1986: 1301), vaccination is an abstract noun that defined as the act of vaccinating, the definition shows that vaccination is not a place. moreover, debate is also not categorized as a place, debate is define a contention by word or arguments as a formal discussion of a motion before deliberative body according to the rules for parliamentary procedures (webster, 1986: 328). it is also known as a regulated discussion of a preposition between two matched sides. it can be seen that word enter has explore the basic notion of vaccination and debate. in other word, that statement has change the concept of vaccination debate to the concept of place. from the explanation above it shows that this metaphorical statement contains two fresh conceptualizations. first, enter did not truly defined as entering into a specific space. enter here indicated as an activity of being involved in something it this case is being involved in the debate about vaccination. second, “debate” which is not reflected a concept of place, now has become a concept of place. from the explanation above it can be said that data-2 is an orientational metaphor. data 2. christie tried to clean up the remark in an email to reporters this statement shows a metaphorical statement by using word clean up. chris christie as an american politicians talk about the issues of vaccine during his promotion as president candidate in 2016 election. the statement use word “clean up” to conceptualize the idea that he is agreed about the vaccination to the children. respectively, clean as an action verb which has meaning to wash or to tidy up dirty things (webster dictionary, 1986: 247). moreover, using preposition “up” after word clean gives other definition of word clean. the remarks in the statement indicates two different conceptualizations. eltin journal, vol 4/ii, oktober 2016 42 first, the remark conceptualized as something dirty that needed to be clean up. second, it is conceptualized as unfinished speech that require the speaker to give a further clarification to finish it up. this two conceptualization is highly contextualized. the true meaning of the statement is that christie want to finish up his remark. this statement become metaphoric is not projected by relation between the subject and the verb. in the statement the verb is an action verb and the subject is a human subject. the relation between the verb and the object in this statement make this statement become metaphoric. the remark entails an abstraction, people cannot see the existence of the remarks. by using word clean up that abstraction is turning to be more concrete. people’s cognition toward word remarks now arrive in the idea that remarks is a concrete noun. moreover, clean up indicates an orientational metaphor because it project both spatial relation and physical experience. the word cleaned up in this statement brings a concept of finishing unfinished job in this case is finishing a given remarks. it shows a physical experience conducted by christie in finishing his speech. this statement also shows a spatial relation of preposition “up”, up in this statement not truly lifting something to a higher place. from the explanation the statement in data-3 is categorized as orientational metaphor. b. ontological metaphor of politics data 3 “ … fundraising itself can educate voters and build a momentum the statements above confirms that the concept of fundraising as the policy made by the politician are personified and capable of physically doing the action by educating the voters and building a momentum. notice that fundraising is a non-living thing which has no ability to do an action, that statement has create more concrete concept of fundraising as good movement to gain a full support from the voters. based on webster (1983: 396), to educate is defined as to train by giving a formal instruction and supervised practice especially in a skill trade or professions. respectively, the subject proceeding the word educate is a living subject, since educate and built are activity that requires the doer. in line with that, educate and build is an action verb that entail a subject that physically capable to do something. educate in oxford advance dictionary (2010: 458) is defined as an activity of somebody over a period f time at a school, university and etc. in line with that, educate also define as an activity to teach somebody about something or how to do something. in webster (1986: 186) build is defined as an activity to form by ordering and uniting materials by syahrizal : political conceptual … 43 gradual means into a composite whole. built is also defined as an action to develop according to a systematic plan, by defining process or on a particular base. those definition about educate and built indicate that those action verbs require a living subject. fundraising is clearly non living subject, therefore, fundraising is being personified by the use of verb educate and build. “fundraising” is intangible substances, it is an activity conducting by people in funding some amount of money for social purposes. fundraising in the statement entails more concrete concept. fundraising acts as a living thing who help the candidate of the president in create a better supporter by educating them in order to create a momentum. in other word, fundraising has turned to tangible substances. the new cognition toward the fundraising is now exploited, fundraising become a human who has a physical and psychological ability in committing an action. fundraising acted as a doer of the verbs. the core meaning of the statement is that trough fundraising, the candidate of president could get a bigger support from the citizen and the candidate will own his/her momentum to win the 2016 election. from the explanation above we could see conceptualization of abstract nonliving thing has transformed into more concrete living thing, it means that data-3 is included to ontological metaphor. data 4 the government should mandate vaccines the statement above is clearly exploit semantic concept of government. government in the statement is being personified as a living thing who has an ability to do a specific action like mandating someone or something. the statement above categorized as ontological metaphor because it project the conceptualization of government as human. the action entails the government is mandating, it shows how government become a central agent who commit an action. the government as noun clearly allows it to be a subject of the sentence, but the verb followed it has created a new conceptualization of “the government” as a living thing just like a man or woman. semantically, government is defined as the organization, machinery, or the agency through which a political unit exercise authority and perform function and which is usually classified including to the distribution a power within it. from the definition it is very clear that the government is not a human who has an ability to do and action. the use the “government” in the statement created more concrete concept of the government itself. in more concrete concept, eltin journal, vol 4/ii, oktober 2016 44 the “government” here represent the people who work inside the government. so this statement creates a concept that government is a human who commit an action. “mandate” in the expression is the main indicator that make “government” act as a human. mandate in webster defined as to administer to assign under the mandate. in oxford advanced dictionary (2010: 935) mandate can act as noun and verb. as a verb mandate is defined as the authority to do something given to a government or other organization by the people who vote for it in and election. mandate as a noun is defined as an official order given to somebody to perform particular task. as a verbs mandate is define as an action done by someone (especially name) to order somebody to behave, do something or vote in a particular way, it also define as and activity committed by somebody especial government, committee, or the authority to do something. those definitions shows that “mandate” is an action verb. since “mandate” is and action verb, it acquires a human subject. the government is the subject of the sentence. as explain that government is not a human so this statement creates a new concept of government. every country has their own government but the existence of the government is abstract, people cannot see what the government look like, people cannot touch it neither can see it. by the statement that abstraction of the government vanished. people now could conceptualize a government as concrete living thing who has ability to a commit a physical behavior. a new cognition of the word government now come across a human mind. in metaphorical expression non-living subject could proceed action verb. nonliving subject now can act as a doer of the action just like a human subject. the explanation above shows a connection between action verb mandate and non-living subject government. moreover, the new conceptualization of government as concrete substances i.e. human has made this statement entails metaphorical expressions. seeing how the abstract concept of the government is being conceptualize as a human, the data 4 is categorized into ontological metaphor. 2. conceptual metaphor of politics metaphorical statements is a core in the study of the conceptual metaphor. the study of metaphorical structure in politics has bring a new conceptualization of politics itself. politics as the fundamental element in the state has been represented trough several ideas by using metaphorical statement. this metaphoric statement brings politics into more various conceptualizations, meaning of word politics is being elevated. syahrizal : political conceptual … 45 in finding and discussing the data of the research, the theory from lakoff and johnson have been adopted. as the result of analysis, the researcher found that politics has transformed into various type of conceptualizations. from all metaphorical statement, the research categorize most common type of conceptual metaphor which represent politics in general. there are three most common conceptualizations of politics, first is politics is a race, second, politics is a battle, and the last is politics is a war. a. politics is race data 5 measles vaccinations roil republican presidential race the statement above is clearly metaphorical, the statement contains two metaphorical concept which included as the ontological metaphor. first, the statements projects the non-living thing like measles vaccine is being conceptualize as human who has an ability to commit a physiological and physical experience i.e. roil. this concept is constructed by the use of word roil. second, the abstract concept politics is being represented as more concrete substance by the use the concept of race. the statement shows a political domain is this case is political parties is regarded as the competitor who commit the race. besides, the policy made by the politician about the vaccines support the race become a new conceptual domain of the politics. moreover, the statement above show presidential election as the type of race. this statement shows that politician who commit in the republic party is being conceptualized as the racer who commits the race on order to winner internal race of the republic parties. moreover, more concrete substance is also created in this metaphorical statement regarding the generic space of leader. republic parties is becoming the one who commit and control the race just like the sponsor of the race. roil in the statement creates a metaphorical meaning toward the statement. roil is an action verb. therefore, it requires a human subject. it needs a human as a doer to commit a physical action. the statement shows that measles vaccines is a subject of the statement. the basic notion of measles a type of disease, it definitely not a human. vaccination is also no-living subject. according to webster dictionary (1986: 1301) vaccination is the act of vaccinating. the definition project that vaccination do not entail the element of human. in other word, vaccination has no ability to walk, to talk, or to roil something. the measles vaccination involves the concept of abstraction. people cannot see the existence of this subject with their eyes. by creating a human concept in this subject, the abstraction of eltin journal, vol 4/ii, oktober 2016 46 measles vaccination has turned to be more concrete. measles vaccination is regarded as a human because it proceed the action verb roil. the most important elements that support conceptualization politics is a race is projected in the last part of the statement. as explain “republican presidential race” entail politics as a concept which has an equal entailment with the race. this statement completely support this conceptualization of politic. in short, data 11 is representative data to support the conceptualization politics is a race. data 6. clinton also would lead over wisconsin governor scott walker respectively, the concept of race entails many elements, during the race people expected to have a winner, but more important thing is people could see how every competitor compete one to another. the statement above create a concept of politics as race where a politician act as the racer who compete one to another. seeing how clinton lead over walker is clearly shows that the statement is metaphorical. the expression build a new cognition that clinton and walker now compete in a race or compete in the 2016 general election. in the statement we could see how clinton and walker as a politician is being conceptualize as racer. clinton and walker is competing each other, clinton in the statement lead over the race and left walker behind. this statement indicates that the political activity is being conceptualized as a race. “lead over” used in the statement, makes that statement categorized as a metaphorical statement. seeing lead over as the verb that indicate the activity of being superior then others, this statement has clearly exploit the concept of political activity. according to oxford advanced dictionary (2010: 874) lead over is the amount or distance that somebody or something is in front of somebody or something else. this definition shows lead over as process that commonly appear in a situation that allows people to lead over somebody. this cognition is actually appears in the race. the statement use lead over to project a political behavior. in short, this statement become metaphoric because this statement use the concept of race in the concept of politics. this statement show the concert concept of political behavior. in politics, every politician is competing one to another in getting a certain position in politics, this concept is barely abstract, people cannot visibly see what type of activity committed by the politician, this condition projected in more concrete visualization using metaphorical expression by using the concept of race. syahrizal : political conceptual … 47 the explanation shows that politics is now being conceptualized as a race because politician is leading other politician. from the description. it shows that data 12 support the conceptualization politics is a race. b. politics is battel data 7. republic resistance to fighting climate change exploring the idea of republics as one of two political party make the statement become a metaphorical statement. the sentence above actually shows two conceptual metaphor, the first is republicans as non-living thing is being conceptualized as living thing who able to fight this metaphor is ontological. the second concept is that climate change also regarded a human that can be fight with. first conceptualization bring republic into different cognition of people. trough that statement people see republic as more concrete substances that can be touch and can be seen by them, republic also seen as the human who stand behind the people to fight the social problem. according to oxford advanced dictionary (2010: 1297) republic is a country that is governed by the president and politicians elected by the people and where there is no king or queen. the republic in the statement is republic party, republic party is one of two main political parties in us that usually consider to support conservative view and to won to limit the power of central government. that definition shows that republic is not human subject. the action verb used in the sentence shows that this sentence need a human subject. this condition make the sentence contain a metaphorical expression. action verb requires a concrete subject. republic party is exist but it is an abstract noun because it does not entail any element that make people could see the existence of it. but through this statement the abstract concept of republic turned to be more concrete because it is protected using the concept of human. the definition about republic clearly shows that statement explore the basic functions of republics. that exploitation is caused by the verb used. fight is the subject of the sentence, the use of “fight” in the statement also entail new conceptualization of the statement. the statement presuppose that politics not only as governmental activity, but also as an abstract phenomena then visualized to be more concrete by using “fight” to indicate political activity is equal to the battle. fight is defined as an activity to take apart in a battle against an enemy (oxford advanced dictionary, 2010: 570). it shows that republican is become a contender in the battle and it trying to against their contender i.e. climate change. eltin journal, vol 4/ii, oktober 2016 48 further, the climate change in the statement is regarded as contender of the republicans. “the climate change” entails new conceptualization, climate change personified as a human who has an ability to fight against back the republicans. the basic notion of climate change is the change in the earth weather including changes in temperature, wind pattern and rainfall, especially the increase in the temperature of the earth atmosphere that is caused by the increase of particular gases especially carbon dioxide. that definition displays that climate change is definitely not a human. the statement then create a new cognition of climate change. climate change in the statement regarded as human which entail and ability to do certain physical behavior like fighting. climate change is an abstract substances, people cannot see the entity of climate change. but through this metaphorical expression, climate change has turned to be a concrete substance. by reading this expression, people cognition allows them to thing that climate is a human or a concrete substance that can be defeated. this fighting between political party and climate change display the concept of politics by using the concept of battle. by applying republic as the subject that labeled as the part of the politics, it bring politics as the source domain of the metaphor and battle become the target domain of the metaphor. the semantics meaning appears from the expression is that in the future weather republic or climate change will win the battle. from the explanation the data is support the conceptualization of politics is a battle. data 8 clinton would beat former florida governor jeb bush respectively, people understand politics as a formal social activity which activity engage in doing certain policy and another political activity under supervision of government. the statement above has exploit the common sense of politics to other conceptual domain. the statement above shows how clinton as a politician commits an activity like a combatant who try to defeat other combatant i.e. bush. the statement is metaphoric. the metaphorical sense appears because clinton and bush who is originally a politician beating each other like a combatant. the statement describes clinton and bush in a new conceptualization. clinton and bush in the statement commit an activity that not appropriate with the common sense of politician. politician brings a specific activity such as, doing speech, creating a policy, doing agreement and so on, but the statement indicated that both politicians commit a battle, this conceptualization is projected syahrizal : political conceptual … 49 by the use of word beat. therefore, it is clear that the conceptualization of politics as a battle in the expression above appeared by the exploitation of bush and clinton. “beat” as the verb of the statement takes an important role in creating metaphorical statement. examining the basic function of word beat in the most common sense is used to describe an activity when someone defeating somebody in a game or competition. in very simple perspective, politic is not a game neither not a competition, the use beat in the statement constructed a new conceptualization about politics, that politics is a battle. moreover, the politician in the statement is projected as a combat who commit a battle and do a physical behavior. using politician which acts as the agent in generic space of politics in the concept of battle creates politics in general as a target domain of the experience which is described by the metaphorical expression. battle as more concert domain is categorized as source domain of the metaphor. seeing the connection projected between politics and battle in the statement, data 14 is support the conceptualization politics is a battle. c. politics is a war data 9 the strategy and the number of the problem that people have in politics the statement above explores the concept of politics as war. this statement is metaphoric, because this statement projects nonlinear concept of politics. politics is being mapped as an activity that entail a certain strategy. strategy as one of the common activity in committing a war is now used in the concept of politics. in politics the competition of each politicians is exist, but the existence of the competition is placed in more abstract concept of the human cognitions. citizen never directly seen how politicians against each other or how politician arrange and commit a specific tactical activity during their political activity. the use of concept of war makes invisible activity of politics become more visible. the use of word strategy in the expression gives a clear description that politics is like a war where the politician need to arrange a specific strategy to win the war. strategy in oxford advanced dictionary (2010: 1528) is defined as plan that is intended to a chive a particular purposes. strategy also define as the process of planning something or putting a plan into operation in a skillful ways. strategy also define as the skill of planning the movement of armies in the battle of war. last definition shows that strategy is a specific activity that usually use in a battle. in the statement above, strategy is used to conceptualize the activity committed by the eltin journal, vol 4/ii, oktober 2016 50 politician. politician during the race in 2016 election committing a certain activity, but the activity is abstract, people cannot see the activity. by using this metaphorical statement, the activity committed by the politician entails more concrete concept. people will understand that the activity committed by the politicians is their way or their strategy in gaining a bigger support from the citizen. the statement above also indicated the idea of survival, the use of specific strategy in political activity could help the politician to keep their position in the government. this structure of metaphorical statements shows that strategy in politics takes an important role like in a war. in short, this statement display metaphorical expression because this statement use word strategy in the concept of politics that directly create the new conceptualization of politics as a war. data 10. i against the federal government this statement is metaphoric. the statement projects the new conceptualization of politics. “i” in the statement indicates the american politician. this statement projects an ontological metaphor. ontological metaphor in the statement projects the non-living thing i.e. federal government as a living thing who has an ability to fight. in the statement government is regarded as a human like the subject i. using the word against make the statement also metaphoric. the basic concept of against is opposing or disagreeing somebody or something (oxford advanced dictionary, 2010: 28), for example like fighting against the terrorism. from the definition of “against” we can see that politics has arrived in the new conceptualization where the politicians is committing a war where they against one to another. in politics politician compete other politicians with their argument. the argumentation conducted by the politician is categorized as the abstract concept of fighting. they actually try to fight and defeat other politician. this abstract concept of political activity now conceptualized as more concrete behavior by using word against. because, word against is not a word the usually use in the political activity, the use of this word has bring a new concept of politics. in the statement, politician could commit a certain activity to oppose the government, this opposing condition built a new cognition that politician could do a certain regulation or activity in combating the government or other politician just like combatting a terrorism. in other words, the government is being personified. from this description, it is obvious that the statement contain a metaphor that support the conceptual metaphor politics is a war. syahrizal : political conceptual … 51 e. conclusion and suggestion 1. conclusion based on the explanation in the chapter four, the writer comes to the conclusions as follows: 1. as formulated in research question the first objective of the research is to discover the type of metaphor found in political discourses. the researcher has found the type of conceptual metaphor use in expressing politics is orientation metaphor and ontological metaphor. the researcher found 25 metaphorical expressions which is included into orientational metaphor, and 15 metaphorical statements which is categorized into ontological metaphor. those data then also use to find out the conceptualization of political conceptual metaphor. the orientational metaphor in political discourses is commonly expressed politics and its relation with certain physical behavior related to the spatial relation. in the other hand, the use of ontological metaphor in the political discourses is used to see a different conceptual domain of politics as something more concrete or visible substances. seeing the number of the data found in each type of conceptual metaphor, the researcher concluded that the type of conceptual metaphor that mostly used in political discourses related to 2016 america general election is orientational metaphor. 2. an interesting finding concerning political conceptual metaphor was that politics has been projected into various type of domain. from both type of conceptual metaphor i.e. orientational and ontological metaphor, the researcher found three common types of structural metaphor, those are: politics is a battle, politics is a race, and politics is a war. 2. suggestion 1. the idea of conceptual metaphor is prevalent in every day discourse. for this reason, the researcher think that for further research it would be much better to conduct the research on broader field such as, education, law, and others viewed from conceptual metaphor. further, different field of the study will create a different result of type of metaphor that mostly use in that relevance field. 2. to enrich the study of conceptual metaphor, it is suggested for the linguistics researcher to understand the idea of structural metaphor holistically and comprehensively. the eltin journal, vol 4/ii, oktober 2016 52 researcher also suggested to other linguistics researcher to conduct a conceptual metaphor in the political field but in the different topic or issues. f. references budiarjo, mariam. 2008. dasar-dasar ilmu politik. jakarta. galamedia pustaka utama. croft, w. cruse, d. a. 2004. cognitive linguistics. united kingdom. cambridge university press. evans, vyvyan and green, melanie. 2006. cognitive linguistics: an introduction:edinburgh .edinburgh university press ltd. fouconnier, g. 1994. mental space: aspect of meaning constructiom in natural language 2nd edition. cambridge. cambridge university press. grady, j., oakley and s. coulson. 1999. blending and metaphor. metaphor in cognitive linguistics, g. steen & r. gibbs (eds). philadelphia. john benjamin. gibbs, r.w. jr. 1994. the poetic of mind. figurative thought, language and understanding. cambridge. cambridge university press. goatly, a. 1997. the language of metaphor. london and new york. routledge huford and heasley. 1983. semantics: a coursebook. newyork: cambridge university press. m.h. abrams. 1999. a glossary of literary term seventh edition. usa. earl mcpeek lakoff, g. johnson, m. 1980. metaphor we live by. chicago. the university chicago press landau, m.j and keefer, lucas. a. 2013. the persuasive power of political metaphor. university of kansas. levinson, stephen c. 1995.pragmatics. great britain: cambridge university press. leezenberg, m. 2001. context of metaphor. amsterdam. university of amsterdam kertész, andrás. 2004. cognitive semantics and scientific knowledge: amsterdam/philadelphia. john benjamins publishing company. kovecses, z. 2000. metaphor. a practical guide. oxford. oxford university press. orwell, gerad. 2000. politics and the english language. harmondsworth. penguin de lespinasse, p aul. 2008. basic political concept. zurich, switzerland steen, gerard. 2000. the paradox of metaphor. steen, gerard. 2002. identifying metaphor in language: a cognitive approach. talmy, leonard. 2000. toward a cognitive semantics: cambridge, massachusetts, london. the mit press. eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 183 the comprehension of reflective practice among efl professional teachers in indonesia: a case study asep dedeh permana1*, eri kurniawan2, lulu laela amalia3 1asepdedehpermana@upi.edu, 2eri_kurniawan@upi.edu, 3luluamalia@upi.edu universitas pendidikan indonesia abstract in english language teaching, reflective practice is a significant pedagogical approach for teacher professional development. this study aims to find out the comprehension of six professional efl teachers in west java, indonesia. the research addressed two research questions: (1) how the participants define reflective practice; and (2) how they practice their reflection. the researcher applied a case study using semi-structured interviews, observation and document analysis to collect the data, which then was analyzed thematically. the participants of this study were six professional english teachers who has passed the teacher professional education program (ppg) and has been teaching more than 10 years. according to the findings, the participants view reflective practice as a method of evaluation and introspection which positively contribute to their professional development. the participants depend heavily on student feedback and peer observation as the primary technique for putting reflective practice into action. it leads to the notion that their comprehension of reflective practice is neither complete nor exhaustive. to improve their understanding of reflective practice, higher education can provide continuing assistance and direction to efl teachers with mentorship programs, collaborative peer work, and training sessions in which experts in reflective practice guide them toward becoming reflective practitioners. keywords: efl, professional teachers, reflective practice, teachers’ comprehension a. introduction reflective practice is a vital tool for personal and professional development in various fields, including education. according to dewey (1910, 1933) and schön (1983, 1987), reflective practice involves the conscious examination of experiences and beliefs to derive insights and enhance knowledge. reflective practice is critical because practitioners are required to continually evaluate their actions and improve their practice. while the reflective practice benefits are widely acknowledged, their interpretation can vary across different contexts (derinalp, 2022). these various definitions contribute to the multifaceted nature of reflective practice and illustrate the diverse perspectives within the field. in several studies, it was found that reflective practice has numerous benefits, including enhancing critical thinking skills (plack & santasier, 2004; cirocco, 2007), improving decision-making abilities (danielson, 2008), and promoting continuous learning (osterman & kottkamp, 2004). additionally, kok & chabeli (2002), bjuland (2004), and derinalp (2022) have all linked it permana, kurniawan & amalia: the comprehension of reflective … 184 to problem-solving techniques. reflective practice is also related to the ability to analyze problems encountered and the influence of the political process on shaping ideologies, according to boud et al. (1985) and pisapia (2009). in the long run, these practices end up helping both the teaching process and the teacher's career (york-barr et al., 2006; shandomo, 2010; zeichner & liston, 2013; and zwozdiak-myers 2018). braun & crumpler (2004) provide evidence supporting schon's theory (1983, 1987) that experienced teachers who do not engage in reflection tend to remain at the same level as novice teachers. the essential competencies of a professional educator cannot be acquired solely through technical means; rather, they are developed through a continuous process of action-reflection. without incorporating reflective practices, teachers cannot ensure the attainment of optimal teaching and learning objectives, leading them to become mere technicians rather than educators with professional standing. this is because they are unable to critically analyze the outcomes of their decisions in the classroom, thereby hindering their ability to take accountability for their actions. zeichner & liston (2013) proposed a more practical interpretation of reflective practice, viewing it as a conscious process of reflecting on past actions and purposefully evaluating classroom methods, attitudes, and interactions. in the teaching context, it is important for a teacher to critically evaluate the objectives and principles that shape their work. within the field of english language teaching (elt), reflective practice, advocated by farrell (2008, 2011, 2014) has received significant attention. adopting reflective practice means that teachers express their fundamental beliefs about teaching and learning and then evaluate whether these beliefs align with their actual classroom practices, identifying areas of agreement or disparity (farrell, 2015). in regards to professional teachers, it is important to note that professional standards for teachers can differ among various countries. in indonesia, the teacher professional standards are established on several legal foundations. these include law number 20 of 2003 concerning the national education system, article 42, paragraphs (1), (2), and (3); law number 14 of 2005 about teachers and lecturers, chapter iv, section one; government regulation number 19 of 2005 about national education standards, chapter vi; minister of national education regulation of the republic of indonesia number 16 of 2007 about academic qualifications and competencies of teachers; and government regulation number 74 of 2008 about teachers, chapter ii. based on the aforementioned legal foundations lead to the conclusion that the professional standards for teachers in indonesia require them to possess academic qualifications, competencies, and certification. the academic qualification refers to holding a bachelor's degree (s1) or a four-year diploma (div), while the mentioned competencies include pedagogical, personal, social, and professional competencies. certification refers to the teaching certificate obtained through a professional education program conducted by accredited higher education institutions authorized by the government. teacher certification education program (pendidikan profesi guru or ppg) is organized by the government and implemented objectively, transparently, and accountably. the teacher certification program (ppg) is an educational initiative implemented by the government with the aim of enhancing the quality of teachers (susilo, 2015). this study examines two primary research questions: (1) how professional english as a foreign language teachers in west java, indonesia, define reflective practice; and (2) how eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 185 they practice their reflection? based on those research questions, this study aims to investigate the understanding of reflective practice among efl professional teachers in west java, indonesia, and explore how they implement it in their teaching practice. this research is specifically centered around efl professional teachers in indonesia who fulfill the academic qualification criteria, possess the four aforementioned competencies, and have successfully completed the teacher professional education program (ppg). although previous research on reflective practice exists in general, this study narrows its scope to examine this specific subset of efl professional teachers. by focusing on this special group, research can explore the unique challenges, experiences, and professional development needs specific to this group. by examining their comprehension of reflective practice, this research seeks to gain insights into the extent to which efl professional teachers in west java engage in reflective processes to enhance their teaching methods and improve student learning outcomes. the findings from this study will contribute to a deeper understanding of the role and effectiveness of reflective practice in the context of efl teaching, specifically in indonesia. b. method this research applied a case study approach to examine the understanding and implementation of reflective practice among six professional efl teachers in west java, indonesia. this case study provides an analysis of different points of view and experiences. by conducting an analysis of six professional english as a foreign language (efl) teachers, the researcher aims to gain a comprehensive understanding of their perspectives and examine their implementation of reflective practice. this methodology assists in the identification of similarities, differences, and potential factors that impact reflective practice within the indonesian english as a foreign language (efl) teaching context. this study involved the selection of participants who held positions as professionals in education purposively. the criteria used include assessing adherence to established guidelines as well as determining accessibility for participation purposes. the selected individuals can be considered professional teachers as they meet all the required academic certification criteria and possess a set of pedagogical skills as well as personal qualities complemented by social adaptability and competence in managing their profession effectively. also noteworthy is that they have successfully met the requirements to complete the teacher professional education program (ppg). table 1. the data of the participants participant age teaching experience educational background city prt1 35 11 bachelor's degree in english education. bogor prt2 42 21 master's degree in english education. bandung prt3 42 22 master's degree in english education. bandung prt4 37 17 master's degree in english education. cimahi prt5 42 21 bachelor's degree in english education. sumedang prt6 40 22 bachelor's degree in english education. bogor permana, kurniawan & amalia: the comprehension of reflective … 186 this research employs multiple methodologies, including semi-structured interviews, observation, and document analysis, to collect the necessary data. individual semi-structured interviews were conducted with each participant to find out their perspectives on reflective practice and their methods. observations were conducted to see how they implement reflective practice closely. triangulation is used to obtain comprehensive and varied data. then, in analyzing the data, the researchers chose thematic analysis. this approach involves identifying consistent thought patterns, themes of interest, and overarching concepts present in a data set. in order to uncover important themes related to the understanding and implementation of reflective practice, detailed monitoring was carried out by coding the relevant information accordingly. using thematic analysis offers a structured framework along with rigor when interpreting the qualitative insights derived from the interviews conducted as well as the observations made along with the document analysis. c. findings and discussion the research results have been presented according to the research questions that have been formulated. therefore, this study aims to provide a comprehensive understanding of reflective practice among teachers of english as a foreign language (efl) who are professionals in their field. the discussion involves examining teachers' understanding of reflective practice, as well as the implementation of their understanding of the concept. 1. teachers' understanding of the concept of reflective practice the findings of the study suggest that the participants had a common view of reflective practice. they see it as a method of engaging in self-evaluation and self-introspection as well as an asset for improving their level of professional development. four out of six participants associated the term reflective practice as an opportunity to engage in thoughtful analysis and evaluation of their teaching methods and strategies. the other two participants viewed reflective practice as “mirroring” for self-introspection. this indicates that they see reflective practice as a process of looking back at what teaching practices have been carried out, whether the learning is in accordance with what was designed. all the participants perceive reflective practice as a valuable means of professional development. they share the belief that engaging in reflective practice enables them to continuously improve their teaching skills. furthermore, four participants recognize the importance of examining their own teaching practices and being proactive in enhancing the quality of learning experiences for their students. as stated by prt1 in the following excerpt: “so, reflective practice is about looking back on my teaching experience, like, thinking seriously about what i did and then assessing what happened as a result. i usually evaluate my teaching by finding out what is working and what is not through students’ reflection.” (prt1) the data above indicates that reflective practice involves critically examining his actions and decisions, and evaluating the outcomes of his instructional approaches. in addition, prt2's understanding of the term was like prt1's. however, she had a more specific focus on what she reflected upon. prt2 conceptualized reflective practice as a process to evaluate her teaching practices and develop her teaching strategy. this perception was similar to prt5’s. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 187 she emphasized that through reflection, she critically analyzed her instructional methods, assessed their effectiveness, and made necessary adjustments to improve her overall teaching approach. prt2 and prt5 believed that by engaging in reflective practice, she could enhance her teaching strategies and ultimately contribute to better student learning outcomes. “for me, reflection means evaluating my teaching that has taken place in the classroom, both in terms of success and what needs to be improved. so that i can consider various teaching strategies and develop students continuously.” (prt2) the participants shared the belief that reflection involves assessing their teaching actions with the aim of enhancing them. reflecting on past actions is similar to dewey's (1933) concept of reflection as a problem-solving process. it involves the capacity to examine past experiences, perform task analysis, and engage in anticipatory planning for the future critically and creatively. the definitions provided partially align with the existing literature on reflecting on past actions. schön (1983) proposed that educators should retrospectively evaluate their actions to identify opportunities for future enhancements. participants find reflective reflection a valuable opportunity to undertake in-depth investigation and critique of their own instructional strategies and procedures. this gives them the opportunity to give serious consideration to the instructional decisions they make, to make necessary modifications, to adapt their approaches, and to improve their teaching practices to better meet the needs of their students. the participants got a new perspective from the experience. this notion is consistent with an understanding of reflective practice as being seen as a method of learning from and through experience (boud et al., 1985). the idea of reflective practice as a tool for self-evaluation is in line with the broader concept of reflection, which emphasizes introspection, self-awareness, and the never-ending cycle of learning and progress. a flashback process for improving teaching practices was another idea. it emerged from prt5 and prt6. for them, reflective practice is looking back on their teaching experiences. such appeared to be the understanding of prt5, when reflecting on how her views of reflective practice, stated in her interview: “in my opinion, reflection is like "mirroring". so, you see yourself as a teacher, how you teach….. how you behave in class…. i think it is like a process of selfintrospection, where the teacher thinks about what wasn’t effective and corrects teaching practices, especially our teaching strategies that are not in accordance with what students want and need. reflection also analyzes why teaching strategies are not working well, which means that we have to find out whether from the student's or the teacher's point of view.” (prt5) this idea aligns with the earlier findings. the concept of reflective practice has traditionally been associated with a retrospective process. early definitions of the term emphasized looking back and reflecting on past experiences (argyris & schön, 1974; dewey, 1910, 1933; schön, 1983; valli, 1997). for instance, valli (1997) describes reflection as an activity of "bending back" and attributes the role of a "deliberative thinker" (valli, 1997) to the reflective practitioner. however, as derinalp (2022) suggests, it is important to recognize that confining reflective practice solely to a retrospective time frame would overlook the permana, kurniawan & amalia: the comprehension of reflective … 188 potential benefits of anticipatory and prospective reflection activities. it is critical to avoid focusing primarily on learning from past experiences when engaged in reflective practice. furthermore, it is critical for teachers to adopt a forward-thinking perspective. this enables professionals to anticipate possible issues, plan for them, and design multiple solutions to deal with them effectively. another finding indicate that all participants perceive reflective practice as an important tool for their professional development, they can identify areas for development and make decisions based on that information. this shared understanding shows a shared understanding and recognition of the value of reflective practice in the context of teaching english. prt3, for example, sees reflective practice to help teachers develop themselves by continuing to learn from what happened. as he said in his interview: “reflection is when we, as teachers, take an active look at how we do things in the classroom. it means seeing if what we actually teach matches what we had planned. it's more than just criticizing or judging what we do; we also have to think about how well our actions match up with our learning goals and progress. this process helps us keep learning and growing, which lets us give them a better learning experience.” (prt3) this finding indicates that the use of reflective practice is an important component in helping teachers overcome classroom barriers and develop a deeper understanding of the needs of their students. it is in line with the statement of farrell & kennedy (2019), mathew et al. (2017) that through reflection, teachers can evaluate their teaching practices, identify their strengths and weaknesses in teaching practice, and look for ways to improve their teaching strategies. in addition, a recent study from derinalp (2020) also found the same thing. in her study, english teachers in indonesia tend to only focus on their choice of methodology in the concept of professional development. in fact, the benefits of reflective practice go beyond simply evaluating and improving teaching practice. 2. teachers’ implementation of reflective practice according to the findings, all participants in the implementation of reflective practice utilized students' feedback as a crucial component of their reflective process. however, susi and tanto went beyond solely relying on students' feedback and incorporated additional methods of reflection. specifically, both susi and tanto engaged in peer observation as part of their reflective practice, in addition to considering students' feedback. the summary of how the participants implemented reflective practice presented below. table 2. summary of reflective practice implemented by the participants participant implementation of reflective practice prt1 students’ feedback prt2 students’ feedback prt3 students’ feedback peer observation prt4 students’ feedback peer observation prt5 students’ feedback prt6 students’ feedback eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 189 most participants primarily relied on students' feedback as a means of reflection. they recognized the value of seeking input directly from their students to gain valuable insights into their teaching effectiveness. as stated by prt6 in our interview: “after teaching, i usually think about what i have done with students and how they have responded. i think about whether the teaching methods i use are effective, whether there are aspects that i can improve, and how students can be more engaged in learning. i also involve students in this evaluation process through collaborative reflection, asking them for feedback on what they like and don't like about my teaching. this way, i can know about how my practice is going and can take steps to improve it in my next class.” (prt6) from the observation, the teachers incorporated student involvement in the process of reflection. this implies that they emphasize the importance of involving students in the evaluation process through collaborative reflection, actively seeking their feedback to gain insights into their preferences and dislikes regarding their teaching practices. by employing this reflective practice, they aim to monitor and enhance their instructional performance, enabling them to make informed adjustments and improvements in subsequent teaching sessions. within this context, the mentioned findings provide substantial evidence supporting the idea that teachers can greatly benefit from receiving feedback on their instructional practices. such feedback serves to broaden their perspectives in a meaningful manner and offers valuable insights into the teaching process (mandouit, 2018; göbel et al., 2021). nonetheless, depending exclusively on students' feedback for the purpose of reflection is inadequate due to their limited understanding of the specific aspects they should address in their feedback to the teacher. consequently, teachers must employ additional methods of reflection. in addition to considering students' feedback, prt3 and prt4 adopted an expanded approach to reflection by incorporating supplementary methods. notably, both actively participated in peer observation as an integral part of their reflective practice. in prt3's case, she took part in peer observation through a program run by the school where she works. this structured arrangement allowed her to observe and be observed by her fellow educators. by participating in peer observation, prt3 had the opportunity to gain valuable insights from her colleagues' teaching practices and receive constructive feedback on her own instructional methods. this collaborative approach to reflection facilitated a deeper understanding of different teaching approaches and promoted professional growth. below is an excerpt from prt3’s interview: “at my school there is a program called "lesson study". in this program we do peer observation. we give each other opinions and correction of our teaching practices to each other. from here also we know what our shortcomings in teaching and must be corrected. but sometimes the program doesn't run smoothly. because usually when we want to do a "lesson study" a lot of teachers do make up for their classes, so it's not real activities that are usually carried out daily.” (prt3) the findings highlight the presence of a program called "lesson study" in the prt3’s school. the program involves peer observation, where teachers provide each other with opinions and corrections regarding their teaching practices. this process helps identify shortcomings in teaching that need to be addressed. the statement aligns with findings from previous permana, kurniawan & amalia: the comprehension of reflective … 190 literature. peer observation is widely recognized as a valuable mechanism for enhancing learning and teaching practices. this indicates that by watching and studying these records, teachers can figure out what they are doing well, what they could do better, and where they could improve. it is supported by sydnor (2016) who says that this method lets teachers do objective observations of how they teach and gives them information about how students learn, how to run a classroom, and how to get them involved. therefore, when implemented effectively, it serves as a process that promotes reflection on teaching methods, identifies areas for growth and improvement, and stimulates discussions and sharing of best practices among educators (brown & jones, 1993; fullerton, 1999; gosling, 2000; fletcher & orsmond, 2005). d. conclusion the results of this study indicate that professional english as a foreign language (efl) teachers in west java, indonesia understand and see reflective practice to enhance their teaching methods and professional development. however, their reflection is largely based on peer obligatory observation and student feedback. this study shows that the participants did not have a full understanding of what reflective practice is or how to do it. to promote them to enhance their comprehension of reflective practice, efl teachers need to be encouraged to learn more about reflective practice and to try and use a variety of reflective strategies. higher education can provide guidance to efl teachers as they engage in reflective practice. this will help efl teachers better understand how reflective practice works and help them teach it in a better way. there are many ways to help, such as through mentoring programs, opportunities to work with other teachers, and coaching talks where experts in reflective practice guide and assist teachers on their journey to becoming more reflective. references argyris, c., & schön, d. a. 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(2016). using video to enhance reflective practice: student teachers’ dialogic examination of their own teaching. the new educator, 12(1), 67–84. https://doi.org/10.1080/1547688x.2015.1113346 valli, l. (1997). listening to other voices: a description of teacher reflection in the united states. peabody journal of education, 72(1), 67–88. https://doi.org/10.1207/s15327930pje7201 york-barr, j., sommers, w., ghere, g., & montie, j. (2005). reflective practice for continuous learning. in reflective practice to improve schools. an action guide for educators (pp. 1–29). corwin press. zeichner, k. m., & liston, d. p. (2013). reflective teaching: an introduction. routledge. zwozdiak-myers, p. n. (2018). the teacher's reflective practice handbook: becoming an extended professional through capturing evidence-informed practice. routledge. sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 117 analyzing critical thinking in english reading materials using cambridge life competencies framework mardhiyatuzakiyah 1 , sri sumarni 2 , darmahusni 3 1mardhiyatuzakiyah_1212821001@mhs.unj.ac.id, 2sri.sumarni@unj.ac.id, 3darmahusni@unj.ac.id universitas negeri jakarta abstract the research intended to analyze english reading materials in terms of critical thinking skills aspect utilizing cambridge life competencies framework for critical thinking. this research employed a content analysis study in two coursebooks. the method used to gather the data were content analysis, library research, and need analysis. while, to analyze textual data and find the most appropriate data set, the researchers employed a color-coding technique for themes and ideas. this finding revealed that two english reading textbooks accommodated 8 of the 11 components of critical thinking skills according to the cambridge life competencies framework. the eight components fall into two main parts: comprehension and analysis of concepts and arguments and evaluation of ideas and claims. however, the three components of critical thinking skills which are in one core area, namely: solving problems and making decisions have not been accommodated in all english reading materials. thus, the study recommends that the development of english reading materials in relation to critical thinking skills that refer to cambridge life competencies framework needs to be carried out so that learners are capable of thinking clearly and logically about what they desire and what they feel is the best course of action for learning reading. keywords: cambridge life competencies framework, critical thinking skills, english reading materials, seventh graders. a. introduction although it is inevitable that the majority of the literature focuses on printed materials, the term “resources for learning language” refers to anything that can help someone learn one language, such as video recordings, flash-cards, websites, coursebooks, interactions with mobile devices, graded readers, and games (tomlinson, 2012). learning resources can facilitate learning and raise student accomplishment. the most effective learning resources are those that are particularly designed for the instructor, the class, and the subject being studied. there are many different types of learning resources, but they all have the same basic ability to promote student learning. all subject-specific educational materials combine text and multimedia. teachers can use them to augment or swap out a conventional textbook, and students can use them on their own or as part of a lesson in class. mailto:mardhiyatuzakiyah_1212821001@mhs.unj.ac.id, mailto:sri.sumarni@unj.ac.id, mailto:darmahusni@unj.ac.id mardhiyatuzakiyah, sumarni & darmahusni: analyzing critical thinking skills` aspect… 118 the process of learning and teaching reading cannot be separated from its materials. reading is required for every session in order to comprehend the course materials. reading learning has many contributions, especially in developing students’ abilities in various fields. reading activities must be formed and developed by the scaffolding in order to spark an interest that will eventually develop into a habit. in academic fields, having good reading habits helps students understand the context of a book quickly and give clear responses to the problem (andayani & maryam, 2018). it can be said that reading comprehension improves in students who are consistently exposed to a lot of english reading material (yulianto et al., 2020). furthermore, the use of critical thinking is significant for learning reading. heidari (2020) emphasized the crucial role that critical thinking plays in improving performance and achievement in the context of education, particularly reading ability. additionally, the research revealed that by exposing students to a variety of assignments, they were able to increase their reading comprehension to varied degrees and strengthen their critical thinking skills (arifin, 2020). people who use critical thinking are better able to digest information sufficiently and accurately to make sound decisions (mohseni et. al, 2020). critical thinking skills are believed to play an important role in reading comprehension as din (2020) came to the conclusion that critical reading entails responding to what is read critically. it involves making a connection between the reading’s subject matter and someone’s own values, attitudes, and standards. 1. critical thinking skills one of the competencies is critical thinking skills. critical thinking can be defined by identifying the processes involved in it. as stated in the cambridge life competencies framework (2020), students must be able to think critically, or at higher order of thought, in order to reason about what they want to achieve and what they believe is the best course of action. it is also seen as a necessary ability for learning in the twenty-first century. one way to improve thinking skills is through critical thinking (apsari, 2016). a student who is adept at critical thinking may formulate pertinent questions, gather pertinent data, quickly and creatively sort it, use logic to make decisions, and draw valid conclusions (qing, 2013) a variety of higherand lower-order skills, such as problem-solving skills, conducting interpretation, evaluation, identifying logical fallacies, making predictions and conclusions, assessing cause and effect, and synthesizing claims, have been included in more recent definitions (bloom, 1984). according to pohl (2000) as cited in muniroh (2021), this taxonomy has been used as a technique to express qualitatively different sorts of thinking that are split into low order thinking (remembering, understanding, and implementing) and high order thinking (analyzing, evaluating, and producing). hence, this critical thinking can be used for developing more skills, including reading. by doing so, the students will be helped in developing more balanced arguments, expressing themselves clearly, reading critically, and absorbing important information efficiently. 2. critical thinking framework and descriptors three elements make up the critical thinking framework developed by thomas and lok (2015): skills, dispositions, and knowledge. these include sets of abilities in appraisal, selfregulation, and reasoning that allow one to control prejudice. the mental habits of mind that correspond to intellectual behavior, including attitudes like open-mindedness and intellectual virtues like truth-seeking, are covered by the dispositions. knowledge includes sets of specialized content-based knowledge pertaining to discipline-specific and contextual eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 119 information, as well as experience, which includes intellectual growth and knowledge obtained from work and life experiences. knowledge also includes general information pertaining to fundamental facts to enable valid evaluation (thomas & lok, 2015). moreover, it is stated in the cambridge life competencies framework that critical thinking has three main core areas as the following tables. table 1. core areas and components of critical thinking (cambridge, 2020) core areas components code understanding and analyzing ideas and arguments identifying and classifying information cts 1 recognising patterns and relationship cts 2 interpreting and drawing inferences from arguments and data cts 3 evaluating ideas and arguments evaluating specific information or points in an argument cts 4 evaluating arguments as a whole cts 5 drawing appropriate conclusions cts 6 solving problems and making decisions identifying and understanding problems cts 7 identifying, gathering, and organizing relevant information cts 8 evaluating options and recommendations to come to a decision cts 9 justifying decisions and solutions cts 10 evaluating the effectiveness of implemented solutions cts 11 the first core is understanding and analyzing ideas and arguments which denotes to a learner’s capacity to recognize patterns and relationships in data by identifying and analyzing it. this aids students in grasping concepts and arguments more thoroughly as well as in interpreting and inferring meaning from the data they are given. evaluating ideas and arguments are related to learners’ ability to assess which claims or theories they can believe in and which they should reject. it can assist students in reaching the right conclusions and building compelling arguments on their own. meanwhile, solving problems and making decisions requires a variety of abilities, including problem identification and analysis, information gathering and evaluation, assessment of a range of options, decision-making regarding which options to adopt, and evaluation of those decisions to further refine solutions. several previous studies have analyzed variables related to this research. the researches linked to the analysis of english textbooks that are related to various purposes such as for career orientation (dewi et al., 2023), related to business english (si, 2019), and analysis related to the representation of cultural content in textbooks (dahmardeh & kim, 2021). there is also research that analyzes using bsnp standards (the indonesian national education standards agency in terms of the feasibility of content, presentation, language, and graphics for elementary school textbooks (widiarti, 2021). meanwhile, at the high school level, book analysis was carried out specifically on one of the language skills, namely speaking english in turkey (koral & mirici, 2021). mardhiyatuzakiyah, sumarni & darmahusni: analyzing critical thinking skills` aspect… 120 another prior studies have examined critical thinking skills in terms of english foreign language textbooks in morocco. according to the study’s findings, the current educational policy in morocco aims to develop students’ critical thinking abilities, but the textbooks being used, specifically gte2, only emphasize lower order thinking abilities, particularly comprehension and application, at the expense of higher order thinking abilities that will help students both academically and professionally (es-salhi & elfatihi, 2019). in more detail than that, previous research examined the critical thinking aspect of reading skills in textbooks for undergraduate level students in slovakia (javorcikova & badinska, 2021) and high school level in indonesia (yulian, 2021). as a result, no comprehensive survey has emerged that discusses the analysis of critical thinking in textbooks for grade 7 of junior high school students in indonesia. moreover, the analysis indicators use the cambridge framework. hence, additional studies of critical thinking analysis on english reading materials are needed. this most recent study sought to determine the answers of one research question, to what extent does english reading material contain aspects of critical thinking according to the cambridge life competencies framework. b. method this study employed content analysis as a research design. it is employed to locate particular themes, ideas, or terms inside a set of qualitative information, for instance, text from a book. by using content analysis, the researcher quantified and identified the occurrence, importance, and linkages of these particular words, topics, or concepts. therefore, the researcher described, identified, and analyzed the data obtained from two coursebooks of seventh graders. the data was the activity in english reading materials that indicated critical thinking skills in activating schemata, content, exercise, assignment, and assessment. the data source was the coursebook of the seventh grader. meanwhile, the instrument was a document analysis of critical thinking descriptors from the cambridge life competencies framework. the researcher went through many steps to gather the data. data collection methods included need analysis, library research, and content analysis. initially, compile theories and frameworks regarding critical thinking abilities. then, the researcher also analyzed english reading material using critical thinking skill descriptors after completing library research to collect critical thinking theory. as for data analysis, the researchers utilized color coding technique of themes and ideas to help parse existing textual data in order to find the most proper data sets. c. findings and discussion 1. evaluation of critical thinking techniques in the first available material the researchers chose two coursebooks. the first book entitled “interactive english” that was published by yudistira. this book consists of 14 units and is made according to the latest curriculum, kurikulum merdeka belajar as stated in the preface on the first page of the book. the cambridge life competencies framework’s critical thinking skill descriptors were used by the researchers to examine book content in terms of critical thinking abilities. the researchers gave cts 1-cts 11 codes for each descriptor in every 14 book units. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 121 table 2. the summary of critical thinking skills in the first existing material unit code phrases or words or sentences justification 1 cts 1 cts 2 cts 3 the instruction of reading section in unit 1, “read and understand the brief texts” asked the students to identify the information given (cts 1). moreover the phrase “complete the identity cards with the suitable information” indicates that students may recognize patterns (cts 2) and drawing inferences (cts 3). 2 3 cts 1 cts 2 cts 3 cts 4 “answer further questions following the text” is the instruction given to the students. in unit 3 for reading task. it indicates to identify and classify information (cts 1), interpret data (cts 3). meanwhile for “true or false section” shows to evaluate specific information in arguments (cts 4). then, “match the name to the correct sentence” indicates to recognize patterns and relationships (cts 2). 4 cts 1 cts 2 cts 3 cts 4 cts 6 cts 8 cts 10 there are four section for reading in this unit 4. identifying and classifying infromation (cts 1) is represented by the instruction “read and identify” additionally, in the phrase, “identify the expression of asking direction..”, the students are asked to identify, gather, and organize relevant information (cts 8). as for “mention the expression of ‘asking repetition’ in the dialog ...” indicates to recognize patterns and relationships (cts 2). moreover, “does david always ask reni” and “why?” shows to evaluate specific points in the data (cts 4) and draw inferences from the data (cts 3) successively. the phrase “how do you handle someone ask for direction?” indicates students to justify decisions and solutions (cts 10). eventually, what is the writer’s main point ...?” denotes to draw appropriate conclusions (cts 6). mardhiyatuzakiyah, sumarni & darmahusni: analyzing critical thinking skills` aspect… 122 5 cts 1 cts 2 cts 4 in the warming up part, the reader is asked to identify and classify the information in the image (cts 1) as requested, “read the information below and complete the sentences with the correct name”. the same as the following questions in the part e (read and speak) that asking to understand information. meanwhile, the word “match ...” in the exercises section, indicates the students to recognize patterns and relationships (cts 2). the t/f (true or false) execises in descriptive text about the baby, doni represents the fourth critical thinking descriptors based on cambridge, evaluating arguments as a whole (cts 4). 6 cts 1 cts 2 cts 3 cts 4 cts 6 cts 8 the questions in activity c (read and write) represent to identify (cts 1) and to draw inferences (cts 3). while, in evaluation unit 6, the learners are asked to match the information. it means they are supposed to recognize patterns (cts 2). however, number 10 in evaluation unit 6, “why did rian offer ...” denotes to justify decisions and solutions (cts 10). the t/f (true or false) execises represents t evaluate specific information (cts 4). the last reading material in unit 6 (read and speak) indicates to identify, gather, and organize relevant information (cts 8). eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 123 7 cts 1 there is only one reading material section in this unit 7. this reading material asks students to read and study someone’s timetable and then answer some of the questions given. this shows that the material is in accordance with identifying and classifying information (cts 1). 8 cts 1 cts 3 cts 4 the cts 1 is indicated in “how does tommy feel?” which identifies the info. the cts 3 is indicated in the instruction “answer the following questions based on the dialog” which draws inferences from data. the cts 4 is indicated in the true and false exercises that evaluates specific information. 9 cts 1 cts 4 the cts 1 is represented in the instruction “choose the correct answer” that recognizes the basic arguments of a text. the cts 4 is represented in the true and false exercises that evaluates specific information. 10 cts 1 cts 3 the cts 1 is explained in the title and instruction “read and identify” the cts 3 is explained in the learning command that asks the students to interpret based on data. 11 cts 1 cts 2 cts 3 cts 4 cts 1 & cts 2 are presented in the text and its reading guide. cts 3 is presented when matching the info one another. cts 4 is presented when judging whether something is true or not. 12 cts 1 cts 3 cts 4 cts 5 cts 1 & cts 3 are showed in the learning instruction that required to determine and make inferences in exercise f (reading). cts 4 is showed in the learning instruction that required to evaluate points. mardhiyatuzakiyah, sumarni & darmahusni: analyzing critical thinking skills` aspect… 124 cts 5 is showed in the evaluation unit 12. one of the questions lead the students to reflect arguments as a whole. 13 cts 1 cts 3 cts 1 is pointed in the first part, that is “now, read and study the following sentences”. cts 3 is pointed when answering the questions based on conversation given. 14 cts 1 cts 3 cts 1 & cts 2 are represented in the words “compare and classify the short passages above”. based on table 2. above, it is proven that not all units in learning material 1 accommodate the critical thinking descriptors made by (cambridge, 2020). the aspects that are almost in every book unit are cts 1, cts 2, cts 3, and cts 4. while aspects not included in the entire chapters are cts 5, cts 6, cts 7, cts 8, cts 9, cts 10, and cts 11, although multiple descriptors exist in some units. as the descriptors of critical thinking skills that are not included in the chapters at all are cts 7, cts 9, and cts 11. according to the data above, the first core area’s three critical thinking skill descriptions were found in almost all units. aspects incorporated into reading exercises in the first textbook include identifying and classifying material. it is important as willingham (2019) stated on his book that effective critical thinking requires content knowledge and steps to develop teaching content that contains critical thinking requires identification and classification skills; noticing patterns and relationships also found in the first book. unfortunately, language teachers in these nations frequently place a higher priority on linguistic precision than on textual criticism (el soufi & see, 2019). even though pattern recognition and its relationships in text really support hots; and interpreting and drawing inferences from arguments and statistics. ebadi and rahimi (2018) mentioned higher-order thinking abilities including analysis, inference, appraisal, deductive reasoning, and inductive reasoning are included in critical thinking as cognitive skills. these abilities are seen to be teachable and transferable. the book also has one descriptor of critical thinking abilities in the second core area: analyzing particular pieces of information or arguments. hence, the idea of critical thinking encompasses all types of knowledge and denotes genuine student involvement in the process of knowledge building through in-depth reflection and thought (saleh, 2019). eventually, several terms, phrases, clauses, and sentences used in instructions, materials, and reading tasks describe critical thinking abilities. in summary, for 8 out of 11 components, the material from book 1 is connected with critical thinking abilities. 2. evaluation of critical thinking techniques in the second available material furthermore, below is the result of the coursebook analysis entitled “new frontiers” which is published by asta publisher. this book has 10 units. the researchers used the same critical thinking skills descriptors by the cambridge life competencies framework. the 11 points (cts 1-cts 11) on this descriptor are used to analyze words, phrases, or sentences in job instructions or exercise problems, as well as critical thinking abilities and justifications. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 125 table 3. the summary of critical thinking skills in the second existing material unit code phrases or words or sentences justification 1 cts 1 cts 4 cts 8 the data underlined in red claims as descriptor cts 1, cts 4, and cts 8. 2 cts 2 cts 4 cts 5 the data highlighted in red refers to descriptor cts 2, cts 4, and cts 5. 3 cts 2 cts 4 cts 5 the data underlined in red claims as descriptor cts 1, cts 4, and cts 5. 4 cts 4 cts 5 cts 10 the data highlighted in red claims as descriptor cts 4, cts 5, and cts 10. mardhiyatuzakiyah, sumarni & darmahusni: analyzing critical thinking skills` aspect… 126 5 cts 2 cts 4 cts 10 the data underlined in red claims as descriptor cts 2, cts 4, and cts 10. 6 cts 1 cts 2 cts 4 cts 10 the data highlighted in red claims as descriptor cts 1, cts 2, cts 4, and cts 10. 7 cts 4 cts 8 cts 10 the data underlined in red claims as descriptor cts 4, cts 8, and cts 10. 8 cts 4 cts 10 the data highlighted in red claims as descriptor cts 4 and cts 10. 9 cts 2 cts 3 the data underlined in red claims as descriptor cts 2 and cts 3. 10 cts 4 cts 10 the data highlighted in red claims as descriptor cts 4 and cts 10. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 127 based on table 3. the english reading material is not fully integrated with critical thinking skills. if we look at all the units in the textbook, then the aspects of critical thinking that are not included in the whole unit are aspects 6, 7, 9 and 11. meanwhile, other aspects are spread over the units in the book. aspect 1 critical thinking skills include identifying and classifying information. units 1, 3 and 6 cover this aspect. in pre-reading unit 1, students are asked to identify the themes to be studied in the chapter by answering warm-up questions about their ambitions for the future. meanwhile the activity in pre-reading unit 3 is classifying the titles of several paragraphs. which is the right title to describe the contents of the paragraphs. in unit 3, aspect 1 is in the “challenges” section. the instruction is to clearly describe the types of traditional clothes originating from various countries in the world including colors, motifs, materials, shapes, sizes, and others. from all the parts included in aspect 1, ilyas (2016) stated that students involvement in learning critical thinking can improve the ability to identify key important points in texts or messages rather than messages that are less important. in addition, units 2, 5, 6, and 9 have aspect 2 which recognizes patterns and relationships. in the pre-reading section (vocabulary in reading text) in unit 2, the activities carried out are matching words with picture objects. the pictures are themed objects needed for school. further activities in unit 5 are also still matching. the difference is that students are asked to align text with pictures because the paragraph is related to pictures. unit 6 is also exactly the same as the activities in unit 5. in the while-reading stage, recognizing patterns and relationships is very useful for understanding ideas. moreover, aspect 2 activity in unit 9 is matching the vocabulary in the text with the simple past tense form. meantime, facione (2015) stated the fundamental critical thinking abilities can be separated into two groups: cognitive skills and dispositional skills. critical thinking is said to be based mostly on cognitive abilities. it calls for the use of six skills: self-control, inference, interpretation, analysis, and evaluation. interpretation skills as one of the six skills of categorizing, decoding significance, and clarifying meaning are considered. furthermore, learning materials that integrate aspect 3 of critical thinking skills are only available in unit 9 where interpretation and drawing conclusions from arguments and data are important. the activity is contained in pre-reading, where there is snippet of blogger then students are asked to draw the right conclusions from the snippet data. the ability to detect, choose what to believe, draw conclusions that are logically sound, formulate assumptions and hypotheses, and comprehend pertinent facts or the implications of this choice is known as inference (atayeva et.al, 2019). learning activities that are part of aspect 4 of critical thinking skills are spread across all 10 book units, except for unit 9. this component demonstrates the necessity of evaluating certain pieces of information or argumentation. furthermore, pravita and kuswandoro (2021) claimed that metacognitive processes of planning, monitoring, and evaluating can be used to categorize critical thinking in reading. this aspect 4 activity is in the form of an assessment of whether the information is true or false. all units that are integrated with aspect 4 are in the “comprehension” section or the post-reading section. but each unit has a different theme. unit 1 deals with the work of family members; unit 2 describes the items you will need for school; unit 3 reads about types of homes around the world; unit 4 reads about modes of transport; unit 5 reads and responds to simple texts about hobbies; unit 6 mardhiyatuzakiyah, sumarni & darmahusni: analyzing critical thinking skills` aspect… 128 learns about clothes worn in other countries; unit 7 reads about street foods; unit 8 reads about people in different time zones; and unit 10 learns about different weather conditions. aspect 5 of critical thinking skills is visible in units 2, 3, and 4. this aspect shows that students must be able to evaluate arguments as a whole. someone can avoid viewing something solely from their own perspective by using critical thinking to perceive it from a wider perspective (ilyas, 2016). activity of aspect 5 in unit 2 is on exercise questions (postreading activity). the students are asked to provide plausible reasons about which school equipment will be used every day and why. then, one question in unit 3 also provides reasons for what kind of house you want to live in and why. while, unit 4 is also similar but with different theme, regarding favorite way to travel and the reasons. furthermore, aspect 8 of critical thinking skills include identifying, collecting, and organizing relevant information. sari and prasetyo (2021) also added that critical thinking is the self-control of judging something, producing interpretation, analysis, evaluation, and inference, as well as exposure using proof, concept, methodology, criteria, or context to inform a choice. this aspect is only found in units 1 and 7. both are found in the post-reading section and the questions refer to “how” which means students are asked to explain and collect information from various valid sources to seek relevant answers. consequently, aspect 10 is accomodated in units 4, 5, 6, 7, 8, and 10. the skill in this aspect includes justifying decisions and solutions. therefore, in order to solve problems and make decisions, students need to be able to think critically. this includes using reasoning and logic to decide what to believe or do based on the mechanism (indah, 2017). this activity provides certain options that are taken by students so that they choose one of many answers as found in these units. unit 4 presents options on attractive ways to travel for students; unit 5 presents choices about whose hobbies are fun among several names and whose hobbies are not; unit 6 presents choices about which type of clothing someone likes the most; unit 7 presents choices about which street food you want to taste; unit 8 presents choices about which places to visit, unit 10 presents choices about why people live in cold or hot places. all answers from activities in these six aspects require justifiable reasons. d. conclusion based on the findings, it can be concluded that there are 8 of the 11 components of critical thinking skills using the it means that by analyzing and evaluating two english coursebooks, we can recognize the existing information and patterns from existing arguments. this will certainly greatly help to improve their critical thinking skills gradually. in addition, the data also showed that the books that do not cover three critical thinking aspects such as cts 7 (identifying and comprehending difficulties), cts 9 (assessing alternatives and suggestions in order to make a decision), and cts 11 (assessing the efficacy of solutions put into practice). it indicates that the books do not accommodate the art of solving problems and making decisions so that students are only accustomed to exploring information, not questioning options and reasons why they should choose that option. in the future the researchers hopes that this research will continue with the development of teaching materials that can accommodate all aspects of critical thinking based on the framework created by cambridge life competences so that the quality of critical thinking in grade 7 students begins to be gradually trained. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 129 references andayani, u., & maryam, s. 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(2020). investigating students’ reading interest on english reading materials through their reading habits during pandemic. elt in focus, 3(2), 14-23. doi: 10.35706/eltinfc.v3i2.4585 https://doi.org/10.1080/2331186x.2020.1720946 http://dx.doi.org/10.3968/j.sll.19231563%2020130701.2717 http://dx.doi.org/10.3968/j.sll.19231563%2020130701.2717 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 139 promoting communication skills as job-ready skills through portfolio assessment yanti nopiyanti sopandi1*, sri setyarini2, isry laila syathroh3 1yantinopiyanti@upi.edu, 2setyarini.english@upi.edu, 3islaisya@ikipsiliwangi.ac.id 1,2universitas pendidikan indonesia, 3ikip siliwangi abstract vocational high school graduates need communication skills to be job-ready. this is a global communication tool and a job-ready skill. however, many difficulties still need in acquiring english communication skills as part of vocational high school preparation for employment, such as body language, mental issues, lack of ideas, grammatical mistakes, etc. thus, effective teaching, learning, and evaluation may address these issues. this research examined how portfolio assessment promotes communication skills and how students react to it. quasi-experimental research used pre-tests and post-test. however, observation and questionnaires are also employed to underpin the tests’ findings and as additional data for a more comprehensive investigation. the experimental group (30 students) and the control group (28 students) were 58 software engineering majors. each group received three portfolio assessment-based therapy sessions. this research revealed three main findings. first, 0.000 is lower than 0.05. h0 is refused, whereas ha is accepted. second, the experimental group's paired sample t-test score is 14.533, substantially greater than the control group's 6.823. third, students prioritized emotive over cognitive and behavioral factors. keywords: communication skills, job-ready skills, portfolio assessment a. introduction job-ready skills are the specific abilities, knowledge, and traits individuals possess that allow smk students o effectively fulfill job obligations and contribute to a company’s success. these qualities are frequently acquired via education, training, and practical experience, and they prepare people for work in a certain industry or business. vocational high school is one of the educations that trains graduates for job-ready skills. a vocational high school is a secondary educational institution with curricula emphasizing practical training, real-world experiences, and industry-specific abilities. it prepares students for employment, competitiveness, and certain distinct talents that may be employed in certain workforces based on their knowledge. this is in accordance with government regulation no. 37/ 2018, which states that the standard of competence of graduates from vocational high schools is centred on skills that increase learners' ability to live independently and pursue further education via occupational training. sopandi, setyarini & syathroh: promoting communication skills … 140 partnership for 21st century skills (2009) says that "job-ready skills" are defined by a group of educators, business leaders, and politicians in the united states as a mix of basic academic courses and 21st-century skills needed for success in the modern workforce. the "four cs" describe these skills, which are:1) critical thinking and problem solving: the ability to examine material, think critically, and solve difficult problems. this means using reasoning, weighing the facts, and making decisions based on what is known. 2) communication: the ability to explain ideas, facts, and opinions differently, such as through speech, writing, and digital media. it also means knowing many different points of view and constantly listening; 3) collaboration: the ability to work well with others, add to team goals, and work well with others. this means understanding other people's points of view, resolving conflicts, and using team members’ skills; and 4) creativity and innovation: the ability to think differently, develop new ideas, and solve problems in new ways. it means being interested, open to new options, and ready to take risks. the partnership for 21st century skills (p21s) report from 2009 discusses the importance of skills like information literacy, media literacy, ict literacy, and flexibility. regarding the above arguments, it is emphasized that students at vocational high schools are required to graduate job-ready. mastering communication skills, particularly communication ability in english, is a vital prerequisite for becoming job-ready. this is not just an aspect of worldwide communication but also one of the job-ready talents that may help them advance in their careers. english not only adds significant value to individuals who study it, but it is also the language of the global world, facilitating worldwide business and providing competitiveness in achieving better employment opportunities. english communication or oral english proficiency is the capacity to communicate efficiently in the english language through speaking (setyarini et al., 2018). this is one of the general abilities required for a fresh graduate to thrive in their work, according to morreale & pearson (2008). human resource managers at jakarta startup firms agree that graduates must have a comprehensive understanding of english communication skills (putri, 2022) to be successful in their careers and contribute to the company's success (du-babcock, 2006). communication skills are essential for students in vocational high schools. fitriani & ilyas (2019) discovered that presenting skills, as one of the communication skills, increased students' self-confidence, language proficiency, writing, and presentation abilities. suroto et. al (2017) stated that business communication skills, particularly business presentation, may help vocational students create a career by helping them find a job, continue their education, and start a firm as an entrepreneur. asih & ellianawati (2019) discovered that project-based learning increased students' verbal communication abilities, including the ability to express viewpoints, master content, present reports, ask and answer questions, and write clear and intelligible information. reed & & spicer (2003) discovered that high school teachers thought abilities related to discourse management methods were more significant than other skills for grade 10 teenagers' communication with them as instructors. overall, the articles imply that presenting, verbal, and written communication abilities and presentation skills are necessary for vocational high school students to thrive in their future employment. however, there are still many obstacles to mastering english communication skills as part of vocational high school preparation for employability. multiple studies have demonstrated that indonesian vocational high school students encounter numerous obstacles in mastering eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 141 english communication skills, particularly speaking. milania et. al (2022) found that students endure internal and external challenges, whereas sitorus et. al (2022) identified specific challenges such as pauses, fillers, mental problems, lack of ideas, grammatical errors, and inadequate vocabulary. according to anhar et. al (2021), students need to be able to use transactional english in some fields, such as the information and technology (it), marketing, and tourist industries, to assist in their future jobs. widianingrum et. al. (2020) researched the industry demands for office communication skills during the 4.0 industrial revolution. their findings concluded that various competencies need to be updated and added to enhance students' capacities to deal with the development of office communicationrelated businesses. as the studies have stated, there is a need to improve the teaching and learning of english communication skills to prepare students for their future employment better. specifically, this preparation should focus on improving students' english communication skills. to answer the above challenges, providing appropriate english teaching-learning strategies, including the proper assessment, can shape the students’ communication skills. one of the appropriate assessments to improve this skill is using the portfolio assessment as an alternative assessment. a portfolio can be used to evaluate students' work effectively. like a paper-based portfolio, a portfolio has advantages in testing language abilities. it aids in the development of student’s performance, the development of instructors' responsibilities, the support of learning, the encouragement of student engagement, the enhancement of the testing process, the improvement of student’s independent learning, and the maintenance of lifelong learning (barrot, 2015; cheng, 2008). huang & hung (2009) emphasized that portfolios help students strengthen their communication skills by allowing them to write in and out of class. furthermore, preserving portfolios allows students to get teacher and classmates’ feedback. a portfolio can be used to evaluate students' work effectively. portfolio assessment in promoting communication skills plays an essential role. according to williams (2001), portfolio assessment can provide a clearer picture of students’ communication skills and valuable feedback for students. this can lead to improved communication skills and better outcomes for the programs among students. franco et al. (2020) determined that portfolio assessment is a valuable tool for training students’ communication skills and professionalism. the study discovered that a three-activity portfolio that includes course assessment and learning, self-efficacy activity, and free reflective writing could help enhance teaching and learning, encourage reflection, and connect reflection with practice. portfolio assessment boosted students' speaking learning process and was extremely helpful for their english-speaking ability growth since they could see their own scores and gauge their progress. portfolio evaluation can potentially improve lecturers' abilities to analyze students' speaking skills and promote student engagement and attention to the learning process (hapsari et al., 2021). however, this research has been conducted previously. previous research indicates that portfolio assessment can efficiently promote and evaluate communication skills in higher education. isaias & issa (2013) found that incorporating assessments of communication skills, such as reflective journals and presentations, can improve students' communication skills and self-esteem. as determined by paretti (2004), who examined the use of e-portfolios in evaluating student and programmatic success, e-portfolios are a viable alternative to paper portfolios. aitken (1994) discussed using portfolios to evaluate program objectives, such as sopandi, setyarini & syathroh: promoting communication skills … 142 communication skills, and developing a computer-mediated assessment. williams (2001) analyzed the use of portfolios in evaluating engineering communication, highlighting the significance of explicit communication of portfolio objectives and the effectiveness of reflective statements. however, there is a lack of research on how portfolio assessment can promote communication skills as job-readiness skills. this study aimed to investigate: (1) the effect of portfolio assessment on promoting students' communication skills; and (2) students’ response to the portfolio assessment approach for promoting students' communication skills. b. method the researchers utilized a quasi-experimental method in their study. this study's data was gathered using a pre-test and a post-test. students in this study were chosen from two classes in the eleventh grade specializing in software engineering from one of the vocational high schools in the bandung area. consequently, 58 pupils were chosen and divided into two groups by the school: the control group (28 participants) and the experimental group (30 participants). the experimental group consists of students who receive treatment for promoting communication skills and are evaluated through portfolio assessment. in contrast, the control group consists of students who receive treatment for promoting communication skills and are evaluated through formative tests assigned by the school, each of which receives treatment for three meetings. the independent variable in this study is portfolio assessment, while the dependent variable is communication skills as job-ready skills. however, observation and questionnaires are also employed to underpin the tests’ findings and as additional data for a more comprehensive investigation (cook et.al., 2002; hattie, 2012) the testing procedure, the distribution of questionnaires, and the observation were the three methods that were used to collect data. after the post-test, as well as during the treatments themselves, questionnaires were given out. the instrument's validity and reliability were considered during the instrument analysis test. the data analysis processes involved data normality and homogeneity, paired sample t-tests, and regression tests. in addition to that, the replies to the questionnaire and the observations include both positive and negative remarks. this study analyzes data from questionnaires and observations using several methodologies based on the likert scale. according to sugiyono (2013), the likert scale is an instrument that may be utilized to evaluate an individual's or group's attitudes, points of view, and perceptions of social phenomena. the range of possible scores is from one to five. how respondents react to statements is affected by each scale component: strongly agree, agree, hesitate, disagree, and strongly disagree. when calculating, hadi (2014) made use of the following equation: p = f/n x 100%. c. findings and discussion this section includes statistics on the effects of portfolio assessment on students’ communication skills as a measure of their readiness for the workforce. when analyzing the test results, the instrument's validity test, reliability, difficulty level, and differentiability are all considered. after conducting tests, it was determined that all of the findings were accurate. the acquisition of the validity level for question number one was found to be 0.677, while the validity level for question number two was 0.886, question number three was 0.946, and question number four was to be 0.886, question number three was found to be 0.946, and question number four was found to be 0.864. the interpretation of validity offered eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 143 by daniel et al. (2019) lends credibility to the conclusions presented here. according to the calculation study of the instrument reliability coefficient of the test results, the reliability of the test is extremely high for the questions for which the 69-reliability coefficient is 0.92 based on the classification reliability coefficient that utilizes spss 26 version. the study found that the reliability of the test was extremely high for the questions for which the 69reliability coefficient was 0.92. in light of these findings, it is possible to employ the instrument test for both the pre-test and the post-test. the following is a rundown of the findings from the various analytical tests that were carried out: 1. the effect of portfolio assessment on students’ communication skills. the first analysis employed regression analysis. it is discussed how one variable, known as the dependent variable, affects another, known as the independent variable. in other words, this study aims to determine how the portfolio assessment influences students' communication skills. statistical assumptions for basic linear regression data are as follows: a) if the significance value < 0.05, then ha is accepted. b) if the significance value > 0.05, then ha is rejected. the following findings were obtained as a result of the processing of the data using the basic regression linear analysis function of the spss 26 application for microsoft windows: table 1. the results of a linear test based on a simple regression model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 19.476 4.125 4.722 .000 tbl .441 .132 .533 6.495 .000 the findings of simple linear regression data processing were then examined to see if they could predict the dependent variable. in other words, whether portfolio assessment affects students' communication abilities were tested. using the method from sugiyono and susanto (2015), a simple linear regression equation may be constructed based on table 1. y = ɑ + bx. the value of (a) is known to be 19,476. because this is a constant quantity, if there is no portfolio assessment (x), the constant value of communication ability (y) is 19,476. and (b) is the regression coefficient number with a score of 0.441. this chart indicates that with every 1 value addition of the portfolio assessment (x), students' communication skills (y) are affected. as a result, portfolio assessment has an effect on students' communication skills. to put it another way, the regression equation is y=19,476 + 0.441x. furthermore, in relation to hypothesis testing, the table above may be used to determine that the significance value is 0.000 less than 0.05. as a result, h0 is rejected while ha is approved, implying that "there is an effect of portfolio assessment on students' communication ability." it is in accordance with the findings of kusmiart et al. (2020), who discovered that students' communication skills improved greatly after getting the treatment. 2. the difference of enhancement sopandi, setyarini & syathroh: promoting communication skills … 144 in the second step of the study, the paired sample t-test was used to assess whether or not there is a significant difference in mean between two samples that are either paired or linked to one another. the outcomes of the paired sample t-test analysis are presented in table 2, which includes the following: table 2. paired sample t-test paired differences t df sig. (2-tailed) mean std . de viat ion std . err or me an 95% confidence interval of the difference lower upper pre-test 3.6 .76 29 .000 experiment 14.533 98 14 15.06 13.86 17.3 post-test 8 2 40 experiment pre-test -6.823 3.4 .87 -7.862 -5.068 28 .000 control 31 13 9.25 post-test 3 control the preceding table shows the significance value, often known as sig. (2-tailed), is 0.000 rather than 0.05. in relation to this finding, it was determined that ha was granted acceptance. this study’s findings indicate a significant disparity between the means of the post-test for the experimental group and the control group. a difference in the values was found between before and after therapy, according to the paired sample t-test. the results suggest that the student is making progress toward a higher score. clearly, this illustrates that the review of students' portfolios has an impact on the students' ability to communicate. it has been determined that the value of the experimental class is higher than that of the control class. the change in these values between the pre-test and post-test scores is significant enough to be considered significant. in addition, there is a distinction between the mean value increase of the experimental class, which is 14.533 percentage points more than that of the control class, which is only 6.823 percentage points. 3. students’ responses after using portfolio assessment a questionnaire and observations were used to obtain attitude data. the questionnaire in the study had 20 statements. after evaluating students using the portfolio evaluation, each questionnaire was used to determine their emotional, behavioral, and cognitive abilities. the questionnaire and observation results were separated into positive and negative remarks. table 3 shows the results of students' replies after being taught through portfolio assessment. table 4 shows the results of the observation sheets data. table 3. questionnaire responses from students positive statements no affective aspect 5 4 3 2 1 eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 145 1 i'm curious about portfolio assessment as a means of improving my english skills. 12% 82% 6% 0% 0% 2 after being trained with a portfolio assessment strategy, i felt more comfortable speaking english. 12% 82% 6% 0% 0% 3 after being introduced to the portfolio assessment method of instruction, my motivation to communicate in english increased. 25% 75% 0% 0% 0% no cognitive aspect 5 4 3 2 1 4 after being introduced to the portfolio assessment method of instruction, i was more confident using my body language when i presented my assignment. 7% 83% 10% 0% 0% 5 after being introduced to the portfolio assessment method of instruction, i could make sentences in english with proper grammar. 0% 55% 40% 5% 0% 6 my vocabulary has increased after using the portfolio assessment. 0% 85% 15% 0% 0% 7 my ability to express an idea is increased after using the portfolio assessment. 8% 60% 32% 0% 0% 8 after utilizing portfolio assessment, i have a deeper comprehension of the meaning and intention of each statement while using english. 0% 81% 19% 0% 0% no behaviour aspect 5 4 3 2 1 9 after using the portfolio assessments, i want to make my own video presentation. 0% 46% 54% 0% 0% 10 i will use the portfolio assessment strategy to promote my communication skills as job-ready skills. 0% 46% 54% 0% 0% negative statements no affective aspect 1 2 3 4 5 11 i am not curious about portfolio assessment as a means of improving my english skills. 0% 0% 20% 73% 7% 12 after being trained with a portfolio assessment strategy, i did not feel more comfortable speaking english. 0% 0% 24% 76% 0% 13 after being introduced to the portfolio assessment method of instruction, my motivation to communicate in english did not increase. 0% 0% 0% 100% 0% no aspect of cognitive 1 2 3 4 5 14 after being introduced to the portfolio assessment, i was not confident using my body language when i presented my assignment. 0% 0% 90% 10% 0% 15 after being introduced to the portfolio assessment method of instruction, making sentences in english with proper grammar was difficult. 0% 13% 27% 60% 0% sopandi, setyarini & syathroh: promoting communication skills … 146 16 my vocabulary mastery did not increase after using the portfolio assessment. 0% 0% 0% 100% 0% 17 my ability to express an idea did not increase after using the portfolio assessment. 0% 0% 5% 95% 0% 18 after utilizing the portfolio assessment, i did not have a deeper comprehension of the meaning and intention of each statement while using english. 0% 0% 10% 90% 0% no behaviour aspect 1 2 3 4 5 19 after using the portfolio assessments, i was not interested in making my own video presentation. 0% 0% 42% 58% 0% 20 i will use a different strategy to promote my communication skills as highly employable skills. 0% 0% 0% 100% 0% as shown in table 3, the effective portions of the questionnaire are listed at numbers 1, 2, 3, 11, 12, and 13, which can be observed by consulting this table. based on the analysis's explanation, one can reach the following conclusion: in general, students assert that the efficacy of students, such as motivation and interest in learning, has a positive impact on using the portfolio assessment approach to develop their communication skills. this method has a positive impact. this is evidenced by the computation of the data, which revealed that 91% of it could be comprehended adequately (farid, 2018). in addition, there are assertions numbered 4, 5, 6, 7, 8, 14, 15, 16, 17, and 18 regarding cognitive aspects. at least five distinct categories of communication skills assessment pertain to this facet, and they have to do with accuracy, language, body language, vocal usage, and expressing and organizing ideas. according to farid (2018), 82% of students reacted favorably to the course. this can be inferred from the numerous comments made regarding this particular characteristic. the final aspect is behavioral. this aspect examines how the portfolio assessment strategy is implemented and utilized by english language learners on a daily basis. this aspect appears in statements 9, 10, 19, and 20. after the statements have been calculated, analyzed, and accumulated, it can be concluded, based on farid's (2018) interpretation, that 62% of the student responses to the behavioral aspect indicate a positive response. table 4. the result of observations sheet data no statement meetings positive statement 1 2 3 1 students are more curious about using portfolio assessments to improve their english communication skills. 3 4 4 2 students easily understand the portfolio assessment delivered by the teacher because it is more comfortable. 3 4 4 3 the portfolio assessment encourages students to improve their english communication skills. 3 4 5 4 students enjoy their evaluation of learning english using portfolio assessment. 3 4 5 5 students are motivated to improve their communication skills using portfolio assessment. 2 4 5 6 the portfolio assessment gives students more space and opportunities to speak and improve their communication 3 4 4 eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 147 skills. 7 using portfolio assessment, students can be more creative with their assignments. 3 4 5 8 the students readily comprehend the material and assignments because the teacher provides plain study instructions. 2 4 4 9 when preparing for class, students may speak freely in english. 3 4 4 10 the method employed has the potential to improve the ability of students to communicate in english. 2 3 4 negative statement 11 students are dissatisfied and uninterested in studying english utilizing the portfolio assessment strategy. 3 4 4 12 students struggle to comprehend the english material and assignments the teacher gives because the learning assessment is not enjoyable. 3 4 4 13 students utilizing portfolio assessment to turn in assignments often report feeling ashamed of their english language skills. 3 4 4 14 students dislike learning through portfolio assessments. 2 4 5 15 when employing the portfolio assessment, students have a lower motivation to study. 3 4 5 16 students' potential to improve their english communication skills may be hindered due to the assessment strategy. 3 4 5 17 when employing this strategy of assessing students' progress in english learning, students tend to be unengaged in class. 3 4 5 18 students don't understand how to do the assignments and tests. 2 4 4 19 when working in class, students have less freedom to use their english. 3 4 4 20 the strategy does not assist students in learning how to communicate. 3 3 4 total percentage 57 % 77% 89% means of percentage 75% observation category good the findings of the observations allow for the possibility of drawing the conclusion that the pupils made progress due to being instructed to utilize the portfolio evaluation strategy. it is possible to interpret seventy-five percent of the observed proportion of outcomes as indicating acceptable criteria. 57% of the total was yielded during the first meeting. this result was impacted by the observer's assessment of the students' bewilderment and lack of comfort with the researcher's techniques and instructions, as well as the fact that many students were still bewildered despite the researcher’s efforts. additionally, this result was influenced by the fact that the researcher's methods and instructions were uncomfortable for the students. in addition, the percentage grew from the first meeting to the second, rising to sopandi, setyarini & syathroh: promoting communication skills … 148 77% compared to the first meeting's results. this was because students started to embrace the behavior, learning, and assessment techniques the researchers offered and the instructions were clearer. additionally, this was owing to the fact that the instructions were made clearer. however, there was still skepticism over the efficacy of this strategy in improving students' abilities to communicate effectively. at the third meeting, the results showed a significant increase of 89%, which was influenced by the fact that the observer saw that the students were accustomed to and enjoyed the given learning and assessment strategies and that the portfolio assessment improved students’ communication skills. additionally, the results were influenced by the fact that the observer saw that the students were accustomed to and enjoyed the given learning and assessment strategies, and that they enjoyed the given learning and assessment strategies. the use of a portfolio assessment method, which can have an effect on students' interest, motivation, and capacity to communicate in english, is one of the ways in which observer contributes positively to the growth of students.. it is possible to draw the following conclusion from the research findings: portfolio assessments significantly affect students' communication abilities. the test’s basic linear regression model findings make this very clear. the findings of the paired sample t-test, which revealed the same significant value, and the results of a rise in the mean value in the experimental class, which was bigger than the mean value in the control class, both support this hypothesis. this is consistent with the findings of prior studies carried out by daniel (2019) and hapsari et al. (2021), both of which demonstrated a discernible rise in the level of communication proficiency exhibited by students after being exposed to the portfolio assessment approach. however, there are some discrepancies regarding the sample utilized and the kind of assignment set. in the prior research, college students were used as the sample, and the sort of task that was being investigated was speaking for ordinary lectures and communication in the form of groups or individuals. in contrast, the evaluation approach utilized in this research is known as the portfolio assessment. students can demonstrate their work in a way that reflects their interests, abilities, and performances, such as their communication skills, using one of the alternative forms of assessment known as a portfolio evaluation. it is consistent with the findings of li-ping & ahmad (2022), who discovered that there was a significant improvement in the student’s capacity to communicate with one another. in addition, the test results that demonstrated a strong influence are backed up by the findings of the reactions and observations of the students. the student response questionnaire discovered that each indication indicating the student's response to students' communication skills showed extremely high results, particularly from the affective component, which showed a percentage of 91%. this was notably notable compared to the other indicators, which showed less favorable findings. the findings on the observation sheet, which demonstrate that characteristics of affect such as motivation, emotions, and encouragement to be more passionate about learning using the portfolio assessment approach while receiving treatment, support these results (sunawan et al., 2019). the findings on the observation sheet also reveal that the findings on the observation sheet support these results. the cognitive component is then shown promising outcomes by achieving a score of 82%. afterward, the results of this element were favorable. the test findings, which revealed a rise of 14.6% compared to the control group's result of just 7.8%, provide credence to this assertion. however, there are several areas in which students' grammatical mastery abilities eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 149 only slightly improved, specifically 56% in positive statements and 61% in negative statements; hence, when means are included, the findings become 58.5%, which is a favorable response. the findings might be considered less significant overall when compared to other cognitive qualities, such as accuracy, the use of language, body language, and expressing and organizing ideas. the accumulation of student replies with a percentage of 82%, which is also backed by observation sheets indicating an increase in each meeting, may be said to lead to an improvement in students’ cognitive ability, which can be said to occur over time. last but not least, the behavioral component increased by 62%, which was a smaller increase than the previous two. there are contradictions when the results of the questionnaire are contrasted to the students' responses to the positive and negative statements. in contrast to the positive response rate of 61% for the negative statement section, the positive response rate for the positive statement section is only 44%. this is due to the meaning and essence of each statement, wherein the affirmative statement in the first point encourages students to continue utilizing the portfolio strategy. in contrast, the majority of students, 56%, need clarification and provide a hesitant response. this is determined by the significance and meaning of each statement. however, the first item in the section on negative statements indicates that 61% of students responded affirmatively; despite not being interested in creating a portfolio, they stated that they disagreed. the second point is identical, wherein there are inconsistencies in student responses to statements 10 and 20; for positive statements, only 44% of students responded positively, in contrast to the negative statement section, where 100% of students responded positively to responses to negative statements. this may be due to students' reluctance to experiment with novel techniques to improve their communication skills. in addition, if we evaluate students' perspectives on assignments, such as homework, we find that some students view assignments as a burden and need more motivation to complete them. this is consistent with the findings of the study by baas et al. (2021), which demonstrate the influence of student learning motivation on assignment completion and reveal that students lack the motivation to learn. d. conclusion it is possible to draw the following conclusion from this study's outcomes: portfolio assessments substantially influence students' communication abilities. in addition, there is a greater favorable reaction from students who use this approach than there is from students who do not use this method, with enhanced desire, willingness, and capacity of students to learn english and improve their ability to communicate in english. students can improve their level of independent learning by practicing a method that is enjoyable to them. however, for students to be steered in the right direction, instructors still need to play a significant part in using this portfolio evaluation technique as a tool to lead their students. thus, the researchers should address the constraints and identify future possibilities to improve the generalizability, reliability, and practical application of portfolio evaluations in educational contexts. references aitken, j.e. 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(2001, june). the ability to communicate effectively: using portfolios to assess engineering communication. in 2001 annual conference (pp. 6-978). https://doi.org/10.15294/dp.v15i1.24348 sebuah kajian pustaka: eltin journal: p-issn 2339-1561 journal of english language teaching in indonesia e–issn 2580-7684 161 foreign language speaking anxiety on high-oral proficiency students: an interview study m. rafli1*, ahmad bukhori muslim2 1mrafli@upi.edu, 2abukhmuslim@upi.edu universitas pendidikan indonesia abstract is it accurate to assume that students with high levels of spoken english proficiency do not encounter foreign language speaking anxiety? while multiple studies have investigated foreign language speaking anxiety among high-english proficiency students, the findings have been inconsistent and inconclusive. furthermore, most of the existing research has focused on high-english proficiency students in general, without specifically examining spoken english proficiency. to address this research gap, this study aims to provide insights into the experience and sources of foreign language anxiety among students with high oral proficiency. the study employed a qualitative research design, with participants consisting of master's degree students who had demonstrated high oral proficiency through validated tests. one-on-one in-depth interviews were conducted to explore their learning and communication experiences in english as a foreign language (efl). the findings reveal that students with high oral proficiency still experience foreign language speaking anxiety. the sources of anxiety identified into five major points: 1) fear of making mistakes, 2) classmates, 3) lecturer, 4) classroom, and 5) self-efficacy. the implications of these findings for foreign language teachers are discussed. keywords: efl students, english majors, foreign language anxiety, foreign language speaking anxiety, high-oral proficiency students a. introduction the english proficiency index (ef epi) report of 2022 emphasizes the need for improved english language education in indonesia due to the country's low english proficiency ranking. this result is related to the research conducted by nurweni & read (1999), which demonstrates that indonesian students have a vocabulary that falls short of the desired level. the research revealed that first-year non-english major students in indonesia have an average vocabulary approximately 1226 english words. however, this falls short of the expected standard, as students ideally require a vocabulary of at least 3,000 to 5,000 words to comprehend unsimplified, nonspecialist texts adequately (cobb, 2007). this inferior english language proficiency can contribute to the foreign language speaking anxiety. foreign language speaking anxiety is influenced by various factors beyond language proficiency. luo's (2012) research proposes a four-dimensional model of foreign language anxiety, highlighting learner characteristics such as competitiveness, perfectionism, fear of negative evaluation, low self-esteem, and learner beliefs. empirical evidence supports the rafli & muslim: foreign language speaking anxiety … 162 association between perfectionism, fear of negative evaluation, and anxiety. low self-esteem or self-perception can contribute to anxiety when learners compare themselves to others. unrealistic learner beliefs, such as overemphasizing correctness or expecting rapid fluency, can also lead to anxiety when expectations aren't met. the classroom environment is another dimension of foreign language anxiety. the teacher's role and behaviors can contribute to anxiety, with "authoritarian" teachers inducing more stress. classroom practices like requiring students to speak in front of the class, frequent oral quizzes, and calling on students can increase anxiety levels. fear of public speaking, being the center of attention, and test anxiety are common causes. student relationships and comparisons with peers also play a role, with anxiety decreasing when students develop supportive relationships and feel less judged. due to its acknowledged impact on language learning success, foreign language anxiety has been the subject of extensive research. numerous researchers have investigated foreign language anxiety with varying variables since 1970’s. moreover, to attain more specific findings and conclusions, the research of foreign language anxiety is specified into skillbased foreign language anxiety; reading, listening, writing, and speaking. among all those, speaking is confirmed as the most anxiety-causing aspect in l2/fl learning (hammad & ghali, 2015; karatas et al., 2016; kelsen, 2019; liang & kelsen, 2018; marzec-stawiarska, 2014; woodrow, 2006; zhang & ardasheva, 2019). this particular phenomenon, commonly known as foreign language speaking anxiety (flsa). many studies conducted in indonesia have highlighted students' linguistic competence or english proficiency as the most significant contributing factor to foreign language speaking anxiety (abrar et al., 2016, 2022; eddraoui & wirza, 2020; mukminin et al., 2015). consequently, the students who have low english proficiency has a more chance to experience foreign language speaking anxiety. in light of this, a question arises as to whether components of speaking anxiety can be observed among high-proficiency english students who seemingly speak without any difficulties and with fluency. it is commonly believed that students with high proficiency in a foreign language do not experience anxiety when speaking the language, but is it true? this question becomes worth topic to research then because the topic holds unique significance as it remains debatable and questionable. there is inconsistent finding about the relationship of foreign language speaking anxiety and students’ proficiency. several researches found it does affect the students’ foreign language speaking anxiety, while the others do not. many researchers have cited woodrow's (2006) statement that students' foreign language speaking anxiety decreases as their proficiency increase. however, this assertion was contradicted by balemir (2009), who attributed the findings to research conducted in english as a second language (esl) contexts where learners have more opportunities to enhance their oral proficiency. this discrepancy adds further intrigue to the question at hand. despite numerous studies examining the anxiety associated with speaking a foreign language with a variety of variables, research on advanced learners remains extremely limited. besides, tóth (2011) declared that more attention should be paid to anxiety at higher levels of proficiency. the previous study which research foreign language speaking anxiety on advanced learner is conducted by marzec-stawiarska (2015). the participant of this research are 1st year extramural ma students, specialising in efl teaching. the participants had successfully passed practical english tests (reading, listening and writing) at the level of certificate of https://www.researchgate.net/profile/zsuzsa-toth-2 eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 163 proficiency in english with results above 60 % of the total number of possible points. the study found that participants experience stress and worry in the context of speaking a foreign language. the research provides the students’ overall proficiency not focusing on oral proficiency. balemir (2009) in his thesis stated that the students’ general proficiency may not be a reflection of their oral proficiency. thus, learners’ overall proficiency (or being more proficient) does not necessarily help them to overcome their foreign language speaking anxiety. therefore, in this current research, the research intends to give two dimensions of students’ proficiency, overall proficiency and oral proficiency. the study which provided the data of students’ oral proficiency is undergone by tsang (2022). this mixed-method research used hkdse (the hong kong diploma of secondary education) in english speaking. the finding found that students’ levels of efl spoken proficiency are moderately negatively correlated with their level of anxiety and spoken proficiency was significant in predicting anxiety, accounting for around 10% of the variance. however, the research focuses on oral presentation which is attributed to foreign language speaking anxiety and the research not focuses only on high oral proficiency students but also specified the students into three levels; high, intermediate, and low. to fill the gap, the current research researches on foreign language speaking anxiety which not only focuses on public speaking. the anxiety can be happened while communicating using english language in public, in small groups, in meetings, and in dyads (mccroskey & richmond, 1982). moreover, the present research only focuses on students with high oral proficiency. in indonesia, the research on foreign language speaking anxiety mostly focuses on the level of education; senior high school (e.g., eddraoui & wirza, 2020; maulidia et al., 2022; mukminin et al., 2015; nurilahi & suhartono, 2022) and university (e.g., abrar et al., 2016; akbar et al., 2018; antoro, 2016; fitriah & muna, 2019; nur hayati & kaniadewi, 2022; pakpahan & gultom, 2021; rachmawati & jurianto, 2020). there is a research conducted by nurmansyah & nurmayasari (2018) who take low speaking proficiency students’ at english department program with because the writer assumes that low students' more often experience anxiety than children who are high and mid in english learning speaking skill. the students’ speaking proficiency gained through the recommendation of their english teaching from english test. currently, there are no data about foreign language speaking anxiety on high oral proficiency students in indonesia. to date, only a limited number of research about foreign language speaking on high oral proficiency students have been identified. therefore, the purpose of this study is to address this issue, add more literature and offer a fresh perspective within the context of indonesia. b. method this study employs a qualitative research design to acquire a comprehensive and nuanced comprehension of foreign language speaking anxiety (flsa) among advanced-level language students. this approach is supported by yin (2016), who advocates for qualitative methods as a means to investigate phenomena in depth. the primary objective of this study is to collect the subjective perspectives and experiences of participants in order shed light on the various factors that contribute to flsa. to ensure the selection of a representative and insightful sample, a technique of purposeful sampling was employed, targeting individuals with extensive knowledge and experience in the field of advanced language acquisition. this methodological choice is consistent with the advice provided by sargeant (2012), who emphasized the significance of purposeful subject selection in qualitative research, with the rafli & muslim: foreign language speaking anxiety … 164 goal of including participants who can offer valuable insights and enrich our understanding of the investigated phenomenon. the research involves three participants who are master’s degree students in the english education department of in one of state universities in west java. the decision to select master's degree students is based on the difficulty in getting bachelor's degree students with a b2 english proficiency level in indonesia. the first participant is a 26-year-old female with four years of experience as an english teacher. she tested her english proficiency using the english score by british council, earning a score of 489 on the core test and 472 on the speaking test, which corresponds to the b2 level or upper intermediate level. the second participant, a 25-year-old male, also holds the role of an english teacher and possesses four years of teaching experience. he has one-year experience in teaching speaking skills at a university in west java. similar to the first participant, he employs the english score by the british council to evaluate his english proficiency. his core test outcome is not provided, while his speaking test score amounts to 410, indicating a proficiency level classified as b2 or upper intermediate. the third participant, a 28-year-old male, has a five-year teaching background with a primary emphasis on delivering speaking classes. he underwent assessment through the ielts proficiency test and obtained an overall score of 7.0, with a specific score of 7.5 in the speaking component. all of the participants are classified as high oral proficiency students as explained in literature review and qualified as the participant of this research. the present research used an interpretative analysis approach, which consisted of three distinct stages: deconstruction, interpretation, and reconstruction (miles & huberman, 1994, cited in sargeant, 2012). this methodological framework was selected to facilitate a thorough analysis and comprehension of the collected data. figure 1. data analysis the detail explanation of the stages was described below: 1. deconstruction is the process of breaking collected data into its components in order to obtain a comprehensive understanding of its contents. it entails a comprehensive examination of interview transcripts followed by categorization or classification of the data to accurately describe its content. 2. interpretation follows the deconstruction phase and entails making meaning of the encoded data. this involves contrasting the codes and categories within and between transcripts, as well as examining variables regarded important to the study (e.g., year of residency, discipline, faculty engagement). techniques employed in the interpretation process include engaging in discussions and comparisons of codes among members of the research team, actively seeking both similarities and differences among identified themes, comparing findings with those from previous studies, exploring theoretical frameworks that may illuminate relationships among identified themes, and exploring deeper into negative results that do not align with the dominant themes. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 165 3. reconstruction is the subsequent stage of analysis in which the significant codes and themes are synthesized and presented in a way that demonstrates the relationships and insights derived during the interpretation phase. this method involves presenting one or two central ideas that emerge as overarching themes, with supporting subthemes that contribute to the central ideas. reconstruction requires interpreting the findings by framing and aligning them with existing theories, evidence, and practices. c. findings and discussion the findings from the interviews conducted with the high oral proficiency students unveiled that they continue to encounter foreign language speaking anxiety despite their proficiency level. the intensity of their foreign language speaking anxiety varies based on the particular situations they encounter. presented below are excerpts from the interview transcripts wherein the participants were questioned about their experiences with foreign language speaking anxiety and the corresponding levels of anxiety they perceive. [when i'm teaching, i feel pretty relaxed speaking english. but, you know, when i have to give a presentation in front of my classmates, that's when my anxiety sets in. the level of my foreign language speaking anxiety is dynamic. occasionally it is quite high, and other times it is moderate or even low. my anxiety level increases significantly when i'm taking a test. i appear to be in panic mode. however, once i begin delivering the presentation, the anxiety progressively decreases commonly.] (participant 1) [yes. especially when i have a student who has spent many years in an english-speaking country and speaks english fluently. as a student in the classroom, i experience anxiety when speaking english during presentations and one-on-one interactions with others whose english is superior to mine. my level of anxiety when speaking a foreign language is generally moderate, but it can be high during examinations, such as the examination of a research proposal.] (participant 2) [yes, i still experience it, but only in specific situations. similar to when i have an exam and my teacher evaluates me. i am frequently anxious because i am concerned about my performance. occasionally, i overthink my words in an attempt to earn a good score. when i am teaching, i ensure that my classroom has a friendly environment. consequently, i don't feel anxious about speaking english during those moments.] (participant 3) the above-mentioned finding aligns with the prior study conducted by marzec-stawiarska (2015), despite the distinction in students' proficiency. while the previous research examined students' overall proficiency without specific emphasis on oral proficiency, the present study focused specifically on oral proficiency and disclosed that high oral proficiency students still encounter foreign language speaking anxiety. this current research lends further support to the claim made by tóth (2011) that foreign language anxiety is not limited to the beginner who are in the beginning stages of language learning. rafli & muslim: foreign language speaking anxiety … 166 the current study does not provide direct validation of the participants' level of foreign language speaking anxiety because the measurement of foreign language speaking anxiety relies on a closed-ended questionnaire using the foreign language classroom anxiety scale (flcas) by horwitz et al (1986) or foreign language speaking anxiety scale (flsas) by öztürk & gurbuz (2014). nonetheless, the insights gleaned from the interviews gave emphasis on the participants' perceived levels of foreign language speaking anxiety, which are predominantly in the moderate level. only the second participant acknowledged that his oral proficiency has a substantial impact on his foreign language speaking anxiety. in contrast, both the first and third participants reported that their oral proficiency have little effect on their foreign language speaking anxiety. below are the responses of the participants regarding the importance of oral proficiency in relation to their anxiety when speaking a foreign language. [my oral proficiency does have a little effect on how i feel when speaking a foreign language. however, what really matters to me is the audience i'm speaking to. if i have an audience that judges me, it doesn't matter how good my language skills are, i'll still feel anxious about speaking in a foreign language.] (participant 1) [my level of anxiety is greatly influenced by my proficiency with a foreign language. i sometimes have anxiety because in my perception my friends or my students are way better at speaking than i am. they seem to have a greater level of oral proficiency than i have, which makes me anxious and nervous to speak.] (participant 2) [i'm so overconfident that it doesn't actually affect me. my speaking abilities weren't as strong as they are today when i initially began studying english in 2017, but i didn't really care at the time. i didn't worry too much and simply started speaking english. you know, that's just the way i am. the degree to which i feel anxious while speaking a foreign language is more influenced by my personality.] (participant 3) from participants response above, their oral proficiency might be not only the factors that can decide their level of foreign language speaking anxiety. the personality is another major aspect that can decide their level of foreign language speaking anxiety. it can be that the students who have high oral proficiency with introvert personality experience the high level of foreign language speaking anxiety and the low oral proficiency student with extrovert personality experience low foreign language speaking anxiety level. moreover, the audience and the situation also can be decided the level of foreign language speaking anxiety. therefore, it is not as simple as the statement from woodrow (2006) and the finding from abrar et al. who declared that when the students’ proficiency increases, the level of anxiety decreases. it is why the reason some experts believed that the issue of language anxiety is complex and multi-dimensional (pappamihiel, 1999; price, 1991; yan & horwitz, 2008). however, in most cases oral proficiency does give the effect for the students in their anxiety but it cannot be the main point or decider to their foreign language speaking anxiety. after deconstructing the data of interview, the authors found some sources contributed to the high oral proficiency students’ foreign language speaking anxiety. eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 167 conforming to the responses of the participants, oral proficiency alone may not be the only factor that determines of anxiety when speaking a foreign language. personality also plays a substantial role in determining an individual's speaking anxiety level. for example, individuals with high oral proficiency and introverted personalities may experience higher levels of anxiety, while those with low oral proficiency and extroverted personalities may experience lower levels of anxiety (vural, 2019). in addition, the audience and the specific situation in which speaking in a foreign language takes place can also affect the level of anxiety associated with doing so. thus, the relationship between proficiency and anxiety is not as straightforward as implied by woodrow (2006) and the findings of abrar et al. (2016), who hypothesized that as proficiency increases, anxiety decreases. hence, the experts acknowledged that foreign language anxiety is complex and multidimensional issue. however, it is essential to observe that in the majority of cases, oral proficiency does have an effect on students' foreign language speaking anxiety, but it should not be the sole determinant. after analyzing the interview data, the authors identified a number of factors or sources that contribute to the anxiety of students with high oral proficiency when speaking foreign language: 1. fear of making mistakes one of the major sources of foreign language speaking anxiety reported by the participants in the classroom pertained to their anxious of speaking inaccurately, particularly in terms of making mistakes. according to haris (1974) and brown (2006), who identified five components of speaking grammar, vocabulary, pronunciation, comprehension, and fluency the participants expressed anxiety regarding the potential for errors in grammar, pronunciation, and vocabulary during speaking english. despite possessing familiarity with correct pronunciation and grammatical standards, the participants were still concerned about the possibility of making errors. to give participants’ responses: [the main factor that contributes to my foreign language speaking anxiety is the fear of making mistakes in pronunciation and grammar when constructing sentences. this aspect plays a significant role in my anxiety. although i understand that grammar may not be as crucial, it still causes anxiety for me.] (participant 1) [the main reason i feel anxious when speaking a foreign language is because i'm afraid of making mistakes in pronunciation and grammar. since i often prepare ahead, i tend to be more concerned with grammar than vocabulary, but i do occasionally make grammatical mistakes while speaking.] (participant 2) talking to foreigners or native speakers they did not feel this pressure to speak with impeccable grammar and vocabulary and felt more comfortable as a result. [compared to my classmates, i feel more relaxed speaking english with native speakers since they are less critical of my errors while we are having a discussion. native speakers often pay more attention to the context than to the exact word choice and pronunciation.] (participant 3) rafli & muslim: foreign language speaking anxiety … 168 2. classmates the participants reported that the behavior of their peers influences their foreign language speaking anxiety. when it comes to speaking english in the classroom, the presence of judgmental classmates increases their anxiety, according to the respondents. [talking about the sources of foreign language speaking anxiety related to the classmates is when they are judgmental. if someone laughs at me during a presentation when i mispronounce a word or say it incorrectly, it may really affect me and increase my anxiety. in contrast, if the classmate is around and they don't laugh but instead simply smile or express some empathy, it doesn't make me feel anxious.] (participant 1) [being a student in the english education department and pursuing a master's degree, i have seen that many of my classmates have such a great love for english that they have become "grammar nazis." the situation causes me anxious and forces me to speak perfect english. since if i make a mistake, people could ask, "how can an efl master's degree student still make a mistake in basic thing?"] (participant 2) the argument that classmates contribute to foreign language speaking anxiety is closely tied to the fear of committing mistakes. because their peers are critical and would undervalue them if they make errors in english, the participants are afraid to make mistakes. the possibility of being subjected to ridicule and laughter by their friends increases their anxiety, particularly during english presentations. furthermore, the participants' responses indicate their anxious with the perception their friends hold of their english proficiency; they didn't want to come off as incompetent in english in front of their classmates, as they strive to maintain an image of competence in their presence. 3. lecturer/teacher the participants voiced that the other sources of foreign language speaking are the teacher. here are the participants’ responses related to teacher as a source of their foreign language speaking anxiety: [if the lecturer pays close attention, they tend to interrupt and provide negative feedback in an inappropriate manner. it's like they're saying, "hey, you're in a master's program, why are you still struggling with pronunciation?" this immediate feedback makes me anxious. but if the lecturer is kind and understanding, it helps me feel more relaxed and less worried.] (participant 1) [there are professors who provide very specific corrections. in addition, the stories i have heard about them from seniors and classmates have added to my anxiety when speaking english in class.] (participant 2) [when i'm speaking english in front of my lecturer and i'm aware that i'm being graded, i become anxious. because i've invested a great deal eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 169 of money in my education here, i exert a great deal of effort towards achieving a high grade.] (participant 3) regarding the lecturer, several subfactors can contribute to the participants' foreign language speaking. the first subfactor relates to the attitude of teachers, as participants have reported increased anxiety when confronted by perfectionist or detail-oriented lecturers. this is closely related to the second subfactor, which entails the manner in which the lecturer evaluates students, as it also affects students' anxiety when speaking a foreign language. the students' perception of their instructors is a further significant subfactor. finally, anxiety increases when students are evaluated through examinations and graded by lecturer. [i experience anxiety in the classroom because during that time, my classmates and the lecturer seem to be observing me. however, if i'm speaking with friends outside of the classroom setting, i feel normal, and the same goes for conversing with foreigners. i feel comfortable enough to speak english.] (participant 1) 4. classroom the participant's reflection on their experience in classes reveals that the formal atmosphere had a significant impact on her anxiety when speaking english. the structured nature of the classroom, combined with the presence of classmates and the lecturer, contributes to a heightened sense of discomfort and anxiety. moreover, the competitiveness in class also added the foreign language speaking anxiety. the participant described feeling more selfconscious and under increased pressure to perform well in front of classmates and the lecturer. however, the participant's anxiety appears to decrease in informal english-speaking situations outside of the classroom. they reported that conversing with others or interacting with native english speakers promotes a feeling of ease and comfort. the lack of academic scrutiny and the absence of an evaluative environment produce a more relaxed atmosphere that permits more relaxed and comfortable communication. 5. self-efficacy self-efficacy refers to an individual's perception and belief in their capacity to perform a specific task in a particular context (bandura, 1984 ). in the context of this research, selfefficacy refers to participants' perceptions of their own english-speaking competency. certain participants exhibited a lack of confidence in their english-speaking skills, contrasting themselves unfavourably with those who demonstrate a higher level of proficiency. as a result, this sense of inferiority contributes to their anxiety when speaking a foreign language, as they perceive themselves as inferior and have less confidence in their language skills. [it depends on the context. for instance, in everyday life, i feel quite confident, but when it comes to academic matters, i still have a lot to learn. take presentations as an example. in our day-to-day interactions, we don't usually use academic language, but when it comes to academic settings, we need to adapt and use a more formal language.] (participant 1) [i sometimes have anxiety because in my perception my friends or my students are way better at speaking than i am. they seem to have a rafli & muslim: foreign language speaking anxiety … 170 greater level of oral proficiency than i have, which makes me anxious and nervous to speak. sometimes i think, even though i have been studying english for a long time, i feel stuck here compared to my friends.] (participant 2) to sum up, the sources of foreign language speaking anxiety on high oral-proficiency students are detailed on the figures below: strong correlations exist between the findings of this study and the research conducted by tóth (2011) concerning high anxious students with advanced english proficiency. despite this, whereas tóth's study primarily focused on the broader concept of foreign language anxiety (fla), the present research investigated the domain of foreign language speaking anxiety. fla comprises a range of emotions, including fear, nervousness, and tension, that are closely associated with the acquisition and use of a non-native language. the phrase "using it" primarily refers to the act of communicating, which is the most common and anxiety-provoking mode of communication. hence, a notable correlation emerges between the findings. furthermore, the foreign language classroom anxiety scale (flcas), a widely employed instrument for assessing foreign language anxiety, has been extensively utilized in numerous studies as a valid measure of anxiety specifically pertaining to speaking situations. the findings of the interviews conducted in this study did not indicate that the participants exhibited perfectionist or competitive attitude. consequently, these factors were not found to contribute significantly to foreign language speaking anxiety among high oral proficient students in this particular research. this could be attributed to the fact that the participants selected for this study were not necessarily the top-performing students in their class, who typically maintain high standards for their oral performance. in particular, however, eltin journal: journal of english language teaching in indonesia, volume 11/no 2, october 2023 171 gregersen and horwitz (2002) found in their own research that a student with a high level of language proficiency could still experience elevated anxiety due to perfectionism. future research could focus particularly on highly proficient students who exhibit perfectionistic behaviors in order to cast more light on this specific relationship in order to further explore this aspect. d. conclusion this paper presents the findings of a small-scale qualitative study that explored the phenomenon of foreign language speaking anxiety among students with a high level of oral proficiency. the study provides compelling evidence that anxiety when speaking a foreign language is not limited to novice language learners, but also impacts those with higher levels of l2 proficiency. these findings cast doubt on the assumption that oral proficiency alone can adequately explain the complex psychological experience of foreign language speaking anxiety. in order to obtain a comprehensive comprehension of this unique form of anxiety, it is essential to investigate additional factors beyond proficiency, particularly in the context of english speaking. this study identified five key factors that significantly contributed to foreign language speaking anxiety among high-oral proficiency students: 1) fear of making mistakes, 2) classmates, 3) lecturer, 4) classroom, and 5) self-efficacy. the limitations of the present research could be addressed in future research. the primary emphasis of this research was on in-class origins of foreign language speaking anxiety. future research could investigate the sources of anxiety outside of the classroom among students with a high level of spoken english proficiency, providing a more comprehensive understanding of the factors that contribute to anxiety in various contexts. secondly, this research relied solely on interviews as the research instrument. future research could employ a variety of instruments and consider using a mixed-methods approach to gather data from multiple sources. increasing the number of participants would also enhance the generalizability of the findings. in addition, because it was difficult to find participants with a c1 level of english proficiency, this study recruited participants with a b2 level. to gain a deeper and more nuanced comprehension of foreign language speaking anxiety among highly proficient speakers, however, future research could seek to include participants at the c1 and c2 level. finally, the findings of this study have important implications for language teachers. it is evident from the research that foreign language speaking anxiety can significantly impact students with high spoken proficiency. therefore, it is crucial for teachers to establish a positive and supportive classroom environment that fosters cooperation and collaboration among learners, rather than promoting competition. the classroom should be a space for learning, where students feel encouraged to express themselves without fear of judgment. additionally, the study highlights the influence of teachers' personal characteristics on students' foreign language speaking anxiety. teachers should strive to build friendly relationships with their students, provide constructive feedback that helps them improve their english-speaking skills, and choose their words wisely during evaluation. by creating such an environment, students with high english 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(2008). learners’ perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in english: a qualitative analysis of efl learners in china. language learning, 58(1), 151–183. https://doi.org/10.1111/j.1467-9922.2007.00437.x yin, r. k. (2016). qualitative research from start to finish (second edition). the guilford press. zhang, x., & ardasheva, y. (2019). sources of college efl learners’ self-efficacy in the english public speaking domain. english for specific purposes, 53, 47–59. https://doi.org/10.1016/j.esp.2018.09.004 suhana & haryudin : the effects of… 57 the effects of reading habit towards students’ reading comprehension at private senior high schoolin purwakarta asep suhana & acep haryudin asepscout9@gmail.com & haryacep@gmail.com stib perdana mandiri purwakarta stkip siliwangi bandung abstract the purpose of this research is to find out the effects of reading habit towards student’s reading comprehension. the method used is survey method. samples were 80 students with a simple random technique. the data was collected by distributing questionnaires directly to the sample. data analysis using descriptive statistics and the research was conducted on march to july 2015.the result showed: 1). there are any significant effects of reading habit towards students’ reading comprehension. that is proved by value of fo 33,221 and sig 0,000 < 0,05. the results of correlation analysis of multiple correlation coefficient obtainedbyry12=0.681and coefficient determination= 46,3 %. while from the regression analysis obtained the regression equation of multiple regression . 2). there is a significant effect of reading habit towards students’ reading comprehension. that is proved by the value of t observe = 4.926 and sig. 0.000 < 0.05. 3). keyword : reading habit, student’s reading comprehension. a.introduction english is one of international language, so that mastering english is obtained through a variety of teaching programs in schools. experience showed that the results of learning english at school in indonesia are still far from desire goals. one of the main problems in learning english in formal education at school today is not learnt well by the students, as if english is still regarded by frightening specter. this accomplishment, of course, teaching learning activity without reading some books does not provide the access for students to develop independently.harvey (1990:2) argues that purpose of reading in language is to inform ourselves about something we are interested in, or challenge on certain matters. reading and academic achievement are essential for research workers and educationists to know that every child whether he or she is gifted, average, normal or backward etc, should be educated in his or her own way but if he or she possesses good study habits, he or she can perform well in academics and in every situation. it is the reading habits which help the learner in obtaining meaningful and desirable knowledge. good reading habits act as a strong weapon for the students to excel in life (bashir & mattoo, 2012). according to palani (2012), reading habit is an essential and important aspect for creating a literate society in this world. it shapes the personality of individuals and it helps them to develop proper thinking methods, and creates new ideas. however, the developments in the mass media, had continued to influence interest in reading (hard copy of literatures such as…) books, magazines and journals, among others. based on the explanation above, the researchers finaly conducted the riserch with the entitle “the effect of reading habit towards students’ reading comprehension at private senior high school at purwakarta”. from the background of research above we are able to find some problems that are related to the student’s reading comprehension. the writers try to identify the problems into some questions.what is reading comprehension ?is there any effect of raeding habit towards students’ reading comprehension ? problems have been stated before it can be formulated into questions;is there any effect of reading habit towards students’ reading comprehension?this research hypothesesis:there is a significant effect of reading habit towards students’ reading comprehension. the objective of the researchis to know the effect of reading habit towards students’ reading comprehension. mailto:asepscout9@gmail.com mailto:haryacep@gmail.com eltin journal , volume 5/ii , october 2017 58 b. literature review 1. reading habit a. definitions of reading habit reading habits are well-planned and deliberate pattern of study which has attained a form of consistency on the part of students toward understanding academic subjects and passing at examinations. reading habits determine the academic achievements of students to a great extent. both reading and academic achievements are interrelated and dependent on each other. students often come from different environments and localities with different levels of academic achievement. therefore, they differ in the pattern of reading habits. while some students have good reading habits, others tend to exhibit poor reading habits. academic achievement means how much knowledge the individual has acquired from the school (bashir & mattoo, 2012). palani (2012) is of the opinion that, effective reading is important avenue of effective learning and reading is interrelated with the total educational process and hence, educational success requires successful reading habit. he believes reading is the identification of the symbols and the association of appropriate meaning with them. it requires identification and comprehension. comprehension skills help the learner to understand the meaning of words in isolation and in context. before the advent of the television, both the young and the old found enough time to read. apart from teachers, other professionals used to spend their leisure time in reading both english and vernacular literature. english medium schools almost always demanded extra reading from their students. but all these have become a thing of the past. b. purposes of reading habit: from website http://en.wikipedia.org/wiki/habit, reading habit is someone’s behavior which does not need much thinking process or repeated activity which is done regularly by him then does continuously as a result it becomes a habit. if reading is a habit, a student would like to get into of course there are a number of ways to cultivate it. the student will realize that reading is highly enjoyable if he or she reads his or her interests. on the other side, if a student has to read a lousy material or an extremely difficult one then he or she is forcing himself through it then it will seem like a chore. if this happens for several times, consider abandoning the material and finding one that he or she likes best. to acquire the habit of reading is to construct you a refuge from almost all the miseries of life. c. factors of reading habit: habit cannot come instantly since it needs a long process to be built. factors influencing habit such as: interests, motivation, and environment. the factors are integrated so that is they cannot be separated. to build a reading habit, for instance, if someone wants to read, he can start reading by choosing interesting and knowledgeable resources such as book, article, newspaper or magazine he/she will try to spend his/her time to read. if this activity is done regularly, automatically, a reading habit can be achieved. tampubolon (1990:41) confirms that in building the habit we need longer time because the interest and motivation have rule in it. there is no interest and motivation, generally, the habit will never exist. furthermore, reid (2007:2) states that habits are our emotional regulators or comforters. our thinking and behavior follow the grooves in our minds. in this case the researcher states that reading habit is behavior to read which is done regularly to understand information and get entertainment from written material. reading can be obtain from fiction, nonfiction, book, magazine, newspaper, reading also useful for getting knowledge. 2. reading comprehension a. definitions of reading comprehension : reading is one of the most important activities in human life. by reading, people can get a lot of information and they can also get lots of knowledge that enrich their mind in this globalization era. reading ability seems to be important acquired by everyone. logically, it can usually be gained by the process that occurs during the school time or any language classes. rivers (1981:259) points out that reading is a most important activity in any language class, not only as a source of information and a pleasurable activity, but also as a means of consolidating and extending one’s knowledge of the language. b. the factors influencing reading comprehension: the factors which influence reading comprehension are divided into two categories namely inside the head and outside the head. according to johnson and pearson (1978:9-10), the inside factors will be things like linguistic competence (what the reader knows about the language), interest (how much the reader cares about various topics that might be encountered), motivation (how much the reader cares about the task at hand as well as his or her general mood about reading and schooling) and accumulated reading ability (how well the reader can read). the outside factors fall into two categories, namely the elements on the page and qualities of the reading environment. c. the reading comprehension skills: there are four kinds of comprehension skills as written by rubin (1982:107-108), namely literal comprehension, interpretation, critical reading and creative reading. literal comprehension represents the ability to obtain a low level type of understanding by suhana & haryudin : the effects of… 59 using only information explicitly stated. this category requires a lower level of thinking skills than the other three levels. in other words, this level is considered the lowest level of comprehension. c. research methodology 1. research method this study emphasizes on the effects of students’ reading habit towards students’ reading comprehension. it means there is one independent variable and one dependent variable; variable x1 as the first independent variable (students’ reading habit) which has influenced the variable y as the dependent variable (students’ reading comprehension). the method used is a survey with correlation technique. 2. place and time of research: the research is carried out atprivate senior high schoolwhich is located in subdistrict purwakarta. this research will be conducted in the odd semester of academic year 2014-2015, precisely from march to july 2015. 3. population and sample selection technique: population in this research is all students of public senior high school in eleventh grade in purwakarta with 430 students grade eleven (class xi). the sampling technique used for this survey research is a cluster-simple random sampling – it means taking a sample in cluster, random, and in simple way. it is done because of the wide area and a great deal of population. according to sugiyono, the cluster-simple random sampling is used in which related to a geographic location of respondents where they are in one school selected randomly as a cluster and regarded that they have an equal position for relevant characteristics towards examined variables. the sample only one schoolis sma al muhajirin purwakarta. it has about 119 students. the sample are randomly about 80 students in eleventh grade in the even semester for academic 2014-2015 to be samples in this survey research. 4. technique of data collection: to collect the data, the researchers find out on the field research. the data are namely; students’ reading habit, and comprehension tests for dependent variable. both questionnaire and objective test are given to 80 students of eleventh class from sma muhajirin purwakarta. which are set as samples. it can be seen as follow: table 1. data collecting and sourcing no. variables (x, and y) instrument respondent 1 students’ reading habit (x) questionnaires students 3 reading comprehension (y) formative test students 5. research instruments 1. definition independent variable: students’ reading habit a. conceptual definition: reading habit behavior to read which is done regularly to understand information and get entertainment from written material. reading can be obtain from fiction, nonfiction, book, magazine, newspaper, reading also useful for getting knowledge b. operational definition: reading habit is the total score of the respondents' answers on an instrument of reading habit constructed based on the following indicators: 1). the students want to read for long time and continuously 2). the students prepare the schedule to read all of positive books with the purpose to get the knowledge. 3). the students show the happiness to read. 4). the student can read any kind of book since this instrument is kind of perception. so, likert scale is used to find out about students’ preferences by stating; 5 (always), 4 (often), 3 (sometimes), 2 (seldom), and 1 (never). 2. definition of dependent variable: reading comprehension a. conceptual definition: reading comprehension is a process of reading involves taking meaning to a text in order to obtain meaning from the text. an individual may be said that he is able to comprehend the text fully when he can recognize the words and sentences of the text, make value judgments and based on the reading experience. b. operational definition: operationally, reading comprehension is the total score of the respondents’ answers of reading comprehension. objective test constructed by the following indicators; 1). finding the main idea of a paragraph, 2). finding written and unwritten information from the text, 3). finding the detail and factual information, 4). finding the purpose or moral value of the text, 5). finding the suitable word for completing the cloze text/passage, 6). constructing sentence, and 7). constructing paragraph. the objective test is a sub-set of test with multiple choices given (option a, b, c, or d). it means only one correct answer, while the others are to be the distracters. the correct answer will be graded 1, whereas the incorrect one will be grade 0. total items of the instrument are 30 items. it brings consequence that the lowest score will be 0, while the highest score will be 30. eltin journal , volume 5/ii , october 2017 60 6. the result for instrument’s try out 1. students’ reading habit a. validity test of students’ reading habit kind of validity measured in this research is a validity internal consistency by using pearson product moment. the result gained through the measurement then is compared to rtable of product moment. if the robserved is bigger than rtable, hence the item of instrument is sentenced valid, or vice versa. the validity data is presented after all the measurement is done completely. for instrument (students’ reading habit), since they are all not dichotomy, so the data would be parametric. thus, the validity test is done by using correlation of product moment, which the formula is presented as follows; which means: r = coefficient correlation of x and y x = total score (for independent variables) y = total score (for dependent variables) n = total respondents after conducting the first try out for both instruments to non-sample of 20 people, it is found that several items of instruments are invalid; 1) instrument of students’ reading habit; the total grain instrument of students’ reading habit amounted to 25 questions. after testing the 20 respondents, then the validity of the analysis performed, there are grains that has robserve<rtable(0.468), they are number 4,8,9,15and 19. thus the items are declared invalid and dropped. table 3.7 shows the result of validity test of instrument of reading habit table 2. the validy test of instrument of reading habit no r count r table validity result 1 0.772 0.468 valid 2 0.706 0.468 valid 3 0.772 0.468 valid 4 0.371 0.468 drop 5 0.772 0.468 valid 6 0.576 0.468 valid 7 0.772 0.468 valid 8 0.116 0.468 drop 9 0.202 0.468 drop 10 0.525 0.468 valid 11 0.652 0.468 valid 12 0.510 0.468 valid 13 0.513 0.468 valid 14 0.642 0.468 valid 15 0.347 0.468 drop 16 0.541 0.468 valid 17 0.628 0.468 valid 18 0.548 0.468 valid 19 0.211 0.468 drop 20 0.604 0.468 valid 21 0.594 0.468 valid 22 0.636 0.468 valid 23 0.637 0.468 valid 24 0.772 0.468 valid 25 0.594 0.468 valid total of validity result = 20 b. reliability test of students’ reading habit r11= r11 = reliability of instrument suhana & haryudin : the effects of… 61 k = total of valid items = total item variance st2 = total of variance if the coefficient of instrument of reliability is bigger than 0.7, it means that the instrument is fairly reliable. based on the calculation of reliability for both instruments, it is gained the score of reliability consecutively; 0.901 and 0.905. since the result is bigger than 0.7, it means brings consequences that these instruments are reliable and are able to be used as tool of measurement for this research. 2. reading comprehension a. validity test of students’ reading comprehension since gained data is dichotomist, so the validity of the reading comprehension instrument is measured by using point bi-serial technique, and the formula is stated as follows; rbis = where are: rbis = coefficient correlation of point bi-serial mp = the average score for those who got the correct answer mt = the average of total score st = standard of deviation of total score p = level of difficulty q = 1 – p after conducting the first try out for this instrument to non-sample of 20 people, it is found that 9 items of instruments are invalid. they are number 1,5,9,12,13,19,20,22 and 27. to make instrument valid, all the invalid items are revised and replaced by another items and re-tried out, until all the items are sentenced valid. therefore, this instrument can be used as a tool of measurement for this research. table 3: the validy test of instrument of reading comprehension no. butir jb p q xi xt st r-bis ( valid ) validitas 1 16.00 0.80 0.20 19.88 19.00 7.48 0.23 r 2 9.00 0.45 0.55 24.56 19.00 7.48 0.67 v 3 9.00 0.45 0.55 24.56 19.00 7.48 0.67 v 4 14.00 0.70 0.30 22.86 19.00 7.48 0.79 v 5 15.00 0.75 0.25 20.73 19.00 7.48 0.40 r 6 9.00 0.45 0.55 24.56 19.00 7.48 0.67 v 7 14.00 0.70 0.30 22.86 19.00 7.48 0.79 v 8 13.00 0.65 0.35 23.15 19.00 7.48 0.76 v 9 18.00 0.90 0.10 18.28 19.00 7.48 -0.29 r 10 13.00 0.65 0.35 23.15 19.00 7.48 0.76 v 11 13.00 0.65 0.35 23.15 19.00 7.48 0.76 v 12 19.00 0.95 0.05 19.05 19.00 7.48 0.03 r 13 11.00 0.55 0.45 20.00 19.00 7.48 0.15 r 14 13.00 0.65 0.35 23.15 19.00 7.48 0.76 v 15 11.00 0.55 0.45 22.82 19.00 7.48 0.56 v 16 14.00 0.70 0.30 21.93 19.00 7.48 0.60 v 17 8.00 0.40 0.60 23.50 19.00 7.48 0.49 v 18 11.00 0.55 0.45 24.27 19.00 7.48 0.78 v 19 19.00 0.95 0.05 19.68 19.00 7.48 0.40 r 20 12.00 0.60 0.40 20.33 19.00 7.48 0.22 r 21 9.00 0.45 0.55 24.33 19.00 7.48 0.64 v 22 18.00 0.90 0.10 18.89 19.00 7.48 -0.04 r 23 13.00 0.65 0.35 23.15 19.00 7.48 0.76 v 24 9.00 0.45 0.55 24.33 19.00 7.48 0.64 v 25 13.00 0.65 0.35 23.15 19.00 7.48 0.76 v 26 7.00 0.35 0.65 24.00 19.00 7.48 0.49 v 27 13.00 0.65 0.35 18.62 19.00 7.48 -0.07 r 28 14.00 0.70 0.30 21.93 19.00 7.48 0.60 v 29 15.00 0.75 0.25 21.40 19.00 7.48 0.56 v 30 8.00 0.40 0.60 23.50 19.00 7.48 0.49 v total of validity result = 21 description: eltin journal , volume 5/ii , october 2017 62 v = valid r = drop xi = the average of total score of the respondent who answer the question correctly xt = the average of total score of students st = standard deviation oftotalscoresof all students r-bis ( valid ) = biserial corelation score (forthe validity of theitems ) validity = validity status (valid or invalid / rivised b. reliability test of students’ reading comprehension the reliability test for reading comprehension instrument is gained through computation by using spearman-brown, which the formula is stated as follows; r = reliability test for the instrument of learning achievement variable using the kuder richardson formula, i.e when the score rii is getting closer to the perfect score 1, then the instrument is more reliable, whereas if the score rii is getting closer to score 0, then the instrument is less reliable. the result of the reliability obtained r ii = 0.984, thus it can be stated that instrument of learning achievementis reliable. 7. techniques of data analysis 1. descriptive analysis the descriptive analysis is done by presenting the data in the form of frequency distribution table, polygon graphic, and also histogram for each research variable. furthermore, for each group of data will be processed and analyzed about the size of; mean, median, mode, standard deviation, skewness and also kurtosis. for the descriptive data processing, the tabulation is performed by spss 20.0 for windows, with the manual formula presented as follows: a. mean = = total score from n to j n = total sample b. mode = b + p b = the border of interval class and the most frequency p = the swap of interval class b1 = frequency of mode class – frequency of previous interval class b2 = frequency of mode class – frequency of upcoming interval class c. median = b + p b = the under limit, where the median lies n = total data or sample f = total of all frequencies before median class f = frequency of medium class d. standard deviation = y = total score from n to j n = total sample 2. prerequisite test for data analysis the prerequisite test are done to find out whether the collected data is worthy enough to be analyzed later on by using statistical tool. the prerequisite tests are normally test and linearity test. for the research, the prerequisite tests are performed by using spss 20.0 version for window. a. normality test the normality test is done by using lilliefors test with criteria if the score of lobserved< ltable, it means that the data comes from normal population, or vice versa. the score of lobserved is gained through calculation by using manual formula as stated in following: zi = yi = data from each samples y = the average si = standard deviation suhana & haryudin : the effects of… 63 the score of f (zi) is gained by following the rule of rigid normal distribution which then is also counted the score of probability for f (zi) = p (z < zi). the score of lobserved is gained from the biggest score as the result of subtraction between f (zi) and s (zi). while the score of ltable is gained from the table of lilliefors. b. linearity test the test of linearity for regression line for this research is done by using f test (sudjana, 1996: 327), which the formula is stated as follow: f= where are: jktc = jkres – jke, is called the sum of mismatch squares jke =  is called the sum of fallacy squares, while k is regrouping for data x. jk (b/a) = b xi, yi is called the sum of regression squares (b/a), jk (a) = , is called also sum of the regression squares (a). the score of fobserved is then compared to the score of ftable with α=5%. the criteria for linearity test is if fobseved> ftable, it means that the regression line is linear. 3. the test of research hypothesis (inferential analysis) after all data analysis requirement test was met and found out that the data is feasible to be further processed, so the next step is to test each proposed hypothesis. hypothesis test using partial correlation technique, multiple correlation, a simple linear regression and a correlation test both partial and multiple. these will use spss 20.0 program. the criteria of the test are as follows: a. correlation analysis 1) the calculation and test of significance partial correlation coefficient. the result of calculation partial correlation coefficient can be seen from the output of spss program through correlation analysis namely, in significance table from the correlation table fro m the correlation coefficient stated by the remark of the table below: • for ** (two stars) means the correlation coefficient is significant in a real standard of 1 % • for * (one star) means the correlation coefficient is significant in a real standard of 5%, means it is not significant in a real standard 1%. • for those which do not have a sign means the correlation coefficient is not significant. 2) the calculation and the test of significance double correlation coefficient. the result of double correlation coefficient can be seen from the output spss program through the regression analysis in the model summary. the significance of correlation coefficient was tested manually or the computer aid the application of microsoft excel. the formula of the test is: 1 1 2 2    kn r k r f where : r = ry.12 i.e. double correlation coefficient n = the amount of sample k = the amount of independent variables b. the regression analysis 1) the calculation of regression line equation the result of regression line calculation can be seen from the output spss program through the regression analysis namely; coefficienta table. the coefficient, regression line equation was shown in by the number in b column for unstandardized coefficients. 2) the test of regression significance a. for the partial regression for the partial regression significance test was carried out by paying attention to the score in t column or sig. column in the coefficients table. for the partial regression, the effect of x1 variable, while for the partial regression, the effects of x2 towards y using the score t and sig. in row x2 variable. • if using sig.column, so the significance criteria is: “if sig. ˂ 0,05 so the regression is significant” eltin journal , volume 5/ii , october 2017 64 • if using t column, so the significance criteria is: “if tobserved ˃ ttable so the regression is significant” f ttableis chosen based on the statistical test rule in the t distribution namely; a real standard α and dk=n-2, where n is the number of samples. b. for the double regression the result of the double regression test can be seen from the output of spss program through the regression analysis namely; in the table of anovab f column or sig. 8. statistics hypothesis the hypotheses for this research are stated as follow: 1) hypothesis 2 h0: β = 0 there is no effect of students’ reading habit towards students’ reading comprehension h1: β ≠ 0 there is an effect of students’ reading habit towards students’ reading comprehension d. research finding and discussion a. description of data 1. students’ reading comprehension (y) the variable of students’ reading comprehension is scores obtained based on students’ understanding to a text. to measure students’ reading comprehensionthe researchersposed the research instrument consist of 21 multiple choice item questions. out of 80 respondents, it is known that the scores are in the range 38 to 98. meaning that the minimum score is 38 and the maximum score is 98. in addition, mean (average of all scores in the data set) is 80.46, median (score at centre of distribution) is 80.00 and mode (most frequently score in the data set) is 80 and for standard deviation is 9,390. the whole data can be clearly seen in the following table: table 4.data description of students’ reading comprehension statistics students' reading comprehension n valid 80 missin g 0 mean 80.46 median 80.00 mode 80 std. deviation 9.390 range 38 minimum 60 maximum 98 from the data analysis result above, it can be said that reading comprehension on students class xi in private senior high school in purwakarta are good, it can be seen with the average score is 80.46 nearly to median score 80,00, and also from the table above we can make frequency distribution and histogram for the variable of students’ reading of english which is usefull for completing data research as the following table : table 5. frequency distribution of students’ reading of english students' reading comprehension frequency percen t valid percent cumulative percent vali d 60 4 5.0 5.0 5.0 63 1 1.3 1.3 6.3 64 1 1.3 1.3 7.5 66 1 1.3 1.3 8.8 68 2 2.5 2.5 11.3 70 5 6.3 6.3 17.5 73 4 5.0 5.0 22.5 75 2 2.5 2.5 25.0 76 5 6.3 6.3 31.3 78 5 6.3 6.3 37.5 80 16 20.0 20.0 57.5 suhana & haryudin : the effects of… 65 83 6 7.5 7.5 65.0 85 4 5.0 5.0 70.0 86 1 1.3 1.3 71.3 87 6 7.5 7.5 78.8 88 4 5.0 5.0 83.8 92 3 3.8 3.8 87.5 93 2 2.5 2.5 90.0 95 6 7.5 7.5 97.5 98 2 2.5 2.5 100.0 tot al 80 100.0 100.0 figure 1. polygon histogramdistribution of data of students’ reading of english from the analysis ofdataforvariable of the students’ reading comprehension, the diversity ofthe data isindicated by thescore standard of deviation 9,390. datafromthisvariablehas 80.46 for mean,80 for modeand80,00 for median.furthermore, from the table of the frequency of distribution is known that 42,5 % of studentshas students’ reading comprehensionover theaverage,20 % of students is atan average andstudents with students’ reading comprehensionbelow theaverage is37,5 %.based on frequencyand polygon histogram distributions above concluded that the data of reading comprehension on student in class xi private senior high school in purwakarta have a normal spreading. 2. students’ reading habit (x) data of students’ reading habittaken from a questionnaire. each questionnaire consists of 20 items. out of 80 respondents, it is known that the scores are in the range 37 to 97. meaning that the minimum score is 37 and the maximum score is 97. in addition, mean (average of all scores in the data set) is 81.86, median (score at centre of distribution) is83.00, mode (most frequently score in the data set) is 86 and for standard deviation is 8,811. the whole data can be clearly seen in the following table: table 6. data description of students’ reading habit statistics students' reading habit n valid 80 missin g 0 mean 81.86 median 83.00 mode 86 std. deviation 8.811 range 37 minimum 60 maximum 97 from the data analysis result above, it can be said that reading comprehension on students class xi in private senior high school in purwakarta are good, it can be seen with the average score is 81.86 nearly to median score 83.00.then fromthe abovetable,it can bemadefrequency of distributionandhistogram for the variable of students’ reading habitat class xi in senior high school in purwakarta which is usefultocomplementthe presentation ofdataas shown below: table 7. frequency distribution of students’ reading habit students' reading habit frequenc y percent valid percent cumulative percent vali d 60 1 1.3 1.3 1.3 63 1 1.3 1.3 2.5 65 1 1.3 1.3 3.8 eltin journal , volume 5/ii , october 2017 66 67 4 5.0 5.0 8.8 70 4 5.0 5.0 13.8 72 2 2.5 2.5 16.3 74 2 2.5 2.5 18.8 76 7 8.8 8.8 27.5 77 3 3.8 3.8 31.3 78 7 8.8 8.8 40.0 80 5 6.3 6.3 46.3 83 6 7.5 7.5 53.8 85 7 8.8 8.8 62.5 86 9 11.3 11.3 73.8 88 2 2.5 2.5 76.3 90 4 5.0 5.0 81.3 92 7 8.8 8.8 90.0 94 2 2.5 2.5 92.5 95 2 2.5 2.5 95.0 96 1 1.3 1.3 96.3 97 3 3.8 3.8 100.0 tota l 80 100.0 100.0 then fromthe abovetable,it can bemadehistogram for the variable of reading habit below: figure 2. polygon histogramfor distribution data of students’ reading habit from the analysis ofdataforvariable of the students’ reading comprehension, the diversity ofthe data isindicated by thescore standard of deviation 8.811datafromthisvariablehas 81.86for mean,86 for modeand83.00for median.furthermore, from the table of the frequency of distribution is known that 46,2 % of studentshas students’ reading comprehensionover theaverage 7,5% of students is atan average andstudents with students’ reading comprehensionbelow theaverage is46,3 %. based on frequency and polygon histogram distributions above concluded that the data of reading comprehension on student in class xi private senior high school in purwakarta have a normal spreading. table 8. summarydescription ofdata of variabley, and x statistics student’s reading comprehension student’s reading habit n valid 80 80 missing 0 0 mean 80.46 81.86 median 80.00 83.00 mode 80 86 std. deviation 9.390 8.811 range 38 37 minimum 60 60 maximum 98 97 b. the test of requirements analysis the test of requirements of the data analysis in this study is testing normality, homogeneity, and linearity of line regression between free variables and bound variable. 1. assumption classic test a. the test of data normality suhana & haryudin : the effects of… 67 the regression requirement is called good if the result of the research was following the normal distribution. the test of the normality of the data of each sample was tested through the following hypothesis: h0 : data of sample is normally distributed h1: data of sample is not normally distributed the calculation is done with the help of a computer through an application program spss 20.0. according to the conditions in the program, the criteria of normality of the data is "if the p value (sig) > 0.05 then h0isaccepted ", which means the data on this sample are normally distributed. the p value (sig) is the number listed on the sig column in the results table / output of calculation of normality testing by spss 20.0 program. in this case the method used kolmogorov-smirnov. the results of calculations can be seen in table 4.8 table 9. test of data normality one-sample kolmogorov-smirnov test student’s reading comprehension student’s reading habit n 80 80 normal parametersa,b mean 80.46 81.86 std. deviation 9.390 8.811 most extreme differences absolute .105 .102 positive .095 .069 negative -.105 -.102 kolmogorov-smirnov z .942 .909 asymp. sig. (2-tailed) .337 .381 a. test distribution is normal. b. calculated from data. based on the table above, it was indicated that hypothesis test for data distribution to this regression analysis has followed normality distribution. it can be shown with whole scores asymp. sig > 0,05. it was mean that every data have normally distribution. in other wordsthat sample datafromthe freevariablesand the boundvariablesin this studyare normally distributed. b. heteroscedasticities test heteroscedasticities means if the error or residual variance that observed does not have a constant. heteroscedasticity condition often occurs in the cross section data, or data taken from some respondents at a certain time. one of methods for detecting the presence of heteroscedasticity is to make the scatter-plot between standardized residual (zresid) and standardized predicted value (y caps). in the picture below showed no change e along the y hat, and then stated that there is no heteroscedasticity in errors (error / residual). tostrengthentheresults of the research is shown histogram frequency, normal p-p plot of regression standardized residual and scatterplot heteroscedasticities test for dependent variable: students’ reading comprehension fig 3. histogram frequency for dependent variable: students’ reading comprehension fig 4. normal p-p plot of regression standardized residual for dependent variable: students’ reading comprehension fig 5. scatterplot heteroscedasticities test for dependent variable: students’ reading comprehension from the figure above shown that the points spread randomly and did not form for a specific pattern clearly, as well as the spreading above is underneath the number 0 on axis y. in this case indicated that there is no heteroscedasticity in that regression model, so it can be used to predict variable students’ reading comprehension based on students’ reading habit and learning motivation. c. error normality test the requirements regression called good if the research data follow a normal distribution. eltin journal , volume 5/ii , october 2017 68 table 10.error normality test one-sample kolmogorov-smirnov test unstandardized residual n 80 normal parametersa,b mean 0e-7 std. deviation 6.87991650 most extreme differences absolute .090 positive .079 negative -.090 kolmogorov-smirnov z .801 asymp. sig. (2-tailed) .542 a. test distribution is normal. b. calculated from data. the above table shown that the hypothesis test in explaining the distribution of residuals in the regression analysis is to follow the normal distribution. this is indicated by the value of z = 0.801 and sig. = 0.542> 0.05. this means that assumptions or regression analysis requirements are met. 2. linarites test linearity test performed to determine whether the regression analysis techniques in the independent variables (x) and the dependent variable (y) is formed linear. this linearity test is used spss 20.0 calculation. a. regression linearity test affect variable xon y the results of regression linearity test between students perception on students’ reading habit with students’ reading comprehension, the calculation by using spss 20.0 as follows: table 11. the results of regression linearity test variable xon y based on the calculation above, results obtained deviation from linearity with fo = 0.549 and sig. = 0.926> 0.05. this has meaning that the variable students’ reading habit with the students’ reading comprehension teachers has a linear relationship. c. the testing of hypothesis 1. the effect of students’ reading habit (x) towards students’ reading comprehension (y). hypotheses were tested: means: h0 : there is no effect of students’ reading habit altogether towards the students’ reading comprehension h1 : there is an effect of students’ reading habit altogether towards the students’ reading comprehension from the table 4.15 above, it can be stated that there is a significant effect of students’ reading habit towards students’ reading comprehension. this is evidenced by the acquisition value of t observe = 4.926 and sig. 0.000 <0.05. the contribution of the variable students’ reading habit towards students’ reading comprehension can be expressed by the formula: anova table sum of squares df mean square f sig. students' reading comprehension * students' reading habit between groups (combined) 3191.159 20 159.558 2.494 .003 linearity 2523.368 1 2523.368 39.441 .000 deviation from linearity 667.791 19 35.147 .549 .926 within groups 3774.729 59 63.978 total 6965.887 79 suhana & haryudin : the effects of… 69 kd = value x value partial correlation ( ) x 100 % kd = 0,454 x 0,602 x 100 % = 27.33% from the calculation above, it can be stated that the contribution of the students’ reading habit to improving students’ reading comprehension about 27.33% e. conclusion so, according to the results above, it can be concluded that students’ perception on the students’ reading habit has a positive influence in improving students’ reading comprehension in students class xi private senior high school in purwakarta. this case implied that the students’ reading habit gave significant influence on the improvement of students’ reading comprehension in students of class xi private senior high school in purwakarta. reading habits are well-planned and deliberate pattern of study which has attained a form of consistency on the part of students toward understanding academic subjects and passing at examinations. from quantitative information and theories that the researchers concluded that there is influence of students’ reading habit towards students’ reading comprehension. and finally based on the results of hypotheses testing and data analysis, can be conclude that there is a significant effect of reading habit towards student's reading comprehension. that is proved by the value of tobserve = 4.926 and sig. 0.000 < 0.05. f.references arikunto, suharsimi. 2006. prosedur penelitian: suatu pendekatan praktik. edisi revisi vi. jakarta: rineka cipta. brown, h.d.2004. language assessment: principles and classroom practices. new york. longman. balitbang smk negri 1 samarinda, hubungan prestasi dengan minat, 2003, http://guruvalah.com d.p., tampubolon. 1990. kemampuan membaca. bandung: angkasa. fraenkel, jack r and norman. 2003. how to design and evaluate research in education. mcgraw-hill. goodman, yetta m and burke, carolyn. 1980. reading stategies: focus oncomprehension. usa: holt, rinehart and winston. grabe, william and stoller, fredricka l. 2002. teaching and researching reading. longman. pearson education. grellete, frangoise. 1981. developing reading skill. a practical guide to reading comprehension exercises. cambridge: cambridge university press. harmer, jeremy. 2002. how to teach vocabulary. england: longman. harris, albert j and sipay, edward r. 1975. how to increase reading ability. sixth edition. new york: david mckay company, inc. hasibuan, h. malayu sp, organisasi dan motivasi dasar peningkatan produktifitas, ( jakarta : bumi aksara, 1996) hornby, a.s. 1995.oxford advanced learner’s dictionary. new york: oxford university press. johnson, d.d. and pearson, p.d. 1978. teaching reading comprehension. new york: holt. kathrerine, harber and pyton, geofrey. 1989. heinemann english dictionary. new edition. oxford: heinemann educational. lado, robert. 1964.language teaching: a scientific approach. usa: mcgraw-hill, inc. lye, john. 2007. something called habit. cambridge: cambridge university press. nasr, raja t. 1972. teaching and learning english: selected and simplifiedreadings. london: longman. notion, paul. 1990. teaching and learning vocabulary. boston: heinle & heince publisher. nurgiantoro, dkk. 2009. statistika terapan untuk penelitian ilmu-ilmu sosial. yogyakarta: gadjah mada university press. nuttall, christine. 1996. teaching reading skills: in a foreign language.heinemann. reid, elizabeth. 2002. what’s your habit?. wellington: university of wellington. richard, denny, sukses memotivasi juru s -jurus meningkatkan presta si, (jakart a: gramed ia pust aka ut ama, 1997) rivers, wilga m. 1981. teaching foreign language skills. second edition. chicago and london: the university of chicago press. rubin, dorothy. 1982. a practical approach to teaching reading. new york: holt, rinehart and winston. schmitt, norbert. 2000. vocabulary in language teaching. cambridge: cambridge university press. sevilla, consuelo g, dkk. 2006. pengantar metode penelitian. jakarta: universitas indonesia. sudjana. 2003.metode statistika. bandung: alfabeta. sugiyono. 2008.metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. eltin journal , volume 5/ii , october 2017 70 thornbury, scott. 2002. how to teach vocabulary. longman. pearson education limited. usman, husaini dan akbar, setiady r purnomo. 2006. pengantar statistika. edisi kedua. jakarta: bumi aksara. zintz, miles v. 1972. the reading process: the teacher and the learner. university of new mexico: wm. c. brown company publishers. http://en.wikipedia.org/wiki/habit http://hubpages.com/slide/developing-a-reading-habit zulaihah & harida: autonomous learning…. 71 autonomous learning strategy of the successful nontraditional students siti zulaihah & ratri harida zul_jayadi@yahoo.com stkip pgri ponorogo abstract most students of english education program in stkip pgri ponorogo can be considered as nontraditional students with family, work, and other life responsibilities which have many influences on their educational goals. autonomous learning is a customized way of learning applied by individual to find out his own learning needs and learning goals, decide the most appropriate way for his own learning, as well as to monitor and evaluate the learning progress. this research used qualitative descriptive method. the primary techniques in data collection were questionnaire, and interview. in general, the most influential motivation for the students was internal motivation. advisor’s availability, text book, internet, supportive atmosphere, self discipline, cozy and quiet place, and early morning were among the students’ choices for their autonomous learning. they frequently used music, film, video, essay, and smart phone application in their study. in general, the nontraditional students with high achievement were often felt easy to understand the material especially when it was delivered in relatively “easy” language, expressed their opinion bravely, and patient in doing their tasks. they considered friends, best friends, and lecturer as people who were capable to help them in doing autonomous learning keywords: autonomous learning strategy, nontraditional students, successful a. introduction most of the students of english education program of stkip pgri ponorogo choose to work in the morning and go to lecture in the afternoon to evening. they do it because the lecturings in stkip pgri ponorogo are started on 14.30. the number of working students grows with regard to their year in college. choy in buvoltz, powell, solan & longbotham (2008) classified this type of students as nontraditional students. nontraditional students usually have families, working responsibilities, and any other life’s situation which can affect their success for educational goal. generally, nontraditional students find a flexible and short-time program to fulfill their educational goals while balancing their family and job responsibility (choy in buvoltz, et.al., 2008). autonomous learning skill helps the non-traditional students to fulfill their tasks and responsibilities especially for academic purpose. chamot and kupper’s research (mcdonough, 2001) revealed that successful students use their learning strategies more often, more efficient, and varied. in contrast, the less successful students have fewer and even less applicable learning strategies. there were two main goals of the research, (1) to find out the autonomous leaning strategies that were applied by the students of english education department of stkip pgri ponorogo, and (2) to find out the reasons of english education department of stkip pgri ponorogo to apply the strategy. the results of the research were aimed to (1) enrich the literature on students’ learning strategy in higher education level, (2) provide references for english education program’s lectures for constructing materials that supports students’ learning autonomy, and (3) accelerate the students’ learning success because it can be used as a model of successful students’ learning strategy. b. literature review 1. definition of autonomous learning the findings of buvoltz et.al.’s research (2008) assumed in the context of nontraditional students which is similar to the nontraditional students in stkip pgri ponorogo, the ability to do autonomous learning is highly related to their emotional quotient. the control on feelings, wishes, optimism, confidence, adaptability, drive for achievement, communication, conflict management, and the ability to cooperate, which are associated with emotional quotient are essential elements of autonomous learning. in conclusion, autonomous learning is a particular way of learning which is applied by an individual due to his ability to find out his own learning needs, set his own learning goals, set the most appropriate way for his own mailto:zul_jayadi@yahoo.com eltin journal, vol 5/ii, october 2017 72 learning, and how to monitor and evaluate his own learning progress. students who learn autonomously do not put aside the need of classroom learning, and the lecturing. they still need the classroom and lecturer that can support their autonomous learning and to learn in harmony within the classroom. in this type of learning, zoghi & dehghan (2012) defined the students as their own “active learning manager” and the lectures only role as the facilitator which provide space for students’ autonomous learning progress. alongside the emotional quotients which mainly based on the self control , the lecturers’ role is also very essential in the application of autonomous learning. 2. autonomous learning strategy according to o'malley & chamot (wang, 2010), autonomous learning strategy can be divided into three; cognitive strategy, metacognitive strategy, and social mediation strategy. technically, the cognitive strategy is done through the method of reading, remembering, note-taking, and questioning. the metacognitive strategy involves the activity of planning the learning, data collection, self supervision, self evaluation, learning reflection, and arrangement of the individual’s learning file. social mediation includes the relaxed behavior during the learning activities, the making of group’s rule, the cooperation with fellow students, effective communication, and help for evaluating fellow students’ task (wang, 2010). metacognitive strategy is the most dominant strategy to apply in various researches on autonomous learning strategy process. guo (2012) stated that metacognitive strategy is effective to increase the language students’ skills in listening course. in the teaching of english, especially for reading skills, sariçoban, (2012) divided this strategy into twelve strategies: "st1: reviewing and connecting the learned materials ", "st2: paying attention", "st3: directed attention", "st4: selected attention", "st5: organizing progress", "st6: determining purposes and aims", "st7: identifying the purpose of language tasks ", "st8: planning the aims of language tasks", "st9: finding any opportunities to practice", “st10: self management", "st11: self monitor", and "st12: self evaluation". based on the result of the research, those metacognitive strategies are significantly related to the autonomous learning in reading course (sariçoban, 2012). flexibility in determining the pattern of self learning is the characteristic of autonomous learning pattern. in kupetz & ziegenmeyer’s research (2006) flexibility supports the success of autonomous learning in learning english both in the classroom and online. 3. merits and drawbacks of autonomy learning autonomy learning has merits if it is compared to traditional class. according to some studies by long, pao nan, and wei-fan (in francis and flanigan, 2012: 2), autonomy learning shows a positive correlation with students’ achievement. the advantages of autonomy learning are: (1) giving the same opportunities for different level of students; (2) encouraging students’ confidence and responsibility; (3) focusing the students’ attention. these strengths focus on individual learning. there are some drawbacks of autonomy learning. the drawbacks are: (1) student-teacher interaction is less intensive since autonomy learning focuses on individual learner; (2) some teachers and learners are quite uncomfortable because both may employ different learning strategy; (3) it is pretty troublesome to handle strictly different learning achievements of each learner; (4) all learning components need an extra hard-working to achieve goals as what have been planned in the beginning. c. research methodology this research used qualitative research method to describe the autonomous learning strategy applied by the students, their reason of choosing the strategy, and the effect of the strategy application for fulfilling their learning goals. the primary techniques in data collection were questioner and interview. the questioner was divided into two parts. the first part consisted of questions and information of the subject (name, age, and level), questions about extracurricular and/or other productive activity besides learning in the college, marital status, and number of children. the second part was an adapted version of tassinari, 2012. there were four statements in beginning of the second part. the statements were related to the students’ motivational and emotional ability. the next part consisted of thirtytwo statements which were related to the students’ ability in constructing knowledge. this questioner was more into o’malley & chamot’s metacognitive and social mediation strategy. the cognitive strategy was not explicitly stated in the questionnaire. zulaihah & harida: autonomous learning…. 73 there are twentyfour open-ended questions given to the subjects. the students chosen for this research must meet certain criteria. considering that the students of academic year 2015 and 2016 had less academic records than the students of academic year 2013 and 2014, the researchers decided to choose the students with of academic year 2013 and 2014 as the subjects of the study. another criterion was having more than 3.5 gpa. this criterion was set based on the assumption that students with more than 3.5 gpa is considered as students satisfying academic capability compared to the other students. it also indicates that the students have already applied effective autonomous learning strategy. other criteria of the subjects were they must have documents which could prove their achievement in either academic or non academic, and they must have any other evidences of their productive activity. there were ten students who met all the previous criteria; six students of the academic year 2013 and four students of the academic year 2014. this research also employed documentation technique to support the data collection. this research collected and analyzed any records or documents which are related to the students’ autonomous learning process. the documents covered khs (students’ learning result), certificate, or other documents that can prove their academic and non academic achievement. all of the data were then analyzed through the steps as follow; selection categorization, conclusion, and verification. d. result and discussion 1. general description the general description was taken from the information in the first part of the quissionaire. most of the subjects (80%) were actively involved in students activity unit and got important position such as the chief of students union, the secretary, and document coordinator of particular students activity unit. 60% of the students had other activities besides studying in the college such as working in formal educational institution and becoming entrepreneurs. only one out of ten subjects (10%) had married and got a child. the rest (90%) were single and childless. the documentary study of the students’ scores showed that they got more 3.5 gpa in average. their gpa was considered as very good academic achievement. the documents also showed that they also successful in the other area. one of the achievements was the second runner-up of kakang senduk ponorogo 2015. there were also two students who got students’ research grant from dikti on 2014/2015. all of the subjects also had got the scholarship for students with high academic potential in different years. 2. the descriptions of students’ abilities there were ten abilities of students’ ability in applying autonomous learning. those abilities were described in form of graphic from the questioner’s result and the students’ interview transcript. graphic 1 students ability to motivate themselves when applying autonomous learning in graphic i, there were two indicators which showed the students’ perception on their ability to motivate themselves when applying autonomous learning. the first indicator was their perceptions on how often they could organize their way of learning. in graphic 1, most of the students (38%) considered themselves sometimes have the ability to organize their own way of learning. for the second indicator, 50% of the students considered they were often able to motivate themselves to do autonomous learning according to their own appropriate way of learning. eltin journal, vol 5/ii, october 2017 74 the results of the interview which related to this ability were as follow: “i motivate my own learning by realizing the goals that i should set for my learning” “i said to myself that i still need to learn and extend my knowledge, because i realized that i was lacking of knowledge” “i motivate myself through reflecting on what my friends/colleague had done, and assuring my own self that i can do the same, at least i should be able to do the same or even more” “the more i learn, the more i realize that i know nothing. thus, i should always learn and learn, either for academic or vocational purposes such as sewing, making embroidery, cooking, etc” “i always want to be the best in all fields. it makes me always eager to learn so no one will be able to defeat me” “by setting up my mind my initial learning goals” “i motivate myself though watching some motivational clips” “i always think that learning is the bridge to be able to compete in present and future. i am anxious that i would not be able to compete for life if i do not continue to learn” students’ answers on interview about motivation showed that they were able to recognize which motivation will work best on them. internal motivations such as their own wish to become the best and the self-pressure on the importance of learning were some of the students’ way to motivating their own learning. futhermore, they also used external motivation such as keeeping in mind the learning goal as the base of their motivation. overall, the positive feelings such as contentment, pride, grateful, and the capability to do and finish particular things, tasks, or overcome any autonomous learning obstacles were considered able to motivate one self to stay learning. graph 2 students’ ability to control emotion there were two indicators that can show the students’ ability to control their emotion. the first indicator was how often they could recognize particular felings that can motivate their learning. the second indicator was how often the students could recognize particular feelings that can distract their learning. based on graph 2, there were 63% of the students were often able to recognize particular feeling that can motivate them in learning. further interview revealed that the students used internal motivation as the most appropriate way to motivate themselves. the results were as follow: “by having the belief that i can do something” “i can motivate myself when i succeeded in finishing particular task or getting though particular learning obstacles with satisfying results” “i can motivate myself through the pride i gain every time i can do my tasks well” “i should keep in my mind that contentment is mostly misleading, if we feel contented with particular thing, it highly possible that we will stop our learning. it does happen in real life” “i can motivate my self though the contented feeling i gained when i am able to make others learn particular learning materials. i do also feel grateful for given the opportunity to do such positive activity” “i can motivate myself though the feeling of contentment for getting better result than i have ever standardized” “i can motivate myself when i feel contented for being able to apply my knowledge” zulaihah & harida: autonomous learning…. 75 there were 75% students who admitted that they sometimes able to recognize particular feelings that can obstruct their learning. the interview also revealed kinds of feelings that distract the students’ learning motivation. the results were as follow: “i get distracted when i am in a troublesome situation or whwn i feel bored” “boredom is the feeling that frequently distract my learning mood” “i get distracted due to my fear and unconfidence of doing public speaking” “when i learn something and i feel continous failures, then the feeling of giving up and boredom start to emerge” “boredom, i am the easily-get-bored-kind-of-person, even the smallest event can drive me to boredom and distract me from my learning” “i can be distracted in my larning due to my lack of reading fondness” “my learning motivation get distracted by my own fear of public speaking” “my reading ability put me in trouble during the learrning because i feel sleepy easily when i read or learn. i also feel unconfidence when i see other’s well performance eventhough i realize that i can do the same.” boredom was the feeling that the students mostly mentioned and considered as an obstruction to the learners. in addition, fear, lacking of confidence, and giving up were named among the feelings that can obstruct the students’ learning. their lack of reading fondness also became the trigger of learning laziness which eventually leads to students learning obstruction. graph 3 students’ ability to recognize autonomous learning pattern there were three indicators that showed the students’ ability to recognize the autonomous learning pattern. the first indicator was how often they could evaluate their own learning ability. the second indicator was how often they could analyze their own learning needs. the third indicator was how often they could set their own goals of learning. for the first indicators, there were 38% of the students who stated that they were sometimes able to evaluate their own learning ability. for the second indicator, there were 75% students stated that they were sometimes able to analyze their own learning needs. for the third indicator, 63% of the students felt that they were sometimes able to set their own goals of learning when they learn independently. in the interview, they said that their goals in learning were as follow: “my goals were being able to comprehend and applied my knowledge” “my specific goal in learning english is to enlarge my english knowledge especially in speaking skills” “my goals is to get job which is related with my current field of study” “i want to be able to speak english fluently and get a lot of friend worlwide to open any opportunities for working abroad“ “i want to be able to speak english fluently “ “i want to apply my knowledge of english to those who need it” eltin journal, vol 5/ii, october 2017 76 on the interview about their goals of learning english, the students gave various answers. their answers ranged from the general to the specific one. the students’ answers were mostly based on the imprtance of english for their future working requirements. graph 4 students’ ability to monitor autonomous learning pattern there were two indicators that show the students ability to monitor their outonomous learning pattern. the first indicator was how often they could recognize their streghs and weaknesess as a learner and/or reflect on these. the second was how often they could recognize what prevent them from completing task. for the first indicator, there were 38% students that stated they were sometimes able to recognize their strengths and weaknesess as a learner and/or reflect on these. for the second indicator, there were 50% of the students stated that they were sometimes able to recognize what prevent them from completing task. based on the interview, there were some things that the students considered as things that can recognize what prevent them from completing task: “the inability to manage time” “exhaustion and sleepyniess due to the morning work and the obligation to study on the evening, and sometimes we got too sleepy to study at night” “boredom and bad mood” “laziness factor and the fact that i like to put off what i can do today because other activities” “boredom, hunger, laziness, mood” “the teaching does not suit the materials given” boredom, laziness, and exhaustions were top three anwers for the feelings that the students considered as things that prevent them from completing task. graph 5 students’ ability to plan autonomous learning pattern there were three indicators for this ability. the first indicator was how often they could plan time and place for learning. the second ability was how often they could know what they need to complete a task or achieve a goal (for example the competencies, steps of a task and language tools). the third indicator was how often they could put together a learning plan. 75% of the students thought that they were sometimes able to plan their own time and space for learning. 63% of the students thought that they were sometimes able to know what zulaihah & harida: autonomous learning…. 77 they need to complete a task or achieve a goal. 75% of the students thought that they were sometimes able to put together a learning plan. based on the interview, the students revealed the description of the appropriate time and space for them were the time and space which coulb be adjusted to their work or other extracuricular activities; and family responsibility. “i set my learning time and space according to my current condition” “i am rather be in neat and comfortable space in the morning tostudy” “i rather be in rather quiet place and have good internet connection” “the most effective time to learn for me as a mother, is when my son had fallen asleep” “i learn when i had finished my workload” the students’ answers implicitly described the general description of the nontraditional students (having either professional or familial responsibility in addition to the learning activity which was done in the afternoon when the brain starts to decrease their focus and ability to think). their inability to plan exact time and space for learning was related to the condition and daily situation they face everyday. due to the workload and family responsibility they tended to learn in unspecified time and space. they tended to learn after they had done their professional and social-familial responsibilities. yet, they prefered to have a quiet, peaceful, and comfortable place in the morning to learn. when the students were asked about things that they needed to complete a task, their anwers were competency, references related to the material, motivation, clear learning steps, passion, and gratitude. based on interview, the students planned their learning independently by collecting various learning resources which were related to the materials. then, they ordered it based on specific way to arrange their learning independently. those were as follow: “ i arrange my learning by starting it from the easiest/ the simplest to the most complicated ones “i start my learning by reading the textbooks and find other references if there are some difficulties in understanding the materials” “ i usually collect various learning recources in internet and then i reconstruct my knowledge with my own word” the students’ description about their learning needs included the availability of mentors, textbooks, and self-disipline. only one of the students answered that she rather chose to learn alone at home without help from others. graph 6 students’ ability to choose materials and method of autonomous learning there were six indicators in this ability. the first indicator was how often the students could be familiar with a variety of materials and resources for language learning. the second indicator was how often the students were able to choose materials and resources. the third indicator was how often the students could try out new, unfamiliar materials and resources. the fourth indicator was how often the students could be familiar with different language learning methods and strategies. the fifth indicator was how often the students could choose different language learning methods and strategies. the sixth indicator was how often the students could try out different language learning methods and strategies. there were 63% students that sometimes able to get familiar with a variety of materials and resources for language learning. there were 38% of the students who gave similar percentage to the option of sometimes and often for their ablity to choose materials and resources. there were 50% of the students who thought that they were sometimes able to try out new, unfamiliar materials and resources. there were 63% students that rarely able to get familiar with different language learning methods and strategies. there were 63% students that sometimes able to choose different language learning methods and strategies. there were 38% students that sometimes able to try out different language learning methods and strategies. eltin journal, vol 5/ii, october 2017 78 based on the interview, the students were still accostumed to the use of less variety of materials and resources for language learning. they also tended to use the traditional method and strategy for language learning. the interview also revealed that the students used various kinds of materials and learning resources by classifying it into its relevances with the learning materials. after the classification, they will try to use them to understand the concept and the material given. they also used the internet as their learning resource to help their learning. they revealed that the basis to choose the appropriate learning method and strategy were their mood and the relevance between the learning method and strategy to the learning materials. the learning method and strategy which they frequently used were discussion, reading aloud, cooperative learning, and individual learning. the kinds of learning method and strategy that they wanted to try was learning with native speaker to increase their speaking ability. to increase their ability to write they wanted to use modelling strategy by means of standardized essays or other writings. they wanted to use the relevant textbook such as betty azar’s grammar textbook to learn grammar. they frequently use music, film, video, essay, and smartphone application to help their learning. audio visual media were more preferable by most of the students (80%) for their learning . graph 7 students’ ability to complete a task there were eight indicators that showed the students’s ability to complete a task. the first indicator was how often the students could organise a time and place for their learning. there were 50% students that stated they were sometimes able to organise a time and place for their own learning. the second indicator was how often does the students set themselves a task. the biggest percentage (75%) of the students stated that they were sometimes able to set themselves a task. the third indicator was how often the students could structure their learning independently. there were 75% of the students who stated that they were sometimes able to structure their learning independently. the fourth indicator was how often the students could use a variety of materials and resources when learning. there were 38% students stated that they sometimes able to use a variety of materials and resources when learning. the interview revealed that the students started their learning by doing as follow: “i usually learn grammar before i learn writing” “i usually have to understand the concept before doing the task” “i have to know the meaning of particular words dan read it more than once to really understand it” “i tend to learn better by example” “i do learning by doing to increase my speaking skill” “i start to learn if i have already understood the meaning of particular text related to the materials” “i tend to start my learning by practising my skills" the fifth indicator was how often the students could employ a variety of methods and strategies when learning. there were 63% students said that they were sometimes able to employ a variety of methods and strategies when learning. in the interview, the students showed how they use various learning material and resources as follow: “i only take the most relevant points of the learning process’ “i classify the resources according to the relevant learning materials” “i tend to understand each of the learning materials based on the most relevant sources” “i will find other sources in the internet, if i do not really understand the materials” “i tend to make draft for my learning such as writing my own ppt and i will write the notes on it with various color” “i tend to make conceptual mind map to correlate various learning materials to make them easier to be understood.” zulaihah & harida: autonomous learning…. 79 “i tend to do the learning eventhough i have less understanding on it” according to the interview, the following learning material and resources that they frequently used were as follow: “for listening skills, i usually listen to music and film” “for essay writing, i usually use reading resources and relevant model essays” “for listening skills, i usually use kinds of expressions as the main resources” “i prefer to learn english through reading or seeing the native speakers’ video” “i learn grammar through one of the application in my smartphone” “i use audio visual media to support my listening and speaking skills” “i usually read some short stories” “i usually watch some video for example the video on how to write narrative text” the sixth indicator was how often the students could carry out their learning plan. there were 75% of the students that stated they sometimes were able to do so. based on the interview, the students do their learning plan as follow: “i do my learning as it planned but sometimes the situation and mood affect the learning too” “i do my learning as it planned and i arranged it from the simplest to the hardest” “i do my learning based on the situation, but mostly not really different from the initial plan” “i do my learning plan as i wish and in accordance to my ability, and i usually do it when my son had slept” “i do my plan according to my wish but sometimes i do it differently based on the relevant learning materials” the students learning plan sometimes was not able to be carried on due to their limitation of supportive time and condition. the seventh indicator was how often the students could analyse elements of the foreign language to detect regularities, irregularities and reccurring patterns. 50% of the students said they were often able to analyse elements of the foreign language to detect regularities, irregularities and reccurring patterns. the other 50% said that they were sometimes able to analyse elements of the foreign language to detect regularities, irregularities and reccurring patterns. the eighth indicator was how often the students could analyse texts, conversations and other communication in the foreign language and recognise specific (cultural) aspects of the communication. most of the students (50%) stated that they were sometimes able to analyse texts, conversations and other communication in the foreign language and recognise specific (cultural) aspects of the communication. based on the interview, the students revealed that they did not really understand how to analyse texts, conversations and other communication in the foreign language and recogni could e specific (cultural) aspects of the communication. only some of them could analyse texts, conversations and other communication in the foreign language and recognise specific (cultural) aspects of the communication. the difference of accent was one of the communication aspects that the students can analyze. the transcript was as follow: “sometimes i am able to recognise specific (cultural) aspects of the communication” “i analyze the spoken language by differentiating the accents of the native speakers” graph 8 students’ ability to reflect the autonomous learning pattern eltin journal, vol 5/ii, october 2017 80 there were three indicators to show the students’ ability to reflect on the autonomous learning pattern. the first indicator was how often the students could recognise their strengths and weaknesses as a learner and/or reflect on these. 75 % of the students stated that they were someties able to recognise their strengths and weaknesses as a learner and/or reflect on these. on the interview the students described their strengths and weaknesess as folow: “i am not really able to manage time” “my strengths are i can easily understand something and i do my task efficiently and effectively, my weaknesess were i tend to forget things easily and less expressive” “my strength is that i can understand sometging easily, my weakness is my tendency to forget things easily” “my weakness is my lacking of confidence” “i can easily understand the lesson which uses simple language” “my strength was my bravery in expressing opinion/ideas; my weakness is i like to put off the work” “my weakness is i am sometimes afraid to express my opinion and feel embarassed, i have the strengths in speaking with fluent pronunciation” “i do not really aware on my strenght; my weaknesess are lack of confidence and do not belief good result can be gained easily3” the second indicator was how often the students could the reflect on methods and strategies which they have employed. 63% of the students stated that they sometimes reflect on methods and strategies which they have employed. the third indicator was how often the students could reflect on their own learning. 50% of the students stated that they sometimes reflect on my learning. based on the interview with the students about the description on their strengths and weakneses, the students showed more awareness on their weaknessess than their strenghts in learning. their weakness were the lack of time management, lack of confidence, and easily forget. generally, the students’ strenghts were: easy to understand the learning materials especially when it was delivered through simple language, eager to express their opinion, and able to do the task efficiently and effectively. graph 9 students’ ability to evaluate the the autonomous learning pattern there were three indicators of the students’ ability to evaluate the the autonomous learning pattern. the first indicator was how often the students could evaluate materials and resources for language learning. 63% of the students stated that they were sometimes able to evaluate materials and resources for language learning. the second indicator was how often the students could evaluate language learning methods and strategies. 50% of the students stated that they were sometimes able to evaluate language learning methods and strategies. the third indicator was how often the students could to evaluate their learning. there were 38% students stated that they were often able to evaluate their learning. bt, there were also 38% students stated that they were rarely able to evaluate their learning. there were two opposing opinions toward how often does the students able to evaluate their learning graph 10 students’ ability to cooperate in the autonomous learning zulaihah & harida: autonomous learning…. 81 there were two indicators that showed students’ ability to cooperate in the autonomous learning. the first indicator was how often the students could learn with and from others (for example, other learners, teachers, learning advisors, native speakers and competent non-native speakers). 63% of the students stated that they were often able to learn with and from others (for example, other learners, teachers, learning advisors, native speakers and competent non-native speakers). the students stated from the interview that there were several circmstances that enable them to learn with and from others. the circumstances were as follow: “i can learn with and from others but i had to get adjusted to them” “i can learn with anyone, but learning with native speakers will make it easier for me to learn the language compared to learning with local speaker” “i prefer to learn with native speakers but i still can manage to accept the simple learning process” on the interview, the students also revealed the circmstances that enable them to learn from and with others. the circumstances were as follow: “i can learn from and with others if i am not pleased or feel any unequality between my effort and my result” “i would like to learn from and with others as soon as possible, because i realized that my learnong organization was still unstructured” “i would like to learn from and with others anytime, especially on the materials that i want to learn and comprehend more” “not until i have been in the most boring and difficult point that i start to ask someone a questions” “i would prioritize myself to learn from and with others who i considered to be more competent” “i would like to learn from and with others if i have not been able to handle my learning problems any more” “i would like to learn from and with others antime, especially when i have not understand the laerning materials” the second indicator was how often the students could decide when they want to cooperate with others (for example, with other learners, teachers, learning advisors, native speakers and competent non-native speakers) in order to structure their learning better. 63% of the students stated that they were often able to decide when they want to cooperate with others (for example, with other learners, teachers, learning advisors, native speakers and competent non-native speakers) in order to structure their learning better. people who they considered to be able to help them during the autonomous learning were as follow: “fellow classmates then the lecturers” “tecturer, friends” “the more competent classmate (close friend)” “my best friend” “my husband and my friends” “the lectures who want to and is willing to help theeir students to overcome their learning’s problem” 3.discussion the research was explicitly studied about two out of three autonomous learning stategies by o'malley & chamot’s; metacognitive stategy and social mediation strategy. the metacognitive strategy which were studied in this reseach covered the planning for learning, self supervision, self evaluation, and constructing personal learning file. social mediation strategy that studied in the research was mostly concerned on the students’ attitude on the application of learning cooperation (wang, 2010). this research did not explicitly study about cognitive stategy, yet did it not study the students’ specific stategy in particular english skills. eltin journal, vol 5/ii, october 2017 82 the students’ awareness on their ability to motivate themselves can be a resourceful capital for their further learning autonomy. this awareness can trigger the development of other ability especially the ability to recognize their strengths and weaknesses in learning. once they realize their strenghts and weaknesses in learning, the students will get easier to find out about the method, strategy, resources, and media which they can employ best for their success in learning. most of the nontraditional students have positive atttitude toward the application of cooperation for autonomous learning. but, there was a tendency that their personal attitude toward particular cooperation partner affects their personal preference. this reseach studied ten students’ abilities in autonomous learning. there were two abilities that the successful nontraditional students often employed for autonomous learning. the abilities were the ability to motivate their own selves and the ability to cooperate in autonomous learning. the succesful non traditional students did not really apply and aware of their ability to control emotion, plan the learning, choose the material and method for autonomous learning, recognize the autonomous learning pattern, monitor the autonomous learning patteern, reflect the autonomous learnig pattern, complete the task, and evaluate the autonomous learning pattern. the successful non traditional students were sometimes able to aware of the application of those abilities. it indicates that the successful nontraditional students were not fully aware on and apply the strategy during the autonomous learning. the result of the study showed the students were sometimes able to control their emotion. their lack of ability in controlling emotion may be due to the declining mental and phisical condition since the lectures were held in the afternoon .it may also be the effect of exhaustion due to the workloads in the office, family, and other extracuricular activities. most of the students stated that they were sometimes able to plan their learning. the nontraditional students were not accustomed to plan their learning in detailed and correct steps. most of the students also stated that they were sometimes able to choose the material and method for autonomous learning. it seemed that they were not too eager in choosing the material and method for their own learning. they tend to accept any material and method given by the lecturers. they also stated that they were sometimes able to recognize the autonomous learning pattern, monitor the autonomous learning patteern, reflect the autonomous learnig pattern, complete the task, and evaluate the autonomous learning pattern. their answers may be an indications of either their unawareness or ingnorance toward their own ability to apply the autonomous learning stategy. since the nontraditional students had got other responsibilies beside studying, flexibility; in term of time, space, method, strategy, resources, media, and learning material, became the most important key for their learning success. they were “forced” by their nontraditional situation to be able to do their learning flexibly: boundless and limitless. this was in line with kupetz & ziegenmeyer’s research that (2006) which emphasized the flexibility as crucial points in ssupporting the construction of autonomous learning pattern. it then provides a solid base to support the success of individual’s success in learning english in the classroom. flexibility became the nontraditional students’ route to their academic success while juggling at other responsibilities in life. the students showed the flexibility of learning time because they had to make sure that they had already finished their responsibilites before starting their study. this showed that the students had high commitment to complete a task. unfortunately, it seemed that they put their learning responsibilities after their other responsibilities. yet, for the successful non tradional students morning became their most prefered time for learning the successful on traditional students stated that they can learn in any place. to balance their professional or familial responsibilities with their academic responsibilities, they must make themselves able to learn anywhere in limited time. yet, a cozy, quiet, and comfortable place to study were more preferable. eventhough the result of the quissionaire showed that the students were sometimes able to choose their own method, strategy, resources, media, and learning material for their learning success, all of the students were eager to do better with those crucials acpects in learning. those abilities indicates the application of autonomous learnig strategy of the successful non traditional students. the application of autonomous learning stategy showed some merits as there were stated by long, pao-nan, and wei-fan (in francis and flanigan, 2012: 2), autonomy learning shows a positive correlation with students’ achievement. moreover, the autonomous learning stategy encourage the non traditional student to have more confident and responsibility, enlarge their learning opportunity beyond the other responsibilities, and focus the students’ attention. since autonomous learning mostly focuses on individual learner, their individual preference became crucial factor. the successful non traditional students need to do extra hard-working to achieve goals as what have been planned in the beginning. the interaction between the less preferable lectures and friend is likely to happen. it zulaihah & harida: autonomous learning…. 83 may also be a challenge for both of the students and the lecturers on how to compromise the different learning strategy in the classroom setting. e. conclusion and suggestions autonomy learning is a learning process which aims to develop student’s capability and responsibility in learning process. various definitions and theories of autonomy learning reveal that it is important to develop student’s self-competence. there is a positive correlation between autonomy learning and the significant improvement of student’s competence. the result of this study showed the general description of the successful non traditional students of english education program in stkip pgri ponorogo. it did not cover the specific description on how the sucessful nontraditional students employesd the autonomous learning strategy for learning particular english skills. there fore this research mostly covered two kinds of autonomous learning stategy which were metacognitive stategy and social mediation stategy. futher researches on cognitive stategy for each english skilss are highly recommende to add detailed description on students’ autonomous learning strategy. further reseach may also cover the comparation between the successful traditional and non traditional students’ strategy of autonomous learning. some suggetions were made by the researcher on the basis of the research result. the suggestions were as follow: for the students, they should (1) be more aware on their streghts and weakneses as a learner, (2) be able to plan for their own learning, (3) be exposed further and more thoroughly on the abilities needed for effective autonomous learning. the students can have a consultation session on how to reorganize their autonomous learning with the leacturers or with their academic cunsultant. the consultation will help them to gain more overall detection and solution for their leaning in general. further and more thorough exposes on the abilities needed for the aplication of autonomous learning must be beneficial to both nontraditional dan traditional students in general. it will also help them to increase their determination and commitment for planning their own learning needs. to increase their flexibility in cooperation, the students must be advised to put aside their personal preferences. they must keep in their mind that they must be able to cooperate with anyone as long as they are competent with the field of the study. that belief will help them get along easier with other people whose competency will help them to gain their success in learning. there are some suggestions for the lecturers or the academic advisors. the sugesstions were the lecturers or the academic advisors should be able to motivate and help the students to recognize their strenghts and weaknesess. the motivation can be in the form of moral support for the students to learn better. the lecturers or the academic advisors can have either private or open discussion with the students about how to maximize their strenghts in learning and overcome their weaknesses. during the discussion, the lecturer or academic advisors can bring about their observation on the students during the leaarning process as additional information to the identication on the students’ learning. employing various teaching and learning method, strategy, media, dan resources during teaching and learning process are more preferable. the institution can also take part to increase the students’ autonomy in learning. they can set particular time before or after the semester to do a kind of scheduled councelling session for the students especially for the non traditional students. if it is possible the councelling session shoulf be done with the professional academic councelor, so that the students can get thorough insight about their learning. the institution can also do futher research in autonomous learning and publish the result so that the students and the lecturers can create more optimal teaching and learning process. f. references buvoltz, k. a., powell, f. j., solan, a. m., & longbotham, g. j. 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